The purpose of this study was to compare student perspectives on inclusivity in the first-year English composition classroom viewed explicitly through two distinct lenses: 1. a pre-post survey design that measures students’ perceptions of classroom inclusivity and 2. instructor-perceived observations that reflect upon methods of pedagogical delivery within a multimodal framework. The results provide a further understanding of how curriculum is being received in a diverse academic environment utilizing blended instructional modalities. While all students did not embrace purposeful means of translanguaging via code-meshing in classroom formative and summative writing opportunities, 100% of students surveyed indicated experiencing inclusivity in the current classroom/curriculum. Study limitations and the need for further research are discussed as well.
","abstract_html":"<p>The purpose of this study was to compare student perspectives on inclusivity in the first-year English composition classroom viewed explicitly through two distinct lenses: 1. a pre-post survey design that measures students’ perceptions of classroom inclusivity and 2. instructor-perceived observations that reflect upon methods of pedagogical delivery within a multimodal framework. The results provide a further understanding of how curriculum is being received in a diverse academic environment utilizing blended instructional modalities. While all students did not embrace <em>purposeful</em> means of translanguaging via code-meshing in classroom formative and summative writing opportunities, 100% of students surveyed indicated experiencing inclusivity in the current classroom/curriculum. Study limitations and the need for further research are discussed as well.</p>","abstract_has_math":false,"creators":["Grant, Melinda"],"institution":null,"degree_name":"Master of Arts in Professional Writing (MAPW)","degree_level":"Capstone","degree_discipline":"English","degree_department":null,"school":null,"contributors":["Dr. Chris Palmer","Dr. Kim Haimes-Korn"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-12-06T08:00:00Z","date_published":"2021-12-06T08:00:00Z","updated_at":"2026-07-24T02:43:51Z","subjects":["multilingualism","code-meshing","inclusivity","multimodal","English composition","language","Rhetoric and Composition"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.kennesaw.edu/mapw_etd/95","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Chris Palmer","Dr. Kim Haimes-Korn"]},{"key":"dc:creator","label":"Author","values":["Grant, Melinda"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2021-12-06T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["English"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Capstone"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts in Professional Writing (MAPW)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["multilingualism","code-meshing","inclusivity","multimodal","English composition","language","Rhetoric and Composition"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.kennesaw.edu/mapw_etd/95"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to compare student perspectives on inclusivity in the first-year English composition classroom viewed explicitly through two distinct lenses: 1. a pre-post survey design that measures students’ perceptions of classroom inclusivity and 2. instructor-perceived observations that reflect upon methods of pedagogical delivery within a multimodal framework. The results provide a further understanding of how curriculum is being received in a diverse academic environment utilizing blended instructional modalities. While all students did not embrace purposeful means of translanguaging via code-meshing in classroom formative and summative writing opportunities, 100% of students surveyed indicated experiencing inclusivity in the current classroom/curriculum. Study limitations and the need for further research are discussed as well.
"]},{"key":"dc:title","label":"Title","values":["Student-Perceived Inclusivity in the FYC Classroom: Embracing Multilingualism"]}]}],"canonical_facts":{"dc:contributor":["Dr. Chris Palmer","Dr. Kim Haimes-Korn"],"dc:creator":["Grant, Melinda"],"dc:date.available":["2021-12-06T08:00:00Z"],"dc:description.abstract":["The purpose of this study was to compare student perspectives on inclusivity in the first-year English composition classroom viewed explicitly through two distinct lenses: 1. a pre-post survey design that measures students’ perceptions of classroom inclusivity and 2. instructor-perceived observations that reflect upon methods of pedagogical delivery within a multimodal framework. The results provide a further understanding of how curriculum is being received in a diverse academic environment utilizing blended instructional modalities. While all students did not embrace purposeful means of translanguaging via code-meshing in classroom formative and summative writing opportunities, 100% of students surveyed indicated experiencing inclusivity in the current classroom/curriculum. Study limitations and the need for further research are discussed as well.
"],"dc:identifier":["https://digitalcommons.kennesaw.edu/mapw_etd/95"],"dc:subject":["multilingualism","code-meshing","inclusivity","multimodal","English composition","language","Rhetoric and Composition"],"dc:title":["Student-Perceived Inclusivity in the FYC Classroom: Embracing Multilingualism"],"thesis:degree_discipline":["English"],"thesis:degree_level":["Capstone"],"thesis:degree_name":["Master of Arts in Professional Writing (MAPW)"]},"updated_at":"2026-07-24T02:43:51Z"}