Student-Perceived Inclusivity in the FYC Classroom: Embracing Multilingualism
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.
multilingualism, code-meshing, inclusivity, multimodal, English composition, language, Rhetoric and Composition
Networked Digital Library of Theses and Dissertations