Student-Perceived Inclusivity in the FYC Classroom: Embracing Multilingualism

<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>

Name thesis:degree_name

Master of Arts in Professional Writing (MAPW)

Level thesis:degree_level

Capstone

Discipline thesis:degree_discipline

English

Year dc:date.available

2021

Author dc:creator

• Grant, Melinda

Contributors dc:contributor

• Dr. Chris Palmer
• Dr. Kim Haimes-Korn

• multilingualism
• code-meshing
• inclusivity
• multimodal
• English composition
• language
• Rhetoric and Composition

Repository record dc:identifier

https://digitalcommons.kennesaw.edu/mapw_etd/95

OAI identifier oai:identifier

oai:digitalcommons.kennesaw.edu:mapw_etd-1103