English Department

Provides a survey of attempts up to 2011 to connect Shakespeare with service-learning as a pedagogical approach.  Outlines a new model for integrating teaching and learning through service in the form of an after-school theater arts program focused on Shakespeare.

This paper presents a qualitative study of the use of group dialogue journals in a first-year composition course for nonnative speakers of English. Students approach the journals with different, sometimes competing, interpretations of the discourse event. With every successive entry in the group journal, students engage in a process of negotiating their various interpretations, or frames. The study examines the mechanisms by which this social construction of frame takes place and sheds light on the ways students can determine their own purposes for writing.

This paper examines two Generation 1.5 students’ experiences participating in a public, studentrun conference in which English language learners present papers on their struggles and strengths as multilingual students. In this conference, learners have the opportunity to construct relationships to and between multiple communities through the texts that they produce and present. Such a public forum enables second language learners to develop a sense of ownership—of the production of texts, of the curriculum, and even of the English language itself. Ownership is conceptualized as being located not in any individual writer but in the interplay between the individual and the collective.

Much has been said about the diversity in the population we often refer to as ESL students. Although the bulk of the research on secondlanguage writing in the 1980s and 90s was concerned mostly with international students with visas to study in the US, significant attention in the last decade has been paid to an important distinction between international students and US-resident learners of English. Several books have been written about resident linguistic minority students (Harklau, Losey, and Siegal; Ferris; Kanno and Harklau; Roberge, Siegal, and Harklau) and the ways in which their needs as writers differ from the needs of international students (see also Reid; Matsuda and Matsuda). Several special issues of the Journal of Second_Language Writing have been devoted to early childhood and adolescent second language writing as well, and disciplinary links have been made in recent years with bilingual education (Edelsky and Shuck). In fact, the complexity that is the ESL population...