English Theses and Dissertations
Permanent URI for this collectionhttp://hdl.handle.net/1903/2766
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Item Tutors’, Spanish-Speaking Students’, and Writing Center Directors’ Dispositions Toward Literacy and the Effect of their Dispositions on Tutoring Sessions(2023) Ellis, Marina; Wilder, Sara; English Language and Literature; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)University composition classrooms and writing centers have continued to see an influx ofmultilingual students, particularly self-identified Hispanic students entering the academy and bringing with them a plethora of knowledge and experiences of their lived realities within and outside of academia. Yet these experiences are often overlooked for the sake of identifying one particular system for aiding them in their writing needs. This study uses semi-structured narrative inquiry-based preliminary interviews, observations of tutoring sessions, and follow-up interviews to examine the ways in which writing center tutors, heritage Spanish-speaking writing center tutees’, and writing center directors’ attitudes toward language and literacy are formed from their academic, sociocultural, linguistic, and cognitive experiences to understand the effects their lived realities have on tutoring sessions. In this way, this interdisciplinary study responds to calls from researchers in education, rhetoric and composition, and writing center studies for more research and expands upon current scholarship that highlights multilingual students’ lived realities as assets to the writing classroom and writing center rather than as deficits. Results from this study highlight the ways in which tutors and Spanish-speaking tutees’ dispositions toward literacy do have a positive impact on tutoring sessions, whether it is specific teaching styles the tutors have developed over time that are influenced by their own learning experiences, taking small moments within sessions to find commonalities with one another that therefore facilitate a collaborative rapport, utilizing techniques that encourage tutee agency, finding ways to empathize with tutees so that they feel comfortable enough to return to the center, and much more. These findings then have implications for improved tutor training initiatives that emphasize individualized instruction for multilingual students who attend writing center sessions, and assignments that require tutors to examine and reflect on their own literacy learning practices.Item Immigrant Literacies: Language and Learning in the African Diaspora Novel by Twenty-First Century Anglophone African Writers(2019) Okereke-Beshel, Uchechi Ada; Nunes, Zita C; English Language and Literature; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)“Immigrant Literacies: Language and Learning in the African Diaspora Novel by Twenty-First Century Anglophone African Writers” examines the fiction of contemporary African Diaspora writers that introduces new tropes of reading and writing in narrating the experiences of African migrants to Europe and the United States. The writers who are the focus of this dissertation—Teju Cole, Chimamanda Adichie, Brian Chikwava and NoViolet Bulawayo— grapple with the difficulties of migration and its impact on preconceived notions of the self and the world. Each writer links the different pathways that their immigrant characters must take to multiple forms of teaching and learning, demonstrating that literacy is a contextual cultural practice that fosters social connections across the African Diaspora, even as it takes power relations into account. Using the work of Brian Street and other New Literacy theorists, I explore four versions of literacy as a socially embedded cultural practice in novels mainly about Nigerian and Zimbabwean immigrants in the United States and Britain. These theorists are key to my understanding of how revised attitudes to self in an expanded community are being developed in the contemporary African novel because they enable a shift in attention from learning to read and write in order to master a stable and transferrable set of skills to teaching and learning to read and write using a range of codes that characterize hybrid environments. Early criticisms of the African novel focused on the integration of written and oral forms in literature that would nurture a nationalist and postcolonial agenda. Twenty-first century African Diaspora literature expands these goals in demonstrating the transnational and transcultural evolution of both writing and orality. My dissertation organizes each chapter around an exemplary novel to argue that contemporary African novelists writing in English and living in and outside of Africa address the defining question of literacy they have inherited from previous generations by suggesting that multiple and fluid forms of literacy characterize the experience of Africans in the context of migration in the Diaspora.