Assessing Preparation of Mainstream Composition Teachers Working with Multilingual Writers
Abstract
Research on multilingual writers in first-year composition classes in U. S. universities seems to overlook the issue of professional preparation of mainstream composition instructors who work with multilingual writers. Composition courses are commonly taught by teachers with no formal training in L2 writing pedagogy. Therefore, a better understanding of their professional preparation and needs will help composition programs develop adequate training and prepare instructors who are able to address linguistic and cultural needs of multilingual writers. In this study, a perception survey was completed by 34 instructors of mainstream first-year composition at a large research U.S. university. The participants had no formal training in L2 writing pedagogy. Responses reveal that most instructors acknowledged their lack of education and professional experience and generally felt ill equipped to work with multilingual writers. Conclusions discuss the need to strengthen professional development of mainstream composition instructors.
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