This study investigates the effect of a mixed composition class in an American University on student interaction and writing over a semester. The class was a freshman academic writing course that consisted offifteen international and ten American students. Some teachers believe that a mixed composition class enhances cultural understanding, and that cultural diversity presents a good learning environment, contributing to developing student writing and language skills; others believe the contrary because the needs of the ESL and native English speakers (NES) cannot be addressed simultaneously. To investigate this issue, we used Student journals, interviewed students and observed the class. This paper describes the change in students' attitudes and interaction, the benefits that students gained from the course, and the teachers'/researchers' approach to teaching the course.
ASJC Scopus subject areas
- Language and Linguistics
- Developmental and Educational Psychology