Abstract
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.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 217-225 |
| Number of pages | 9 |
| Journal | ELT Journal |
| Volume | 59 |
| Issue number | 3 |
| DOIs | |
| State | Published - 2005 |
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ASJC Scopus subject areas
- Social Sciences(all)
Cite this
Dynamic diversity : New dimensions in mixed composition classes. / Ibrahim, Nizar; Penfield, Susan D.
In: ELT Journal, Vol. 59, No. 3, 2005, p. 217-225.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Dynamic diversity
T2 - New dimensions in mixed composition classes
AU - Ibrahim, Nizar
AU - Penfield, Susan D
PY - 2005
Y1 - 2005
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=24144469191&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=24144469191&partnerID=8YFLogxK
U2 - 10.1093/elt/cci041
DO - 10.1093/elt/cci041
M3 - Article
AN - SCOPUS:24144469191
VL - 59
SP - 217
EP - 225
JO - English Language Teaching Journal
JF - English Language Teaching Journal
SN - 0951-0893
IS - 3
ER -