![]() Multilingual writers are and should be recognized as an integral part of writing courses and programs worldwide. They learn and acquire English in various educational contexts, by employing various strategies, and to meet various global/local standards.Ĭolleges and universities, including technical colleges, two-year colleges, four-year institutions, and graduate programs, have actively sought to increase the diversity of their student populations through recruitment of international students and establishment of international branch campuses, even as domestic language minoritized populations have grown. Multilingual writers can have a wide range of literacies in their first languages, from being unable to read or write to having completed graduate degrees in that language. Many have grown up speaking languages other than English at home, in their communities, and in schools others began to acquire English at a very young age and have used it alongside their native languages. Multilingual writers include international visa holders, refugees, permanent residents, and undocumented immigrants, as well as naturalized and native-born citizens of the United States and Canada. We will use the term multilingual writers to acknowledge that for such writers English may be a second, third, fourth, or fifth language, as well as to acknowledge emerging scholarship about language use by these students. ![]() These terms point toward established fields of scholarship as well as a history of student support programs and pedagogical practices. These students are also referred to by other terms such as English language learners (ELLs), second language (L2) writers, and limited English proficiency (LEP) learners. In this document, we will use the term multilingual writers to describe students who often are institutionally categorized as English as a Second Language (ESL) learners. This document is divided into sections detailing guidelines for writing classes, writing programs, teacher preparation, and teaching contexts as well as a selected bibliography of helpful resources. ![]() The secondary aim of this statement is to promote social justice for all multilingual members of the academic community, students, faculty, and staff in order to make visible otherwise underutilized linguistic and literacy resources. ![]() The aim of this document is to provide broad research-based guidelines for teachers and administrators to advocate for multilingual writers in all spaces of universities and colleges, including first-year writing, undergraduate and graduate courses across the curriculum, writing centers, and intensive English programs. The Conference on College Composition and Communication (CCCC) recognizes campuses around the world as fundamentally multilingual spaces, in which students and faculty bring to the acts of writing and communication a rich array of linguistic and cultural resources that enrich academic life and should be valued and supported. January 2001, Revised November 2009, Reaffirmed November 2014, Revised May 2020 Conference on College Composition and Communication
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