In this discussion, led by a graduate teaching associate whose primary research interest is multimodality, we’ll first examine the state of multimodal composition, focusing on the technical support challenges experienced by instructors of FYC, sharing approaches, and beginning a discussion through guided questions to garner input from scholars and practitioners.
In 2022, we launched “Academic Writing in the Borderlands,” aspiring to assist undergraduate and graduate students think about academic positionality. It was open to multilingual and English-only writers engaged in any discipline and research topic. In this session, we will report outcomes, including challenges and significance.
Limited research has delved into L2 Chinese collaborative writing (CW), contrasting with the extensive focus on L2 English contexts. This discussion reviews prior L2 Chinese CW studies, outlines potential challenges in implementing CW in L2 Chinese classrooms, and underscores the opportunities associated with integrating CW into the L2 Chinese curriculum.
