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From http://www.eltresearchbites.com

Anthony Schmidt summarizes a 2018 article by S. Marshall and J. Walsh Marr, "Teaching multilingual learners in Canadian writing-intensive classrooms: Pedagogy, binaries, and conflicting identities." The study explores faculty perceptions of international students in writing courses. Schmidt summarizes, "It’s clear from the interviews that instructors need more support. Without proper training on how to work with diverse writers, these instructors are likely to default to viewing challenges dichotomously, perpetuating their underlying ideologies and severely limiting their ability to help. Training of this sort requires time and money, though. The authors offer some sage advice here: 'Support for faculty and students requires a large investment in time and money; differential tuition fees that charge international students more, therefore, put the onus [on] universities and colleges to step up to the challenge.'”

Read the research summary at http://www.eltresearchbites.com/201805-writing-intensive-pedagogy-and-multilingual-writers/