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Committee on Second Language Writing (November 2016)

Committee Members

Angela Dadak, Co-Chair
Jay Jordan, Co-Chair

Kevin Eric DePew 
Dana Ferris
Haivan Hoang 
Maria Jerskey
Christina Ortmeier-Hooper
Gail Schuck
Steve Simpson
Christine Tardy

Committee Charge

Charge 1: Identifying, developing and providing F2F and online resources for CCCC members and other CCCC groups

Charge 2: Serving as the official liaison between CCCC and Teachers of English to Speakers of Other Languages (TESOL).

Charge 3: Distributing and helping members use the revised (2009) Statement on Second Language Writing and Writers.

Charge 4: Putting forth recommendations for the Executive Committee on issues related to second language writing.

Charge 5: Working with other groups within CCCC that are concerned with related issues of second language writers, transnationalism, translingualism, and the globalization of writing studies in order to develop theoretical, pedagogical, and research frameworks and connections for interested CCCC members, international disciplinary partner organizations (like TESOL, WPA, CEE, NCTE), and the field.

November 2015 Update

The Committee on Second Language Writing continues to work with members across the organization to provide resources for their work with multilingual writers. At CCCC 2014, we organized two workshops that are representative of our ongoing work. The morning workshop focused on multilingual writers’ transitions into college/university, into graduate education, and into workplace settings, while the afternoon workshop focused on best teaching and assessment practices. We also maintain a wiki that follows up on the workshops. At CCCC 2015, members presented at and participated in a wide variety of workshops and concurrent sessions: we encourage all CCCC members at the 2016 annual meeting to plan to attend relevant sessions as well as the open meeting of the Committee on Saturday morning. Members of the Committee continue to build on conversations about members’ interest in cultural and linguistic diversity on our campuses by addressing how cross-institutional collaborations and agreements can benefit multilingual students, how composition teachers and administrators can articulate these kinds of agreements on their campuses, and how CCCC/NCTE/TESOL might help stakeholders in the creation of such initiatives.

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