Date of Award
2021-12-01
Degree Name
Doctor of Philosophy
Department
English Rhetoric and Composition
Advisor(s)
Lucía Durá
Abstract
My dissertation investigates the teaching and teacher training experiences of first-year composition instructors in relation to the effective implementation of multimodal projects. Based on survey and interview data that I gathered from over one hundred first-year composition (FYC) instructors from colleges and universities across the US, my dissertation argues that, even though FYC curricula often highlight the importance of teaching multimodal projects, FYC instructors are not always provided sufficient training and preparation for engaging with rhetorical multimodality in its fuller complexity. My dissertation stresses the need for teacher training grounded in decolonial and multilingual theories that provide many opportunities for students to communicate using their unique linguistic, racial, and cultural resources. Indeed, by leveraging those resources, students can build and analyze both digital and non-digital multimodal texts. This project explains how composition instructors can incorporate decolonial and multilingual frameworks into their classrooms and explores the implications of implementing multimodal projects in FYC courses. Keywords: multimodality, teacher training, decolonial pedagogy, multilingualism
Language
en
Provenance
Received from ProQuest
Copyright Date
2021-12
File Size
134 p.
File Format
application/pdf
Rights Holder
Ashok Bhusal
Recommended Citation
Bhusal, Ashok, "Teacher Training For Implementing Multimodal Projects In First-Year Composition Using A Multilingual-Decolonial Framework" (2021). Open Access Theses & Dissertations. 3390.
https://scholarworks.utep.edu/open_etd/3390