ALL RIGHT THEN. I was so glad to meet you on Tuesday, and I’m for-real excited to talk to you about these things.
The readings for this week lay out some of the central ideas for English 110 as we teach it at QC, which is to say: they lay out some big challenges that we face and propose some ways to face them. So, then: What are those challenges, as you see them, and what proposals do you glean from these readings that seem most attractive/intriguing/life-saving/perplexing for you?
The article about translingualism (by Horner and company) may seem, on the face of it, disconnected from the rest, which are more practical, perhaps, and more oriented toward the writing and scaffolding of assignments. What do we get by reading them together?
I put them together, right at the beginning of the semester, to posit this question:
Could assignments that are well written and constructed give us access to the vast translingualism of our student body as a “resource” as well as a “right”– not a “problem”?
If we agree for the moment that this ^^^ is a desirable goal (we may not), how do you see it met in the syllabus that you’re using this semester? Is the logic of these articles written in the syllabus as you understand it–and what questions do you have about the practical application of these principles in your class?
How, for example, do you see a “ballroom” (cf. Gaipa) constructed in your syllabus, and how could you use this metaphor to help your students “enter the conversation”?
As you think about these questions in the comments below, I hope that you’ll quote from the articles to identify passages that we should discuss when we meet, and also that you’ll raise questions/concerns/objections/dilemmas from your experience in the classroom as well as your reading.
The first week of teaching is intense! So, congratulations, and welcome to the other side of the desk.