Abstract
This paper presents a literature review to articulate a pedagogical rationale for integrating English writing instruction with writing instruction in Spanish as a strategy for improving success rates among Spanish speaking ESL students (SS-ESL) at Hispanic serving institutions such as Bronx Community College (BCC), where we both teach ESL. This rationale underpinned the creation of a new learning community cluster that was piloted at BCC in Fall 2013. The cluster included an advanced ESL class, a Spanish composition class, and a Freshmen Year Seminar (FYS). Success indicators for the students enrolled in this cluster were very promising.
Recommended Citation
Parmegiani, Andrea and Utakis, Sharon
(2014)
"Non-convergent Literacy Practices and Dominican Students in the U.S.,"
Journal of Rhetoric, Professional Communication, and Globalization: Vol. 6
:
No.
1,
Article 2.
Available at:
https://docs.lib.purdue.edu/rpcg/vol6/iss1/2