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References
Bakhtin. M. (1986). Speech genres and other late essays. V. McGee (trans.). M. Holquist 8. C. Emerson (Eds). Austin. TX: University of Texas Press.
Bashir-Ali. Khadar (2006). Language learning and the definition of one's social. cultural. and racial identity. TESOL Ouartedy. 40(3). 628-639.
Blanton. LL. (1999). Classroom instruction and language minority students: On teaching to ‘smarter" readers and writers. ln L- Harkiau. K. Losey. 8. M. Siegal (Eds). Generation 1.5 Meets College Composib‘on (pp. 119-142).
Braine. G. (1996). ESL students in first-year writing courses: ESL versus mainstream classes. Journal of Second Language Writing. 5(2). 91-107.
Canagarajah. S. (2006b). Toward a writing pedagogy of shuttling between languages: Learning from multilingual writers. Cottage English. 68(6). 589-604. Center for Institutional Evaluation. 2007. The University of Texas a
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Abstract
Over the past fifteen years. scholars have explored how multilingual speakers' identities are constantly being rewritten and how students may envision their identity in a radically different way from the way teachers and educational institutions identify them. A recent study raised the importance of these linguistic identity labels If! regard to first-year composition (FYC) placement practices. The study presented in this paper was influenced by this prewous work. aiming to explore the connections between llngUIS‘bC identity labels and FYC placement practices. The study was mixed methods. including qualitative and quantitative survey data from over 400 students and interviews with 9 students in “mainstream' and ESOt. FYC classrooms at an institution on the 0.8.- Mexico border. The presentation of findings focuses on student attitudes towards various identity labels. changing identities. and satisfaction with course placement practices. The data presented here are valuabte for writing teachers who would like to better understand their L2 students. program administrators who are working on improving the placement of L2 writers. and scholars who are interested in identity issues and labeling practices.
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