Recently the WRD department welcomed speaker Todd Ruecker to discuss his research on working with multilingual writers in the composition classroom. Ruecker is an Assistant Professor of Writing and Rhetoric at New Mexico University and author of Transiciones: Pathways of Latinas and Latinos Writing in High School and College, an ethnography focusing on the writing practices of several Latino students as they transition from high school to college. Ruecker’s research focuses on the increasing diversity of the writing classroom and the role institutions and instructors play in making classrooms more engaging and successful environments for multilingual writers.
A Critical Pragmatist Perspective
During his talk, Ruecker described what he called a “critical pragmatist” perspective on working with multilingual writers in the writing classroom. Ruecker described this perspective as an approach to writing instruction that is critical of the role standardized American English plays in upholding dominant power structures while also providing students the instruction they need in standardized English in order to succeed at school and in the workplace. Ruecker maintains that instructors can teach students standardized English while also giving space for other languages.
What A Critical Pragmatist Classroom Looks Like
Ruecker discussed several ways in which to implement a critical pragmatist perspective in the classroom. He suggested learning about the language background of students through a literacy narrative activity, surveying the students and asking about their language background, as well as periodically checking in with students individually via conferences and emails. These methods allow students to talk openly and think critically about their language background, and give instructors valuable knowledge about their students.
Ruecker also gave suggestions on giving space for other languages in the classroom. He recommends telling students they can draw on sources in their native languages for research papers, and even providing optional readings in languages other than English. Providing readings in multiple languages disrupts the narrative that English is the default while giving multilingual students a space in the classroom. He also suggested giving students access to extensive practice and feedback on their use of English, as many multilingual students want and expect to improve their English in the writing classroom.
Conclusion
Todd Ruecker was invited to DePaul on behalf of a departmental initiative grant from the QIC in order to develop WRD 102x, Basic Writing for Non-Native Students, which will start in the Fall. His talk was an interesting look at multilingual writers in the classroom for students and faculty alike who are interested in making their classrooms more welcoming spaces.