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• W8555329 abstract "DURING MY FIRST YEAR AT CALIFORNIA STATE UNIVERSITY, MONTEREY BAY (CSUMB), Spanish-speaking student told me that when she first came to U.S., she was surrounded by bird sounds. Bird sounds drifted from teachers' lips and trilled from classmates' mouths. Bird sounds screamed from radio, hissed from television. Within those sounds, worlds collided. That first day in school, those first weeks in this new culture, isolated and frightened her. Her family came to this country for same reason immigrants have made their way to America for centuries: oportunidad--opportunity. She, along with many students with similar histories, was first-born child, family translator, and interpreter (not only of language, but of culture). In first paragraph of CSUMB's Vision Statement, we promise to serve the diverse people of California, especially working-class and historically undereducated and low-income populations. Furthermore, we pledge to create a multilingual, multicultural intellectual community. An equally significant feature of our Vision Statement is its commitment to an assets and outcomes-based education. Developing an outcomes-based approach has entailed seven-year interdisciplinary effort, aided by various learning communities. We have no comparable communities, however, for articulating our approach to an assets-based education. In response, I developed pedagogy that uses poetry to access diverse cultural and linguistic skills, experience, and knowledge our students bring to freshman writing classroom. This approach enhances students' ability to employ storytelling and code switching, familiar literacy practices for many multilingual, multicultural students. When required to write poems rich in cultura lly specific imagery and details, students produce information that might otherwise elude them as they revise their essays. I coordinate and teach in freshman composition program entitled Reading, Writing, and Critical Thinking, first of two courses that complete lower division student's English communication requirements. For course I teach, there are key outcomes. The first is comprehension/interpretation, ability to use empathic and critical reading, listening, viewing, and speaking skills to understand information and ideas, to distinguish among diverse genres of communication, to identify point of view and its explicit support, and to locate significant points of agreement and disagreement among multiple perspectives. The second is presentation, ability to use oral and written communication ethically, effectively, and competently. Each outcome includes an identified set of criteria and standards. These outcomes, criteria, and standards are included in our course syllabi. When we develop an assignment for our classes, we analyze which outcomes and criteria specific assignment addresses and include them in assignment handout. My early history as Spanish-speaking student, followed by my history in business world, law, and now as poet, fiction writer, and professor of composition and creative writing, forms bedrock for my work in teaching freshman composition. Based on my experience over past 10 years in using creative writing to enhance second-language acquisition, I have developed assignments in which students develop body of work that draws upon their various cultural and linguistic assets, along with knowledge of their communities. Students learn to identify and value their respective literacies and learn how to integrate them, where appropriate, into their classroom work and into various research and writing projects. In process, I provide students from diverse cultures, especially those from non-English-speaking backgrounds, with transparent learning environment that not only articulates outcomes, but also validates assets they bring to university. …" @default.
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• W8555329 date "2002-12-22" @default.
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• W8555329 title "Making Multiple Literacies Visible in the Writing Classroom: From Cupareo, Guanajuato, to Cal State, Monterey Bay" @default.
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