Pedagogical challenges in teaching ESOL/Multilingual writers in theological education

Yaghjian, Lucretia B.

doi:10.1111/teth.12438

Cited by 1 publication

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“…Am I open to redesigning writing assignments and descriptions of evaluation criteria to make their language and formats more accessible to students from diverse educational backgrounds? Yaghjian (2018) offers several pedagogical recommendations for supporting international student writers that would actually be helpful for all writers and align well with the above questions. Providing feedback on student writing that foregrounds "strengths" rather than "deficits," "encouraging cultural and pedagogical diversity in writing assignments," and holding workshops in class on specific theological writing conventions are some ways of making thriving an accessible goal for all (Yaghjian, 2018, 173).…”

Section: Interrogate Your Pedagogical Praxismentioning

confidence: 99%

Clarity and creativity as womanist ethics for teaching and evaluating theological writing

Jordan

2019

Teaching Theology & Religion

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This article uses womanist ethics and theories of writing instruction to illuminate the experiences of black women seminarians with theological writing at a predominantly white institution. The three cases presented here highlight two ethics for teaching and evaluating theological writing: clarity and creativity. Already triply marginalized by race, sex, and class, black women are often greeted with unwritten norms around academic theological writing that threaten their self‐concept and their development as producers of theological knowledge. This work centers reflections of student‐learning on the voices of black women who found their own ways of negotiating these demands. Their responses to the problems of writing for and in white, male‐dominated theological discourses provide moral strategies that all writers can employ and that all theology professors can make a regular part of their ethical pedagogical practice.

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Section: Interrogate Your Pedagogical Praxismentioning

confidence: 99%

Clarity and creativity as womanist ethics for teaching and evaluating theological writing

Jordan

2019

Teaching Theology & Religion

View full text Add to dashboard Cite

show abstract

Pedagogical challenges in teaching ESOL/Multilingual writers in theological education

Abstract: A theological school's international students contribute to and are constitutive of its diversity. Yet while research on diversity in theological education is flourishing, the peda-

Cited by 1 publication

References 22 publications

Clarity and creativity as womanist ethics for teaching and evaluating theological writing

Clarity and creativity as womanist ethics for teaching and evaluating theological writing

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