Using Contact Zone Concepts to Teach Critical Autoethnography to Multilingual Writers in Foundational Composition

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Contents

Introduction

The Multilingual Writing Classroom: A Contact Zone

Negotiating Literate Identities in the Contact Zone

Contact Zone-Based Composition Pedagogy

The Critical Autoethnography Project

Conclusion

References

About the Author

Appendix

About the Author

Analeigh E. Horton is a PhD student in Rhetoric, Composition, and the Teaching of English at the University of Arizona where she serves as Graduate Assistant Director of the Writing Program and Graduate Associate for General Education. This project began during her MA at the University of Alabama. She researches multilingual and international student experiences with writing and literacy, WAC/WID, and program administration. Analeigh is a Fulbright alumna and has taught in China, Mexico, Spain, the UK, and the US. Her work most recently appears in Computers and Composition and TESOL Working Paper Series.