Abstract
This article presents the results of a study of 12 students’ video composing assignments and accompanying reflections in which students, all of whom were future writing teachers enrolled in an undergraduate TESOL course, examined how well public spaces acknowledged and included multilingual individuals. Students’ videos and reflections demonstrated that the assignment dismantled these future writing teachers’ assumptions that multilingual writers learn best in an English-only environment but perpetuated perceptions of languages as discrete rather than intertwined. Findings are discussed within the context of scholarship on writing teacher education and English-only policy and practice in the U.S.
Recommended Citation
Amicucci, Ann N.
(2026)
"Dismantling Future Writing Teachers’ English-Only Assumptions: Composing Videos to Learn the Value of Linguistic and Cultural Inclusion,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 14:
Iss.
2, Article 2.
Available at:
https://scholarworks.wmich.edu/wte/vol14/iss2/2
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