Session I: Roundtables

Roundtable: Supporting ELLs to Develop Academic Writing Skills for Disciplinary Needs: Focus on Relational Pedagogy and Nature of Safe Inclusive Space
Elaine Khoo (University of Toronto Scarborough)

Zoom Link:
Meeting ID: 896 0666 0944; Passcode: 561420

Seeking cost-effective ways of supporting English Language Learners (ELLs) in overcoming their significant language disadvantage is a common goal on campuses with large ELL populations. This session examines the underlying relational pedagogy for a learner-driven and instructor-facilitated approach used during the pandemic remote learning that resulted in 53% of the Year 1 students (N=94) in a reading-writing program offered by the Centre for Teaching and Learning to voluntarily read and write almost every day for one month to gain increased competence and confidence with Academic English. Participants are invited to critically discuss insights gained from the findings for wider applicability.

New College Writing Centre — Caribbean Studies Collaboration: Beyond the In-class Workshop
Sheila Stewart (Institute for the Study of University Pedagogy, University of Toronto Mississauga)

Zoom Link: 
Password: Friday

In understanding neither writing centres nor classrooms to be “safe” places (Garcia, 2019; Razack, 1993), a key question is what kind of varied pedagogical strategies can be used to support the students’ academic development. This session examines how long-term faculty collaboration can benefit student access, particularly that of racialized students. New College, University of Toronto is home to several unique programs including Caribbean Studies. The New College Writing Centre collaborates with Introduction to Caribbean Studies professor, Dr. Melanie Newton, to support her students’ writing development. This session examines what was learned about student access and faculty development through this initiative.

A Posture of Listening and Inquiry: A Roundtable Considering Multilingual and Racialized Student Agency in First-Year Writing Instruction
Marci Prescott-Brown (Transitional Year Programme), Sheila Batacharya (University of Toronto), Majid Nikouee (University of Alberta)

Zoom Link:

Passcode: 237816

Integrating theoretical frameworks (queer, decolonial, anti-racist, and intersectional), these speakers address how technology and online supports can help meet students’ writing needs in the pandemic-transformed environment. Specifically, multilingual and racialized students seeking writing support communicate affective and cognitive requests to instructors. We consider ways of extending welcome and assistance that resonate with diverse students through a posture of listening and inquiry and propose ideas for responding effectively to these multifaceted student needs.

Session materials:

A Posture of Listening and Inquiry Transcript

A Posture of Listening and Inquiry_ Considering Multilingual and Racialized Student Agency in First-Year Writing Instruction FINAL May 27 2022

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