Presentation Title
Multicompetence, Multiple Intelligences, and First-Year Composition Students
Presentation Type
Oral Presentation
Major
English
Language, Literacy and Culture
Category
Education, Humanities and Letters
Session Number
12
Location
RM 216
Faculty Mentor
Dr. Caroline Vickers
Juror Names
Jemma Kim, Maria Pares, Jacqueline Romano
Start Date
5-16-2019 5:10 PM
End Date
5-16-2019 5:30 PM
Abstract
Cognitive-based developments for teaching/learning languages and writing are virtually unlimited realms of research and study. This study is an effort to dip into this realm with an exposition of cognitive approaches and perspectives involving differences and similarities between monolingual and bilingual first-year composition (FYC) students. Initially, this project was prompted by Vivian Cook’s 1999 argument that some SLA educators and researchers unfairly differentiate between monolingual and bilingual/multilingual students. Hence, this project contains a statement of the problem, the purpose for this study, and some general background information of two featured theorists. In particular, the concepts, herein, are cognitive-based, language-based, student-based and student-centered. Also, in defense of some SLA inferences, this project involves empirical results that indicate differences and similarities of competent and multicompetent aspects among bilingual and monolingual FYC college students.
Multicompetence, Multiple Intelligences, and First-Year Composition Students
RM 216
Cognitive-based developments for teaching/learning languages and writing are virtually unlimited realms of research and study. This study is an effort to dip into this realm with an exposition of cognitive approaches and perspectives involving differences and similarities between monolingual and bilingual first-year composition (FYC) students. Initially, this project was prompted by Vivian Cook’s 1999 argument that some SLA educators and researchers unfairly differentiate between monolingual and bilingual/multilingual students. Hence, this project contains a statement of the problem, the purpose for this study, and some general background information of two featured theorists. In particular, the concepts, herein, are cognitive-based, language-based, student-based and student-centered. Also, in defense of some SLA inferences, this project involves empirical results that indicate differences and similarities of competent and multicompetent aspects among bilingual and monolingual FYC college students.
