Combating Monolingualism: A Novice Administrator’s Challenge

Abstract

The article presents the perspective of a writing program administrator with an experience in second language writing on the ideology of monolinguism. A situated account of her work as a tenure-track faculty member in a university English department is provided. Suggestions that writing program administrators might consider in developing or modifying programs for the linguistically diverse students are offered. Issues regarding the creation of additional administrative positions to address second language writing are raised.

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