Abstract
Using critical language awareness (CLA) as a framework for writing program administration (WPA), two writing program directors reflect on the history of their program in light of changing trends in the fields of composition and TESOL. By describing how CLA has informed program policies and practices ranging from the micro to the macro, we illustrate how CLA can help writing program administrators make their commitment to linguistic justice concrete and practicable. We consider the effects of CLA on teachers and learners in terms of (1) the language we use to describe our program (a values statement and other public-facing documents), (2) the guidelines we provide for language instruction across our curriculum, (3) our approaches to placement for multilingual writers, and (4) hiring and working conditions for faculty. We conclude with some theoretical and practical questions facing CLA-inspired WPA work going forward.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
