Tracing Transfer: Curriculum Development for Multilingual Writers in First-Year Writing
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2025-10-31
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Abstract
Over the past two decades, writing transfer theories have significantly influenced curriculum development in first-year writing (FYW) programs across the United States (US). This study examines the theories shaping multilingual curriculum development in FYW by presenting findings from a national survey informed by a transfer-encouraging methodology. Despite the critical importance of this area, relatively little research has explored how FYW programs support international multilingual writers and the guiding theories behind their curricula. This study analyzes demographics, curriculum goals, and common guiding transfer theories, reviews the efforts of FYW programs in supporting multilingual writers, and suggests implications for future initiatives to support this student population.
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Scholars@Duke
Yan Li
Yan Li is an Assistant Professor of the Practice in Writing Studies in the Thompson Writing Program and Interim Assistant Director of the TWP Writing Studio. Her early published research focused on EFL writing center administration in China; In the U.S. context, she has expanded her focus to studying multilingual composition instruction. Her research agenda engages writing transfer theories and approaches across the dual contexts of composition studies and second language writing studies to support multilingual students writing across diverse contexts.
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