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Instructor interview for Place-Based WAC/WID writing instruction in Communicology, clip 11 of 12
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Instructor interview for Place-Based WAC/WID writing instruction in Communicology, clip 7 of 12
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Instructor interview for Place-Based WAC/WID writing instruction in Indo-Pacific Languages, clip 9 of 16
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Instructor interview for Place-Based WAC/WID writing instruction in Indo-Pacific Languages, clip 1 of 16
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Instructor interview for Place-Based WAC/WID writing instruction in Indo-Pacific Languages, clip 5 of 16
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Instructor interview for Place-Based WAC/WID writing instruction in Food Sciences, Health, and Nutrition, clip 3 of 17
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Instructor interview for Place-Based WAC/WID writing instruction in Communicology, clip 12 of 12
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Instructor interview for Place-Based WAC/WID writing instruction in Urban and Regional Planning, clip 4 of 15
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Instructor interview for Place-Based WAC/WID writing instruction in Urban and Regional Planning, clip 13 of 15
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Student interview for Place-Based WAC/WID writing instruction in American Studies, clip 9 of 17
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Instructor interview for Place-Based WAC/WID writing instruction in Tropical Plant and Soil Sciences, clip 9 of 18
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Student interview for Place-Based WAC/WID writing instruction in Social Work, clip 15 of 18
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Instructor interview for Place-Based WAC/WID writing instruction in Indo-Pacific Languages, clip 10 of 16
Abstract: This item includes a segment of an an instructor interview in a Writing Intensive course in Indo-Pacific Languages at the University of Hawaiʻi at Mānoa. The interview was conducted in 2013 and in this clip the interviewee is considering what might change were the course to be taught exclusively in Samoan. ; Brief excerpt from interview: [If the course were taught in Samoan] I think I might do a more performance approach, playing on the fact that Samoan students love to perform. For the last thirty years, the law was that English was the language of instruction, with Samoan as the language to clarify, so these students have been fed a diet of English only. Other problems have led students to believe that Samoan is not an academic language, which is not true at all, because we have writers who are writing in Samoan. So the Samoan program at UH has a role to play in shifting that mentality.
Keyword: challenge/solution; educational context; english only; general education requirements; identity; kind of learning; orality and writing; place-based writing; scholarship of teaching and learning; sense of place; socialization; writing across the curriculum; writing in the disciplines; Writing Intensive courses; writing pedagogy; writing performance
URL: http://hdl.handle.net/10125/38233
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Instructor interview for Place-Based WAC/WID writing instruction in Food Sciences, Health, and Nutrition, clip 2 of 17
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Instructor interview for Place-Based WAC/WID writing instruction in Nursing, clip 6 of 12
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Instructor interview for Place-Based WAC/WID writing instruction in Urban and Regional Planning, clip 1 of 15
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Instructor interview for Place-Based WAC/WID writing instruction in Nursing, clip 3 of 12
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Instructor interview for Place-Based WAC/WID writing instruction in Hawaiian Studies, clip 9 of 11
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Instructor interview for Place-Based WAC/WID writing instruction in Urban and Regional Planning, clip 3 of 15
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Instructor interview for Place-Based WAC/WID writing instruction in Tropical Plant and Soil Sciences, clip 1 of 18
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