Document Type
Thesis
Degree
Master of Arts (MA)
Major/Program
Creative Writing
First Advisor's Name
Vanessa K. Sohan
First Advisor's Committee Title
Committee Chair
Second Advisor's Name
Luke Thominet
Second Advisor's Committee Title
Committee Member
Third Advisor's Name
Christine Martorana
Third Advisor's Committee Title
Committee Member
Keywords
Spanglish, translingualism, translingual approach, code-meshing, code-switching, counterstory, linguistic diversity, language decolonization, biliteracy, Writing Across the Curriculum (WAC)
Date of Defense
3-17-2023
Abstract
While research in the field of Writing and Rhetoric has shown that scholars are making a conscientious effort to embrace linguistic diversity through the application of translingual pedagogical strategies, students are still showing ambivalence about embracing their native tongues in the writing classroom. “Encontrando Mi Voz As I Write” intends to identify this gap by examining the perspectives of Latine undergraduate students on Spanglish writing and using counterstory as a methodology to uncover why Latine students attending a Hispanic Serving Institution (HSI) are not engaging with English-Spanish code-meshing when they are encouraged to do so by their writing teachers. This thesis has also been written in Spanglish to challenge monolingual expectations tied to the English-Only narrative, and thus aims to redefine Academic writing.
Identifier
FIDC011021
Recommended Citation
Rodriguez Fonte, Rocio, "Encontrando Mi Voz as I Write: Examining the Perspectives of Undergraduate Latine Students on Spanglish Writing" (2023). FIU Electronic Theses and Dissertations. 5302.
https://digitalcommons.fiu.edu/etd/5302
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Educational Methods Commons, Language and Literacy Education Commons, Latina/o Studies Commons, Rhetoric and Composition Commons, Scholarship of Teaching and Learning Commons, Spanish Linguistics Commons
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