by Constantin Schreiber
When I came to Baruch College’s First-Year Writing (FYW) program as an adjunct instructor, I was told that the program, in addition to its “regular” classes, offered T-sections for English Language Learners (ELLs; see Lacelle Peterson & Rivera, 1994). I didn’t immediately grasp the conceptual and pedagogical complexity of these courses. With a background in English as a Second Language (ESL), language teaching, and (applied) linguistics, I mistook them to be more or less FYW courses for ESL or ELL students, a type of course I had encountered early on in my training.
Continue reading “Beyond ELLs: Reconceptualizing T-Sections and Consequences for Teaching”