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Salas, Spencer – Journal of Basic Writing (CUNY), 2008
This ethnographic narrative employs a neo-Vygotskian perspective (Holland et al.) to examine how, in the setting of a remedial ESL program at a public two-year college in North Georgia, the subject position of an ESL basic writing instructor was mediated by her understandings of and engagement with the multiple and interactive contexts of her…
Descriptors: Basic Writing, Writing (Composition), Freshman Composition, Remedial Programs