An Argument for Writing Assessment Literacy for Multilingual and L2 Writers: Deconstructing Linguistic Bias

Abstract

College composition classrooms are becoming less monolithic as they linguistically diversify. When L2 writers are present in college composition classrooms, they are vulnerable to assumptions, and judgments about their writing are negatively influenced because it is perceived as weaker and time consuming to assess. L2 writers are often punished, excluded, and removed from the college composition classroom for presenting language difference. Graduate student writing instructors may inadvertently or intentionally exercise power over students. I review literature on the discrimination of L2 writers, graduate student training and writing programs, and writing assessment literacy. I designed a survey to understand how graduate student writing instructors conceive of their writing education and their approach to support L2 writers. The survey investigated the preparedness of graduate student writing instructors to teach, engage, and assess multilingual and L2 writers to understand the connection to writing assessment literacy. The research presented in this study suggests that GTAs are informed about classroom writing assessment; yet based on the discomfort GTAs appear to have with L2 writers, they seem to be unaware that they possess tools that supports L2 students. I demonstrate that becoming literate in classroom writing assessment will build a GTA’s confidence in these areas and better prepare them to work with L2 writers and writers fluent in the dominant discourse.