Mediated Integration (MI) was started in response to the growing international population and the emergence of the mixed classroom in the Writing Program. Two WR 120 instructors, one with a section of English language learners (ELL), share a theme and a syllabus. Each pair agrees on two or three group projects and to mix the classes at least once every other week. The topic and type of projects are entirely up to each group, therefore allowing for several possible solutions and ideas to emerge from the collaboration. The pairing aims to find fresh pedagogical approaches to the mixed classroom and ways to create a more level playing field for the L2 learner. MI looks to answer questions such as the following:
- How can L2 students be better served in terms of their interactions with L1 peers?
- How can the L2 student help the L1 student discover the nuances of the English language that seem transparent and therefore go unnoticed by native speakers?
- What strategies can help general faculty, who do not have a background in working with ELL students, serve both populations in the classroom and foster intercultural perspectives while also prevent cultural isolation within the mixed classroom?
Goals of MI for both Native English Speaking (L1) and English Language Learner (L2) Students
- Overcome social, linguistic, cultural isolation
- Foster a multicultural perspective
- Create opportunities for meaningful interactions with theme-based discussions
- Promote cultural understanding and create global moments
- Enhance what L1 and L2 students have to offer one another through meaningful interactions
- Transfer of linguistic and rhetorical skills.
- Find a fresh pedagogical approach to the mixed classroom and ways to create a more level playing field for the L2 learner
- Offer a creative approach to the distinct challenges of cultivating the academic writing skills of the L1 and L2 students in the mixed classroom.
- Develop practical in class solutions to the mixed writing class
- Celebrate diversity within the mixed classroom.
The Level Playing Field
To create a level playing field, each pairing of classes will create groups of L1 and L2 learners. Ideally the groups should consist of half ELL students and half L1 students. The cluster will search for ways to develop an environment that will enhance what L1 and L2 students have to offer one another through meaningful interactions and transfer of linguistic and rhetorical skills. The tasks include peer editing between L1 and ELL students, presentations that exploit the resources of the mixed population, discussion initiatives that foster intercultural perspectives, and experiential activities that promote cultural understanding and create global moments.
Classroom Culture
Diversity within classroom culture has the potential to create misunderstanding and potential obstacles to the interaction of the L1 and L2 learner. The key to reinforcing the achievement of Mediated Integration takes some effort in figuring out what the obstacles are and the best ways to remove them. Mediated Integration works at providing opportunities for both populations to understand each other better through discussions on classroom culture and cultural approaches to writing arguments. These conversations promote cultural inclusion and celebrate diversity within the mixed classroom.
Further Reading
Healy, Pamela, and Barbara Jean Hall. “From Separation to Integration: Accessing Students’ Complementary Resources.” College ESL 4.1(1994) 20-27.
Matsuda, Paul Kei. “Contrastive Rhetoric in Context: A Dynamic Model of L2 Writing.” Journal of Second Language Writing 6 (1997): 45-60.
Matsuda, Paul Kei and Tony Silva. “Cross-Cultural Composition: Mediated Integration of U.S. and International Students.” Second-Language Writing in the Composition Classroom: A Critical Sourcebook. Paul Kei Matsuda et al ed. Boston: Bedford/ St. Martins, 2006. 246-259.