Fusing Intercultural and Expressivist Pedagogies in a Mixed Composition Context

Many English composition classrooms today are comprised of a mix of learners, notably in the culturally diverse region of the San Francisco Bay Area. At California State University, East Bay, for example, classes may include L1 and Generation 1.5 students, ELs from India, China, Japan, Korea, Mexico, Saudi Arabia, Iran, and other countries, and speakers of World Englishes, dialects, and Ebonics. Selecting the most effective approach to teach a mixed class can be a daunting task, as no one approach can adequately address students’ multiple needs. Instead, TESOL experts advise adopting a flexible yet principled approach that combines suitable theories for specific contexts, while composition experts suggest combining theories to promote creativity and student engagement. This article discusses a dual approach that attempts to mine the wisdom of both disciplines.