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D e c i s i o n s , A g e n c y,
a n d A dv i s i n g
D e c i s i o n s , A g e n c y,
a n d A dv i s i n g

Key Issues in the Placement of Multilingual

Writers into First-Year Composition Courses

Ta n i ta Sa e n k h u m

Uta h Stat e U n i v e r s i t y P r e s s
Logan
© 2016 by the University Press of Colorado

Published by Utah State University Press

An imprint of University Press of Colorado
5589 Arapahoe Avenue, Suite 206C
Boulder, Colorado 80303

All rights reserved

Manufactured in the United States of America

The University Press of Colorado is a proud member of

The Association of American University Presses.

The University Press of Colorado is a cooperative publishing enterprise sup-

ported, in part, by Adams State University, Colorado State University, Fort
Lewis College, Metropolitan State University of Denver, Regis University,
University of Colorado, University of Northern Colorado, Utah State
University, and Western State Colorado University.

The paper used in this publication meets the minimum requirements of the
American National Standard for Information Sciences—Permanence of Paper
for Printed Library Materials. ANSI Z39.48–1992

ISBN: 978-1-60732-540-6 (paperback)

ISBN: 978-1-60732-548-2 (ebook)

Library of Congress Cataloging-in-Publication Data

Names: Saenkhum, Tanita, 1976– author.

Title: Decisions, agency, and advising : key issues in the placement of multilin-
gual writers into first-year composition courses / Tanita Saenkhum.
Description: Logan : Utah State University Press, [2016] | Includes biblio-
graphical references.
Identifiers: LCCN 2016023037 | ISBN 9781607325406 (pbk.) | ISBN
9781607325482 (ebook)
Subjects: LCSH: Counseling in higher education. | English language—
Rhetoric—Study and teaching (Higher)—Foreign speakers. | Multilingual
persons—Education (Higher) | English language—Rhetoric—Evaluation.
Classification: LCC LB2343 .S24 2016 | DDC 808/.0420711—dc23
LC record available at https://lccn.loc.gov/2016023037

Cover illustration © BNMK0819/Shutterstock.

 For Afia, Joel, Jonas, Pascal, Jasim,
Ting, Chan, Mei, Askar, Marco, Ana,
and all my multilingual student writers

To my father and mother, who have

inspired me to be an educator
 Contents

Preface  ix
Acknowledgments  xi
1 Introduction: This Is Where It Begins  3
2 Investigating Multilingual Writers’ Placement
Decisions  29
3 Negotiating Placement vs. Accepting Placement  40
4 Why Self-Assessing Is Crucial for Placement  53
5 Planning For and Questioning Placement
(and Other Acts of Agency)  64
6 Academic Advising and the Placement of
Multilingual Writers  77
7 Writing Teachers and the Placement of
Multilingual Writers  92
8 Student Agency and Placement Decisions: A Theoretical
Discussion and Practical Recommendations  104
Coda  117
Appendix A: Participant Selection   127
Appendix B: Interview Guides   129
Appendix C: Main Coding Categories for
Focal Student Interviews   137
References  144
About the Author   149
Index  150
 P r e fa c e

I have been researching issues related to the placement of mul-

tilingual writers—including international visa students and US
residents or citizens who are non-native users of English—into
college composition courses for six years, and the study reported
in this book is one of my research outcomes. Particularly, this
book grew out of a placement case of Juan (pseudonym), a stu-
dent who was placed into English 101 (First-Year Composition)
when he first entered a US university (see details in chapter
1). Juan decided to switch to my multilingual composition sec-
tion in the second semester of his college career. At that time,
as a graduate teaching assistant, I did not fully understand how
placement worked and kept wondering how Juan ended up tak-
ing a mainstream composition course in the first place and why
he wanted to take my second language writing (L2) class.
With those questions in mind, I started out asking a very sim-
ple yet critical question: how do multilingual writers like Juan
make decisions about placement into a mainstream or multi-
lingual composition course? From there, I followed 11 multi-
lingual students from various language backgrounds who made
their placement decisions about first-year writing courses over
the course of one academic year in one of the country’s biggest
writing programs. Their candid, thorough, and honest first-year
composition placement experiences featured in this book did
answer my question, giving me a better and greater understand-
ing of multilingual students’ placement decision-making pro-
cess. Their placement stories also allowed me to investigate how
they exercised agency in their placement decisions and, in turn,
x  P r e fac e

to develop my theory of agency. As a researcher and writing

program administrator (WPA), I always find ways to put theory
into practice. To be more specific, this book explores how stu-
dent agency can inform the overall programmatic placement of
multilingual students in college composition programs. It also
discusses how the studied writing program has used what they
have learned about that decision-making process to improve the
placement practices for multilingual students and, in particular,
how they advise students about placement. At my own institu-
tion, I have constantly applied what I have learned from my own
research to cope with some placement-related issues.
This book is written for a wide range of audiences, including:
• WPAs who continue to determine appropriate placement prac-
tices that can meet the needs of multilingual writers
• Scholars/researchers investigating second language writing
and first-year composition placement
• Academic advisors who are working toward the success of
multilingual students in order to support their institutions’
rapid internationalization
• University-level administrators involved with advising and
international programs
• Graduate students interested in second language writing and
writing program administration for multilingual writers
• Graduate students in rhetoric and composition programs
who wish to learn more about the placement of multilingual
writers in college composition programs
• Writing teachers who are currently or will be working with
multilingual writers
 Acknowledgments

I am thankful for having great people around me; their help

and support has made this book possible. First and foremost,
my deepest gratitude goes to the eleven multilingual writers
who allowed me to follow them for the entire academic year to
learn about their first-year composition placement experiences.
And we became friends. My sincere thanks also go to the four
academic advisors, five writing teachers, and two WPAs for their
willingness to share insightful perspectives on the placement of
multilingual students into college composition courses, which
makes this book richer.
I owe special thanks to my lifetime (he said I have his permis-
sion) mentor Paul Kei Matsuda for his tremendous help with
this project, especially when I was in the process of theorizing
agency. His work on second language writing (L2) has inspired
me as a researcher and WPA. I would like to extend my thanks to
Anthony Welch, my faculty mentor at the University of Tennessee,
Knoxville for his thorough and constructive comments on an
early draft of my first two chapters; likewise to my wonderful L2
writing folks Todd Ruecker and Deborah Crusan for their insight-
ful commentary. And thank you Todd and Jay Jordan for sharing
with me their book proposals. My thanks also go to Keith Miller
of Arizona State for his feedback on my book proposal and two
sample chapters. I thank Matthew Hammill for his help with test-
ing the reliability of my interview coding schemes.
I am grateful for all the different kinds of support and help I
have received from the Department of English at UT Knoxville:
first, words of encouragement and guidance from my former
xii  A c k now l e d g m e nts

department head, Stan Garner, and current department head,

Allen Dunn; my writing buddy and dear friend and colleague,
Lisa King, for writing together once a week for three years and
for listening to what I have to say about writing this book; my
RWL friends and colleagues: Janet Atwill and Kirsten Benson
for their helpful feedback on my book proposal; and Jeff Ringer
for sharing with me his book proposal and of course words
of encouragement like “You can do it, Tanita.” I thank all my
English colleagues for their support and encouragement and
our administrative staff ( Judith Welch, Donna Bodenheimer,
and all) for their enormous help with everything. With the sup-
port from the Department’s 2013 and 2014 Summer Hodges
Research Grants and research leave in Spring 2015, I was able
to complete this book. The Office of Research and Engagement
and the Humanities Center at the University of Tennessee
awarded a publication subvention to this book. I thank Joe
Wilson for helping me proofread the typeset pages. This proj-
ect was also supported in part by the 2010–2011 Conference on
College Composition and Communication Research Initiative.
At Arizona State, where my research took place, I am thankful
for the help and support from Shirley Rose, Mark James, and
Demetria Baker.
At University Press of Colorado/Utah State University Press,
I am thankful to Michael Spooner, associate director, for his
support for my book along the way. It has been a great plea-
sure to work with you, Michael. Thanks for always keeping me
informed of all the processes of book publication. I would like
to thank two reviewers whose comments helped strengthen my
book. I also thank Laura Furney, Anya Hawke, Allie Madden,
Daniel Pratt, Darrin Pratt, and Beth Svinarich for their help
with the production of this book. I am glad to have the oppor-
tunity to work with this amazing team.
I have a number of friends near and far who always believe in
me, and I would like to thank them: Soo Hyon Kim, Chatwara
Duran, and Aimy Hemmawun Khunmanee.
Finally and importantly, I thank my family—father, mother,
younger brother and sister—for their immense support and
 Acknowledgments   xiii

absolute love. They are the BEST. Every conversation on long

distant calls, Skype, and FaceTime always encouraged me to do
my best and to finish this book. Special thanks go to my brother
who helped design a random strategy for recruiting the multi-
lingual student participants.
D e c i s i o n s , A g e n c y,
a n d A dv i s i n g
 1
Introduction
This Is Where It Begins

Juan: Teacher, I wanted to let you know that I took English

101 last semester.
Tanita: Hmm . . . Why are you in my class, instead of English
102?
Juan: My English 101 teacher told me that English 108
would be better for me.
Tanita: Sounds good to me.

It was a brief conversation between my student and me after

our first class meeting ended; it was also the first time I learned
about placement. Juan was originally from Puerto Rico, and he
took my English 108 (a second-semester first-year writing course
designed for students whose first or strongest language is not
English) in Fall 2009 at Arizona State University (ASU).1
To be honest, as a graduate teaching assistant, I did not know
how to respond to the student at that moment, so I just said,
“sounds good to me,” as a way to acknowledge his reply to my
question. After Juan left, I asked myself many questions: how
did Juan end up in a mainstream composition course in the
first place? Why did he decide to take English 101? What went
into his placement decision process? Juan’s (mis?) placement
case, together with a quest for answers to my own questions,
was the jumping-off point for my research into the placement
of multilingual writers2 into college composition courses and
also the origin of this book. Multilingual writers mentioned in
this book include international visa students and US residents
or citizens who are non-native English speaking students. In the
remainder of this book, when I refer to the two groups of these

DOI: 10.7330/9781607325482.c001
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