"But I Learn More Bad Grammars When I Write to My Classmates": Acquiring Academic Literacies in a Multicultural Writing Class

This qualitative case study sought to understand the experiences of

international college students who were involved in the acquisition of

academic literacies (via an English-as-a-Second-Language writing class).

Data sources included observation field notes; messages posted in an online

discussion forum; transcripts of interviews with five focal students and their

instructor; and student-level reflective journal entries. Findings were

validated via the triangulation of multiple data sources. Several themes

emerged from the analyses that are associated with academic adjustment

and intercultural communication, including an energetic class that highly

valued participation, conflicting student views on participation, and

unvalued collaboration. Implications included the provision of instructionrelated

opportunities that enable students to explore the cultures and

culturally diverse communication styles of their academic peers.