An Arabian Gulf: First-Year Composition Textbooks at an International Branch Campus in Qatar
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abstract
The two case studies presented in this chapter explore the cultural complexities of adopting American-authored textbooks and materials to teach first year composition (FYC) at an international branch campus in Qatar. Through surveys, observation and student writing, the authors investigate the extent to which their students engage with the American textbooks each has adoptedThey Say, I Say with Readings (Graff, Birkenstein, & Durst, 2012) and Writing about Writing (Wardle & Downs, 2011). To foster culturally sensitive adaptation of FYC content and promote student-centered pedagogy, the authors posit guidelines for localizing the content of FYC courses for English as Additional Language students.
