Rethinking context in the composition classroom: Participation, relationship and placement

Based on the belief that each classroom reconfigures the relationship of its members, this study explores the importance of these relationships in students' literacy practices and successful learning. Unlike traditional literacy pedagogies that focus only on the form of language, this study emphasizes access to the learning conditions as well as the construction of the learning context. By doing that, the nature of learning and the nature of student performance have been re-examined.; The research investigated inexperienced students who have different language learning and educational experiences in both ESL and mainstream college composition classes, emphasizing the importance of (1) learning contexts in shaping student participation and (2) the co-construction of literacy practices. To look at the interdependence of the learning contexts and students' participation and interaction in college composition classes, this study started with the way that the learning contexts were assigned to ESL students, since the initial placement decision in ESL or mainstream sections determines some general aspects of the learning context. This research consists of both qualitative and quantitative methods of investigating students' perceptions about the classroom atmosphere, classroom activities, interactions among members, and performances of teachers and students. Quantitative data provide students' perceptions and attitudes in general according to their learning and educational backgrounds. Meanwhile, qualitative data show dynamic construction of literacy practices and the role of context in student performance in specific.; The results of this research provide insights into ESL students in college writing courses, instead of dichotomizing native and nonnative speaking students with stereotyped characteristics. This research points out the meaning of participation in college composition classes, which is co-constructed by multiple factors and learning contexts. Especially, it addresses how the relationship with classmates plays an important role in student participation and successful learning.