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Drawing on remote California post-secondary courses, the study proposes a more expansive, inclusive model while addressing power dynamics, training needs, and tool support.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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paper explores the ways ESOL writing instructors implement and assess participatory writing practices in the classroom using digital technologies during the COVID-19 pandemic. Participatory writing practices are largely sociocultural in nature and thereby resist the notion of standardized and individualized practices to focus on co-creating a shared culture around writing (Jenkins et al., 2016). In other words, they require that students voluntarily enculturate themselves into broader, co-created discourse communities (Johns, 1997). Participatory writing practices and any subsequent assessment of them are complicated by inequitable access to and varying levels of comfort with educational and other digital technologies—a fact which is particularly salient considering that a substantial majority of ESOL courses in California shifted to remote instruction in early 2020.  \nUsing several remotely taught post-secondary ESOL writing courses in California as critical entry points for this work, we examine our collective understanding of participation in light of the shift to remote teaching and learning while also pushing back against traditional western notions of participatory writing implementation and assessment to offer a more expansive and inclusive model in which remote students are encouraged to go beyond “pseudotransactional”forms of collaboration (Wardle & Downs, 2020). With these remote ESOL writing courses as examples, we argue that there are innate challenges to supporting students in gaining a new language through participatory writing practices while simultaneously grappling with new technologies and remote learning, but we also suggest that it can be accomplished given appropriate training, tools, and attention to power dynamics.  \nKeywords: participatory writing, participatory culture, digital technologies, remote teaching, sociocultural learning theory  \nWriting that is intended to be used to accomplish things is extremely social and relational—it is created amidst and shaped by complex webs of people and other texts. (Wardle & Downs, 2020, p. 505)  \nThis paper explores the ways two writing instructors implemented and assessed participatory writing  \npractices in their English for Speakers of Other Languages (ESOL) classrooms, particularly in light of the increased use of digital technologies during the COVID-19 pandemic. Participatory writing practices are largely sociocultural in nature and thereby resist the notion of standardized and individualized practices to focus on co-creating a shared culture and space around writing (Jenkins et al., 2016) . In other words, they require that students voluntarily enculturate themselves into a broader, co-created academic  \ndiscourse community (Johns, 1997) . Participatory writing practices and any subsequent assessment of them are complicated by inequitable access to and varying levels of comfort with educational and other digital technologies—a fact which is particularly salient considering that a substantial majority of ESOL courses in California, including ours, shifted to remote instruction in early 2020.  \nLike most of our educator-colleagues, the pandemic of 2020 disrupted patterns and mindsets we did not entirely realize we had developed. It also thrust us into action, forcing us to adopt new pedagogiesand implement new classroom tools. We had already been engaging with participatory writing practices in our face-to-face classrooms. The question, of course, was whether or not we could translate those practices to a remote learning environment, and, if so, what would be lost and/or gained in the process. Just as important, could those practices be translated in a way that provided not just equal access to digital and other literacies for students of diverse backgrounds, but could participatory writing practices, given the right implementation and an eye toward equity, ac","cbCaiqyGsNvyXvhW","https://ap.wps.com/l/cbCaiqyGsNvyXvhW","pdf",243347,14,"English","# Participatory Culture and Sociocultural Learning Theory\n## Participation in Remote ESOL Writing\n## Implementation and Assessment Practices","[{\"question\":\"How does the paper define participatory writing in ESOL classrooms?\",\"answer\":\"Participatory writing is described as largely sociocultural, shaped through shared practices and co-created discourse communities rather than standardized, individualized instruction.\"},{\"question\":\"What main challenge does remote learning introduce for participatory writing assessment?\",\"answer\":\"Unequal access to digital technologies and different levels of student comfort complicate both participation and subsequent assessment during remote instruction.\"},{\"question\":\"How do the authors use remote ESOL courses as evidence?\",\"answer\":\"They draw on several California post-secondary ESOL writing courses to examine participation under remote teaching and to propose an inclusive model that addresses equity and power dynamics.\"}]","Participatory Writing in the Remote ESOL Classroom Space - Critical Learnings from a Pandemic | PDF",1792086882,35]