Alexander Champoux is a PhD Candidate of RSTC in the Department of Writing Studies at the University of Minnesota, Twin Cities. His Composition Studies interests include translingualism, writing program administration (WPA), writing center studies, first-year writing, writing about writing pedagogy, genre and activity theory, and transfer. He is interested in the hybridity of language users’ literate identities and how metacognitive approaches to language might make students better able to transition between social settings and better able to approach issues of language difference. As a result, much of his research centers on pedagogical approaches that promote metalinguistic awareness in students—as well as ways that WPAs might better promote those pedagogies. His dissertation, "WPA Work as Translingual Conduit: Toward Translingual Writing Programs," seeks to better understand how WPAs bring composition theories to bear on their administrative, teacher-educator, and pedagogical work.
Educational Background
- M.A.: Composition and Pedagogy, University of Maine, 2015 -
- B.A.: English (Major); Writing, Rhetoric, and the Media Arts (Minor); Mythology (Minor), Trinity College, 2011 -
Specialties
- Translingual & Critical Approaches to Languaging
- Writing Program Administration & Teacher Education
- Genre and Activity Theory
- Writing About Writing, WAC/WID
- Composition Theory and Pedagogy
- Sociolinguistics and Linguistic Anthropology