Cross-Cultural Perceptions of Literacies in Literacy Narratives


  • Thir Budhathoki The University of Arizona


Although literacy narratives have been a popular assignment in college composition classrooms, the role of context and interaction in students’ writing and understanding of literacy is one of the least explored areas. This article reports the findings of a qualitative case study conducted in a regular first year composition class (English 101) of a public research university in the Southwest. The data is comprised of fifteen literacy narratives accompanied by reflective letters written by a group of English monolingual and bi- and multilingual students; transcripts of nine personal interviews; and twelve one-on-one conferences that were coded and analyzed using a combination of inductive, deductive, and literal or verbatim coding methods mostly informed by grounded theory. The findings show that a literacy narrative assignment in college writing can foster a complex understanding of literacies among student writers. When we adopt a translingual orientation to literacy, encourage cross-cultural conversations through various collaborative activities and diverse readings, and emphasize the role of little narratives to resist the master narrative of literacy, both English monolingual and bi- and multilingual students mutually enrich their understanding of literacies. In this process, the writing classroom becomes borderland and the instructor and students become border crossers.



Author Biography

Thir Budhathoki, The University of Arizona

Thir B. Budhathoki (he/him) is a Ph.D. candidate in Rhetoric, Composition, and the Teaching of English at the University of Arizona. He earned Masters in English at Tribhuvan University, Nepal as a first-generation college student and worked there as a lecturer and an assistant professor of English for over a decade before coming to the U. S. in 2017. As a multilingual student who learned English as a foreign language, his teaching and research interests are informed by politics of language and linguistic (in)justice in college writing, and a search for a more inclusive and responsive framework and pedagogies that bridge and capitalize on the linguistic and cultural differences that students bring to the classroom. Currently, Thir is working on his dissertation, Linguistic Justice in Writing Studies: A Decolonial Perspective, which is supported by the 2022 Charlotte W. Newcombe Doctoral Dissertation Fellowship. His works have appeared in Composition Forum, Technical Communication Quarterly, and Journal for Research & Practice in College Teaching.  




How to Cite

Budhathoki, T. (2022). Cross-Cultural Perceptions of Literacies in Literacy Narratives. Literacy in Composition Studies, 10(1), 46–71. Retrieved from