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Writing in diverse contexts
Writing in diverse contexts






writing in diverse contexts

The organization is assessing the harms and is committing to true change. Urbana: National Council of Teachers of English.For the first time, APA is systematically and institutionally examining, acknowledging, and charting a path forward to address its role in racism and other forms of destructive social hierarchies including, but not limited to, sexism, ableism, ageism, heterosexism, classism, and religious bigotry. ‘We can only change in a small way’: A study of secondary English teachers’ implementation of curriculum reform in China. Intertextual practices in academic writing by Chinese ESL students. Translanguaging and the writing of bilingual learners. Journal of English for Academic Purposes 3. Globalisation, Societies and Education 16(3). Governing Asian international students: The policy and practice of essentialising ‘critical thinking’. Respectful interactions: Learning with international students in the English-speaking academy. For L2 writers, it is always the problem of the language. How doctoral students and graduates describe facilitating experiences and strategies for their thesis writing learning process: A qualitative approach. Journal of Second Language Writing 20(2). Fostering metacognitive genre awareness in L2 academic reading and writing: A case study of pre-service English teachers. How might language affect critical thinking performance. Translanguaging as a practical theory of language. A synthesis of research on second language writing in English. Leki, Ilona, Alister Cumming & Tony Silva. Creating translanguaging spaces in students’ academic writing practices. Journal of Second Language Writing 22(3). Faculty feedback: Perceptions and practices in L2 disciplinary writing. Three approaches to qualitative content analysis. An introduction to discourse analysis: Theory and method. Translanguaging: Language, bilingualism and education. The translanguaging classroom: Leveraging student bilingualism for learning. García, Ofelia, Susana Ibarra Johnson & Kate Seltzer. Translanguaging for emergent bilinguals: Inclusive teaching in the linguistically diverse classroom. Search in Google Scholarįu, Danling, Xenia Hadjioannou & Xiaodi Zhou. Dynamic bilingualism as the norm: Envisioning a heteroglossic approach to standards-based reform. Search in Google Scholarįlores, Nelson & Jamie L. Teaching academic writing: A toolkit for higher education. 10.5897/ERR2016.3106 Search in Google ScholarĬoffin, Caroline, Mary Jane Curry, Sharon Goodman, Ann Hewings, Theresa M. Challenges facing Chinese international students studying in the United States. Renes, Samantha McMarrow, Joni Simpson & Anthony T. Search in Google ScholarĬhing, Yuerong, Susan L. Analyzing genre exemplars in preparation for writing: The case of an L2 graduate student in the ESP genre-based instructional framework of academic literacy. Research in Higher Education New York 52(5). A model for doctoral students’ perceptions and attitudes toward written feedback for academic writing. Search in Google ScholarĬan, Gulfidan & Andrew Walker. Journal of Studies in International Education 12(4). Asian students’ voices: An empirical study of Asian students’ learning experiences at a New Zealand university. 10.1191/1478088706qp063oa Search in Google ScholarĬampbell, Jacqui & Mingsheng Li. The study highlights the importance of creating translanguaging spaces to support international students in higher education, but also the need to provide instruction in academic writing to support their academic performance.īraun, Virginia & Victoria Clarke. Findings also revealed perceived barriers and process hindrances that challenged the participants when composing academic text in English. However, negative perceptions of these practices contributed to ambivalent bilingual identities and hindered them as writers. The participants leveraged translanguaging tools and strategies to support their English writing by accessing and utilizing resources in Chinese, using Chinese to support thinking and drafting, and integrating literacy knowledge across their linguistic repertoires. Utilizing a qualitative case study approach, we found that translanguaging was ubiquitously present in the writing processes of the Chinese graduate student participants. This study explores the complexity of the languaging processes of Chinese graduate students in the context of their English academic writing.








Writing in diverse contexts