Critical Academic Writing and Multilingual Students

Critical Academic Writing and Multilingual Students is a guide for writing teachers who wish to embark on a journey toward increased critical awareness of the role they play, or potentially could play, in the lives of their students.

Author: A. Suresh Canagarajah

Publisher: University of Michigan Press ELT

ISBN: UCSC:32106017367555

Category: Foreign Language Study

Page: 279

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Critical Academic Writing and Multilingual Students is a guide for writing teachers who wish to embark on a journey toward increased critical awareness of the role they play, or potentially could play, in the lives of their students."--Jacket.

Academic Writing in a Second or Foreign Language

Critical academic writing and multilingual students. Ann Arbor: University of
Michigan Press. Curry, M. J., & Lillis, T. (2010). Academic research networks:
Accessing resources for English-medium publishing. English for Specific
Purposes, 29, ...

Author: Ramona Tang

Publisher: Bloomsbury Publishing

ISBN: 9781441153340

Category: Language Arts & Disciplines

Page: 272

View: 961

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It can be a challenge writing in a language that is not your native tongue. Constructing academic essays, dissertations and research articles in this second or foreign language is even more challenging, yet across the globe thousands of academics and students do so, some out of choice, some out of necessity. This book looks at a major issue within the field of English for Academic Purposes (EAP). It focuses on the issues confronting non-native-English-speaking academics, scholars and students, who face increasing pressure to write and publish in English, now widely acknowledged as the academic lingua franca. Questions of identity, access, pedagogy and empowerment naturally arise. This book looks at both student and professional academic writers, using qualitative text analysis, quantitative questionnaire data, corpus investigations and ethnographic approaches to searchingly examine issues central to the EAP field.

Teaching English for Academic Purposes EAP in Japan

Understanding this overlap and the extent to which students feel Western
academic writing conventions discourage the experimentation of style and form
in ... Multilingual writer and the academic community: Towards a critical
relationship.

Author: Rachael Ruegg

Publisher: Springer

ISBN: 9789811082641

Category: Education

Page: 192

View: 201

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This book focuses on appropriate English for Academic Purposes instructional concepts and methods in the Japanese context. It investigates a variety of pedagogical techniques, addressing the fundamental academic English skills – listening, speaking, reading and writing – as well as assessment and materials development. All the research included was conducted in Japanese university settings, thus shedding new light on the effective implementation of EAP teaching and learning activities with Japanese learners of English. This book is of interest to anyone working in an EAP context at the secondary or tertiary level, especially those which include Japanese learners.

Critical Literacy Pedagogy for Bilingual Preservice Teachers

New York/Oxford: Oxford University Press. Canagarajah, A. S. (2002). Critical
academic writing and multilingual students. Ann Arbor: The University of
Michigan Press. Canagarajah, S. (2004). Subversive identities, pedagogical safe
houses, ...

Author: Hyesun Cho

Publisher: Springer

ISBN: 9789811079351

Category: Education

Page: 235

View: 624

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This book presents a participatory action research study exploring the social identity and academic literacies of bilingual preservice teachers. It describes the transformative experiences of undergraduate students during their participation in a program specially designed to develop bilingual teachers in Hawaii, USA. Further, it discusses how the curriculum and instruction in the classroom provide a ‘third space’ for facilitating peer interaction and critical reflection on such issues as academic literacy, heritage language education, and teacher identity. In doing so, it connects ideas of social identity and academic literacies of bilingual preservice teachers to the “real work” of mentoring and teaching PreK-12 students themselves.

Writing Theology Well 2nd Edition

Godspeed and good writing! Notes 1 Quoted in Abraham Pais, Niels Bohr's
Times, In Physics, Philosophy, and Polity (Oxford: Clarendon Press, 1991). 2 A.
Suresh Canagarajah, Critical Academic Writing and Multilingual Students (Ann
Arbor, ...

Author: Lucretia B. Yaghjian

Publisher: Bloomsbury Publishing

ISBN: 9780567296214

Category: Religion

Page: 416

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A working guide for students conducting theological writing and research on theology and biblical studies courses, this book integrates the disciplines of writing, rhetoric, and theology, to provide a standard text for the teaching and mentoring of writing across the theological curriculum.As a theological rhetoric, it also encourages excellence in theological writing in the public domain by helping to equip students for their wider vocations as writers, preachers, and communicators in a variety of ministerial and professional contexts. This 2nd Edition includes new chapters on 'Writing Theology in a New Language', which explores the linguistic and cultural challenges of writing theology well in a non-native language, and 'Writing and Learning Theology in an Electronic Age', addressed to distance learning students learning to write theology well from online courses, and dealing with the technologies necessary to do so.

Professional Academic writing in Global Context

Canagaraj ah, A. S. (2002b) Critical Academic Writing and Multilingual Students,
Ann Arbor: University of Michigan Press. Canagarajah, A. S. (2002c) 'Multilingual
writers and the academic community: towards a critical relationship', Journal of ...

Author: Theresa Lillis

Publisher: Routledge

ISBN: 9781136977510

Category: Language Arts & Disciplines

Page: 224

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Academic Writing in a Global Context addresses the issue of the pressure on academics worldwide to produce their work in English in scholarly publishing, and why the growth of the use of academic English matters. Drawing on an eight year ‘text-ethnographic’ study of the experiences of fifty scholars working in Europe, this book discusses these questions at both a macro and micro level – through discussions of knowledge evaluation systems on all levels, and analysis of the progress of a text towards publication. In addition to this, case studies of individual scholars in their local institutions and countries are used to illustrate experiences of using English in the academic world. Academic Writing in a Global Context examines the impact of the growing dominance of English on academic writing for publication globally. The authors explore the ways in which the global status attributed to English is impacting on the lives and practices of multilingual scholars working in contexts where English is not the official language of communication and throws into relief the politics surrounding academic publishing. This book will be of interest to postgraduates and professionals in the fields of World Englishes, language and globalization and English Language Teaching.

Teacher Written Commentary in Second Language Writing Classrooms

As Canagarajah ( 2002 ) suggests in his book Critical Academic Writing and
Multilingual Students , both teachers and students can be negatively affected
within contexts where power is unfairly and unevenly distributed . For example ,
in my ...

Author: Lynn M. Goldstein

Publisher: University of Michigan Press ELT

ISBN: STANFORD:36105114241156

Category: Foreign Language Study

Page: 162

View: 180

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Although second language writing instructors know that providing effective written feedback is essential to any good composition course, beginning and seasoned teachers alike struggle with this challenging task. InTeacher Written Commentary in Second Language WritingClassrooms, Lynn M. Goldstein uses ample research and experiential evidence to explain both how and why teachers should comment on their students' writing assignments. Among the problems that Goldstein addresses are how to attend to the product without slighting the process, how to intervene in process without appropriating product, how to facilitate student comprehension and use of teacher feedback while promoting student independence, and how to respond efficiently while remaining attentive to individual student needs. While it may not necessarily reduce the time spent on commenting, the book will enable teachers and teachers-in-training to provide written commentary that will help their students to become stronger and more independent writers in English. This volume is the only source that contains such in-depth consideration of the issues and the range of practices within teacher written commentary and the only resource that focuses solely on issues of rhetoric and content in multilingual writing students' texts. Teachers and teacher educators will appreciate the Goldstein's thorough and well-grounded analysis. Lynn M. Goldstein is Professor, TESOL and Applied Linguistics, Monterey Institute of International Studies (CA).

Reconceptualizing the Writing Practices of Multilingual Youth

Focusing on adolescent multilingual writing, this text problematizes the traditional boundaries between academic writing in school contexts and self-initiated writing outside of the formal learning environment.

Author: Youngjoo Yi

Publisher: Routledge

ISBN: 9781000407709

Category: Education

Page: 128

View: 387

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Focusing on adolescent multilingual writing, this text problematizes the traditional boundaries between academic writing in school contexts and self-initiated writing outside of the formal learning environment. By reconceptualizing the nature of adolescent multilingual writing, the author establishes it as an interdisciplinary genre and a key area of inquiry for research and pedagogy. Organized into six chapters, Reconceptualizing the Writing Practices of Multilingual Youth provides an in-depth examination of the writing practices of multilingual youth from sociocultural and social practice perspectives. Drawing on first-hand research conducted with young people, the text questions the traditional dichotomy between academic writing and non-formal equivalents and proposes a symbiotic approach to exploring and cultivating the connections between in- and out-of-school literate lives. By highlighting a bidirectional relationship between formal and informal writing, the text advocates for writing instruction that helps adolescents use writing for entertainment, identity construction, creative expression, personal well-being, and civic engagement, as well as helps them learn to navigate future literacies that we cannot imagine or predict now. This much-needed text will provide researchers and graduate students with a principled overview and synthesis of adolescent multilingual writing research that is significant yet underexplored in applied linguistics, TESOL, and literacy studies.

Linguistic Inequality in Scientific Communication Today

Journal of Second Language Writing 12 : 223-243 . Canagarajah , A.S. 2002a .
Critical Academic Writing and Multilingual Students . Ann Arbor MI : University of
Michigan Press . Canagarajah , A.S. 2002b . A Geopolitics of Academic Writing .

Author: Augusto Carli

Publisher:

ISBN: NWU:35556038665048

Category: Language Arts & Disciplines

Page: 133

View: 385

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This volume is dedicated to the implications and consequences of the almost exclusive use of English as the language of scientific communication. While until the end of the Seventies of the last century, scientific communication was characterized by a high degree of shared multilingualism, a drastic change towards English monolingualism has taken place from the beginning of the Eighties, at first in the so-called hard sciences (natural sciences, medicine, technology, and mathematics) – under the threat of the 'bibliometric measurement' via the impact factor – and gradually also, though still to a lesser extent, in the social sciences and humanities. The choice of English is usually seen as “natural” or at least “unavoidable”, without considering that it could involve problems and be inequitable. This volume of AILA Review presents and discusses this phenomenon and its social implications with the support of a number of internationally known authors who outline its scientific relevance and put forward various options of language policy.

English 10M 11M Academic Literacies I II Critical Thinking Reading and Writing for Multilinguals

This project is an integrated reading/writing program for freshmen multilingual students situated at California State University, Sacramento.

Author: Vu Tran

Publisher:

ISBN: OCLC:821214136

Category:

Page: 528

View: 835

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This project is an integrated reading/writing program for freshmen multilingual students situated at California State University, Sacramento. This course seeks to incorporate a service-learning component that aims to eliminate the issue of the "empty assignment syndrome" by having students write to real audiences beyond the classroom. This course consists of 29 detailed step-by-step lessons and will be presented as a service-learning course based on the intensive approach to reading and the process approach to writing. The reading intensive approach sees the reading of academic texts in three "interrelated" phases-Before, During, and After-with each phase containing an array of different effective reading skills and strategies to help students' achieve maximal reading comprehension of academic texts. Similarly, the writing process approach sees writing as a series of composing stages-planning, drafting, revising, and editing-with each stage containing an array of different effective writing skills and strategies to help students' achieve mastery of academic writing. This course also seeks to use online corpora for developing students' overall writing skills during the composing process.

Teaching U S Educated Multilingual Writers

This volume was born to address the lack of classroom-oriented scholarship regarding U.S.-educated multilingual writers.

Author: Mark Roberge

Publisher: University of Michigan Press

ISBN: 9780472035557

Category: Education

Page: 339

View: 489

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This volume was born to address the lack of classroom-oriented scholarship regarding U.S.-educated multilingual writers. Unlike prior volumes about U.S.-educated multilinguals, this book focuses solely on pedagogy--from classroom activities and writing assignments to course curricula and pedagogical support programs outside the immediate classroom. Unlike many pedagogical volumes that are written in the voice of an expert researcher-theorist, this volume is based on the notion of teachers sharing practices with teachers. All of the contributors are teachers who are writing about and reflecting on their own experiences and outcomes and interweaving those experiences and outcomes with current theory and research in the field. The volume thus portrays teachers as active, reflective participants engaged in critical inquiry. Contributors represent community college, college, and university contexts; academic ESL, developmental writing, and first-year composition classes; and face-to-face, hybrid, and online contexts. This book was developed primarily to meet the needs of practicing writing teachers in college-level ESL, basic writing, and college composition classrooms, but will also be useful to pre-service teachers in TESOL, Composition, and Education graduate programs.

Pluralizing Plagiarism

Safe Houses in the Contact Zone : Coping Strategies of African - American
Students in the Academy . ” College Composition and Communication 48 : 173 –
96 . Canagarajah , A . Suresh . 2002 . Critical Academic Writing and Multilingual
 ...

Author: Rebecca Moore Howard

Publisher: Boynton/Cook

ISBN: STANFORD:36105131790391

Category: Education

Page: 181

View: 915

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The recent cases of Doris Kearns Goodwin and Kaavya Viswanathan demonstrate that plagiarism is a hot-button issue. It is also pervasive, occurring in universities, four-year colleges, community colleges, and secondary schools. In graduate programs, international classrooms, and multicultural classrooms. In writing centers and writing-across-the-curriculum programs. In scholarly publications and the popular media. How do we understand a literacy practice that is simultaneously so abhorred and so present in the lives of both beginning and advanced writers, students, and Pulitzer Prize winners? Pluralizing Plagiarism offers multiple answers to this question - answers that insist on taking into account the rhetorical situations in which plagiarism occurs. While most scholarly publications on plagiarism mirror mass media's attempts to reduce the issue to simple black-and-white statements, the contributors to Pluralizing Plagiarism recognize that it takes place not in universalized realms of good and bad, but in specific contexts in which students' cultural backgrounds often play a role. Teachers concerned about plagiarism can best address the issue in the classroom - especially the first-year composition classroom - as part of writing pedagogy and not just as a matter for punishment and prohibition. Pluralizing Plagiarism opens a productive dialogue about what is at stake in plagiarism - one that approaches the topic with students rather than for or about them. Leading the way toward curricular reform, its contributors take student work seriously and, therefore, encourage teachers to take student writing and learning seriously.

Creating Digital Literacy Spaces for Multilingual Writers

This book argues for the value of digital literacy in the multilingual writing classroom.

Author: Joel Bloch

Publisher: Multilingual Matters

ISBN: 9781800410817

Category: Language Arts & Disciplines

Page: 296

View: 640

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This book argues for the value of digital literacy in the multilingual writing classroom. Against the background of huge changes in literacy practices prompted by online communication, and a growing acceptance of a broader definition of academic literacy that encompasses multimodality, the book examines the relationship between digital and print literacies and addresses the design of literacy spaces for multilingual classrooms. The author critically evaluates the latest developments in the use of technology in multilingual writing spaces, and focuses on the role of teachers in their design; it also addresses areas that are not often discussed in relation to multilingual students, from blogging to publishing and intellectual property. The book will help teachers meet the challenges created by rapidly shifting technology, as well as making an innovative contribution to research on multilingual writing classrooms.

Internationalizing Teaching Localizing English

Discourse : A critical introduction . Cambridge : Cambridge University Press .
Blommaert , J. & Verschueren , J. ... Canagarajah , S. ( 2003 ) . Critical academic
writing and multilingual students . Ann Arbor , MI : University of Michigan Press .

Author: Paul Robert McPherron

Publisher:

ISBN: UCAL:X81238

Category:

Page: 494

View: 791

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Reinventing Identities in Second Language Writing

However , under the impulsion to join the academic discourse and to satisfy
institutional requirements , I cared less about ... I read Canagarajah's ( 2002 )
book , Critical Academic Writing and Multilingual Students , and decided to apply
his ...

Author: Michelle Cox

Publisher: National Council of Teachers

ISBN: UOM:39076002867815

Category: Language Arts & Disciplines

Page: 342

View: 271

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The shifting nature of identity: social identity, l2 writers, and high school / Christina Ortmeier-Hooper -- Subtexting mainstream generation 1.5 identities: acculturation theories at work / Gwen Gray Schwartz -- Lost in the puzzles / Jun Yang -- Will our stories help teachers understand: multilingual students talk about identity, voice, and expectations across academic communities / Terry Myers Zawacki and Anna Sophia Habib -- Identity, second language writers, and the learning of workplace writing / Michelle Cox -- Collision and negotiation of my identities in the TESOL graduate program / Eunsook Ha Rhee -- Negotiating with identities as a novice EFL researcher / Yichun Liu -- Language identity, agency, and context: the shifting meanings of?multilingual? -- Gail shuck -- Indigenous interests: reconciling literate identities across extracurricular and curricular contexts / Kevin Roozen and Angelica Herrera -- Complexities of academic writing in English: difficulties, struggles, and clashes of identity / Yutaka Fujieda -- Burning each end of the candle: negotiating dual identities in second language writing / Soo Hyon Kim -- Second language writers inventing identities through creative work and performance / Carol Severino, Matt Gilchrist, and Emma Rainey -- Using my lived experience to teach writing: a reflective practice / Olubukola Salako -- Colonial language writing identities in postcolonial Africa / Immacule Harushimana -- Blinding audacity: the narrative of a French-speaking African teaching English in the United States / Immacule Harushimana -- Nenglish and Nepalese student identity / Mary Ellen Daniloff-Merrill -- Social class privilege among ESOL writing students / Stephanie Vandrick -- Social networking in a second language: engaging multiple literate practices through identity composition / Kevin Eric DePew and Susan Miller-Cochran -- Negotiation of identities in a multilingual setting: Korean generation 1.5 in email writing / Hana Kang -- Identity matters: theories that help explore adolescent multilingual writers and their identities / Youngjoo Yi.

Undergraduates in a Second Language

Paper presented at the meeting of the European Association for the Teaching of
Academic Writing , Athens , Greece . Belcher , D. ... Student , interrupted : A tale
of two would - be writers . ... Critical academic writing and multilingual students .

Author: Ilona Leki

Publisher: Routledge

ISBN: UOM:39015064986121

Category: Language Arts & Disciplines

Page: 332

View: 867

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This is the first book-length study of bilingual, international, and immigrant students in English writing courses that attempts to fully embed their writing experiences within the broader frame of their personal histories, the human context of their development, and the disciplinary contexts of their majors. It addresses the questions: How useful are L2 writing courses for the students who are required to take them? What do the students carry with them from these courses to their other disciplinary courses across the curriculum? What happens to these students after they leave ESL, English, or writing classes? Drawing on data from a 5-year longitudinal study of four university students for whom English was not their strongest/primary language, it captures their literacy experiences throughout their undergraduate careers. The intensive case studies answer some questions and raise others about these students' academic development as it entwined with their social experiences and identity formation and with the ideological context of studying at a U.S. university in the 1990s.--Cover, p. [4].

Multilingual Writers and Writing Centers

Multilingual Writers and Writing Centers is a call to invigorate the preparation of tutors and directors for the negotiation of the complexities of multilingual and multicultural communication.

Author: Ben Rafoth

Publisher: University Press of Colorado

ISBN: 9780874219647

Category: Language Arts & Disciplines

Page: 184

View: 848

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Multilingual writers—often graduate students with more content knowledge and broader cultural experience than a monolingual tutor—unbalance the typical tutor/client relationship and pose a unique challenge for the writing center. Multilingual Writers and Writing Centers explores how directors and tutors can better prepare for the growing number of one-to-one conferences with these multilingual writers they will increasingly encounter in the future. This much-needed addition of second language acquisition (SLA) research and teaching to the literature of writing center pedagogy draws from SLA literature; a body of interviews Rafoth conducted with writing center directors, students, and tutors; and his own decades of experience. Well-grounded in daily writing center practice, the author identifies which concepts and practices directors can borrow from the field of SLA to help tutors respond to the needs of multilingual writers, what directors need to know about these concepts and practices, and how tutoring might change in response to changes in student populations. Multilingual Writers and Writing Centers is a call to invigorate the preparation of tutors and directors for the negotiation of the complexities of multilingual and multicultural communication.

Novice teacher Choices and Development

116-137 , Cambridge University Press , Cambridge , 2004 Canagarajah , Suresh
, Critical Academic Writing , and Multilingual Students , University of Michigan ,
Michigan , 2002 . Casanave , Christine , P. , Controversies in Second Language
 ...

Author: Duane Leonard

Publisher:

ISBN: UCAL:X71006

Category:

Page: 180

View: 773

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Explicit Grammar Instruction in Critical ESL Pedagogy

In R. Dueñas Gonzalez & I. Melis ( Eds . ) , Language ideologies : Critical
perspectives on the official English ... Critical English for academic purposes :
Theory , politics , and practice . ... Critical academic writing and multilingual
students .

Author: Jason Schneider

Publisher:

ISBN: UCAL:X68879

Category:

Page: 148

View: 855

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Diverse by Design

The hope and the legacy : The past , present , and future of “ Students ' Right to
Their Own Language . " Cresskill , NJ : Hampton Press . Canagarajah , A. Suresh
. 2002. Critical academic writing and multilingual students . Michigan : University
 ...

Author: Christopher Schroeder

Publisher:

ISBN: UCSD:31822038162517

Category: Education

Page: 238

View: 257

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Cover design by Barbara Yale-Read --