This book provides critical perspectives on issues relating to writing norms and assessment, as well as writing proficiency development, and suggests that scholars need to both carefully examine testing regimes and develop research-informed perspectives on tests and testing practices. In this way schools, institutions of adult education and universities can better prepare learners with differing cultural experiences to meet the challenges. The book brings together empirical studies from diverse geographical contexts to address the crossing of literacy borders, with a focus on academic genres and practices. Most of the studies examine writing in countries where the norms and expectations are different, but some focus on writing in a new discourse community set in a new discipline. The chapters shed light on commonalities and differences between these two situations with respect to the expectations and evaluations facing the writers. They also consider the extent to which the norms that the writers bring with them from their educational backgrounds and own cultures are compromised in order to succeed in the new educational settings.
Tabla de materias
Acknowledgements
Contributors
Preface
Chapter 1. Anne Golden and Lars Anders Kulbrandstad: Crossing Borders
Chapter 2. Anne Golden and Lars Anders Kulbrandstad: When Errors Are Corrected
Chapter 3. Rosmawati: Writing Academically in English as a Second Language: The Case of Syntactic Constructions
Chapter 4. Zhihui Fang and Guofang Li: Writing in School Science for EAL Students: Linguistic Challenges and Pedagogical Response
Chapter 5. Morena Botelho de Magalhães: Supporting EAL Writing Development in the Early Stages of the Doctorate: Candidates from the East Writing in the West
Chapter 6. Kirsi Leskinen: Agency in L2 Academic Literacies: Immigrant Students’ Lived Experiences in Focus
Chapter 7. Jihua Dong: Constructing Persuasion: A Cross-cultural Comparison of Chinese and English Student Writings
Chapter 8. Lawrence Jun Zhang: Crossing Literacy Borders through Writing: Transformational Apprenticeship and Repositioning of EAL Learners
Index
Sobre el autor
Lawrence Jun Zhang is Professor of Applied Linguistics at the Faculty of Education and Social Work, University of Auckland, New Zealand.
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