This book presents the results of research that focused on international students receiving writing instruction on a US university campus. It explores how the students developed their foreign-student identities and their own ways of grappling with the unique issues they encountered as they worked to improve their academic literacy skills. The book extends the theoretical horizons of language socialization research by integrating insights from other disciplinary frameworks, such as a translingual approach, multilingual literacies and writing center theory, to explore international students’ university experiences. By adopting these varied lenses, the book provides readers with a more holistic, integrative and ecological understanding of students’ language and literacy development. The authors also investigate how a translingual pedagogy informs language instructors and literacy instructors in facilitating multilingual students’ academic literacy development across a variety of codes, registers, genres, modes and media.
Tabla de materias
Contributors
Patricia A. Duff: Foreword: Examining and Experiencing Academic Discourse Socialization through Collaborative Research
Introduction: Academic Socialization, International Students and Multilingual Literacies
Chapter 1. Peter I. De Costa, Jongbong Lee and Wendy Li: Diversity Matters: Problematizing Academic Discourse Socialization in International Higher Education
Chapter 2. Jongbong Lee and Wendy Li: Academic Socialization in a Collaborative Research Project: Developing Identities as Emergent Scholars
Part 1 : Literacy Practices and Identity Development
Chapter 3. Xiaowan Zhang: Second Language Academic Discourse Socialization, Identity and Agency: The Case of a Chinese International Student
Chapter 4. Bree Straayer-Gannon and Xiqiao Wang: Reinventing Transnational Identities and Sponsors
Part 2: Navigation of Resources and Services
Chapter 5. Wenyue (Melody) Ma and Curtis Green-Eneix: International Chinese Students’ Navigation of Linguistic and Learning Resources
Chapter 6. Myeongeun Son: International Students’ Writing Development from an Activity Theory Perspective
Chapter 7. Joseph Cheatle and Scott Jarvie: Responding to ELL Students Across Disciplines: Using Education Research to Inform Writing Center Practice
Part 3: Theoretical and Pedagogical Orientations
Chapter 8. Steven Fraiberg: Shifting from Linguistic to Spatial Repertoires: Extending and Enacting Translingual Perspectives in Our Research and Teaching
Chapter 9. Xiqiao Wang: Writing About Where We Are From: Writing Across Languages, Genres and Spaces
Wenhao Diao: Afterword
Index
Sobre el autor
Jongbong Lee is an Assistant Professor in the Department of English at Nagoya University of Commerce & Business in Japan. His research interests include second language acquisition and second language writing.
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