Del 109 - New Perspectives on Language and Education

International Students' Multilingual Literacy Practices

An Asset-based Approach to Understanding Academic Discourse Socialization

Inbunden, Engelska, 2022

Av Peter I. De Costa, Wendy Li, Jongbong Lee, Peter I. de Costa

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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.

Produktinformation

Utgivningsdatum2022-08-04
Mått156 x 234 x 15 mm
Vikt460 g
FormatInbunden
SpråkEngelska
SerieNew Perspectives on Language and Education
Antal sidor200
FörlagMultilingual Matters
ISBN9781800415553

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Peter I. De Costa is an Associate Professor in the Department of Linguistics, Languages, and Cultures and the Department of Teacher Education at Michigan State University, USA. His primary research includes the role of identity, ideology, and emotion in SLA and language policy and planning.Wendy Li is an Assistant Professor in the Language and Culture Center at Duke Kunshan University, China. Her research interests include second language socialization, and second language identity and ideology.Jongbong Lee is an Assistant Professor in the Department of English at Cyber Hankuk University of Foreign Studies, South Korea. His research interests include second language acquisition and second language writing.

ContributorsPatricia A. Duff: Foreword: Examining and Experiencing Academic Discourse Socialization through Collaborative ResearchIntroduction: Academic Socialization, International Students and Multilingual LiteraciesChapter 1. Peter I. De Costa, Jongbong Lee and Wendy Li: Diversity Matters: Problematizing Academic Discourse Socialization in International Higher EducationChapter 2. Jongbong Lee and Wendy Li: Academic Socialization in a Collaborative Research Project: Developing Identities as Emergent ScholarsPart 1 : Literacy Practices and Identity DevelopmentChapter 3. Xiaowan Zhang: Second Language Academic Discourse Socialization, Identity and Agency: The Case of a Chinese International StudentChapter 4. Bree Straayer-Gannon and Xiqiao Wang: Reinventing Transnational Identities and SponsorsPart 2: Navigation of Resources and ServicesChapter 5. Wenyue (Melody) Ma and Curtis Green-Eneix: International Chinese Students’ Navigation of Linguistic and Learning ResourcesChapter 6. Myeongeun Son: International Students' Writing Development from an Activity Theory PerspectiveChapter 7. Joseph Cheatle and Scott Jarvie: Responding to ELL Students Across Disciplines: Using Education Research to Inform Writing Center PracticePart 3: Theoretical and Pedagogical OrientationsChapter 8. Steven Fraiberg: Shifting from Linguistic to Spatial Repertoires: Extending and Enacting Translingual Perspectives in Our Research and TeachingChapter 9. Xiqiao Wang: Writing About Where We Are From: Writing Across Languages, Genres and SpacesWenhao Diao: AfterwordIndex

This exciting and innovative edited volume is the much-needed answer to the question of what socially responsible multilingual literacy practices in internationalized higher education look like. By viewing the socialization of academic discourse through an asset-based approach, the contributing authors have effectively focused their analyses of multilingual literacy practices on international students’ linguistic and cultural resources. A must-read for all those interested in multilingual literacies in these contexts.