International Students' Multilingual Literacy Practices

Description

Takes a multi-disciplinary approach to explore international students’ university experience

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.

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

Sujets

• Social Science
• EDUCATION
• Sociologie, société et politique
• Higher
• Level
• Professional
• Emigration
• Postgraduate education
• School
• Higher education
• Research
• Postgraduate
• Migration
• Immigration

Informations

• Publié par: Channel View Publications
• Date de parution: 04 août 2022
• Nombre de lectures: 0
• EAN13: 9781800415577
• Langue: English

Extrait

NEW PERSPECTIVES ON LANGUAGE AND EDUCATION
Founding Editor: Viv Edwards, University of Reading, UK
Series Editors: Phan Le Ha, University of Hawaii at Manoa, USA and Joel Windle, Monash University, Australia.
Two decades of research and development in language and literacy education have yielded a broad, multidisciplinary focus. Yet education systems face constant economic and technological change, with attendant issues of identity and power, community and culture. What are the implications for language education of new ‘semiotic economies’ and communications technologies? Of complex blendings of cultural and linguistic diversity in communities and institutions? Of new cultural, regional and national identities and practices? The New Perspectives on Language and Education series will feature critical and interpretive, disciplinary and multidisciplinary perspectives on teaching and learning, language and literacy in new times. New proposals, particularly for edited volumes, are expected to acknowledge and include perspectives from the Global South. Contributions from scholars from the Global South will be particularly sought out and welcomed, as well as those from marginalized communities within the Global North.
All books in this series are externally peer-reviewed.
Full details of all the books in this series and of all our other publications can be found on http://www.multilingual-matters.com , or by writing to Multilingual Matters, St Nicholas House, 31-34 High Street, Bristol, BS1 2AW, UK.

DOI https://doi.org/10.21832/DECOST5553
Names: De Costa, Peter, editor. | Li, Wendy, editor. | Lee, Jongbong, editor.
Title: International Students’ Multilingual Literacy Practices: An Asset-based Approach to Understanding Academic Discourse Socialization/ Edited by Peter I. De Costa, Wendy Li and Jongbong Lee.
Description: Bristol; Jackson: Multilingual Matters, [2022] | Series: New Perspectives on Language and Education: 109 | Includes bibliographical references and index. | Summary: ‘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’ – Provided by publisher.
Identifiers: LCCN 2022003118 (print) | LCCN 2022003119 (ebook) | ISBN 9781800415553 (hardback) | ISBN 9781800415546 (paperback) | ISBN 9781800415560 (pdf) | ISBN 9781800415577 (epub)
Subjects: LCSH: English language – Rhetoric – Study and teaching (Higher) – Social aspects – United States – Case studies. | English language – Study and teaching (Higher) – Foreign speakers – Case studies. | Literacy – Study and teaching (Higher) – United States – Case studies. | Multilingual education – United States – Case studies. | LCGFT: Case studies.
Classification: LCC PE1405.U6 I57 2022 (print) | LCC PE1405.U6 (ebook) | DDC 306.442/21073 – dc23/eng/20220420
LC record available at https://lccn.loc.gov/2022003118
LC ebook record available at https://lccn.loc.gov/2022003119
Library of Congress Cataloging in Publication Data
A catalog record for this book is available from the Library of Congress.
British Library Cataloguing in Publication Data
A catalogue entry for this book is available from the British Library.
ISBN-13: 978-1-80041-555-3 (hbk)
ISBN-13: 978-1-80041-554-6 (pbk)
Multilingual Matters
UK: St Nicholas House, 31-34 High Street, Bristol, BS1 2AW, UK.
USA: Ingram, Jackson, TN, USA.
Website: www.multilingual-matters.com
Twitter: Multi_Ling_Mat
Facebook: https://www.facebook.com/multilingualmatters
Blog: www.channelviewpublications.wordpress.com
Copyright © 2022 Peter I. De Costa, Wendy Li, Jongbong Lee and the authors of individual chapters.
All rights reserved. No part of this work may be reproduced in any form or by any means without permission in writing from the publisher.
The policy of Multilingual Matters/Channel View Publications is to use papers that are natural, renewable and recyclable products, made from wood grown in sustainable forests. In the manufacturing process of our books, and to further support our policy, preference is given to printers that have FSC and PEFC Chain of Custody certification. The FSC and/ or PEFC logos will appear on those books where full certification has been granted to the printer concerned.
Typeset by Riverside Publishing Solutions.
Contents
Contributors
Foreword: Examining and Experiencing Academic Discourse Socialization through Collaborative Research
Patricia A. Duff
Introduction: Academic Socialization, International Students and Multilingual Literacies
1 Diversity Matters: Problematizing Academic Discourse Socialization in International Higher Education
Peter I. De Costa, Jongbong Lee and Wendy Li
2 Academic Socialization in a Collaborative Research Project: Developing Identities as Emergent Scholars
Jongbong Lee and Wendy Li
Part 1: Literacy Practices and Identity Development
3 Second Language Academic Discourse Socialization, Identity and Agency: The Case of a Chinese International Student
Xiaowan Zhang
4 Reinventing Transnational Identities and Sponsors
Bree Straayer-Gannon and Xiqiao Wang
Part 2: Navigating Resources and Services
5 International Chinese Students’ Navigation of Linguistic and Learning Resources
Wenyue (Melody) Ma and Curtis Green-Eneix
6 International Students’ Writing Development from an Activity Theory Perspective
Myeongeun Son
7 Responding to ELL Students Across Disciplines: Using Education Research to Inform Writing Center Practice
Joseph Cheatle and Scott Jarvie
Part 3: Theoretical and Pedagogical Orientations
8 Shifting from Linguistic to Spatial Repertoires: Extending and Enacting Translingual Perspectives in Our Research and Teaching
Steven Fraiberg
9 Writing about Where We Are from: Writing Across Languages, Genres and Spaces
Xiqiao Wang
Afterword
Wenhao Diao
Contributors
Editors
Peter I. De Costa is an Associate Professor in the Department of Linguistics, Languages & Cultures and the Department of Teacher Education at Michigan State University. His research areas include emotions, identity, ideology and ethics in educational linguistics. He also studies social (in)justice issues. He is the co-editor of TESOL Quarterly and the First Vice-President of the American Association for Applied Linguistics.
Jongbong Lee is an Assistant Professor in the Department of English at Cyber Hankuk University of Foreign Studies. His main area of research interest is second language writing, particularly the interface between the fields of second language writing and second language acquisition. His work has appeared in journals such as Cognition , Language Learning , Language Teaching , Studies in Second Language Acquisition and System .
Wendy Li is an Assistant Professor at Duke Kunshan University. Her research interests include language teacher identity, agency, emotions, ethics in applied linguistics, second language socialization, and multilingual and multimodal literacy practices. Her work is published in Language Teaching Research , English Today and Language Teaching .
Authors
Joseph Cheatle is an Assistant Professor and Director of the Writing Center at the University of Southern Mississippi. His most recent scholarship focuses on how writing centers connect theory to practice and on creating collaborative approaches to improving services. His work is published in the Writing Center Journal , The Journal of Writing Analytics and Praxis: A Writing Center Journal .
Wenhao Diao is an Associate Professor in East Asian Studies and Second Language Acquisition and Teaching at the University of Arizona. She is interested in the identities, ideologies, and (in)equities that are (re)produced and (re)distributed through language teaching and learning. Her primary research focus has been the phenomenon of language learning and socialization during study abroad – particularly going to and from China. She co-edited the book Language Learning in Study Abroad: The Multilingual Turn (Multilingual Matters, 2021) and a special issue of the L2 Journal entitled Study Abroad in the 21st Century in 2016. She has also published numerous articles on applied linguistics journals and edited volumes.
Patricia (Patsy) Duff is a Professor of Applied Linguistics and Distinguished University Scholar in the Department of Language and Literacy Education at the University of British Columbia. Patsy’s main scholarly interests are related to language socialization across multilingual settings, including academic discourse socialization at universities; qualitative research methods in applied linguistics; and issues in the teaching, learning and use of English, Mandarin and other international, heritage and Indigenous languages in transnational contexts. She has published widely on these topics.
Steven Fraiberg is an Associate Professor in the Department of Writing, Rhetoric and American Cultures at Michigan State University. His scholarship focuses on multilingual and multimodal literacy practices across classrooms, workplaces and communities. His publications include a co-authored book, Inventing the World Grant University: Literacies, Mobilities, and Identities, published by Utah State University Press.
Curtis Green-Eneix is a doctoral candidate in the Second Language Studies Program at Michigan State University. His research focuses on teacher development, identity, power dynamics in the classroom, language policy and planning pertaining to transnational education contexts, as well as socioeconomic position and online education. His research has been featured in English Today , System and TESOL Journal .
Scott Jarvie is an Assistant Professor in the Department of English and Comparative Literature at San Jose State University. His scholarship studying edu