International Students' Multilingual Literacy Practices: An Asset-based Approach to Understanding Academic Discourse Socialization
Peter I. De Costa · Wendy Li · Jongbong Lee
aug. 2022 · New Perspectives on Language and Education Bok 109 · Channel View Publications
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Om denne e-boken
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.
Om forfatteren
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.
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