Voice Construction and Development of a Multilingual Student Writer: A Bakhtinian Perspective

Autor/in	Zacharias, Nugrahenny T.
Titel	Voice Construction and Development of a Multilingual Student Writer: A Bakhtinian Perspective
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 51 (2020) 2, S.268-279 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688218810548
Schlagwörter	Multilingualism; Teaching Methods; Writing (Composition); Writing Instruction; Self Concept; Foreign Students; Asians; Educational Policy; Student Attitudes; Personal Narratives; Persuasive Discourse; Undergraduate Students; Second Language Learning; Second Language Instruction; English (Second Language); Essays; Reflection; Case Studies; Naming; Cultural Influences + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibübung; Schreibunterricht; Selbstkonzept; Asian; Asiat; Asiatin; Asiaten; Asiate; Politics of education; Bildungspolitik; Schülerverhalten; Erlebniserzählung; Persuasion; Persuasive Kommunikation; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Essay; Aufsatzunterricht; Case study; Fallstudie; Case Study; Cultural influence; Kultureinfluss
Abstract	The construction and development of a writer's voice is a concept that continues to be of interest when teaching multilingual writing. Studies of voice construction of multilingual student writers have generally focussed on the linguistic aspects of voice construction, but are relatively limited in demonstrating the ways in which these students negotiate classroom pedagogy to construct and develop an academic voice (Tardy, 2016). Using a Bakhtinian view of voice as dialogic, the current study explores the development of voice construction of one Chinese international student (CIS) called Shan (a pseudonym) and to what extent her voice was shaped by the mediational tools employed in the classroom. I draw on a narrative analysis framework which provides a systematic tool for exploring one student's voice construction and development when writing an argumentative paper. The analysis of Shan's narrative illustrates the significant role of classroom pedagogy to the way Shan developed an academic voice. Pedagogical implications of the study are given at the end of the article. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01