Academic Writing for Graduate-Level English as a Second Language Students: Experiences in Education

Autor/inn/en	Sidman-Taveau, Rebekah; Karathanos-Aguilar, Katya
Titel	Academic Writing for Graduate-Level English as a Second Language Students: Experiences in Education
Quelle	In: CATESOL Journal, 27 (2015) 1, S.27-52 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1535-0517
Schlagwörter	Graduate Students; Academic Discourse; English (Second Language); Second Language Learning; Second Language Instruction; Self Efficacy; Feedback (Response); Writing (Composition); Teacher Education; Multicultural Education; Curriculum Development; Grammar; Student Attitudes; Peer Evaluation; Editing; Writing Instruction; Seminars; Teaching Methods; Student Diversity; Multilingualism; Elementary School Teachers; Secondary School Teachers; Qualitative Research; Statistical Analysis; Likert Scales; Observation; Student Surveys; California + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Discourse; Diskurs; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Self-efficacy; Selbstwirksamkeit; Schreibübung; Lehrerausbildung; Lehrerbildung; Multikulturelle Erziehung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Grammatik; Schülerverhalten; Redaktion; Textbearbeitung; Schreibunterricht; Seminar; Teaching method; Lehrmethode; Unterrichtsmethode; Mehrsprachigkeit; Multilingualismus; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Qualitative Forschung; Statistische Analyse; Likert-Skala; Beobachtung; Schülerbefragung; Kalifornien
Abstract	Graduate-level ESL students in Education are future multicultural educators and promising role models for our diverse K-12 students. However, many of these students struggle with academic English and, in particular, writing. Yet little research or program development addresses the specific writing-support needs of this group. This article shares curriculum development for an Academic Writing Seminar serving linguistically diverse graduate students in Education. It reports on a study of the student backgrounds, writing experiences, writing self-efficacy, and instructional feedback preferences. Most participants had low writing self-efficacy and an eagerness to receive detailed feedback on grammar and mechanics in their writing. Problems in their writing were similar to common issues in college writing, but the participants expressed a distinct willingness to share their work for peer editing and conferences. Further research is needed on ways to mobilize such strengths and provide targeted writing support for ESL graduate students in Education. (As Provided).
Anmerkungen	CATESOL. P.O. Box 9200-338, Fountain Valley, CA 92708. Tel: 714-907-4033; Fax: 888-832-0501; e-mail: catesoljournal@gmail.com; Web site: http://www.catesoljournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01