Diluting Minority Students' Marginalization in the Mainstream College English Writing Classroom through Functional Linguistic Praxis: A Case Report from China

Autor/in	Zhang, Xiaodong
Titel	Diluting Minority Students' Marginalization in the Mainstream College English Writing Classroom through Functional Linguistic Praxis: A Case Report from China
Quelle	In: Asia-Pacific Education Researcher, 27 (2018) 6, S.465-475 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Xiaodong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-018-0406-1
Schlagwörter	Minority Group Students; Ethnic Groups; Academic Discourse; English (Second Language); Second Language Learning; Second Language Instruction; Student Adjustment; Writing (Composition); Self Concept; Teaching Methods; Student Attitudes; College Students; Instructional Effectiveness; Foreign Countries; Case Studies; Disadvantaged; China + Suchen Sie Ihr Suchwort? Ethnie; Discourse; Diskurs; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schreibübung; Selbstkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Collegestudent; Unterrichtserfolg; Ausland; Case study; Fallstudie; Case Study
Abstract	This study investigates how systemic functional linguistics (SFL)-based teaching impacted on the adjustment of Chinese minority students to the discourse of academic English writing. Through qualitative analyses of one Chinese college ethnic minority student's interviews, reflections, written documents, and conversations, the study shows that instruction from an SFL perspective in and out of class enabled her to re-conceptualize the valued linguistic features of academic English writing and effectively engage in academic literacy, which helped her to reposition herself as an English language writer in the mainstream college classroom. The study concludes that when effective instruction is provided on features of academic English writing, minority students can adjust to mainstream teaching, meeting the demands of complex academic English writing and reconstructing their identities in challenging social-cultural contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01