Beyond "Write-Talk-Revise-(Repeat)": Using Narrative to Understand One Multilingual Student's Interactions around Writing

Autor/inn/en	Pomerantz, Anne; Kearney, Erin
Titel	Beyond "Write-Talk-Revise-(Repeat)": Using Narrative to Understand One Multilingual Student's Interactions around Writing
Quelle	In: Journal of Second Language Writing, 21 (2012) 3, S.221-238 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1060-3743
DOI	10.1016/j.jslw.2012.05.013
Schlagwörter	Academic Discourse; Discourse Communities; Graduate Students; Multilingualism; English (Second Language); Teaching Methods; Second Language Learning; Guidelines; Writing (Composition); Writing Processes; Oral Language; Models; Foreign Students; Asians; Student Attitudes; Teacher Student Relationship; Peer Relationship; Tutors; Story Telling + Suchen Sie Ihr Suchwort? Discourse; Diskurs; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Mehrsprachigkeit; Multilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Richtlinien; Schreibübung; Oral interpretation; Mündlicher Sprachgebrauch; Analogiemodell; Asian; Asiat; Asiatin; Asiaten; Asiate; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Förderlehrer; Lehrender; Tutor
Abstract	This paper offers a narrative framework for understanding how multilingual graduate students make sense of the continuous and frequently contradictory talk they engage in as they write. It illustrates how attention to the telling, form, and content of the stories such students relate about their ongoing interactions around academic writing can reveal aspects of the relationship between speaking and composing/revising that are not foregrounded in other approaches to data collection and analysis. Advocating movement beyond a "write-talk-revise-(repeat)" model of L2 writing, the paper draws on Ochs and Capps' (2001) multidimensional approach, adapting its use to a multilingual context. It then exemplifies how this modified model can be used by analyzing the stories told by one Taiwanese student in a U.S. university about her interactions with teachers, tutors, and peers. Analysis demonstrates how, through the act of storytelling, this student attempts to work through her model of what counts as "good" writing in her English language academic discourse community and to develop a sense of who she is as a multilingual writer. The paper ends with discussion of how a narrative approach provokes several shifts in perspective that serve to complement and extend existing work in the field. (Contains 1 table and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10