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Engl 825 Class 2

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Engl 825 Class 2

  1. 1. ENGL 825: Second Language Literacy Session #2 September 9, 2009
  2. 2. Agenda <ul><li>Reminders: remember to sign up for TWO presentations. Make sure to post your entries before 11 am on Wednesdays. </li></ul><ul><li>Sharing Literacy Narratives, teaching believes and practices. </li></ul><ul><li>Introduction to Product, process and post-process debate. </li></ul><ul><li>Discussion Facilitation by Hayat and Osman </li></ul><ul><li>Task: Creating a process oriented lesson plan </li></ul>
  3. 3. Process Approach <ul><li>Emerged in 1970s in reaction to controlled composition and traditional rhetoric. </li></ul><ul><li>Guiding rather than controlling </li></ul><ul><li>Letting the content and ideas determine the form </li></ul><ul><li>Learner-centered classroom practices. </li></ul><ul><li>Starts with the writer and the writing process NOT linguistic and rhetorical form </li></ul>
  4. 4. Classroom Practices in Process Approach <ul><li>Focus on the stages of writing: </li></ul><ul><li>Brainstorming </li></ul><ul><li>Planning </li></ul><ul><li>Drafting </li></ul><ul><li>Revising </li></ul><ul><li>Editing/Proofreading </li></ul>
  5. 5. Post-Process Movement <ul><li>Social turn, Timbur (1994) </li></ul><ul><li>Literacy acquisition is defined as an ideological activity </li></ul><ul><li>Composing is “a cultural activity by which writers position and reposition themselves in relation to their own and others’ subjectivity” (Timbur, 1994) </li></ul>
  6. 6. Critiques of Post-process approach <ul><li>Focus on both accuracy and fluency? </li></ul><ul><li>Is it a misnomer? (Matsuda, 2003) </li></ul><ul><li>Social and political situated nature of writing: How does the sociopolitical contexts influence writing (both L1 and L2) </li></ul><ul><li>How do students locate themselves within the social and political contexts of their writing? </li></ul><ul><li>Is labeling the writing pedagogies a simplification? </li></ul>
  7. 7. Critiques towards process oriented approaches to L2 <ul><li>Polarizing “individual talents” and “oppressive institution”. </li></ul><ul><li>Relinquishing authority unproblematically </li></ul><ul><li>Non-mainstream writers might be disadvantaged </li></ul><ul><li>The irony of progressivism and modern education </li></ul>
  8. 8. Kalantzis and Cope’s questions (Atkinson, 2003) <ul><li>Post-modernist progressivism vs. cultural sensitivity. </li></ul><ul><li>See the cultural assumptions underlying their arguments. Do you agree/disagree? why? </li></ul><ul><li>Where can L2 writing teachers include sentence structure, teaching of vocabulary items and focus on grammar? </li></ul><ul><li>How can we embrace the social turn in L2 writing instruction? </li></ul>
  9. 9. Class Task: Academic Writing Course <ul><li>Imagine that you are asked to design an Academic English course for International (1.5 generation, newcomers, adults) undergraduate students in your institution (US, non-US etc.). Design an intensive L2 writing course which aims to teach students how to write academically in various writing environments. </li></ul><ul><li>Write down the pedagogical decisions you will need to give as you design this course (textbooks, topics, assignments) </li></ul><ul><li>In groups, discuss your L2 writing instruction referring to the process debate in L2 writing field. </li></ul>
  10. 10. Assignments <ul><li>Blog Entry about Intercultural Rhetoric </li></ul><ul><li>Readings about Intercultural Rhetoric (you will all receive an email from me) </li></ul>

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