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

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Engl 825 Class 2

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