Engl 825 Class 2
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This document provides an agenda and overview for an English course session on second language literacy. It discusses debates around process, post-process, and sociocultural approaches to teaching writing. It outlines critiques of process and post-process perspectives. As a task, students are asked to design an academic writing course for international undergraduate students and discuss their instructional decisions in relation to debates around process-oriented approaches.
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The document discusses various topics related to bilingual education including different types of bilingual education programs, benefits of bilingualism, misconceptions about English-only instruction, the importance of incorporating students' home languages and cultures, and developing research questions for a project on second language literacy.
Nicole and hanna's presentation political roots of tesol powerpoint (1)
This document discusses the history and evolution of methods in teaching English to speakers of other languages (TESOL). It covers early structural approaches from the 1800s-1950s like grammar translation and audiolingualism. It then discusses communicative approaches from the 1970s onward that focus on using language for communication. Key concepts discussed include communicative competence, the natural approach, whole language methods, dialogic pedagogy, and applying sociolinguistic and anthropological linguistics perspectives to language teaching. The document advocates for teaching approaches that value students' voices and social contexts.
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This document provides an agenda and overview for an English research methods class. It includes a quiz on primary and secondary sources, the typical research process, developing research questions, evaluating sources, reading strategies like annotation, and assignments for the next class. The class will meet at the library the following week to work on research projects and source evaluation. Students are asked to blog about their research topics and prepare informal presentations on clarifying sources for the next class.
Race and identity 343 for blog
Here are 3 potential classroom activities that could reflect Ibrahim's pedagogical philosophy:
1. Have students do research projects on influential figures from marginalized communities and present their findings to the class. This elevates voices that are often excluded.
2. Incorporate texts, music, films etc. from diverse cultures and communities into lesson plans to expose students to a variety of perspectives.
3. Facilitate open discussions where students are encouraged to respectfully share their own cultural experiences and backgrounds. This values multiple identities and ways of communicating.
Ibrahim is pointing out that the assumed "norm" in schools often reflects the dominant white culture and experience by default. As teachers, we need to be conscious
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Evaluation de la mémoire sémantique bilingue. Workshop, Monptellier 2012
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The nature of second language writing (L2) has become clearer nowadays. Broadly speaking, we may say that research conducted in the areas of linguistics, psycholinguistics, cognitive psychology and sociolinguistics has helped us to gain a better understanding of how the ability to write is likely to be learned. We are now aware that writing is not a decontextualized activity but rather it is embedded in the cultural and institutional context in which it is produced (Kern 2000; Hyland 2002). Additionally, it involves a dynamic interaction among the three basic elements that play a part in the writing act, namely the text, the writer and the reader, which requires writers’ consideration of all them in order to write accordingly Second Language Literacy Session 3
The document discusses issues related to contrastive rhetoric and intercultural rhetoric in teaching writing to international students. It addresses the influence of students' first language and culture on their writing in a second language. While early contrastive rhetoric research overgeneralized differences between cultures, more recent scholarship recognizes diversity within and between cultures and the complexity of rhetorical influences. Teachers are advised to learn about students' varied writing experiences and backgrounds rather than assume differences based on their culture.
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The document discusses the need for a pluralistic approach to composition and world Englishes that embraces linguistic diversity. It critiques earlier approaches that promoted a monolingual model and segregated language codes. Scholars like Canagarajah argue students should learn communicative strategies for negotiating diverse language contexts, and that composition pedagogy should legitimize the use of vernacular varieties and code-meshing in academic writing. This represents a shift toward a translingual approach that prepares students for linguistic flexibility and pluralism in a globalized world.
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The document discusses various topics related to second language writing including:
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Rethinking Study Skills Webster.pptx
This document discusses rethinking approaches to teaching study skills. It presents three models: the study skills model which focuses on surface features and skills transfer; the academic socialization model which focuses on acculturating students into disciplinary discourses; and the academic literacies model which views literacy as social practices negotiated within institutions of power and identity. The academic literacies model has implications for more inclusive, emancipatory approaches interrogating dominant academic cultures and power relations. Dialogic frameworks are suggested to encourage negotiation of academic identities and practices.
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This document discusses new theoretical implications for teaching second language writing presented by Maria Prikhodko. It summarizes several studies that propose more equitable and culturally aware approaches. Silva (1997) argues that ESL writers should be understood, appropriately instructed, suitably placed, and equitably assessed. Ramanathan and Atkinson (1999) suggest distinguishing ESL writers by voice, peer review strategies, and critical thinking. Canagarajah (2002) proposes a negotiation model that sees cultural and linguistic differences as resources, and critically revising content, approach, subject, and ideological stance.
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This document discusses approaches to teaching academic writing. It begins by defining writing and distinguishing it from spoken language. Academic writing is described as a social practice within academic communities. Two main approaches to teaching academic writing are then outlined: the intellectual/rhetorical approach which focuses on rhetorical modes like exposition and description, and the social/genre approach which examines academic discourse communities and text structures. Finally, some example activities are provided, such as having students analyze the passive voice in disciplinary texts or responding to reading prompts to practice analytical writing.
Localizing second language writing pedagogy in a skills integrated
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