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Training Multilingual Writing Strategies in Higher Education: Multilingual Approaches to Writing-to-learn in Discipline-specific Courses New edition [Kõva köide]

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  • Formaat: Hardback, 352 pages, kõrgus x laius: 210x148 mm, kaal: 524 g, 64 Illustrations
  • Sari: Textproduktion und Medium 20
  • Ilmumisaeg: 25-Apr-2022
  • Kirjastus: Peter Lang AG
  • ISBN-10: 3631862970
  • ISBN-13: 9783631862971
Teised raamatud teemal:
Training Multilingual Writing Strategies in Higher Education: Multilingual Approaches to Writing-to-learn in Discipline-specific Courses New editionSuurem pilt
  • Formaat: Hardback, 352 pages, kõrgus x laius: 210x148 mm, kaal: 524 g, 64 Illustrations
  • Sari: Textproduktion und Medium 20
  • Ilmumisaeg: 25-Apr-2022
  • Kirjastus: Peter Lang AG
  • ISBN-10: 3631862970
  • ISBN-13: 9783631862971
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9783631862971.html
Märksõnad:
"This book provides a research-driven discussion of how the epistemic potential of multilingual writing strategies can be conceptualized, investigated, and leveraged in higher education. Research results are reported from an intervention study in two discipline-specific, writing-intensive HE content courses. The study triangulates survey data with think-aloud & screen-recording data and with product data in a pre/post design. Based on the research findings, the book details a multilingual teaching framework in which a translanguaging approach is enhanced with instructional practices from translation training"--

This book provides a research-driven discussion of how the epistemic potential of multilingual writing strategies can be conceptualized, investigated, and leveraged in higher education. Research results are reported from an intervention study in two discipline-specific, writing-intensive HE content courses. The study triangulates survey data with think-aloud & screen-recording data and with product data in a pre/post design. Based on the research findings, the book details a multilingual teaching framework in which a translanguaging approach is enhanced with instructional practices from translation training.



In response to a translanguaging teaching approach, FL student writers in higher education increased their L1 use during FL writing. Additionally, these student writers improved the quality of their FL academic texts. Such positive developments were not observed in a control group without access to translanguaging pedagogies.

List of figures
13(2)
List of tables
15(2)
List of abbreviations
17(2)
1 Introduction and objectives
19(12)
2 Writing as an epistemic tool
31(42)
2.1 Remarks: Researching writing as an epistemic tool
34(9)
2.1.1 Example: Reporting Wiley and Voss (1999)
35(6)
2.1.2 Example: Feedback and assessment in research designs
41(2)
2.2 Similarities between writing and learning
43(1)
2.3 Writing in accordance with genre conventions
44(1)
2.4 Writing as problem-solving
45(2)
2.5 Writing as discovery
47(2)
2.6 Writing as a tool for fostering metacognitive awareness
49(1)
2.7 Empirical assessment of possible writing activities
50(5)
2.7.1 Guided freewriting assignments
51(2)
2.7.2 Types of source-based writing assignments
53(2)
2.8 Relevant factors in writing instruction
55(15)
2.8.1 Type of learning goal and of learning outcome assessment
55(2)
2.8.2 Institutional factors
57(1)
2.8.3 Prior knowledge
58(2)
2.8.4 Beliefs and attitudes
60(7)
2.8.5 Familiarity with the task environment
67(3)
2.9 Summary
70(3)
3 Modelling writing and writing skills acquisition
73(26)
3.1 Models of writing
73(8)
3.1.1 Hayes (2012)
74(3)
3.1.2 Leijtenetal. (2014)
77(2)
3.1.3 Gopferich (2008b, 2015)
79(2)
3.2 Classifying sub-processes of writing in think-aloud protocols
81(5)
3.3 Models of writing skills acquisition
86(7)
3.3.1 The five-stage model by Bereiter (1980)
86(2)
3.3.2 McCutchen's capacity theory of writing (2000)
88(3)
3.3.3 Stages in cognitive development: Kellogg (2008)
91(2)
3.4 Models of academic writing skills acquisition
93(6)
3.4.1 Pohl (2010)
95(1)
3.4.2 Steinhoff (2007)
96(3)
4 The multilingual mind
99(14)
4.1 Terminological clarification
99(6)
4.2 Modeling multilingualism
105(8)
4.2.1 Theories of multicompetence
106(4)
4.2.2 Modelling multilingualism from a social justice perspective
110(1)
4.2.3 Differentiating between native and learner varieties
111(2)
5 Developing writing skills in the multilingual mind
113(22)
5.1 Foreign-language processing interference with cognitive processes
114(21)
5.1.1 FL proficiency and FL type
122(3)
5.1.2 Language-switching habits and translation skills
125(6)
5.1.3 Task complexity and sub-process of writing
131(4)
6 Empirical investigation
135(78)
6.1 Survey development
139(13)
6.1.1 Statistical analysis
150(2)
6.2 Course design and multilingual practices
152(6)
6.3 Writing assignments and experimental design
158(5)
6.3.1 Writing fellows and feedback
161(2)
6.4 Recorded writing sessions
163(9)
6.4.1 Justification for think-aloud design
166(6)
6.5 The course participants
172(3)
6.6 Data analysis
175(38)
6.6.1 Assessment of text quality
176(10)
6.6.2 Analysis of the participants' think-aloud protocols
186(21)
6.6.3 Determining language usage
207(6)
7 Results
213(68)
7.1 Process data
213(24)
7.2 Survey data
237(5)
7.3 Relationships between language use and text quality
242(12)
7.4 Possible groupings
254(16)
7.5 Case studies
270(7)
7.5.1 Multilingual group: SD62
272(1)
7.5.2 Multilingual group: ES02
273(2)
7.5.3 Multilingual group: EV72
275(1)
7.5.4 Multilingual group: NK20
276(1)
7.6 Summary
277(4)
8 Discussion
281(38)
8.1 Findings
281(25)
8.1.1 Process data
281(7)
8.1.2 Survey data
288(9)
8.1.3 Text quality
297(4)
8.1.4 Possible groupings
301(3)
8.1.5 Case studies
304(2)
8.2 Additional pedagogical remarks
306(5)
8.2.1 Comprehension or production problems
306(4)
8.2.2 Resorting to dictionaries and additional resources
310(1)
8.3 Methodological considerations
311(8)
8.3.1 Possible additions to the data set
311(4)
8.3.2 Possible alternatives for data analysis
315(4)
9 Teaching recommendations and conclusion
319(6)
References 325(22)
Index 347
Ina Alexandra Machura is a post-doctoral researcher focusing on the relationships between multilingual writing knowledge and the epistemic potential of multilingual & multimodal writing. She also publishes on writing beyond the university and work-integrated learning. She teaches discipline-specific courses in English/German Linguistics. Additionally, she co-creates writing-intensive courses in the social and life sciences.