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E-raamat: Undergraduates in a Second Language: Challenges and Complexities of Academic Literacy Development

(University of Tennessee at Knoxville, USA)
  • Formaat: EPUB+DRM
  • Ilmumisaeg: 25-Sep-2017
  • Kirjastus: Routledge
  • Keel: eng
  • ISBN-13: 9781351538114
  • Formaat - EPUB+DRM
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  • Formaat: EPUB+DRM
  • Ilmumisaeg: 25-Sep-2017
  • Kirjastus: Routledge
  • Keel: eng
  • ISBN-13: 9781351538114

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This is the first book-length study of bilingual, international, and immigrant students in English writing courses that attempts to fully embed their writing experiences within the broader frame of their personal histories, the human context of their development, and the disciplinary contexts of their majors. It addresses the questions: How useful are L2 writing courses for the students who are required to take them? What do the students carry with them from these courses to their other disciplinary courses across the curriculum? What happens to these students after they leave ESL, English, or writing classes? Drawing on data from a 5-year longitudinal study of four university students for whom English was not their strongest/primary language, it captures their literacy experiences throughout their undergraduate careers. The intensive case studies answer some questions and raise others about these students' academic development as it entwined with their social experiences and identity formation and with the ideological context of studying at a U.S. university in the 1990s.--Cover, p. [ 4].

Arvustused

"Once I started reading, I couldnt stop.... I cannot emphasize too strongly how important (and rare) it is for a professional book to be so very readable, so compelling.... The combination of the solid scholarship, the theoretical framework, and vivid depiction of the students lives, make this book one that will be read by many and that will be influential."Stephanie Vandrick, University of San Francisco

"Few studies like this exist that document the writing that students do and the attitudes toward writing that they have over their entire undergraduate experience.... The case studies are rich and revealing, and give curriculum designers and writing teachers, both L1 and L2, much to think about. Above all, [ this book] makes us question long- and dearly held assumptions about writing at the undergraduate level." Christine Pearson Casanave, Temple University, Japan

Preface xi
Introduction
1(18)
Inquiry Procedures
5(7)
Reporting Findings
12(4)
Context for the Study
16(3)
``You Need Really Understand'': An Undergraduate in Engineering
19(44)
Background
19(5)
Context for Learning
24(1)
Professional Training: Engineering Education and Industry
25(1)
Literacy Experiences
26(21)
Socioacademic Relationships
47(8)
Special Circumstances for International Students
55(5)
Ideological Education
60(1)
Conclusion
61(2)
``Don't Have Easy'': Nursing in L2
63(58)
Background
63(4)
Educational Context: The Nursing Program
67(5)
Context Shapers
72(6)
The Trouble With English: Language and Literacy Struggles
78(20)
The Trouble With American Education
98(4)
Socioacademic Relations
102(8)
Special Circumstances for International Students
110(5)
Ideological Education
115(4)
Conclusion
119(2)
``Suddenly You Get Recognized'': The Power of Community
121(56)
Prologue to Jan
121(1)
Background
122(1)
Academic Portrait
123(14)
Business School
137(2)
Developing as a Writer
139(21)
Socioacademic Relations
160(8)
Special Circumstances for International/Immigrant Students
168(4)
Ideological Education
172(2)
Conclusion
174(2)
Appendix
176(1)
``Yuko Can Handle Intimidation'': Becoming a Social Worker
177(56)
Background
177(6)
The Social Work Major
183(4)
Writing Development
187(5)
The Nature and Role of Yuko's Undergraduate Writing
192(22)
The Development of Other Social Work Skills
214(2)
Socioacademic Relationships
216(5)
Special Circumstances for International Students
221(6)
Ideological Education
227(3)
Conclusion
230(3)
University Literacy
233(28)
Writing at the University: Less Than Expected
234(3)
Writing for General Education
237(4)
Writing in the Major
241(7)
Writing, Learning, and Learning to Write
248(3)
ESL Classes
251(4)
Writing at the University and Individual Goal Setting
255(2)
Conclusion
257(4)
Social and Ideological Contexts of Literacy Development
261(22)
Social Group and Individual Identity
261(13)
Conclusion: Socioacademic Factors
274(2)
Ideological Contexts: The United States and the World
276(4)
Conclusion: Ideological Factors
280(2)
Conclusion
282(1)
Conclusion
283(4)
Appendix A: Interview Guides 287(8)
Appendix B: Main Coding Categories for Student Interviews 295(4)
Endnotes 299(10)
References 309(12)
Author Index 321(4)
Subject Index 325