Abstract
By studying novice second-language writing in a Norwegian classroom, this chapter highlights how language learning, particularly writing, is a process whereby a learner adjusts to new language norms and literacy practices and at the same time expresses autonomy. Second language writing is a space for identity constructions and for expressing ideas and feelings (autonomy), but these expressions must be recognized and understood in a specific cultural and social context (adjustment). Negotiation – between autonomy and adjustment – is the basis for the suggested reconceptualizing of the notion of voice discussed in this chapter. Developing voice in a new language has been associated with self-presentation and identity negotiations in text (Canagarajah 2004, pp. 266–289; Ivanič and Camps 2001), as part of authoring the self (Vitanova 2010), and as skills for expressing appropriateness and authoritativeness (Isaac 2012). In this chapter, voice is conceived as an individual positioning on a continuum between adjustment and autonomy and studied in texts written by two novice second-language writers. The writers use different strategies to develop their voice in a new language. This development is a crucial part of their language learning and involves taking part in new literacy practices.
The chapter is based on a chapter in my PhD-dissertation, Jølbo (2016).
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Notes
- 1.
The students are referred to by fictional names to protect their identity.
- 2.
Since the curriculum has changed after the data collection, I refer here to the curriculum used in the period 2010–2013. This particular citation, however, is the same in both versions of the curriculum.
- 3.
- 4.
Also in describing the attitudes, capital letters are used when referring to the model, and small letters are used when referring to a student’s expression.
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Jølbo, I.D. (2019). Adjustment and Autonomy in Novice Second Language Writing: Reconceptualizing Voice in Language Learning. In: Bagga-Gupta, S., Golden, A., Holm, L., Laursen, H., Pitkänen-Huhta, A. (eds) Reconceptualizing Connections between Language, Literacy and Learning. Educational Linguistics, vol 39. Springer, Cham. https://doi.org/10.1007/978-3-030-26994-4_10
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