Advertisement

Individualism, Voice, and Self-Assessment in the Advanced Academic Writing Course

Chapter
  • 545 Downloads
Part of the Language and Globalization book series (LAGL)

Abstract

Throughout a 10-year period of teaching, researching, and observing classrooms at CSU, I recorded many examples of students trying to position foreign teachers as representatives of a general culture of English-speaking people, and, at the same time, my data contain numerous instances in which foreign teachers changed their teaching practices in an attempt to fashion a Chinese teaching identity. One particular interaction from my first day of classes in 2004 reflects these attempts at cultural interpretation:

Keywords

Chinese Culture Academic Writing Chinese Teacher Reflection Writing Student Writing 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Atkinson, D. (2003). Writing and culture in the post-process era. Journal of Second Language Writing, 12, 49–63.CrossRefGoogle Scholar
  2. Block, D. (2006). Multilingual identities in a global city: London stories. London, England: Palgrave Macmillan.CrossRefGoogle Scholar
  3. Brown, D. (2014). Principles of language learning and teaching (6th ed.). White Plains, NY: Pearson.Google Scholar
  4. Cortazzi, M., & Jin, L. (2002). Cultures of learning: The social construction of educational identities. In D. Li (Ed.), Discourses in search of members (pp. 47–75). Lanham: University Press of America.Google Scholar
  5. Cortazzi, M., & Jin, L. (2006). Changing practices in Chinese cultures of learning. Language, Culture, and Curriculum, 19(1), 5–20. doi: 10.1080/07908310608668751.CrossRefGoogle Scholar
  6. Cortazzi, M., & Jin, L. (2012). Introduction: Researching cultures of learning. In M. Cortazzi & L. Jin (Eds.), Researching cultures of learning: International perspectives on language learning and education (pp. 1–20). New York, NY: Palgrave Macmillan.Google Scholar
  7. Crokett, T. (1998). The portfolio journey: A creative guide to keeping student-managed portfolios in the classroom. New York, NY: Teacher Ideas Press.Google Scholar
  8. Elbow, P. (1993). Ranking, evaluating, and liking: Sorting out three forms of judgment. College English, 55(2), 187–206 Retrieved from http://www.ncte.org/library/NCTEFiles/Resources/Journals/CE/1993/0552-feb1993/CE0552Ranking.pdf.CrossRefGoogle Scholar
  9. Ferris, D., & Hedgcock, J. (2005). Teaching ESL composition: Purpose, process, and practice (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Press.Google Scholar
  10. Hamp-Lyons, L. (Ed.). (1991). Assessing second language writing in academic contexts. Norwood, NJ: Ablex.Google Scholar
  11. Hamp-Lyons, L., & Condon, W. (2000). Assessing the portfolio: Principles for practice, theory, and research. Cresskill, NJ: Hampton.Google Scholar
  12. Kramsch, C. (2006). The multilingual subject. International Journal of Applied Linguistics, 16(1), 97–110. doi: 10.1111/j.1473-4192.2006.00109.x.CrossRefGoogle Scholar
  13. Kramsch, C. (2008). The uses of communicative competence in a global world. In J. Liu (Ed.), English language teaching in China: New approaches, perspectives, and standards (pp. 55–74). London, England: Continuum.Google Scholar
  14. Kubota, R. (1999). Japanese culture constructed by discourses: Implications for applied linguistics research and ELT. TESOL Quarterly, 33(1), 9–35. doi: 10.2307/3588189.CrossRefGoogle Scholar
  15. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, England: Cambridge University Press.CrossRefGoogle Scholar
  16. Macaro, E. (2001). Learning strategies in foreign and second language classrooms. London, England: Continuum.Google Scholar
  17. Norton, B. (2000/2013). Identity and language learning: Gender, ethnicity, and educational change (2nd ed.). Bristol, England: Multilingual Matters.Google Scholar
  18. Nunan, D. (2005). Task-based language teaching. Oxford, England: Oxford University Press.Google Scholar
  19. Nunes, A. (2004). Portfolios in the EFL classroom: Disclosing an informed practice. ELT Journal, 58(4), 327–335. doi: 10.1093/elt/58.4.327.CrossRefGoogle Scholar
  20. Phan, L. H. (2008). Teaching English as an international language: Identity, resistance and negotiation. Clevedon, England: Multilingual Matters.Google Scholar
  21. Pierce, B. N. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9–31. doi: 10.2307/3587803.CrossRefGoogle Scholar
  22. Richards, J., & Rogers, T. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge, England: Cambridge University Press.Google Scholar
  23. Scollon, S. (1999). Not to waste words or students: Confucian and Socratic discourse in the tertiary classroom. In E. Hinkel (Ed.), Culture in second language teaching and learning (pp. 13–27). Cambridge, MA: Cambridge University Press.Google Scholar
  24. Song, B., & August, B. (2002). Using portfolios to assess the writing of ESL students: A powerful alternative? Journal of Second Language Writing, 11, 49–72. doi: 10.1016/S1060-3743(02)00053-X.CrossRefGoogle Scholar
  25. Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge, England: Cambridge University Press.CrossRefGoogle Scholar

Copyright information

© The Author(s) 2017

Authors and Affiliations

  1. 1.Hunter CollegeCity University of New YorkNew YorkUSA

Personalised recommendations