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Author: Christine Pearson Casanave
Publisher: University of Michigan Press
ISBN: 047203457X
Category : Education
Languages : en
Pages : 273
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Book Description
Journal writing is not new--journals have been around for centuries. More recently, journals have been viewed as a means of scaffolding reflective teaching and encouraging reflectivity in research processes. As a result, some educators may ask, “What more do we need to know?” Those likely to raise this question are probably not thinking of the explosive growth of reflective writing enabled by social networking on the Web, the blogs and other interactive e-vehicles for reflection on experiences in our literate, “real,” and virtual lives This revisiting of journal writing from a 21st century perspective, informed by relevant earlier literature, is what Christine Pearson Casanave guides readers through in this first book-length treatment of the use of journal writing in the contexts of language learning, pre and in-service teaching, and research. Casanave has put together existing ideas that haven't been put together before and has done it not as an edited collection, but as a single-authored book. She has done it in a way that will be especially accessible to teachers in language teacher education programs and to practicing teachers and researchers of writing in both second and foreign language settings, and in a way that will inspire all of us to think about, not just do, journal writing. Those who have never attempted to use journals in their classes and own lives, as well as others who have used it with mixed results, will probably be tempted to try it in at least some of the venues Casanave provides guidance for. Those already committed to journal writing will very likely find in this book new reasons for expanding and enhancing their use of journals.
Author: Christine Pearson Casanave
Publisher: University of Michigan Press
ISBN: 047203457X
Category : Education
Languages : en
Pages : 273
Get Book
Book Description
Journal writing is not new--journals have been around for centuries. More recently, journals have been viewed as a means of scaffolding reflective teaching and encouraging reflectivity in research processes. As a result, some educators may ask, “What more do we need to know?” Those likely to raise this question are probably not thinking of the explosive growth of reflective writing enabled by social networking on the Web, the blogs and other interactive e-vehicles for reflection on experiences in our literate, “real,” and virtual lives This revisiting of journal writing from a 21st century perspective, informed by relevant earlier literature, is what Christine Pearson Casanave guides readers through in this first book-length treatment of the use of journal writing in the contexts of language learning, pre and in-service teaching, and research. Casanave has put together existing ideas that haven't been put together before and has done it not as an edited collection, but as a single-authored book. She has done it in a way that will be especially accessible to teachers in language teacher education programs and to practicing teachers and researchers of writing in both second and foreign language settings, and in a way that will inspire all of us to think about, not just do, journal writing. Those who have never attempted to use journals in their classes and own lives, as well as others who have used it with mixed results, will probably be tempted to try it in at least some of the venues Casanave provides guidance for. Those already committed to journal writing will very likely find in this book new reasons for expanding and enhancing their use of journals.
Author: Lisya Seloni
Publisher: Multilingual Matters
ISBN: 1788925882
Category : Language Arts & Disciplines
Languages : en
Pages : 442
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Book Description
This book revisits second language (L2) writing teacher education by exploring the complex layers of L2 writing instruction in non-English dominant contexts (i.e. English as a foreign language contexts). It pushes the boundaries of teacher education by specifically examining the development of teacher literacy in writing in under-represented L2 writing contexts, and re-envisions L2 writing teacher education that is contextually and culturally situated, moving away from the uncritical embracement of Western-based writing pedagogies. It explores and expands on writing teacher education – how language teachers come to understand their own writing practices and instruction, and what their related experiences are in non-English dominant contexts across the globe. Chapter 4 is free to download as an open access publication. You can access it here: https://zenodo.org/record/7096127#.YymCsHbMLcs
Author: Mimi Li
Publisher: Springer Nature
ISBN: 3030877108
Category : Language Arts & Disciplines
Languages : en
Pages : 253
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Book Description
This book presents a comprehensive approach to issues related to researching and teaching second language (L2) writing in digital environments. In the digital age, new technologies have revolutionized the ways we communicate and construct knowledge, and have also reshaped the traditional notions of writing and literacy, posing new challenges and opportunities for L2 teachers and students. This book provides up-to-date coverage of the main areas of L2 writing and technology, including digital multimodal composing, computer-mediated collaborative writing, online teacher and peer feedback, automated writing evaluation, and corpus-based writing instruction. It synthesizes the relevant literature, analyzes theoretical perspectives, compiles relevant resources, and offers research and pedagogical recommendations to guide scholars in undertaking new L2 writing research and instructional practice in technologically-supported educational contexts. This book will be of relevance and interest to researchers, language teachers, and graduate students in applied linguistics and education.
Author: Rebecca William Mlynarczyk
Publisher: Routledge
ISBN: 1135454302
Category : Education
Languages : en
Pages : 232
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Book Description
Asking students to write journals that reflect on their learning has become a widespread pedagogical practice in recent years. However, the scholarly literature does not address certain key questions about how journal writing aids learning: * Is there something inherent in journal writing that encourages students to write reflectively? * What psycholinguistic or cognitive factors help to explain the power of journal writing? * Why do some students use journals to write prolifically and creatively while others limit their responses to summarizing the assigned course reading? * Why do teachers find some journal entries so much more engaging than others? * How do teachers' ways of responding to journals affect their students' development as writers and thinkers? This book addresses such questions through a careful analysis of the journal writing of the students in the author's ESL classes at a large urban college. It contains detailed case studies of five culturally- and linguistically-diverse students with widely differing responses to journal writing. To teachers of composition for both first- and second-language students and to teachers of graduate courses in education and qualitative research, this book offers a contextualized description of journal writings as a complex social activity. By emphasizing the need for educators to reexamine their pedagogy and to learn from their students, Conversations of the Mind is an indispensable contribution to the emerging literature of teacher research and reflective practice.
Author: Lynn M. Goldstein
Publisher: University of Michigan Press ELT
ISBN:
Category : Education
Languages : en
Pages : 180
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Book Description
Although second language writing instructors know that providing effective written feedback is essential to any good composition course, beginning and seasoned teachers alike struggle with this challenging task. InTeacher Written Commentary in Second Language WritingClassrooms, Lynn M. Goldstein uses ample research and experiential evidence to explain both how and why teachers should comment on their students' writing assignments. Among the problems that Goldstein addresses are how to attend to the product without slighting the process, how to intervene in process without appropriating product, how to facilitate student comprehension and use of teacher feedback while promoting student independence, and how to respond efficiently while remaining attentive to individual student needs. While it may not necessarily reduce the time spent on commenting, the book will enable teachers and teachers-in-training to provide written commentary that will help their students to become stronger and more independent writers in English. This volume is the only source that contains such in-depth consideration of the issues and the range of practices within teacher written commentary and the only resource that focuses solely on issues of rhetoric and content in multilingual writing students' texts. Teachers and teacher educators will appreciate the Goldstein's thorough and well-grounded analysis. Lynn M. Goldstein is Professor, TESOL and Applied Linguistics, Monterey Institute of International Studies (CA).
Author: Joel Bloch
Publisher: University of Michigan Press ELT
ISBN:
Category : Education
Languages : en
Pages : 270
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Book Description
Grounded in applied linguistics research and composition theory and practice,Technologies in the Second Language Composition Classroomencourages teachers to explore the role technology can play in the acquisition of writing for second language students. This research-based volume supports the incorporation of technology into classrooms, providing students with motivation and tools to develop their writing skills. The book provides not only an intellectually engaging perspective on the on-going debates regarding technologically enhanced writing and writing pedagogy, but it also delves in to the technologies themselves, from blogs and blogging to computer-mediated discourse and concordancing. Technology is a growing and rapidly evolving presence in academia, and Joel Bloch brings an informed approach to understanding its place and potential benefits in the classroom. Each chapter includes reflection questions that will help individual readers apply the theories and ideas to their own classrooms. This book will interest ESL teachers in training, teacher educators, current ESL instructors, and researchers and scholars in the area of ESL writing and technology.
Author: Christine Pearson Casanave
Publisher: University of Michigan Press ELT
ISBN:
Category : Foreign Language Study
Languages : en
Pages : 268
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Book Description
Controversies in Second Language Writing is not a how-to book, but one that focuses on how teachers in L2 writing can be helped to make reasoned decisions by understanding some of the key issues and conflicting opinions about L2 writing research and pedagogy. This book will assist teachers in making informed decisions about teaching writing in the ESL classroom. To counteract some of the debates, Casanave explores the different sides of the arguments and provides examples of how other teachers have dealt with these issues. The book presents novice and seasoned teachers with thought-provoking issues and questions to consider when determining and reflecting on their own teaching strategies and criteria. Topics discussed include: contrastive rhetoric product vs. process fluency and accuracy assessment of student work audience plagiarism politics and ideology.
Author: Rosa M. Manchón
Publisher: Walter de Gruyter GmbH & Co KG
ISBN: 1501500287
Category : Language Arts & Disciplines
Languages : en
Pages : 669
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Book Description
The Handbook of Second and Foreign Language Writing is an authoritative reference compendium of the theory and research on second and foreign language writing that can be of value to researchers, professionals, and graduate students. It is intended both as a retrospective critical reflection that can situate research on L2 writing in its historical context and provide a state of the art view of past achievements, and as a prospective critical analysis of what lies ahead in terms of theory, research, and applications. Accordingly, the Handbook aims to provide (i) foundational information on the emergence and subsequent evolution of the field, (ii) state-of-the-art surveys of available theoretical and research (basic and applied) insights, (iii) overviews of research methods in L2 writing research, (iv) critical reflections on future developments, and (iv) explorations of existing and emerging disciplinary interfaces with other fields of inquiry.
Author: Tony Silva
Publisher: Parlor Press LLC
ISBN: 1602355908
Category : Foreign Language Study
Languages : en
Pages : 199
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Book Description
Theory has been used widely in the field of second language writing. Second language writing specialists—teachers, researchers, and administrators—have yet to have an open and sustained conversation about what theory is, how it works, and, more important, how to practice theory. Practicing Theory in Second Language Writing features fourteen essays by distinguished scholars in second language writing who explore various aspects of theoretical work that goes on in the field.
Author: Fred Genesee
Publisher: Cambridge University Press
ISBN: 0521566819
Category : Education
Languages : en
Pages : 285
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Book Description
Classroom-based Evaluation in Second Language Education has been written to help foreign and second language educators in planning and carrying out effective and comprehensive evaluations in their classrooms. The book emphasizes the value of classroom-based assessment as a tool for improving both teaching and learning. The presentation is non-technical and does not require a specialized background in psychometrics, statistics, or research. The suggested assessment procedures are useful for a broad range of proficiency levels, teaching situations, and instructional approaches. Preview questions and follow-up activities assist the reader in applying the material discussed in each chapter.
