“…This research looks at the acquisition of academic literacy as a complex long-term activity. It is not intuitive to native speakers of English, and poses additional challenges for non-native speakers of English because of their possible lack of linguistic, social, cultural and discursive knowledge of the discipline (Cheng, 2013) and the tendency of "new directions in contrastive rhetoric that focus on the processes that lead to the final written products and describe the complexities of the cultural, social, situational and contextual factors affecting writing" (Soler-Monreal, Carbonell-Olivares, and Gil-Salom, 2011,p.5). Thus far, a perception standpoint has rarely been taken to analyse how non-native speakers view themselves as authors.…”
De la retórica del contraste a las percepciones de identidad: escritura académica en inglés en México central.
AbstractThis research looks at two students at the end of a four year period in academic writing as a second language using open interviews and textual analysis of academic papers. While the initial focus of the research was on the development of rhetorical features in academic texts, issues more oriented to identity construction emerged through the data analysis, implying that long term academic writing in a second language may be more akin to literacy development. The results seem to show that while the participants express a strong identity with English as writers, the actual writing is more in tune with conventions of Spanish. This suggests an apparent conflict of English as a tool for writing and Spanish as the language of the individual.Key words: academic writing, EFL literacy, perception of discoursal identity
ResumenEsta investigación estudia la redacción académica en una lengua extranjera de dos alumnos en un período de cuatro años, utilizando entrevistas abiertas y análisis de ensayos académicos. Aunque el enfoque inicial de la investigación era del desarrollo de herramientas retóricas en textos académicos, algunos problemas relacionados con la construcción identitaria emergieron a través del análisis de los datos, lo cual podría indicar que el desarrollo a largo plazo de redacción académica en una segunda lengua puede estar más vinculado con lecto-escritura. Los resultados parecen mostrar que mientras los participantes expresan una fuerte identificación con el inglés, su escritura está más en sintonía con las convenciones de español. Esto sugiere un aparente conflicto con el inglés como herramienta de redacción y el español como lengua de expresión del individuo.Palabras clave: lectoescritura, percepción de identidad discursiva, redacción académica,
RésuméCette recherche étudie la rédaction académique dans une langue étrangère de deux étudiants dans une période de quatre ans, au moyen d'entretiens avec des questions ouvertes et l'analyse d'essais académiques. Bien que l'approche de départ ait été le développement d'outils rhétoriques dans des textes académiques, quelques problèmes associés à la construction identitaire sont apparus à travers l'analyse des données, ce qui pourrait indiquer que le développement à long terme de la rédaction académique en une seconde langue peut être davantage Mots clés : littéracie, perception de l'identité discursive, rédaction académique,
ResumoEsta pesquisa estuda a redação acadêmica em uma língua estrangeira de dois alunos em um período de quatro anos, utilizando entrevistas abertas e análise de ensaios acadêmicos. Apesar de que o enfoque inicial da pesquisa era do desenvolvimento de ferramentas retóricas em textos acadêmicos, alguns problemas relacionados com a construção identitária emergiram através da análise dos dados, o qual poderia indicar que o desenvolvimento ao longo prazo da redação acadêmica em uma segunda língua, pode estar mais vinculado com ...
“…This research looks at the acquisition of academic literacy as a complex long-term activity. It is not intuitive to native speakers of English, and poses additional challenges for non-native speakers of English because of their possible lack of linguistic, social, cultural and discursive knowledge of the discipline (Cheng, 2013) and the tendency of "new directions in contrastive rhetoric that focus on the processes that lead to the final written products and describe the complexities of the cultural, social, situational and contextual factors affecting writing" (Soler-Monreal, Carbonell-Olivares, and Gil-Salom, 2011,p.5). Thus far, a perception standpoint has rarely been taken to analyse how non-native speakers view themselves as authors.…”
De la retórica del contraste a las percepciones de identidad: escritura académica en inglés en México central.
AbstractThis research looks at two students at the end of a four year period in academic writing as a second language using open interviews and textual analysis of academic papers. While the initial focus of the research was on the development of rhetorical features in academic texts, issues more oriented to identity construction emerged through the data analysis, implying that long term academic writing in a second language may be more akin to literacy development. The results seem to show that while the participants express a strong identity with English as writers, the actual writing is more in tune with conventions of Spanish. This suggests an apparent conflict of English as a tool for writing and Spanish as the language of the individual.Key words: academic writing, EFL literacy, perception of discoursal identity
ResumenEsta investigación estudia la redacción académica en una lengua extranjera de dos alumnos en un período de cuatro años, utilizando entrevistas abiertas y análisis de ensayos académicos. Aunque el enfoque inicial de la investigación era del desarrollo de herramientas retóricas en textos académicos, algunos problemas relacionados con la construcción identitaria emergieron a través del análisis de los datos, lo cual podría indicar que el desarrollo a largo plazo de redacción académica en una segunda lengua puede estar más vinculado con lecto-escritura. Los resultados parecen mostrar que mientras los participantes expresan una fuerte identificación con el inglés, su escritura está más en sintonía con las convenciones de español. Esto sugiere un aparente conflicto con el inglés como herramienta de redacción y el español como lengua de expresión del individuo.Palabras clave: lectoescritura, percepción de identidad discursiva, redacción académica,
RésuméCette recherche étudie la rédaction académique dans une langue étrangère de deux étudiants dans une période de quatre ans, au moyen d'entretiens avec des questions ouvertes et l'analyse d'essais académiques. Bien que l'approche de départ ait été le développement d'outils rhétoriques dans des textes académiques, quelques problèmes associés à la construction identitaire sont apparus à travers l'analyse des données, ce qui pourrait indiquer que le développement à long terme de la rédaction académique en une seconde langue peut être davantage Mots clés : littéracie, perception de l'identité discursive, rédaction académique,
ResumoEsta pesquisa estuda a redação acadêmica em uma língua estrangeira de dois alunos em um período de quatro anos, utilizando entrevistas abertas e análise de ensaios acadêmicos. Apesar de que o enfoque inicial da pesquisa era do desenvolvimento de ferramentas retóricas em textos acadêmicos, alguns problemas relacionados com a construção identitária emergiram através da análise dos dados, o qual poderia indicar que o desenvolvimento ao longo prazo da redação acadêmica em uma segunda língua, pode estar mais vinculado com ...
“…With only one computer to share, the CG seemed to create power inequality between members. In fact, power inequality in collaborative learning is not a new phenomenon where the most capable member gains power and control while the less capable member is gradually marginalized from group work (e.g., Cheng, 2013; Leki, 2001). The strong control that S3 exerted over the search process is well illustrated in Excerpt 2.Excerpt 2Search of the term hope …”
Section: Findings and Discussionmentioning
confidence: 99%
“…As Tudge (1992) notes, the results of the establishment of shared meaning, or intersubjectivity, could be adverse or advantageous, depending on whose idea is considered as correct initially. In addition, the process of collaboration may include competition, which naturally creates conflicts and power inequality among the participants (e.g., Chan & Chen, 2010; Cheng, 2013; Guzdial & Turns, 2000; Leki, 2001; Lipponen, 2002; Lipponen, Rahikainen, Lallimo & Hakkarainen, 2001). In fact, “collaborative situations are also full of contradictions, competition, and conflicts” in reality (Lipponen, 2002: 76).…”
Section: Double-sidedness Of Collaboration In Language Learningmentioning
Collaborative learning has attracted attention as pedagogic mediation to assist learners’ corpus consultation, but some studies have pointed to negative aspects of collaboration. Based on the two sides of collaboration in language learning, this study presents a qualitative investigation of different effects of collaboration depending on task types used in learners’ corpus consultation. This study examined two types of tasks: a conceptual task, which tested students’ competence to draw a generalizable conclusion through a meaning-making process of corpus consultation; and a procedural task, which asked students to complete problem-solving activities strategically through corpus analysis. Two groups of three students were given the same tasks of corpus consultation but asked to complete the tasks either collaboratively or individually. The students’ verbal and nonverbal behaviors during the task completion, pre-and post-interviews, and the instructor’s observation notes were the main sources of data for analysis. The results of this study showed that collaboration has significantly different effects depending on the task types of corpus consultation. The collaborative group (CG) outperformed the individual group (IG) in the conceptual corpus consultation task, but the procedural task was more efficiently completed by the IG than the CG. The underperformance of the CG in the procedural task seemed to be partly attributable to the role of established intersubjectivity and the power inequality in the CG. Despite some limitations, the findings of this study reveal task-dependent effects of collaboration in corpus consultation and suggest practical implications for more effective and pedagogically beneficial use of learners’ corpus consultation in second language (L2) instruction.
“…In fact, the ability to use academic discourse is a sine qua non for achieving academic success and for demonstrating that achievement (Papashane & Hlalele 2014). Unfortunately, in addition to being disadvantaged by their limited knowledge of informal, communicative or 'everyday' English (Paxton 2007), many postgraduate students who enrol for tertiary education at English medium universities lack fluency and accuracy in academic English both because English is still a second/additional or foreign language for many of them (Cummins 1996;Cadman 2000;Cheng 2013;Harrington & Roche 2014) and because they were not initiated into academic literacy in English in their previous studies. In her discussion of language use in the science classroom, Rollnick (2000) points out that Non Native English Speakers (NNES) are doubly challenged: they need to learn both 'everyday' and academic English.…”
Section: Literature Reviewmentioning
confidence: 99%
“…They get a head start at home before they go to school and continue to receive support outside of school regarding the acquisition of academic language varieties because 'they can tie the words and structures of those languages to experiences which they have had' (Gee 2004, 3). According to Cheng (2013), the complex acquisition of these types of language poses additional challenges for students from the working class, such as the Rwandan students 1 who participated in the study on which this article 1 While there is no clear distinction between social classes in Rwanda, the social background of reports. Such remarks as the above suggest that children from middle and upper classes are more privileged by higher education academic practices.…”
Historically, some languages and discourses which were initially localised subsequently became regionally or even globally dominant. Currently, English is the dominant global language in all domains, including the academic. Thus academics and scholars from non-English backgrounds are at a disadvantage: they have to adhere to academic literacy conventions in a language in which they may not be completely proficient. This article discusses findings from a study of challenges experienced by a group of postgraduate students from Rwanda whose main languages are Kinyarwanda and French, but whose studies and research at a South African university were in English. Data were collected through questionnaires administered to 21 students and through interviews with four of these students and with three lecturers/research supervisors. Assignment tasks and lecturers' feedback on assignments and research work were also analysed. The findings suggest that, besides the challenges of studying and researching through the medium of English, these students' previous academic 'ways with words' differ from those expected by their lecturers and research supervisors. This article offers a critical discussion of these differences and We know what to say, we know what to write, but we don't know how of the strategies adopted by students to master 'the right English' to cross academic borders. It raises questions about academic borders and academics as border guards.
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