Chapter 3. “Is this how it’s supposed to work?”

Disney, Dan

doi:10.1075/lal.19.03dis

Cited by 6 publications

(1 citation statement)

References 76 publications

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“…The existing body of literature on writing poetry and teaching poetry writing does not consider multilingual students as part of the student groups and falls short of having empirical data to discuss further research inquiry or course design (see Nobles & Azano, 2016). Studies that do explore the teaching poetry writing empirically focus on writing poetry in a second language and have not investigated how monolingual students perceive writing poetry at university level (see Liao, 2016Liao, , 2017Liao, , 2018aLiao, , 2022Cahnmann-Taylor et al, 2015;Cahnmann-Taylor et al, 2017;Chamcharatsri, 2022;Disney, 2014;Hanauer, 2011Hanauer, , 2014Hanauer, , 2015Hanauer & Liao, 2016;Hauer & Hanauer, 2017;Iida, 2016aIida, , 2016bIida, , 2017Iida, , 2022Jeon & Ma, 2015;Liao & Roy, 2017;Masbuhin & Liao, 2017;Nobles & Azano, 2016).…”

Section: Introductionmentioning

confidence: 99%

Curriculum development for translingual orientation: Teaching poetry writing in first-year Composition Courses

Liao

2023

Teach English as a Foreign Lang. J.

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This study offers insights on developing poetry writing assignment in first-year composition courses for translingual orientation. Through a close examination of semi-structured interviews and students’ poems, the study aims to evaluatethe effectiveness of the teaching of poetry writing as translingual pedagogy in college English composition courses for both monolingual and multilingual students. Five monolingual and five multilingual students in this project experienced a three-week curriculum design to compose their poetry project in two different sections. The interview data shows that both monolingual and multilingual students acknowledge positive traits about the translingual pedagogy through a poetry writing assignment toward the end of the semester. The data also demonstrates that five monolingual students in this study value this poetry writing assignment with its invitation for being free and self-expressive, while the five multilingual students stress the practical outcomes, such as a personal breakthrough, poetry book as a concrete record of their life, or negotiation experiences. Furthermore, the study provides implications for developing curriculum design to enact translingual pedagogy based on students’ perceived difficulties and struggles.

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Section: Introductionmentioning

confidence: 99%

Curriculum development for translingual orientation: Teaching poetry writing in first-year Composition Courses

Liao

2023

Teach English as a Foreign Lang. J.

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“It Is More Expressive for Me”: A Translingual Approach to Meaningful Literacy Instruction Through Sijo Poetry

Kim

Park

2019

TESOL Quarterly

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Through a qualitative analysis of one-on-one poetry workshops, this article explores ways in which a Korean American adult-Author 2 (Park)-develops translingual dispositions (Lu & Horner, 2013) and linguistic awareness of Korean. Situated within the translingualism literature (e.g., Canagarajah, 2017), sijo, a type of Korean poetry, became a conduit for gaining a greater insight into how meaningful literacy (Hanauer, 2012) can be enacted. The authors conceptualize the sijo composition session as a translanguaging event in that Park wrote autobiographical poems, employing multiple linguistic resources-English as an additional language and Korean as a heritage language. The analysis demonstrates that linguistic changes were frequently driven by Park's desire to communicate her message to achieve the convergence of linguistic and meaning negotiations. The findings explicate the continual process by which this translingual practice operates as recursive negotiations between language and meaning and between the two languages within the constraints of the sijo format. Those translingual negotiations became a conscious tool for self-expression as well as a valued tool for language development. The authors argue for the incorporation of poetry writing into second language teaching to enhance learners' understanding and expressions of personal and transnational experiences.

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Chapter 11. ESL students’ perceptions of creative and academic writing

Hanauer

Liao

2016

Linguistic Approaches to Literature

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This chapter provides a small scale, qualitative study of ESL students’ perceptions of positive and negative creative and academic writing experiences. Previous research has suggested that creative writing provides a more positive experience than academic writing and involves a different set of features. Nineteen ESL students were interviewed about their second language literacy instructional histories and focused on understandings of their experiences of writing. Interview data was coded for positive and negative experiences. The results suggest that creative writing and academic writing involve different sets of experiences and that creative writing involves fewer negative experiences. The chapter argues for the inclusion of creative writing as a component of the second language literacy curriculum.

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Chapter 3. “Is this how it’s supposed to work?”

Cited by 6 publications

References 76 publications

Curriculum development for translingual orientation: Teaching poetry writing in first-year Composition Courses

Curriculum development for translingual orientation: Teaching poetry writing in first-year Composition Courses

“It Is More Expressive for Me”: A Translingual Approach to Meaningful Literacy Instruction Through Sijo Poetry

Chapter 11. ESL students’ perceptions of creative and academic writing

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