Cultures of Writing: An Ethnographic Comparison of L1 and L2 University Writing/Language Programs

Atkinson, Dwight; Ramanathan, Vai

doi:10.2307/3588074

Cited by 108 publications

(52 citation statements)

References 17 publications

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“…The course required multiple drafts of out-of-class assignments, and peer revision was an integral part of writing instruction. In these respects, the freshman composition population and the general type of instruction were similar to most universities in the U.S. (Atkinson & Ramanathan, 1995, describe a comparable, though larger, composition program. )…”

Section: Contextmentioning

confidence: 89%

Triangulation in Classroom Research: A Study of Peer Revision

McGroarty

Wei

1997

Language Learning

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This study investigated the effects of training for peer revision in college freshman English composition classes. Four instructors and 169 students participated. Each instructor taught one class in the experimental condition, which included training for peer revision via instructor conferences, and one class in the control condition, which employed peer revision without such training. We assessed the effects of training in terms of (a) students' ability to critique peer writing; (b) quality of student writing; and (c) students' attitudes toward peer revision and writing in general. We used different measures, data sources, and methods. The combination of measures, data sources, and methods not only allowed triangulation of the finding that training for peer revision improved students' ability to critique peer writing and their attitudes toward peer revision but also illuminated other aspects of peer revision processes.

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Section: Contextmentioning

confidence: 89%

Triangulation in Classroom Research: A Study of Peer Revision

McGroarty

Wei

1997

Language Learning

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“…Language socialization studies of second language classroom learning, both oral and written language, have also begun appearing (e.g., Atkinson & Ramanathan, 1995;Duff, 1995;Eckert, 2000;Harklau, 1994;He, 1997;Hoyle & Adger, 1998;Kanagy, 1999;Li, 2000;Losey, 1995;Pallotti, 1996;Poole, 1992;Schecter & Bayley, 1997;Siegal, 1996;Watson-Gegeo, 1992Watson-Gegeo & Gegeo, 1994, 1999aWillet, 1995; for a review of some of the better LS studies in SLA, see Watson-Gegeo & Nielsen, 2003). The most exciting development in LS studies in SLA is the arrival of Bayley and Schecter's (2003) excellent collection of research pieces, most from a critical, sociopolitical perspective, on second language socialization in more than 10 bilingual/multilingual sociocultural situations around the world, in home, school, and community contexts, across the life-span.…”

Section: Ontology Cultural Models and Epistemology: Cognitive Anthrmentioning

confidence: 99%

Mind, Language, and Epistemology: Toward a Language Socialization Paradigm for SLA

Watson‐Gegeo¹

2004

The Modern Language Journal

216

114

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For some time now second language acquisition (SLA) research has been hampered by unhelpful debates between the "cognitivist" and "sociocultural" camps that have generated more acrimony than useful theory. Recent developments in second generation cognitive science, first language acquisition studies, cognitive anthropology, and human development research, however, have opened the way for a new synthesis. This synthesis involves a reconsideration of mind, language, and epistemology, and a recognition that cognition originates in social interaction and is shaped by cultural and sociopolitical processes: These processes are central rather than incidental to cognitive development. Here I lay out the issues and argue for a language socialization paradigm for SLA that is consistent with and embracive of the new research.WE ARE AT THE BEGINNING OF A PARADIGM shift in the human and social sciences that is revolutionizing the way we view mind, language, epistemology, and learning, and that is fundamentally transforming second language acquisition (SLA) and educational theory and research. This paradigm shift is being stimulated by new research in the cognitive sciences (Churchland,

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“…Literature documenting language teachers' attempts to study their students' perceptions of language learning, attitudes and classroom behaviour using an ethnographic approach is increasing (Canagarajah, 1993;Atkinson & Ramanathan 1995;Barkhuizen, 1998). The findings of most of these studies shed new lights on materials selection, lesson planning and classroom teaching as Damen expects.…”

Section: Ethnographic Study In Structured Settingsmentioning

confidence: 99%

Culture and language learning: teaching, research and scholarship

2004

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Cultures of Writing: An Ethnographic Comparison of L1 and L2 University Writing/Language Programs

Cited by 108 publications

References 17 publications

Triangulation in Classroom Research: A Study of Peer Revision

Triangulation in Classroom Research: A Study of Peer Revision

Mind, Language, and Epistemology: Toward a Language Socialization Paradigm for SLA

Culture and language learning: teaching, research and scholarship

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