"I'm a Second-Language English Speaker": Negotiating Writer Identity and Authority in Sociology One

Starfield, Sue

doi:10.1207/s15327701jlie0102_02

Cited by 86 publications

(41 citation statements)

References 12 publications

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“…Scholars such as Angélil-Carter (2000), Clark and Ivani c (1997), Starfield (2002) and Thompson (2005) have pointed out that knowing how to use the specialised language and discourse features of specific disciplinary fields in rhetorically appropriate and authoritative ways eludes many students, especially those entering their first year of university study. Viewing oneself as an 'author' is central to this process: feeling authoritative .…”

Section: Review Of the Literaturementioning

confidence: 99%

Where from, who, why and how? A study of the use of sources by first year L2 university students

Thompson

Morton

Storch

2013

Journal of English for Academic Purposes

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Section: Review Of the Literaturementioning

confidence: 99%

Where from, who, why and how? A study of the use of sources by first year L2 university students

Thompson

Morton

Storch

2013

Journal of English for Academic Purposes

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“…The success of minority learners depends on valuing minority discourses to allow the transition to meeting the expectations of the academy and the development of an authorial identity in written texts. Starfield's (2002) study reveals the correlation between the development of authorial identity and student success. The study uncovers the inequitable relations of power in post-Apartheid South Africa as evidenced in the texts of two black South African students, Philip and Sipho.…”

Section: Hegemony and Discoursementioning

confidence: 92%

Second Language Writing and Bidialectalism: A Case for African American Student Writers

DePolo¹

2017

ELT

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There has been much research conducted on second language writing. In addition, there exists a significant amount of studies conducted with African American student writers. However, the fields of Second Language Writing and Composition Studies rarely if ever dovetail in the research literature. The purpose of this article is to argue how English language learners and bidialectal (English as a second dialect) learners share similar learning experiences and how sociocultural theories of English language pedagogy can inform composition theory, specifically as it relates to African American student writers. The study of writer identity provides insights into both bilingual and bidialectal learners' authorial identity constructions and their experiences in English language learning contexts. Based on these similarities, I argue the need for composition theory to integrate sociocultural theories of second language learning and identity to better address the needs of bidialectal learners.

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“…When students experience these connections, they begin to appreciate English as another language to use, rather than just a second language to learn (Krashen, 1982;Sternglass, 1988;Johnson et al, 1991;Kroll, 1991;Starfield, 2002).…”

Section: Course Design Related To Real Lifementioning

confidence: 99%

The Exploration of an Appropriate Strategy of College English Instruction in China

Yan¹,

Ding²

2013

ELT

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College English (CE), a required course for college and university's students in China, plays a significant role in students' academic performance and future career success. The quality of College English instruction contributes to students' outcomes of English proficiency. Writing, as an important outcome of students' English learning, is an integral part to the assessment of College English competence. As an instructor paying less attention to students' English writing may have a dramatic consequence on reading instruction and thus has led to the inefficiency of improving students' overall English proficiency.

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"I'm a Second-Language English Speaker": Negotiating Writer Identity and Authority in Sociology One

Cited by 86 publications

References 12 publications

Where from, who, why and how? A study of the use of sources by first year L2 university students

Where from, who, why and how? A study of the use of sources by first year L2 university students

Second Language Writing and Bidialectalism: A Case for African American Student Writers

The Exploration of an Appropriate Strategy of College English Instruction in China

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