Program Assessment: Process, Propagation, and Culture Change

Stitt-Bergh, Monica; Hilgers, Thomas L.

doi:10.37514/atd-j.2009.6.1.07

“…Recent WAC research that reflects this emphasis on multifaceted methodologies could also provide WAC scholars with a fuller understanding of how multilingual and native English speakers learn to write across disciplines, genres, and contexts. One example is Stitt-Bergh and Hilgers's (2009) recent discussion of WAC assessment at the University of Hawai'i at Manoa (UHM)an example that is particularly relevant to our discussion given that Hawai'i recognizes Hawaiian as an official language.…”

Section: Researchmentioning

confidence: 99%

Chapter 13. Developing Writing-Intensive Courses for a Globalized Curriculum through WAC-TESOL Collaborations

Siczek

¹

,

Shapiro

²

2014

WAC and Second-Language Writers: Research Towards Linguistically and Culturally Inclusive Programs and Practices

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Johns, A. M. (2001). ESL students and WAC programs: Varied populations and diverse needs. In S. H. McLeod, E. Miraglia, M. Soven, & C. Thaiss (Eds.), WAC for the new millennium: Strategies for continuing writing-acrossthe-curriculum programs (pp. 141-164). Urbana, IL: NCTE. Lancaster, Z. (2011). Interpersonal stance in L1 and L2 students' argumentative writing in economics. Across the Disciplines, 8(4). Retrieved from http:// wac.colostate.edu/atd/ell/lancaster.cfm Leki, I. (2003). A challenge to second language writing professionals: Is writing overrated? In B. Kroll (Ed.), Exploring the dynamics of second language writing (pp. 315-332). Cambridge, England: Cambridge University Press. Leki, I., & Carson, J. G. (1994). Students' perceptions of EAP writing instruction and writing needs across the disciplines. TESOL Quarterly, 28(1), 81-101. Lindsey, P., & Crusan, D. (2011). How faculty attitudes and expectations toward student nationality affect writing assessment. Across the Disciplines, 8(4). Retrieved from http://wac.colostate.edu/atd/ell/lindsey-crusan.cfm Matsuda, P. K., & Jablonksi, J. (2000). Beyond the L2 metaphor: Towards a mutually transformative model of ESL/WAC collaboration. Academic.Writing, 1. Retrieved from http://wac.colostate.edu/aw/articles/matsuda_jablon-ski2000.htm LINGUISTICALLY AND CULTURALLY INCLUSIVE WRITING PROGRAMS, COURSES, ASSIGNMENTS, ACTIVITIES, AND ASSESSMENTSRelated to the second bullet point in our list of expanded WAC/L2 principles, we turn now to another strand of research in SLW that has focused on the writing experiences of L2 students as they write in courses and contexts across the curriculum. Michelle Cox's (2011) review of this longitudinal research revealed that second language writers often struggle due to writing assignments that "assume deep cultural and historical knowledge of the US" (para. 9), the lack of scaffolding of assignments, the lack of time for completing the heavy reading and writing required by a project, and evaluation methods that focus too heavily on standard written English. There's also an abundance of SLW literature on developing linguistically and culturally inclusive assignments and writing curricula, noting especially the contributions made by Dana Ferris on teaching L2 writing (2004, 2009) and, in WAC contexts, Leki's pedagogical recommendations in her extensive body of work on L2 writers across disciplines. Also related to WAC contexts, Joy Reid and Barbara analyze eleven assignment descriptions from across the curriculum for accessibility and equity to L2 students, and then make recommendations for creating assignments that are more conducive for L2 student success. In their scholarship, SLW practitioners also address other faculty who work with L2 students, including composition instructors (such examples include work already cited, particularly

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“…Recent WAC research that reflects this emphasis on multifaceted methodologies could also provide WAC scholars with a fuller understanding of how multilingual and native English speakers learn to write across disciplines, genres, and contexts. One example is Stitt-Bergh and Hilgers's (2009) recent discussion of WAC assessment at the University of Hawai'i at Manoa (UHM)an example that is particularly relevant to our discussion given that Hawai'i recognizes Hawaiian as an official language.…”

Section: Researchmentioning

confidence: 99%

“…Specifically, focus groups comprised of recent graduates could provide insight into how students transitioned from course to course in university writing contexts and from academic writing contexts to professional writing contexts. As Stitt-Bergh and Hilgers (2009) put it, focus groups could offer insight into "[a]lumni perceptions of workplace writing tasks and their level of preparedness to undertake those writing tasks" (Stitt-Bergh & Hilgers, 2009). Because participants in a focus group might be able to name instances of adaptive transfer more easily when they hear others do so, this approach could be particularly effective for multilingual writers.…”

Section: Researchmentioning

confidence: 99%

Foreword: Multilinguality Across the Curriculum

Hall

¹

2014

WAC and Second-Language Writers: Research Towards Linguistically and Culturally Inclusive Programs and Practices

1

0

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Johns, A. M. (2001). ESL students and WAC programs: Varied populations and diverse needs. In S. H. McLeod, E. Miraglia, M. Soven, & C. Thaiss (Eds.), WAC for the new millennium: Strategies for continuing writing-acrossthe-curriculum programs (pp. 141-164). Urbana, IL: NCTE. Lancaster, Z. (2011). Interpersonal stance in L1 and L2 students' argumentative writing in economics. Across the Disciplines, 8(4). Retrieved from http:// wac.colostate.edu/atd/ell/lancaster.cfm Leki, I. (2003). A challenge to second language writing professionals: Is writing overrated? In B. Kroll (Ed.), Exploring the dynamics of second language writing (pp. 315-332). Cambridge, England: Cambridge University Press. Leki, I., & Carson, J. G. (1994). Students' perceptions of EAP writing instruction and writing needs across the disciplines. TESOL Quarterly, 28(1), 81-101. Lindsey, P., & Crusan, D. (2011). How faculty attitudes and expectations toward student nationality affect writing assessment. Across the Disciplines, 8(4). Retrieved from http://wac.colostate.edu/atd/ell/lindsey-crusan.cfm Matsuda, P. K., & Jablonksi, J. (2000). Beyond the L2 metaphor: Towards a mutually transformative model of ESL/WAC collaboration. Academic.Writing, 1. Retrieved from http://wac.colostate.edu/aw/articles/matsuda_jablon-ski2000.htm LINGUISTICALLY AND CULTURALLY INCLUSIVE WRITING PROGRAMS, COURSES, ASSIGNMENTS, ACTIVITIES, AND ASSESSMENTSRelated to the second bullet point in our list of expanded WAC/L2 principles, we turn now to another strand of research in SLW that has focused on the writing experiences of L2 students as they write in courses and contexts across the curriculum. Michelle Cox's (2011) review of this longitudinal research revealed that second language writers often struggle due to writing assignments that "assume deep cultural and historical knowledge of the US" (para. 9), the lack of scaffolding of assignments, the lack of time for completing the heavy reading and writing required by a project, and evaluation methods that focus too heavily on standard written English. There's also an abundance of SLW literature on developing linguistically and culturally inclusive assignments and writing curricula, noting especially the contributions made by Dana Ferris on teaching L2 writing (2004, 2009) and, in WAC contexts, Leki's pedagogical recommendations in her extensive body of work on L2 writers across disciplines. Also related to WAC contexts, Joy Reid and Barbara analyze eleven assignment descriptions from across the curriculum for accessibility and equity to L2 students, and then make recommendations for creating assignments that are more conducive for L2 student success. In their scholarship, SLW practitioners also address other faculty who work with L2 students, including composition instructors (such examples include work already cited, particularly

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