Inhoudsopgave:
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This book presents the results of research that focused on international students receiving writing instruction on a US university campus. It explores how the students developed their foreign-student identities and their own ways of grappling with the unique issues they encountered as they worked to improve their academic literacy skills. The book extends the theoretical horizons of language socialization research by integrating insights from other disciplinary frameworks, such as a translingual approach, multilingual literacies and writing center theory, to explore international studentsâ university experiences. By adopting these varied lenses, the book provides readers with a more holistic, integrative and ecological understanding of studentsâ language and literacy development. The authors also investigate how a translingual pedagogy informs language instructors and literacy instructors in facilitating multilingual studentsâ academic literacy development across a variety of codes, registers, genres, modes and media. |
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