走向二语写作教学的非殖民化:跨语言和跨模态资源

IF 3.1 2区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Elt Journal Pub Date : 2023-03-25 DOI:10.1093/elt/ccad011
S. Rabbi
{"title":"走向二语写作教学的非殖民化:跨语言和跨模态资源","authors":"S. Rabbi","doi":"10.1093/elt/ccad011","DOIUrl":null,"url":null,"abstract":"Scholarly conversations in writing pedagogy increasingly centre our roles in reproducing epistemic and structural biases, and consequently the need to decolonize our curriculum. These conversations can be especially informative for L2 writing instruction, given its focus on the academic socialization of ESL for non-Western students. This article argues for translingual and transmodal resources as a way towards decolonizing L2 writing pedagogy. Framing these approaches to writing instruction in terms of ‘border thinking’, I argue that they open the classroom space for L2 and L1 students during process-based writing instruction. They enable students to use the various semiotic and material resources to produce knowledge and learn authentically. I end by illustrating pedagogic activities I use in the classroom shaped by these paradigms in terms of their alignment with Indigenous and non-Western traditions, and how they position L2 writers in the academy as resourceful learners.","PeriodicalId":47776,"journal":{"name":"Elt Journal","volume":null,"pages":null},"PeriodicalIF":3.1000,"publicationDate":"2023-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Towards decolonizing L2 writing pedagogy: translingual and transmodal resources\",\"authors\":\"S. Rabbi\",\"doi\":\"10.1093/elt/ccad011\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Scholarly conversations in writing pedagogy increasingly centre our roles in reproducing epistemic and structural biases, and consequently the need to decolonize our curriculum. These conversations can be especially informative for L2 writing instruction, given its focus on the academic socialization of ESL for non-Western students. This article argues for translingual and transmodal resources as a way towards decolonizing L2 writing pedagogy. Framing these approaches to writing instruction in terms of ‘border thinking’, I argue that they open the classroom space for L2 and L1 students during process-based writing instruction. They enable students to use the various semiotic and material resources to produce knowledge and learn authentically. I end by illustrating pedagogic activities I use in the classroom shaped by these paradigms in terms of their alignment with Indigenous and non-Western traditions, and how they position L2 writers in the academy as resourceful learners.\",\"PeriodicalId\":47776,\"journal\":{\"name\":\"Elt Journal\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.1000,\"publicationDate\":\"2023-03-25\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Elt Journal\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://doi.org/10.1093/elt/ccad011\",\"RegionNum\":2,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Elt Journal","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1093/elt/ccad011","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

写作教育学中的学术对话越来越多地将我们的角色集中在再现认识论和结构偏见上,从而需要使我们的课程非殖民化。这些对话对于二语写作教学尤其有用,因为它关注的是非西方学生的ESL的学术社会化。本文认为跨语言和跨模态资源是二语写作教学法非殖民化的一种途径。从“边界思维”的角度来界定这些写作教学方法,我 认为他们在基于过程的写作教学中为二语和一语学生打开了课堂空间。它们使学生能够利用各种符号和物质资源来产生知识并进行真实的学习。我 最后说明教学活动I 在课堂上的使用,这些范式与土著和非西方传统的一致性,以及他们如何将学院中的二语作家定位为足智多谋的学习者。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Towards decolonizing L2 writing pedagogy: translingual and transmodal resources
Scholarly conversations in writing pedagogy increasingly centre our roles in reproducing epistemic and structural biases, and consequently the need to decolonize our curriculum. These conversations can be especially informative for L2 writing instruction, given its focus on the academic socialization of ESL for non-Western students. This article argues for translingual and transmodal resources as a way towards decolonizing L2 writing pedagogy. Framing these approaches to writing instruction in terms of ‘border thinking’, I argue that they open the classroom space for L2 and L1 students during process-based writing instruction. They enable students to use the various semiotic and material resources to produce knowledge and learn authentically. I end by illustrating pedagogic activities I use in the classroom shaped by these paradigms in terms of their alignment with Indigenous and non-Western traditions, and how they position L2 writers in the academy as resourceful learners.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Elt Journal
Elt Journal Multiple-
CiteScore
4.80
自引率
8.00%
发文量
50
期刊介绍: ELT Journal is a quarterly publication for all those involved in the field of teaching English as a second or foreign language. The journal links the everyday concerns of practitioners with insights gained from related academic disciplines such as applied linguistics, education, psychology, and sociology. ELT Journal provides a medium for informed discussion of the principles and practice which determine the ways in which the English language is taught and learnt around the world. It is also a forum for the exchange of information among members of the profession worldwide.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信