{"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":" ","pages":""},"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\":\" \",\"pages\":\"\"},\"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}
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.
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.