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Teaching College Writing to Diverse Student Populations

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ISBN-10: 0472033379

ISBN-13: 9780472033379

Edition: 2009

Authors: Dana R. Ferris

List price: $27.50
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Description:

Statistical and anecdotal evidence documents that even states with relatively little ethnic or cultural diversity are beginning to notice and ask questions about long-term resident immigrants in their classes. As shifts in student population become more widespread, there is an even greater need for second language specialists, composition specialists, program administrators, and developers in colleges and universities to understand and adapt to the needs of the changing student audience(s). This book is designed as an introduction to the topic of diverse second language student audiences in U.S. post-secondary education. It is appropriate for those interested in working with students in academic settings, especially those students who are transitioning from secondary to post-secondary education. It provides a coherent synthesis and summary not only of the scope and nature of the changes but of their practical implications for program administration, course design, and classroom instruction, particularly for writing courses. For pre-service teachers and those new(er) to the field of working with L2 student writers, it offers an accessible and focused look at the "audience" issues with many practical suggestions. For teacher-educators and administrators, it offers a resource that can inform their own decision-making.
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Book details

List price: $27.50
Copyright year: 2009
Publisher: University of Michigan Press
Publication date: 6/2/2009
Binding: Paperback
Pages: 184
Size: 6.00" wide x 9.00" long x 0.50" tall
Weight: 0.638
Language: English

John Hedgcock is Professor of Applied Linguistics at the Monterey Institute of International Studies.Dana Ferris is Associate Professor in the University Writing Program at the University of California, Davis.

Foundations
Defining L2 Student Audiences
History of Second Language Higher Education: Teaching and Research
Different Student Audiences: Three Stories
Defining the Audiences
A Conceptual Framework
International Students
Dividing Late-Arriving and Early-Arriving Resident L2 Students
Late-Arriving Resident Students
Early-Arriving Resident Students
Questions for Reflection and Discussion
Chapter Endnotes
Academic Language and Literacy and the Different L2 Student Audiences
Academic Language: An Overview
Linguistic Dimension
Cognitive Dimension
Sociocultural/Psychological Dimension
Academic Language: Summary
The Three L2 Student Audiences and Academic Language/Literacy Skills
Formal vs. Everyday Language Knowledge: "Eye" Learners
Formal vs. Everyday Language Knowledge: "Ear" Learners
Distinctions among "Ear" Learners
Specific Language Skills: Listening/Speaking
Specific Language Skills: Reading
Specific Language Skills: Writing
Second Language Writers: Generalizations from Previous Research
Writing Issues across the Three L2 Student Audiences
Questions for Reflection and Discussion
Chapter Endnotes
Implications
Different Students Audiences and Programmatic Issues
Curricular and Placement
Curricular Questions: ESL or Mainstream Courses?
Curricular Questions: Which ESL Course?
Placement Issues: Identification of L2 Students
Placement Issues: Mechanisms
Placement Issues: Student Choice
Placement Issues: Who Decides?
Assessment
What Type(s) of Assessments?
What Skills Are Assessed?
Alternative Assessment Options
Who Should Score L2 Student Writing?
Assessment: Summary
Teacher Preparation
Teachers of Multilingual/L2 Writing Classes
Teachers of Mainstream Composition Courses
Teachers of Courses in the Disciplines
Questions for Reflection and Discussion
Chapter Endnotes
Appendix: Sample Student Questionnaire
Different L2 Audiences and Course Design Options
Topics and Initial Assumptions
Needs Analysis
Goal-Setting
Historical Approaches to Teaching L2 Writing
General Characteristics of L2 Student Writers
Course Goals for the Different L2 Audiences
Balancing the Needs of Different Student Audiences
Tasks and Topics
Tasks
Topics
Materials Selection
Extensive Reading
Textbooks, Handbooks, and Other Materials
Specific Language Instruction
Treatment of Error
Academic Language Development
Classroom Assessment and Grading Practices
Considerations for "Mixed" (Manistream and Multilingual) Classes
Specific Considerations for International Students
Questions for Reflection and Discussion
Chapter Endnotes
Different L2 Audiences and Considerations for Classroom Instruction
Interaction Patterns
Overview Of Issues
Teacher-Student Classroom Interactions
Teacher-Student Out-of-Class Interactions
Student-Student Interactions
Academic Language Development
Vocabulary Knowledge
Developing Reading and Writing Strategies and Processes
Feedback
Feedback Purposes
Content and Form of Feedback
Feedback Delivery Methods
Additional Support
Considerations for "Mixed" (Mainstream and Multilingual) Classes
Questions for Reflection and Discussion
Chapter Endnotes
Applications
Serving Diverse L2 Student Audiences: Where Do We Go from Here?
Students' Own Voices
Current Models
Innovative Course Options
Support Services
Faculty Collaboration
Going Forward: Guiding Principles and Recommendations
Course Options
Support Services
Student Identification and Placement
Assessment
Teacher Preparation
Further Research on Diverse L2 Student Audiences
Questions for Reflection and Discussion
Chapter Endnotes
Appendix: Survey Questions
Postscript: A Plea for Greater Collaboration among Writing Professionals
Postscript Endnote
References
Index