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Technologies for Learning Writing in L1 and L2 for the 21st Century: effects on writing metacognition, self-efficacy and argumentative structuring
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Post-French Immersion Student Perceptions of Parallel Concordancing: A Mixed Methods Study
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Immigrant/Learner, Affiliate, Author, Expert: The Intersections of L2 Writing, Identity, and Computer-Mediated Communication
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In: Working Papers in Applied Linguistics and TESOL, Vol 17, Iss 2, Pp 71-85 (2017) (2017)
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Trade-off or Connected Growers: Implications on Accuracy and Complexity in L2 Writing
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In: Working Papers in Applied Linguistics and TESOL, Vol 17, Iss 1, Pp 98-100 (2017) (2017)
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Dual Enculturation: A Comparison of Five L2 Students Writing for One General Education Course
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Otto, Kara. - : eScholarship, University of California, 2016
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In: Otto, Kara. (2016). Dual Enculturation: A Comparison of Five L2 Students Writing for One General Education Course. 0035: Education. Retrieved from: http://www.escholarship.org/uc/item/60018671 (2016)
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Lexical Richness of L1 and L2 Students’ Writing
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In: Writing and Linguistics Faculty Presentations (2016)
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Olowalu Review: Developing identity through translanguaging in a multilingual literary magazine
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In: Colombian Applied Linguistics Journal, Vol 18, Iss 2, Pp 109-118 (2016) (2016)
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Abstract:
With the current trends in our globalized society, there is a clear increase in multilinguals rise; however, the understanding of multilingual identity and policy towards education stays relatively the same. Recent investigation in multilingualism in the US has shed light on the positive impacts of alternating policy in language education with regard to a greater understanding in how translanguaging and identity impact the language learner and language learning policies (Garcia & Wei, 2013). The following article describes the development of an online multilingual literary magazine, Olowalu Review, that aimed to provide English language learners in an English-only language policy a space to translanguage. Thus, having the opportunity to develop and express their multilingual identities. Goals and the development of the magazine are described in terms relating to current multilingual theory. While the outcomes and findings reveal how Olowalu Review enabled multilinguals to foster and exercise multilingual identities and skills, raise multilingual awareness, and act as an important multilingual artifact through an analysis of written submissions and interviews with authors. Pedagogical implications are discussed to empower language teachers, learners, or artists to develop the same or similar project for their own local, national, or global community.
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Keyword:
identity; L2; L2 creative writing; Multilingualism; P1-1091; Philology. Linguistics; translanguaging
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URL: https://doaj.org/article/f0e763f9bbdf49e5ba21fcfae13ae4c7
https://doi.org/10.14483/calj.v18n2.10014
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Written Corrective Feedback: A Review of Studies since Truscott (1996)
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 2, Pp 69-84 (2015) (2015)
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| 10 |
Expanding Audiences for Online Writing Labs: OWLs in the English as a Foreign Language Context
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In: Purdue Writing Lab/Purdue OWL Graduate Student Presentations (2014)
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| 11 |
Second language collaborative writing in face-to-face and online environments
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| 12 |
Speed in cognitive tasks as an indicator of second/foreign language reading and writing skills
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In: Eesti Rakenduslingvistika Ühingu Aastaraamat, Vol 0, Iss 9 (2013) (2013)
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| 13 |
Self-Monitoring in L2 writing by spanish secondary school students ; Automonitorización en la escritura de una lengua extranjera por estudiantes españoles de secundaria
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Estrategias en el proceso de escritura en estudiantes de escuela elemental de un programa de inmersión ...
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Estrategias en el proceso de escritura en estudiantes de escuela elemental de un programa de inmersión
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