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Investigating How and When International First-Year Second Language Undergraduate Students Deal with Academic Literacies Challenges in the Early 21st Century: A Longitudinal Case Study
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Supporting students’ academic literacies in post-COVID-19 times: Developing digital videos to develop students’ critical academic reading practices
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In: Journal of University Teaching & Learning Practice (2021)
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Agency and accountability in the academic reading practices of graduate students using English as an additional language
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Demands of Postgraduate Courses in Relation to Academic Literacies
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In: Signum: Estudos da Linguagem, Vol 24, Iss 1, Pp 136-148 (2021) (2021)
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Les différentes dimensions en jeu dans la formation universitaire d’étudiants étrangers : vers des approches réflexives historicisantes dans le champ du FOU
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In: ISSN: 0765-1635 ; Travaux de didactique du français langue étrangère ; https://hal.archives-ouvertes.fr/hal-03116564 ; Travaux de didactique du français langue étrangère, Université Paul Valéry, Montpellier III,, 2020 ; https://revue-tdfle.fr/articles/revue-77/1635-les-differentes-dimensions-en-jeu-dans-la-formation-universitaire-d-etudiants-etrangers-vers-des-approches-reflexives-historicisantes-dans-le-champ-du-fou (2020)
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“But it’s Hard For a Refugee”: Transitioning to Postsecondary Literacy Practices After Forced Migration
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How the Reading for Understanding Initiative’s Research Complicates the Simple View of Reading Invoked in the Science of Reading
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Reading to Be: The role of academic reading in emergent academic and professional student identities
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In: Journal of University Teaching & Learning Practice (2020)
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Framing the text: understanding emotional barriers to academic reading
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In: Journal of University Teaching & Learning Practice (2020)
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What Do Students Say about Writing? How Student Experiences Can Inform Canadian Writing Studies Pedagogy
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In: Electronic Thesis and Dissertation Repository (2020)
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Investigating Academic Literacy Challenges on Undergraduate Programmes: A Focus on Arabic-speaking Students in New Zealand
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The Institutional Context of ‘Linguistic Injustice’: Norwegian Social Scientists and Situated Multilingualism
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In: Publications ; Volume 7 ; Issue 1 (2019)
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‘Seidauk sai hanesan ami nia mehi’: a study of lecturers’ responses to multilingualism in higher education in Timor-Leste
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The Academic Writing Skills Programme: A model for technology-enhanced, blended delivery of an academic writing programme
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In: Journal of University Teaching & Learning Practice (2019)
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Enacting knowledge in dissertations: An exploratory analysis of doctoral writing using Legitimation Code Theory
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Wilmot, Kirstin Dianne. - : The University of Sydney, 2019. : Department of Sociology and Social Policy, 2019. : Faculty of Arts and Social Sciences, School of Philosophical and Historical Inquiry, 2019
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Exploring the gap between what we say and what we do: writing centres, ‘safety’, and ‘risk’ in higher education
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In: Stellenbosch Papers in Linguistics Plus, Vol 57, Iss 0, Pp 117-130 (2019) (2019)
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Decentering and recentering the writing centre using online feedback: towards a collaborative model of integrating academicliteracies development
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In: Stellenbosch Papers in Linguistics Plus, Vol 57, Iss 0, Pp 79-98 (2019) (2019)
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“We are not a ‘fix-it shop’”: the writing centre as a uniquely configured learning space
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In: Stellenbosch Papers in Linguistics Plus, Vol 57, Iss 0, Pp 1-23 (2019) (2019)
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Developing Academic Literacy and Researchers' Identities: The Case of Multilingual Graduate Students
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In: Elola, Idoia; Nakatsukasa, Kimi; & Tecedor, Marta. (2018). Developing Academic Literacy and Researchers' Identities: The Case of Multilingual Graduate Students. L2 Journal, 10(2). doi:10.5070/L210235210. Retrieved from: http://www.escholarship.org/uc/item/541519jw (2018)
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Abstract:
A growing number of bilingual and multilingual national and international students are enrolling in graduate programs in the United States, creating an urgent need to understand how these writers build knowledge of unfamiliar academic genres and become part of their disciplinary academic communities (Selony, 2014). Such students struggle with specific-to-the-discipline composition of written texts, exerting their agency in new academic tasks, and research identity issues. Following an activity theory framework, this case study investigates how three graduate students with diverse educational, cultural, and linguistic backgrounds (Spanish as L1, L2, and heritage language and English as L1, L2, and dominant language) experienced these processes and overcame obstacles by examining (1) the goals as students’ understanding of the research project evolved, (2) the construction of students’ identities as researchers, and (3) the impact of goals and identity on their investment in learning. Two end-of- semester interviews and 19 reflections over two semesters were collected. The results of a bottom-up content analysis illustrate how the situated and negotiated nature of the writing process aids multilingual writers’ transition to more sophisticated academic writing and builds in them a sense of identity as researchers. These findings can serve as a point of departure for developing instructional frameworks that better guide multilingual writers to successfully navigate academia in the United States.
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Keyword:
Academic Literacies; Activity Theory; Agency; Investment; Researcher Identity; Short and Long-Term Goals
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URL: http://www.escholarship.org/uc/item/541519jw
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Academic Writing of Multilingual Undergraduates: Identity and Knowledge Construction Across Five Disciplines
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu153187612119893 (2018)
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