This study explores how diverse domestic and multilingual students engage funds of knowledge when navigating new academic, social, and cultural experiences. It examines how funds of knowledge are activated through autoethnographic and reflective writing in introductory composition classes and reports findings about domestic monolingual, domestic multilingual, and international multilingual student profiles.
Following an affect perspective, this study examined the websites of language editing service providers and explored how they mobilized semiotic resources to target potential users and make their services “attractive and essential” in global publishing. It revealed the error-free standard in research writing and the deficit lens of multilingual scholars.
I am a doctoral candidate at Faculty of Education, Simon Fraser University, Canada. My major research interests include EFL writing, feedback, and English for Academic Purposes.
Thursday November 14, 2024 3:45pm - 4:15pm MST
Catalina
This presentation reports findings on how teacher candidates at one English Medium University in Turkey take up key pedagogical concepts they learn during their training as they engage in learning about and practicing a wide range of instructional activities through their practicum courses during their last year of language teacher training.
This presentation introduces a theory and practice of composition building on prior research linking Peircean and Saussurean semiotics. Three categories of experience—Iconicity, Indexical Relations, and Symbolic Expression—describe a pedagogical progression from basic to advanced. The theory preserves distinctions between language and other modes while building on both.
