This paper explores how, in multilingual college classrooms, practicing text-annotation can increase student agency; enable deep meaning-making; resist hegemonic, rote modes of learning; and make genre and discourse communities accessible. Text annotation allows students to arrive at learning through their own contexts and develop personal archives and ecologies of thought.
In Mexico, high-quality Mexican scholarly journals registered in important regional and international bibliometric databases are increasingly required to publish more in English. This elevates the pressure on Spanish-speaking scholars to publish in this language, sacrificing publication in Spanish and indigenous languages for global visibility and greater prestige in the journal.
This presentation will report on a mixed-methods study focused on better understanding first-year writing instructors' pedagogical knowledge and instructional practices with sample texts in the L2 writing classroom. Presenters will provide an overview of the main findings from the study and discuss implications for instruction and future research.
This presentation outlines source-based writing processes used by second language learners of English in an academic writing course in Chile. Preliminary findings reveal the strategies used and challenges faced by these participants when incorporating information from multiple sources their own texts.
An effective measure of writing accuracy is essential for answering certain research questions. This study compares the validity, reliability, and feasibility of two accuracy measures using 14 readers who rated pretest and posttest compositions from 62 students after 45 weeks of writing instruction. Results and implications will be discussed.
This talk examines the use of Concept-Based Language Instruction in a genre-based advanced writing context for 34 students (24 multilingual) to master academic citation practices for research writing. Data includes pre- and post-intervention interviews, student writing and revision, and their written and oral reflections.
