Preparing Ell Writers for Becoming Multilingual Writers: Challenges and Strategies

The increasing number of international students enrolled in higher education in English-speaking countries has presented the growing need to support their academic writing development. It, however, has often led to the hasty assumption that English language learner (ELL) writers need to quickly adop...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autor principal:	Choi Lee Jin
Formato:	article
Lenguaje:	DE EN ES FR LT
Publicado:	Sciendo 2021
Materias:	english language learners multilingual sustainability multilingual writers second language writing writer agency Special aspects of education LC8-6691 Geography. Anthropology. Recreation G
Acceso en línea:	https://doaj.org/article/687456f234e74acb9f2026666fa5f598
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:687456f234e74acb9f2026666fa5f598
record_format	dspace
spelling	oai:doaj.org-article:687456f234e74acb9f2026666fa5f5982021-12-05T14:11:11ZPreparing Ell Writers for Becoming Multilingual Writers: Challenges and Strategies2335-202710.2478/sm-2021-0016https://doaj.org/article/687456f234e74acb9f2026666fa5f5982021-11-01T00:00:00Zhttps://doi.org/10.2478/sm-2021-0016https://doaj.org/toc/2335-2027The increasing number of international students enrolled in higher education in English-speaking countries has presented the growing need to support their academic writing development. It, however, has often led to the hasty assumption that English language learner (ELL) writers need to quickly adopt the dominant academic writing conventions in order to succeed in an English-speaking academic community. Even though the growing number of scholars have started to pay attention to ELL writers’ diverse writing styles and multiple identities, little research and discussion have taken place on how language practitioners could engage ELL writers in developing their voices as multilingual and multicultural writers. By analyzing a qualitative interview with ten experienced writing consultants and instructors, this paper explores major challenges that ELL writers experience and different strategies that could effectively help them develop their voices as writers in the academic context where English is dominantly used as the medium of instruction. Findings show that while many colleges and universities in English-speaking countries still adopt a monolithic view and label ELL writers as ‘a troubled non-native writer’, it is crucial for writing consultants and instructors to acknowledge ELL writers’ multilingual background and help them to develop their unique voices and achieve sustainable development and progress.Choi Lee JinSciendoarticleenglish language learnersmultilingual sustainabilitymultilingual writerssecond language writingwriter agencySpecial aspects of educationLC8-6691Geography. Anthropology. RecreationGDEENESFRLTDarnioji daugiakalbystė, Vol 19, Iss 1, Pp 125-140 (2021)
institution	DOAJ
collection	DOAJ
language	DE EN ES FR LT
topic	english language learners multilingual sustainability multilingual writers second language writing writer agency Special aspects of education LC8-6691 Geography. Anthropology. Recreation G
spellingShingle	english language learners multilingual sustainability multilingual writers second language writing writer agency Special aspects of education LC8-6691 Geography. Anthropology. Recreation G Choi Lee Jin Preparing Ell Writers for Becoming Multilingual Writers: Challenges and Strategies
description	The increasing number of international students enrolled in higher education in English-speaking countries has presented the growing need to support their academic writing development. It, however, has often led to the hasty assumption that English language learner (ELL) writers need to quickly adopt the dominant academic writing conventions in order to succeed in an English-speaking academic community. Even though the growing number of scholars have started to pay attention to ELL writers’ diverse writing styles and multiple identities, little research and discussion have taken place on how language practitioners could engage ELL writers in developing their voices as multilingual and multicultural writers. By analyzing a qualitative interview with ten experienced writing consultants and instructors, this paper explores major challenges that ELL writers experience and different strategies that could effectively help them develop their voices as writers in the academic context where English is dominantly used as the medium of instruction. Findings show that while many colleges and universities in English-speaking countries still adopt a monolithic view and label ELL writers as ‘a troubled non-native writer’, it is crucial for writing consultants and instructors to acknowledge ELL writers’ multilingual background and help them to develop their unique voices and achieve sustainable development and progress.
format	article
author	Choi Lee Jin
author_facet	Choi Lee Jin
author_sort	Choi Lee Jin
title	Preparing Ell Writers for Becoming Multilingual Writers: Challenges and Strategies
title_short	Preparing Ell Writers for Becoming Multilingual Writers: Challenges and Strategies
title_full	Preparing Ell Writers for Becoming Multilingual Writers: Challenges and Strategies
title_fullStr	Preparing Ell Writers for Becoming Multilingual Writers: Challenges and Strategies
title_full_unstemmed	Preparing Ell Writers for Becoming Multilingual Writers: Challenges and Strategies
title_sort	preparing ell writers for becoming multilingual writers: challenges and strategies
publisher	Sciendo
publishDate	2021
url	https://doaj.org/article/687456f234e74acb9f2026666fa5f598
work_keys_str_mv	AT choileejin preparingellwritersforbecomingmultilingualwriterschallengesandstrategies
_version_	1718371302966820864

Preparing Ell Writers for Becoming Multilingual Writers: Challenges and Strategies

Ejemplares similares