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• W2337498248 abstract "Currently, the Regional Writing Centre (RWC) at University Limerick works with non- native speakers of English on any writing issue they present, but will refer these same students to the Language Support Unit (LSU) if a lack of proficiency in the language is preventing the student from producing a text that is appropriate to the context into which they write. This arrangement is the result of an agreement between the RWC and the LSU to respect each the other’s remit. Too, as the Writing Centre does not employ tutors with extensive English language teaching backgrounds, most of its tutors lack confidence, knowledge and the metalanguage to facilitate writing development for non-native speakers of English, especially those with language problems. More importantly, the RWC and the LSU have an interest in promoting autonomous learning, the role of the advisor in the LSU and of the tutor in the Writing Centre as one of facilitator of self- direction, but also one of scaffolder, helping students to address the issues that will have the greatest effect, to help students to set goals that are manageable and to direct their attention to strategic options that they may not have previously considered. Additionally, the RWC assures that it does not compromise the authenticity of a students' writing, the integrity of student academic work premised on the idea that the work that is assessed is their own. The consequences of privileging inductive methodologies, self-realisation and non-invasiveness could be devastating for students whose actual English proficiency is below what appears on their IELTS, Cambridge or TEOFL certifications. Students become good test-takers, but not necessarily proficient in the language of instruction at UL, and many of those availing of the two services, the Writing Centre and the Language Support Unit, present much too close to due dates for either of the services to be of much help. This study will inquire into what happens to these students with inadequate proficiencies and little time when, after a few visits, they disappear from our radar. Do they abandon their programmes, returning home, do they hand in their research paper, incoherent English usage and all, do they employ an editor/proofreader, or do they opt to plagiarise? This study seeks to find out what happens to these people after they leave us and whether our procedures and the policies that guide them allow us to ignore options that could improve the situation of such students. Multilingualism: Deficit or Asset? Interrogating the Roles and Practices of Literacy Brokers with Multilingual Writers. Carol Haviland and Amy Zenger University of California, San Bernadino and American University, Beirut (cph@csusb.edu) (az07@aub.edu.lb) To the American University of Beirut, students typically bring a rich multilingual background to their study of writing in English. Most students have written Arabic and a home dialect of Arabic, although for some a home language is Armenian, Ukrainian, French, English, or one of a number of other possibilities. In addition, they will have had K-13 schooling in Arabic, French, and/or English. Because a school’s curriculum and pedagogical approaches tend to follow traditions associated with the primary language of instruction, students often identify themselves as “French-educated,” “English-educated,” and so on—a short-hand way of indicating not only a strong background in that language but also particular experiences of authority and authorship, understandings of how to use and document sources, and habits of composing, among other things. This complex language learning situation makes students adept at language acquisition, and gives them considerable meta-knowledge about language practices. Because we believed that our students’ multilingualism was an asset rather than an impediment as sometimes it is viewed by faculty and even students themselves, we wanted to better understand and build on their knowledge of languages and language acquisition. To do this, we studied two sections of MA students enrolled in a course on disciplinary discourses. Following Elizabeth Wardle’s lead, we wanted to teach about writing rather than just teach writing, so we needed to know about our students, about them as writers, about what they brought to our writing classes as well as to their Writing Center conferences. This session, a discussion of our data and their implications, reports our challenges us to examine practices of understanding writing as collaborative but teaching it as an individual, competitive enterprise as well to take our responsibilities as literacy brokers seriously. In classrooms and in writing centers this involves recognizing that Pennycook’s “transcultural flow of knowledge making” means that as we help students create and publish their ideas we also learn and can create knowledge in forums such as this one. L2 Writing Tutors On A Diverse Campus: Theoretical Grounding Paula Gillespie, Florida International pgillesp@fiu.edu Castellanos and Gloria (2007), Gloria and Rodriguez (2000) have identified as necessary for the success of Hispanic university students a sense of community created by one-to- one attention; culturally sensitive, empathetic, and interested mentorship; and minisuccesses, that is, earned self-esteem through praise for small accomplishments. Bilingual and ESL tutors can serve as mentors and role models as well as writing consultants to L2 students writing in English. Their empathy – and their writing strategies – motivate not only Hispanic students but other nonnative speakers and L1 students. Updates and Research on Writing Centers Internationally Michele Eodice Learning, Teaching, and Writing Center, University of Oklahoma, Norman, Oklahoma Former president of the International Writing Center Association provides updates on various international projects and thematic interests she learned about in her travels. She also describes research she is doing with a colleague on the research interests of writing center directors." @default.
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• W2337498248 date "2011-01-01" @default.
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• W2337498248 title "University Identity As Visual Argumentation" @default.
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