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Teaching College Writing to Diverse Student Populations

Dana R. Ferris

Publication Year: 2013

Statistical and anecdotal evidence documents that even states with relatively little ethnic or cultural diversity are beginning to notice and ask questions about long-term resident immigrants in their classes. As shifts in student population become more widespread, there is an even greater need for second language specialists, composition specialists, program administrators, and developers in colleges and universities to understand and adapt to the needs of the changing student audience(s). This book is designed as an introduction to the topic of diverse second language student audiences in U.S. post-secondary education. It is appropriate for those interested in working with students in academic settings, especially those students who are transitioning from secondary to post-secondary education. It provides a coherent synthesis and summary not only of the scope and nature of the changes but of their practical implications for program administration, course design, and classroom instruction, particularly for writing courses. For pre-service teachers and those new(er) to the field of working with L2 student writers, it offers an accessible and focused look at the “audience” issues with many practical suggestions. For teacher-educators and administrators, it offers a resource that can inform their own decision-making.

Published by: University of Michigan Press

Cover

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p. 1-1

Title Page, Copyright

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pp. 2-3

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Series Editor preface

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pp. iii-iv

Welcome to Teaching College Writing to Diverse Student Populations. The focus of The Michigan Series on Teaching Academic English in U.S. Post-Secondary Programs is to explore topical issues relevant to the teaching and learning of English for Academic Purposes (EAP). ...

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Preface

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pp. v-viii

2008 marked my 25th year in the TESOL/second language writing field, and I have been a fascinated witness to and participant in a great deal of activity over those years. When I first began my TESOL graduate training in 1983, I found myself immediately tutoring ESL students in the campus writing center. ...

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Acknowledgments

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pp. ix-x

I am grateful to several groups of people for their assistance with this project. First, I must thank the Research and Creative Activity Subcommittee at California State University, Sacramento (CSUS) (where I was employed at the time of writing) for an assigned-time grant for the 2007–08 academic year, which enabled me to complete the project on schedule. ...

Contents

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pp. xi-xiv

Part 1: Foundations

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Chapter 1: Defining L2 Student Audiences

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pp. 3-24

Higher education in the United States is changing rapidly. More students than ever before are attending at least some college—by some estimates, nearly 75 percent of American adults will do so (Wurr, 2004)—and the linguistic, cultural, ethnic, and socioeconomic diversity of the student population is unprecedented (Schwartz, 2004; Shin & Bruno, 2003; U.S. Department of Education, 2003; Wurr, 2004). ...

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Chapter 2: Academic Language and Literacy and the Different L2 Student Audiences

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pp. 25-48

Chapter 1 identified three distinct audiences of L2 students currently represented in U.S. colleges and universities, provided some basic definitions of each group, and looked at their general characteristics. Three student prototypes—John, Hector, and Luciana, who represent the international, late-arriving resident, and early-arriving resident L2 student groups ...

Part 2: Implications

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Chapter 3: Different Student Audiences and Programmatic Issues

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pp. 51-74

Part 1: Foundations gave attention to definition (Chapter 1) of the three L2 student audiences (international, late-arriving resident, and early-arriving resident students) and description of their characteristics and needs, focusing particularly in Chapter 2 on the academic language demands that all students face, regardless of linguistic or cultural origins, ...

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Chapter 4: Different L2 Audiences and Course Design Options

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pp. 75-100

Chapter 3 discussed program-wide implications that arise from our understanding of the three student audiences discussed in Part 1. Chapter 4 moves to a more specific topic, the design of individual courses to address the academic language needs of L2 students discussed in some detail in Chapter 2 (see especially Figs. 2.4.–2.5). ...

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Chapter 5: Different L2 Audiences and Considerations for Classroom Instruction

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pp. 101-126

Chapters 3 and 4 examined big-picture issues related to program development and course design with regard to the different L2 student audiences identified in this volume. Chapter 5 turns to day-to-day classroom instruction and examines specific issues and techniques that may help teachers best meet the needs of the diverse student groups ...

Part 3: Applications

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Chapter 6: Serving Diverse L2 Student Audiences: Where Do We Go from Here?

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pp. 129-146

This book has examined the changing nature of the L2 student audience in U.S. colleges and universities and discussed the implications of understanding these audiences for program design, course planning, and classroom instruction. Chapter 6 summarizes the various threads of discussion (which thus far have implicitly addressed the question of Where are we now?) ...

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Postscript: A Plea for Greater Collaboration among Writing Professionals

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pp. 147-149

As I worked on this book, I became increasingly aware that the issues raised are important to a readership far larger than simply the community of ESL professionals. As I hope this book has demonstrated, L2 students need the support of the entire academic community throughout their years of education. ...

References

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pp. 150-162

Index

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pp. 163-169


E-ISBN-13: 9780472029938
Print-ISBN-13: 9780472033379

Page Count: 184
Publication Year: 2013

Series Title: Michigan Series on Teaching Academic Eng