NotesFAQContact Us
Search Tips
ERIC Number: ED401574
Record Type: Non-Journal
Publication Date: 1996-Mar
Pages: 6
Abstractor: N/A
Reference Count: N/A
Crossing the Disciplinary Boundary: Teaching ESL Composition in the English Department.
Matsuda, Paul Kei
Although the number of English as a Second Language (ESL) students in United States colleges and universities has increased over the past decades, there has been no corresponding increase in the level of attention given to the special needs of these students in composition classrooms. ESL students are likely to be found in writing classrooms at any level, but ESL-trained instructors may or may not be trained in the teaching of ESL writing. Existing definitions of the field discourage teachers of composition from teaching or learning about ESL students. An alternative symbiotic model, however, situates second language writing studies in various instructional contexts, unlike the division of labor model which sees ESL writing as the responsibility of ESL specialists and not of composition professionals. The intersection model (which sees second language writing situated at the intersection of second language studies and composition studies) places second language writing as a subfield of second language studies. The symbiotic model sees the constituting disciplines as interdependent; second language writing provides more than a site of interaction between the two disciplines--it connects theory and research on second language writing with praxes that are situated in both second language and composition classrooms. This model can facilitate the development of research methodologies that are appropriate for the unique problems of composing in a second language. (Contains 4 figures and a table of models of second language writing.) (NKA)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A