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ERIC Number: ED420862
Record Type: Non-Journal
Publication Date: 1998-Apr
Pages: 10
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Composition Studies and Second-Language Writing: A History of the Disciplinary Division of Labor.
Matsuda, Paul Kei
Just like their native-English-speaking peers, the many international students participating in United States higher education are subject to the institutional practices of composition studies. Those international students who are also English as a Second Language (ESL) students have special needs. In addition to the obvious grammar problems, many come from rhetorical traditions where conventions of written discourse are different from those valued by native speakers of English. Their expectations of teacher-student relationship as well as the notion of collaboration may not be compatible with expectations shared by the teacher and their American peers, and they may not share the cultural assumptions that are taken for granted by their teachers and classmates. Few composition theorists, however, seem to include second-language perspectives in their discussion, and empirical studies have traditionally been excluding ESL writers. Second-language writing issues are also absent from the history of composition studies. When World War II's end brought a large number of international ESL students to American higher education, ESL became a concern among members of the Conference on College Composition and Communication. But ESL became separated from composition studies when TESL and composition both became "professionalized." The attitude of separation became formalized at a 1965 workshop whose participants recommended that speakers of English as a second language should be taught in special classes by teachers with training in the field. However, both ESL and composition specialists should be prepared to work with ESL writers. (Contains 12 references.) (NKA)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A