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ERIC Number: EJ1111903
Record Type: Journal
Publication Date: 2014
Pages: 24
Abstractor: As Provided
ISSN: ISSN-1535-0517
Literacy and Disciplinary Experiences of Taiwanese/Chinese Students Learning to Write in a US Graduate TESOL Program
Tseng, Chi-Chih
CATESOL Journal, v26 n1 p76-99 2014
This article reports on a qualitative case study that explored the literacy and disciplinary experiences of 4 Taiwanese/Chinese students learning to write in a US graduate TESOL program. A combination of writing research methods was employed--case study techniques of interview and document collection, combined with discourse and text analysis of students' written language--within Bakhtinian perspectives on discourse socialization (Bakhtin, 1981; Gee, 1989/2001, 1992). The findings suggest the complex interplay between students' previous educational experiences outside the US and their current literate processes as they engage in reading-to-write, perceiving of self, and exerting strategies that show their individuality as well as group membership when interpreting and accomplishing field-related texts. Implications for theory, research, and practice are also discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: N/A