Teaching Writing Through Transformation: Linguistically Diverse Writing Teachers’ Enactments Of Linguistic Diversity

2018 ◽  
Author(s):  
Cristina Sanchez-Martin
Keyword(s):  
Linguistic Diversity ◽  
Linguistically Diverse ◽  
Teaching Writing ◽  
Writing Teachers

A Reflexive Approach to Teaching Writing: Enablements and Constraints in Primary School Classrooms

2021 ◽  
pp. 074108832110055
Author(s):  
Mary Ryan ◽  
Maryam Khosronejad ◽  
Georgina Barton ◽  
Lisa Kervin ◽  
Debra Myhill
Keyword(s):  
Time Management ◽  
Deep Understanding ◽  
Writing Pedagogy ◽  
Teacher Talk ◽  
Teaching Writing ◽  
Writing Teachers ◽  
Teacher Interview ◽  
Approach To Teaching ◽  
High Level ◽  
Teaching Of Writing

Writing requires a high level of nuanced decision-making related to language, purpose, audience, and medium. Writing teachers thus need a deep understanding of language, process, and pedagogy, and of the interface between them. This article draws on reflexivity theory to interrogate the pedagogical priorities and perspectives of 19 writing teachers in primary classrooms across Australia. Data are composed of teacher interview transcripts and nuanced time analyses of classroom observation videos. Findings show that teachers experience both enabling and constraining conditions that emerge in different ways in different contexts. Enablements include high motivations to teach writing and a reflective and collaborative approach to practice. However, constraints were evident in areas of time management, dominance of teacher talk, teachers’ scope and confidence in their knowledge and practice, and a perceived lack of professional support for writing pedagogy. The article concludes with recommendations for a reflexive approach to managing these emergences in the teaching of writing.

Inclusion of L2 (Basque) learners in Dialogic Literary Gatherings in a linguistically diverse context

2021 ◽  
pp. 136216882199414
Author(s):  
Maite Santiago-Garabieta ◽  
Rocío García-Carrión ◽  
Harkaitz Zubiri-Esnaola ◽  
Garazi López de Aguileta
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Linguistic Diversity ◽  
Linguistically Diverse ◽  
Educational Systems ◽  
Language Of Instruction ◽  
Dialogic Teaching ◽  
Collaborative Interactions ◽  
Diverse Context

The increasing linguistic diversity of the students in schools poses a major challenge for inclusive educational systems in which everyone can learn the language of instruction effectively and, likewise, can have access to contents, being language the necessary tool to the latter end. Research suggests that there is a robust connection between interaction and language acquisition. Therefore, there is a need to identify the forms of interaction that are most effective for that purpose. In this sense, a greater emphasis on dialogic teaching and learning that increases quality interactions among students may facilitate the learning process. The present study analyses the implementation of a dialogue-based educational action called Dialogic Literary Gatherings (DLG) to promote teaching and learning Basque, a minority language, in a linguistically diverse context. Our research is an exploratory case study: 9 lessons were video-recorded and 2 interviews were conducted with a group of students and their teacher respectively. Results suggest that the DLG creates affordances for encouraging participation in collaborative interactions in the second language, promoting the inclusion of L2 learners, and fostering literature competence as well as a taste for the universal literature. We discuss the implications of these findings for second language learning.

The impact of cultural and linguistic diversity on hospital readmission in patients hospitalized with acute heart failure

2019 ◽  
Vol 6 (2) ◽  
pp. 121-129
Author(s):  
Michael Seman ◽  
Bill Karanatsios ◽  
Koen Simons ◽  
Roman Falls ◽  
Neville Tan ◽  
...  
Keyword(s):  
Heart Failure ◽  
Acute Heart Failure ◽  
Hospital Readmission ◽  
Limited English Proficiency ◽  
Linguistic Diversity ◽  
Linguistically Diverse ◽  
Cox Proportional Hazard ◽  
Increased Risk ◽  
Hospital Administrative ◽  
The Impact

Abstract Aims Health services worldwide face the challenge of providing care for increasingly culturally and linguistically diverse (CALD) populations. The aims of this study were to determine whether CALD patients hospitalized with acute heart failure (HF) are at increased risk of rehospitalization and emergency department (ED) visitation after discharge, compared to non-CALD patients, and within CALD patients to ascertain the impact of limited English proficiency (LEP) on outcomes. Methods and results A cohort of 1613 patients discharged from hospital following an episode of acute HF was derived from hospital administrative datasets. CALD status was based on both country of birth and primary spoken language. Comorbidities, HF subtype, age, sex and socioeconomic status, and hospital readmission and ED visitation incidences, were compared between groups. A Cox proportional hazard model was employed to adjust for potential confounders. The majority of patients were classified as CALD [1030 (64%)]. Of these, 488 (30%) were designated as English proficient (CALD-EP) and 542 (34%) were designated CALD-LEP. Compared to non-CALD, CALD-LEP patients exhibited a greater cumulative incidence of HF-related readmission and ED visitation, as expressed by an adjusted hazard ratio (HR) [1.27 (1.02–1.57) and 1.40 (1.18–1.67), respectively]; this difference was not significant for all-cause readmission [adjusted HR 1.03 (0.88–1.20)]. CALD-EP showed a non-significant trend towards increased rehospitalization and ED visitation. Conclusion This study suggests that CALD patients with HF, in particular those designated as CALD-LEP, have an increased risk of HF rehospitalization and ED visitation. Further research to elucidate the underlying reasons for this disparity are warranted.

Exploring Linguistic Diversity From the Inside Out: Implications of Self-Reflexive Inquiry for Teacher Education

2018 ◽  
Vol 70 (5) ◽  
pp. 581-596 ◽  
Author(s):  
Steven Z. Athanases ◽  
Leslie C. Banes ◽  
Joanna W. Wong ◽  
Danny C. Martinez
Keyword(s):  
Teacher Education ◽  
Students Of Color ◽  
Linguistic Diversity ◽  
Linguistically Diverse ◽  
Bilingual Students ◽  
Rich Diversity ◽  
Language Knowledge ◽  
Majority Students ◽  
Inside Out ◽  
Reflexive Inquiry

With a burgeoning U.S. population of emergent bilingual learners and others who use nondominant language forms, the need for language knowledge among teachers is acute. Beginning from the inside out by examining one’s own complex language uses may be a first step toward envisioning and later developing classroom cultures that support diverse language forms for diverse purposes. In all, 262 undergraduate education students used self-reflexive inquiry, documenting ways they and others use language, through language inventories, surveys, and essays. Participants were majority students of color, half bilingual. Students reported awareness of rich diversity and nuances of language uses, purposes, and fluidity across contexts. Although students often used a formal/informal contrast to describe language uses, this distinction was complicated. Understandings of language surfaced in writing as students engaged with linguistically diverse peers and situated their linguistic repertoires in sociopolitical context. Drawing on results and students’ reflections on the writings as tools, we offer implications for teacher education.

Constructs of Teaching Writing in Research About Literacy Teacher Education

2019 ◽  
Vol 51 (2) ◽  
pp. 196-213 ◽  
Author(s):  
Randy Bomer ◽  
Charlotte L. Land ◽  
Jessica Cira Rubin ◽  
Laura M. Van Dike
Keyword(s):  
Teacher Education ◽  
Empirical Research ◽  
21St Century ◽  
Writing Pedagogy ◽  
Teaching Writing ◽  
Writing Teachers ◽  
The World ◽  
Literacy Teacher ◽  
Literacy Teacher Education ◽  
Teaching Of Writing

This review of empirical research focused on the preparation of writing teachers synthesizes findings from 82 articles published between 2000 and early 2018. The new understandings generated through this analysis are presented in two sections. First, we provide an overview of how the studies we reviewed draw from and circulate dominant discourses of writing, leading to a call for more transparency and clarity on the part of scholars who study writing and writing pedagogy. Then, we explore experiences in literacy teacher education that may shift the writing identities, beliefs, or teaching practices of prospective writing teachers. We position these shifts as being potentially disruptive to the often uninterrupted circulation of powerful discourses in important and generative ways, since the teaching of writing in the 21st century must break from inherited traditions to best prepare writers to use their voices actively and confidently in the world.

How do teachers use picture books to draw on the cultural and linguistic diversity in their classrooms?

2013 ◽  
pp. 44-50
Author(s):  
Marilyn Blakeney-Williams ◽  
Nicola Daly
Keyword(s):  
Early Childhood ◽  
Group Work ◽  
Picture Books ◽  
Linguistic Diversity ◽  
Picture Book ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Book Selection ◽  
Cultural And Linguistic Diversity ◽  
Diverse Classroom

Picture books are ubiquitous in Western early childhood and primary settings. This article explores how picture books are being used in culturally and linguistically diverse settings, by describing and exploring the practice of two New Zealand teachers who use picture books extensively in their classrooms. Findings from interviews, observations, reflections, and collaborative workshops indicate the power of picture books within a diverse classroom population and the importance of several factors: the personal resonance of picture book selection, exploration of language structures and vocabulary, and the importance of using group work in activities across the curriculum in response to picture books.

scholarly journals THE TEACHERS’ BELIEFS IN TEACHER WRITTEN CORRECTIVE FEEDBACK ON THE STUDENTS' WRITING

2020 ◽  
Vol 5 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Dyah Fitri Mulati ◽  
Joko Nurkamto ◽  
Nur Arifah Drajati
Keyword(s):  
Secondary School ◽  
Corrective Feedback ◽  
Practical Experience ◽  
Teaching Writing ◽  
Writing Teachers ◽  
Written Corrective Feedback ◽  
Teachers Beliefs ◽  
Writing Strategy ◽  
Specific Teaching

Examining EFL writing teachers’ beliefs is becoming an essential study since teaching is no longer being noticed merely in a behaviour term but rather as thoughtful behaviour as teachers are active, thinking decision-maker. This study addresses the teachers’ beliefs in the specific teaching writing strategy that is commonly used by the teachers in Indonesia to assist students’ writing, teacher written corrective feedback. It was designed as a case study surveying two teachers from a secondary school in Lampung as its respondents. This current study aims at (1) exploring teachers’ beliefs in providing teacher written corrective feedback both in the explicitness and the amount of feedback, and (2) describing the factors that shape teachers’ beliefs in providing written corrective feedback. The data were collected by using mixed-type questionnaire and interview adapted from Lee (2009) consisting of three items related to the beliefs in written corrective feedback, followed by the factors that shape the beliefs teachers may hold on. The findings show some underlie different beliefs regarding the explicitness and amount of teacher written corrective feedback between the teachers. However, they agreed that academic background in the secondary school and college was counted as the contributed factor that shapes their beliefs in providing written corrective feedback on students’ writing. Further, teacher added practical experience when they are teaching writing as her additional factor.

scholarly journals L2 Writing and L1 Composition in English: Towards an alignment of effort

2008 ◽  
Vol 43 (2) ◽  
pp. 139-155
Author(s):  
Beverly Anne Baker
Keyword(s):  
Linguistic Diversity ◽  
Native Speakers ◽  
Linguistically Diverse ◽  
L2 Writing ◽  
Language Diversity ◽  
American University ◽  
Mainstream Composition ◽  
L1 And L2 Writing ◽  
L1 And L2 ◽  
Diverse Groups

Abstract In North American university contexts, the language diversity found in English mainstream composition (“L1”) classrooms resembles more and more that found in ESL (“L2”) writing classrooms. As these two groups become less differentiated, those specifically trained in L2 writing might well wonder whether the needs of the non-native speakers of English are acknowledged and addressed in the mainstream classrooms. The author examines several different theoretical constructs that have informed and continue to inform the literature on L1 composition pedagogy, demonstrating that some of these allow for the inclusion of linguistically diverse groups better than others. Fortunately, the recent turn to social and critical approaches to teaching composition reflect well the preoccupations of both L1 and L2 writing teachers. More and more attention is being paid to discussions of “linguistic diversity,” a term which now includes non-native speakers. This suggests a future convergence in the activities of instructors of L1 and L2 writing, leading to benefits for linguistically diverse groups.

Authentic Materials For Teaching Writing: A Critical Look

2019 ◽  
Vol 3 (2) ◽  
pp. 68
Author(s):  
Lestari - Setyowati
Keyword(s):  
Language Teachers ◽  
Teaching Writing ◽  
Review Of Literature ◽  
Writing Teachers ◽  
Authentic Materials ◽  
Essay Writing ◽  
Advantages And Disadvantages ◽  
Teaching Procedure ◽  
Materials Used ◽  
Based Instruction

Teaching writing is not easy. Writing teachers often face problems with what kind of materials suitable for the students. This paper is intended to describe 1) the theoretical relationship between Content-Based Instruction and authentic materials that can be used by language teachers to teach writing in the classroom, 2) the previous studies of authentic materials used for teaching writing, 3) the type of authentic materials which can be used for teaching writing, and 4) the advantages and disadvantages of using authentic materials for teaching writing. The method used was qualitative research focused on content analysis. The instrument used was mainly human instrument and documentation. The result of the extensive review of literature shows that 1) one of the main feature of content-based instruction is the use of authentic materials for teaching; 2) most studies in the area of authentic materials for teaching writing shows the effectiveness of authentic materials for teaching procedure texts, descriptive texts and essay writing; 3) the type of authentic materials used for teaching writing is categorized based on how it is transmitted, namely audio, visual, and printed material materials; 4) aside from having its advantages, authentic materials also give challenges for the teacher to use it for classroom teaching, among others are practicality, comprehensibility and appropriateness.

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