From Crisis to Opportunity: Turning Questions about “Plagiarism” into Conversations about Linguistically Responsive Pedagogy

Tomaš, Zuzana; Shapiro, Shawna

doi:10.1002/tesq.3082

Cited by 3 publications

(3 citation statements)

References 22 publications

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“…Thirdly, a large body of academic literature on the issue of plagiarism exists. Other than guidance notes targeting students (e.g., Price, 2014), there are commentaries, discussions and sharing of educational approaches from individual institutions (e.g., Henderson & Whitelaw, 2013;Tomaš & Shapiro 2021), as well as a large body of literature reporting pedagogical interventions or strategies designed to teach students how to avoid plagiarism (e.g., Obeid & Hill, 2017;Perkins et al, 2020;Reyneke et al, 2021). This suggests that specific instruction on how to avoid plagiarism may often be offered at universities (e.g., Elander et al, 2010;Graham et al, 2021).…”

Section: A Systematic and Text-based Specific Approach To Addressing ...mentioning

confidence: 99%

“…However, the literature on educational integrity has often adopted a stance of cultural relativism over the issue of plagiarism, speaking of "cultural" attitudes towards textual borrowing and textual ownership. It has often been suggested that students from Confucian-heritage societies hold certain "cultural" values on using prior texts that are at variance with English-L1 (English as the First Language) norms (Amsberry, 2009;Lund, 2004;Sowden, 2005;Tomaš & Shapiro, 2021). We believe "cultural difference" is a complex and tricky notion; as such it has rightly been interrogated by previous researchers from different perspectives.…”

Section: Introductionmentioning

confidence: 96%

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Education on plagiarism in Chinese-L1 textbooks on academic writing published in China

Li¹,

Chen

et al. 2023

L1-ESLL

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Teachers in Anglophone universities have often attributed Chinese ESL students’ plagiarism to “cultural difference”, the implication being that what is considered plagiarism in the English-speaking world may not be seen as plagiarism in China. We believe this assumption needs to be questioned on the basis of systematic evidence gathered from the local L1 (first language) context; a large collection of writing textbooks published over time is potentially a valuable dataset for starting to look for such evidence. By analysing the relevant content in a collection of 60 textbooks on Chinese-L1 (Chinese as the First Language) academic writing, our study aimed to answer this question: According to these textbooks, what is plagiarism and how can one avoid plagiarism? Data-driven content analysis revealed that despite alignment with the Anglophone world in defining what is plagiarism, their approach to dealing with it differs. The Chinese textbooks focus on large-scale copying in conceptualising plagiarism, with explanation of plagiarism at local or sentence and paragraph levels, bypassed; and for ways to avoid plagiarism, self-discipline and the formalities of source acknowledgement are emphasised, but textual strategies of proper source citation are hardly addressed. We point out that such gaps in the textbooks, and accordingly, in the Chinese education system, are partly responsible for Chinese students’ confusion in the proper practices of source use in academic writing. We end the paper by proposing avenues for future research for further understanding the issue of plagiarism in the local L1 environment and for interrogating the debatable “cultural difference” view of plagiarism.

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Section: A Systematic and Text-based Specific Approach To Addressing ...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 96%

Education on plagiarism in Chinese-L1 textbooks on academic writing published in China

Li¹,

Chen

et al. 2023

L1-ESLL

View full text Add to dashboard Cite

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“…Gallagher & Haan, 2018;Gallagher et al, 2020;Haan et al, 2017), faculty development of LRI-related pedagogical knowledge (e.g. Zawacki & Cox, 2014;Tomaš & Shapiro, 2021;He & Bagwell, 2022); and international students' experiences with linguistically responsive practices (e.g. Zhang-Wu & Brisk, 2021).…”

Section: Faculty Support For Multilingual Studentsmentioning

confidence: 99%

Improving the first-year experience of Chinese international students through responsive pedagogy: Insights from F&M in Shanghai

Mann

Mennicke²

2022

JCIHE

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This article discusses lessons learned from the development and execution of F&M in Shanghai, a hybrid residential-remote program created for Franklin and Marshall College’s first-year Chinese students in Fall 2020. The F&M Office of International Programs worked with the Institute for Study Abroad (IFSA) to develop the residential portion of the program, and coordinated the curriculum and remote engagement framework. F&M in Shanghai represented an opportunity to craft a constructive environment for first-year Chinese students by intentionally considering and meeting their specific needs. Utilizing creative, well-designed pedagogy, thoughtful programming, and a multipronged approach to student support, we were able to operate the program with great success. Assessments of F&M in Shanghai resulted in a great deal of data, and some results we observed run counter to received wisdom. This article discusses how these results suggest avenues for future research.

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Annotated Bibliography of Research in the Teaching of English

Beach¹,

Bigelow²,

DeLapp³

et al. 2023

Research in the Teaching of English

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in each of the bibliography's nine subject areas over the past year. Team members reviewed library databases such as Education Full Text, WorldCat, EBSCO, and ERIC, as well as leading empirical journals, to select relevant reports in each area of the bibliography. Because this bibliography is published for readers of Research in the Teaching of English, we asked contributors not to include articles from RTE, which would most likely already be familiar to the audience.The expert teams looked for major or large studies that held significant implications for teaching English language arts, as well as research that might lead to new insights into the paradigms or methodological practices within a given field in the coming years. Of course we could not include every high-quality research study conducted in the nine content areas of this bibliography over the past year; instead, the background knowledge and perceptions of the contributors worked together to construct a manageable body of important research that RTE readers might want to explore further.As was the case for previous versions, this year's bibliography is available solely as a downloadable PDF file at http://www.ncte.org/journals/rte/biblios. We appreciate the fact that NCTE has provided free access to these annual bibliographies going back to 2003.Readers can search the PDF for relevant research by using the "Find" feature on Adobe Acrobat to locate particular topics, authors, or journals. To engage in topic searches, readers can also use the tags listed both below and in the beginning of each section. These tags represent some of the most common topics inductively derived from the abstracted studies. While there could be many more tags, we wanted to limit them to a manageable number. Each abstract has been assigned up to four tags, beginning with a section tag (for example, #digital/technologytools) and, in many cases, followed by another section tag (for example, #reading). Because many of the studies in this bibliography fall into multiple categories, readers can search for such studies by entering both section tags (for example, #literaryresponse/ literature/narrative #reading).We hope that this searchable bibliography, which has been edited to select high-quality research and which includes abstracts created by the contributors, continues to provide a valuable service to the RTE scholarly community.

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From Crisis to Opportunity: Turning Questions about “Plagiarism” into Conversations about Linguistically Responsive Pedagogy

Abstract: INVITED TEACHING ISSUESTESOL Quarterly welcomes evaluative reviews of publications relevant to TESOL professionals. In addition to textbooks and reference materials, these include computer and video software, testing instruments, and other forums of nonprint materials.

Cited by 3 publications

References 22 publications

Education on plagiarism in Chinese-L1 textbooks on academic writing published in China

Education on plagiarism in Chinese-L1 textbooks on academic writing published in China

Improving the first-year experience of Chinese international students through responsive pedagogy: Insights from F&M in Shanghai

Annotated Bibliography of Research in the Teaching of English

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