Living-English Work

Lu, Min-Zhan

doi:10.2307/25472178

Cited by 16 publications

(7 citation statements)

References 6 publications

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“…Or the 4-year-old neighbor of a student of the first author (Suhanthie), sent halfway around the globe to live without his parents in the home of a cousin in California in order to develop a "native" English accent. Or English learners who have their frenula shortened to more easily achieve particular accents in English (Lu, 2010). The desires driving the choices of these English learners or their parents are deep-seated and passionate yearnings, pursued at a great cost.…”

Section: The Co-construction Of Desirementioning

confidence: 99%

“Non‐coercive Rearrangements”: Theorizing Desire in TESOL

2013

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In this article, the authors argue that at the center of every English language learning moment lies desire: desire for the language; for the identities that English represents; for capital, power, and images that are associated with English; for what is believed to lie beyond the doors that English unlocks. However, despite its centrality within TESOL practice, the construct of desire has been largely undertheorized by English language educators. The authors propose (1) that educators in the TESOL field would benefit from a greater recognition of desire as situated and co-constructed, acknowledging that our desires are not solely our own but are intersubjectively constituted and shaped by our social, historical, political, institutional, and economic contexts; (2) that the difference between conscious and unconscious desire is significant in language learning; and (3) that whereas desire can be manipulated in exploitative or unethical ways, it can also, given the right circumstances, serve as a tool for compassionate and liberatory pedagogy. This article explores the interconnectedness of desire with motivation and investment, the commodification of English, akogare desire, racial identities, globalizing forces, colonialism, and communicative language teaching. The authors propose a revisioning of TESOL that recognizes the centrality of desire in the acquisition of English.

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Section: The Co-construction Of Desirementioning

confidence: 99%

“Non‐coercive Rearrangements”: Theorizing Desire in TESOL

2013

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“…Likewise, adaptive transfer is rhetorical, meaning that it takes place when a writer understands that the context, audience, and purpose of a text influence what is suitable; furthermore, adaptive transfer makes space for the possibility that differences in students' texts are "matters of design" (Lu, 2004, p. 26) or the result of a "strategic and creative choice by the author to attain his or her rhetorical objectives" (Canagarajah, 2006b, p. 591). Related to this, adaptive transfer is multilingual in that it views all language and varieties of language as fluid and in process, and it recognizes the agency of writers to draw from among a variety of discourses and languages in order to influence contexts of writing (Canagarajah, 2006a;Horner & Lu, 2007;Lu, 2006;Matsuda, 2002). Finally, adaptive transfer is transformative.…”

Section: Adaptive Transfer Definedmentioning

confidence: 99%

“…Adaptive transfer highlights the ways in which languages and language varieties are "always in process, located in and subject to ongoing and varying material practice" (Horner & Trimbur, 2002, p. 596). In recent years, specialists in second language (L2) writing have demonstrated the dynamic nature of language and the multiplicity of language uses Canagarajah, 2006a;Canagarajah, 2006b;Lu, 2004;Lu, 2006;Matsuda, 2002). These discussions have not only called attention to the need to alter views about language, but have also indicated the extent to which assumptions about writing and writing instruction must change if we are to adequately prepare NES and multilingual writers for the varied tasks they face as students and professionals.…”

Section: Languagementioning

confidence: 99%

Foreword: Multilinguality Across the Curriculum

Hall

2014

WAC and Second-Language Writers: Research Towards Linguistically and Culturally Inclusive Programs and Practices

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Johns, A. M. (2001). ESL students and WAC programs: Varied populations and diverse needs. In S. H. McLeod, E. Miraglia, M. Soven, & C. Thaiss (Eds.), WAC for the new millennium: Strategies for continuing writing-acrossthe-curriculum programs (pp. 141-164). Urbana, IL: NCTE. Lancaster, Z. (2011). Interpersonal stance in L1 and L2 students' argumentative writing in economics. Across the Disciplines, 8(4). Retrieved from http:// wac.colostate.edu/atd/ell/lancaster.cfm Leki, I. (2003). A challenge to second language writing professionals: Is writing overrated? In B. Kroll (Ed.), Exploring the dynamics of second language writing (pp. 315-332). Cambridge, England: Cambridge University Press. Leki, I., & Carson, J. G. (1994). Students' perceptions of EAP writing instruction and writing needs across the disciplines. TESOL Quarterly, 28(1), 81-101. Lindsey, P., & Crusan, D. (2011). How faculty attitudes and expectations toward student nationality affect writing assessment. Across the Disciplines, 8(4). Retrieved from http://wac.colostate.edu/atd/ell/lindsey-crusan.cfm Matsuda, P. K., & Jablonksi, J. (2000). Beyond the L2 metaphor: Towards a mutually transformative model of ESL/WAC collaboration. Academic.Writing, 1. Retrieved from http://wac.colostate.edu/aw/articles/matsuda_jablon-ski2000.htm LINGUISTICALLY AND CULTURALLY INCLUSIVE WRITING PROGRAMS, COURSES, ASSIGNMENTS, ACTIVITIES, AND ASSESSMENTSRelated to the second bullet point in our list of expanded WAC/L2 principles, we turn now to another strand of research in SLW that has focused on the writing experiences of L2 students as they write in courses and contexts across the curriculum. Michelle Cox's (2011) review of this longitudinal research revealed that second language writers often struggle due to writing assignments that "assume deep cultural and historical knowledge of the US" (para. 9), the lack of scaffolding of assignments, the lack of time for completing the heavy reading and writing required by a project, and evaluation methods that focus too heavily on standard written English. There's also an abundance of SLW literature on developing linguistically and culturally inclusive assignments and writing curricula, noting especially the contributions made by Dana Ferris on teaching L2 writing (2004, 2009) and, in WAC contexts, Leki's pedagogical recommendations in her extensive body of work on L2 writers across disciplines. Also related to WAC contexts, Joy Reid and Barbara analyze eleven assignment descriptions from across the curriculum for accessibility and equity to L2 students, and then make recommendations for creating assignments that are more conducive for L2 student success. In their scholarship, SLW practitioners also address other faculty who work with L2 students, including composition instructors (such examples include work already cited, particularly

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“…Paré & Smart, 1994) have I been able to discern that only two documents from among an array of materials that constitute Eating Well with the Canadian Food Guide --the CFG standard and FNIM versions--are the ones that primarily perform the social and ideological actions of the whole complex resource. This realization led me to the discovery that my further analysis should concentrate on these resources rather than, for example, the CFG website, which RDs tend to dismiss (Lu, 2006). By having gathered information about the contexts in which the CFG had been produced and used prior to conducting the analysis of rhetorical moves in the standard and FNIM versions of the CFG, I was also able to discern the rhetorical actions of the CFG more reliably.…”

Section: Contributions To Writing Researchmentioning

confidence: 99%

Digesting Data: The Social and Ideological Actions of Eating Well with Canada's Food Guide

Rachul¹

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Eating Well with Canada's Food Guide (CFG), Canada's official dietary guidelines, is designed to address high rates of obesity and diet-related chronic diseases in Canada. This dissertation reports on a qualitative study of the social and ideological actions that the CFG performs. The study draws on concepts from Rhetorical Genre Studies, Science and Technology Studies, and Multimodal Interactional Analysis, and applies them in the analysis of interviews with key informants involved with the latest revision of the CFG and registered dietitians (RDs) working with vulnerable populations, as well as in a rhetorical and multimodal analysis of the guidelines. The findings of the analyses suggest that the CFG relies heavily on the representations typically reserved for scientific evidence from nutrition science, which focus on nutrients rather than on food. In the context of the CFG, these typical scientific representations are used for non-scientific audiences or in non-scientific situations, that is, cease to be scientific and become scientistic. The scientistic representations create rhetorical complexities, such as layers of rhetorical action (rhetorical laminations), and contribute to multiple rhetorical failures of the CFG. The scientistic representations in the CFG and the rhetorical failures they produce influence how RDs conceptualize nutrition, and dominate, rather than facilitate, discussions about healthy eating. As a result, RDs develop new discursive activities whereby they have to rely on additional resources to translate the scientistic representations for people and apply the CFG to their lives. Overall, the study suggests that the CFG, instead of an enabling resource, serves as a limiting document: it limits who can make healthier food choices and iii how such choices can be made. The study indicates that the CFG, as a rhetorical failure, has not achieved its intended social and ideological goals, or, in other words, has written itself out of usefulness. iv

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Living-English Work

Cited by 16 publications

References 6 publications

“Non‐coercive Rearrangements”: Theorizing Desire in TESOL

“Non‐coercive Rearrangements”: Theorizing Desire in TESOL

Foreword: Multilinguality Across the Curriculum

Digesting Data: The Social and Ideological Actions of Eating Well with Canada's Food Guide

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