Writer Identity and ESL Learners

Fernsten, Linda

doi:10.1598/jaal.52.1.5

Cited by 38 publications

(25 citation statements)

References 8 publications

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“…The researchers concluded that David and Oscar were marginalized and excluded from the writing community. Fernsten's (2008) case study of college English language learners explored how embedded ideologies and power relations shaped the writers' identity. A process-oriented approach to writing instruction encouraged the language learners to represent their diverse cultural voices in their writing.…”

Section: Research On English Language Learners' Writer Identitymentioning

confidence: 99%

Exploring Young Children’s Writer Identity Construction through the Lens of Dialogism

Hong

2015

IJEC

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Drawing on Bakhtinian dialogism and interactional sociolinguistics, the author explored how young English language learners become writers over time. With a focus on the children's dialogic writing processes rather than their products, the author aimed to trace the children's journey in becoming writers and make evident the evolvement of their identity as writers. In this light, their interactive discourses within and across particular but connected literacy events were studied. Discourse analysis was undertaken on the video segments and transcripts of three literacy events selected from different writing units across an academic year. It was found that the young writers evolved from ''others as authors,'' to ''self as an author,'' and to ''self as a reflective writer'' and the process of becoming a writer was ongoing and actively engaged multiple voices of the children, their teacher, and others. Further, the findings suggested that the dialogic becoming processes opened possibilities for young writers to discover and bring their different voices and selves to their writing and enhanced motivation relative to learning to write and writing to learn.Keywords Young children Á English language learners Á Writer identity Á Dialogism Á Discourse analysis Résumé En se basant sur le dialogisme bakhtinien et la sociolinguistique interactionnelle, l'auteur a étudié comment de jeunes apprentis de la langue anglaise deviennent écrivains au fil du temps. En mettant l'accent sur les processus dialogiques d'écriture des enfants plutôt que sur leurs résultats, l'auteur vise à retracer le parcours suivi par les enfants en devenant écrivains et rend évidente l'évolution & Huili Hong de leur identité en tant qu'écrivains. Dans cette optique, leurs discours interactifs, à l'intérieur et au travers d'événements d'alphabétisation particuliers mais reliés, ont été étudiés. L'analyse du discours a été effectuée à partir de segments vidéo et de transcriptions de trois événements d'alphabétisation sélectionnés parmi différentes unités d'écriture au cours d'une année scolaire. Il a été constaté que les jeunes écrivains ont évolué de « les autres comme auteurs » , à « moi-même comme auteur » , et à « moi-même comme écrivain réfléchi » , que le processus de devenir écrivain était en cours, et qu'il impliquait activement les multiples voix des enfants, de leur enseignant et des autres. En outre, les résultats suggèrent que le processus dialogique en devenir ouvrait des possibilités pour ces jeunes écrivains de découvrir et amener leur propre voix à leur écriture et augmentait leur motivation à apprendre à écrire et à écrire pour apprendre.Resumen Apoyándose en el dialogo Bakhtiniano y en la sociolingüística internacional, la autora explora cómo jóvenes estudiantes de inglés se convierten en escritores con el paso del tiempo. Con un enfoque en los procesos de la escritura dialógica de los niños en lugar de en sus productos, la autora tuvo como objetivo rastrear el viaje de los niños al hacerse escritores y hacer evidente la evolución de su id...

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Section: Research On English Language Learners' Writer Identitymentioning

confidence: 99%

Exploring Young Children’s Writer Identity Construction through the Lens of Dialogism

Hong

2015

IJEC

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“…In this course I chose the theme of immigration to infuse into the reading and writing because students should be able to express themselves and their identity in their writing (Fernsten, 2008). Instead of constantly feeling confined to an academic discourse that may not value student identity, Fernsten advocates including ''expressivist'' writing assignments to ''value what [ESOL students] know'' (p. 51).…”

Section: Procedures Relevant Themementioning

confidence: 99%

Writing With Power, Sharing Their Immigrant Stories: Adult ESOL Students Find Their Voices Through Writing

Stewart¹

2010

TESOL Journal

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After noting the disconnect between students' passionate oral stories and their lifeless writing, an adult education instructor made specific instructional and curriculum changes in an ESOL reading and writing course. All changes served the purpose of teaching the element of voice in second language writing. The instructor used the issue of immigration to teach the course because it was a relevant and shared experience of all the students. All of the reading material was about the immigrant experience, which became a catalyst for students' writing about their own experiences. Students wrote to share with others what it is like to be an immigrant and the unique challenges they encounter. The class compiled their essays, short stories, and poetry to make a book that speaks to the issue of immigration. The relevant theme proved to be effective in motivating students to infuse voice into their writing and exciting them about reading and writing in English. Through writing with voice, they took control to define themselves as immigrants in the United States and became empowered to share their stories to effect positive change.

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“…The key findings in the set of LED studies that drew on written texts ( N = 40) tended to coalesce around seven major themes, with a few of the studies generating findings with overlapping themes. These key themes included issues of social justice or equity relating to education in general or to teaching and learning among youths and adult learners, with the following categories of findings: Learning across social differences (Fernsten, ; Gebhard et al., ; Hammond, ; Hashimoto, ; Johnson, , ; Marshall & Toohey, ; Powell, ; Schieble, ) Transformations in learner identity (Chen, ; Fernsten, , ; Goulah, ; Menard‐Warwick & Palmer, ; R. Rogers, ; Schmidt & Whitmore, ) Curricular materials and discourses (Dennis, ; Glenn, ; Hashimoto, ; Marshall & Toohey, ; R. Rogers & Christian, ; Schieble, ; Schmidt, ; Taylor, ; P.A. Young, ) Transformations in teacher identity (Cahnmann, Rymes, & Souto‐Manning, ; Davison, ; Moin et al., ; van Rensburg, ) Power and agency variability within specific contexts and/or discourses (Anderson, ; Gibb, ; Marshall & Toohey, ; R. Rogers, ) Movement or lack of movement across social class or socioeconomic identities (Anderson, ; Dutro, ; Dworin & Bomer, ) Processes of assessment (Prins & Toso, ; Tuten, ) …”

Section: Resultsmentioning

confidence: 99%

Critical Discourse Analysis in Literacy Education: A Review of the Literature

Rogers

Schaenen

2013

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A B S T R A C TThis article is a critical, integrative literature review of scholarship in literacy studies from 2004 to 2012 that draws on critical discourse analysis ( CDA ). We discuss key issues, trends, and criticisms in the field. Our methodology was carried out in three stages. First, we searched educational databases to locate literacy-focused CDA scholarship. Second, we completed an analytic review template for each article and encoded this data into a digital spreadsheet to assess macrotrends in the field. Third, we developed schemata to interpret the complexity of issues related to research design. Our examination of 76 literacy-focused empirical studies and theoretical papers in scholarly journals reveals trends in the questions that researchers find interesting enough to pursue, the theories they find useful, and the kinds of interactions that capture their attention. Our findings demonstrate that CDA scholarship has been conducted in many areas of literacy studies, including policy, academic writing, the preparation of literacy teachers, professional development, textbook content, curricular design, assessment, and bilingual education. We explore four foundational areas in the field that are especially ripe for debate and critique: context, reflexivity, social action, and deconstructive-reconstructive stance toward inquiry. In the discussion, we compare the findings of this literature review with an earlier review published in 2005, reflecting on three decades of CDA in literacy studies. We identify directions for future scholarship.

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Writer Identity and ESL Learners

Cited by 38 publications

References 8 publications

Exploring Young Children’s Writer Identity Construction through the Lens of Dialogism

Exploring Young Children’s Writer Identity Construction through the Lens of Dialogism

Writing With Power, Sharing Their Immigrant Stories: Adult ESOL Students Find Their Voices Through Writing

Critical Discourse Analysis in Literacy Education: A Review of the Literature

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