Writing in English as an additional language: challenges encountered by doctoral students

Florence, Lai Ping

doi:10.1080/07294360.2020.1809354

Cited by 27 publications

(17 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This outcome offers evidence that the study is valid, as the findings are in line with previous inquiries conducted with undergraduate and graduate participants. Additionally, the results in the current study reflect the special difficulties students face in academic contexts where English is a lingua franca in the literature [ 21 , 22 , 24 , 25 , [47] , [48] , [49] , [50] , [51] , [52] , [53] , [54] ].…”

Section: Discussionsupporting

confidence: 59%

Doctoral students’ English academic writing experiences through metaphor analysis

Phyo¹,

Nikolov²,

Hódi³

2023

Heliyon

View full text Add to dashboard Cite

Section: Discussionsupporting

confidence: 59%

Doctoral students’ English academic writing experiences through metaphor analysis

Phyo¹,

Nikolov²,

Hódi³

2023

Heliyon

View full text Add to dashboard Cite

“…• studies recommending strategies to support the success of international students (e.g., Chatterjee-Padmanabhan and Nielson, 2018;Cotterall, 2015;Gao, 2021;Ma, 2020) • autobiographical narratives and case studies of international doctoral candidates' experiences in Australia (e.g., Dang and Tran, 2017;Soong, Thi Tran & Pham, 2015) • studies designed to explore the development of international student senses of institutional and other forms of belonging and acculturation in Australia (e.g., Fotovatian, 2012;Nomnian, 2018;Phelps, 2016;Yang and MacCallum, 2021) ISSN 2523-1154…”

Section: Indigenous and Transcultural Doctoral Educationmentioning

confidence: 99%

Decolonising Australian doctoral education beyond/within the pandemic: Foregrounding Indigenous knowledges

Manathunga

Raciti

et al. 2022

Sotls

View full text Add to dashboard Cite

Global doctoral education has been particularly affected by the COVID-19 pandemic and the Black Lives Matter movement, which have drawn attention to the vast inequities faced by black, cultural minority and Indigenous peoples. These developments have focused urgent attention on the need to de-homogenise Australian doctoral education. Australian universities have been very slow to create recognition and accreditation programs for First Nations and transcultural (migrant, refugee and international candidates) knowledge systems, histories, geographies, languages and cultural practices in doctoral education. A significant body of research investigates Australian universities’ education of Indigenous and transcultural doctoral candidates. However, few scholars have sought to trace the links between individual personal doctoral candidate life histories and large-scale Australian government policy trends. This paper draws upon the Indigenous knowledge global decolonization praxis framework and de Sousa Santos’ theories about cognitive justice and epistemologies of the South to fill this gap. Future aspects of this project will involve conducting an international policy analysis, life histories and time mapping to implement key Indigenous knowledge approaches in Australian doctoral education. This paper will critically explore the application of three core First Nations knowledge approaches – the agency of Country, the power of Story and intergenerational, iterative and intercultural knowledges – to Australian doctoral education.

show abstract

“…Significantly, however, writing is a modality that must be learned, and communicating effectively through it requires a range of knowledge regarding content, media and genre that challenges even L1 users (e.g., Elander et al, 2006;Graham et al, 2013;Huang, 2013). It can be even more challenging to write effectively in an AL (as in the case of EALs; Benfield, 2006;Flowerdew, 2008;Ma, 2021;Moses & Mohamad, 2019), as well as for those with learning differences (Santangelo, 2014;Simin & Tavangar, 2009;Troia, 2006).…”

Section: (Second-language) Academic Writingmentioning

confidence: 99%

The Universal Genre Sphere: A Curricular Model Integrating GBA and UDL to Promote Equitable Academic Writing Instruction for EAL University Students

David

Anderson

2022

CEPSj

View full text Add to dashboard Cite

This paper proposes the design of an instructional model, referred to as the universal genre sphere, for teaching academic writing in a manner appropriate to all learners, but developed especially with consideration for the needs of English as additional language students with or without diagnosed learning differences. Despite growing research on, variously, second-language writing, English as an additional language and learning differences, there has been relatively little work that explores approaches to the intersections of these topics. Thus, the proposed universal genre sphere model is founded on the pillars of universal design for learning and the tenets of the genre-based approach, especially the teaching-learning cycle, to create more equitable and inclusive, as well as effective, learning environments. The universal genre sphere balances inclusive design that draws upon students’ interests, while breaking learning into manageable and adjustable segments, thus making academic writing more accessible to a greater number of learners. The combination of universal design for learning and the genre-based approach represents an opportunity to create a shift in second-language writing instruction (and, potentially, in L1 writing instruction) that aligns with the principles of inclusive education by reducing barriers in the classroom and providing students with multiple pathways to participate, which could do much to advance knowledge about more inclusive, equitable and effective writing instruction for all learners.

show abstract

Writing in English as an additional language: challenges encountered by doctoral students

Cited by 27 publications

References 24 publications

Doctoral students’ English academic writing experiences through metaphor analysis

Doctoral students’ English academic writing experiences through metaphor analysis

Decolonising Australian doctoral education beyond/within the pandemic: Foregrounding Indigenous knowledges

The Universal Genre Sphere: A Curricular Model Integrating GBA and UDL to Promote Equitable Academic Writing Instruction for EAL University Students

Contact Info

Product

Resources

About