'Writing is a way of knowing': writing and identity

Park, Gloria

doi:10.1093/elt/cct012

Cited by 40 publications

(41 citation statements)

References 5 publications

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“…A process-oriented approach to writing instruction encouraged the language learners to represent their diverse cultural voices in their writing. A cultural and linguistic autobiography study by Park (2012) employed writing as a method of inquiry and it was found that the concept of writer identity related to the English language learners' self-assessment of their learning.' ' Liu and Tannacito (2013) also examined how the racial and language ideology embedded in standard written English influenced Taiwanese English as a second language writers' in the way the college students learned academic English 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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“…(p. x). Similarly to Park's (2013) autoethnographic work, Kanno's (2003) study of narratives created by her four participants is linked, importantly, to her "gradual identity transition from a timid ESL (English as Second Language) student into a competent bilingual and bicultural adult [which] was not well reflected in the literature" (p. ix). For Kanno, "data collection and data analysis proceeded in parallel, the two processes L2 Journal Vol.…”

Section: Methodsmentioning

confidence: 99%

ESL Teachers/ESL Students: Looking at Autoethnography through the Lens of Personetics

Lapidus¹,

Kaveh²,

Hirano³

2013

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This qualitative, naturalistic study examines thoughts expressed in autoethnographies and accompanying notes written by ESL teachers/learners who are enrolled in a graduate teacher education program in the US. These data are then juxtaposed with the Freirean idea that English learners can be empowered if they analyze their personal paths critically. The authors illuminate the practical aspects of autoethnography as a method of introspective, critical analysis, where personetics (Brudny, 2003) can be defined as the process of looking at one's own identity and learning. ESL learners/teachers are thus illuminated as "personal linguacultures" (Risager, 2008, p. 3) who are unique but have something in common with L2 writers from around the world. The process of writing an ESL autoethnography helps them evaluate their own objectives and goals, we postulate, and enables them to become aware of their own ESL writing as an L2 learning and teaching tool. Specific practical ramifications for the ESL writing classroom are mentioned.

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“…For instance, in an attempt to gain insider status in the discipline, a student's deliberate attempt to conform to discipline specific conventions in writing and display the discoursal self, may at times be executed at the expense of their authorial self, where the student is expected to take ownership of ideas and shows signs of critical thinking in writing (see Hunma 2009). On the disjuncture between the autobiographical and discoursal selves, Park (2013) recounts her personal experience:…”

Section: Current Understandings Of Writer Identitiesmentioning

confidence: 99%

Revisiting Writer Identities in Discomforting Spaces:The Envisioned Self in Writing

Hunma¹,

Arend²,

Nomdo³

et al. 2019

Alternation

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This paper explores shifts in students' writer identities in a tumultuous South African higher education context. Within the Humanities Extended Curriculum Programme, our transformation agenda triggers tensions between assimilationist and disruptive approaches to teaching writing. On our course, attempts are made to ease student's acquisition of discipline-specific writing norms, while encouraging them to draw on their brought-along resources, a negotiation causing discomfort. We invite such discomfort as productive, and ask: How do discomforting spaces inflect on our understanding of writing and writer identities? We invite students to write reflectively about how the course may or may not have influenced their identities and worldviews. Drawing on Foucault, we see the reflective essay as confessional writing, and an enactment of our writing pedagogies in discomforting spaces. We argue that in such spaces, writing can create possibilities for change, particularly as students adopt an ethical stand in their writing, calling us to reconceptualise writer identities. We apply Biko's (2017) 'envisioned self' concept to capture the ethical dimension in students' writing, by introducing a new layer of Clark and Ivanic's (1997) clover model of writer identity. Our paper contributes conceptually to existing views of writer identities, with implications for writing pedagogies in the current context.

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'Writing is a way of knowing': writing and identity

Cited by 40 publications

References 5 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

ESL Teachers/ESL Students: Looking at Autoethnography through the Lens of Personetics

Revisiting Writer Identities in Discomforting Spaces:The Envisioned Self in Writing

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