By Tony Silva, Ilona Leki, Alister Cumming
'I applaud the authors for this substantial venture, in addition to the care exercised in opting for and sequencing themes and subtopics. an incredible energy and salient function of this quantity is its variety: it is going to function a key reference software for researchers operating in L2 composition and in allied fields.' – John Hedgcock, Monterey Institute for foreign Studies
Synthesizing twenty-five years of the main major and influential findings of released examine on moment language writing in English, this quantity promotes figuring out and gives entry to investigate advancements within the box. total, it distinguishes the key contexts of English L2 studying in North the US, synthesizes the study topics, matters, and findings that span those contexts, and translates the methodological development and substantial findings of this physique of information. Of specific curiosity is the broad bibliography, which makes this quantity a necessary reference instrument for libraries and critical writing execs, either researchers and practitioners, either L1 and L2. This e-book is designed to permit researchers to get to grips with crucial study in this subject, to advertise figuring out of pedagogical wishes of L2 writing scholars, and to introduce graduate scholars to L2 writing learn findings.
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Extra resources for A Synthesis of Research on Second Language Writing in English
But the issue here is not merely social; it is educational as well. One of the persistent questions in L2 K–12 (kindergarten through twelfth grade) education is when to “mainstream” the students, that is, take them out of an ESL curriculum and integrate them into regular classes with domestic students. Arguments for continuing ESL support for as long as possible include the observations that L2 learners are more comfortable and at ease in these classes and so are more willing to speak up (Duff, 2001; Harklau, 2001; Valdes, 2001), some even finding them a haven, a “safe space” (S.
5”), and academic status (beginning with undergraduates and more recently moving toward graduate students). S. S. teenage life and make English speaking friends; still others from intensive English programs, usually preuniversity institutions in an English-dominant country, that typically included academic writing instruction (Atkinson & Ramanathan, 1995). S. settings with English-dominant students or in separate classes for L2 students (Silva, 1994). While a great deal of research has been published about these undergraduates, documenting their preferences and performance in the L2 writing classrooms and beyond, in recent years the students’ broader, more contextualized experiences in L2 writing classes have undergone scrutiny and increasingly the students themselves been heard from systematically through interview research (Leki, 2001b).
On one hand, some teachers praise L2 learners’ diligence Writing in Secondary School 25 and respect for school (Harklau, 2000). In those classrooms and schools where L2 learners are quiet and hard working and domestic students more unruly (Duff, 2001), the L2 students can be constructed by their high school teachers as exemplary, “an inspiration” for domestic high school students, and held up to their classmates as models to emulate (Harklau, 2000). But on the other hand research also portrays high school teachers, with their hands undeniably full already, as feeling that it is the job of the ESL teacher to make sure that students are ready for their science class or their history class, and that it is not their job to make sure that the course content in their science or history class is in a real sense available to L2 learners.
A Synthesis of Research on Second Language Writing in English by Tony Silva, Ilona Leki, Alister Cumming