Academic Literacy as Language Policy in Community College Developmental Writing

Autor/inn/en	Finn, Heather B.; Avni, Sharon
Titel	Academic Literacy as Language Policy in Community College Developmental Writing
Quelle	In: Current Issues in Language Planning, 17 (2016) 3-4, S.369-384 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1747-7506
DOI	10.1080/14664208.2016.1201188
Schlagwörter	Community Colleges; Developmental Programs; Language Planning; Literacy; Academic Discourse; Qualitative Research; Classroom Techniques; Discussion (Teaching Technique); English Language Learners; Interviews; Writing Teachers; Reading Material Selection; Writing Assignments; Course Descriptions; Teaching Methods; Alignment (Education); Educational Policy; Case Studies; College Faculty + Suchen Sie Ihr Suchwort? Community college; Community College; Entwicklungsplan; Sprachwechsel; Alphabetisierung; Schreib- und Lesefähigkeit; Discourse; Diskurs; Qualitative Forschung; Klassenführung; Interviewing; Interviewtechnik; Kursstrukturplan; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Case study; Fallstudie; Case Study; Fakultät
Abstract	This qualitative study offers critical insight into how language policy interacts with daily classroom decisions at a large and highly diverse urban community college in the United States. Specifically, it examines the challenges that faculty teaching developmental writing courses for English language learners experience when determining what constitutes academic literacy and what language dimensions should be taught when their students' success is solely based on the results of a summative, high-stakes assessment of expository writing. To identify these challenges and analyze how teachers negotiate their curricular decisions and classroom practices, this study includes interviews with ten writing instructors regarding reading choices, writing assignments, syllabus construction, and pedagogical methodologies in order to ascertain descriptive theories of academic literacy knowledge. This study of micro-language planning demonstrates that how university writing instructors define academic literacy and translate this construct into classroom policies and practices does not always align with university language policy, and offers a broader understanding of the complexity of English academic literacy within American community colleges. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01