Let's Be Direct: Making the Student-Teacher Writing Conference Work for Multilingual Writers

Autor/in	Sowell, Jimalee
Titel	Let's Be Direct: Making the Student-Teacher Writing Conference Work for Multilingual Writers
Quelle	In: MEXTESOL Journal, 44 (2020) 4, (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2395-9908
Schlagwörter	Conferences (Gatherings); Teacher Student Relationship; Writing (Composition); Writing Instruction; Feedback (Response); Bilingual Students; Multilingualism; English (Second Language); Teaching Methods; Interaction; Writing Skills; Editing + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Schreibübung; Schreibunterricht; Mehrsprachigkeit; Multilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Interaktion; Writing skill; Schreibfertigkeit; Redaktion; Textbearbeitung
Abstract	The student-teacher conference has been established as a pedagogical tool in composition courses, and teachers and students typically view the student-teacher writing conference as an effective way of providing feedback. However, most previous research on conferencing has been carried out with first language (L1) writers or advanced multilingual writers, and little attention has been given to student-teacher conferences with multilingual (L2) writers at various stages of language development. Though little research has been conducted, recent studies on student-teacher conferencing with multilingual writers offer important insights that provide direction for conducting effective conferences with multilingual writers. Earlier studies on conferencing with L2 students tended to measure the success of the conference on whether the conference effectively employed certain policy-as-pedagogy principles of conferencing, principles that had been initially developed with L1 speakers. Two of the prominent principles which should be called into question were insisting that the student-teacher conference be non-directive, and that higher-order concerns (HOCs) should be dealt with before lower-order concerns (LOCs). Rather than simply applying a structure of conferencing theory originated in conferences with L1 student writers to student-teacher conferences with multilingual writers, it is important to first closely examine these practices and reflect on whether they are applicable for working effectively with multilingual writers. This paper provides an overview of the student-teacher writing conference and multilingual students, and then addresses common practices and principles of conferencing and argues for the importance of flexibility when conferring with multilingual writers. (As Provided).
Anmerkungen	MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01