Writing retreats for Japanese second-language graduate students: Beyond the language deficit model
Keywords: academic writing, higher degrees, writing pedagogies, graduate learning
AbstractThe requirement for second-language graduate students to publish in English demands a pedagogical response. Where those graduate students are using English as a second language, the focus has been on addressing presumed language deficiencies rather than developing the act of writing. This paper reports on an intervention that we led in a Japanese research university with graduate students aimed at developing writing practice that would support academic publication in English. We report here on the intervention, students’ feedback, follow-up discussions and a survey after eight months. We use containment theory to provide a theorized account of how the intervention supported participation in writing for publication in English. This work provides direction for pedagogy for second-language graduate students.
How to Cite
Murray, R., & Yamamoto, B. A. (2019). Writing retreats for Japanese second-language graduate students: Beyond the language deficit model. Journal of Academic Language and Learning, 13(1), A1-A14. Retrieved from https://journal.aall.org.au/index.php/jall/article/view/582
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