Writing retreats for Japanese second-language graduate students: Beyond the language deficit model

  • Rowena Murray University of the West of Scotland
  • Beverley Anne Yamamoto Osaka University
Keywords: academic writing, higher degrees, writing pedagogies, graduate learning

Abstract

The 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.

Author Biographies

Rowena Murray, University of the West of Scotland
Professor in School of Education, University of the West of Scotland.
Beverley Anne Yamamoto, Osaka University
Professor, Graduate School of Human Sciences, Osaka University
Published
2019-03-19
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
Section
Research Articles