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

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.