Practicing Participating in an Academic Discourse: Language Socialization during ESL Teacher-Student Writing Conferences
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This case study examines how a student was socialized into participating in writing conferences as part of a basic ESL composition course at a university. Language socialization and the notion of ZPD (Vygotsky, 1978) were employed as theoretical frameworks to understand the student’s development in taking part in the routines of writing conferences. The participants were an ESL instructor and one of her students, and the data were collected during the participants’ three writing conferences held in one semester. Interactions during the openings and closings of these conferences were focused upon since the language socialization process is especially noticeable at these times. The results show that socialization occurred in several different ways. The teacher gave explicit instruction on conference procedures, including the necessity of bringing a second draft and note-taking during conferences. The student also received less explicit direction regarding participating in conference closings. In some cases, such as by bringing a second draft and initiating the closing of a conference, the student seemed to show movement from other-regulation to self-regulation. However, no such progression occurred with the student’s note-taking. This contrast shows that different skills develop at different times and rates. The findings have important implications for ESL writing conferences and composition instruction as well as for student learning.
Abstract
This case study examines how a student was socialized into participating in writing conferences as part of a basic ESL composition course at a university. Language socialization and the notion of ZPD (Vygotsky, 1978) were employed as theoretical frameworks to understand the student’s development in taking part in the routines of writing conferences. The participants were an ESL instructor and one of her students, and the data were collected during the participants’ three writing conferences held in one semester. Interactions during the openings and closings of these conferences were focused upon since the language socialization process is especially noticeable at these times. The results show that socialization occurred in several different ways. The teacher gave explicit instruction on conference procedures, including the necessity of bringing a second draft and note-taking during conferences. The student also received less explicit direction regarding participating in conference closings. In some cases, such as by bringing a second draft and initiating the closing of a conference, the student seemed to show movement from other-regulation to self-regulation. However, no such progression occurred with the student’s note-taking. This contrast shows that different skills develop at different times and rates. The findings have important implications for ESL writing conferences and composition instruction as well as for student learning.
참고문헌 (33)
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