Investigating L2 Teacher-Student Writing Conferences in a College ESL Composition Classroom
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This s tu dy investigate d features of L2 classroom based teacher student writing conference and student subsequent revision from t h e persp e ctive of languaging A non nativ e t eacher and f our non native students participa ted in t he wr it ing conference about two tasks of summary a nd critical review in a n intact college ESL composition classroom . Eight vide o recorded conference sessions were analyz e d regard ing discourse topics la n guage u se vs. content rhetoric and configu ration of neg ot iation and scaffolding. Discourse topics were found to interact with task types as more issues about content and rhetoric were addressed for critical review . C onfiguration s of negotiation and sc af f olding w ere found to be similar in both tas ks S caffo ld ing was dominant in language use talks while negotiation and sc affolding were balanced in content /rhetoric tal ks . As for making mean ing and student revision , t he quality of negotiation was more crit ic a l than the quantity . N on extensi ve scaffoldin g also led to successful revision along with students’ background knowledge and cla ssroom instruction. The findings demonstrate dynamics of writing tasks, conferenc e s , and student revision .
Abstract
This s tu dy investigate d features of L2 classroom based teacher student writing conference and student subsequent revision from t h e persp e ctive of languaging A non nativ e t eacher and f our non native students participa ted in t he wr it ing conference about two tasks of summary a nd critical review in a n intact college ESL composition classroom . Eight vide o recorded conference sessions were analyz e d regard ing discourse topics la n guage u se vs. content rhetoric and configu ration of neg ot iation and scaffolding. Discourse topics were found to interact with task types as more issues about content and rhetoric were addressed for critical review . C onfiguration s of negotiation and sc af f olding w ere found to be similar in both tas ks S caffo ld ing was dominant in language use talks while negotiation and sc affolding were balanced in content /rhetoric tal ks . As for making mean ing and student revision , t he quality of negotiation was more crit ic a l than the quantity . N on extensi ve scaffoldin g also led to successful revision along with students’ background knowledge and cla ssroom instruction. The findings demonstrate dynamics of writing tasks, conferenc e s , and student revision .
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