Toward Transformative Inclusivity through Learner-driven and Instructor-facilitated Writing Support: An Innovative Approach to Empowering English Language Learners
DOI:
https://doi.org/10.31468/dwr.963Keywords:
English language learners, learner agency, learner empowerment, anti-deficit model, inclusivity, academic writing skills developmentAbstract
English Language Learners (ELLs) have long been targets for linguicism (i.e., linguistic racism) as they are often subjected to judgement based on deficit models of language proficiency. To support ELLs during the COVID-19 pandemic, a long-running, co-curricular writing support program based on a Learner-Driven, Instructor-Facilitated (LeD-InF) approach was modified for fully online participation. Through this approach, ELLs develop academic reading, writing, and critical thinking skills, using their respective course materials and personalized responses from their writing instructors who provide inclusive learning opportunities that specifically address ELLs’ unique individual needs. This innovative anti-deficit, proactive, and risk-free approach not only increased learners’ willingness to write and volume of written output in their academic journal entries (objectively tracked through word count), but also developed learner identity, agency, autonomy, as well as confidence. Analysis of written output volume combined with learners’ end-of-program reflections provide pedagogical insights for addressing and redressing deficit models as well as combating linguicism, contributing important steps toward ensuring equity, justice, and transformative inclusivity so that diverse voices can be heard in the teaching and learning space.
References
Brewer, E., Selfe, C., & Yergeau, M. (2014). Creating a culture of access in composition studies. Composition Studies, 42(2), 151–154.
Bucholtz, M., & Hall, K. (2005). Identity and interaction: A sociocultural linguistic approach. Discourse Studies, 7(4–5), 585–614. https://doi.org/10.1177/1461445605054407
Chandrasoma, R., Thompson, C., & Pennycook, A. (2004). Beyond plagiarism: Transgressive and nontransgressive intertextuality. Journal of Language, Identity & Education, 3(3), 171–193. https://doi.org/10.1207/s15327701jlie0303_1
Crossley, S. A., Cobb, T., & McNamara, D. S. (2013). Comparing count-based and band-based indices of word frequency: Implications for active vocabulary research and pedagogical applications. System, 41(4), 965–981. https://doi.org/10.1016/j.system.2013.08.002
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (Third edition) [Electronic resource]. Teachers College Press.
Gravett, K., & Winstone, N. E. (2020). Making connections: Authenticity and alienation within students’ relationships in higher education. Higher Education Research & Development, 1–15. https://doi.org/10.1080/07294360.2020.1842335
Gullifer, J., & Tyson, G. A. (2010). Exploring university students’ perceptions of plagiarism: A focus group study. Studies in Higher Education, 35(4), 463–481. https://doi.org/10.1080/03075070903096508
Holliday, A. (2005). The Struggle to teach English as an international language. Oxford University Press.
Huo, X., & Khoo, E. (2022). Effective teaching strategies for Chinese international students at a Canadian university: An online reading-writing support program. In C. Smith & G. Zhou (Eds.), Handbook of research on teaching strategies for culturally and linguistically diverse international students (pp. 241–264). IGI Global. https://doi.org/10.4018/978-1-7998-8921-2.ch013
Hutchings, C. (2014). Referencing and identity, voice and agency: Adult learners’ transformations within literacy practices. Higher Education Research & Development, 33(2), 312–324. https://doi.org/10.1080/07294360.2013.832159
Keck, C. (2014). Copying, paraphrasing, and academic writing development: A re-examination of L1 and L2 summarization practices. Journal of Second Language Writing, 25, 4–22. https://doi.org/10.1016/j.jslw.2014.05.005
Khoo, E., & Kang, S. (2022). Proactive learner empowerment: Towards a transformative academic integrity approach for English language learners. International Journal for Educational Integrity, 18(1), 24. https://doi.org/10.1007/s40979-022-00111-2
Kuh, G., D., Cruce, T. M., Shoup, R., Kinzie, J., & Gonyea, R. (2008). Unmasking the effects of student engagement on first-year college grades and persistence. The Journal of Higher Education, 79, 540–563. https://doi.org/10.1353/jhe.0.0019
Leask, B. (2006). Plagiarism, cultural diversity and metaphor: Implications for academic staff development. Assessment & Evaluation in Higher Education, 31(2), 183–199. https://doi.org/10.1080/02602930500262486
MacKenzie, I. (2014). English as a lingua franca: Theorizing and teaching English. Routledge, Taylor & Francis Group.
Marginson, S., & Sawir, E. (2011). Ideas for intercultural education (1st ed). Palgrave Macmillan.
Milroy, J., & Milroy, L. (1999). Authority in language: Investigating standard English (3rd ed). Routledge.
Nordlof, J. (2020). Vyotskyan learning theory. In J. Mackiewicz & R. D. Babcock (Eds.), Theories and methods of writing center studies: A practical guide (pp. 11–19). Routledge, Taylor & Francis Group.
Power, L. G. (2009). University students’ perceptions of plagiarism. The Journal of Higher Education, 80(6), 643–662. https://doi.org/10.1080/00221546.2009.11779038
Silva, T. (1997). On the ethical treatment of ESL writers. TESOL Quarterly, 31(2), 359. https://doi.org/10.2307/3588052
Smit, R. (2012). Towards a clearer understanding of student disadvantage in higher education: Problematising deficit thinking. Higher Education Research & Development, 31(3), 369–380. https://doi.org/10.1080/07294360.2011.634383
Valencia, R. R. (2010). Dismantling contemporary deficit thinking: Educational thought and practice. Routledge.
Vavrus, M. (2008). Culturally responsive teaching. In 21st century education: A reference handbook 21st century education: A reference handbook (p. II-49-II–57). SAGE Publications, Inc. https://doi.org/10.4135/9781412964012.n56
Vygotsky, L. (1978). Mind in society: The development of higher pyschological processes. Harvard University Press.
Zimmerman, B. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64–70.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Elaine Khoo, Xiangying Huo
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
If this article is selected for publication in Discourse and Writing/Rédactologie, the work shall be published electronically under the terms of Creative Commons Attribution-ShareAlike (CC BY-SA 4.0). This license allows users to adapt and build upon the published work, but requires them to attribute the original publication and license their derivative works under the same terms. There is no fee required for submission or publication. Authors retain unrestricted copyright and all publishing rights, and are permitted to deposit all versions of their paper in an institutional or subject repository.
