R hetoric Implications for the ESL Writing Classroom Brandy Barents Stephanie Mikelis Michael OMara Shimek January 14 th 2016 E S L F a c u l t y S e m in a r 2016 ID: 573339
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Slide1
From Contrastive to Intercultural
Rhetoric: Implications for the ESL Writing Classroom
Brandy BarentsStephanie MikelisMichael O’Mara ShimekJanuary 14th, 2016
E
S L
F
a c u l t y
S
e m in a r
2016Slide2
Static Theory of L2 writing
(Matsuda, 1997)Slide3
Dynamic Model of
L2 writing(Matsuda, 1997)Slide4
Group Questions
1) Based on your experiences in the writing classroom, how would you describe your pedagogical approach to teaching “English rhetorical norms” to international students? Explain using examples from your experience.
2) Reflect on the following statement, and consider its applicability to your teaching: Matsuda (1997) writes, “Teaching ESL students to organize L2 writing, then, does not mean imposing on them the cultural values of native English speakers or prescribing patterns. Rather, it should be considered as a way of raising ESL students’ awareness of various factors that are involved in structuring the text, including the readers’ expectations of certain organizational patterns” (p. 56). 3) How can IR research potentially enhance our approaches to second language writing pedagogy?Slide5
Applying IR in the classroom
Casanave (2004)
1 proposes:Helping students to breakdown stereotypes. Work with students so they can appreciate their own L1 rhetorical strategies. In L2, work with them to analyze purpose and audience and how they contribute to meaning creation. “Teachers can ask students to compare L1 and L2 texts with regard to paragraph and discourse-level organization (preferably at intermediate and advanced levels of instruction).” “Teachers can involve students in examining audience and reader expectations in different cultures.”Depalma and Ringer (2013)2 propose an
“adaptive transfer framework”: Teachers facilitate membership in
new communities of practice rather than assimilate or
acculturate
student writers, and teachers view students as “
actors
” with “
language resources and abilities
.”
1
See
Casanave
(2004) in
Connor
(2013: 22)
2
See
Depalma
& Ringer (2013)Slide6
Works Cited
Belcher, D. (2014). What We Need and Don’t Need Intercultural Rhetoric For: A Retrospective and Prospective Look At An Evolving Research Area. Journal of Second Language Writing. 25, 59-67.
Connor, U. et al.(2014). The Role of Intercultural Rhetoric in ESP Education. In Alternative Pedagogies in The English Language and Communication Classroom. Deng, X., Seow, R. (Eds.)19-24. Singapore: Centre for English Language Communication.Casanave, C. (2004). Controversies in second language writing: Dilemmas and decisions in research and instruction. Ann Arbor: University of Michigan Press.DePalma, M.J., & Ringer, J.M. (2013). Adaptive transfer, genre knowledge, and implications for research and pedagogy: A response: Journal of Second Language Writing, 22, 465-470. Matsuda, P. K. (1997). Contrastive Rhetoric in Context: A Dynamic Model of L2 Writing.
Journal of Second Language Writing, 6(1), 45-60.