Writing teachers' perceptions of the presence and needs of second language writers: An institutional case study

Journal of Second Language Writing

Volumn 22, Issue 1, 2013, Pages 68-86

  Matsuda, Paul Kei ^a   Saenkhum, Tanita ^b   Accardi, Steven ^c  

^a ARIZONA STATE UNIVERSITY   (United States)

^b UNIVERSITY OF TENNESSEE   (United States)

^c PENNSYLVANIA STATE UNIVERSITY   (United States)

Author keywords

First year composition; Needs analysis; Professional development; Teacher perception survey

Indexed keywords

EID: 84874571558     PISSN: 10603743     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jslw.2012.10.001     Document Type: Article

References (35)

1. Behm, N., Glau, G. R., Holdstein, D. H., Roen, D., & White, E. M. (Eds.). (2012). The WPA outcomes statement: A decade later. Anderson, SC: Parlor Press.
2. Braine G. ESL students in first-year writing courses: ESL versus mainstream classes. Journal of Second Language Writing 1996, 5(2):91-107.
3. CCCC Statement on Second-Language Writing and Writers. (2009). Retrieved from http://www.ncte.org/cccc/resources/positions/secondlangwriting.
4. Chiang Y.D., Schmida M. Language identity and language ownership: Linguistic conflicts of first-year university writing students. Generation 1.5 meets college composition: Issues in the teaching of writing to U.S.-educated learners of ESL 1999, 81-96. Lawrence Erlbaum Associates, Mahwah, NJ. L. Harklau, K.M. Losey, M. Siegal (Eds.).
5. Costino K.A., Hyon S. A class for students like me: Reconsidering relationships among identity labels, residency status, and students' preferences for mainstream or multilingual composition. Journal of Second Language Writing 2007, 16(2):63-81.
6. Ferris D., Brown J., Liu H., Stine M.E.A. Responding to L2 students in college writing classes: Teacher perspectives. TESOL Quarterly 2011, 45(2):207-234.
7. Ferris D.R. Response to student writing: Implications for second language students 2003, Lawrence Erlbaum Associates, Mahwah, NJ.
8. Friedrich P. Assessing the needs of linguistically diverse first-year students: Bringing together and telling apart international ESL, resident ESL and monolingual basic writers. WPA: Writing Program Administration 2006, 30(1/2):15-35.
9. Glau G.R. Stretch at 10: A progress report on Arizona State University's stretch program. Journal of Basic Writing 2007, 26(2):30-48.
10. Green A., Fangqing W., Cochrane P., Dyson J., Paun C. English spreads as teaching language in universities worldwide 2012, July, University World News, Retrieved from. http://universityworldnews.com/article.php%3Fstory=20120621131543827.
11. Hafernik, J. J. (1991). Relationships among English writing experience, contrastive rhetoric, and English expository prose of L1 and L2 college writers, doctoral dissertation. Retrieved from UMI. 9114840.
12. Cross-language relations in composition 2010, Southern Illinois University Press, Carbondale, IL. B. Horner, M. Lu, P.K. Matsuda (Eds.).
13. Howard, R. M. (1984). Language philosophy in composition theory and its pedagogical implications for native and non-native speakers of English, doctoral dissertation. Retrieved from UMI. 8417557.
14. Knoblauch A.A., Matsuda P.K. First-year composition in the 20th century U.S. higher education: An historical overview. Teaching academic writing 2008, 3-25. Continuum, New York, NY. P. Friedrich (Ed.).
15. Matsuda P.K. Situating ESL writing in a cross-disciplinary context. Written Communication 1998, 15(1):99-121.
16. Matsuda P.K. Composition studies and ESL writing: A disciplinary division of labor. College Composition and Communication 1999, 50(4):699-721.
17. Matsuda P.K. The myth of linguistic homogeneity in U.S. college composition. College English 2006, 68(6):637-651.
18. Matsuda P.K. Let's face it: Language issues and the writing program administrator. WPA: Writing Program Administration 2012, 36(1):141-163.
19. Matsuda P.K., Silva T. Cross-cultural composition: Mediated integration of US and international students. Composition Studies 1999, 27(1):15-30.
20. Matsuda, P. K., & Skinnell, R. (2012). Considering the impact of the WPA outcomes statement on second language writers. In N. Behm, G. R. Glau, D. H. Holdstein, D. Roen, & E. M. White (Eds.), The WPA outcomes statement: A decade later. Anderson, SC: Parlor Press, 230-241.
21. McKay S. ESL/remedial English: Are they different?. English Language Teaching Journal 1981, 35(3):310-315.
22. Ortmeier-Hooper C. English may be my second language, but I'm not 'ESL'. College Composition and Communication 2008, 59(3):389-419.
23. Exploring composition studies: Sites, issues and perspectives 2012, Utah State University Press, Logan, UT. K. Ritter, P.K. Matsuda (Eds.).
24. Roy A.M. Alliance for literacy: Teaching non-native speakers and speakers of nonstandard English together. College Composition and Communication 1984, 35(44):439-448.
25. Roy A.M. ESL concern for writing program administrators: Problems and policies. WPA: Writing Program Administration 1988, 11(3):17-28.
26. Ruecker T. Improving the placement of L2 writers: The students' perspective. WPA: Writing Program Administration 2011, 35(1):91-117.
27. Saenkhum, T. (2012). Investigating agency in multilingual writers' placement decisions: A case study of The Writing Programs at Arizona State University, doctoral dissertation. Retrieved from UMI. 3505626.
28. Schick, K., Brooke Hessler, H., & Rupiper Taggart, A. (Eds.). A guide to composition pedagogies (2nd ed.). New York, NY: Oxford University Press, in press.
29. Writing in multicultural settings 1997, Modern Language Association of America, New York, NY. C. Severino, J.C. Guerra, J.E. Butler (Eds.).
30. Silva T. Toward an understanding of the distinct nature of L2 writing: The ESL research and its implications. TESOL Quarterly 1993, 27(4):657-675.
31. Silva T. An examination of writing program administrators' options for the placement of ESL students in first year writing classes. WPA: Writing Program Administration 1994, 18(1/2):37-43.
32. Silva T., Leki I., Carson J. Broadening the perspective of mainstream composition studies: Some thoughts from the disciplinary margins. Written Communication 1997, 14(3):398-428.
33. The WPA Outcomes Statement for First-Year Composition. (2000). Retrieved from http://wpacouncil.org/positions/outcomes.html.
34. Valdés G. Bilingual minorities and language issues in writing: Toward professionwide responses to a new challenge. Written Communication 1992, 9(1):85-136.
35. Williams J. ESL composition program administration in the United States. Journal of Second Language Writing 1995, 4(2):157-179.