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Hauntedness of Nonnative Writing

Hauntedness of Nonnative Writing. Strangers Here Ourselves: How NNESTs Work with Multilingual Writers NNEST/SLW Intersection TESOL 2009, Denver, CO Ryuko Kubota University of British Columbia. Introduction. My roles: Author

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Hauntedness of Nonnative Writing

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  1. Hauntedness of Nonnative Writing Strangers Here Ourselves: How NNESTs Work with Multilingual Writers NNEST/SLW Intersection TESOL 2009, Denver, CO Ryuko Kubota University of British Columbia

  2. Introduction My roles: Author Work with academic writers (mentor for undergraduate and graduate students, reviewer of manuscripts for publication) Language instructor Hauntedness: Appearing and disappearing of nonnativeness in writing

  3. Appearing (Observing self) • Processing time • Composing and editing • Reading • Product • Voice • Discoursal self (Ivanič, 1998) • Uncertainty of how my writer identity is perceived

  4. Disappearing (Observing self) Planning and brainstorming for composition Finished product in print

  5. Appearing (working with academic writers) Inappropriate or unclear surface features of texts could negatively affect comprehensibility.

  6. Disappearing (working with academic writers) NS writers struggle too in aligning themselves with the expectations of the academic community. Excerpt from NS MA student’s thesis proposal: “This can present a challenge to a language minority child who starts school with a different family language background that their peers because they have experienced the world a differently and may not interpret social interactions in the classroom that same as their English-speaking peers.” Competent NNS academic writers stand comparison with competent NS academic writers.

  7. Appearing (working with language learners) Depending on the proficiency level Surface features of the text (lexical choice, syntactic control, rhetorical strategies)

  8. Disappearing (working with language learners) Compelling content, clarity, approach Heritage speakers with near-native oral proficiency struggle with writing.

  9. Negotiating hauntedness: Implications for NNS writers Capitalize on your strengths by making your content and ideas original and compelling. Make use of L1 wherever applicable  multi-competence (Cook, 2005) Work with a competent copyeditor to polish the final product. Be confident; you are much more competent than many NS writers.

  10. Reference Casanave, C. P., & Vancrick, S. (Eds.) (2003). Writing for scholarly publication: Behind and scenes in language education. Mahwah, NJ: Lawrence Erlbaum Associates. Cook, V. (2005). Basing teaching on the L2 user. In Llurda, E. (Ed.), Non-native language teachers: Perceptions, challenges and contribution to the profession (pp. 47-61). New York: Springer. Hinkel, E. (2002). Second language writers’ text: Linguistic and rhetorical features. Mahwah: NJ: Lawrence Erlbaum Associates. Ivanič, R. (1998). Writing and identity: The discoursal construction of identity in academic writing. Amsterdam: John Benjamins.

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