“ESL” vs. “Writing” infrastructures (or ad hoc 'solutions') : Where does expertise and responsibility for working with L2 speakers/learners/writers lie in an institution?
Let's say an institution has a writing centre and an (English) language centre (e.g., Centre for Applied English Studies @ Hong Kong U, Official Languages & Bilingualism Institute @ U Ottawa). Who "works with" second language students, and how?
Do writing centres incorporate second language pedagogies into their ethos & training?
Does the institution develop a mindset of L1 students go to X services, L2 students go to Y?
Does differentiating between "monolingual L1" students and "multilingual L2 students" become more or less necessary?
What is the relationship between writing programs and ESL support initiatives?
What is a university looking for when they identify language support as an area of need, and there are already writing programs in place?
How do writing program administrators trained in a humanistic English studies milieu incorporate theory, research, and pedagogy from second language studies/applied linguistics?
What are the advantages and disadvantages of hiring "applied linguists" vs. "writing specialists" to work with L2 student writers?
Are disciplinary divisions between "TESOL" and "writing" a help or a hindrance for delivering student support services?
How effective are university-wide generic "writing" or "language services" vs. more Faculty or department specific support?
No comments:
Post a Comment