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Alice Lee's Working Dissertation Research Map
Transcript of Alice Lee's Working Dissertation Research Map
ML tutors and ML student writers
Multilingual tutors and student writers are understudied
Strategies that emerge from conferences can benefit other writing centers who work with ML student writers
International writing centers
Writing centers is a traditionally marginalized field
Other international writing center directors have called for framework that differs from U.S. based writing centers Participants
5 ML tutors
2 English and Mandarin speakers with 1 year tutoring experience
2 English and Cantonese speakers with 1 semester tutoring experience
1 English and Mandarin speaker with 1 semester tutoring experience
Undergraduates who come to the WC voluntarily for conferences Site
East Asian university writing center with staff of 6 ML graduate tutors My Positionality
Multilingual speaker of English, Mandarin, and Cantonese
Privileged American educational background
WC tutor trained in the U.S.
WC coordinator working in East Asian English medium university
Explore other possible writing center pedagogy that works for different contexts Literature Review
1. Writing center theory and practice
2. WC practice with ML students
3. L2 writing theory and practice
4. Educational experiences of ML tutors
5. World Englishes
6. Communities of practice (Academic context)
7. L2 Identity construction Research Questions
1. How do the tutor and tutee pairs construct and negotiate their identities within the context of their writing conferences at the writing center? (videotape, transcriptions, discourse analysis)
2. How do ML tutors and tutees respond to one another during the writing conference? (interview)
3. Why do tutors choose certain strategies? (interview)
4. Why are the written drafts responded to in the ways they are during the writing conference by tutors and tutees? (written artifact, interview) Data Sources
pre-conference draft/interview with tutee
pre-tutorial interview with tutors separately
videorecorded writing conferences
post-interviews with post-conference draft with ML tutors in all languages
post-interviews with post-conference draft with ML tutees in all languages Research Methodology
Discourse analysis? Critical discourse analysis?
Narrative (participant educational background) Research Question Information Needed to Answer RQ Data Collection Method Analytic Tool Needed 1. North (1984), Boquet and Lerner (2008), Lerner (2004), Bruffee, K. A. (1984), Gitterman, A. (2008), Thonus, T. (2004), 2. Powers (1993), Cogie (2006), Bell and Youmans (2006), Blau and Sparks (2002), Blau et al. (2001), Myers (2003), Powers and Nelson (1995), Leki (2009), Bawarshi and Pelkowski (1999), Friedrich (2006), Nakamaru, S. (2010), Taylor, L. K., Bernhard, J. K., Garg, S., & Cummins, J. (2008), Weigle, S. C., & Nelson, G. L. (2004), Bruce & Rafoth (2009), Reynolds (2009), Taylor, V. (2007), Williams, J. (2004), Williams, J., & Severino, C. (2004). 3. Berg (1999), Ferris, D., Brown, J., Liu, H. S., & Stine, M. E. A. (2011), Hedgcock (2010), Johns, A. (2011), Kramsch, C. (2000), Leki, I. (2001), Matsuda, P. K. (1997), Matsuda, P. K. (2003), Matsuda, P. K., Fruit, M., & Lamm, T. L. B. (2006), Ortega, L., & Carson, J. (2010), Tsui, A. B. M., & Ng, M. (2000), Stapleton, P. (2010), Tseng, T. J. (2009), Williams, J., & Evans, J. (2001), Cumming, A., & Riazi, A. (2000), 7. Leung, C., Harris, R., & Rampton, B. (1997), Norton, B. (1997), Norton, B., & McKinney, C. (2011), Ronesi, L. (2001). “Training Undergraduates to Support ESL Classmates: The English Language Fellows Program” TESOL Journal, Volume 10, Nos. 2/3 Summer/Autumn 2001
Ronesi, L. (2003). “Enhancing Postsecondary Intergroup relations Through Student-run ESL Instruction” Journal of Language, Identity, and Education, Volume 2, No. 3
Ronesi, L.(2009). "Making It Our Own: Writing Tutor Training at the American University of Sharjah" In C. Gunn (Ed.) Exploring TESOL Practices in the Arabian Gulf: TESOL Arabia Publications
Ronesi, L. (2009). “Multilingual Tutors Supporting Multilingual Peers: A Peer-tutor Training Course in the Arabian Gulf” Writing Center Journal, 29.2, Literature Review From Sarah Henderson Lee (2011). Key references for ethnography:
Atkinson, P., Coffey, A., Delamont, S., Lofland, J., & Lofland, L. eds. Handbook of ethnography. London: Sage, 2001.
Bryman, A. E. Ethnography. 4 vols. London: Sage, 2001.
Van Maanen, J. Tales of the field. Chicago: University of Chicago Press, 1988.
Wolcott, H. “On ethnographic intent,” in G. Spindler & L. Spindler, eds., Interpretive ethnography of education: At home and abroad. Hillsdale, NJ: Lawrence Erlbaum Associates, 1987. Key references for interviewing:
Patton, M. Q. Qualitative research and evaluation methods, 3rd ed. Thousand Oaks, CA: Sage, 2002 (Chapter 7, “Qualitative interviewing”).
Silverman, D. Interpreting qualitative data: Methods for analysing talk, text, and interaction. 2nd ed. London: Sage, 2001.
Gubrium, J. F., & Holstein, J. A. “Inside interviewing: New lenses, new concerns,” in J. F. Gubrium & J. A. Holstein, eds., Inside interviewing: New lenses, new concerns. Thousand Oaks, CA: Sage, 2003.
Holstein, J. A. & Gubrium, J. F. The active interview. Thousand Oaks, CA: Sage, 1995.
Kvale, S. InterViews: An introduction to qualitative research interviewing. Thousand Oaks, CA: Sage, 1996.
Mishler, E. Research interviewing: Context and narrative. Cambridge, MA: Harvard University Press, 1986. Key references for discourse analysis:
Foucault, M. The archaeology of knowledge. New York: Pantheon, 1972.
Hepburn, A., & Potter, J. “Discourse analaytic practice,” in C. Selae, G. Gobo, J. F. Gubrium, & D. Silverman, eds., Qualitative research practice. London: Sage, 2004.
Phillips, N., & Hardy, C. Discourse analysis: Investigating processes of social construction. Thousand Oaks, CA: Sage, 2002.
Potter, J. “Discourse analysis as a way of analyzing naturally occurring talk,” in D. Silverman, ed., Qualitative research: Theory, method, and practice. London: Sage, 1997.
Potter, J. Representing reality: Discourse, rhetoric and social construction. London: Sage, 1996.
Potter, J., & Wetherell, M. “Discourse analysis,” in J. A. Smith, R. Harre, & L. Langenhove, eds., Rethinking methods in psychology. London: Sage, 1995.
Schiffrin, D. Approaches to discourse. Oxford, UK: Blackwell, 1994. References for CDA:
Fairclough, N. (1989). Language and power. London: Longman.
Fairclough, N. (1991). Discourse processes and social change. Cambridge, UK: Polity
Fairclough, N. (1992). Discourse and social change. Cambridge, UK: Polity Press.
Fairclough, N. (1993). Critical discourse analysis and the marketization of public discourse:
The universities. Discourse & Society, 4(2), 138–168.
Fairclough, N. (1995). Critical discourse analysis: The critical study of language. New
Fairclough, N. (2003). Analyzing discourse: Textual analysis for social research. New
Fairclough, N., & Wodak, R. (1997). Critical discourse analysis. In T. van Dijk (Ed.), Discourse as social interaction (pp. 258–284). London: Sage. 6. Lave, Jean and Wenger, Etienne. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Wenger, Etienne. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.
Anderson, B. (2006). Imagined communities. London: Verso. 5. Bolton, K. (2005). Symposium on World Englishes Today. Where WE stands: Approaches, issues, and debate. World Englishes, 24(1), 69-83
Canagarajah, S. (2007). Lingua franca English, multilingual communities, and language acquisition. The Modern Language Journal, 91, 923-939.
Canagarajah, A. S. (2006). The place of World Englishes in composition: Pluralization continued. CCC, 57 (4) 586-619.
Davies, A., Hamp-Lyons, L., & Kemp, C. (2003). Whose norms? International proficiency tests in English. World Englishes, 22(4), 571-584.
Demont-Heinrich, C. (2008). American "prestige press" representations of the global hegemony of English. World Englishes, 27(2), 161-180.
Fredriksson, R., Barner-Rasmussen, W., & Piekkari, R. (2006). The multinational corporation as a multilingual organization: The notion of a common corporate language. Corporate Communications: An International Journal, 11(4), 406-423.
House, J. (2003). English as a lingua franca: A Threat to multilingualism? Journal of Sociolinguistics, 7(4), 556-578.
Jenkins, J. (2006). Current perspectives on teaching world Englishes and English as a lingua franca. TESOL Quarterly, 40(1), 157-181.
Jenkins, J. (2009). English as a lingua franca: Interpretations and attitudes. World Englishes, 28(2), 200-207.
Lillis, T. (2008). Ethnography as method, methodology, and "deep theorizing": Closing the gap between text and context in academic writing research. Written Communication, 25(3), 353-388.
Michael-Luna, S., & Canagarajah, A. S. (2008). Multilingual academic literacies: Pedagogical foundations for code meshing in primary and higher education. Journal of Applied Linguistics, 4(1), 55-77.
Pakir, A. (2009). English as a lingua franca: Analyzing research frameworks in international English, world Englishes, and ELF. World Englishes, 28(2), 224-235.
Seidlhofer, B. (2004). Research perspectives on teaching English as a lingua franca. Annual Review of Applied Linguistics, 24, 209-239.
Seidlhofer, B. (2009). Common ground and different realities: World Englishes and English as a lingua franca.World Englishes, 28(2), 236-245.
Warschauer, M. (2000). The changing global economy and the future of English teaching. TESOL Quarterly, 34(3), 511-535.
Yano, Y. (2009). English as an international lingua franca: From societal to individual. World Englishes, 28(2), 246-255.
You, X. (2008). Rhetorical strategies, electronic media, and China English. World Englishes, 27(2), 233-249. World Englishes Methods
videotaping of writing conferences
transcriptions of videotapes
audiotaping/videotaping of video playback Alice