internationalization, wac, and l2 writers: program...
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Internationalization, WAC, and L2 Writers:
Program Agendas and Curricular Innovation
Karyn Mallett, Anna Habib, Ghania Zgheib, Nicole Sealey
March 23, 2013 | TESOL Presentation | Dallas, TX
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Abstract
In this presentation, data and implications derived
from a mixed-method longitudinal research
project on undergraduate L2 writers are presented
in order to substantiate the claim that small, high-
profile programs can provide institutional space
and incentive to build a WAC-like, ESL-ready
curriculum to support a growing body of
linguistically-diverse L2 writers.
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CAMPUS
INTERNATIONALIZATION:
A CENTER-BASED MODEL FOR
ESL-READY PROGRAMS
K. Mallett & Zgheib, G. (To appear). Campus Internationalization: A
Center-based Model for ESL-ready Programs. In M. Cox & T. Zawacki
(eds.) WAC and Second Language Writers: Research towards
Linguistically and Culturally Inclusive Programs and Practices. Digital
Book Series, WAC Clearinghouse. Urbana, NCTE.
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Figure 2. Ten year Overall International Enrollment at Mason
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Center for International Student Access
(CISA)
ACCESS
Provisionally admitted freshman
Mostly general education courses + language support - 28 credits
Comprehensive first-year experience
Includes language, advising, and acculturation to US education system
BRIDGE
Provisionally admitted
graduate students
EAP courses + graduate
courses – (18-21 credits)
Introduction to graduate study
and professionalization
Includes language, advising,
and acculturation to US
education system
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ACCESS Student Language Goals
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ACCESS Program Structure
Curricular
• Enhanced English Composition (6)
• Public Speaking + Language Support (4)
• World History + Language Support
• American Cultures (4)
• Introduction to Research Methods (3)
• Mathematics (3-4)
• Freshman Seminar (2)
• Major Course(s) (2-4)
• English Grammar (as needed) (3)
Co-curricular
• Advising
• Peer Support
• Tutoring
• Living Learning
Community
• Co-curricular &
Extracurricular Activities
• Service-Learning
Outcomes
Linguistic Skill Self-Efficacy/
Acculturation Academic Performance
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ACCESS Enrollment Data
Year Projected
Enrollment
Headcount
Actual
Enrollment
Headcount
2010-2011 20 22
2011-2012 60 57
2012-2013 80
2013-2014 100
2014-2015 120
---- 90
---- 125
---- 150
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ENGLISH 121/122: ENHANCED
ENGLISH COMPOSITION
Team: TESOL/Applied Linguistics + Composition + WAC
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“ESL-ready” Curriculum Building Process
ENGLISH 121/122
AAC&U
QEP-SaS
Gen Ed
WAC
ENGH
101
Course
Goals
??? Lang
Program
CEFR
B2
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COMM 100 + PROV 103
Team: TESOL/Applied Linguistics + COMM
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“ESL-ready” Curriculum Building Process
COMM 100/PROV 103
AAC&U
Gen Ed
COMM
100
Course
Goals
??? Lang
Program
CEFR
B2
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HIST 125+ PROV 104
Team: TESOL/Applied Linguistics + HIST
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“ESL-ready” Curriculum Building Process
HIST 125/PROV 104
AAC&U
Gen Ed
HIST
125
Course
Goals
??? Lang
Program
CEFR
B2
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“ESL-ready” (Matsuda, P.K., 2001)
“In order to provide adequate writing instruction for all students, including second-language writers, all WAC programs must become "ESL ready"; that is, everyone involved in WAC initiatives--including WAC administrators, writing consultants and writing fellows as well as faculty across the disciplines who use writing in their courses--needs to recognize the presence of second-language writers, to understand their characteristics and needs, and to prepare themselves for the challenge of addressing the needs of those students. To practice WAC, then, is to practice ESL. Yet, ultimately, second-language writers are not the only ones who benefit from the efforts to develop more inclusive WAC programs. Such efforts can, in the long run, contribute to the further democratization of U.S. higher education for all kinds of students.”
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Disseminating “ESL Ready” Across
the Curriculum
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WAC, L2 Writing, and ESL/Applied Linguistics specialists
collaboration
Task CISA Director & Staff ELI/CISA
Assistant Director for Language
Development & ELI Language
Support Course Faculty
WAC Director English Composition
Program Director &
English Faculty Teaching
CISA Courses
Providing students with a wide variety of co-curricular, extra-
curricular, and complementary programming, including
ACCESS-specific student and faculty orientations, Peer
Learning Partners, academic advisors, cultural excursions,
Living Learning Community activities, etc.
Development of new content-based English for Academic
Purposes (EAP) curricula/materials to support two general
education courses (PROV 104 to support World History and
PROV 103 to support Public Speaking) specifically for
ACCESS students.
Development and revisions of co-taught, stretched, and
enhanced English 121-122 specifically for ACCESS students.
Hiring, staffing, and observations of all ACCESS faculty.*
Conducting training sessions for CISA faculty across the
disciplines on approaches to written feedback on multilingual
writers’ work.
Assessing and reporting on language proficiency (initial,
midyear, and exit) for all enrolled ACCESS students.
CISA Faculty Committees to determine and revise program-
wide academic and language policies as well as major
curricular and programmatic changes (e.g., Curriculum
Committee, Language Acquisition Committee, Advisory
Committee, etc.).
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THE RESEARCH PROJECT
Faculty and Student Perceptions of Writing Expectations
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Research Questions 1) How do ACCESS students’ perceptions of their academic,
linguistic, and cultural experiences compare with ACCESS-
affiliated faculty perspectives on teaching multilingual students
across the ACCESS-included disciplines?”
a) Are the writing-support structures and resources that we had collaboratively put
in place perceived by both participant groups as helpful? Why or why not?
a) Is teaching in the ACCESS program pedagogically challenging and/or rewarding
for faculty? Why or why not? If yes, in what ways?
2) How does a language supported approach to
internationalization open doors for participating faculty and L2
writers that WAC institutionalized practices may have
inadvertently closed in the past?
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Participants
Students
18 undergraduate
91% international classification
70% male
59% Gulf region
70% spoke Arabic as L1
48% former IEP students
35% interested in business, 25% in engineering, 10% in global studies; remainder undeclared
Faculty
7 faculty members
1 History, 1 Communication, 1 Anthropology, 1 Higher Education, 1 English, 2 TESOL/AL
4/7 no prior formal pedagogical training
Each elected to teach in ACCESS
6/7 had prior overseas living experience
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Data Collected Data Collection Number of
Participants
Frequency of
data collection Student interviews 18 3
Faculty interviews 4 1
Student surveys 22 14
Faculty surveys 7 14
Classroom observations 5 4
Samples of student writing 21 3
Samples of faculty feedback on student writing 21 3
Student focus groups 21 3
Student entrance, mid-year, and exit language
proficiency tests
21 3
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Benefits & Challenges for Faculty
Teaching in ACCESS Program • ACCESS faculty reportedly developed more thoughtful, reflective
pedagogical practices
• Composition and language faculty were more concerned with transfer of learning and student development beyond the writing/language class; other content faculty were not
• Content faculty reported “relief” to have a language specialist with whom to collaborate when assessing student work and preparing curriculum/materials
• Content faculty did not recognize or anticipate student confusion over course- and/or faculty-specific writing expectations
• Content faculty reportedly struggled to provide feedback on student writing
• Academic faculty reported an emerging sensitivity to the needs of multilingual students and L2 writers
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Faculty Struggle to Provide Written
Feedback • When asked about the importance of grammatical accuracy for success in their
course on the week 8 survey, 66.7% of faculty said that accuracy was “very
important,” 16.7% said “important” and 16.7% said “somewhat important.”
• 83.3% requested additional professional development in the form of a workshop on
providing effective feedback on student written work.
• Though most feedback on student writing included one or mixed forms of sentence-
level feedback, end comments addressed issues related to the content, organization,
development, or support of ideas throughout the students’ writing.
• “And so when I gave an assignment and the students wrote something, I said [to
myself], “Oh, well I need to judge this for their thinking rather than how they’re
writing it.” So that was a big adjustment for me and I found myself, like, getting
together with grammar books and making sure I was trying to review the correct
markings…and I really struggled with this idea of, you know, … that this class is
about really just being thoughtful and applying what you're learning and more
experiential stuff. So I didn’t want to cross their thinking by making lots of edits on
their papers, but I felt like they needed that because they’re still working on
[accuracy].” (End of the year interview)
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Emerging Awareness of L2 Writer
Needs “Frankly [teaching in ACCESS] was more work that I’m used to. I don’t mind that, but that’s the difficult part. I mean, I had more students turning in drafts of papers. I’ve always had a policy where students could turn in drafts, but frankly, American students turn in maybe 10%. But these kids, some of these kids were turning in three or four drafts each. I was [also] trying to put more into the organizational clarity of the course, and it was work. I think it was good for me to have that, so I’m not complaining, but it was work.”
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Benefits to ACCESS Students of a
Language-supported Program
• Students reached the program language requirements
• Students reported awareness of curriculum innovation, the majoring claiming the English class as the most useful
• Students felt satisfied with the ACCESS program, but requested more/longer language-support classes and more co-taught classes
• Students were satisfied with their language progress, but frustrated with the pace of the progress overall
• Students were completely unaware of how/why faculty had different expectations/requirements for their writing
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2010-2012 ACCESS Proficiency
0
2
4
6
8
10
12
14
16
18
20
22
24
26
28
30
A1 A1+ A2 A2+ B1 B1+ B2 B2+ C1 C2
# o
f st
ud
ents
CEFR Level
2010-2011 INCOMING ACCESS 2010-2011 OUTGOING ACCESS 2011-2012 INCOMING ACCESS
2011-2012 OUTGOING ACCESS 2012-2013 INCOMING ACCESS
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Emerging Awareness of Self as Writer
“I’m a whole different person right now …. Something
changed me here. I just, I really changed here, this
year. I’ve become, like, I work harder. I just think …
more honestly and do things more, not just honestly,
but just from the bottom-up. I write what I think is
right. At home, I just write things because I have to
do it. A lot of things have changed me here, but
something has to do with writing.”
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Implications
Program Revision • 3-pronged approach to program revision, including: faculty
development, materials development and curriculum and transfer of learning beyond the course
• Pre-semester faculty training extended to include workshop on approaches to feedback on student writing, including CWF (Ferris, 2009)
• Potential expansion to transfer population
L2 Writing - The need for ACCESS faculty to clarify writing
expectations aligns with the WAC (Thaiss and Zawacki, 2006) and L2 Writing (Gentil, 2011), supporting the recommendation that faculty can and should purposefully guide students’ early awareness of differing purposes and expectations for student writing across disciplines.
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Internationalization Opens Doors to
Innovative Curricula & Programs for L2
Writers
“In the end, by working together on these smaller programs designed specifically for recruited multilingual students who generally pay high tuitions and for whom the university is strategically invested, there is potential to establish a well-connected team of writing experts and an ESL-ready model program structure that is comprehensive, realistic, and transferrable to other contexts across the university. Further, the institutional energy that goes into developing these programs should open the door to wider conversations about the language and writing needs of multilingual students across campus.”
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References Bevis, T. B. & Lucas, C. J. (2007). International Students in American Colleges and Universities: A History. New York, NY: Palgrave Macmillan.
Cox, M. (2011, December 21). WAC: Closing doors or opening doors for second language writers? Across the Disciplines, 8(4). Retrieved August 17, 2012, from http://wac.colostate.edu/atd/ell/cox.cfm
Ferris, D. R. (2009). Response to student writing: Implications for second language students. NY: Routledge.
Gentil, G. (2011).A Biliteracy Agenda for Genre Research. Journal of Second Language Writing, 20, 6-23
Haworth, K. (April 1997). Report Urges Colleges to Inspire Students and Improve Teaching. Chronicle of Higher Education: A14.
James, M. A. (2009) “Exploring Learning Transfer in L2 Writing Education.” Presentation at Symposium of Second Language Writing. Tempe, AZ. Available at http:www.public/asu.edu/~mjames6/index.html.
Leki, I. (2003a). A challenge to second language writing professionals: Is writing overrated? In Barbara Kroll (Ed.), Exploring the dynamics of second language writing (pp. 315- 332). Cambridge, England: Cambridge University Press.
Matsuda, P. K. (1999). Composition studies and ESL writing: A disciplinary division of labor. College Composition and Communication, 50, 699-721.
Matsuda, P. K. (2001). Opening statement: Academic.writing forum: Connecting WAC and ESL? Retrieved August 29, 2012, from http://wac.colostate.edu/aw/forums/fall2001/
Matsuda, P. K. (2006). The myth of linguistic homogeneity in U.S. college composition. College English, 68(6), 637-51.
Matsuda, P. K. & Jablonksi, J. (2000). Beyond the L2 metaphor: Towards a mutually transformative model of ESL/WAC collaboration. AcademicWriting: Interdisciplinary Perspectives on Communication Across the Curriculum. Retrieved from http://wac.colostate.edu/aw/articles/matsuda_jablonski2000.pdf
McLeod, S., & Miraglia, E. (2001). Writing across the curriculum in a time of change. In S. H. McLeod, E. Miraglia, M. Soven, & C. Thaiss (Eds.), WAC for the new millennium: Strategies for continuing writing-across-the-curriculum programs (pp. 1-27). Urbana, Illinois: NCTE.
McLeod, S. H. (2008). The future of WAC - Plenary Address, Ninth International Writing Across the Curriculum Conference, May 2008 (Austin, Texas). Across the Disciplines,5. Retrieved August 28, 2012, from http://wac.colostate.edu/atd/articles/mcleod2008.cfm
Thaiss, C. & Zawacki, T. M. (2006). Engaged writers and dynamic disciplines: Research on the academic writing life. Portsmouth, NH: Heinemann. Walvoord, B. E. F. (1997). In the long run: A study of faculty in three writing-across- the-curriculum programs. Urbana, Illinois: National Council of Teachers of English.
Zawacki, T. M. (2010). “Researching the local/writing the international: Developing culturally inclusive WAC Programs and Practices." Presentation at IWAC Conference: Bloomington, IN. Available at http://www.iub.edu/~wac2010/zawacki.shtml
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Thank you!
SLIDES AVAILABLE AT
http://cisa.gmu.edu/2013/03/tesol1/
Nicole Sealey Director, CISA
nsealey@gmu.edu
Karyn Mallett Assistant Director, English Language Institute
Assistant Director, Language Development, CISA
kmallet1@gmu.edu
Anna S. Habib
English Course Coordinator and New Faculty Leader, CISA
ahabib@gmu.edu
Ghania Zgheib
Core Instructor/English, Acad Purposes Specialist, English Language Institute
gzgheib@gmu.edu
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