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'I Arrived in a Giant, Curious, and Scary Place': Designing Illustrated Journals in a Pre-College ESL University Program

Author: Flamm, Mara
Publisher: ScholarlyCommons 2017-01-01T08:00:00Z
Dissertation: Thesis / Dissertation ETD
Edition/Format:   Thesis/dissertation : Thesis/dissertation
Summary:
As universities within the United States become more international and enroll a more diverse population of students, English-as-a-second-language (ESL) educators have questioned how best to socialize students into the communicative practices of their academic disciplines (Liddicoat and Scarino 2013). Despite recognizing the need to build more supportive and inclusive institutional climates (Zamel and Spack 2011;  Read more...
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Genre/Form: text
Material Type: Thesis/dissertation
Document Type: Book
All Authors / Contributors: Flamm, Mara
OCLC Number: 1088513374
Language Note: ENG

Abstract:

As universities within the United States become more international and enroll a more diverse population of students, English-as-a-second-language (ESL) educators have questioned how best to socialize students into the communicative practices of their academic disciplines (Liddicoat and Scarino 2013). Despite recognizing the need to build more supportive and inclusive institutional climates (Zamel and Spack 2011; Kumaravadivelu 2003), research on international students presents a less optimistic picture. Indeed, studies repeatedly point to the presence of deficit discourses that serve to position international students, and those from Asia, as linguistically incompetent in English and in need of “fixing” before engaging with peers in their academic disciplines (Belz 2002; Zamel and Spack 2011). This study looked closely at one pre-matriculation ESL program for international students studying visual and performing arts. The program’s goal was to socialize international students into the communicative practices valued within arts education, with an emphasis on the ability to narrate how one’s identity as an artist shapes and is shaped by one’s art. Through a series of curricular innovations, and specifically the use of illustrated journals, this program sought to contest the deficit framing of international students at the institution by offering them the opportunity to narratively construct their identities as artists through a multimodal array of communicative resources (e.g., drawing, painting, collage, etc.), as well as English. Preliminary observations within the program raised intriguing questions about how the multimodal genre of the illustrated journal was affecting the kinds of autobiographical narratives the international students told. Drawing on theoretical work in second language development (Gao 2014; Norton 2010, 2012; Park 2011; Pavlenko, A. & B. Norton 2007; Pavlenko 2001, 2004, 2006; Scarino and Liddicoat 2013), multimodalities (Kress and Leeuwen 2000

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