Toward Transformative Inclusivity through Learner-driven and Instructor-facilitated Writing Support: An Innovative Approach to Empowering English Language Learners

Authors

DOI:

https://doi.org/10.31468/dwr.963

Keywords:

English language learners, learner agency, learner empowerment, anti-deficit model, inclusivity, academic writing skills development

Abstract

English Language Learners (ELLs) have long been targets for linguicism (i.e., linguistic racism) as they are often subjected to judgement based on deficit models of language proficiency. To support ELLs during the COVID-19 pandemic, a long-running, co-curricular writing support program based on a Learner-Driven, Instructor-Facilitated (LeD-InF) approach was modified for fully online participation. Through this approach, ELLs develop academic reading, writing, and critical thinking skills, using their respective course materials and personalized responses from their writing instructors who provide inclusive learning opportunities that specifically address ELLs’ unique individual needs. This innovative anti-deficit, proactive, and risk-free approach not only increased learners’ willingness to write and volume of written output in their academic journal entries (objectively tracked through word count), but also developed learner identity, agency, autonomy, as well as confidence. Analysis of written output volume combined with learners’ end-of-program reflections provide pedagogical insights for addressing and redressing deficit models as well as combating linguicism, contributing important steps toward ensuring equity, justice, and transformative inclusivity so that diverse voices can be heard in the teaching and learning space. 

References

Brewer, E., Selfe, C., & Yergeau, M. (2014). Creating a culture of access in composition studies. Composition Studies, 42(2), 151–154.

Bucholtz, M., & Hall, K. (2005). Identity and interaction: A sociocultural linguistic approach. Discourse Studies, 7(4–5), 585–614. https://doi.org/10.1177/1461445605054407

Chandrasoma, R., Thompson, C., & Pennycook, A. (2004). Beyond plagiarism: Transgressive and nontransgressive intertextuality. Journal of Language, Identity & Education, 3(3), 171–193. https://doi.org/10.1207/s15327701jlie0303_1

Crossley, S. A., Cobb, T., & McNamara, D. S. (2013). Comparing count-based and band-based indices of word frequency: Implications for active vocabulary research and pedagogical applications. System, 41(4), 965–981. https://doi.org/10.1016/j.system.2013.08.002

Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (Third edition) [Electronic resource]. Teachers College Press.

Gravett, K., & Winstone, N. E. (2020). Making connections: Authenticity and alienation within students’ relationships in higher education. Higher Education Research & Development, 1–15. https://doi.org/10.1080/07294360.2020.1842335

Gullifer, J., & Tyson, G. A. (2010). Exploring university students’ perceptions of plagiarism: A focus group study. Studies in Higher Education, 35(4), 463–481. https://doi.org/10.1080/03075070903096508

Holliday, A. (2005). The Struggle to teach English as an international language. Oxford University Press.

Huo, X., & Khoo, E. (2022). Effective teaching strategies for Chinese international students at a Canadian university: An online reading-writing support program. In C. Smith & G. Zhou (Eds.), Handbook of research on teaching strategies for culturally and linguistically diverse international students (pp. 241–264). IGI Global. https://doi.org/10.4018/978-1-7998-8921-2.ch013

Hutchings, C. (2014). Referencing and identity, voice and agency: Adult learners’ transformations within literacy practices. Higher Education Research & Development, 33(2), 312–324. https://doi.org/10.1080/07294360.2013.832159

Keck, C. (2014). Copying, paraphrasing, and academic writing development: A re-examination of L1 and L2 summarization practices. Journal of Second Language Writing, 25, 4–22. https://doi.org/10.1016/j.jslw.2014.05.005

Khoo, E., & Kang, S. (2022). Proactive learner empowerment: Towards a transformative academic integrity approach for English language learners. International Journal for Educational Integrity, 18(1), 24. https://doi.org/10.1007/s40979-022-00111-2

Kuh, G., D., Cruce, T. M., Shoup, R., Kinzie, J., & Gonyea, R. (2008). Unmasking the effects of student engagement on first-year college grades and persistence. The Journal of Higher Education, 79, 540–563. https://doi.org/10.1353/jhe.0.0019

Leask, B. (2006). Plagiarism, cultural diversity and metaphor: Implications for academic staff development. Assessment & Evaluation in Higher Education, 31(2), 183–199. https://doi.org/10.1080/02602930500262486

MacKenzie, I. (2014). English as a lingua franca: Theorizing and teaching English. Routledge, Taylor & Francis Group.

Marginson, S., & Sawir, E. (2011). Ideas for intercultural education (1st ed). Palgrave Macmillan.

Milroy, J., & Milroy, L. (1999). Authority in language: Investigating standard English (3rd ed). Routledge.

Nordlof, J. (2020). Vyotskyan learning theory. In J. Mackiewicz & R. D. Babcock (Eds.), Theories and methods of writing center studies: A practical guide (pp. 11–19). Routledge, Taylor & Francis Group.

Power, L. G. (2009). University students’ perceptions of plagiarism. The Journal of Higher Education, 80(6), 643–662. https://doi.org/10.1080/00221546.2009.11779038

Silva, T. (1997). On the ethical treatment of ESL writers. TESOL Quarterly, 31(2), 359. https://doi.org/10.2307/3588052

Smit, R. (2012). Towards a clearer understanding of student disadvantage in higher education: Problematising deficit thinking. Higher Education Research & Development, 31(3), 369–380. https://doi.org/10.1080/07294360.2011.634383

Valencia, R. R. (2010). Dismantling contemporary deficit thinking: Educational thought and practice. Routledge.

Vavrus, M. (2008). Culturally responsive teaching. In 21st century education: A reference handbook 21st century education: A reference handbook (p. II-49-II–57). SAGE Publications, Inc. https://doi.org/10.4135/9781412964012.n56

Vygotsky, L. (1978). Mind in society: The development of higher pyschological processes. Harvard University Press.

Zimmerman, B. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64–70.

Downloads

Published

2022-11-13

How to Cite

Khoo, E., & Huo, X. (2022). Toward Transformative Inclusivity through Learner-driven and Instructor-facilitated Writing Support: An Innovative Approach to Empowering English Language Learners . Discourse and Writing/Rédactologie, 32, 394–404. https://doi.org/10.31468/dwr.963

Issue

Section

Special: Selected Papers from CWCA 2021