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Language Socialization into Academic Discourse Communities

Published on Mar 1, 2010in Annual Review of Applied Linguistics2.481
· DOI :10.1017/S0267190510000048
Patricia A. Duff26
Estimated H-index: 26
Abstract
  • References (106)
  • Citations (163)
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References106
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#1Ken HylandH-Index: 59
What is your view? Is EAP primarily a straightforward exercise in teaching study skills, a means of socializing students into fields of study, or a way of helping students navigate their ways through conflicting issues of power and identity? Reflect on your response to this question and consider the reasons for making this choice. How might each view influence how EAP teachers carry out their role?
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#1Patricia A. Duff (UBC: University of British Columbia)H-Index: 26
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#1Patricia A. DuffH-Index: 1
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#1Ling Shi (UBC: University of British Columbia)H-Index: 17
This article explores the citing behaviors of 16 undergraduates in a North American university. After completing a research paper for their disciplinary courses, each participating student was interviewed to identify in his/her writing words and ideas borrowed from source texts and to explain why and how the relevant texts were appropriated with or without citations. Analysis of students’ writing and comments illustrates how they relied on source texts for various aspects of their essays, some o...
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#1Nancy H. HornbergerH-Index: 33
#2Sandra Lee McKayH-Index: 20
Introduction: Sociolinguistics and Language Education - Nancy H. Hornberger and Sandra Lee McKayLANGUAGE AND IDEOLOGYLanguage and Ideologies - Mary E. McGroartyLanguage, Power and Pedagogies - Hilary JanksNationalism, Identity and Popular Culture - Alastair PennycookLANGUAGE AND SOCIETYEnglish as an International Language - Sandra Lee McKayMultilingualism and Codeswitching in Education - Nkonko M. KamwangamaluLanguage Policy and Planning - Joseph Lo BiancoLANGUAGE AND VARIATIONStyle and Styling ...
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#1Robert BatstoneH-Index: 5
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#1Steven Talmy (UBC: University of British Columbia)H-Index: 9
Abstract The “stigma” associated with ESL in K-12 public schools is a widely referenced if little explored topic. In this paper, I consider how this “stigma” was produced in a high school ESL class in Hawai‘i, specifically, as it was licensed by and framed in terms of teaching students “respect.” Based on analysis of two extended teacher-fronted interactional displays, I argue that local constructions of respect in this class served as a powerful socializing resource, working to produce “order” ...
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#1Kathryn M. Howard (UPenn: University of Pennsylvania)H-Index: 7
Abstract This paper examines how Northern Thai (Muang) children are socialized into the discourses and practices of respect in school, a process that indexically links Standard Thai to images of polite and respectful Thai citizenship. Focusing on the socialization of politeness particles, the paper examines how cultural models of conduct are taken up, positioned and reinterpreted in local discourses and classroom activities in a kindergarten classroom. The analysis explores not only how respectf...
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Recent research has explored the complex, situated process by which students from different cultural and linguistic backgrounds become socialized into academic discourses and practices. As part of a multiple case study involving seven international students, this study provides an in-depth analysis of the academic discourse socialization experience of a doctoral student, Kota, at a Canadian university. The data, collected over an entire academic year, mainly comes from Kota's weekly reports on h...
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#1George C. Bunch (UCSC: University of California, Santa Cruz)H-Index: 13
This article explores challenges and opportunities for language minority students and their monolingual English-speaking classmates during oral presentations in mainstream 7th grade social studies classrooms. The classrooms were designed to provide access to rigorous content and opportunities to develop English for use in academic settings. Student groups simultaneously used presentational language and managed interpersonal interaction with several distinct audiences, manifested through particip...
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Abstract English public speaking (EPS) is increasingly gaining prominence and popularity around the world, and this is especially true for university students in China. While self-efficacy is typically strongly correlated with language performance in general (Pajares & Graham, 1999), very little is known about self-efficacy and EPS performance specifically. Grounded in self-efficacy theory (Bandura, 1997) and research on English for academic purposes and English-as-a-foreign-language (EFL) liter...
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#1Lesley E Farrell (University of Melbourne)H-Index: 1
#2Trent Newman (University of Melbourne)
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This study examines Chinese international doctoral students’ academic socialization into TESOL discourses and communities. Rooted in the academic discourse socialization theory, complemented by the...
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#1Liwei Hsu (National Kaohsiung University of Hospitality and Tourism)H-Index: 3
The English as a foreign language (EFL) learners’ levels of attention and meditation as well as brainwaves while interacting with an interlocutor in three different second-language (L2) socializati...
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#1Christoph A. Hafner (CityU: City University of Hong Kong)H-Index: 7
#2Cindy Yu (Hong Kong Baptist University)
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This study examined the role of written feedback in the academic discourse socialization of second language doctoral students at a Canadian research university. Using a second language socializatio...
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#1Carrie CameronH-Index: 7
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The number of biomedical sciences PhDs persisting in academic faculty careers has been declining. As one potential influence on trainees’ intention to persist, we investigate the development of scientific communication (SC) skills, hypothesizing that attitudes and behaviors regarding scientific writing, speaking, and presenting predict academic research career intention, through science identity. After adapting a social-cognitive career theoretical model of SC to include science identity and men...
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#1Yiran Zhang (UM: University of Macau)H-Index: 1
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ABSTRACTWhile recent research has highlighted the increasing importance of peer feedback as a supplementary pedagogy to supervision in higher education academic contexts, little is known regarding ...
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#1Cory A. Buxton (OSU: Oregon State University)H-Index: 15
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