Negotiating academic literacies : teaching and learning across languages and cultures

Select an Action

Title:

Author:

Zamel, Vivian.

ISBN:

9780805829983

Publication Information:

Mahwah, N.J. : Lawrence Erlbaum Associates, 1998.

Physical Description:

xviii, 329 p. ; 23 cm.

Contents:

1. Diving In: An Introduction to Basic Writing / Mina P. Shaughnessy -- 2. The Language of Exclusion: Writing Instruction at the University / Mike Rose -- 3. A Journey into Speech / Michelle Cliff -- 4. Between Students' Language and Academic Discourse: Interlanguage as Middle Ground / Eleanor Kutz -- 5. What Is Literacy? / James Paul Gee -- 6. From Outside, In / Barbara Mellix -- 7. From Silence to Words: Writing as Struggle / Min-zhan Lu -- 8. Initiating ESL Students into the Academic Discourse Community: How Far Should We Go? / Ruth Spack -- 9. A Common Ground: The Essay in the Academy / Kurt Spellmeyer -- 10. The Classroom and the Wider Culture: Identity as a Key to Learning English Composition / Fan Shen -- 11. Evaluating Second Language Essays in Regular Composition Classes: Toward a Pluralistic U.S. Rhetoric / Robert E. Land, Jr. and Catherine Whitley -- 12. Reflections on Academic Discourse: How It Relates to Freshmen and Colleagues / Peter Elbow.

13. Arts of the Contact Zone / Mary Louise Pratt -- 14. Questioning Academic Discourse / Vivian Zamel -- 15. Dancing With Professors: The Trouble With Academic Prose / Patricia Nelson Limerick -- 16. The Politics of Teaching Literate Discourse / Lisa D. Delpit -- 17. Discourse, Artifacts, and the Ozarks: Understanding Academic Literacy / Linda Lonon Blanton -- 18. The Ownership of English / H. G. Widdowson -- 19. Strangers in Academia: The Experiences of Faculty and ESL Students Across the Curriculum / Vivian Zamel -- 20. Borrowing Others' Words: Text, Ownership, Memory, and Plagiarism / Alastair Pennycook -- 21. The (In)visibility of the Person(al) in Academe / Ruth Spack -- 22. Blurred Voices: Who Speaks for the Subaltern? / Norma Gonzalez.

Subject Term:

English language -- Rhetoric -- Study and teaching.

English language -- Study and teaching -- Foreign speakers.

Academic writing -- Study and teaching.

Multicultural education.

Added Author:

Zamel, Vivian.

Spack, Ruth.

Copies:

Available:*

Library	Material Type	Item Barcode	Shelf Number	Copy	Status
Searching... 1:IIEMSA	1:GEN-BOOK	33168015698596	808.04207 Z24N 1998	1	Searching... Unknown

Bound With These Titles

On Order

Summary

Negotiating Academic Literacies: Teaching and Learning Across Languages and Cultures is a cross-over volume in the literature between first and second language/literacy. This anthology of articles brings together different voices from a range of publications and fields and unites them in pursuit of an understanding of how academic ways of knowing are acquired. The editors preface the collection of readings with a conceptual framework that reconsiders the current debate about the nature of academic literacies. In this volume, the term academic literacies denotes multiple approaches to knowledge, including reading and writing critically.

College classrooms have become sites where a number of languages and cultures intersect. This is the case not only for students who are in the process of acquiring English, but for all learners who find themselves in an academic situation that exposes them to a new set of expectations. This book is a contribution to the effort to discover ways of supporting learning across languages and cultures--and to transform views about what it means to teach and learn, to read and write, and to think and know.

Unique to this volume is the inclusion of the perspectives of writers as well as those of teachers and researchers. Furthermore, the contributors reveal their own struggles and accomplishments as they themselves have attempted to negotiate academic literacies. The chronological ordering of articles provides a historical perspective, demonstrating ways in which issues related to teaching and learning across cultures have been addressed over time. The readings have consistency in terms of quality, depth, and passion; they raise important philosophical questions even as they consider practical classroom applications. The editors provide a series of questions that enable the reader to engage in a generative and exciting process of reflection and inquiry. This book is both a reference for teachers who work or plan to work with diverse learners, and a text for graduate-level courses, primarily in bilingual and ESL studies, composition studies, English education, and literacy studies.