Negotiating meanings and scaffolding learning: writing support for non-English speaking background postgraduate students
R. Woodward-Kron. Higher Education Research & Development, 26 (3):
253-268(2007)
Abstract
Language and learning advisers and non-English speaking background (NESB) postgraduate students negotiate complex territory when working together to improve students' texts. However, the individual writing consultation is sometimes conceptualised one-dimensionally by faculty as a form of editing. The writing consultation with NESB postgraduate students has also received only sporadic attention in the higher education literature. This paper provides a contextual, discourse analytical account of one writing consultation between a faculty-based language adviser and a Master of Public Health NESB student. The findings show that the consultation was a dynamic exchange during which a range of meanings were negotiated. The findings also show that the adviser scaffolded the student's academic writing and learning in a number of ways. More research is needed in different teaching contexts and at various stages of students' writing in order to provide a greater understanding of the writing supp
%0 Journal Article
%1 woodwardkron2007negotiating
%A Woodward-Kron, R.
%D 2007
%J Higher Education Research & Development
%K 2015_E852 NNES Scaffolding learning postgraduate writing
%N 3
%P 253-268
%T Negotiating meanings and scaffolding learning: writing support for non-English speaking background postgraduate students
%V 26
%X Language and learning advisers and non-English speaking background (NESB) postgraduate students negotiate complex territory when working together to improve students' texts. However, the individual writing consultation is sometimes conceptualised one-dimensionally by faculty as a form of editing. The writing consultation with NESB postgraduate students has also received only sporadic attention in the higher education literature. This paper provides a contextual, discourse analytical account of one writing consultation between a faculty-based language adviser and a Master of Public Health NESB student. The findings show that the consultation was a dynamic exchange during which a range of meanings were negotiated. The findings also show that the adviser scaffolded the student's academic writing and learning in a number of ways. More research is needed in different teaching contexts and at various stages of students' writing in order to provide a greater understanding of the writing supp
@article{woodwardkron2007negotiating,
abstract = {Language and learning advisers and non-English speaking background (NESB) postgraduate students negotiate complex territory when working together to improve students' texts. However, the individual writing consultation is sometimes conceptualised one-dimensionally by faculty as a form of editing. The writing consultation with NESB postgraduate students has also received only sporadic attention in the higher education literature. This paper provides a contextual, discourse analytical account of one writing consultation between a faculty-based language adviser and a Master of Public Health NESB student. The findings show that the consultation was a dynamic exchange during which a range of meanings were negotiated. The findings also show that the adviser scaffolded the student's academic writing and learning in a number of ways. More research is needed in different teaching contexts and at various stages of students' writing in order to provide a greater understanding of the writing supp},
added-at = {2015-11-13T10:14:46.000+0100},
author = {Woodward-Kron, R.},
biburl = {https://www.bibsonomy.org/bibtex/2c21a5a4b6466d2398f2ebd49436de1ce/mike-ford},
interhash = {506773dc15438a8238d09e80c159d2c7},
intrahash = {c21a5a4b6466d2398f2ebd49436de1ce},
journal = {Higher Education Research & Development},
keywords = {2015_E852 NNES Scaffolding learning postgraduate writing},
number = 3,
pages = {253-268},
timestamp = {2015-11-14T13:16:18.000+0100},
title = {Negotiating meanings and scaffolding learning: writing support for non-English speaking background postgraduate students},
volume = 26,
year = 2007
}