Philippa and Yaying --
Good question! and a useful list. I've put down a few more pieces below, in
some cases different pieces by the same authors. Many are longitudinal
ethnographic studies.
Margaret
.............
Leki, Ilona and Joan Carson. "‘Completely Different Worlds': EAP and the
Writing Experiences of ESL Students in University Courses. TESOL Quarterly
31:1 (Spring 1997), 39-69.
Leki, Ilona. "Coping Strategies of ESL Students in Writing Tasks Across the
Curriculum." TESOL Quarterly 29 (2) (1995): 235-260.
Spack, Ruth. "The Acquisition of Academic Literacy in a Second Language: A
Longitudinal Case Study." Written Communication 14 (1) (1997): 3-62.
Sternglass, Marilyn. Time to Know Them: A Longitudinal Study of Writing and
Learning at the College Level. Erlbaum, 1997 (about non-traditional
students at City University of New York -- post-Shaughnessy).
Swan, Michael and Bernard Smith, eds. Learner English: A Teacher's Guide to
Interference and Other Problems. Cambridge: Cambridge University Press,
1987 (useful handbook on a good range of linguistic issues for 18 or so
different groups).
Tucker, Amy. Decoding ESL: International Students in the American College
Classroom. Portsmouth, NH: Boynton/Cook/Heinemann, 1995 (more longitudinal
studies).
Yaying Zhang wrote:
>
> Hi Philippa,
>
> Here are some sources that I have found useful in my own research on the
> positionalities of cross-cultural students in North American discourse
> communities. Your student may have heard of or read some of them.
>
> Books:
>
> Connor, Ulla. Contrastive Rhetoric: Cross-Cultural Aspects of
> Second-Language Writing. Cambridge: Cambridge University Press, 1996.
>
> Pennycook, Alastair. English and Discourses of Colonialism. London:
> Routledge, 1998.
>
> Zamel, Vivian, and Ruth Spack. "Negotiating Academic Literacies: Teaching
> and Learning Across Languages and Cultures" New Jersey: Lawrence Erlbaum
> Associates: 1998.
>
> Articles:
>
> Giltrow, J., & E. Calhoun. "The Culture of Power: ESL Traditions, Mayan
> Resistance." Social-Political Aspects of ESL. Eds. Burnaby and Cummin. 1992.
>
> Pierce, Bonny Norton. "Social Identity, Investment, and Language Learning"
> TESOL Quarterly, Vol. 29. No. 1, 1995: 9-31.
>
> Shen, Fan. "The Classroom and the Wider Culture" College Composition and
> Communication. 40, N0. 4. 1989: 459-466.
>
> Spack, Ruth. "The Rhetorical Construction of Multicultural Students" TESOL
> Quarterly, 31 (4), 1997: 765-74.
>
> Zamel, Vivian. "Toward a Model of Transculturation." TESOL Quarterly. Vol.
> 312, No.2, 1997: 341-358.
>
> Zamel, Vivian. "Strangers in Academia" College Composition and
> Communication" 46, 1995: 506-521.
>
> Lu, Min-zhan. "From Silence to Words: Writing as Struggle." College
> English. Vol. 49, No.4, 1987.
>
> And I also find many articles on new-rhetorical genre theory helpful, not
> that they directly address the issue of academic literacy of international
> students as the above sources more or less do, but the concept of "social
> action" is very liberating. It opens the door for so many different ways of
> thinking about writing in various contexts, and it certainly sheds light on
> "enculturation" that your student is interested in.
>
> I'm sure there are other sources that have slipped my memory for the
> moment, I'll pass them along if they come back. And I'm also waiting to see
> others' suggestions - this is helpful!
>
> Yaying Zhang
>
> At 11:44 AM 4/26/02 -0400, you wrote:
> >Hello all,
> >
> >I have a grad student who is undertaking a small research project on "The
> problems that intenational students encounter in communicating effectively
> in a North-American post-secondary educational system." He himself is
> Chinese and he will be interviewing a few other international students at
> our university about the communication problems they have faced and
> strategies they have used in their academic work here.
> >
> >This project is being completed as part of a course on writing in the
> disciplines, in which we have looked a lot at issues about communciating
> effectively across and within disciplines in a general way, but not
> specifically in relation to international and/or second (or third or fourth
> . . .) language students.
> >
> >Can anybody recommend articles or books that address, either in practical
> or theoretical terms, this dimension of academic enculturation?
> >
> >Many thanks for your help,
> >
> >Philippa
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