1,720,967 research outputs found
Book Review of The Poetics and Politics of the Desert by Catrin Gersdorf
No full textBook Review of The Poetics and Politics of the Desert by Catrin Gersdor
Reseña de "Language in Place: Stylistic Perspectives on Landscape, Place and Environment"
No full textBook review of Language in Place: Stylistic Perspectives on Landscape, Place and Environment.Reseña de Language in Place: Stylistic Perspectives on Landscape, Place and Environment
The Poetics and Politics of the Desert: Landscape and the Construction of America [Reseña de Libro]
No full textReseña de libro: Gersdorf, Catrin, The Poetics and Politics of the Desert: Landscape and the Construction of America, Spatial Practices: An Interdisciplinary Series in Cultural \ud
History, Geography and Literature 6 (Amsterdam: Rodopi, 2009), 35\ud
5 pp.
Preparing Postgraduates for the Profession: Toward Translingual Pedagogical Practices in Advanced Graduate Student Writing Instruction in Germany
Full text linkContributing to the literature on translingual pedagogies outside the US or Canada, this article discusses the design of a hybrid instructional format for advanced multilingual doctoral students and post-doctoral researchers offered by a bilingual writing center at a mid-sized university in Germany. Meant to prepare participants for future careers in academia and professional demands in different national, cultural, and linguistic environments, this format provides the opportunity to explore academic genres that tend to receive less attention in graduate education than journal articles, book chapters, or genres needed to complete degree requirements. By the end of the course, participants will have a submission-ready portfolio including an academic CV, a job letter, a (sample) letter of recommendation, and teaching and diversity statements. To achieve these specific outcomes and to develop the advanced professional academic writing competencies needed in multicultural and multilingual contexts, participants will have to draw on their diverse linguistic backgrounds and prior experiences in these kinds of settings. Informed also by other recent theoretical and empirical work on translingualism and translingual pedagogies in global contexts, this format adopts the use of translation proposed by Horner (2017) to move beyond the monolingual and, to a lesser extent, multilingual paradigms. While it has yet to be tested empirically, the design represents an alternative to more traditional (and usually monolingual) modes of instruction. This article concludes by discussing limitations and implications of the approach to translingual pedagogies taken here
Book review of "Language in place: stylistic perspectives on landscape, place and environment" [Reseña de libro]
No full textReseña del libro: Daniela Francesca Virdis, Elisabetta Zurru, and Ernestine Lahey, eds. Language in place: stylistic perspectives on landscape, place and environment (Linguistic approaches to literature, LAL ; 37). Amsterdam, John Benjamins, 2021. 258 pp
Toward a Systematic Approach to Developing Professional Roles: What Writing Tutors Need to Know and Know How to Do
Full text linkThe ability to write well in academic context is usually the result of a long and uneven learning process that requires commitment, persistence, and, ideally, formal training. Professionals tasked with supporting academic writers, for example writing center staff or peer writing tutors, not only are expected to write well but also need to learn how to facilitate the individual development of their clients. To prepare peer tutors for this role, many writing centers have developed training programs. Contributing to the literature on this specific dimension of writing center work, this article introduces a design of a training program that considers the different knowledges that writing tutors need to have so that they can support their clients. Based on the Systemization Writing Consultations, this program identifies key educational objectives for new tutors and prepares participants for further systematic individual development over the course of the training and beyond. Emphasizing the importance of reflection in this respect, this article discusses several approaches and strategies that allow participants to reflect on their writing and their future role as peer writing tutors. The training discussed here is not only of interest to writing center directors and staff but also to professionals in similar contexts tasked with designing and running programs and interventions geared toward the long-term development of professional skills and roles
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