Publishing Partner: Cambridge University Press CUP Extra Publisher Login
amazon logo
More Info


New from Oxford University Press!

ad

Oxford Handbook of Corpus Phonology

Edited by Jacques Durand, Ulrike Gut, and Gjert Kristoffersen

Offers the first detailed examination of corpus phonology and serves as a practical guide for researchers interested in compiling or using phonological corpora


New from Cambridge University Press!

ad

The Languages of the Jews: A Sociolinguistic History

By Bernard Spolsky

A vivid commentary on Jewish survival and Jewish speech communities that will be enjoyed by the general reader, and is essential reading for students and researchers interested in the study of Middle Eastern languages, Jewish studies, and sociolinguistics.


New from Brill!

ad

Indo-European Linguistics

New Open Access journal on Indo-European Linguistics is now available!


Academic Paper


Title: Learning as Changing Participation: Discourse Roles in ESL Writing Conferences
Paper URL: http://www.wisc.edu/english/rfyoung/YoungandMiller.pdf
Author: Richard F Young
Email: click here to access email
Homepage: http://www.wisc.edu/english/rfyoung
Institution: University of Wisconsin Madison
Author: Elizabeth R Miller
Email: click here to access email
Homepage: https://english.uncc.edu/people/miller-elizabeth-r-phd
Institution: University of North Carolina at Charlotte
Linguistic Field: Applied Linguistics
Abstract: This study investigates the acquisition of an unfamiliar discursive practice by an adult Vietnamese learner of English. The practice is revision talk in weekly English as a Second Language (ESL) writing conferences between the student and his ESL writing instructor. This research adopts the interactional competence framework for understanding the interactional architecture and participation framework of the practice. It also draws on the theory of situated learning or legitimate peripheral participation in arguing that changes in the student's and instructor's patterns of co-participation demonstrate processes by which the student moved from peripheral to fuller participation. It appears that although the student was the one whose participation was most dramatically transformed, the instructor was a co-learner, and her participation changed in ways that complemented the student's learning. Through close analysis of the revision talk in four successive writing conferences, this study contributes to our understanding of language learning as co-constructed development in situated discursive practices.
Type: Individual Paper
Status: Completed
Publication Info: The Modern Language Journal. Vol. 88, No. 4, 2004: 519-535.
URL: http://www.wisc.edu/english/rfyoung/YoungandMiller.pdf


Back
Add a new paper
Return to Academic Papers main page
Return to Directory of Linguists main page