東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Learning systems: An ecological pers...

Simpson, Steve.

FindBook

Google Book

Amazon

博客來

Learning systems: An ecological perspective on advanced academic literacy practices of multilingual writers.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Learning systems: An ecological perspective on advanced academic literacy practices of multilingual writers./
作者:	Simpson, Steve.
面頁冊數:	250 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: .
Contained By:	Dissertation Abstracts International71-12A.
標題:	Education, English as a Second Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3430784
ISBN:	9781124301976

Learning systems: An ecological perspective on advanced academic literacy practices of multilingual writers.
Simpson, Steve.

Learning systems: An ecological perspective on advanced academic literacy practices of multilingual writers. - 250 p.

Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: .

Thesis (Ph.D.)--University of New Hampshire, 2010.

Recent work in composition's leading journals has challenged the field's exclusive focus on native English speakers and has called for a more international perspective on writing research and pedagogy. This dissertation, which grew from requests from multilingual graduate students in my own institution for more advanced academic writing support, extends this call to explore ways writing programs can better account for the needs of international graduate students, a growing population in US institutions. The role English has assumed as the lingua franca of international academic communication has made writing in English a critical skill for these students' professional development. In many cases. even international students who return to their home countries after graduating must continue publishing in English if their work is to receive international recognition.

ISBN: 9781124301976Subjects--Topical Terms:

1030294
Education, English as a Second Language.

Learning systems: An ecological perspective on advanced academic literacy practices of multilingual writers.
LDR:03168nam 2200301 4500 001 1393755
005 20110406093049.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781124301976
035 $a (UMI)AAI3430784
035 $a AAI3430784
040 $a UMI $c UMI
100 1 $a Simpson, Steve. $3 1672326
245 1 0 $a Learning systems: An ecological perspective on advanced academic literacy practices of multilingual writers.
300 $a 250 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: .
500 $a Advisre: Thomas Newkirk.
502 $a Thesis (Ph.D.)--University of New Hampshire, 2010.
520 $a Recent work in composition's leading journals has challenged the field's exclusive focus on native English speakers and has called for a more international perspective on writing research and pedagogy. This dissertation, which grew from requests from multilingual graduate students in my own institution for more advanced academic writing support, extends this call to explore ways writing programs can better account for the needs of international graduate students, a growing population in US institutions. The role English has assumed as the lingua franca of international academic communication has made writing in English a critical skill for these students' professional development. In many cases. even international students who return to their home countries after graduating must continue publishing in English if their work is to receive international recognition.
520 $a This dissertation includes case studies of five international doctoral students in an interdisciplinary environmental studies program learning to write for their fields. To examine this process, I meld theories of situated learning (i.e., "learning by doing") with systems theory, a construct commonly used in natural resources management to study interrelationships between ecological, economic, and social factors in environmental phenomena. This ecological lens has allowed me to view more holistically the complex interrelationships between various factors on these students' learning. Not only must these students write high-stakes academic documents in their second language and negotiate a variety of cultural differences between educational contexts in their home countries and in the US, but they must also piece together often implicit writing expertise distributed across a network of teachers and colleagues in the university and in their fields. Writing, for these students, is an intensely integrated process, requiring a more integrated model of university writing support than we generally provide. The goal of this study is to offer a more holistic perspective on advanced academic literacy learning and suggest ways of making more efficient use of departmental and university resources to meet these students' needs.
590 $a School code: 0141.
650 4 $a Education, English as a Second Language. $3 1030294
650 4 $a Language, General. $3 1018089
650 4 $a Language, Rhetoric and Composition. $3 1019205
690 $a 0441
690 $a 0679
690 $a 0681
710 2 $a University of New Hampshire. $3 1017788
773 0 $t Dissertation Abstracts International $g 71-12A.
790 1 0 $a Newkirk, Thomas, $e advisor
790 $a 0141
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3430784