American content teachers' literacy brokerage in multilingual university classrooms

Xiaoye You, Xiaoqiong You

Research output: Contribution to journalArticle

7 Citations (Scopus)

Abstract

To internationalize higher education, non-English dominant nations have increased English-medium instruction, posing challenges to non-native speaker (NNS) students' written English ability. The present study examines nine American professors' literacy brokerage at an English-medium summer school in China, where they taught courses in art history, history, philosophy, political science, psychology, and sociology. The professors identified vocabulary knowledge, disciplinary thinking, and personal voice as the major challenges for their Chinese students. They developed a series of adaptive strategies to facilitate subject learning: adjusting writing tasks by adopting short papers and short answer questions; assisting with major writing assignments through workshops, worksheets, group discussions, and detailed comments on student writings; valuing students' multilingual resources by allowing Chinese in-group discussions and written exams; and connecting subject matter to the students' home cultures. The article ends by both suggesting implications and raising questions for the teaching of English-medium content courses to NNS students.

Original languageEnglish (US)
Pages (from-to)260-276
Number of pages17
JournalJournal of Second Language Writing
Volume22
Issue number3
DOIs
StatePublished - Sep 1 2013

Fingerprint

literacy
classroom
university
teacher
student
group discussion
university teacher
art history
political science
English Medium
Literacy
Brokerage
vocabulary
sociology
psychology
instruction
China
Non-native Speakers
ability
Teaching

All Science Journal Classification (ASJC) codes

  • Language and Linguistics
  • Education
  • Linguistics and Language

Cite this

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abstract = "To internationalize higher education, non-English dominant nations have increased English-medium instruction, posing challenges to non-native speaker (NNS) students' written English ability. The present study examines nine American professors' literacy brokerage at an English-medium summer school in China, where they taught courses in art history, history, philosophy, political science, psychology, and sociology. The professors identified vocabulary knowledge, disciplinary thinking, and personal voice as the major challenges for their Chinese students. They developed a series of adaptive strategies to facilitate subject learning: adjusting writing tasks by adopting short papers and short answer questions; assisting with major writing assignments through workshops, worksheets, group discussions, and detailed comments on student writings; valuing students' multilingual resources by allowing Chinese in-group discussions and written exams; and connecting subject matter to the students' home cultures. The article ends by both suggesting implications and raising questions for the teaching of English-medium content courses to NNS students.",
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American content teachers' literacy brokerage in multilingual university classrooms. / You, Xiaoye; You, Xiaoqiong.

In: Journal of Second Language Writing, Vol. 22, No. 3, 01.09.2013, p. 260-276.

Research output: Contribution to journalArticle

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