Learning as Changing Participation: Discourse Roles in ESL Writing Conferences Export

@article{citeulike:23910, 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.}, address = {University of Wisconsin-Madison, ; University of Wisconsin-Madison}, author = {Young, Richard F. and Miller, Elizabeth R.}, citeulike-article-id = {23910}, citeulike-linkout-0 = {http://dx.doi.org/10.1111/j.0026-7902.2004.t01-16-.x}, citeulike-linkout-1 = {http://www.ingentaconnect.com/content/bpl/modl/2004/00000088/00000004/art00004}, citeulike-linkout-2 = {http://www3.interscience.wiley.com/cgi-bin/abstract/118759833/ABSTRACT}, doi = {10.1111/j.0026-7902.2004.t01-16-.x}, issn = {1540-4781}, journal = {The Modern Language Journal}, keywords = {interaction, legitimate\_peripheral\_participation, participation, situated\_learning, writing, writing\_conferences}, number = {4}, pages = {519--535}, posted-at = {2009-07-23 11:08:41}, priority = {2}, publisher = {Blackwell Publishing}, title = {Learning as Changing Participation: Discourse Roles in ESL Writing Conferences}, url = {http://dx.doi.org/10.1111/j.0026-7902.2004.t01-16-.x}, volume = {88}, year = {2004} }

TY - JOUR ID - citeulike:23910 L3 - citeulike-article-id:23910 N2 - 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. IS - 4 JF - The Modern Language Journal SN - 1540-4781 AD - University of Wisconsin-Madison, ; University of Wisconsin-Madison EP - 535 TI - Learning as Changing Participation: Discourse Roles in ESL Writing Conferences PB - Blackwell Publishing VL - 88 SP - 519 KW - interaction KW - legitimate_peripheral_participation KW - participation KW - situated_learning KW - writing KW - writing_conferences AU - Young, Richard AU - Miller, Elizabeth PY - 2004/// UR - http://dx.doi.org/10.1111/j.0026-7902.2004.t01-16-.x ER -