Writing retreats for Japanese second-language graduate students: beyond the language deficit model

Rowena Murray, Beverley Anne Yamamoto

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Abstract

The requirement for second-language graduate students to publish in English demands a pedagogical response. Where those graduate students are using English as a second language, the focus has been on addressing presumed language deficiencies rather than developing the act of writing. This paper reports on an intervention that we led in a Japanese research university with graduate students aimed at developing writing practice that would support academic publication in English. We report here on the intervention, students' feedback, follow-up discussions and a survey after eight months. We use containment theory to provide a theorized account of how the intervention supported participation in writing for publication in English. This work provides direction for pedagogy for second-language graduate students.
Original languageEnglish
Article number1
Pages (from-to)A1-A14
Number of pages14
JournalJournal of Academic Language and Learning
Volume13
Issue number1
Early online date19 Mar 2019
Publication statusE-pub ahead of print - 19 Mar 2019

Keywords

  • researcher development
  • second-language settings
  • writing retreat
  • containment theory
  • doctoral education

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