Language:
繁體中文
English
日文
說明(常見問題)
南開科技大學
圖書館首頁
編目中圖書申請
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
Vietnamese students in mainstream co...
~
Schwartz, Gwendolyn Gray.
Vietnamese students in mainstream composition: An ethnographic study of academic identities in Generation 1.5 students who cross over.
紀錄類型:
書目-電子資源 : 單行本
正題名/作者:
Vietnamese students in mainstream composition: An ethnographic study of academic identities in Generation 1.5 students who cross over./
作者:
Schwartz, Gwendolyn Gray.
面頁冊數:
202 p.
附註:
Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0175.
Contained By:
Dissertation Abstracts International67-01A.
標題:
Education, Language and Literature. -
電子資源:
Download PDF (下載PDF全文)
ISBN:
9780542528323
Vietnamese students in mainstream composition: An ethnographic study of academic identities in Generation 1.5 students who cross over.
Schwartz, Gwendolyn Gray.
Vietnamese students in mainstream composition: An ethnographic study of academic identities in Generation 1.5 students who cross over.
- 202 p.
Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0175.
Thesis (Ph.D.)--The University of Arizona, 2006.
In this study, Gwen Gray Schwartz argues that students exhibit academic identities that do not always match their instructors' expectations for them and assumptions about them, which creates problems when second language writers enter mainstream composition classes. Using ethnographic methods, she examined three Vietnamese immigrant students from Generation 1.5 who placed into mainstream composition at a large university in the Southwest and found that while each student struggled in some ways to meet the expectations of mainstream composition, their academic identities and notions of success played a large role in how they engaged in or disassociated from the class activities and assignments. Schwartz analyzed the students' writing and through extensive conversations with them and their mainstream composition instructors discovered that Generation 1.5 students who cross over into mainstream classes have academic identities that are complicated by their status as cross-over students---they juggle multiple languages, cultures, and school systems, all while writing in English while continuing to learn English. And while mainstream instructors do not know how to meet these students' needs, their numbers are increasing steadily across the country. Schwartz begins by complicating the term "Generation 1.5" and "ESL student," and suggests a new term, "cross-over student," to describe those students in Generation 1.5 who place into mainstream composition. Then she describes the term "academic identity" as a lens through which to examine these students' experiences in mainstream composition and their notions of success, which often are quite different from their mainstream instructors'. After extensive analysis of each student's writing, she offers solutions to the placement dilemma this group presents and she provides concrete ways for mainstream instructors to better meet the needs of this student population.
ISBN: 9780542528323Subjects--Topical Terms:
1000005448
Education, Language and Literature.
Vietnamese students in mainstream composition: An ethnographic study of academic identities in Generation 1.5 students who cross over.
LDR
:02956nmm 2200289 4500
001
1000004855
005
20070601084701.5
008
070601s2006 eng d
020
$a
9780542528323
035
$a
(UnM)AAI3206670
035
$a
AAI3206670
040
$a
UnM
$c
UnM{me_controlnum}
100
1
$a
Schwartz, Gwendolyn Gray.
$3
1000005976
245
1 0
$a
Vietnamese students in mainstream composition: An ethnographic study of academic identities in Generation 1.5 students who cross over.
300
$a
202 p.
500
$a
Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0175.
500
$a
Adviser: Roxanne Mountford.
502
$a
Thesis (Ph.D.)--The University of Arizona, 2006.
520
$a
In this study, Gwen Gray Schwartz argues that students exhibit academic identities that do not always match their instructors' expectations for them and assumptions about them, which creates problems when second language writers enter mainstream composition classes. Using ethnographic methods, she examined three Vietnamese immigrant students from Generation 1.5 who placed into mainstream composition at a large university in the Southwest and found that while each student struggled in some ways to meet the expectations of mainstream composition, their academic identities and notions of success played a large role in how they engaged in or disassociated from the class activities and assignments. Schwartz analyzed the students' writing and through extensive conversations with them and their mainstream composition instructors discovered that Generation 1.5 students who cross over into mainstream classes have academic identities that are complicated by their status as cross-over students---they juggle multiple languages, cultures, and school systems, all while writing in English while continuing to learn English. And while mainstream instructors do not know how to meet these students' needs, their numbers are increasing steadily across the country. Schwartz begins by complicating the term "Generation 1.5" and "ESL student," and suggests a new term, "cross-over student," to describe those students in Generation 1.5 who place into mainstream composition. Then she describes the term "academic identity" as a lens through which to examine these students' experiences in mainstream composition and their notions of success, which often are quite different from their mainstream instructors'. After extensive analysis of each student's writing, she offers solutions to the placement dilemma this group presents and she provides concrete ways for mainstream instructors to better meet the needs of this student population.
590
$a
School code: 0009.
650
4
$a
Education, Language and Literature.
$3
1000005448
650
4
$a
Education, Bilingual and Multicultural.
$3
1000005499
650
4
$a
Language, Rhetoric and Composition.
$3
1000005494
690
$a
0279
690
$a
0282
690
$a
0681
710
2 0
$a
The University of Arizona.
$3
1000005528
773
0
$t
Dissertation Abstracts International
$g
67-01A.
790
1 0
$a
Mountford, Roxanne,
$e
advisor
790
$a
0009
791
$a
Ph.D.
792
$a
2006
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3206670
$z
Download PDF (下載PDF全文)
0 筆讀者評論
館藏地:
全部
線上資料庫
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約人數
備註欄
附件
OE0000830
線上資料庫
線上資源
線上電子書
OE
一般(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
建立或儲存個人書籤
書目轉出
取書館別
處理中
...
變更密碼
登入