This chapter considers how multilingual students might learn to write in different genres for different audiences and write to learn different ways of exploring and representing knowledge by shuttling between languages. It illustrates this possibility by analyzing how an advanced scholar from Sri Lanka switches discourses in recognition of the context of writing in his published research articles in both the vernacular and English, in local and foreign publishing contexts. The switches have implications for the knowledge represented in these articles. The author moves between different levels of descriptiveness, reflexive awareness, and analytical explicitness by moving between the genres and languages. He also adopts different ideological positions in these articles to critically negotiate the expectations of the respective audience and context, demonstrating his agency and voice.
2018. African international doctoral students in New Zealand: Englishes, doctoral writing and intercultural supervision. Higher Education Research & Development 37:1 ► pp. 1 ff.
Kobayashi, Hiroe & Carol Rinnert
2023. Multilingual Scholars: Audience and Expertise. In Developing Multilingual Writing [Multilingual Education, 42], ► pp. 245 ff.
Kobayashi, Hiroe & Carol Rinnert
2023. L1/L2/L3 Writers’ Advantages: Text and Process. In Developing Multilingual Writing [Multilingual Education, 42], ► pp. 207 ff.
Kobayashi, Hiroe & Carol Rinnert
2023. Introduction. In Developing Multilingual Writing [Multilingual Education, 42], ► pp. 1 ff.
Kobayashi, Hiroe & Carol Rinnert
2023. Integration, Theoretical Perspectives, Pedagogical Applications. In Developing Multilingual Writing [Multilingual Education, 42], ► pp. 305 ff.
RINNERT, CAROL, HIROE KOBAYASHI & AKEMI KATAYAMA
2015. Argumentation Text Construction by Japanese as a Foreign Language Writers: A Dynamic View of Transfer. The Modern Language Journal 99:2 ► pp. 213 ff.
Xu, Linlin & Jiehui Hu
2020. Language feedback responses, voices and identity (re)construction: Experiences of Chinese international doctoral students. Innovations in Education and Teaching International 57:6 ► pp. 724 ff.
This list is based on CrossRef data as of 11 april 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
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