Guest editor: Ann Johns, Linguistics and Writing Studies, San Diego State University
A remarkably diverse group of students is currently enrolled in our academic classrooms, and one aspect of this diversity is linguistic variety. Linguistic variation is so complex that researchers and practitioners employ a number of categories for student identification (ESL, EFL, ELL, ESD, ELD, bilingual, Generation 1.5), none of which can do justice to classroom diversity. How are our linguistically diverse students faring? Or, more importantly, what classroom practices and assessments in the disciplines are successful in including and motivating these students?
In this special issue, our contributing authors relate theory, research and practice in discussing pedagogy and assessment in linguistically diverse disciplinary classrooms.
Guest Editor's Introduction, Ann Johns, San Diego State University
DOI: 10.37514/ATD-J.2005.2.2.01
Demystifying Disciplinary Writing: A Case Study in the Writing of Chemistry
Fredricka L. Stoller, James K. Jones, Molly S. Costanza-Robinson, Marin S. Robinson, Northern Arizona University
DOI: 10.37514/ATD-J.2005.2.2.02
Linguistically and Culturally Diverse Students' Perceptions of Successful Classroom Practices in a UK Graduate Program
Sarah Rich, University of Exeter, United Kingdom
DOI: 10.37514/ATD-J.2005.2.2.03
Familiarizing Postgraduate ESL Students with the Literature Review in a WAC/EAP Engineering Classroom
Gavin Melles, University of Melbourne
DOI: 10.37514/ATD-J.2005.2.2.04
Teaching Academic Writing to International Students in an Interdisciplinary Writing Context: A Pedagogical Rough Guide
Angeniet Kam and Yvette Meinema, University Groningen, the Netherlands
DOI: 10.37514/ATD-J.2005.2.2.05