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
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
Linguistically and Culturally Diverse Students' Perceptions of Successful Classroom Practices in a UK Graduate Program
Sarah Rich, University of Exeter, United Kingdom
Familiarizing Postgraduate ESL Students with the Literature Review in a WAC/EAP Engineering Classroom
Gavin Melles, University of Melbourne
Teaching Academic Writing to International Students in an
Interdisciplinary Writing Context: A Pedagogical Rough Guide
Angeniet Kam and Yvette Meinema, University Groningen, the Netherlands
Johns, Ann (Ed.). (2005, May 15). The linguistically-diverse student: Challenges and possibilities across the curriculum [Special Issue]. Across the Disciplines, 2. Retrieved from http://wac.colostate.edu/atd/lds