| dc.identifier.uri | http://hdl.handle.net/11401/77498 | |
| dc.description.sponsorship | This work is sponsored by the Stony Brook University Graduate School in compliance with the requirements for completion of degree. | en_US |
| dc.format | Monograph | |
| dc.format.medium | Electronic Resource | en_US |
| dc.language.iso | en_US | |
| dc.publisher | The Graduate School, Stony Brook University: Stony Brook, NY. | |
| dc.type | Thesis | |
| dcterms.abstract | In U.S. colleges and universities, non-native English speaking international students are generally described in terms of their challenges with the English language. Even after the focus of scholarship has recently shifted to these students’ strengths as “multilingual†writers, their challenges and strengths in other areas of their development as writers are still overlooked. This thesis addresses the need to inform and influence teaching/learning practices about international multilingual students by using multidimensional frameworks. Considering that international students’ challenges (and strengths) of language intersect with a variety of other academic skills and also their motivation to learn, I argue that in order to truly account for their process of learning to write, we must consider these three dimensions: language proficiency, academic skills, and motivation. Building on recent scholarship, this work also advocates for shifting focus from static terms of identification to approaches that can account for complex and fluid identities. I conclude by recommending teaching strategies that take multiple aspects of writing and their constantly changing intersections into account as international students develop as writers. | |
| dcterms.available | 2017-09-20T16:52:49Z | |
| dcterms.contributor | Khost, Peter. | en_US |
| dcterms.contributor | Dunn, Patricia | en_US |
| dcterms.creator | Adhikari, Soni | |
| dcterms.dateAccepted | 2017-09-20T16:52:49Z | |
| dcterms.dateSubmitted | 2017-09-20T16:52:49Z | |
| dcterms.description | Department of English | en_US |
| dcterms.extent | 46 pg. | en_US |
| dcterms.format | Monograph | |
| dcterms.format | Application/PDF | en_US |
| dcterms.identifier | http://hdl.handle.net/11401/77498 | |
| dcterms.issued | 2015-12-01 | |
| dcterms.language | en_US | |
| dcterms.provenance | Made available in DSpace on 2017-09-20T16:52:49Z (GMT). No. of bitstreams: 1
Adhikari_grad.sunysb_0771M_12654.pdf: 338701 bytes, checksum: f99bbf56db43fda79fca01ca811c8c86 (MD5)
Previous issue date: 1 | en |
| dcterms.publisher | The Graduate School, Stony Brook University: Stony Brook, NY. | |
| dcterms.subject | academic skills, identity, international students, intersection, motivation, pedagogy | |
| dcterms.subject | Rhetoric -- Language | |
| dcterms.title | Writing at the Intersection: Understanding International Student Writers | |
| dcterms.type | Thesis | |
