Their inability to write well, may affect their chances to secure a job in the future. Moreover, in this competitive world, writing is also one of the skills that is necessary to excel. Writing is not only vital in order to develop their academic performance, but also contributes to their social and emotional development. There are many consequences that could lead to major drawbacks in students’ academic performance if they have a weak foundation in writing.
WRITING IN DIVERSE CONTEXTS HOW TO
The teaching of writing has been conducted as early as in the early years where students start to learn how to form letters correctly. Writing is a major component in the teaching of English. The ability to teach writing effectively at elementary schools is one of the vital skills among English teachers. Journal of Second Language Writing, 47, 100717.English is used in the world as a lingua franca among people from different cultures, ethnic, and social backgrounds ( Dewi, 2015). Special issue: Multimodal composing in multilingual learning and teaching contexts. Multimodal literacy: What does it mean for classroom practice? The Australian Journal of Language and Literacy, 33(3), 211-239. Learning to read from a social practice view: Ethnography, schooling and adult learning. Cambridge, UK: Cambridge University Press. Journal of Adolescent & Adult Literacy, 55(8), 671–681. New times for multimodality? Confronting the accountability culture. Activating linguistic and cultural diversity in the language classroom. Piccardo, E., Lawrence, G., Germain-Rutherford, A., & Galante, A.“We are all (potential) plurilinguals”: Plurilingualism as an overarching, holistic concept. Plurilingualism and curriculum design: Toward a synergic vision. Critical applied linguistics: A critical re-introduction. Canadian Journal of Applied Linguistics/Revue canadienne de linguistique appliquée, 25(1), 127-151. Collaborative writing in a third language: How writers use and view their plurilingual repertoire during collaborative writing tasks. Le plurilinguisme et le translanguaging: approches pédagogiques pour la valorisation et la reconnaissance de la pluralité-une introduction. Canadian Modern Language Review/Revue canadienne des langues vivantes.76(4), 313-334. Exploring multilingual learners’ writing practices during an L2 and an 元 individual writing task. Harvard Educational Review, 66(1), 60-92. A pedagogy of multiliteracies: Designing social futures. Integrating social justice-oriented content into English for Academic Purposes (EAP) instruction: A case study. The multilingual turn: Implications for SLA, TESOL, and bilingual education. International Journal of Multilingualism, 15(1), 19-34 Plurilingualism amid the panoply of lingualisms: Addressing critiques and misconceptions in education. Davison (Eds.), International handbook of English language teaching (pp. Multilingual writing as rhetorical attunement. Plurilingual pedagogies: Critical and creative endeavors for equitable language in education. Journal of Second Language Writing, 58, 100946. Decolonizing second language writing: Possibilities and challenges. Anwaruddin (Eds.), TESOL teacher education in a transnational world (pp. Critical engagement with teaching EFL: Toward a trivalent focus on ideology, political economy, and praxis. Oliver (Eds.), Using tasks in second language teaching: Practice in diverse contexts (pp. Collaborative writing tasks in an 元 classroom: Translanguaging, the quality of task outcomes and learners’ perceptions. Multimodal composing and traditional essays: Linguistic performance and learner perceptions. Negotiating writing identities across languages: Translanguaging as enrichment of semiotic trajectories. Composing meaning through multiliteracies and multimodality with adolescent and adult learners. International Journal of Bilingual Education and Bilingualism, 23(1), 17-35. Plurilingualism and translanguaging: Commonalities and divergences. Pedagogical translanguaging in a multilingual English program in Canada: Student and teacher perspectives of challenges.
Journal of Language, Identity & Education, 14(2), 113-132. Looking holistically in a climate of partiality: Identities of students labeled long-term English language learners. “I subtitle myself”: Affordances and challenges of Canadian EAL students’ plurilingual learning strategies in a francophone college. A pedagogy of multiliteracies: Learning by design. Comparing the characteristics of EFL students’ multimodal composing and traditional monomodal writing: The case of a reading-to-write task. Pedagogical translanguaging and its application to language classes. Controversies in second language writing (2nd ed.). Journal of Second Language Writing, 38, 80-85. On becoming facilitators of multimodal composing and digital design.
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