English Faculty Publications
Document Type
Article
Publication Date
2013
Publication Source
English Language Teaching
Abstract
This paper attempts to illustrate the impact of Canadian social, political, and academic discourses on second language writing pedagogy in Ontario schools. Building upon the views that regard teacher knowledge as teachers’ sociocultural interactions and lived experiences, and not merely intellectual capabilities gained within teacher preparation, this article proposes that the impact of dominant social discourses on classroom practice might be more profound than teachers’ creativity and initiative. This idea is demonstrated by examining the findings of a grounded theory study of frequently employed strategies that can deal with intercultural rhetoric in EAL (English as an additional language) academic writing. Guided by Foucauldian critical discourse analysis, this article approaches the experiences of five Ontario EAL teachers with intercultural rhetoric in order to show the significance of the influence of dominant Canadian social discourses on their practice. This report, in particular, explores possible connections between the popularity of strategies that employ students’ first languages in EAL academic writing and dominant social, political, and academic discourses in Canada over the past 50 years. This paper, finally, poses questions about the future of EAL writing pedagogy as anti-multiculturalism discourses gain more dominance in Canada.
Inclusive pages
32-42
ISBN/ISSN
1916-4742
Document Version
Published Version
Copyright
Copyright © 2013, Canadian Center of Science and Education
Publisher
Canadian Center of Science and Education
Volume
6
Issue
10
Peer Reviewed
yes
Keywords
second language writing, intercultural rhetoric, teacher knowledge, discourse analysis
eCommons Citation
Kalan, Amir, "The Impact of Canadian Social Discourses on L2 Writing Pedagogy in Ontario" (2013). English Faculty Publications. 97.
https://ecommons.udayton.edu/eng_fac_pub/97
Comments
This work is licensed under a Creative Commons Attribution 3.0 License. Permission documentation is on file.
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