English Faculty Publications

Document Type

Article

Publication Date

2016

Publication Source

Current Studies in Comparative Education, Science and Technology

Abstract

This qualitative research project is a grounded theory study of the experiences of five EAL (English as an additional language) academic writing instructors with intercultural rhetoric. Following the academic conversation about contrastive/intercultural rhetoric, this investigation explores narratives of classroom practice in Ontario secondary schools in order to underline L2 writing activities that are sensitive to intercultural rhetoric. This paper includes explanations of the phenomenon of intercultural rhetoric as identified by the interviewed instructors and lists practical strategies employed by the participants. These strategies are organized in three categories: (1) strategies that use the potential of students’ first languages and mother rhetorics, (2) strategies that take advantage of non-academic written forms and non-written modes of expression, and (3) genre-oriented strategies. This report, finally, discusses pedagogies underutilized by Ontario English writing teachers by comparing this project’s findings with available literature on intercultural literature.

Inclusive pages

57-75

ISBN/ISSN

2465-7050

Document Version

Published Version

Comments

Document is made available for download in compliance with the publisher's policy on self-archiving. Permission documentation is on file.

For more information or articles on this topic, see the journal website.

Publisher

ISCEST

Volume

3

Issue

1

Peer Reviewed

yes

Keywords

contrastive rhetoric, intercultural rhetoric, multiliteracies, genre theory

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