Current Studies in Comparative Education, Science and Technology
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.
Copyright © 2016, Amir Kalan
contrastive rhetoric, intercultural rhetoric, multiliteracies, genre theory
Kalan, Amir, "Teaching Anglo-American Academic Writing and Intercultural Rhetoric: A Grounded Theory Study of Practice in Ontario Secondary Schools" (2016). English Faculty Publications. 98.