Situating ESL writing in a cross-disciplinary context

Research output: Contribution to journalArticle

35 Scopus citations

Abstract

Although the writing needs of English as a Second Language (ESL) students in U.S. higher education have been increasing as the number of ESL students continues to rise, institutional practices that are responsive to the unique needs of ESL writers are yet to be developed. The relative lack of attention to ESL issues in writing programs may be related to how the field of ESL umfing has been defined in relation to its related disciplines: Teaching English as a Second Language (TESL) and composition studies. This study attempts to construct a view of the field that meets the needs of ESL writers. For this purpose, I present three models of ESL uniting in relation to TESL and composition studies and discuss their implications.

Original languageEnglish (US)
Pages (from-to)99-121
Number of pages23
JournalWritten Communication
Volume15
Issue number1
DOIs
StatePublished - Jan 1 1998
Externally publishedYes

ASJC Scopus subject areas

  • Communication
  • Literature and Literary Theory

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