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Language Difference in Collaboration...

Levy, Reymond .

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Language Difference in Collaboration: Peer Review Among Linguistically Diverse Students in a Mainstream First-year Composition Course.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Language Difference in Collaboration: Peer Review Among Linguistically Diverse Students in a Mainstream First-year Composition Course./
Author:	Levy, Reymond .
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	192 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-06, Section: A.
Contained By:	Dissertations Abstracts International81-06A.
Subject:	Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27545192
ISBN:	9781392555941

Language Difference in Collaboration: Peer Review Among Linguistically Diverse Students in a Mainstream First-year Composition Course.
Levy, Reymond .

Language Difference in Collaboration: Peer Review Among Linguistically Diverse Students in a Mainstream First-year Composition Course. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 192 p.

Source: Dissertations Abstracts International, Volume: 81-06, Section: A.

Thesis (Ph.D.)--Indiana University of Pennsylvania, 2019.

This item must not be sold to any third party vendors.

This dissertation, building on Horner et al.'s (2011) elaboration of translingualismas "the disposition of openness and inquiry that people take toward language" (p. 311),uses a sociocultural lens to examine attitudes and emotion responding to language difference presentthrough and in collaboration of peer review workshop participants in an English-language mainstream first-year composition course integrating linguistically diverse students. Employing qualitative methodology, focused around an interpretivist paradigm into how peers experience and are affected by workshops, this study draws on Guerra's (2016a) framing of ideological approaches to language and cultural difference as a continuum, based on Horner et al.'s (2011) understanding of language ideologies responding to linguistic variety. Further, this study posits Canagarajah's (2018a) explanation of semiotic resources to conceptualize responses on a productive spectrum. To research how students apply linguistic ideologies in language use, and the relation by students of these ideologies to others' language use, the following questions were explored:(1)What are first-year composition (FYC) students' understandings of language difference and how do they impact peer review collaboration in a mainstream FYC class?(2)How do these FYC students implement responses toward language difference in their practice of peer review?In accord with participant observation study design, data sources were collected consisting of answers to e-mail question forms on prior experiences of peer review; how peer review responses were implemented in the form of drafts, revisions, and final drafts; as well as observations of peer review workshops; and semi-structured interviews of relevant workshop participants and their instructor. Then, an interpretive analysis followed of the resulting themes emerging from the collected data: the extent to which participants approached peer review as a space of learning through understandings of language difference; the resulting degree of judgment on each other's work; the importance of individual ownership of writing; directness of expression, tact, and empathy with which they implemented language difference understandings responding to others' work; and language difference understandings in collaboration responding to peer review feedback, taking a range of forms. These findings can help workshop participants engage translingual literacy adaptively, and further to recognize stances toward language difference when needed.

ISBN: 9781392555941Subjects--Topical Terms:

643551
Language.

Language Difference in Collaboration: Peer Review Among Linguistically Diverse Students in a Mainstream First-year Composition Course.
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