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Saudi Arabian Multilingual Learners' Utilization of Their Linguistic Repertoires to Make Rhetorical Choices in English Writing.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Saudi Arabian Multilingual Learners' Utilization of Their Linguistic Repertoires to Make Rhetorical Choices in English Writing./
Author:	Aldafas, Ahmed Hamad.
Description:	1 online resource (133 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
Contained By:	Dissertations Abstracts International85-01A.
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30315945click for full text (PQDT)
ISBN:	9798379907341

Saudi Arabian Multilingual Learners' Utilization of Their Linguistic Repertoires to Make Rhetorical Choices in English Writing.
Aldafas, Ahmed Hamad.

Saudi Arabian Multilingual Learners' Utilization of Their Linguistic Repertoires to Make Rhetorical Choices in English Writing. - 1 online resource (133 pages)

Source: Dissertations Abstracts International, Volume: 85-01, Section: A.

Thesis (Ph.D.)--Washington State University, 2023.

Includes bibliographical references

The writing nature of multilingual learners (MLLs) is quite unique in various ways, as they utilize multiple languages simultaneously to construct meaningful texts. However, such utilization is often unappreciated and discouraged in language classrooms across many contexts. With the theoretical foundations of Intercultural Rhetoric (IR) along with the basic recommendations of translanguaging and its practices, this qualitative study initiated an exploration of the English writing of Saudi Arabian college-level MLLs. The study involved nine students and their teacher in an academic English writing course at the University of Riyadh, Saudi Arabia. Data collection methods included three classroom observations, interviews with the students and their teacher, and students' English essays. By employing an inductive thematic analysis of the data, the study revealed insightful and promising findings. The study found that the students mostly had positive attitudes toward the use of Arabic in their English writing with the encouragement of their current writing teacher. The students employed multiple translingual practices that were available at their disposal (i.e., translation, brainstorming, note-taking, and revising) to help them gain confidence, overcome challenges, develop their English language, and make their English writing more complex. The study also found that the students were highly aware of their audience's expectations. Thus, they employed certain rhetorical choices (i.e., first and last sentences, pronoun preference, and transition words) to meet their audience's expectations. Overall, this study provides a positive and beneficial example of how MLLs utilize all of their linguistic repertoires to compose meaningful writing with the encouragement of their teacher. The study offers some implications for researchers, language teachers, and policymakers.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798379907341Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Intercultural rhetoricIndex Terms--Genre/Form:

542853
Electronic books.

Saudi Arabian Multilingual Learners' Utilization of Their Linguistic Repertoires to Make Rhetorical Choices in English Writing.
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504 $a Includes bibliographical references
520 $a The writing nature of multilingual learners (MLLs) is quite unique in various ways, as they utilize multiple languages simultaneously to construct meaningful texts. However, such utilization is often unappreciated and discouraged in language classrooms across many contexts. With the theoretical foundations of Intercultural Rhetoric (IR) along with the basic recommendations of translanguaging and its practices, this qualitative study initiated an exploration of the English writing of Saudi Arabian college-level MLLs. The study involved nine students and their teacher in an academic English writing course at the University of Riyadh, Saudi Arabia. Data collection methods included three classroom observations, interviews with the students and their teacher, and students' English essays. By employing an inductive thematic analysis of the data, the study revealed insightful and promising findings. The study found that the students mostly had positive attitudes toward the use of Arabic in their English writing with the encouragement of their current writing teacher. The students employed multiple translingual practices that were available at their disposal (i.e., translation, brainstorming, note-taking, and revising) to help them gain confidence, overcome challenges, develop their English language, and make their English writing more complex. The study also found that the students were highly aware of their audience's expectations. Thus, they employed certain rhetorical choices (i.e., first and last sentences, pronoun preference, and transition words) to meet their audience's expectations. Overall, this study provides a positive and beneficial example of how MLLs utilize all of their linguistic repertoires to compose meaningful writing with the encouragement of their teacher. The study offers some implications for researchers, language teachers, and policymakers.
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