Alan Hirvela

Coming back to voice: The multiple voices and identities of mature multilingual writers

Abstract Compositionists often speak of the need to help students acquire a voice or identity in their writing. This interest in teaching voice is understandable but also problematic. Satisfactorily defining “voice,” especially from a second language (L2) point of view, is one of those problems. Another is a reliance on various conceptualizations that privilege a “Western” or a romantic or individualistic notion of voice in classroom situations where many students do not share such a background. In this paper, we use three case studies to address a third problem: a tendency in L2 writing instruction and research to overlook the voices, or identities, already possessed by L2 writers, many of whom at the graduate level bring a history of success as professional/academic writers in their native language and culture to the L2 writing classroom. We examine the role voice can play not as a teaching device but rather as a means by which to investigate and understand the voice-related issues these mature writers encounter in L2 contexts.

Disciplinary Portfolios and EAP Writing Instruction.

Abstract In the 1990s, there has been an emerging interest among L2 compositionists, especially those operating in an EAP/ESP context, in the needs of “a relatively understudied but growing group: NNS graduate students” (Casanave & Hubbard 1992). These students face the often daunting task of learning how to read and write effectively within a specific discourse community whose expectations and practices may well seem difficult to identify, let alone control as L2 academic writers. Helping these NNS writers function successfully within their chosen discourse communities involves, among other tasks, finding ways of sensitizing them to the demands and tendencies of those communities. This paper discusses the contributions portfolios can make within a discourse community awareness framework through a “disciplinary portfolio” pedagogy. The paper outlines the case for such a pedagogy and describes a teaching situation in which the disciplinary portfolio has been employed.

ESP and literature: A reassessment

Abstract The strength of any language teaching methodology rests in part on its ability to adapt to changing circumstances within the larger scene of which it is a member. One of the changes now taking place in ELT is the gradual reemergence of literature in the form of a language teaching tool. In large measure, this change is a response to what Brumfit calls “the trivialization of language teaching” (1985, p. xi) found in many communicative language teaching situations. This shifting in the pedagogical tide creates an excellent opportunity for a reappraisal of what literature may have to offer in the ESP context. The following paper argues in favor of that step. In the process, it advocates a new form of LSP (traditionally, Language for Special Purposes); Literature for Specific Purposes. This paper makes a case for a literary component in ESP using as a foundation a series of concepts developed by Widdowson (1983). It also provides a brief demonstration of the LSP approach using a science fiction story in an EAP/EST context.

Marshall McLuhan and the case against CAI

Abstract Though these are still the formative years of computer-assisted instruction (CAI), an ample body of CAI literature already exists. However, this scholarship, impressive as much of it is, falls notably short in one crucial respect. Up to now the focus has mainly been on the many pedagogical questions concerning CAI. But what about the possible humanistic concerns? Specifically, to what degree is it healthy, in a number of different ways, for student to be instructed individually or en masse via computer? The following article presents some of the conventional arguments against CAI and then looks at various humanistic concerns by focusing on the work of Marshall McLuhan. Using McLuhans work as a foundation, the article maintains that CAI is being introduced into the instructional process before proper research has demonstrated that is is not harmful for students to be exposed to this method of learning.