Strategies for Countering Discourses of Deficit in L2 Writing

Christine Tardy; Deborah J. Crusan; Grant Eckstein; Dana Ferris; Todd Ruecker; Jennifer Slinkard

Strategies for Countering Discourses of Deficit in L2 Writing

Christine Tardy, Deborah J. Crusan, Grant Eckstein, Dana Ferris, Todd Ruecker, Jennifer Slinkard

Wright State University

Research output: Contribution to conference › Presentation

Abstract

L2 writing classrooms and programs often inadvertently adopt discourses of deficit, situating L2 writers as lacking in skills, knowledge, or resources. Workshop participants examine how such discourses are often (re)produced through postsecondary classroom practices, assessment, and administration, while also developing strategies for countering these dominant discourses.

Original language	American English
State	Published - Mar 26 2015

Disciplines

Arts and Humanities
English Language and Literature

Cite this

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title = "Strategies for Countering Discourses of Deficit in L2 Writing",

abstract = " L2 writing classrooms and programs often inadvertently adopt discourses of deficit, situating L2 writers as lacking in skills, knowledge, or resources. Workshop participants examine how such discourses are often (re)produced through postsecondary classroom practices, assessment, and administration, while also developing strategies for countering these dominant discourses.",

author = "Christine Tardy and Crusan, {Deborah J.} and Grant Eckstein and Dana Ferris and Todd Ruecker and Jennifer Slinkard",

year = "2015",

month = mar,

day = "26",

language = "American English",

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TY - CONF

T1 - Strategies for Countering Discourses of Deficit in L2 Writing

AU - Tardy, Christine

AU - Crusan, Deborah J.

AU - Eckstein, Grant

AU - Ferris, Dana

AU - Ruecker, Todd

AU - Slinkard, Jennifer

PY - 2015/3/26

Y1 - 2015/3/26

N2 - L2 writing classrooms and programs often inadvertently adopt discourses of deficit, situating L2 writers as lacking in skills, knowledge, or resources. Workshop participants examine how such discourses are often (re)produced through postsecondary classroom practices, assessment, and administration, while also developing strategies for countering these dominant discourses.

AB - L2 writing classrooms and programs often inadvertently adopt discourses of deficit, situating L2 writers as lacking in skills, knowledge, or resources. Workshop participants examine how such discourses are often (re)produced through postsecondary classroom practices, assessment, and administration, while also developing strategies for countering these dominant discourses.

UR - https://corescholar.libraries.wright.edu/english/281

M3 - Presentation

ER -

Strategies for Countering Discourses of Deficit in L2 Writing

Abstract

Disciplines

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Cite this