Critical Pedagogy in an Academic ESL Writing Classroom
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1998
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Abstract
In an attempt to find out more about these issues, this study provides an ethnographic investigation ofan academic ESL writing classroom. I explore how students' understanding of what it means to write and leam to write interacts with the teacher's perception of these processes. I also examine how a critical approach might be used in a way that is appropriate for intemational students in an academically oriented classroom. In the review of the literature that precedes the discussion of the study, I examine several philosophies of writing, then discuss what has been written about the place of a critical approach in the academic ESL writing classroom.
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34 pages
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University of Hawai'i Working Papers in English as a Second Language 17(1)
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