Chapter 1. Bridging the gap between language acquisition and sociolinguistics

2017 ◽  
pp. 1-41 ◽  
Author(s):  
Gunther De Vogelaer ◽  
Jean-Pierre Chevrot ◽  
Matthias Katerbow ◽  
Aurélie Nardy
Keyword(s):  
Language Acquisition

Appraisal Theory

2015 ◽  
pp. 358-379 ◽  
Author(s):  
Patient Rambe
Keyword(s):  
Language Acquisition ◽  
Power Relations ◽  
English Language ◽  
Appraisal Theory ◽  
First Year ◽  
Esl Students ◽  
English Language Acquisition ◽  
Asymmetrical Power ◽  
Expert Novice

While Writing Centres provide dialogic spaces for student articulation of voice, they insufficiently deal with asymmetrical power relations built into expert-novice conversations, which potentially disrupt novices' democratic expression of their voices. Yet the conversational nature of Facebook presents opportunities for ESL students to express their voices. This chapter: 1) Employs draft essays of first-year ESL students submitted to a Writing Centre to unravel their challenges with asserting their voice, 2) Uses reflective narratives of Writing consultants and ESL students to understand how their English language acquisition is impacted by their appropriation of Facebook and 3) Unravels how Facebook complements the mandate of Writing Centres of developing the academic voice of students. Findings suggest that students lacked confidence in asserting their authorial presence and familiarisation with academic conventions. Students and consultants' essays demonstrated a balanced appropriation of attitudinal and judgement categories and engagement resources, with implications for the potential of Facebook to mediate student expression of their voice.

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