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Writing themselves : using creative writing to facilitate international student accounts of their intercultural experience

journal contribution
posted on 06.12.2017, 00:00 authored by Alison OwensAlison Owens, Donna BrienDonna Brien
With large numbers of international and/or migrant students and teachers at Australian universities the classroom is now a linguistically complex arena and, as a result, the textual performances of learners can be complex, and even controversial, in terms of the expectations of academic staff as well as the employers of these graduates once they complete their studies. As, however, the notions of ‘Global English’ and ‘English as a Lingua Franca’ become more widely accepted and understood, learners and writers of English as a Second or Alternative Language have greater opportunity to construct unique texts in their authentic voice for an increasing, and increasingly interested, English language readership. Alongside this, there is a growing recognition that, while international students tend to be concentrated in certain discipline streams such as management and commerce, there is also interest in creative and other arts areas, including creative writing. This paper reports on a research project that sought to promote the creative writing interests and capacities of a small group of LEAL (Learners of English as an Additional Language) at an Australian university campus through a personalised creative writing workshop and mentoring program.

Funding

Category 1 - Australian Competitive Grants (this includes ARC, NHMRC)

History

Volume

11

Issue

3

Start Page

359

End Page

374

Number of Pages

16

eISSN

1943-3107

ISSN

1479-0726

Location

London

Publisher

Routledge

Language

en-aus

Peer Reviewed

Yes

Open Access

No

External Author Affiliations

Learning and Teaching Education Research Centre (LTERC); School of Education and the Arts (2013- );

Era Eligible

Yes

Journal

New writing.

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