<abstract xmlns="http://www.w3.org/1999/xhtml"><p>The contents of this article concern ELF 500, a course in graduate school academic writing that adopts an ELF-aware approach. In my discussion, I will first review the literature on language, ideology and power as it relates to Japanese cultural politics. Following this, I will draw on the notions of critique and design as described in <xref ref-type="bibr" rid="j_eip-2016-0002_ref_020_w2aab2b8ab1b7b1ab1ac20Aa">Lillis (2003)</xref> as critical transformative strategies to encourage student academic writers to become more conscious of: (1) the constructed and situated nature of knowledge and meaning making as viewed by scholars in the area of academic literacies; (2) the importance of their own agency towards realizing their potential as academic thinkers and writers; and (3) the importance of understanding the fluid, dynamic and performative nature of English in its role as a lingua franca as a means towards constructing meanings that are valuable and unique to their own emergent ontologies as Japanese users of ELF. My discussion is, throughout, very much motivated by a professional concern that the teaching of academic writing should be carried out within an overall pedagogical framework that recognizes the importance of the humanizing and transformative role of language education.</p></abstract>

The contents of this article concern ELF 500, a course in graduate school academic writing that adopts an ELF-aware approach. In my discussion, I will first review the literature on language, ideology and power as it relates to Japanese cultural politics. Following this, I will draw on the notions of critique and design as described in Lillis (2003) as critical transformative strategies to encourage student academic writers to become more conscious of: (1) the constructed and situated nature of knowledge and meaning making as viewed by scholars in the area of academic literacies; (2) the importance of their own agency towards realizing their potential as academic thinkers and writers; and (3) the importance of understanding the fluid, dynamic and performative nature of English in its role as a lingua franca as a means towards constructing meanings that are valuable and unique to their own emergent ontologies as Japanese users of ELF. My discussion is, throughout, very much motivated by a professional concern that the teaching of academic writing should be carried out within an overall pedagogical framework that recognizes the importance of the humanizing and transformative role of language education.

Academic Writing in a Japanese Situation: Drawing on the <italic>Design</italic> Perspective towards an Affirmation of English as a Lingua Franca

Englishes in Practice

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Academic Writing in a Japanese Situation: Drawing on the  Perspective towards an Affirmation of English as a Lingua Franca

The contents of this article concern ELF 500, a course in graduate school academic writing that adopts an ELF-aware approach. In my discussion, I will first...

Academic Writing in a Japanese Situation: Drawing on the Design Perspective towards an Affirmation of English as a Lingua Franca

Online veröffentlicht: 02. Nov. 2016

Seitenbereich: 29 - 54

DOI: https://doi.org/10.1515/eip-2016-0002

Schlüsselwörter
Critical Pedagogy, Locality, Identity and Meaning Making

© 2016 Glenn Toh, published by De Gruyter Open

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Academic Writing in a Japanese Situation: Drawing on the Design Perspective towards an Affirmation of English as a Lingua Franca

Online veröffentlicht: 02. Nov. 2016

Seitenbereich: 29 - 54

DOI: https://doi.org/10.1515/eip-2016-0002

SchlüsselwörterCritical Pedagogy, Locality, Identity and Meaning Making

© 2016 Glenn Toh, published by De Gruyter Open

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Schlüsselwörter
Critical Pedagogy, Locality, Identity and Meaning Making