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Volume 5 (2022): Issue 1 (April 2022)

Volume 4 (2017): Issue 3 (October 2017)

Volume 4 (2017): Issue 2 (April 2017)

Volume 4 (2017): Issue 1 (January 2017)

Volume 3 (2016): Issue 4 (October 2016)

Volume 3 (2016): Issue 3 (July 2016)

Volume 3 (2016): Issue 2 (April 2016)

Volume 3 (2016): Issue 1 (January 2016)

Volume 2 (2015): Issue 4 (October 2015)

Volume 2 (2015): Issue 3 (July 2015)

Volume 2 (2015): Issue 2 (April 2015)

Volume 2 (2015): Issue 1 (January 2015)

Volume 1 (2014): Issue 1 (October 2014)

Journal Details
Format
Journal
eISSN
2049-7156
First Published
15 Mar 2014
Publication timeframe
4 times per year
Languages
English

Search

Volume 3 (2016): Issue 2 (April 2016)

Journal Details
Format
Journal
eISSN
2049-7156
First Published
15 Mar 2014
Publication timeframe
4 times per year
Languages
English

Search

1 Articles
Open Access

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

Published Online: 02 Nov 2016
Page range: 29 - 54

Abstract

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.

Keywords

  • Critical Pedagogy
  • Locality
  • Identity and Meaning Making
1 Articles
Open Access

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

Published Online: 02 Nov 2016
Page range: 29 - 54

Abstract

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.

Keywords

  • Critical Pedagogy
  • Locality
  • Identity and Meaning Making

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