Developing Multilingual Writing: Agency, Audience, Identity PDF
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Multilingual Education Hiroe Kobayashi Carol Rinnert Developing Multilingual Writing Agency, Audience, Identity Multilingual Education Volume 42 Series Editors Hintat Cheung, Department of Linguistics & Modern Language, Education University of Hong Kong, Hong Kong, New Territories, Hong Kong Lixun Wang, Linguistics & Modern Language Studies, Education University of Hong Kong, Tai Po, New Territories, Hong Kong Editorial Board Members Feng Anwei, The University of Nottingham, Ningbo, China Kingsley Bolton, Nanyang Technological University, Singapore, Singapore Tae-Hee Choi, University of Southampton, Southampton, UK Ofelia Garcia, The Graduate Center, City University of New York, New York, USA Saran Kaur Gill, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia Mingyue Gu, The Education University of Hong Kong, Tai Po, Hong Kong Hartmut Haberland, Roskilde University, Roskilde, Denmark Andy Kirkpatrick, Department of Humanities, Languages and Social Sciences, Griffith University, Brisbane, Australia David C. S Li, Department of Chinese & Biling. Studies, Hong Kong Polytechnic University, Kowloon, Hong Kong Low Ee-Ling, National Institute of Education, Singapore, Singapore Tony Liddicoat, Applied Linguistics, University of Warwick, Coventry, UK Ricardo Nolasco, University of the Philippines at Diliman, Manila, Philippines Merrill Swain, Ontario Institute of Studies in Education, University of Toronto, Toronto, Canada Li Wei, Birkbeck College, University of London, London, UK Zhichang Xu, Monash University, Clayton, Australia Virginia Yip Choy Yin, Chinese University of Hong Kong, Shatin, New Territories, Hong Kong Gu Yueguo, The Chinese Academy of Social Sciences, Beijing, China The book series Multilingual Education publishes top quality monographs and edited volumes containing empirical research on multilingual language acquisition, language contact and the respective roles of languages in contexts where the languages are not cognate and where the scripts are often different, in order to be able to better understand the processes and issues involved and to inform governments and language policy makers. The volumes in this series are aimed primarily at researchers in education, especially multilingual education and other related fields, and those who are involved in the education of (language) teachers. Others who will be interested include key stakeholders and policy makers in the field of language policy and education. The editors welcome proposals and ideas for books that fit the series. Hiroe Kobayashi • Carol Rinnert Developing Multilingual Writing Agency, Audience, Identity Hiroe Kobayashi Carol Rinnert Faculty of Integrated Arts and Sciences Faculty of International Studies Hiroshima University Hiroshima City University Higashi Hiroshima, Japan Hiroshima, Japan ISSN 2213-3208 ISSN 2213-3216 (electronic) Multilingual Education ISBN 978-3-031-12044-2 ISBN 978-3-031-12045-9 (eBook) https://doi.org/10.1007/978-3-031-12045-9 © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2023 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Switzerland AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland Preface With the current advancement of digital technology, millions of people have gained more opportunities to communicate ideas within and across a variety of social con- texts, where English is predominately used as a global language. While English has gained focal attention for global communication, interest in other additional lan- guages including home languages and third languages has gained new importance. With the emergence of new interest in multilingualism and multicompetence, research concerns have expanded to include, for example, to what extent language interactions affect learners’ speaking and writing and also how English as a Second Language or a Lingua Franca influences learners’ motivation to study a third lan- guage. This book takes the perspective of writing as social action, where writers connect with their readers through the texts they construct. We are particularly inter- ested in multilingual writers who write in two or more languages to create meaning for a variety of audiences, and how they develop the ability to write across languages. Our main purpose is to enrich the knowledge of multilingual writers’ develop- ment of writing ability while clarifying their text construction processes. Over the decades, we have conducted research on the interaction between L1 and L2 writing (and more recently L3 writing) through analysis of text and interview data. This experience led us to believe that L1 and L2 writing are not entirely separable, and developing writing ability is complex, individualized, and unending. We also found that knowing multiple languages works advantageously for multilingual writers’ text construction. In this book, we continue to explore these concerns in a more expanded way involving a variety of multilingual writers (students, professors, and a poet/artist) and different genres, including argumentation, research, and creative writing. This book can be used for two purposes, research and education. For researchers and graduate students, it provides detailed explanations and examples of innovative L2 text analysis of multiple genres to apply in other language contexts. It also breaks new ground by extending empirical analysis of L2 writing to the same writers’ L1 and L3 texts. For writing teachers, we believe the specific categories and strategies clarified in this book can be helpful for them to decide what to focus on in their teaching. More importantly, since the series of cross-sectional and case studies in v vi Preface this book suggest a general developmental path from novice to advanced writers, both researchers and teachers may be able to obtain insights into where their stu- dents stand in their own individual developmental paths toward greater writing abil- ity and what they would need to learn to grow further as multilingual writers. Since the authors of this book have been involved with teaching and researching in an English as a Foreign Language (EFL) context, most of the essays and inter- view data used for analysis were collected from participants in one such context, Japan. Thus, the major languages that we deal with are English and Japanese, but we also include a few other languages—Chinese, French, German, Korean, and Spanish—as a minor focus. Although the findings in this book may not fully apply to other specific educational contexts, we believe the analyses of nearly 200 L1 and L2 essays and reflections on their writing can offer insight into multilingual writers’ text construction processes and their development of writing across a variety of languages and contexts. Finally, we found that collaborative writing was quite challenging, but we hope that our readers can benefit from the great efforts we have put into creating a hybrid voice that reflects aspects of both of our individual voices, resonating with their multilingual perspective. Higashi Hiroshima, Japan Hiroe Kobayashi H iroshima, Japan Carol Rinnert Acknowledgments We wish to express our great appreciation to all the participants in our studies; with- out their help, this book would not have been possible. We are grateful to Akemi Katayama and Toshie Izumo for helping us to collect data and analyze Japanese essays. In addition, we would like to thank the following people for reading various parts of the book and making valuable suggestions to improve them: Nassrine Azimi, Eleanor Carson, Mayumi Fujioka, Naomi Fujishima, Michael Gorman, Keiko Hirose, Chiaki Iwai, Linda Kadota, Kyoko Matsunaga, Yoko Nogami, Yuko Otomo, Tou Ro, Jim Ronald, Miyuki Sasaki, Junko Seto, Ian Willey, Ulrike Woehr, and Masae Yuasa. We also want to express our appreciation to Eleanor Carson for reading parts of all our chapters and helping to format our tables, and to Richard Parker for his long-term support and for creating most of the figures for this book (and many other publications). We also wish to thank our two universities, Hiroshima University and Hiroshima City University, for supporting our research. Finally, we would like to extend special thanks to Alister Cumming, Rosa Manchón, and Lourdes Ortega for their encouragement and support for our research in the begin- ning and over the years. vii About This Book This book, which draws on various theoretical approaches (including a social view of writing, multicompetence, complex systems theory, adaptive transfer, multilin- gual motivation, and translanguaging), contributes to ongoing efforts to integrate differing approaches to research on the development of multilingual writing. In a series of closely related studies that build on each other, we focus on how writer agency (control over text construction), audience awareness (ability to meet expec- tations of prospective readers), and writer identity (projection of an image of the writer in the text) progress as multilingual writers gain more experience across languages. In the studies in this book, we view writing as a social act, where writers perform the role of agent by assessing the audience, setting goals, and choosing appropriate text features from their repertoire of knowledge to communicate ideas. Writers as agents also get the reader involved by engaging in an implied dialog for clear trans- mission of ideas. Through chosen text features, the writers project particular dis- coursal (or writer) selves or identities or “voices” to the readers. While this book centers around writer’s agency, audience, and identity, it aims to shed light particu- larly on the relationship between writer and reader. The structure of the book consists of three parts. Part I comprises four cross- sectional studies (involving 103 writers and 185 essays) with a focus on text analy- sis across two languages (English and Japanese). Part II presents four case studies (including 11 participants) that take a close look at interconnectedness between text, audience, and identity by individual multilingual writers in two or three languages. This second section also extends the choice of genres to include discipline-specific academic writing and creative writing by involving scholars and an artist/poet in addition to students. Part III synthesizes the findings from Parts I and II, and offers theoretical, methodological, and pedagogical implications. ix Contents 1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1.1 Purpose of the Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 1.2 Theoretical Foundations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 1.2.1 Multicompetence to Translingualism . . . . . . . . . . . . . . . . . . 3 1.2.2 Transfer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 1.2.3 Theories of Writing Development . . . . . . . . . . . . . . . . . . . . 7 1.3 Focus on Agency, Audience, Identity . . . . . . . . . . . . . . . . . . . . . . . . 10 1.4 Specific Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 1.5 Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 1.6 Overview of Parts I, II, and III . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Part I Development of Multilingual Writing 2 Evolving Writer Agency: Discourse Types . . . . . . . . . . . . . . . . . . . . . . 29 2.1 This Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 2.2 Japanese Novice and Returnee Writers . . . . . . . . . . . . . . . . . . . . . . 33 2.2.1 Novice Writers: Exposition vs. Argumentation Across Languages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 2.2.2 N ovice Group 1 vs. Returnees: Discourse Types and Overall Quality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 2.3 More Experienced Multilingual Writers . . . . . . . . . . . . . . . . . . . . . 44 2.3.1 J ustification Subtypes: R, RC/R, RS . . . . . . . . . . . . . . . . . . 45 2.3.2 B eyond Justification: Exploration-1 and Exploration-2 . . . 55 2.4 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 3 Connecting with the Audience: Metadiscourse . . . . . . . . . . . . . . . . . . 67 3.1 This Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 3.2 Paragraph Connectors in English and Japanese . . . . . . . . . . . . . . . . 70 3.3 Clarifiers in English and Japanese . . . . . . . . . . . . . . . . . . . . . . . . . . 76 3.3.1 Development of Clarifier Use . . . . . . . . . . . . . . . . . . . . . . . 77 xi
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