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A non-native student's experience on collaborating with native peers in academic literacy development: A sociopolitical perspective
16 references·3 citing·32 second hop
A non-native student's experience on collaborating with native peers in academic literacy development: A sociopolitical perspective (2012)A non-native student's experience on coll…Building Genre Knowledge (2009)Building Genre KnowledgeThe Handbook of Second Language Acquisition (2005)The Handbook of Second Langua…Negotiating Participation and Identity in Second Language Academic Communities (2004)Negotiating Participation and…Language and Agency (2001)Language and AgencyDiscourse Community, Legitimate Peripheral Participation, and the Nonnative-English-Speaking Scholar (2000)Discourse Community, Legitima…The effects of trained peer response on ESL students' revision types and writing quality (1999)The effects of trained peer r…Communities of practice learning, meaning, and identity (1999)Communities of practice learn…Writing/Disciplinarity: A Sociohistoric Account of Literate Activity in the Academy (1998)Writing/Disciplinarity: A Soc…The Acquisition of Academic Literacy in a Second Language (1997)The Acquisition of Academic L…The Elements of Language Curriculum: A Systematic Approach to Program Development (1996)The Elements of Language Curr…Genre Knowledge in Disciplinary Communication: Cognition/Culture/Power (1996)Genre Knowledge in Disciplina…Genre knowledge in disciplinary communication: Cognition/culture/power (1995)Genre knowledge in disciplina…The apprenticeship approach to advanced academic literacy: Graduate students and their mentors (1994)The apprenticeship approach t…Situated Learning: Legitimate Peripheral Participation. (1994)Situated Learning: Legitimate…Peer response groups in ESL writing classes: How much impact on revision? (1994)Peer response groups in ESL w…Peer Response Groups: Do L2 Writers Use Peer Comments in Revising Their Drafts? (1993)Peer Response Groups: Do L2 W…Chinese international students’ identity (re)construction mediated by teacher feedback: Through the lens of academic discourse socialisation (2022)Chinese international student…Academic Discourse Socialization (2017)Academic Discourse Socializat…'We know what to say, we know what to write, but we don't know how': the challenges of becoming academically literate in a new linguistic and socio-cultural space (2016)'We know what to say, we know…Language, Context, and Text: Aspects of Language in a Social-Semiotic Perspective (1987)Genre Analysis: English in Academic and Research Settings (1992)Analysing genre: Language use in professional settings (1995)Research articles in applied linguistics: moving from results to conclusions (2003)Basics of qualitative research : techniques and procedures for developing grounded theory (1998)Second language socialization as sociocultural theory: Insights and issues (2007)Non-native English-speaking English language teachers: History and research (2008)Mind in Society: The Development of Higher Psychological Processes (1978)Situated Learning (1991)Gender As a Social Structure (2004)Identity and interaction: a sociocultural linguistic approach (2005)Language and Identity (2005)Rethinking Genre in School and Society (1997)Critical Information Literacy: Implications for Instructional Practice (2006)Language Socialization into Academic Discourse Communities (2010)The Ecology and Semiotics of Language Learning (2004)Feedback on second language students' writing (2006)Alternative Approaches to Second Language Acquisition (2011)Chapter 3 : Identity as an Analytic Lens for Research in Education (2000)An Introduction to Discourse Analysis (2004)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)Clusters and knowledge: local buzz, global pipelines and the process of knowledge creation (2004)Problem-Based Learning: What and How Do Students Learn? (2004)Spanish as a Heritage Language in the United States: The State of the Field (2012)TBLT implementation and evaluation: A meta-analysis (2017)Global Englishes for Language Teaching (2019)Situated Cognition and the Culture of Learning (1989)Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation (1991)What Video Games Have to Teach Us about Learning and Literacy (2004)Genre-based tasks in foreign language writing: Developing writers’ genre awareness, linguistic knowledge, and writing competence (2011)Tracing Discursive Resources: How Students Use Prior Genre Knowledge to Negotiate New Writing Contexts in First-Year Composition (2011)Linguistic Markers of Stance in Early and Advanced Academic Writing (2014)
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References

  • 1994Situated Learning: Legitimate Peripheral Participation.39,454 cited
  • 1999Communities of practice learning, meaning, and identity28,353 cited
  • 2001Language and Agency2,083 cited
  • 2005The Handbook of Second Language Acquisition1,382 cited
  • 1996Genre Knowledge in Disciplinary Communication: Cognition/Culture/Power892 cited
  • 2004Negotiating Participation and Identity in Second Language Academic Communities757 cited
  • 1998Writing/Disciplinarity: A Sociohistoric Account of Literate Activity in the Academy753 cited
  • 1996The Elements of Language Curriculum: A Systematic Approach to Program Development678 cited
  • 1995Genre knowledge in disciplinary communication: Cognition/culture/power544 cited
  • 2009Building Genre Knowledge499 cited
  • 2000Discourse Community, Legitimate Peripheral Participation, and the Nonnative-English-Speaking Scholar480 cited
  • 1999The effects of trained peer response on ESL students' revision types and writing quality457 cited
  • 1997The Acquisition of Academic Literacy in a Second Language355 cited
  • 1994The apprenticeship approach to advanced academic literacy: Graduate students and their mentors307 cited
  • 1994Peer response groups in ESL writing classes: How much impact on revision?

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306 cited
  • 1993Peer Response Groups: Do L2 Writers Use Peer Comments in Revising Their Drafts?245 cited
  • Cited by

    • 2017Academic Discourse Socialization26 cited
    • 2016'We know what to say, we know what to write, but we don't know how': the challenges of becoming academically literate in a new linguistic and socio-cultural space19 cited
    • 2022Chinese international students’ identity (re)construction mediated by teacher feedback: Through the lens of academic discourse socialisation17 cited