Exploring the Academic Literacy Practices of Multilingual Readers and Writers in Higher Education Contexts (Table 7)

• In Event: Saturday Roundtable Session 11:25 am

Session Type: Roundtable Session

Abstract

This symposium examines the academic literacy practices of multilingual students in higher education contexts to gain deeper understanding of their diverse and intricate engagement in reading and writing. Collectively, we conducted multiple case studies employing various theoretical frameworks (e.g., cognitive, sociocognitive, sociocultural, and intercultural) and methodological approaches. Based on the findings, we discuss multilingual students’ agency, sense of belonging, identities, motivation, and self-efficacy as readers and writers, as well as their reading and writing strategies and synthesis composing process. Overall, this symposium aims to support researchers, practitioners, and policymakers to foster inclusive education and counteract linguistic racism, ultimately promoting a more equitable and socially just learning environment for multilingual readers and writers in academic contexts and beyond.

Sub Unit

• SIG-Second Language Research

Chair

• Ju-A Hwang, University of Delaware

Papers

• Novice Multilingual Undergraduate Reader-Writers’ Sequential and Spiral Composing Processes of Second Language Synthesis Writing - Ju-A Hwang, University of Delaware

• Second-Language Academic Literacies: The Role of Identity and Communities in Multilingual Graduate Students’ Composing Process - Juyeon Yoo, Ball State University

• International Graduate Students’ Academic Reading Experience: Reading Motivation, Self-Efficacy, and Reader Identity - Jingyi Zhu, Columbus State Community College

• The Intercultural Dimensions of Reading in English as an Additional Language: Multilingual Doctoral Students’ Experiences - Tamara M. Roose, California State University - San Bernardino