Second Language Writing in Elementary Classrooms focuses on L2 writing in elementary classrooms. It features chapters that highlight research in elementary classrooms focused on the writing development of multilingual children, and research in teacher education to prepare elementary teachers to teach L2 writing and address L2 writers' needs.

This bibliography is a compilation of 15 short bibliographies published in an issue of the Journal of Second Language Writing from January 1993 to September 1997. The work focuses on theoretically grounded research reports and essays addressing issues in second and foreign language writing and writing instruction, containing 676 entries, each including a 50] word summary intended to be non-evaluative in nature. The editors hope that this work will be a useful tool for developing theory, research, and instruction in second language writing.

An intimate look at gay and bisexual daddies and their younger partners Over the past several years the term “daddy” has increased in popularity. Although the term has existed for centuries, its meaning has changed over time, and today can refer to desirable older men. In the Western world, same-sex male couples are far more likely to have large age gaps than other types of partnerships, and Daddies of a Different Kind analyzes the stories of gay and bisexual daddies and asks why younger men are interested in older men for sex and relationships. Based on interviews with self-described daddies and young adult men in relationships with older men, Tony Silva uncovers why it is more common for gay and bisexual men to have large age gaps in relationships than heterosexuals or LGBTQ women. These stories reveal that queer relationships with large age gaps are not consistent with a sugar daddy/gold digger stereotype. Instead, daddies mentor younger adult men and transmit knowledge intergenerationally, including how to navigate homophobia, access gay communities, and have fulfilling sex. Silva shows that demographic research understates the commonality of age-gap pairings among gay and bisexual men, and illustrates how daddies shape gay and bisexual communities both culturally and sexually. A fascinating read, Daddies of a Different Kind breaks many commonly held stereotypes about gay and bisexual life.

This book brings together top scholars on different sides of the important scholarly debate between the translingual movement and the field of second language writing. Drawing on a wide range of perspectives, this volume examines the differences in theory and practice with the hope of promoting reconciliation between the two schools of thought. Chapters address the tensions in the relationship between translingualism and second language writing and explore programs, pedagogies, and research that highlight commonalities between the two camps. With contributions from leading scholars, this book comprehensively addresses the issues related to this contentious debate and offers ways to bring the two camps into conversation with one another in a way that promotes effective teaching practices. By providing a panoramic view of the current situation, the text is a timely and unique contribution to TESOL, applied linguistics, and composition studies.

This book brings together top scholars on different sides of the important scholarly debate between the translingual movement and the field of second language writing. Drawing on a wide range of perspectives, this volume examines the differences in theory and practice with the hope of promoting reconciliation between the two schools of thought. Chapters address the tensions in the relationship between translingualism and second language writing and explore programs, pedagogies, and research that highlight commonalities between the two camps. With contributions from leading scholars, this book comprehensively addresses the issues related to this contentious debate and offers ways to bring the two camps into conversation with one another in a way that promotes effective teaching practices. By providing a panoramic view of the current situation, the text is a timely and unique contribution to TESOL, applied linguistics, and composition studies.

Second language writers and the teaching of writing at the secondary level have received little attention compared with other skills such as reading. Addressing this gap, this volume uniquely looks at both adolescent L2 writing and the preparation of secondary teachers to work with this population of students. Part I, on adolescent L2 writers, includes case studies looking at their literacy identities, their trajectories in mainstream content area classes, and their transition from high school to college. Part II looks at academic issues. The focus in Part III is L2 writing teacher education. Taking a theoretically eclectic approach that can support a variety of pedagogies, this book contributes significantly to understanding adolescent second language writers and to educating teachers to address these students' specific needs.

Second language writers and the teaching of writing at the secondary level have received little attention compared with other skills such as reading. Addressing this gap, this volume uniquely looks at both adolescent L2 writing and the preparation of secondary teachers to work with this population of students. Part I, on adolescent L2 writers, includes case studies looking at their literacy identities, their trajectories in mainstream content area classes, and their transition from high school to college. Part II looks at academic issues. The focus in Part III is L2 writing teacher education. Taking a theoretically eclectic approach that can support a variety of pedagogies, this book contributes significantly to understanding adolescent second language writers and to educating teachers to address these students' specific needs.

Synthesizing twenty-five years of the most significant and influential findings of published research on second language writing in English, this volume promotes understanding and provides access to research developments in the field. Overall, it distinguishes the major contexts of English L2 learning in North America, synthesizes the research themes, issues, and findings that span these contexts, and interprets the methodological progression and substantive findings of this body of knowledge. Of particular interest is the extensive bibliography, which makes this volume an essential reference tool for libraries and serious writing professionals, both researchers and practitioners, both L1 and L2. This book is designed to help researchers become familiar with the most important research on this topic, to promote understanding of pedagogical needs of L2 writing students, and to introduce graduate students to L2 writing research findings. It is organized in three sections: Contexts for L2 Writing, covering research on L2 writers' in school settings, in community, workplace, and professional environments, and in respect to ideological issues; Instruction and Assessment, focusing on pedagogical and assessment issues within courses and institutions; Basic Research on Second Language Writing, reviewing basic empirical research on L2 writers, composing processes, and texts. A Synthesis of Research on L2 Writing in English is intended for L2 writing researchers world wide, L2 writing practitioners, graduate students in TESOL methods courses, L1 English writing professionals and practitioners, and graduate students in teacher education courses in literacy development, as well as writing centersserving the growing number of L2 writers using those services.

In this original volume, eighteen researchers from different parts of the world reflect on their own research projects, providing insights into key methodological issues in research on second language writing. By offering a glimpse into the process of constructing and negotiating knowledge in the field--the messy space of situated practices of inquiry--it helps to demystify the research process, which can appear in published studies and in introductory methodology guides to be neater and more orderly than it actually is.
Taking a broad conception of research as inquiry that emphasizes the situated and constructed nature of knowledge in the field, "Second Language Writing Research: Perspectives on the Process of Knowledge Construction" encourages multiple forms of inquiry, including philosophical, narrative, and historical modes. Empirical inquiry as presented in this book encompasses both quantitative and qualitative approaches as well as those that strategically combine them. A helpful discussion of the "nuts and bolts" of developing sustainable research programs is also provided. The volume as a whole facilitates a situated, issue-driven research practice. Its unique focus on second language writing research makes it an invaluable resource for both novice and experienced researchers in the field.

"On Second Language Writing" brings together internationally recognized scholars in a collection of original articles that, collectively, delineate and explore central issues with regard to theory, research, instruction, assessment, politics, articulation with other disciplines, and standards. In recent years, there has been a dramatic growth of interest in second-language writing and writing instruction in many parts of the world. Although an increasing number of researchers and teachers in both second-language studies and composition studies have come to identify themselves as specialists in second-language writing, research and teaching practices have been dispersed into several different disciplinary and institutional contexts because of the interdisciplinary nature of the field. This volume is the first to bring together prominent second-language writing specialists to systematically address basic issues in the field and to consider the state of the art at the end of the century (and the millennium).

"On Second Language Writing" brings together internationally recognized scholars in a collection of original articles that, collectively, delineate and explore central issues with regard to theory, research, instruction, assessment, politics, articulation with other disciplines, and standards. In recent years, there has been a dramatic growth of interest in second-language writing and writing instruction in many parts of the world. Although an increasing number of researchers and teachers in both second-language studies and composition studies have come to identify themselves as specialists in second-language writing, research and teaching practices have been dispersed into several different disciplinary and institutional contexts because of the interdisciplinary nature of the field. This volume is the first to bring together prominent second-language writing specialists to systematically address basic issues in the field and to consider the state of the art at the end of the century (and the millennium).

Why some straight men have sex with other men Why do some straight men in rural America have sex with other men? In Still Straight, Tony Silva convincingly argues that these men—many of whom enjoy hunting, fishing, and shooting guns—are not gay, bisexual, or “just experimenting.” As he shows, these men can enjoy a range of relationships with other men, from hookups to sexual friendships to secretive loving partnerships, all while strongly identifying with straight culture. Drawing on riveting interviews with straight white men who live in rural America, Silva explores the fascinating, and unexpected, disconnect between sexual behavior and identity. Some use sex with men to bond with other men in an acceptably masculine way; some are not particularly attracted to men, but are wary of emotional attachment with women; and others view sex with men—as opposed to women—as a more acceptable form of extramarital sexual behavior. Taking us inside the lives of straight white men who have sex with other men, Still Straight shows us that heterosexuality in rural America is not always, in fact, what it seems.

In recent years, the number of nonnative speakers of English in colleges and universities in North America has increased dramatically. As a result, more and more writing teachers have found themselves working with these English as a Second Language (ESL) students in writing classes that are designed primarily with monolingual, native-English-speaking students in mind. Since the majority of institutions require these students to enroll in writing courses at all levels, it is becoming increasingly important for all writing teachers to be aware of the presence and special linguistic and cultural needs of ESL writers. This increase in the ESL population has, over the last 40 years, been paralleled by a similar growth in research on ESL writing and writing instruction--research that writing teachers need to be familiar with in order to work effectively with ESL writers in writing classrooms of all levels and types. Until recently, however, this body of knowledge has not been very accessible to writing teachers and researchers who do not specialize in second language research and instruction. This volume is an attempt to remedy this problem by providing a sense of how ESL writing scholarship has evolved over the last four decades. It brings together 15 articles that address various issues in second language writing in general and ESL writing in particular. In selecting articles for inclusion, the editors tried to take a principled approach. The articles included in this volume have been chosen from a large database of publications in second language writing. The editors looked for works that mirrored the state of the art when they were published and made a conscious effort to represent a wide variety of perspectives, contributions, and issues in the field. To provide a sense of the evolution of the field, this collection is arranged in chronological order.

In this original volume, eighteen researchers from different parts of the world reflect on their own research projects, providing insights into key methodological issues in research on second language writing. By offering a glimpse into the process of constructing and negotiating knowledge in the field--the messy space of situated practices of inquiry--it helps to demystify the research process, which can appear in published studies and in introductory methodology guides to be neater and more orderly than it actually is. Taking a broad conception of research as inquiry that emphasizes the situated and constructed nature of knowledge in the field, Second Language Writing Research: Perspectives on the Process of Knowledge Construction encourages multiple forms of inquiry, including philosophical, narrative, and historical modes. Empirical inquiry as presented in this book encompasses both quantitative and qualitative approaches as well as those that strategically combine them. A helpful discussion of the "nuts and bolts" of developing sustainable research programs is also provided. The volume as a whole facilitates a situated, issue-driven research practice. Its unique focus on second language writing research makes it an invaluable resource for both novice and experienced researchers in the field.

In recent years, the number of nonnative speakers of English in colleges and universities in North America has increased dramatically. As a result, more and more writing teachers have found themselves working with these English as a Second Language (ESL) students in writing classes that are designed primarily with monolingual, native-English-speaking students in mind. Since the majority of institutions require these students to enroll in writing courses at all levels, it is becoming increasingly important for all writing teachers to be aware of the presence and special linguistic and cultural needs of ESL writers. This increase in the ESL population has, over the last 40 years, been paralleled by a similar growth in research on ESL writing and writing instruction--research that writing teachers need to be familiar with in order to work effectively with ESL writers in writing classrooms of all levels and types. Until recently, however, this body of knowledge has not been very accessible to writing teachers and researchers who do not specialize in second language research and instruction.
This volume is an attempt to remedy this problem by providing a sense of how ESL writing scholarship has evolved over the last four decades. It brings together 15 articles that address various issues in second language writing in general and ESL writing in particular. In selecting articles for inclusion, the editors tried to take a principled approach. The articles included in this volume have been chosen from a large database of publications in second language writing. The editors looked for works that mirrored the state of the art when they were published and made a conscious effort to represent a wide variety of perspectives, contributions, and issues in the field. To provide a sense of the evolution of the field, this collection is arranged in chronological order.

'I applaud the authors for this sizeable undertaking, as well as the care exercised in selecting and sequencing topics and subtopics. A major strength and salient feature of this volume is its range: It will serve as a key reference tool for researchers working in L2 composition and in allied fields.' - John Hedgcock, Monterey Institute for International Studies Synthesizing twenty-five years of the most significant and influential findings of published research on second language writing in English, this volume promotes understanding and provides access to research developments in the field. Overall, it distinguishes the major contexts of English L2 learning in North America, synthesizes the research themes, issues, and findings that span these contexts, and interprets the methodological progression and substantive findings of this body of knowledge. Of particular interest is the extensive bibliography, which makes this volume an essential reference tool for libraries and serious writing professionals, both researchers and practitioners, both L1 and L2. This book is designed to allow researchers to become familiar with the most important research on this topic, to promote understanding of pedagogical needs of L2 writing students, and to introduce graduate students to L2 writing research findings.

An intimate look at gay and bisexual daddies and their younger partners Over the past several years the term “daddy” has increased in popularity. Although the term has existed for centuries, its meaning has changed over time, and today can refer to desirable older men. In the Western world, same-sex male couples are far more likely to have large age gaps than other types of partnerships, and Daddies of a Different Kind analyzes the stories of gay and bisexual daddies and asks why younger men are interested in older men for sex and relationships. Based on interviews with self-described daddies and young adult men in relationships with older men, Tony Silva uncovers why it is more common for gay and bisexual men to have large age gaps in relationships than heterosexuals or LGBTQ women. These stories reveal that queer relationships with large age gaps are not consistent with a sugar daddy/gold digger stereotype. Instead, daddies mentor younger adult men and transmit knowledge intergenerationally, including how to navigate homophobia, access gay communities, and have fulfilling sex. Silva shows that demographic research understates the commonality of age-gap pairings among gay and bisexual men, and illustrates how daddies shape gay and bisexual communities both culturally and sexually. A fascinating read, Daddies of a Different Kind breaks many commonly held stereotypes about gay and bisexual life.

Nonfiction. Writing Reference. Language Arts. English as a Second Language. Theory has been used widely in the field of second language writing. Second language writing specialists--teachers, researchers, and administrators--have yet to have an open and sustained conversation about what theory is, how it works, and, more important, how to practice theory. PRACTICING THEORY IN SECOND LANGUAGE WRITING features fourteen essays by distinguished scholars in second language writing who explore various aspects of theoretical work that goes on in the field. Contributors include Dwight Atkinson, Diane Belcher, A. Suresh Canagarajah, Joan Carson, Deborah Crusan, Alister Cumming, Doug Flahive, Lynn M. Goldstein, Linda Harklau, John Hedgcock, Alan Hirvela, Ryuko Kubota, Paul Kei Matsuda, Lourdes Ortega, Dudley W. Reynolds, Tony Silva, Christine Tardy, Gwendolyn Williams, and Wei Zhu.

This bibliography is a compilation of 15 short bibliographies published in an issue of the Journal of Second Language Writing from January 1993 to September 1997. The work focuses on theoretically grounded research reports and essays addressing issues in second and foreign language writing and writing instruction, containing 676 entries, each including a 50+ word summary intended to be non-evaluative in nature. The editors hope that this work will be a useful tool for developing theory, research, and instruction in second language writing.

Why some straight men have sex with other men Why do some straight men in rural America have sex with other men? In Still Straight, Tony Silva convincingly argues that these men—many of whom enjoy hunting, fishing, and shooting guns—are not gay, bisexual, or “just experimenting.” As he shows, these men can enjoy a range of relationships with other men, from hookups to sexual friendships to secretive loving partnerships, all while strongly identifying with straight culture. Drawing on riveting interviews with straight white men who live in rural America, Silva explores the fascinating, and unexpected, disconnect between sexual behavior and identity. Some use sex with men to bond with other men in an acceptably masculine way; some are not particularly attracted to men, but are wary of emotional attachment with women; and others view sex with men—as opposed to women—as a more acceptable form of extramarital sexual behavior. Taking us inside the lives of straight white men who have sex with other men, Still Straight shows us that heterosexuality in rural America is not always, in fact, what it seems.