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Critical academic writing and multilingual students / A. Suresh Canagarajah.

By: Canagarajah, A Suresh.
Material type: TextTextSeries: Michigan series on teaching multilingual writers.Publisher: Ann Arbor : University of Michigan Press, 2002Description: xiii, 279 p. : ill. ; 23 cm.ISBN: 047208853X; 9780472088539.Subject(s): English language -- Rhetoric -- Study and teaching | English language -- Study and teaching -- Foreign speakers | MultilingualismDDC classification: 808.04207 Online resources: WorldCat details
Contents:
Table of contents Series Foreword / Diane Belcher and Jun Liu -- Ch. 1. Understanding Critical Writing -- Ch. 2. An Overview of the Discipline -- Ch. 3. Issues of Form -- Ch. 4. Issues of Self -- Ch. 5. Issues of Content. -- Ch. 6. Issues of Community -- Ch. 7. Teaching Multiliteracies.
Summary: "In an era when English language teaching is increasingly perceived as fraught with "imperialistic implications," teachers of this global language have an obligation to revisit assumptions and reconsider the impact of their pedagogical actions. This volume facilitates such self-reflection and, at the same time, enables readers to better understand the motivations and pedagogical implications - especially for L2
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Item type Current location Collection Call number Copy number Status Date due Barcode Item holds
Text Text EWU Library
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Non-fiction 808.04207 CAC 2002 (Browse shelf) C-1 Checked out Not For Loan 18/04/2019 28209
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Online version:
Canagarajah, A. Suresh.
Critical academic writing and multilingual students.
Ann Arbor : University of Michigan Press, ©2002
(OCoLC)646872656

Includes index.

Table of contents Series Foreword / Diane Belcher and Jun Liu --
Ch. 1. Understanding Critical Writing --
Ch. 2. An Overview of the Discipline --
Ch. 3. Issues of Form --
Ch. 4. Issues of Self --
Ch. 5. Issues of Content. --
Ch. 6. Issues of Community --
Ch. 7. Teaching Multiliteracies.

"In an era when English language teaching is increasingly perceived as fraught with "imperialistic implications," teachers of this global language have an obligation to revisit assumptions and reconsider the impact of their pedagogical actions. This volume facilitates such self-reflection and, at the same time, enables readers to better understand the motivations and pedagogical implications - especially for L2

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