Writing Archive

Results in BLC Posts

Lecture by Paige Ware, October 18, 2013

Piecemeal but Promising: Technology Integration in Secondary Language Classrooms by Paige Ware, Southern Methodist University In the last ten years, the pace at which technology has been integrated into classroom instruction in US secondary educational institutions has quickened rapidly. Often invoking a discourse of “21st century learning,” vibrant calls abound for schools to focus on…

Writing as a Social Act: A Genre-based Approach to Writing Pedagogy in the Foreign Lang. Classroom

Introduction As both students and instructors of foreign languages move into intermediate- and advanced-level courses, they participate in increasingly more complex interactions with each other and also with the texts that they study and create. Students in the second-year French program (French 3 and 4) are expected to work equally in the four areas of…

Results in L2 Journal Articles

Writing the Translingual Life: Recent Memoirs and Auto-Fiction by Russian-American and Russian-German Novelists

One of the more remarkable developments in translingual literature over the past decade has been the rise of a new wave of Soviet-born authors writing in languages other than their native Russian. Autobiographical elements have always figured prominently in their fiction, and some of these authors have recently crossed the boundary into non-fiction by writing memoirs. The process of writing in a second language about becoming a writer in a second language gives these books a particular self-referential quality. This essay surveys the latest memoirs and auto-fiction (published 2012-14) of five Soviet-born immigrant novelists in the U.S. and Germany—Gary Shteyngart, Lena Gorelik, Lara Vapnyar, Olga Grjasnowa, and Maxim Shrayer.  It argues that constructing a narrative of the self for a foreign audience serves as a crucial step in the gestation of a translingual novelist. This narrative urge often predates the actual mastery of the new language. Rather than as the result of an already-achieved acquisition of a new linguistic medium, telling one’s story in a non-native language emerges as a means toward language learning and integration.

Introduction to the Special Issue

The premise of this publication and collective exploration is that through literacy, and in particular L2 writing, personal phenomenological experience can be reflectively inspected, explicated and presented for interpretation by others and as such can be used as an important resource within the language classroom...

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