Fri, September 07, 11:15 am
Short paper (30 minutes)
David Coulson (Ritsumeikan University); John Adamson (University of Niigata Prefecture); Naoki Fujimoto-Adamson (Niigata University of International and Information Studies)
In this presentation, we share our approaches towards promoting academic literacy in distinct research-supervision contexts with Japanese-L1 novice researchers writing in English, including those with the aim of publishing their work. These approaches included scaffolding with research report models, bilingual mediation of the writing and critical-reading process and directive corrective and metalinguistic feedback. This mix springs from CLIL and EMI practices. However, our research is innovative in that few previous studies have considered the final stages of undergraduate/postgraduate dissertation supervision. This is a process involving multiple drafts, balancing explicit and prescriptive feedback progressing towards greater agency in students’ own writing.