exploring second language creative writing beyond babel

Exploring Second Language Creative Writing

Beyond babel.

• Introduction : Beyond Babel? Exploring second language creative writing Dan Disney |  pp. 1–10
• Chapter 1. Appreciating the beauty of second language poetry writing David I. Hanauer |  pp. 11–22
• Chapter 2. Learner and writer voices : Learners as writers and the search for authorial voice Jane Spiro |  pp. 23–40
• Chapter 3. “Is this how it’s supposed to work?” : Poetry as a radical technology in L2 creative writing classrooms Dan Disney |  pp. 41–56
• Chapter 4. Literary translation as a creative practice in L2 writing pedagogies Eugenia Loffredo and  Manuela Perteghella |  pp. 57–74
• Chapter 5. Process and product, means and ends : Creative Writing in Macao Christopher Kelen |  pp. 75–102
• Chapter 6. Curriculum as cultural critique : Creative Writing pedagogy in Hong Kong Eddie Tay |  pp. 103–118
• Chapter 7. Co-constructing a community of creative writers : Exploring L2 identity formations through Bruneian playwriting Grace V.S. Chin |  pp. 119–138
• References |  pp. 139–148
• Notes on contributors |  pp. 149–152
• Name index |  pp. 153–154
• Subject index |  pp. 155–158

Cited by 6 other publications

This list is based on CrossRef data as of 11 april 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Linguistics

Literature & literary studies, main bic subject, main bisac subject.

Quicksearch

• All Results
• Digital Collections
• Archives or Manuscripts
• New Arrivals

Select Data Source

Advanced Search

Limit results by, books+ search results, exploring second language creative writing : beyond babe, available from:.

SECOND LANGUAGE CREATIVE WRITERS: Identities and Writing Processes

https://channelviewpublications.wordpress.com/2015/01/27/second-language-creative-writers/ http://www.multilingual-matters.com/display.asp?isb=9781783092994 Focusing on the notion of identity, this book elicits L2 creative writers’ own perspectives of their life histories through the form of interviews and think-aloud story writing sessions, and investigates the writers’ emerging writing processes. It integrates socioculturalist L2 identity studies with the typically cognitivist process-oriented L2 writing research.

Related Papers

http://www.tandfonline.com/eprint/PGggjB8G4g2a8uEYgNXs/full This study examines the personal identities and cognitive writing processes of two adult second language (L2) creative writers. Adopting a sociocultural stance, it identifies the L2 writers as social agents whose creative expression, self-perceptions and language are intrinsically bound together. Through interviews and think-aloud story writing sessions, the study investigates the L2 writers’ identities through analysing the individuals’ self-recounts of creative writing experience and their cognitive writing processes when engaging in particular story writing tasks. The two writers are found to demonstrate distinctive ‘personalities’ throughout their cognitive writing process, which are associated with their previous cultural linguistic experiences. The study argues that the practice of L2 creative writing can be performed by L2 users not only for purposes of language or literacy acquisition, but also as a self-empowering tool to achieve particular social positioning and hence self-esteem. The insights hold pedagogical values for language and writing classroom.

Asma Mansoor

For Jacques Derrida, language is a habitat that contours one's " ipseity " (1). He addressed the complexity generated in one's sense of the self when one speaks a language that is not one's own, but a legacy of the colonial experience which has erased the language of the colonized. Yan Zhao's monograph entitled Second Language Creative Writers: Identities and Writing Processes explores the configuration of writer identities and writer voices of Second Language Creative Writers who have access to both their first and second languages. The linguistic habitat of these second language creative writers is a mélange of various linguistic paradigms that have played a pivotal role in the constitution of their subjectivities. As Zhao meticulously traces the connection between the identities and the cognitive writing processes of 15 advanced level L2 Creative Writers in the United Kingdom through discourse analysis, this important work does not only cover how social processes and human cognition are interconnected , it also operates as a work that could function as a base for devising new ways of analyzing the subjective coordinates of L2 writers vis-à-vis the target language and also the socio-political contexts within which the target language is spoken. In her work under review here, Yan Zhao interweaves Community of Practice (CoP) theories with Post-structuralist thought in order to analyze the imbrication of the socio-cultural paradigms, histories and interactions within the creative writing processes of L2 writers and their identity construction. Zhao sees their modes of writing as " idiosyncratic performances " (Zhao 7; italics in original) stemming from their agentive choice of engagement with specific discourses, ideological angles, writing mechanisms , etc. In doing so, they " perform " (Zhao 3) specific configurations of identity which remain functional in multiple spheres of existence. One of the important areas that this work opens up for further exploration is the engagement of prior social and linguistic experiences in the performative enactment

This study examines the cognitive writing processes of three ESL creative writers. Adopting a sociocultural stance, it identifies the writers as social agents with particular self-perceptions and purposes behind their creative writing practices. Through interviews and think-aloud story writing sessions, the study finds that the writers‘ present cognitive writing processes are mediated by their previous creative literacy experiences which are embedded in particular situations and embody certain values. The discussion traces the learners‘ self-representational and hence idiosyncratic movement of thought emergent in immediate creative writing tasks. It argues that the practice of L2 creative writing in pedagogic contexts can be enhanced and rationalised through a deeper understanding and appreciation of how creative writing can be performed by L2 users not only for purposes of language or literacy acquisition, but also as a self-empowering tool to achieve particular social positioning and hence self-esteem.

Darío Luis Banegas

Shizhou Yang

Although it is commonly known now that multilingual writers’ identities are multiple, complex and dynamic, much remains unknown about how autobiographical writing in a second language mediates the writers’ identity work. Taking a transnational perspective to language and identity, this article analyzes a Chinese university student’s autobiographical writing in English and its multiple drafts in a writing circle over nine months in light of the student writer’s drawings and interviews. The study reveals three potential phases of identity work, i.e., performing, reflecting and re-visioning, that multilingual writers may experience as they engage in autobiographical writing in a second language. Pedagogical implications of these findings are discussed. orcid.org/0000-0002-8113-4689

New Directions

Brian Cullen

Frontiers in Psychology

The past two decades have witnessed a burgeoning literature on L2 writers' identities, especially their discoursal identities. In contrast, little attention is paid to the writers' felt sense of self when they write in an L2, which is an integral dimension of their autobiographical self. In this article, we provide empirical evidence of the nature of this aspect of L2 writer identity. To illustrate, we analyzed linguistic metaphors elicited from three groups of L2 writers (N = 83), majoring respectively in Thai, Japanese, and English in a Chinese university. Descriptive analysis shows that, due to challenges in content, language, organization, and cultural differences, a majority of L2 writers, especial Thai and Japanese L2 writers, experience a diminishing sense of self when they write in L2. In contrast, some L2 writers, especially English L2 writers, find writing in an L2 liberating, revealing the impact of their individual learning trajectories and pedagogical practices ...

International Journal of Humanity Studies (IJHS)

Dewi Widyastuti

Creative writing is created for aesthetic rather than informative purposes and its creation is greatly influenced by the writers’ background. Thus, how the writers’ perception of themselves or their identities are expressed in the creative writing products. As such, creative writing in the English as a foreign language (EFL) context may offer a space for foreign language learners to express their perceived identities. In this study, an analysis of two short stories written by students of the English Letters Department, Universitas Sanata Dharma, Yogyakarta, Indonesia, revealed that the students’ perceived identities were used as the resources for their creative writing outputs. In the first short story entitled “Calling Him Back”, through the internal conflicts of the main character, the student writer expressed her doubt as to which identities to claim. In the second short story entitled “Happy Birthday”, the student writer exploits her identities as a literature student when she d...

Book chapter in Dan Disney (ed.), Exploring Second Language Creative Writing: Beyond Babel (pp. 119-138).

Grace V. S. Chin

In this chapter, I explore how recent studies of creative writing have moved away from prevailing ideas of individual creative acts to explore the social dimensions of creativity. Using a sociocultural approach, I examine the interrelated notions of identity, language, and place by investigating L2 creative writing, specifically playwriting, as a social, learning process within the postcolonial, bilingual, and sociocultural contexts of Brunei Darussalam. The theories of Vygotsky and Foucault are expanded on to show how creative writing (SL) classes are interactional spaces where students actively engage each other as a community of writers; in the process, they co-construct both knowledges and identities as emergent L2 writers.

Critical Transitions: Writing and the Question of Transfer

Ketevan Kupatadze

RELATED PAPERS

Estudios sobre el Mensaje Periodístico

Begoña Gutiérrez San Miguel

Tomasz Jurek

muammar hanafiah

Ecological Indicators

Annukka Lehikoinen

Texto Livre: Linguagem e Tecnologia

Ana C F Matte

Journal of Volcanology and Geothermal Research

Sergio Morales

Journal of Electroanalytical Chemistry

European Journal of Operational Research

Mary Beth Kurz

Direktur Jenderal Kekayaan Intelektual, Kementerian Hukum Dan Hak Asasi Manusia, Republik Indonesia

Hendra Lesmana

202 MCQs Ophthalmology

Riyad Banayot

Chungará (Arica)

Wilson muñoz

Revista Brasileira de Ciência do Solo

Diego Silva Siqueira

Interface - Comunicação, Saúde, Educação

Eliane Dias de Castro

Harry Hardian Sakti

Comptes Rendus Mathematique

Mohamed Amine Khalil cherfi

Frontiers in Bioengineering and Biotechnology

Justin Baerwald

Journal of Orthopaedic Surgery and Research

Scott Yerby

Peter Kevan

RSC Advances

Mehran Ghiaci

Burak Fazıl ÇABUK

Vanessa Bomfim

abdur rozaq

Archaeological and Anthropological Sciences

Cristina Tejedor-Rodríguez

Margaret Clark

Anatolian journal of botany

FEVZI OZGOKCE

RELATED TOPICS

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024

• Writing, Research & Publishing Guides

Download the free Kindle app and start reading Kindle books instantly on your smartphone, tablet, or computer - no Kindle device required .

Read instantly on your browser with Kindle for Web.

Using your mobile phone camera - scan the code below and download the Kindle app.

Image Unavailable

• To view this video download Flash Player

Exploring Second Language Creative Writing (Linguistic Approaches to Literature) UK ed. Edition

• ISBN-10 9027234086
• ISBN-13 978-9027234087
• Edition UK ed.
• Publisher John Benjamins Publishing Company
• Publication date June 26, 2014
• Language English
• Dimensions 6.5 x 0.5 x 9.5 inches
• Print length 162 pages
• See all details

Product details

• Publisher ‏ : ‎ John Benjamins Publishing Company; UK ed. edition (June 26, 2014)
• Language ‏ : ‎ English
• Hardcover ‏ : ‎ 162 pages
• ISBN-10 ‏ : ‎ 9027234086
• ISBN-13 ‏ : ‎ 978-9027234087
• Item Weight ‏ : ‎ 15.9 ounces
• Dimensions ‏ : ‎ 6.5 x 0.5 x 9.5 inches
• #3,726 in Creative Writing & Composition
• #29,407 in Fiction Writing Reference (Books)
• #103,294 in Professional

Customer reviews

Customer Reviews, including Product Star Ratings help customers to learn more about the product and decide whether it is the right product for them.

To calculate the overall star rating and percentage breakdown by star, we don’t use a simple average. Instead, our system considers things like how recent a review is and if the reviewer bought the item on Amazon. It also analyzed reviews to verify trustworthiness.

No customer reviews

• Amazon Newsletter
• About Amazon
• Accessibility
• Sustainability
• Press Center
• Investor Relations
• Amazon Devices
• Amazon Science
• Sell on Amazon
• Sell apps on Amazon
• Supply to Amazon
• Protect & Build Your Brand
• Become an Affiliate
• Become a Delivery Driver
• Start a Package Delivery Business
• Advertise Your Products
• Self-Publish with Us
• Become an Amazon Hub Partner
• › See More Ways to Make Money
• Amazon Visa
• Amazon Store Card
• Amazon Secured Card
• Amazon Business Card
• Shop with Points
• Credit Card Marketplace
• Reload Your Balance
• Amazon Currency Converter
• Your Account
• Your Orders
• Shipping Rates & Policies
• Amazon Prime
• Returns & Replacements
• Manage Your Content and Devices
• Recalls and Product Safety Alerts
• Conditions of Use
• Privacy Notice
• Consumer Health Data Privacy Disclosure
• Your Ads Privacy Choices