Beteiligte: | |
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In: | Journal of Basic Writing, 32, 2013, 1, S. 37-61 |
veröffentlicht: |
City University of New York
|
Medientyp: | Artikel, E-Artikel |
Umfang: | 37-61 |
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ISSN: |
0147-1635
|
veröffentlicht in: | Journal of Basic Writing |
Sprache: | Englisch |
Kollektion: | sid-55-col-jstoras14 JSTOR Arts & Sciences XIV Archive |
<p>This article presents a pedagogical practice for noticing and negotiating error in a multilingual classroom. Two examples from a classroom are compared to demonstrate the importance of "noticing" in the context of translingual pedagogy. The author's first example offers an attempt to negotiate an error with a multilingual writer without such noticing, compared with a more successful negotiation where noticing plays a part in developing a writer's rhetorical attunement. The concept of noticing derives from second language acquisition (SLA) scholarship in which to notice invites attention to a linguistic feature which may belie a writer's expressed purpose. Without noticing error with their students, teachers dismiss errors' relevance to the impact of writing, and also miss opportunities for an entire class to notice and negotiate sentence-level writing.</p> |