Second-Language Writing in College Composition Programs

*Note: Please scroll down the page to see the full report as well as the original research proposal*

Principle Investigator: Paul Kei Matsuda, University of New Hampshire
Research Assistants: Joleen Hanson and Steven Simpson

Overview. This project is a meta-analytical study of second-language writing research with a focus on mainstream college composition programs—i.e., composition programs that are not specifically designed for second-language writers. (Second-language writers include both resident and international students. For a thorough definition, please see the CCCC Statement on Second Language Writing.) The main goal of the project is to synthesize what we know about second-language writing for composition teachers and researchers and to identify the need for further studies that are particularly useful in addressing administrative, pedagogical and assessment issues.

Second-language writing research began to emerge in the 1960s and has become one of the most popular research topics in second-language studies. Yet, due to the disciplinary separation between composition studies and second-language studies (Matsuda, “Composition”; “Situating”), research on second-language writing has traditionally been situated in the context of second-language studies. This historical situation has created a number of serious problems.

One of the major problems is that a vast majority of researchers who study issues in second-language writing come from the disciplinary background of second language studies (usually TESOL or applied linguistics); they often bring theoretical and methodological assumptions as well as background knowledge that are different from those held by researchers who come from the disciplinary background of composition studies. Furthermore, much of the existing studies focus on programs that are populated almost exclusively by second-language writers. As a result, the existing research on second-language writing is often not directly applicable or immediately accessible to composition teachers, researchers and administrators.

More recently, a growing number of researchers working in the disciplinary context of composition studies have begun to take interest in second-language issues. Yet, because most of these researchers, though well intended, come primarily from the disciplinary background of composition studies, this new body of research is not always informed by existing research on second-language writing.

In order to develop a body of knowledge that is conducive to meeting the needs of second-language writers, research on second-language writing needs to be informed by the disciplinary perspectives of both composition studies and second language studies. To this end, this proposed meta-analytical study will identify and analyze existing research on second-language writing and consider how and to what extent it meets the particular needs of mainstream college composition programs. It will also identify areas where further research is needed and suggest possible research questions and methodological options.

Research Questions. Key questions to be addressed in this project include the following:

What do we know about second-language writers, writing and writing instruction in the context of mainstream composition programs?
To what extent does the existing research on second-language writing apply to the context of mainstream composition programs?
What are some of the key issues in working with second-language writers that mainstream composition teachers, researchers and administrators face?
What are the current practices in addressing those issues?
How effective are the current practices?
What are some of the questions and issues in the main stream composition programs that need to be addressed in future research on second-language writing?

Method. I will analyze existing research studies in terms of their relevance to mainstream composition programs. This study will be primarily philosophical and historical in nature. One of the most important aspect of this meta-analytical study is to consider how the differences in the context of instruction—i.e., the student population, teacher background, curricular goals, etc.—affect the applicability of the existing knowledge. For this reason, this project will involve: 1) a review of all existing publication on second-language writing; and 2) a consideration of issues and questions that composition teachers face in working with second-language writers in composition programs.

Preliminary Findings. We are currently compiling the database and examining the sources. At this point, the most important finding is that there is not enough research or resources that focus on writing program administration. The next step will be to consider how insights from existing studies (which focus mostly on contexts where students are almost exclusively second language writers) might inform the work of writing program administrators and teachers.

Outcome. The analysis of sources will continue at least until the end of 2005, although it is likely to continue as more resources become available. This project will result in several publications. First, I will collaborate with my research assistants in writing a journal article (to be submitted to CCC) that presents the result of this project. The article will: 1) discuss the problem of the disciplinary division of labor in terms of developing second-language writing research in the context of composition studies; 2) presents a synthesis of what we know about second-language writing instruction, administration and assessment in the context of composition programs; 3) suggest the directions for further research. The project will also be incorporated into a book-length project that will present issues and resources for writing teachers and program administrators who work with second-language writers. In addition, the preliminary findings of this project have inspired another related project—a special issue of WPA: Writing Program Administration that focuses on the integration of a second-language perspective into writing programs.

For more information about this project, please contact:

Paul Kei Matsuda
Department of English
University of New Hampshire
Durham, NH 03824-3574
http://matsuda.jslw.org/