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This book examines the writing practices of three adult multilingual writers through the prism of their writing in English as an additional language. It illustrates some of the social, cultural and political contexts of the writers’ literacy activities and discusses how these impact their literate and intellectual lives. It reflects on the para- and meta-textual dimensions of writing because organic writing practices are almost always performed within sociocultural and power-relational contexts. In our highly compartmentalized educational structures, writing education has been severed from those organic components, focusing mainly on writing stylistics. This book proposes creating space for organic writing practices in our everyday writing pedagogies, and argues for a writing pedagogy that acknowledges the complex interactions of social, emotional and identity-related layers of writing.
Amir Kalan is Assistant Professor in the Department of Integrated Studies in Education (DISE) at McGill University, Canada. He is the author of Who’s Afraid of Multilingual Education? (Multilingual Matters, 2016). He is interested in critical literacy, multiliteracies, second language writing, intercultural rhetoric, multilingual text generation, and multimodal and digital writing.
Acknowledgments
1. Introduction
2. Conceptual and Empirical Background
3. Making Sense of Histories and Literate Legacies
4. Literacy and Writing Discourses
5. Writing as a Power Differential
6. Written Texts as Organic Outgrowth of Complex Linguistic and Cultural Repertoires
7. Social and Institutional Lived Experiences
8. Mechanics and Practicalities
9. Implications, Recommendations, and Potential Further Directions
References