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Exploring the Poetic Capital in Out-of-School L2 Poetry Writing Practices
ZHANG Meng
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DOI:10.17265/1539-8080/2016.12.001
The Ohio State University, Ohio, USA
In order to humanize the teaching, learning, and researching of second language (L2) writing, a growing number of L2 writing researchers and practitioners incorporate creative (e.g., poetry and novels) and expressive genres (e.g., reading response and reflective journals) into the design and implementation of their L2 writing courses given the specific affordances of these genres in facilitating L2 learners’ social and cognitive growths. Nevertheless, such humanized and meaningful literacy practice, in the form of L2 creative writing, has been rarely investigated in out-of-school contexts, where writers autonomously elicit their sociocultural and emotional resources and capitals in free and self-regulated writing processes. This study addresses such gap by examining the salient characteristics of out-of-school L2 poetry writing workshop practice as well as potential connections between such practice and in-school, formal disciplinary studies. Data were collected through workshop observations, semi-structured interviews, and written texts. Findings indicated that the L2 writers’ cross-cultural experiences and transferrable interdisciplinary thoughts were two essential components of their poetic capitals in transforming them to be intellectual and creative L2 writers.
humanized and meaningful literacy practice, L2 poetry writing, poetic capital, cross-cultural experience, interdisciplinarity, creativity
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