DISCUSIÓN

Adaptive transfer has significant implications for multilingual and NES writers across the curriculum and for the WAC programs that support them. It thus serves as a framework that can help WAC scholars and faculty adjust their practices in ways that effectively serve the growing population of multilingual learners in US higher education. As we continue to realize the “New America” in which we live—an America, as Hall (2009) writes, wherein multilingualism is now more common than monolingualism—it is imperative that WAC scholars account for the complex ways in which all students learn to write across the curriculum. In doing so, it is our hope that WAC scholars and faculty will be able to recognize multilingual writers’ rhetorical and linguistic backgrounds as resources and not liabilities (Canagarajah, 2006b). We hope that the framework of adaptive transfer will help achieve such ends, so that WAC researchers and faculty across the disciplines can ethically and effectively help students learn to write—and value students’ multilingual, idiosyncratic ways of writing and knowing as part of that enterprise.

REFERENCES

Beach, K. (1999). Consequential transitions: A sociocultural expedition be- yond transfer in education. In A. Iran-Nejad & P. D. Pearson (Eds.), Review

DePalma and Ringer

62

of research in education, 24 (pp. 101-139). Washington, DC: American Edu- cational Research Association.

Belcher, D. (1995). Writing critically across the curriculum. In D. Belcher & G. Braine (Eds.), Academic writing in a second language: Essays on research and pedagogy (pp. 135-154). Norwood, NJ: Ablex.

Belcher, D. & Braine, G. (1995). Academic writing in a second language: Essays on research and pedagogy. Norwood, NJ: Ablex.

Bergmann, L. S. & Zepernick, J. (2007). Disciplinarity and transfer: Students’ perceptions of learning to write. WPA: Writing Program Administration, 31(1/2), 124-49.

Bloch, J., Condon, W., Hickey, D., McLeary, L., Matsuda, P. K., Rilling, S., and Palmquist, M. (2001). Connecting WAC and ESL? Academic.Writing, 2. Retrieved from http://wac.colostate.edu/aw/forums/

Bradford, J. D. & Schwartz, D. L. (1999). Rethinking transfer: A simple pro- posal with multiple implications. In A. Iran-Nejad & P. D. Pearson (Eds.),

Review of research in education, 24 (pp. 61-100). Washington, DC: American Educational Research Association.

Brent, D. (2012). Crossing boundaries: Co-op students relearning to write.

College Composition and Communication, 63(4), 558-592.

Broudy, H.S. (1977). Types of knowledge and purposes of education. In R. C. Anderson, R. J. Spiro, & W. E. Montague (Eds.), Schooling and the acquisi- tion of knowledge (pp. 1-17). Hillsdale, NJ: Erlbaum.

Canagarajah, A. S. (2002). Critical academic writing and multilingual students. Ann Arbor, MI: University of Michigan Press.

Canagarajah, A. S. (2006a). The place of world Englishes in composition: Pluralization continued. College Composition and Communication, 57, 586-619.

Canagarajah, A. S. (2006b). Toward a writing pedagogy of shuttling between languages: learning from multilingual writers. College English,68, 589-604. Carroll, L. A. (2002). Rehearsing new roles: How college students develop as writ-

ers. Carbondale: Southern Illinois University Press.

Condon, W. (2001). Accommodating complexity: WAC program evaluation in the age of accountability. In S. H. McLeod, E. Miraglia, M. Soven, & C. Thaiss (Eds.), WAC for the new millennium: Strategies for continuing writing- across-the-curriculum programs (pp. 28-51). Urbana, IL: NCTE.

Conference on College Composition and Communication. (2009). Statement on second language writing and writers. Retrieved from http://www.ncte.org/ cccc/resources/positions/secondlangwriting

Connor, U. (1996). Contrastive rhetoric: Cross-cultural aspects of second-language writing. New York: Cambridge University Press.

Adaptive Transfer Currie, P. (1999). Transferable skills: Promoting student research. English for

Specific Purposes, 18(1), 329-345.

DePalma, M.-J. & Ringer, J. M. (2011). Toward a theory of adaptive transfer: Expanding disciplinary discussions of “transfer” in second-language writing and composition studies. Journal of Second Language Writing, 20(2), 134-47. Dias, P., Freedman, A., Medway, P., and Paré, A. (1999). Worlds apart: Acting

and writing in academic and workplace contexts. Mahwah, NJ: Lawrence Erl- baum.

Dively, R. L. & Nelms, G. (2007). Perceived roadblocks to transferring knowl- edge from first-year composition to writing-intensive major courses: A pilot study. Writing Program Administration, 31(1/2), 214-240.

Downs, D. & Wardle, E. (2007). Teaching about writing, righting misconcep- tions: (Re)envisioning “first-year composition” as “introduction to writing studies.” College Composition and Communication, 58(4), 552-84.

Dyson, A. H. (1999). Transforming transfer: Unruly children, contrary texts, and the persistence of pedagogical order. In A. Iran-Nejad & P. D. Pearson (Eds.), Review of research in education, 24 (pp. 141-171). Washington, DC: American Educational Research Association.

Grabe, W. & Kaplan, R. B. (1989). Writing in a second language: Contrastive rhetoric. In D. M. Johnson & D. H. Rohen (Eds.), Richness in writing: Em- powering ESL students (pp. 263-83). White Plains, NY: Longman.

Greeno, J. G., Smith, D. R., & Moore, J. L. (1993). Transfer of situated learn- ing. In D. K. Detterman and R. J. Sternberg (Eds.), Transfer on trial: Intelli- gence, cognition, and instruction (pp. 99-167). Norwood, NJ: Ablex Publish- ing Corporation.

Hall, J. (2009). WAC/WID in the next America: Redefining professional iden- tity in the age of the multilingual majority. The WAC Journal, 20. Retrieved from http://wac.colostate.edu/journal/vol20/hall.pdf

Haskell, R. E. (1998). Reengineering corporate training: Intellectual capital and transfer of learning. Westport, CT: Quorum Books.

Haswell, R. H., Briggs, T. L., Fay, J. A., Gillen, N. K., Harrill, R., Shupala, A. M., Trevino, S. S. (1999).Context and rhetorical reading strategies: Haas and Flower (1988) revisited. Written Communication, 16, 3-28.

Hinds, J. (1983a). Contrastive rhetoric: Japanese and English. Text, 3(2), 183- 95.

Hinds, J. (1983b). Linguistics in written discourse in particular languages: Contrastive studies: English and Japanese. In R. B. Kaplan (Ed.), Annual review of applied linguistics III (pp. 78-84). Rowley, MA: Newbury House. Hinds, J. (1990). Inductive, deductive, quasi-inductive: Expository writing in

DePalma and Ringer

64

Coherence in writing: Research and pedagogical perspectives (pp. 87-110). Al- exandria, VA: TESOL.

Horner, B. & Lu, M. (2007). Resisting monolingualism in “English”: Reading and writing the politics of language. Paper presented at the University of New Hampshire, Durham, NH.

Horner, B. & Trimbur, J. (2002). English only and US college composition.

College Composition and Communication, 53, 594-630.

James, M. A. (2006a). Teaching for transfer in ELT. ELT Journal, 60(2), 151- 159.

James, M. A. (2006b). Transfer of learning from a university content-based EAP course. TESOL Quarterly, 40, 783-806.

James, M. A. (2009). “Far” transfer of learning outcomes from an ESL writing course: Can the gap be bridged? Journal of Second Language Writing, 18, 69- 84.

Johns, A. M. (1995). Teaching classroom and authentic genres: Initiating stu- dents into academic cultures and discourses. In D. Belcher & G. Braine (Eds.), Academic writing in a second language: Essays on research and pedagogy

(pp. 277-91). Norwood, NJ: Ablex.

Johns, A. M. (1997). Text, role, and context: Developing academic literacies. New York: Cambridge University Press.

Kang, J. Y. (2005). Written narratives as an index of L2 competence in Korean EFL learners. Journal of Second Language Writing, 14, 259-79.

Kaplan, R. B. (1966). Cultural thought patterns in intercultural education.

Language Learning, 16, 1-20.

Kaplan, R.B. (1988). Contrastive rhetoric and second language learning: Notes towards a theory of contrastive rhetoric. In A. C. Purves (Ed.), Writing across languages and cultures (pp. 275-304). Newbury Park, CA: Sage Publications. Kobayashi, H. (1984). Rhetorical patterns in English and Japanese. Dissertation

Abstracts International, 45(S), 2425A.

Kubota, R. (1998). An investigation of L1-L2 transfer in writing among Japa- nese university students: Implications for contrastive rhetoric. Journal of Sec- ond Language Writing, 7, 69-100.

Lave, J. (1988). Cognition in practice: Mind, mathematics, and culture in every- day life. Cambridge, UK: Cambridge University Press.

Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participa- tion. Cambridge: Cambridge University Press.

Leki, I. (1995). Coping strategies of ESL students in writing tasks across the curriculum. TESOL Quarterly, 29(2), 235-260.

Leki, I. (2007). Undergraduates in a second language: Challenges and complexities of academic literacy development. New York: Lawrence Erlbaum Associates.

Adaptive Transfer Leki, I., & Carson, J. G. (1997). “Completely different worlds”: EAP and the

writing experiences of ESL students in university courses. TESOL Quarterly, 31(1), 39-69.

Lobato, J. (2003). How design experiments can inform a rethinking of transfer and vice versa. Educational Researcher, 32(1), 17-20.

Lu, M. (2004). An essay on the work of composition: Composing English against the order of fast capitalism. College Composition and Communication,

56, 16-50.

Lu, M. (2006). Living English work. College English, 68, 605-18.

MacDonald, S. P. & Cooper, C. R. (1992). Contributions of academic and dialogic journals to writing about literature. In Herrington, A. & Moran, C. (Eds.), Writing, teaching, and learning in the disciplines. (pp. 137-155). New York: Modern Language Association.

Matsuda, P. K. (1997). Contrastive rhetoric in context: A dynamic model of L2 writing. In T. Silva & P. K. Matsuda (Eds.), Landmark essays on second language writing (pp. 241-255). Mahwah, NJ: Erlbaum.

Matsuda, P. K. (2002). Alternative discourses: a synthesis. In C. Schroeder, H. Fox, and P. Bizzell (Eds.), ALT/DIS: Alternative discourses and the academy

(pp. 191-96). Portsmouth, NH: Boynton/Cook.

McCarthy, L. P. (1987). A stranger in strange lands: a college student writing across the curriculum. Research in the Teaching of English, 21(3), 233-65. McLeod, S. H. & Miraglia, E. (2001). Writing across the curriculum in a time

of change. In McLeod, S. H., Miraglia, E., Soven, M., and Thaiss, C. (Eds.),

WAC for the new millennium: Strategies for continuing writing-across-the-cur- riculum programs (pp. 1-27). Urbana: NCTE.

Oi, K. (1984). Cross-cultural differences in rhetorical patterning: A study of Japanese and English. Dissertation Abstracts International, 4, 5(8), 251 IA. Parks, S. (2001). Moving from school to the workplace: Disciplinary innova-

tion, border crossings, and the reshaping of a written genre. Applied Linguis- tics, 22, 405-438.

Petraglia, J. (1995). Reconceiving writing, rethinking writing instruction. Mah- wah, NJ: Erlbaum.

Pierce, K. A., Duncan, M. K., Gholson, B., Ray, G. E., & Kamhi, A. G. (1993). Cognitive load, schema acquisition, and procedural adaptation in noniso- morhpic analogical transfer. Journal of Educational Psychology, 85, 66-74. Prior, P. A. (1998). Writing/disciplinarity: A sociohistoric account of literate activ-

ity in the academy. Mahwah, NJ: Erlbaum.

Riazi, A. (1997). Acquiring disciplinary literacy: A social-cognitive analysis of text production and learning among Iranian graduate students of education.

DePalma and Ringer

66

Royer, J. M. (1979). Theories of the transfer of learning. Educational Psycholo- gist, 14, 53-69.

Royer, J. M., Mestre, J. P., & Dufresne, R. J. (2005). Framing the transfer prob- lem. In J. P. Mestre (Ed.), Transfer of learning from a modern multidisciplinary perspective (pp. vii-xxvi). Greenwich, CT: Information Age Publishing. Russell, D. (1995). Activity theory and its implications for writing instruction.

In J. Petraglia (Ed.), Reconceiving writing, rethinking writing instruction (pp. 51-77). Mahwah, NJ: Erlbaum.

Russell, D. (2001). Where do the naturalistic studies of WAC/WID point? A research review. In S. H. McLeod, E. Miraglia, M. Soven, & C. Thaiss (Eds.), WAC for the new millennium: Strategies for continuing writing-across- the-curriculum programs (pp. 259-98). Urbana: NCTE.

Schroeder, C. L., Fox, H., & Bizzell, P. (2002). ALT DIS: Alternative discourses and the academy. Portsmouth, NH: Boynton/Cook.

Simpson, J. M. (2000). Topical structure analysis of academic paragraphs in English and Spanish. Journal of Second Language Writing, 9 (3), 239-309. Smit, D. W. (2004). The end of composition studies. Carbondale: Southern Il-

linois University Press.

Snow, M. A. (1993). Discipline-based foreign language teaching: Implications from ESL/EFL. In M. Krueger & F. Ryan (Eds.), Language and content: Dis- cipline- and content-based approaches to language study. Lexington, MA.: D.C. Heath & Co.

Spack, R. (1988). Initiating ESL students into the academic discourse commu- nity: How far should we go? TESOL Quarterly, 22, 29-51.

Spack, R. (1997). The acquisition of academic literacy in a second language: A longitudinal case study. Written Communication, 14(1), 3-62.

Stitt-Bergh, M. & Hilgers, T. (2009, December 3). Program assessment: Pro- cesses, propagation, and culture change. [Special issue of Writing Across the Curriculum and Assessment] Across the Disciplines, 6. Retrieved from http:// wac.colostate.edu/atd/assessment/stittbergh_hilgers.cfm

Swales, J. (1990). Genre analysis: English in academic and research settings. Cam- bridge: Cambridge University Press.

Thaiss, C., & Zawacki, T. M. (2006). Engaged writers and dynamic disciplines: Research on the academic writing life. Portsmouth, NH: Boynton/Cook Heinemann.

Thomas, F. L. (2009, December 3). Developing a culture of writing at Virginia State University: A new writing emphasis. [Special issue of Writing Across the Curriculum and Assessment] Across the Disciplines, 6. Retrieved from http://wac.colostate.edu/atd/assessment/thomas.cfm

Adaptive Transfer Voss, J. F. (1989). On the composition of experts and novices. In E. Maimon,

B. Nodine, & F. W. O’Connor (Eds.), Thinking, reasoning, and writing (pp. 69-84). New York: Longman.

Walvoord, B. E. & McCarthy, L. P. (1990). Thinking and writing in college: a naturalistic study of students in four disciplines. Urbana: NCTE.

Wardle, E. (2007). Understanding “transfer” from FYC: Preliminary results of a longitudinal study. Writing Program Administration, 31(1/2), 65-85.

Wardle, E. (2009). “Mutt genres” and the goal of FYW: Can we help students write the genres of the university? College Composition and Communication, 60(4), 765-89.

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York: Cambridge University Press.

Zamel, V. & Spack, R. (Eds). (2004). Crossing the curriculum: Multilingual learners in college classrooms. Mahwah, NJ: Lawrence Erlbaum.

CHAPTER 2

DEVELOPING RESOURCES FOR