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Examining the Situational Contexts and Language Use in Multilingual Writing for Teacher Capacity Building

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Title: Examining the Situational Contexts and Language Use in Multilingual Writing for Teacher Capacity Building
Language: English
Authors: Ali Yaylali
Source: TESOL in Context. 2025 34(2).
Availability: Australian Council of TESOL Associations. P.O. Box 2019, Smithfield, New South Wales 2164, Australia. e-mail: actaexec@yahoo.com.au; Web site: http://www.tesol.org.au/Publications/TESOL-in-Context
Peer Reviewed: Y
Page Count: 27
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Multilingualism, English Learners, Context Effect, High School Students, Student Writing Models, Refugees, Language Usage, Letters (Correspondence), Science Education, Capacity Building
Geographic Terms: Arizona
ISSN: 1030-8385
2209-0916
Abstract: Analyzing student writing samples situationally and linguistically allows teachers to better grasp the registers of secondary writing and the experiences of multilingual learners of English (MLE). Using a qualitative case study methodology, this study aims to demonstrate how to analyze the situational contexts and language use in MLE writing by comparing two different letter writing tasks completed in U.S. high school science courses. The data sources included ethnographic interviews with MLEs and their science teacher, and student writing samples from refugee-background MLEs. The results indicate similarities and differences in the situational contexts of the two writing tasks, leading to the use of clauses and noun phrases for different functional reasons. Specifically, variations in communicative purposes, teacher expectations, and interactions among the participants resulted in distinct writing processes and experiences. The study provides insights into how MLEs functionally employed clausal and phrasal linguistic features to achieve their writing goals. The study offers practical implications for teachers and teacher educators to develop register awareness and enhance support for multilingual writers across content areas.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1491748
Database: ERIC
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  Data: Examining the Situational Contexts and Language Use in Multilingual Writing for Teacher Capacity Building
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  Data: <searchLink fieldCode="AR" term="%22Ali+Yaylali%22">Ali Yaylali</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22TESOL+in+Context%22"><i>TESOL in Context</i></searchLink>. 2025 34(2).
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  Data: Australian Council of TESOL Associations. P.O. Box 2019, Smithfield, New South Wales 2164, Australia. e-mail: actaexec@yahoo.com.au; Web site: http://www.tesol.org.au/Publications/TESOL-in-Context
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22English+Learners%22">English Learners</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Writing+Models%22">Student Writing Models</searchLink><br /><searchLink fieldCode="DE" term="%22Refugees%22">Refugees</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Letters+%28Correspondence%29%22">Letters (Correspondence)</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Capacity+Building%22">Capacity Building</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Arizona%22">Arizona</searchLink>
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  Data: 1030-8385<br />2209-0916
– Name: Abstract
  Label: Abstract
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  Data: Analyzing student writing samples situationally and linguistically allows teachers to better grasp the registers of secondary writing and the experiences of multilingual learners of English (MLE). Using a qualitative case study methodology, this study aims to demonstrate how to analyze the situational contexts and language use in MLE writing by comparing two different letter writing tasks completed in U.S. high school science courses. The data sources included ethnographic interviews with MLEs and their science teacher, and student writing samples from refugee-background MLEs. The results indicate similarities and differences in the situational contexts of the two writing tasks, leading to the use of clauses and noun phrases for different functional reasons. Specifically, variations in communicative purposes, teacher expectations, and interactions among the participants resulted in distinct writing processes and experiences. The study provides insights into how MLEs functionally employed clausal and phrasal linguistic features to achieve their writing goals. The study offers practical implications for teachers and teacher educators to develop register awareness and enhance support for multilingual writers across content areas.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 27
    Subjects:
      – SubjectFull: Multilingualism
        Type: general
      – SubjectFull: English Learners
        Type: general
      – SubjectFull: Context Effect
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Student Writing Models
        Type: general
      – SubjectFull: Refugees
        Type: general
      – SubjectFull: Language Usage
        Type: general
      – SubjectFull: Letters (Correspondence)
        Type: general
      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Capacity Building
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      – SubjectFull: Arizona
        Type: general
    Titles:
      – TitleFull: Examining the Situational Contexts and Language Use in Multilingual Writing for Teacher Capacity Building
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