Writing Fluency Instructional Practices for College-Level Multilinguals in a U.S. Intensive Writing Course: From an Activity Theory Perspective
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| Title: | Writing Fluency Instructional Practices for College-Level Multilinguals in a U.S. Intensive Writing Course: From an Activity Theory Perspective |
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| Language: | English |
| Authors: | Jeeyoung Min (ORCID |
| Source: | Language Teaching Research. 2026 30(2):577-601. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Higher Education, Writing Instruction, Intensive Language Courses, Bilingual Students, Multilingualism, Writing Skills, Educational Practices, English Instruction, Thinking Skills, Language Skills, Interpersonal Competence |
| DOI: | 10.1177/13621688221146089 |
| ISSN: | 1362-1688 1477-0954 |
| Abstract: | This study examined how one teacher conceptualized writing fluency for college-level emergent multilingual students and how instructional practices of writing fluency supported the development of the teacher's conceptualization and pedagogy of writing fluency in an intensive English writing course. From an activity theory perspective, I conducted an interpretive case study at a large state university in the Northeastern United States. Drawing on activity systems analysis, I analyzed multiple data sources: interview transcripts, field notes, and analytic memos. First, findings revealed that the teacher conceptualized writing fluency as the ability to make a quick association of cognitive, linguistic, and social elements for written communication by navigating the competing objects and interplay of the complex and concurrent activity systems of the teacher, institution, and students. Second, findings demonstrated that prompted writing, blackboard writing, and freewriting practices supported the teacher in developing her conceptualization of the practice of writing fluency: prompting emergent multilingual students to make a quick association of cognitive, linguistic, and social skills for written communication; advising the students to complete written work in a short time and learn from each other through the in-the-moment peer assessment; and facilitating the students' free associations of diverse topics in a self-directed way. This study has implications for teachers, researchers, and policymakers who invest in curriculum development and classroom instruction of writing fluency for college-level emergent multilingual students. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1496612 |
| Database: | ERIC |
| Abstract: | This study examined how one teacher conceptualized writing fluency for college-level emergent multilingual students and how instructional practices of writing fluency supported the development of the teacher's conceptualization and pedagogy of writing fluency in an intensive English writing course. From an activity theory perspective, I conducted an interpretive case study at a large state university in the Northeastern United States. Drawing on activity systems analysis, I analyzed multiple data sources: interview transcripts, field notes, and analytic memos. First, findings revealed that the teacher conceptualized writing fluency as the ability to make a quick association of cognitive, linguistic, and social elements for written communication by navigating the competing objects and interplay of the complex and concurrent activity systems of the teacher, institution, and students. Second, findings demonstrated that prompted writing, blackboard writing, and freewriting practices supported the teacher in developing her conceptualization of the practice of writing fluency: prompting emergent multilingual students to make a quick association of cognitive, linguistic, and social skills for written communication; advising the students to complete written work in a short time and learn from each other through the in-the-moment peer assessment; and facilitating the students' free associations of diverse topics in a self-directed way. This study has implications for teachers, researchers, and policymakers who invest in curriculum development and classroom instruction of writing fluency for college-level emergent multilingual students. |
|---|---|
| ISSN: | 1362-1688 1477-0954 |
| DOI: | 10.1177/13621688221146089 |
