外国语学院系列学术沙龙第八期预告

（一）讲座

题目：Developing Transliteracy in English Teaching

主讲：游晓晔博士，美国宾州州立大学文学院教授

时间：2017年6月6日（星期二）上午 9:00

地点：雁山校区3区502

主讲人简介：

游晓晔，美国普渡大学应用语言学系博士，现任美国宾州州立大学文学院英语系和亚洲研究系副教授，广东外语外贸大学英文学院云山讲座教授。主要研究领域为对比修辞、世界英语、第二语言写作。已在国际权威期刊发表论文十余篇。专著《Writing in the Devil’s Tongue: A History of English Composition in China》获2011年度美国大学英语写作教师协会最杰出学术著作奖，为该年度本奖项全美唯一获奖者。新近出版专著《Cosmopolitan English & Transliteracy》。过去五年，担任广外国家级精品课程“中级英语写作”的国际合作教师，负责组织宾夕法尼亚州立大学学生与广外学生开展以互评作文为主要特色的“跨洋互动”活动，已举行27轮，为把该课程建设成“中国大学精品资源共享课”做出重要贡献。

内容简介：

English literacy has historically meant reading and writing in Standard English. A cosmopolitan orientation to literacy education suggests that while reading and writing in Standard English, students will unavoidably interact with diverse dialects and languages. Further, they will encounter diverse cultural discourses and, through deep engagement with these discourses, potentially form affinity with the communities and groups behind these discourses. This cosmopolitan orientation demands that we develop students’ ability to deeply engage with diverse cultural discourses in Standard English, other dialects, and other languages, leading to what I call transliteracy development. Ultimately, they should foster fluid, flexible cultural identities, resulting from the affinity cultivated in their interactions with people from different parts of the world. In my presentation, I will first introduce the notion of transliteracy. Then, drawing on examples from a university-level English writing course offered in China, I will explain how a cosmopolitan perspective can facilitate multilingual students’ literacy development across languages and cultures.

（二）专题座谈会

主题：二语写作教学新模式：跨洋互动

主讲：游晓晔博士，美国宾州州立大学文学院教授

时间：2017年6月6日（星期二）下午 2:30

地点：育才校区外国语学院202会议室

内容简介

Although contrastive rhetoric was not meant as a pedagogical method, its insights have been actively sought by second language writing teachers. Among the published classroom studies, despite the researchers’ due caution, some pedagogical procedures continue to perpetuate essentialized and othered views of culture and rhetorical practice. To explore pedagogical models that promote a non-essentialized understanding of culture and rhetoric, we designed a cross-national writing activity in which 16 American and 16 Chinese students completed the same essay task and then performed peer review. The students made comparisons across several rhetorical aspects of their essays. They negotiated with each other over these aspects, which allowed the Chinese students to perceive the variegated small cultures at work and the negotiability of rhetorical values and conventions. Further, the Chinese students constructed voices and transnational identities using both textual and extra-textual resources. We conclude this pedagogical study by drawing implications for developing intercultural rhetoric pedagogies for second language writing.

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