Although much is known about the benefits of providing creative writing courses to English learners, little research is available on Chinese ethnolinguistic minority learners’ creative writing in formal education. In...Although much is known about the benefits of providing creative writing courses to English learners, little research is available on Chinese ethnolinguistic minority learners’ creative writing in formal education. In response, this ethnographic study explored three ethnolinguistic minority learners’ engagement with a three-month elective English creative writing course at a Chinese university. Data(drafts, interviews, and reflection) were analyzed to reveal the three learners’ investment in creative writing and its impact. It was found that creative writing helped the learners to develop more confident writer identities, that they became more proficient in writing, and that their language proficiency also grew. The study suggests creative writing can serve as identity texts,which reflect back on their emergent creative writer identity, and can be a beneficial pedagogical option for ethnolinguistic minority learners.展开更多
文摘Although much is known about the benefits of providing creative writing courses to English learners, little research is available on Chinese ethnolinguistic minority learners’ creative writing in formal education. In response, this ethnographic study explored three ethnolinguistic minority learners’ engagement with a three-month elective English creative writing course at a Chinese university. Data(drafts, interviews, and reflection) were analyzed to reveal the three learners’ investment in creative writing and its impact. It was found that creative writing helped the learners to develop more confident writer identities, that they became more proficient in writing, and that their language proficiency also grew. The study suggests creative writing can serve as identity texts,which reflect back on their emergent creative writer identity, and can be a beneficial pedagogical option for ethnolinguistic minority learners.
基金国家社会科学基金项目"当代朝鲜族文学中的文化身份认同研究"项目批准号:15BZW199supported by the National Research Foundation of Korea Grant funded by the Korean Government(NRF-2007-361-AL0016)
