Translingual Academic Writing at Internationalised Universities: Learning From Scholars

Due to the internationalisation of universities and the globalisation of academic cultures, academic writing is influenced by several writing traditions, heterogeneous reader expectations, as well as internal and external multilingualism. The programme MultiConText (Multilingual Writing in Academic Contexts) at the International Writing Centre at Göttingen University offers a pedagogical approach which deals with these aspects and aims at fostering writing skills for international, multilingual contexts. Writing workshops within the programme target students of all faculties, especially students of international study programmes. The pedagogical approach takes into account Canagarajah’s (2013) idea of translingual practice and the concept of language repertoires (Busch 2017), encouraging students to use all available language codes as a resource in writing. In order to strengthen this approach’s foundation, interviews with scholars working in international research teams were conducted. These interviews focused on the strategies scholars use when writing for publication, especially those for writing in multilingual contexts. Results from the interviews were adapted for classroom use to show students a variety of possibilities to deal with multilingualism in writing. This article makes a suggestion as to how theoretical concepts of multilingualism may be investigated in interviews and how they might be put into practice in writing assignments

Resource-focused Research for Multilingual Competence in Scientific Writing

This research aims to analyse the situation of the multiliteracy of natural sciences students in their academic writing in the German university context and to identify students' awareness and applications of their multilingual writing competence as well as how they make use or not of it in their academic writing process. English has the status of lingua franca in this context and German is used in informal settings. Minutes, reports, reviews, Bachelor or Master theses have to be written either in English or German, depending on the study programme. As Canagarajah (2013) has pointed out, multilingual scholarship offers huge resources in terms of diversity of thinking because language carries with it a system of knowledge and thinking from which both their representatives and the writing scientific community can benefit. The empirical, qualitative study of this paper is based on interviews conducted with participants of the course 'Akademisches Schreiben fur Naturwissenschaftler/innen' (Academic Writing for Natural Sciences Students) offered by the International Writing Centre at Göttingen University. The qualitative content analysis is based on portfolio activities and interviews conducted with students. This paper presents the first results of our data analysis

Die Schreiblernbiographie als Datenerhebungsmethode in einer empirischen Studie zum kreativen Schreiben in DaF

Mauritz L. Die Schreiblernbiographie als Datenerhebungsmethode in einer empirischen Studie zum kreativen Schreiben in DaF. In: Brinkschulte M, Kreitz D, eds. Qualitative Methoden in der Schreibforschung. Theorie und Praxis der Schreibwissenschaft. Vol 1. Bielefeld: wbv; 2017: 121-138

Didaktik eristischer Literalität. Zu Kontroversen schreiben und darüber sprechen

Schüler L, Feilke H, Lehnen K, Steinseifer M. Didaktik eristischer Literalität. Zu Kontroversen schreiben und darüber sprechen. In: Bräuer C, Brinkschulte M, eds. Akademisches Schreiben – Lehren und Lernen. Osnabrücker Beiträge zur Sprachtheorie (OBST). Vol 88. Duisburg: Universitätsverlag Rhein-Ruhr; 2016: 145-173

Sprachbegleitprogramm für internationale Studierende an der Universität Bielefeld.

Brandl H, Brinkschulte M, Immich S. Sprachbegleitprogramm für internationale Studierende an der Universität Bielefeld. In: Closta C, Leder G, Krischer B, eds. Auf neuen Wegen. Deutsch als Fremdsprache in Forschung und Praxis. 35. Jahrestagung des Fachverbandes Deutsch als Fremdsprache an der Freien Universität Berlin 2007. Materialien Deutsch als Fremdsprache. Vol 79. Göttingen: Universitätsverlag Göttingen; 2008: 401-430

Disziplin Schreibwissenschaft? Kritische Überlegungen zur Entwicklung einer "Practical Art"

Girgensohn K, Haacke S, Karsten A. Disziplin Schreibwissenschaft? Kritische Überlegungen zur Entwicklung einer "Practical Art". In: Huemer B, Doleschal U, Wiederkehr R, et al., eds. Schreibwissenschaft - eine neue Disziplin. Diskursübergreifende Perspektiven. Schreibwissenschaft. Vol 2. 1st ed. Wien Köln Weimar: Böhlau; 2021: 25-47