Understanding EAL Writers’ Needs in Canadian First-Year Composition (FYC) Courses: A Critical Literature Review
In recent years, Canadian universities and colleges have experienced increased enrollment in students who speak English as an additional language (EAL). Although previous scholarship has focused on the academic challenges that EAL learners encounter in academic writing, little attention has been paid to their holistic writing experiences in First-year Composition (FYC) courses in a Canadian context. Drawing on the impact of higher education internationalization, academic writing scholarship of EAL students, as well as features of Canadian composition courses, this critical review argues for the need to reframe EAL writers’ experiences from a holistic view and concludes with practical suggestions for supporting EAL students in improving their academic writing experiences.
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