Abstract
This study draws on the combined perspectives of “A pedagogy of multiliteracies” (New London Group, 1996) and assemblage and affect (Deleuze & Guattari, 1980/1987) to examine how neoliberal identities shape how English for academic purposes (EAP) students compose a source-based research paper. Such exploration is necessary to account for the range of influences that contribute to students’ meaning making and textual production, especially when academic dishonesty is involved. Interview data from one atypical student participant is presented and analyzed through the post-qualitative method of rhizoanalysis to highlight how (mis)intended meaning in the design process can be (mis)interpreted. Analysis from a pedagogy of multiliteracies framework combined with assemblage and affect reveal the unsuspecting neoliberal influence that shape learning experiences in EAP. Based on these findings, critical implications for EAP pedagogy and research are proposed to address international students’ lived realities as digital-transnational citizens.
Highlights
This article connects the New London Group’s (NLG, 1996) “A pedagogy of multiliteracies” (PoM) with the Deleuzian concepts of assemblage and affect (Deleuze & Guattari, 1980/1987) to explore the literacy practices of international students in an English for academic purposes (EAP) program from the perspective of neoliberal higher education
I draw on data collected as part of a larger project on the intersections of technology and plagiarism in second language (L2) writing in an EAP program and focus on the interview data from one participant, W.A.,1 an international student from China, who demonstrated an uncanny ability to draw from available resources to design, and redesign(ed) in the process of writing a research paper
This includes more than the sociocultural norms and assumptions that students and teachers bring to the classroom and the material conditions and affective capacities such as the economy of global English language learning and international students desire as language learners2 (Motha & Lin, 2014)
Summary
This article connects the New London Group’s (NLG, 1996) “A pedagogy of multiliteracies” (PoM) with the Deleuzian concepts of assemblage and affect (Deleuze & Guattari, 1980/1987) to explore the literacy practices of international students in an English for academic purposes (EAP) program from the perspective of neoliberal higher education. The inexplicability of W.A.’s data is ripe for analysis through the concepts of assemblage and affect, concepts that can account for the broader context in which language learning takes place. This includes more than the sociocultural norms and assumptions that students and teachers bring to the classroom and the material conditions and affective capacities such as the economy of global English language learning and international students desire as language learners (Motha & Lin, 2014).
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
