Socialization into English academic writing practices through out-of-class interaction in individual networks of practice

Abstract

From a language socialization perspective, second language writers in educational contexts are socialized into L2 writing through participation in the practices of their academic communities, both inside and outside the classroom. I investigated students at a Japanese university and their out-of-class socialization into English academic writing practices. This paper presents three contrasting case and their accounts of completing English academic writing assignments, responding to peer feedback, and seeking support outside the classroom through social ties in individual networks of practice. Analysis showed that individuals had access through network ties to classmates and other knowledgeable peers, facilitating engagement in practices such as seeking a peer reader, sharing difficulties about writing requirements and evaluating feedback suggestions. These interactions reinforced confident writer identities and justified writing choices. Conversely, individuals also drew on network ties to facilitate non-engagement with these practices, choosing to work alone and/or discount peer contributions. However, access to out-of-class socialization opportunities was shaped by how individuals were positioned in terms of their perceived investment in these same L2 writing practices. The study shows how individuals’ social ties and choices outside the classroom are bound up in their participation in shared L2 writing practices.