Research on English as a Second Language (ESL) writing classes tends to be narrowly focused. In particular, studies tend to present a narrow view of student learning by focusing on formal, rather than functional, elements of writing. Additionally, studies of graduate students learning functional aspects of written academic English are rare. The present study examines how graduate-level ESL students are socialized into functional aspects of written academic English through ESL writing classes. Data collected included classroom observations, interviews with teachers and students, course documents, student writing, and teacher comments on student writing.
Results of this study indicate that, even when teachers themselves have not been socialized into a functional approach to language, they recognize that a formal approach is insufficient to the demands of graduate-level academic English. Consequently, the teachers attempt to socialize their students into a functional approach despite lacking the framework with which to articulate this approach. Despite the teachers' lack of ability to clearly articulate a functional approach to language, students were socialized into a functional approach to language. This socialization is reflected in their classroom discussions, interviews, and written assignments.
This study points to a need for ESL programs to create programs that specifically address the needs of graduate-level students by taking an integrated and functional approach to teaching ESL writing. Implications for program design, teacher training, pedagogy, and future research are discussed.