Abdullah's blogging: a generation 1.5 student enters the blogosphere.

ABSTRACT

Blogging has emerged as one of the most popular forms of online discourse. The ease and lack of expense in setting up blogs has raised intriguing possibilities for language learning classrooms. The unique nature of their architecture and their low cost have not only affected how students can publish and distribute their work to a wider audience but also how they see themselves as authors. This paper focuses on the use of blogs in an L2 writing course concentrating on the controversies surrounding plagiarism. Blogs were used as a means of generating ideas for their academic papers and as texts that could be cited in their papers. This paper analyzes the blogs of a Somali immigrant student to explore blogs' relationship to the development of his academic writing. His purposes and strategies for using blogs are discussed both as a way of seeing the variety of writing strategies he developed in his blogs, as well as what his use of blogs could tell his teachers about the strengths and weaknesses of his writing. The paper attempts to improve our understanding of how blogging in L2 composition courses can contribute to the development of a student's writing.

INTRODUCTION AND BACKGROUND RESEARCH

There has been tremendous worldwide growth in blogging in a variety of different languages. Blogging has been around for a number of years. Blogs have been used in various ways: as online journals, a means of designing hypertexts, and, more radically, to create what Blood (2002) calls the first native form of discourse on the Internet. She argues that blogging best reflects the dream of Tim Berners-Lee (2000), who was one of the principal designers of the World Wide Web, to make the Web into something truly interactive both in terms of how texts are read and how they can be easily posted and accessed. Blogs can be set up either by a teacher or a student, often at no cost, on a blogging service. Blogs can be set up for individual students, for a group of students, or for an entire class. The burgeoning interest in blogging has aroused the interest of ESL/EFL teachers who see blogging as a simple and low cost way of giving students access to publishing and distributing their writing on the Internet, as a method of providing them with the experience of writing in a digital format, and as a means of discussing issues related to their classroom work and their lives. (1)

Blogs have what is called an open architecture, meaning that they can be viewed, if so desired, by anyone connected to the Internet. This openness is unlike the architectures underlying other forms of asynchronous technologies such as listservs and course management programs like WebCT, which cannot be viewed unless specific permission is given. These types of on-line discussions have been referred to as "gated communities" (Lowe & Williams, 2004). However, the openness can give students a greater sense of the variety of possible audiences they can reach, both for understanding these audiences and learning strategies to respond to them. As Fleishman (2002) put it, "blogging is the art of turning one's own filter on news and the world into something others might want to read, link to, and write about" (p. 107).

One of the most interesting questions that the growth of blogging has raised for composition teachers is whether the growth of blogging has changed the nature of authorship on the Internet in comparison to other forms of computer-mediated discourse. Unlike the creation of hypertext, which tended to de-center the author (e.g., Bolter, 2001), blogging seems to have reinstated the centrality of the author as the primary creator of the text. While listservs and websites are frequently organized around specific topics, blogs center on an author or small groups of authors. Readers can comment on the texts but the blog is still primarily identified with its author or authors. Shirkey (2003) illustrates this new role for authorship on the Web by citing the numerous cases of bloggers who have achieved fame and sometimes fortune because of their blogs.

One reason that blogging has become a popular form of online discourse has been in its ability to contribute to the discussion of issues in the public sphere throughout the world. Advocates of blogging have argued that they provide a radical approach to democratic expression uncontrollable by local authorities (e.g., Lebkowsky & Ratcliffe, 2005). The essence of democratic blogging is to be able to publish opinions regardless of status and free from traditional gatekeepers, creating what can be called a global "public sphere." Therefore, for ESL/EFL teachers, blogging would seem a potentially useful tool for creating a space to discuss issues that may not be the focus of the traditional classroom (Bloch & Crosby, 2006). For all these reasons, blogging seemed to be an ideal technology to use for a discussion of an issue such as plagiarism, which is both controversial and not always fully discussed in a classroom setting.

The focus of this paper will be on the blogging experience of one student, a Somali immigrant. This paper first examines how blogging was integrated into an L2 composition course, focusing in particular on how blogging can be used for helping students develop rhetorical strategies necessary for academic writing.

Blogging and Generation 1.5 students

The composition course where blogging was implemented was our lowest level, post-admission academic writing course for non-native speakers. The majority of the students in this course were Asian, but about one quarter of them had come from East Africa and had spent at least two years in a US high school. The university has had an influx of East African, particularly Somali, students. Some of these students had experienced a great deal of difficulty in this course, and there was a high failure rate. There is a growing literature on these immigrant students, who are sometimes referred to as Generation 1.5 students, since they may have been partly raised and educated in their home culture and partly in the US high school system (Harklau, 2000; Harklau, Losey, & Siegal, 1999; Leki, 1999; Roberge, 2002). The term Generation 1.5, which was first used by Rumbaut & Ima (1988), has often been vaguely defined. The term has been used to differentiate adult immigrants and their children born in the United States and those who immigrated but spent at least some time in the US school system and therefore may have become more acculturated to American life. These students have varying degrees of facility with speaking, reading, and writing in their heritage language as well as in English. The term is also useful in L2 composition to differentiate immigrant students from international students and from immigrants who arrived in the US after high school. However, the backgrounds of Generation 1.5 students are not monolithic and can be differentiated based on the degree of bilingualism (Valdes, 1992), as well as a variety of other factors, including cultural, economic, linguistic, and family backgrounds, that have been shown to differentiate the educational experiences of these students (Portes & Hao, 1998).

Research has indicated that Generation 1.5 students may have different backgrounds from international students who come from areas where literacy is widespread. Blanton (2005) uses the term "literacy interrupted" to describe how this difference in L1 literacy can affect learning to write in a second language. Blanton found that Generation 1.5 students whose literacy development had been interrupted do not always have experience working with texts as do students who have been writing in either their first or second language throughout their lives. These students may also learn in different ways than those traditionally valued. Reid (1997) uses the term "ear learner" to describe how these students can rely on their oral skills to compensate for the lack of development of their written skills. Thus, the problem is not that they have lower levels of writing than other L2 students, but they have less, or perhaps no, experience with academic writing, what Blanton refers to as lacking a sense of the textuality of literacy.

Blanton's research indicates that different approaches for these East African students may be necessary. Our previous research had found that blogging could be useful in an academic writing class for students with these kinds of problems (Bloch & Crosby, 2006). The blogging experiences of a Somali student was therefore chosen. Somali literacy has only emerged recently (Lewis, 1993), and the ongoing political turmoil in Somalia has meant that many of the students have only a limited level of literacy in their home language. Their experiences in American high schools may have exposed them to some forms of literacy but not necessarily the kinds of academic literacy often found in college composition courses. Research into the types of writing found in US high schools has indicated that high school students often have little or no preparation with using texts (Hillocks, 2002). Hillocks found that much of the class time is focused on more expressive forms of writing such as personal essays or reviews of books. These forms of writing often draw more heavily on the students' oral language, which is often referred to as vernacular literacy (Camitta, 1993).