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This study is a comparison of an immigrant student and international student’s experiences with L2 writing acquisition. The study examines a teacher of a basic writing course at a community college in the US and two of the students in the class. The students are one female Korean student who attended high school in Korea, and one male Korean student who attended high school in the US. To explore these issues, this study utilized a modified version of analytic induction and a combination of qualitative methods. The findings indicate that some differences exist between the two students. Some of these differences might be explained by using Bourdieu’s concept of linguistic habitus. The study concludes by suggesting that teachers acknowledge students’ feelings about literacy acquisition, and that it is vital to develop more principled student assessments.


This articles was originally published in Volume 4, Number 3, of The Reading Matrix, posted here with permission of the author, available here:



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