Identity
From Parmelee Welsh, editor
Last week I added the role of editor to my email signature--that one line underneath my name capsulizes who I am and what I do. Whether puzzles, mysteries or journal articles, I have always relished fitting together spatial, cognitive and linguistic pieces. Therefore, adding that one role represents a dream and identity come true. For international students, English skills deeply affect who they are and what they can do to turn their dreams into reality. For instructors, advisors and staff, assisting students through this evolving process of language learning and identity building is key to success for both the students and our center. The articles in this issue raise awareness of all of our multiple, changing identities. One key component of our linguistic identities is pronunciation; therefore, the first article focuses on pedagogical issues surrounding teaching pronunciation for writing purposes. Writing skills, story-telling and other identity building activities similarly affect student investment in the classroom. The articles on timed writings and literature reviews both explore identity building through writing. Since our professional identities grow through training seminars, conferences and personal dialogues, the reviews of Advisor Day, TESOL and interviews with some staff members all increase our awareness of who we are and how we can empower our students to expand their sense of what they can accomplish. Hopefully our students can soon confidently add English reading, writing, listening and speaking skills to their inventory of identities.