Teaching technical writing in multilingual contexts: A meta-analysis

Abstract

Teachers of technical and professional writing in Science, Engineering and Technology (SET) Programmes need to understand the particular needs and social contexts of students for whom English is not a first language. The focus of this paper is on technical writing, and the paper presents the findings from four broad areas surveyed in a meta-analysis of research articles on curricular, teaching, learning and assessment practices for university-level English technical communication in multilingual contexts. Communication lecturers in the SET professions are faced with decisions regarding the kind of language forms, topics and purposes to address when teaching, developing materials, or designing assessment tasks for a multilingual technical communication class. It is hoped that this meta-analysis will provide communication lecturers, who work within SET fields, with information for effective and inclusive practice.