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This book provides a comprehensive overview of approaches to academic literacy instruction and their underpinning theories, as well as a synthesis of the debate on academic literacy over the past 20 years. The author argues that the main existing instructional models are inadequate to cater for diverse student populations, and proposes an inclusive practice approach which encourages institutional initiatives that make academic literacy instruction an integrated and accredited part of the curriculum. The book aims to raise awareness of existing innovative literacy pedagogies and argues for the transformation of academic literacy instruction in all universities with diverse student populations.
This is the first book to examine student writing in the context of major changes taking place in today's higher education. For example, students now come to higher education from an increasingly wide range of cultural and linguistic backgrounds, to study in a number of diverse learning environments. Their courses often no longer reflect traditional academic subject boundaries, with their attendant values and norms. there is also an increasing recognition of the importance of lifelong learning, and the necessity for universities to adapt their provision to make it possible for learners to enter and return to higher education at different points in their lives.
This edited book brings together an international cast of contributors to examine how academic literacy is learned and mastered in different tertiary education settings around the world. Bringing to the fore the value of qualitative enquiry through ethnographic methods, the authors illustrate in-depth descriptions of genre knowledge and academic literacy development in first and second language writing. All of the data presented in the chapters are original, as well as innovative in the field in terms of content and scope, and thought-provoking regarding theoretical, methodological and educational approaches. The contributions are also representative of both novice and advanced academic writing experiences, providing further insights into different stages of academic literacy development throughout the career-span of a researcher. Set against the backdrop of internationalisation trends in Higher Education and the pressure on multilingual academics to publish their research outcomes in English, this volume will be of use to academics and practitioners interested in the fields of Languages for Academic Purposes, Applied Linguistics, Literacy Skills, Genre Analysis and Acquisition and Language Education.
Statistical and anecdotal evidence documents that even states with relatively little ethnic or cultural diversity are beginning to notice and ask questions about long-term resident immigrants in their classes. As shifts in student population become more widespread, there is an even greater need for second language specialists, composition specialists, program administrators, and developers in colleges and universities to understand and adapt to the needs of the changing student audience(s). This book is designed as an introduction to the topic of diverse second language student audiences in U.S. post-secondary education. It is appropriate for those interested in working with students in academic settings, especially those students who are transitioning from secondary to post-secondary education. It provides a coherent synthesis and summary not only of the scope and nature of the changes but of their practical implications for program administration, course design, and classroom instruction, particularly for writing courses. For pre-service teachers and those new(er) to the field of working with L2 student writers, it offers an accessible and focused look at the “audience” issues with many practical suggestions. For teacher-educators and administrators, it offers a resource that can inform their own decision-making.
Academic Literacy in the Social Sciences is a practical introductory guide that supports students through the process of understanding and critically evaluating research in the Social Sciences. This essential text develops and strengthens students’ ability to develop research paper topics, conduct thorough literature searches, critically evaluate research, and effectively summarize and share information. The textbook is broken down into ten chapters, focusing on topics such as theory and research methods in the social sciences, citing APA style, ethics and integrity, and statistics. This is an ideal resource for all students in undergraduate courses based in the social sciences.
Tertiary institutions must provide for an increasingly diverse student population, many of whom speak English as an additional language, a nd have attended seriously under-resourced schools. The scale of the problem has necessitated the development of creative ways of ensuring access and successful outcomes. This book covers a diverse range of topics from language policy and academic literacy practices within the curriculum, to evaluation and assessment.
This study explores the academic lives of three multilingual undergraduate student writers in order to better understand how they have constructed their academic literacies and academic identities since taking the required English courses at a mid-sized state university. Within the overarching discussions of academic discourse and the idea of western academic discourse (e.g., Bizzell, 1992; Canagarajah, 2002; Flowerdew, 2002; Hyland, 2000), the academic literacies model (e.g., Barton & Hamilton, 1998; Blanton, 2005; Lea & Street, 2006; Seloni, 2012), genre theory and pedagogy (e.g., Cheng, 2007, 2008, 2011; Dean, 2008; Hyland, 2004; Johns, 2009), and academic identities as constructed through academic socialization and "doing school" (e.g., Pope, 2001; Valenzuela 1999), the following research questions are addressed: How do students from diverse backgrounds develop their academic literacies and academic socialization in the undergraduate context? How does a student situate him/herself within the academic community? How does genre theory/pedagogy play out in a student's development of academic literacies or academic socialization? How is academic identity constructed within writing, and how can it contribute to academic literacy development? This study employs case study methodology (Yin, 2009) because doing an in-depth focus on each individual participant provided multiple sources of data, which in turn allow for an accurate understanding and depiction of the participants experiences and negotiations with academic literacy, socialization, and identity development. Data was collected in various ways: semi-structured interviews, monthly blogs, literacy autobiographies, and documents produced during the data collection period for classes in which the participants were enrolled. Following data analysis, four themes emerge: (1) challenging the undergraduate liberal arts curricula; (2) privileging English courses in the liberal arts curricula; (3) constructing good student versus "doing school" identities; and (4) perceiving written work as writing or non-writing. Understanding the experiences of the participants in relation to the themes leads to pedagogical, curricular, and professional development implications to allow teachers and administrators to assist students in the development of their academic literacies, academic socialization, and academic identities.
From ice-breaking activities to ways to meet specific expectations in all areas of the curriculum, teachers will discover practical strategies and organizational frameworks that will help them to reach all students. Whether you're searching for new ways to inspire students with different learning styles, celebrate the abilities of the physically challenged, or boost the skills of those learning English for the first time, Student Diversity has what you need to meet and defeat the wide variety of challenges in today's classroom. Packed with examples of student work and reproducible worksheets, this book will help to smooth the daily path of beginning and experienced teachers alike.