‘The place is suffering’: Enabling dialogue between students’ discourses and academic literacy conventions in engineering

2008 ◽  
Vol 27 (3) ◽  
pp. 255-266 ◽  
Author(s):  
Arlene Archer
Keyword(s):  
Academic Literacy

Promoting Academic Literacy with Urban Youth through Engaging Hip-Hop Culture

2002 ◽  
Vol 91 (6) ◽  
pp. 88 ◽  
Author(s):  
Ernest Morrell ◽  
Jeffrey M. R. Duncan-Andrade
Keyword(s):  
Urban Youth ◽  
Hip Hop ◽  
Academic Literacy ◽  
Hip Hop Culture

scholarly journals Undergraduate students’ perspectives on digital competence and academic literacy in a Spanish University

2017 ◽  
Vol 74 ◽  
pp. 196-204 ◽  
Author(s):  
Fernando Guzmán-Simón ◽  
Eduardo García-Jiménez ◽  
Isabel López-Cobo
Keyword(s):  
Undergraduate Students ◽  
Academic Literacy ◽  
Digital Competence

scholarly journals Academic literacy across the curriculum: Towards a collaborative instructional approach

2016 ◽  
Vol 51 (3) ◽  
pp. 349-364 ◽  
Author(s):  
Ursula Wingate
Keyword(s):  
Professional Development ◽  
Literacy Development ◽  
Intervention Study ◽  
Teaching Practice ◽  
Academic Discipline ◽  
Academic Literacy ◽  
Integrated Approach ◽  
English For Academic Purposes ◽  
Learning Needs ◽  
Conference Theme

I respond to the conference theme ‘English across the Curriculum’ by suggesting that ‘Academic literacy’ should be taught across the curriculum. I first explain the concept of academic literacy, which describes the range of abilities that students have to acquire when starting out in a new academic discipline. I then discuss the dominant instructional provision at universities. As this provision fails to address students’ real learning needs, I argue for curriculum-integrated academic literacy instruction that is based on the collaboration between English for academic purposes (EAP) specialists and subject lecturers. I provide examples of collaborative, discipline-specific approaches to supporting student learning, and present some insights from an intervention study that I have carried out to explore feasible ways of teaching and collaboration. Finally, I discuss the need for lecturer training to achieve a curriculum-integrated approach, and report on my experience of running a professional development module which aimed to enable lecturers to embed academic literacy development into their teaching practice.

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