Taking the Ethnomethodological Lens to Enquire into Academic Literacy Development in Graduate Students

2021 ◽  
pp. 101-121
Author(s):  
Ignacio Guillén-Galve ◽  
Miguel A. Vela-Tafalla
Keyword(s):  
Graduate Students ◽  
Literacy Development ◽  
Academic Literacy

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.

scholarly journals Academic Literacy Development: What Does It Entail for Multilingual Scholars?

2021 ◽  
pp. 1-16
Author(s):  
Laura-Mihaela Muresan ◽  
Concepción Orna-Montesinos
Keyword(s):  
Higher Education ◽  
Literacy Development ◽  
Academic Literacy ◽  
Academic Research ◽  
Theoretical Framework ◽  
Research Writing ◽  
Multiple Dimensions ◽  
Multilingual Scholars

AbstractIn the introductory chapter, Muresan and Orna-Montesinos provide an overview of the multiple dimensions of academic literacy development, with a focus on its relevance for plurilingual scholars engaged in academic research writing and publishing processes. They situate the ethnographic and pedagogical studies presented in the subsequent chapters within a cognitive/socio-cultural theoretical framework, providing insights into higher education and academic literacy in glocal contexts.

scholarly journals Developing Academic Literacy and Researchers' Identities: The Case of Multilingual Graduate Students

L2 Journal ◽  
2018 ◽  
Vol 10 (2) ◽  
Author(s):  
Idoia Elola ◽  
Kimi Nakatsukasa ◽  
Marta Tecedor
Keyword(s):  
Graduate Students ◽  
Academic Literacy

scholarly journals A decade of embedding: Where are we now?

2016 ◽  
Vol 13 (3) ◽  
pp. 5-25
Author(s):  
Anna M. Maldoni ◽  
◽  
Emmaline L. Lear ◽  
Keyword(s):  
Student Learning ◽  
Literacy Development ◽  
English Language ◽  
Academic Literacy ◽  
Specific Model ◽  
Reading Program ◽  
Support Program ◽  
Study Approach ◽  
Comparative Results ◽  
The Impact

Over the last 10 years the higher education sector has undergone a myriad of changes both in student demographics and the influx of international students. With these changes, concerns about the ability of students to meet the English language and academic demands of tertiary study have come to the forefront. This paper reports on a project of embedding academic literacy into nine units across four disciplines, which spanned the duration of a decade. The paper documents the process by which the Unit Support Program (USP) evolved from a discipline-based reading program in a university preparation context to an embedded, integrated and team-taught approach in the university mainstream. It sought to determine whether the introduction of the program improved student learning in the discipline, specifically in English language and academic literacy development. Using data drawn from over 2500 students relating to progression rates, final grades, participation levels, and qualitative data relating to student and staff perceptions, this longitudinal study demonstrated a positive relationship between embedding academic literacy in the disciplines and student learning. The added benefit of academic socialisation for staff is also a reported result of this study. Although significant ongoing institutional support is needed, this paper advocates that an embedded, integrated and team-taught model should be incorporated into the first year of study. Using a case study approach, this paper firstly explains the rationale to embed language and academic literacy development within disciplinary contexts; the framework from which the Unit Specific Model emanated; and the team teaching approach used in the delivery of the Unit Support Program (USP) across a variety of disciplines. It considers the comparative results for both participating and non-participating groups, and the impact of collaboration across the faculty on the success of USP. Finally the paper recommends strategies for the long term sustainability of these programs.

scholarly journals An A to W of Academic Literacy: Key Concepts and Practices for Graduate Students. Mary Jane Curry, Fangzhi He, Weijia Li, Ting Zhang, Yanhoung Zuo, Mahmoud Altalouli, & Jihan Ayesh. University of Michigan Press, 2021.

2021 ◽  
Vol 31 ◽  
pp. 163-166
Author(s):  
Caroline Diezyn
Keyword(s):  
International Students ◽  
Graduate Students ◽  
First Generation ◽  
Academic Literacy ◽  
University Of Michigan ◽  
Canadian Universities ◽  
Key Concepts ◽  
Government Of Canada ◽  
Academic Year

In the 2018-2019 academic year, the number of international students registered at Canadian universities rose to over 318,000 (Government of Canada, 2020). Hailing from diverse linguistic and socioeconomic backgrounds, these students face unique challenges when starting academic studies in Canada. But it is not just international students, and not just graduate students, who can benefit from Mary Jane Curry’s An A to W of Academic Literacy: Key Concepts and Practices for Graduate Students. Any first-generation academics, undergraduates in writing-heavy programs, and instructors will find this text useful, too.

scholarly journals Graduate Transitions

2020 ◽  
Vol 30 ◽  
pp. 264-289
Author(s):  
Jordan Stouck ◽  
Lori Walter
Keyword(s):  
Graduate Students ◽  
Academic Writing ◽  
Academic Literacy ◽  
Future Research ◽  
Focus Group Interviews ◽  
Research Areas ◽  
Institutional Expectations ◽  
Group Interviews ◽  
Perceived Experiences

This exploratory study researches the experiences of Canadian graduate students as they pursue writing tasks for their degree. It also explores the supports currently utilized by such students and the need for additional supports. The research uses a case study design based on qualitative focus group interviews to provide detailed information regarding graduate students' perceived experiences with their academic writing tasks and available supports. The approach is informed by academic literacy theory. Graduate students who participated in this study identified a transition in voice, increased pressure to publish and professionalize, and misalignments between their own and supervisory and institutional expectations, which resulted in some interrogation of institutional norms. They utilized Writing Centre, online and supervisory supports, but called for additional ongoing and peer support. The study has implications for the development of new, collaborative and peer-based writing supports, as well as identifying future research areas related to interdisciplinary degrees.

Sign in / Sign up

Export Citation Format

Share Document