![]() The ability to communicate competently in an academic discourse community this encompasses reading, evaluating information, as well as presenting, debating and creating knowledge through both speaking and writing. In this paper, we adopt Wingate’s ( Citation2018) overarching definition of academic literacy as: These approaches include ‘English for Academic Purposes’ (EAP) (Ding & Bruce, Citation2017), ‘Academic Literacies’ (Lea & Street, Citation2006), and (in the United States) ‘Writing Across the Curriculum’ and ‘Writing in the Disciplines’ (Horner, Citation2014 Thaiss & Porter, Citation2010). ![]() ![]() Of course, it always was an issue, but demographic changes have made it more visible, and this has resulted in significant advances in higher education pedagogy for the benefit of all.Ī number of approaches to academic literacy have arisen in higher education over the past quarter century, particularly in Anglophone countries where high numbers of international students have drawn attention to the challenges of studying in English, and the political rise of English within higher education has attracted increased scrutiny (Hyland, Citation2018). Once taken for granted by universities, it is now explicitly addressed. A diversity of learners means a diversity of language backgrounds and assumed knowledge, which has forced academic literacy from the shadows. Academic language and learning in higher educationĪ consequence of widening participation in higher education – whether through internationalisation or non-traditional enrolments – has been a turn to language and study skills.
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