Embedding Academic Literacies in University Programme Curricula: A Case Study

Autor/inn/en	Murray, Neil; Nallaya, Shashi
Titel	Embedding Academic Literacies in University Programme Curricula: A Case Study
Quelle	In: Studies in Higher Education, 41 (2016) 7, S.1296-1312 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2014.981150
Schlagwörter	Academic Discourse; Student Diversity; Language of Instruction; English (Second Language); Second Language Learning; Language Tests; College Students; Case Studies; Program Descriptions; College Admission; Selection Criteria; Language Proficiency; Cultural Capital; Teaching Methods; Curriculum Design; International English Language Testing System + Suchen Sie Ihr Suchwort? Discourse; Diskurs; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language test; Sprachtest; Collegestudent; Case study; Fallstudie; Case Study; Hochschulzugang; Hochschulzulassung; Zulassung; Selection criterion; Auslesekriterium; Language skill; Language skills; Sprachkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrplangestaltung; Language tests; Englisch
Abstract	As the number of students entering higher education continues to increase, many English-medium universities have been looking carefully at how to more effectively ensure that those for whom English is not a first language have the opportunity to develop the academic literacies they require to successfully engage with and complete their studies as communicatively competent individuals. Their efforts, in part, reflect concern at the language problems faced by a (sometimes significant) proportion of this cohort, despite their having met English language entry criteria typically stipulated in terms of scores on high-stakes "gatekeeping" tests such as IELTS. This article describes an approach adopted at an Australian university characterised by a very diverse student body. It takes as its starting point the notion that "all" students require tuition that helps them develop conversancy in the academic literacies of their particular disciplines and that such tuition should thus be embedded in the curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01