Scaffolded Practice Assignment Writing to Support Emergent Disciplinary Literacies

Autor/inn/en	Webster, Simon; Green, Simon
Titel	Scaffolded Practice Assignment Writing to Support Emergent Disciplinary Literacies
Quelle	In: TESL-EJ, 25 (2021) 1, (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Scaffolding (Teaching Technique); Teaching Methods; Second Language Learning; Second Language Instruction; English (Second Language); Writing Instruction; English for Academic Purposes; Intervention; Barriers; Language Teachers; Teacher Collaboration; Intellectual Disciplines; Literacy Education; Expertise; Graduate Students; Masters Programs; Teacher Education Programs; Case Studies; Teacher Attitudes; Foreign Countries; Longitudinal Studies; Writing Assignments; Student Attitudes; Feedback (Response); United Kingdom + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Schreibunterricht; Language teacher; Sprachunterricht; Lehrerkooperation; Geisteswissenschaften; Expert appraisal; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Case study; Fallstudie; Case Study; Lehrerverhalten; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schülerverhalten; Großbritannien
Abstract	Where academic literacies are understood as situated social practices, effective academic literacy support needs to reflect the disciplinary and institutional specificity of the practices. However, the institutional separation of academic literacy teaching from disciplinary subject teaching, typical of UK universities, creates significant obstacles to the enactment of these principles. One response to this separation suggests academic literacy support in the form of embedded collaborations between EAP practitioners and disciplinary lecturers. This paper reports on two complementary pieces of research investigating one such embedded academic literacy intervention, that of a collaboration between EAP practitioners and TESOL lecturers scaffolding the writing of a practice assignment. The findings for the two studies strongly suggest that the academic literacy intervention facilitated student academic literacy development. The intervention model could also be seen to draw effectively on the respective areas of expertise of disciplinary lecturers and EAP practitioners with positive consequences for the learners and for the disciplinary lecturers and EAP practitioners themselves. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01