The Case of "Underdeveloped" Academic Literacy Skills of Undergraduates: Contrasting Perspectives

Autor/in	Bilikozen, Neslihan
Titel	The Case of "Underdeveloped" Academic Literacy Skills of Undergraduates: Contrasting Perspectives
Quelle	In: International Journal of Curriculum and Instruction, 11 (2019) 2, S.199-223 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1562-0506
Schlagwörter	Foreign Countries; College Freshmen; Literacy; Reading Skills; Writing Skills; Second Language Learning; English (Second Language); Language of Instruction; Writing (Composition); Academic Language; Reading Assignments; Academic Achievement; English for Academic Purposes; United Arab Emirates + Suchen Sie Ihr Suchwort? Ausland; Studienanfänger; Alphabetisierung; Schreib- und Lesefähigkeit; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Schreibübung; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Schulleistung; Vereinigte Arabische Emirate
Abstract	This article reports on the partial results of a longitudinal study I conducted to investigate the first-year students' experiences in dealing with the challenges they face while attaining the academic literacy skills required of them and constructing their academic identities at an American university in the UAE. While the challenges encountered by the students, all of whom were Arab L2 speakers of English, were reported elsewhere, the focus of this paper is on the contrasts between the students' and professors' perspectives. The main source of data was semi-structured interviews with thirteen professors the student-participants took courses from. The analysis of the interviews with the professors highlighted a discrepancy between their expectations and students' knowledge of the required academic literacy demands in English. It also revealed that many of the professors either underestimated or were unaware of the struggles students go through to meet those expectations. Another important discrepancy revealed was between the perspectives of the professors who teach academic writing courses and those who teach discipline-specific courses. These findings call for enhancing communication not only between professors and students, but also collaboration between English language/writing experts and academic staff in the disciplines. [The page range (197-223) shown on the PDF is incorrect. The correct page range is 199-223.] (As Provided).
Anmerkungen	World Council for Curriculum and Instruction. California School of Education, Alliant International University, 10455 Pomerado Road, San Diego, CA 92131. Web site: http://ijci.wcci-international.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01