Embedding academic literacies in university programme curricula
A Case Study
Bibliographic Data
| ID | 4096530 |
|---|---|
| Authors | Neil Murray (0000-0002-5372-5529, University of Warwick, corresponding author), Shashi Nallaya (0000-0003-3098-8112, University of South Australia) |
| Year | 2016 |
| Volume | 41 |
| Issue | 7 |
| Pages | 1296-1312 |
| Publication date | 2016-07-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2014.981150 |
| OpenAlex | W2066275665 |
| Language | EN |
| Citations received | 17 |
| References cited | 22 |
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
Curriculum · Higher education · Mathematics education · Pedagogy · Political science · Sociology · Evaluation of Teaching Practices · Psychology · Reflective Practices in Education · Student Assessment and Feedback
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Contradictory Perspectives on Academic Support
Strategies for Attention to Diverse Education in Omani Society
The efficacy of the context-adaptive model in facilitating utilisation-focused language programme evaluation
A multi-faceted evaluation of the impact on students of an Australian university-wide academic language development program
Sustainable embedded academic literacy development
Teaching Academic Literacies in international relations
Diffusing innovation to support faculty engagement in the integration of language and content across the disciplines in an internationalized Canadian university
University students’ experiences with non-first language as the medium of instruction – a mixed method study
Strategically positioning African languages in the development of students’ academic literacies
Discipline-specific feedback literacies
Actors and agency in academic language policy and planning
In-Class EMI Challenges Arising in an Arabian Gulf Engineering Programme
Adorno in the classroom
Implementing a university-wide credit-bearing English language enhancement programme
Collaborative approaches to embedding academic literacy instruction in the curriculum
I Just Don't Want to Be Judged
Genres across the Disciplines
Vocabulary Input through Extensive Reading
Measurements of Development in L2 Written Production
A Classification of Genre Families in University Student Writing
If Anything is Odd, Inappropriate, Confusing, or Boring, It’s Probably Important”
Student retention in higher education
Student writing in higher education
Widening participation and English language proficiency
Situated Learning
| Unique citing works | 17 |
|---|---|
| Citations per year | 1,55 |
| Citation span | 2015 - 2026 (12) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 17 |