This collection offers a holistic overview of disciplinary literacies (DLs) in English-medium higher education (EME), with chapters employing a wide range of methodological approaches and data sources to illustrate the importance of a focus on DLs in facilitating positive outcomes for student learning.
This collection offers a holistic overview of disciplinary literacies (DLs) in English-medium higher education (EME), with chapters employing a wide range of methodological approaches and data sources to illustrate the importance of a focus on DLs in facilitating positive outcomes for student learning.
Davinia Sánchez-García is Associate Professor in English and Linguistics at Complutense University of Madrid (UCM), Spain. Ariadna Sánchez-Hernández is an Associate Professor at the Department of English Studies at Complutense University of Madrid (UCM), Spain. Emma Dafouz is Professor of English Linguistics at Complutense University of Madrid (UCM), Spain.
Inhaltsangabe
Part I: Setting the scene 1. Disciplinary Literacies in English medium higher education: An Introduction Davinia Sánchez García and Ariadna Sánchez Hernández; 2. Ways forward in understanding Disciplinary Literacies in English medium higher education Emma Dafouz, Julia Hüttner and Ute Smit; Part II: DLs in the classroom: Lecturer and student perspectives and practices 3. "So far, we haven't had to write very much. It's all been multiple choice." Lecturer and student (emerging) perspectives on disciplinary literacy development in English medium business programs Emma Dafouz, Miya Komori Glatz and Pat Moore; 4. How do students acquire disciplinary literacy? Student and teacher perspectives from master's courses in the life sciences at a French university Susan Birch Becaas and Joanne Pagéze; 5. Making room for biliteracy development in EME programmes: Business and economics students' perceptions and self reported practices Irene Soriano Flórez; 6. The impact of academic year on EME business students' views on disciplinary literacy Elena Orduna Nocito; 7. Extramural English and English medium education: A binational survey of bachelor students' views on their academic disciplinary practices Katharina Ghamarian Krenn, Verena Grau and Ute Smit; 8. International peer collaboration in group work: Language quality, agency, and problem solving Maria Kuteeva and Kathrin Kaufhold; 9. A discipline based analysis of language needs and challenges encountered in the Turkish EMI context Dogan Yuksel and Mehmet Altay; 10. Disciplinary biliteracy among Latiné undergraduates in engineering and computer science Alberto Esquinca and Lidia Herrera Rocha; Part III: Teacher professional development and DLs in English medium education 11. Localising experiences of EME development: Accommodating disciplinary oracy at a Swiss bi and multilingual university Iris Schaller Schwaner; 12. Creating synergy in teaching disciplinary literacies in Australian teacher education Zuocheng Zhang; 13. A plurilingual genre based approach to academic writing: Guidelines for disciplinary literacy oriented teacher training in higher education Guzmán Mancho Barés, Sarah Khan and Alexandra Vraciu; 14. The elusive notion of disciplinary literacy in a cross disciplinary context: A purloined letter of sorts Magnus Gustafsson; 15. Navigating disciplinary literacies in search of beacons and shipping routes: A coda Christiane Dalton Puffer.
Part I: Setting the scene 1. Disciplinary Literacies in English medium higher education: An Introduction Davinia Sánchez García and Ariadna Sánchez Hernández; 2. Ways forward in understanding Disciplinary Literacies in English medium higher education Emma Dafouz, Julia Hüttner and Ute Smit; Part II: DLs in the classroom: Lecturer and student perspectives and practices 3. "So far, we haven't had to write very much. It's all been multiple choice." Lecturer and student (emerging) perspectives on disciplinary literacy development in English medium business programs Emma Dafouz, Miya Komori Glatz and Pat Moore; 4. How do students acquire disciplinary literacy? Student and teacher perspectives from master's courses in the life sciences at a French university Susan Birch Becaas and Joanne Pagéze; 5. Making room for biliteracy development in EME programmes: Business and economics students' perceptions and self reported practices Irene Soriano Flórez; 6. The impact of academic year on EME business students' views on disciplinary literacy Elena Orduna Nocito; 7. Extramural English and English medium education: A binational survey of bachelor students' views on their academic disciplinary practices Katharina Ghamarian Krenn, Verena Grau and Ute Smit; 8. International peer collaboration in group work: Language quality, agency, and problem solving Maria Kuteeva and Kathrin Kaufhold; 9. A discipline based analysis of language needs and challenges encountered in the Turkish EMI context Dogan Yuksel and Mehmet Altay; 10. Disciplinary biliteracy among Latiné undergraduates in engineering and computer science Alberto Esquinca and Lidia Herrera Rocha; Part III: Teacher professional development and DLs in English medium education 11. Localising experiences of EME development: Accommodating disciplinary oracy at a Swiss bi and multilingual university Iris Schaller Schwaner; 12. Creating synergy in teaching disciplinary literacies in Australian teacher education Zuocheng Zhang; 13. A plurilingual genre based approach to academic writing: Guidelines for disciplinary literacy oriented teacher training in higher education Guzmán Mancho Barés, Sarah Khan and Alexandra Vraciu; 14. The elusive notion of disciplinary literacy in a cross disciplinary context: A purloined letter of sorts Magnus Gustafsson; 15. Navigating disciplinary literacies in search of beacons and shipping routes: A coda Christiane Dalton Puffer.
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