Navigating Disciplinary Literacies in English-Medium Higher Education (eBook, PDF)

Insights from Lecturers, Students, and Professional Developers
Redaktion: Sánchez-García, Davinia; Dafouz, Emma; Sánchez-Hernández, Ariadna

• Format: PDF

Produktbeschreibung

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.

The volume puts explicit emphasis on DLs within the context of EME, here understood as the skills and resources necessary for developing complex disciplinary knowledge, particularly in light of increased globalization and the internationalization of high-pressure academic and professional environments. The book takes a tripartite perspective, exploring the perspectives of students, lecturers, and teacher educational developers. This approach allows for a better understanding of both lecturers' and students' views on DLs, the classroom practices employed in the teaching and learning of DLs, and ways forward for enhancing teacher professional development programs to raise greater awareness of subject-specific needs and in turn, the significant role DLs can play in setting up students for success in and beyond the classroom.

This book will be of interest to students and scholars in applied linguistics, TESOL, teacher education, and language education, as well as stakeholders in teacher education development programs.

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Produktdetails

• Verlag: Taylor & Francis eBooks
• Seitenzahl: 342
• Erscheinungstermin: 30. Oktober 2025
• Englisch
• ISBN-13: 9781040426975
• Artikelnr.: 75432139

Autorenporträt

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.