Full Description
Offers fresh perspectives on academic and disciplinary literacies across a range of contexts.
This book presents empirical evidence of the academic and disciplinary literacies that learners engage with in educational contexts. The chapters focus on the languages of schooling (in first, second or foreign language contexts) across primary, secondary and higher education.
The book is divided into two main sections. The first section focuses on students' voices and perceptions, providing new insights into the difficulties they encounter when developing academic or disciplinary literacies in different contexts and disciplines. The second section addresses students' academic or disciplinary literacy skills, both productive and receptive.
The chapters include qualitative, quantitative and mixed-method studies, and provide valuable new insights across a range of educational contexts.
Contents
Contributors
Acknowledgements
Ainara Imaz Agirre and Roberto Arias-Hermoso: Introduction: Why Focus on Students' Academic and Disciplinary Literacies? Volume Overview
Chapter 1. Julia Hüttner and Ana Llinares: Bi- and Multilingual Disciplinary Literacies at School: A Challenge for 21st-Century Citizens
Part 1: Students' Views and Perspectives Towards Academic and Disciplinary Literacies
Chapter 2. Irene Soriano-Flórez and Emma Dafouz: Rethinking Biliteracy in Business and Economics English-Medium Education: Students' Views of Translingual Spaces
Chapter 3. Nashwa Nashaat-Sobhy: Learning to Walk Before We Run: Unveiling the Epistemological Foundations in Interactive Technologies Education
Chapter 4. Brian Hibbs: Supporting the Development of Pre-Service ESOL Teachers' Instructional Practice Regarding Academic Discourse
Chapter 5. Suheyla Demirkol Orak and Mohammad Al-khresheh: The Digital Turn in Language Pedagogy and Its Reflections on Foreign Language Learning Processes
Chapter 6. Letizia Cinganotto: Academic Italian and Cognitive Discourse Functions in Higher Education: The Point of View of International Students
Part 2: Students' Academic and Disciplinary Literacy Skills
Chapter 7. Amaia Lersundi, Tarja Nikula and Eneritz Garro Larrañaga: Scaffolding Students' Performance of Oral Cognitive Discourse Functions through Classroom Interaction
Chapter 8. Şebnem Yalçın and Yasemin Bayyurt: Exploring Knowledge Co-Construction in EMI Classrooms in Higher Education
Chapter 9. Alla Zareva: Disciplinary Literacy and Disciplinarity in ESL Students' Academic Presentations
Chapter 10. Juana María Blanco Fernández: Incorporation of Grammatical Metaphor into Academic Reading and Writing of First-Year Undergraduate Students
Chapter 11. H. Gülru Yüksel, Gülbin Özkan, Anna Lia Pioretti Ergün, Valeria Stecconi and Daniela Segoloni: Understanding the Relationship between Grit, Study Habits and Academic Performance in CLIL Science Lessons
Chapter 12. Julia Edeleva, Carmela Chateau-Smith, Anastasia Brueva and Pavel Albitskiy: Evaluating Concept Literacy in English as a Medium of Instruction (EMI) Settings
Chapter 13. Rodrigo García-López: The Impact of a Literacy Teaching Approach on Secondary-Level CLIL Students' Historical Thinking Skills
Chapter 14. Irene Guzmán-Alcón: The Role of Hours of CLIL Exposure in Primary Multilingual Science Writing
Chapter 15. Roberto Arias-Hermoso, Ainara Imaz Agirre and Irati Romero-Garmendia: Subject-Specific Vocabulary in Secondary Science: Triangulating Students' Writing, Classroom Interaction and Textbooks
Ainara Imaz Agirre and Roberto Arias-Hermoso: Afterword: Conclusions and a Research Agenda for Academic and Disciplinary Literacies
Index
