Academic literacy and linguistic diversity: an account from the chalk face
Academic literacy and linguistic diversity: an account from the chalk face
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学术素养和语言多样性：来自粉笔脸的叙述
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发表时间：
2015
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通讯作者：
G. Lazar
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作者：
G. Lazar
最近关于在扩大参与度的背景下教授学术写作所面临的挑战的研究提出，在具体学科计划中整合或嵌入学术素养(雅各布斯，2005年；Wingate，Andon和Cogo，2011年)。这篇面向实践者的演讲描述了一所1992年后的大学的一个试点项目，旨在通过在研究技能单元中嵌入写作来提高社会学和犯罪学二年级学生的学术素养。写作专家与学科专家密切合作，在该单元内设计和举办了三个不同的研讨会，以支持语言不同的学生群体进行课程评估。本次会议将简要概述试点的理由和内容，但重点将特别放在一个研讨会上，在该研讨会上，课程材料中纳入了对学生语言身份的小型探索，对未来的教育学和可能的研究可能产生一些有趣的影响。
Recent research into the challenges of teaching academic writing in contexts of widening participation has proposed the integration or embedding of academic literacies within discipline-specific programmes (Jacobs 2005; Wingate, Andon and Cogo 2011). This practitioner-oriented presentation describes a pilot project at a post-1992 university aimed at improving the academic literacy of second year Sociology and Criminology students by embedding writing within a research skills module. Writing specialists collaborated closely with disciplinary experts in designing and delivering three separate seminars within the module, in order to support the linguistically diverse student cohort in undertaking their course assessment. This session will provide a brief overview of the rationale for and content of the pilot, but will focus particularly on one seminar in which a mini-exploration of students’ linguistic identities was incorporated into the course materials, with some potentially interesting implications for future pedagogy and possible research.