What constitutes good practice in teaching academic literacies?
| aut.researcher | Kirkness, Alison Mary | |
| dc.contributor.author | Kirkness, A | |
| dc.date.accessioned | 2011-08-26T05:01:35Z | |
| dc.date.available | 2011-08-26T05:01:35Z | |
| dc.date.copyright | 2006 | |
| dc.date.issued | 2006 | |
| dc.description | In the multicultural student body at English-medium tertiary institutions today, teachers find that they can no longer make assumptions about student preparedness for tertiary learning. Many students do not have the academic literacy skills in English to enable them to learn effectively Thus the teaching of these skills needs to be included in discipline programmes. But who is to teach them, subject teachers or language teachers? If subject teachers, then how can they be given the additional support they need to promote language development in their teaching? If language teachers, then how can they ensure that they teach the literacy skills that the particular subject requires? This paper focuses on the various models used at the Auckland University of Technology to cater for the English language needs of students in different faculties. It discusses structures and processes that support the teaching of academic literacy skills as central to developing students’ ability to master their discipline. It presents models of language teachers delivering courses in academic literacy skills alongside the subject classes (adjunct course) and of subject teachers including academic literacy skills in mainstream programmes (integrated course). It identifies examples of good practice and formal and informal academic development events that arise in the design of courses with a dual focus on discipline content and language. | |
| dc.description.abstract | In the multicultural student body at English-medium tertiary institutions today, teachers find that they can no longer make assumptions about student preparedness for tertiary learning. Many students do not have the academic literacy skills in English to enable them to learn effectively Thus the teaching of these skills needs to be included in discipline programmes. But who is to teach them, subject teachers or language teachers? If subject teachers, then how can they be given the additional support they need to promote language development in their teaching? If language teachers, then how can they ensure that they teach the literacy skills that the particular subject requires? This paper focuses on the various models used at the Auckland University of Technology to cater for the English language needs of students in different faculties. It discusses structures and processes that support the teaching of academic literacy skills as central to developing students‟ ability to master their discipline. It presents models of language teachers delivering courses in academic literacy skills alongside the subject classes (adjunct course) and of subject teachers including academic literacy skills in mainstream programmes (integrated course). It identifies examples of good practice and formal and informal academic development events that arise in the design of courses with a dual focus on discipline content and language. | |
| dc.identifier.citation | Anthology Series - Seameo Regional Language Centre, vol.48, pages21-31 (Based on papers presented at the 41st RELC International Seminar on "Teacher Education in Language Teaching" held from 24 to 26 April 2006, "RELC P515-07.") | |
| dc.identifier.isbn | 9789971740955 (pbk.) | |
| dc.identifier.issn | 0129-8895 | |
| dc.identifier.uri | https://hdl.handle.net/10292/1944 | |
| dc.publisher | SEAMEO Regional Language Centre, Southeast Asian Ministers of Education Organization | |
| dc.relation.uri | http://www.lib.sp.edu.sg/search~S0/?searchtype=X&searcharg=41st+RELC+International&SORT=D&extended=0&SUBMIT=Search&availlim=1&searchlimits=&searchorigarg=i0129-8895 | |
| dc.rights | “NOTICE: this is the author’s version of a work that was accepted for publication. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in (see Citation).” | |
| dc.rights.accessrights | OpenAccess | |
| dc.subject | English language | |
| dc.subject | Study and teaching | |
| dc.subject | Foreign speakers | |
| dc.subject | Congresses | |
| dc.subject | Language and languages | |
| dc.subject | Study and teaching | |
| dc.subject | Southeast Asia | |
| dc.subject | Language teachers | |
| dc.subject | Training of | |
| dc.title | What constitutes good practice in teaching academic literacies? | |
| dc.type | Conference Contribution | |
| pubs.organisational-data | /AUT | |
| pubs.organisational-data | /AUT/PVC - Research |