English for Specific Purposes and Academic Literacies: eclecticism in academic writing pedagogy

McGrath, Lisa; Kaufhold, Kathrin

doi:10.1080/13562517.2016.1198762

Cited by 26 publications

(21 citation statements)

References 41 publications

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“…Unlike the vast majority of HE research on academic literacy, which deals with theories underpinning practice (e.g. Lea and Street 2006;McGrath and Kaufhold 2016;Swales 1990), student learning (e.g. Cheng 2018;Johns 2008;Negretti 2017), and the training of EAP lecturers (e.g.…”

Section: Introductionmentioning

confidence: 99%

Hidden expectations: scaffolding subject specialists’ genre knowledge of the assignments they set

2019

Self Cite

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Subject specialists' knowledge of academic and disciplinary literacy is often tacit. We tackle the issue of how to elicit subject specialists' tacit knowledge in order to develop their pedagogical practices and enable them to communicate this knowledge to students. Drawing on theories of genre and metacognition, a professional development activity was designed and delivered. Our aims were to (1) build participants' genre knowledge and (2) scaffold metacognitive awareness of how genre knowledge can enhance their pedagogical practices. The findings reveal that participants built a genre-based understanding of academic literacy and that the tasks provided them with an accessible framework to articulate and reflect upon their knowledge of disciplinary literacy. Participants gained metacognitive awareness of misalignments between what they teach and what they expect from students, their assumptions about students' prior learning and genrebased strategies to adapt their practice to students' needs. Our approach provides a theoretically grounded professional development tool for the HE sector.

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Section: Introductionmentioning

confidence: 99%

Hidden expectations: scaffolding subject specialists’ genre knowledge of the assignments they set

2019

Self Cite

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“…University students who rely heavily on information found on the web must weave into their own writing with quotes and paraphrases to show how they have acquired new knowledge (Beaudet, 2015). Many students have come to appreciate the extra aid given by online dictionaries (Peters, Weinberg, Sarma, students who are not native speakers such as English for academic purposes (Wingate & Tribble, 2012) or English for specific purposes (McGrath & Kaufhold, 2016).…”

Section: Writing Skills Definedmentioning

confidence: 99%

Are Canadian professors teaching the skills and knowledge students need to prevent plagiarism?

Peters

Cadieux

2019

Int J Educ Integr

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Max 150 words. If possible, please submit your abstract in both English and French. When writing an assignment, most students start by searching for information online, which they integrate in their writing and conclude by producing a bibliography for the sources used. They use their informational, writing and referencing skills to do this as well as refer to their plagiarism knowledge to make sure their text is exempt from plagiarism. In this paper, we examined which skills and knowledge students feel the need to further develop in university to prevent plagiarism in their assignments. Professors were also questioned as to their perceptions of their students' skills development during their pre-university studies. Questionnaires were administered in six Quebec Universities to students (n = 1170) and professors (n = 279). Results show that students feel the need for more training while professors expect students to have already mastered the skills and knowledge to prevent plagiarism. Recommendations are made on how to implement better training for students through a program approach. Lors de la rédaction d'un devoir, la plupart des étudiants universitaires commencent par chercher des informations en ligne, qu'ils intègrent dans leur rédaction et terminent en produisant une bibliographie des sources utilisées. Ils utilisent leurs compétences informationnelles, rédactionnelles, et de référencement documentaire et se réfèrent à leurs connaissances en matière de plagiat pour s'assurer que leur texte en soit exempt. Dans cet article, nous avons examiné les compétences et les connaissances que les étudiants ressentent le besoin de développer davantage à l'université pour prévenir le plagiat dans leurs travaux. Les professeurs ont également été interrogés sur leur perception du développement des compétences de leurs étudiants durant leurs études pré-universitaires. Des questionnaires ont été administrés dans six universités québécoises à des étudiants (n = 1170) et à des professeurs (n = 279). Les résultats montrent que les étudiants ressentent le besoin d'une formation plus poussée alors que les professeurs s'attendent à ce que les étudiants maîtrisent déjà les compétences et les connaissances nécessaires pour prévenir le plagiat. Des recommandations sont formulées sur la façon de mettre en oeuvre une meilleure formation pour les étudiants par le biais d'une approche-programme.

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“…In this scenario, ESP courses, which (unlike EMI) are not explicitly addressed by internationalisation policies, 'survive' in new curricula depending on their traditional presence and on the question of how much room can be made in new curricula for 'ancillary' subjects like languages (an explanation that stems from the elective nature of ESP courses), and which takes us back to Swales et al's (2001) notion of 'fragility'. Such a view, together with the apparent lack of coordination between content and language lecturers, neglects the potential of ESP (especially EAP) to prepare undergraduate students for participation in EMI (Terraschke & Wahid, 2011), to hone their disciplinary academic skills through situated EAP teaching (McGrath & Kaufhold, 2016), and to raise awareness about intercultural communicative competence while teaching English for specific purposes (Aguilar, 2018). Considering the weight that content courses have in new curricula, and the unequal power relations between large departments responsible for disciplines that are central to the degree and the limited number of ESP faculty available, it is not surprising to find ESP being overshadowed by EMI.…”

Section: Conclusion Implications and Further Researchmentioning

confidence: 99%

ESP, EMI and Interculturality: How Internationalised Are University Curricula in Catalonia?

Arnó-Macià¹,

Aguilar²

2018

ESP Today

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This study analyses Internationalisation at Home (IaH) courses across a wide range of bachelor's degrees, from humanities to hard sciences, in public universities in Catalonia, as an in-depth analysis of a South European context. IaH courses selected for analysis included courses (i) on international topics, (ii) taught in English and focusing on content (English-medium Instruction, EMI) and (iii) focusing on language, i.e. English for Specific Purposes (ESP). Results point to a high presence of international content courses, especially in humanities and social sciences, followed by EMI courses, although quantitatively scarce and mainly found in engineering. ESP courses are the least present despite their potential to prepare students for EMI. Reasons that may account for this IaH picture are presented. All in all, it seems that current policies leave language and intercultural competence in the hands of content lecturers, who may not have explicit language and intercultural learning outcomes in mind while it appears that the potential role of ESP as an internationalisation driver may be neglected. This paper thus argues for giving visibility to ESP courses and lecturers in their role for the promotion of curricular internationalisation.

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English for Specific Purposes and Academic Literacies: eclecticism in academic writing pedagogy

Cited by 26 publications

References 41 publications

Hidden expectations: scaffolding subject specialists’ genre knowledge of the assignments they set

Hidden expectations: scaffolding subject specialists’ genre knowledge of the assignments they set

Are Canadian professors teaching the skills and knowledge students need to prevent plagiarism?

ESP, EMI and Interculturality: How Internationalised Are University Curricula in Catalonia?

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