Learning as Accessing a Disciplinary Discourse: Integrating Academic Literacy into Introductory Physics Through Collaborative Partnership

Marshall, Delia; Conana, Honjiswa; Maclons, Rohan; Herbert, M. S.; Volkwyn, Trevor

doi:10.37514/atd-j.2011.8.3.15

Cited by 6 publications

(3 citation statements)

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“…Butler (2013: 80) agrees: "AL practitioners usually do not have expert knowledge of the other disciplines, and may be required to immerse themselves in such disciplines in order to … understand the complexities inherent in such discipline-specific AL practices and then to make a relevant contribution in the development thereof". Close contact with subject specialists will eventually allow the AL lecturer insight into the specific AL challenges that the subject-specialists face so that AL teaching becomes dynamic and pragmatic (Van Dyk & Coetzee-Van Rooy, 2012;Marshall, Conana, Maclon, Herbert & Volkwyn, 2011). There is, however, still no guarantee that this insight that the AL lecturer has gained from collaborating with content subject colleagues will assist students in transferring their newly gained AL abilities to their content subjects.…”

Section: Context Of the Collaborationmentioning

confidence: 99%

“…Snow and Brinton (1988: 571), for example, acknowledge that the commitment necessary from faculty and staff for a full implementation of the adjunct model of language instruction might not be feasible and that the model could be "adapted to fit other institutional settings and populations". Similarly, Marshall et al (2011) recognise the limitations of a resource-intensive collaboration. The next section describes how two subjects, namely AL and Statistics, worked at creating a model that would fit the logistical and institutional demands of their university, whilst still aiming at creating a transdisciplinary space (i.e., between AL and Statistics) in which students would be able to acquire and apply the competencies needed for successful communication within their chosen field of study.…”

Section: Models Of Collaborationmentioning

confidence: 99%

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Creating “transdisciplinary spaces” for a real-world scenario: A practical teaching collaboration

Fouche¹,

Corbett²,

Immelman³

2021

J. Lang. Teach.

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A lack of transfer of academic literacy competencies was identified by academic literacy and Statistics lecturers involved in an extended programme course. This paper reports on one attempt at a workable collaborative solution to this challenge. The collaborative attempt is situated within the academic literacies framework, and is described. Thereafter, student feedback as well as critical self-reflections from participating lecturers are qualitatively analysed in an interpretative framework, to determine how key stakeholders experienced the collaborative intervention. The collaborative attempt was found to be valuable in more effectively achieving the outcomes of both courses, and in helping students see the relevance of academic literacy in content subjects – this is in line with an academic literacies frameworkwhich holds that academic literacy cannot be divorced from the contexts in which it is practiced. The primary factors that led to a successful collaboration were a willingness of all partners to participate in the project and regular communication between collaborators.Main problems encountered revolved around miscommunication between lecturers and students, and an insufficiently detailed timetable that resulted in pressure at certain stages. Keywords: Teaching collaboration, academic literacy, academic writing, English for specific purposes, project work

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Section: Context Of the Collaborationmentioning

confidence: 99%

Section: Models Of Collaborationmentioning

confidence: 99%

Creating “transdisciplinary spaces” for a real-world scenario: A practical teaching collaboration

Fouche¹,

Corbett²,

Immelman³

2021

J. Lang. Teach.

View full text Add to dashboard Cite

show abstract

“…The course has an emphasis on making explicit the various representational formats used in Physics (this was enhanced through a collaborative partnership between the discipline lecturers and an academic literacy practitioner) (see Marshall et al, 2011). The course also presents the discipline of Physics in its wider social, political and environmental context.…”

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confidence: 99%

Exploring pedagogical possibilities for transformative approaches to academic literacies in undergraduate Physics

2016

CriSTaL

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How can research on academic literacies throw light on the challenge to widen access to undergraduate science studies? This article explores what an academic literacies approach might mean in the context of undergraduate physics. The study examines the pedagogical practices and student learning in two undergraduate Physics courses, a mainstream and an extended course, with a particular focus on the disciplinary practice of problem-solving. Concepts from the sociology of knowledge, specifically Legitimation Code Theory, offer a useful analytical framework for characterising the movement between abstract principles and concrete contexts in problem-solving and understanding how meaning is encapsulated in the dense representations of physics. The study shows that with more time and careful pedagogical attention, the extended course was able to make more explicit the literacy practices and epistemological functioning of the discipline. The study found that the extended course adopted a more explicitly normative approach to academic literacy, i.e., inducting students into the disciplinary knowledge and norms of the discipline, but elements of a transformative approach were also evident, i.e., opening up opportunities for these norms to be critiqued and contested.

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Language mastery, narrative abilities and oral expression abilities in chemistry learning: Importance of mother-tongue and traditional narration

Mammino

2015

South African Journal of African Languages

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Learning as Accessing a Disciplinary Discourse: Integrating Academic Literacy into Introductory Physics Through Collaborative Partnership

Cited by 6 publications

References 0 publications

Creating “transdisciplinary spaces” for a real-world scenario: A practical teaching collaboration

Creating “transdisciplinary spaces” for a real-world scenario: A practical teaching collaboration

Exploring pedagogical possibilities for transformative approaches to academic literacies in undergraduate Physics

Language mastery, narrative abilities and oral expression abilities in chemistry learning: Importance of mother-tongue and traditional narration

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