What Is Disciplinary Literacy and Why Does It Matter?

Shanahan, Timothy; Shanahan, Cynthia

doi:10.1097/tld.0b013e318244557a

Cited by 446 publications

(339 citation statements)

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“…For eksempel har Nynorsksenteret.no en egen samling med tegneserier på nynorsk, samt tips til hvordan en kan arbeide med tegneserier i nynorskopplaeringa. Modelltekster kan også brukes til å undervise i språklige saertrekk og i hvordan tekster i de ulike fagene er bygget opp (Dysthe, Hertzberg & Hoel, 2010;Shanahan & Shanahan, 2012).…”

Section: Skriveoppgaver Og Ulike Skrivehandlingerunclassified

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Dons¹,

Strømman²,

Nilssen³

et al. 2016

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Section: Skriveoppgaver Og Ulike Skrivehandlingerunclassified

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Dons¹,

Strømman²,

Nilssen³

et al. 2016

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“…As Moore et al (1983: 429) concluded, different reading demands exist in different subjects either concerning different texts or different tasks. Content-area reading has a role in shaping a theoretical conception of literacy processes specific to particular disciplines, simultaneously supporting a completely different approach based on generalizable learning strategies that can be used across different subjects (Shanahan & Shanahan, 2012). A more empirical source comes from expert reader studies in various disciplines (Shanahan, Shanahan, & Misischia, 2011) drawing on the expert-novice paradigm from cognitive sciences, and identifying performance differences by using observations and think-aloud protocols.…”

Section: Disciplinary Literacy: Theoretical Backgroundmentioning

confidence: 99%

Disciplinary Literacy in English as a Foreign Language in Biotechnology Engineering

Bojović¹

2017

ESP Today

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This paper explores the concepts of disciplinary literacy and content-area literacy as well as disciplinary literacy in English as a foreign language for biotechnology engineering. Literacy practices in English as a foreign language in biotechnology are focused on the reading practices and reading strategies that students and disciplinary experts use. The participants are 94 undergraduate students of biotechnical sciences at the University of Kragujevac, Serbia, and 46 biotechnology engineering experts. The focus of the study is the use of reading strategies in English by these two groups. Based on measures of internal consistency, descriptive statistics and ANOVA, the study demonstrates that the most prominent reading strategies used by biotechnology students and experts involve re-reading for better understanding and for details, using background knowledge, using text features, and finding main ideas. The experts generally use reading strategies more frequently than the students. They are more motivated to read English-medium material than the students; they choose the text for reading on their own, confirm the purpose of reading, and discuss what is read with others significantly more frequently than the students. Reading silently is the only reading strategy where gender differences were found.Key words biotechnology engineering, disciplinary literacy, English as a foreign language, reading, strategies. * Corresponding address: Milevica Bojović, University of Kragujevac, Faculty of Agronomy in Čačak, Cara Dušana 34, 32000 Čačak, Serbia. DISCIPLINARY LITERACY IN ENGLISH AS A FOREIGN LANGUAGE IN BIOTECHNOLOGY ENGINEERINGhttps://doi.org/10.18485/esptoday.2017.5.2.5Vol. 5(2)(2017): Sažetak Cilj ovog rada je da se odrede pojmovi disciplinarne pismenosti, pismenosti u okviru različitih sadržaja i disciplinarne pismenosti u oblasti engleskog kao stranog jezika u biotehnologiji. Kako je ispitivanje pismenosti na engleskom kao stranom jeziku u oblasti biotehnologije usmereno na praćenje aktivnosti čitanja i strategija čitanja, cilj rada je i ispitati koje strategije čitanja na engleskom jeziku primenjuju studenti i stručnjaci. Uzorak čini 94 studenata osnovnih studija Univerziteta u Kragujevcu i 46 stručnjaka u oblasti biotehnološkog inženjerstva. Na osnovu rezultata dobijenih statističkim postupcima kao što su interna konzistentnost, deskriptivna analiza i univarijantna analiza varijanse, istraživanje ukazuje da i studenti i stručnjaci u oblasti biotehnologije najčešće primenjuju sledeće strategije čitanja: ponovno čitanje radi boljeg razumevanja teksta, ponovno čitanje radi pronalaženja pojedinosti u tekstu, primena već stečenih znanja, korišćenje osobina teksta radi njegovog razumevanja, pronalaženje glavne ideje u tekstu. Stručnjaci primenjuju strategije čitanja češće nego što to čine studenti. Stručnjaci su i značajno više motivisani da čitaju na engleskom jeziku u odnosu na studente. Takođe, stručnjaci značajno češće samostalno biraju tekstove koje će čitati na engleskom jeziku, potvrđuju svrsishodnost...

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“…(Cromley, 2009, p. 115) Cromley concludes that one way to improve results on science tests might be to improve students' comprehension of written science texts. Advocating the concept of disciplinary literacy, Shanahan and Shanahan (2012) argue that it is the differences between the disciplines that create texts with different requirements for readers. To be a successful reader, students must understand how to use different approaches to reading and writing in different disciplines, as opposed to acquiring some sort of general reading skill.…”

Section: Aims Of the Studymentioning

confidence: 99%

The Language of Science and Readability. Correlations between Linguistic Features in TIMSS Science Items and the Performance of Different Groups of Swedish 8th Grade Students.

Persson

2016

NJLR

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This exploratory study examines how linguistic features of the Swedish TIMSS 2011 grade 8 science items correlate with results from different groups of students. Language use in different science subjects is analysed using four characteristic meaning dimensions of scientific language: Packing, Precision, Presentation of information, and Personification within the text, along with established measures of readability and information load. For each subject, one or more of the meaning dimensions show statistically significant correlations with students' performances with small to medium effect sizes. The results show that higher packing is positively correlated with students' results in earth science, negatively correlated in physics, and has no significant correlations in biology or chemistry. Placing items in everyday contexts reduces the likelihood of the items being answered correctly, and skilled readers are aided by higher precision in items, while less skilled readers seem unaffected. Many meaning dimensions that influence high performers' results do not influence those of low performers, and vice versa. The use of meaning dimensions is shown to be an enriching complementary method for analysing language use in science, as it connects the language use in items to student performance, while established measures do not.

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What Is Disciplinary Literacy and Why Does It Matter?

Cited by 446 publications

References 21 publications

På vei til å bli skrivelærer

På vei til å bli skrivelærer

Disciplinary Literacy in English as a Foreign Language in Biotechnology Engineering

The Language of Science and Readability. Correlations between Linguistic Features in TIMSS Science Items and the Performance of Different Groups of Swedish 8th Grade Students.

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