Writing in the Disciplines: Beyond Remediality

Deane, Mary; O’Neill, Peter

doi:10.1007/978-0-230-34451-8_1

Cited by 23 publications

(28 citation statements)

References 11 publications

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“…Deane and O'Neill (2011) characterise WID as the integration of writing and disciplinary knowledge, considering writing (instruction) an integral part of disciplinary induction, with content lecturers being the most knowledgeable of the generic conventions in their own fields. And yet, EMI lecturers' self-reported low English language proficiency levels hinder them from taking on the role of disciplinary language experts (e.g.…”

Section: Teaching Specialised Genresmentioning

confidence: 99%

EMI Lecturer Training Programmes and Academic Literacies

Barés¹,

Macià²

2017

ESP Today

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As EMI involves the integration of content and discipline-specific communication, this study focuses on intersections between ESP and EMI, especially on how ESP can contribute to improving discipline-specific communication in EMI from the perspective of content lecturers' needs. Specifically, this study provides an overview of EMI training programmes offered by universities in Catalonia (Spain), and explores the written genres assigned by content lecturers in EMI subjects. EMI training programmes are classified according to their orientation: communication, pedagogy, and multilingualism/multiculturalism (Fortanet-Gómez, 2010;Kurtán, 2003). Our analysis pays special attention to the extent to which there is an ESP focus in such training and is complemented by a questionnaire to a group of EMI lecturers on their reported use/teaching of disciplinary genres, following Nesi and Gardner (2012). Findings shed light on practices and expectations related to discipline-specific genre pedagogy, an area that is at the crossroads between EMI and ESP. By examining lecturer perspectives on EMI alongside institutional policies and training programmes, this study can help lecturers cope with the challenges of EMI, and contribute to further developing EMI-ESP lecturer collaboration.Key words genre analysis, EMI lecturer training programmes, ESP, interdisciplinary collaboration, academic writing. * Corresponding address: Guzman Mancho-Barés, Department of English and Linguistics, University of Lleida, Pl/ Víctor Siurana, 1, 25003 Lleida, (Catalonia) Spain. EMI LECTURER TRAINING PROGRAMMES AND ACADEMIC LITERACIEShttps://doi.org/10.18485/esptoday.2017.5.2.7Vol. 5(2)(2017): Sažetak Kako nastava stručnih predmeta na engleskom jeziku (EMI) podrazumeva integrisanje stručnog gradiva i komunikacije karakteristične za određenu naučnu disciplinu, ova studija se bavi dodirnim tačkama između engleskog jezika struke i nauke (ESP) i EMI, posebno načinima na koje ESP može doprineti poboljšanju disciplinarne komunikacije u kontekstu EMI sa aspekta potreba nastavnika stručnih predmeta. Konkretnije, studija pruža pregled programa obuke za EMI na univerzitetima u Kataloniji (Španija) i istražuje pisane žanrove koje predaju nastavnici stručnih predmeta u nastavi na engleskom jeziku. Programi obuke klasifikovani su na osnovu opredeljenja u pogledu: komunikacije, pedagoškog pristupa i multilingvizma/multikulturalnosti (FortanetGómez, 2010;Kurtán, 2003). U analizi posebnu pažnju obraćamo na stepen zastupljenosti ESP u takvim obukama i predstavljamo upitnik podeljen grupi nastavnika koji nastavu stručnih predmeta drže na engleskom jeziku i njihove odgovore o tome koje disciplinarne žanrove koriste/predaju u takvoj nastavi, po uzoru na Nesi i Gardner (2012). Rezultati otkrivaju praksu i očekivanja vezane za nastavu disciplinarno specifičnih žanrova, oblast koja se nalazi na raskršću EMI i ESP. Pošto se bavi stavovima nastavnika o EMI i institucionalnim politikama i programima obuke, ova studija može biti od pomoći nastavnicima da lakše izađu na ...

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Section: Teaching Specialised Genresmentioning

confidence: 99%

EMI Lecturer Training Programmes and Academic Literacies

Barés¹,

Macià²

2017

ESP Today

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“…Street (1999, 2000) imported the significance of the critical approach and disciplinary cultural socialization of EAP in addition to EAP's focus on skills. Deane and O'Neill (2011), proponents of WID (Writing in Discipline), confirm that language related to disciplines is an appropriate skill of academic writing, in a similar fashion to the view of Dudley-Evans and St John (1998) of ESAP. However, they dispute the affordance of generic skills and academic literacies.…”

Section: Debate Over Instructionsmentioning

confidence: 70%

“…For instance, many EAP scholars insist on the authenticity of their disciplinary discourse; some have begun to use authentic research articles to teach EAP in a number of different disciplines, and others suggest that the subject teacher should team up with a language teacher to deliver specificity in the EAP class (Dudley-Evans, 2001;Deane & O'Neill, 2011;Wingate, 2015). However, this refers to discourse participation in pedagogical discourse (Woodward-Kron, 2002), and the potential results in terms of students' written work may differ from their writing in genuine mature discourse (Freedman & Adam, 1996).…”

Section: Under Progressivism: Language As Discourse and Eap As Discipmentioning

confidence: 99%

“…However, this approach has been criticized for lacking pedagogy (Wingate & Tribble, 2012), its redundancy in spreading ideology (Deane & O'Neill, 2011), twisting the true meaning of academic literacies as students learn through participating in discourse activities (Wingate, 2015), and jeopardizing and deconstructing the discourse they should have entered or established (Haque, 2007). The EAP under the language as ideology emphasizes its function in raising students' awareness of the formation of and fitting in to the discourse (Norton & Toohey, 2004;Hyland, 2012).…”

Section: Under Criticalism: Language As Ideology and Eap As Critical mentioning

confidence: 99%

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English for Academic Purposes: A New Perspective from Multiple Literacies

Wang

2016

WJEL

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English for Academic Purposes (EAP) has now become a popular term, due to English becoming the global language of academia, the workplace, and higher education. At the same time, EAP has, since its creation, been influenced by the language theories of general language teaching and literacy movements. However, its concepts and approaches can, at times, appear too various for learners and practitioners to identify which course of action to follow, particularly when the inexperienced face a 'jungle of jargon'. EAP researchers have been trying to define EAP, however, they are never in agreement. Therefore, a definition of EAP can prove problematic. This research will extract the commonality of the popular EAP approaches before placing them into a broader context of EAP development, language teaching and literacy history, and the changing history of the educational landscape; it will critically thematize the current EAP theories and aims in order to further examine the nature of EAP as multiple literacies, including academic literacy, disciplinary cultural literacy, critical literacy and digital literacy.

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“…Disciplinary literacies have been attributed increasing importance in recent publications concerned with discipline-specific writing, reading, speaking, listening, and viewing (e.g. Deane & O'Neill, 2011;Derewianka & Jones, 2016;Flowerdew & Costley, 2016;Paltridge & Starfield, 2013). Evolving in tandem with these changes in understanding disciplinary literacies are the innovations in teaching in English-medium Instruction (EMI) and Content and Language Integrated Learning (CLIL).…”

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confidence: 99%