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Disciplinary Literacies in English-Medium Higher Education [Kõva köide]

Edited by (Complutense University of Madrid, Spain), Edited by , Edited by
  • Formaat: Hardback, 328 pages, kõrgus x laius: 229x152 mm, kaal: 453 g, 30 Tables, black and white; 12 Line drawings, black and white; 1 Halftones, black and white; 13 Illustrations, black and white
  • Sari: Routledge Studies in English-Medium Instruction
  • Ilmumisaeg: 23-Oct-2025
  • Kirjastus: Routledge
  • ISBN-10: 1032675047
  • ISBN-13: 9781032675046
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Disciplinary Literacies in English-Medium Higher EducationSuurem pilt
  • Formaat: Hardback, 328 pages, kõrgus x laius: 229x152 mm, kaal: 453 g, 30 Tables, black and white; 12 Line drawings, black and white; 1 Halftones, black and white; 13 Illustrations, black and white
  • Sari: Routledge Studies in English-Medium Instruction
  • Ilmumisaeg: 23-Oct-2025
  • Kirjastus: Routledge
  • ISBN-10: 1032675047
  • ISBN-13: 9781032675046
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781032675046.html
This collection offers a holistic overview of disciplinary literacies (DLs) in English-medium higher education (EME), with chapters employing a wide range of methodological approaches and data sources to illustrate the importance of a focus on DLs in facilitating positive outcomes for student learning.

The volume puts explicit emphasis on DLs within the context of EME, here understood as the skills and resources necessary for developing complex disciplinary knowledge, particularly in light of increased globalization and the internationalisation of high-pressure academic and professional environments. The book takes a tripartite perspective, exploring the perspectives of students, lecturers, and teacher educational developers. This approach allows for a better understanding of both lecturers and students views on DLs, the classroom practices employed in the teaching and learning of DLs, and ways forward for enhancing teacher professional development programs to raise greater awareness of subject-specific needs and in turn, the significant role DLs can play in setting up students for success in and beyond the classroom.

This book will be of interest to students and scholars in applied linguistics, TESOL, teacher education, and language education, as well as stakeholders in teacher education development programs.

Arvustused

"In this important book some of the most well-known experts in the field investigate what it means to become disciplinary literate. What constitutes disciplinary literacy when two or more languages are involved and what can lecturers do to help their students develop disciplinary literacy? A must for researchers, teachers and professional developers in EMI settings."

John Airey, Professor of University Science Education, Stockholm University

"This comprehensive volume offers vital insights into the complex landscape of disciplinary literacies in English-medium higher education. Through diverse international perspectives spanning business, engineering, and life sciences, the authors provide critical analysis and practical approaches for navigating academic literacy development across disciplines. Essential reading for educators and researchers in multilingual academic contexts."

Angel M. Y. Lin, Chair Professor, The Education University of Hong Kong

"Bringing together perspectives from students, lecturers, and professional development, this important and timely book offers a broad, inclusive take on disciplinary literacies across a wide range of English-medium higher education contexts. The chapters together constitute a clear step forward in our understanding of this complex, dynamic and context-sensitive construct."

Tom Morton, Honorary lecturer, Universidad Autónoma de Madrid

Part I: Setting the scene
1. Disciplinary literacies in English-medium
higher education: An Introduction Davinia Sánchez-García and Ariadna
Sánchez-Hernández;
2. Ways forward in Understanding Disciplinary Literacies
in English-medium Higher Education Emma Dafouz, Julia Hüttner and Ute Smit;
Part II: DLs in the classroom: Lecturer and student perspectives and
practices
3. So far, we havent had to write very much. Its all been
multiple choice. Lecturer and student (emerging) perspectives on
disciplinary literacy development in English-medium business programs Emma
Dafouz, Miya Komori-Glatz and Pat Moore;
4. How do students acquire
disciplinary literacy? Student and teacher perspectives from masters courses
in the life sciences in a French university Joanne Pagéze & Susan Becaas;
5. Making room for biliteracy development in EME programmes: Business and
economics students perceptions and self-reported practices Irene
Soriano-Flórez;
6. The impact of academic year on EME business students
views on disciplinary literacy Elena Orduna Nocito;
7. Extramural English
and English-medium education: A binational survey of bachelor students views
on their academic disciplinary practices Katharina Ghamarian, Verena Grau
and Ute Smit;
8. International peer collaboration in group work: Language
quality, agency, and problem-solving Maria Kuteeva and Kathrin Kaufhold;
9.
A discipline-based analysis of language needs and challenges encountered in
the Turkish EMI context Dogan Yuksel and Mehmet Altay;
10. Disciplinary
Biliteracy among Latiné Undergraduates in engineering and computer science
Alberto Esquinca and Lidia Herrera Rocha; Part III: Teacher professional
development and DLs in English-medium education
11. Localising experiences
of EME development: Accommodating for disciplinary oracy at a Swiss bi- and
multilingual university Iris Schaller-Schwaner;
12. Creating synergy in
teaching disciplinary literacies in Australian teacher education Zuocheng
Zhang;
13. A plurilingual genre-based approach to academic writing:
Guidelines for disciplinary-oriented teacher training in higher education
Guzmán Mancho-Barés, Alexandra Vraciu and Sarah Khan;
14. The elusive notion
of disciplinary literacy in a cross-disciplinary context A purloined letter
of sorts Magnus Gustafsson;
15. Navigating disciplinary literacies in
search of beacons and shipping routes: A coda Christiane Dalton-Puffer.
Davinia Sánchez-García is Associate Professor in English and Linguistics at Complutense University of Madrid (UCM), Spain.

Ariadna Sánchez-Hernández is an Associate Professor at the Department of English Studies at the Complutense University of Madrid (UCM), Spain.

Emma Dafouz is a Professor of English Linguistics at Complutense University of Madrid (UCM), Spain.