Wingate Academic Literacy and Student Diversity

The Case for Inclusive Practice
Erscheinungsjahr 2015
ISBN: 978-1-78309-350-2
Verlag: Multilingual Matters
Format: EPUB
Kopierschutz: 6 - ePub Watermark

E-Book, Englisch, Band 42, 208 Seiten

Reihe: New Perspectives on Language and Education

This book provides a comprehensive overview of approaches to academic literacy instruction and their underpinning theories, as well as a synthesis of the debate on academic literacy over the past 20 years. The author argues that the main existing instructional models are inadequate to cater for diverse student populations, and proposes an inclusive practice approach which encourages institutional initiatives that make academic literacy instruction an integrated and accredited part of the curriculum. The book aims to raise awareness of existing innovative literacy pedagogies and argues for the transformation of academic literacy instruction in all universities with diverse student populations.

Autoren/Hrsg.

Wingate, Ursula

Fachgebiete

• Sozialwissenschaften Pädagogik Berufliche Bildung Wissenschaftliches Arbeiten, Studientechnik
• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen

Inhaltsverzeichnis

Chapter 1: Academic Literacy and Student Diversity: What is the Problem?

Chapter 2: Approaches to Academic Literacy Instruction

Chapter 3: Current Practice in Academic Literacy Instruction

Chapter 4: Discipline-Specific Approaches to Academic Literacy Instruction

Chapter 5: Reading and Writing

Chapter 6: Academic Literacy Development and the Student Experience

Chapter 7: Towards an Inclusive Model of Academic Literacy Instruction

Chapter 8: Towards the Implementation of an Inclusive Model of Academic Literacy Instruction

Conclusion

Über Autor(innen)

Wingate, Ursula
Ursula Wingate is Senior Lecturer in Language in Education at King’s College London, UK. Her research interests include English language policies and practices and language teaching methodology. She is joint editor of the Language Learning Journal and on the editorial board of two journals on higher education.