The editors and contributors to this collection explore what it means to adopt an “academic literacies” approach in policy and pedagogy. Transformative practice is illustrated through case studies and critical commentaries from teacher-researchers working in a range of higher education contexts—from undergraduate to postgraduate levels, across disciplines, and spanning geopolitical regions including Australia, Brazil, Canada, Cataluña, Finland, France, Ireland, Portugal, South Africa, the United Kingdom, and the United States.
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.
Develop students' understanding of academic language and watch literacy skills soar! To achieve higher levels of learning, students must be able to understand academic language-the formalized language of instruction found in classrooms, textbooks, and standardized tests. Eli R Johnson conveys a powerful message of the need for teachers to provide explicit academic language instruction for all students, especially English language learners or those struggling with reading. Filled with 36 hands-on strategies, this practical ...
Negotiating Academic Literacies: Teaching and Learning Across Languages and Cultures is a cross-over volume in the literature between first and second language/literacy. This anthology of articles brings together different voices from a range of publications and fields and unites them in pursuit of an understanding of how academic ways of knowing are acquired. The editors preface the collection of readings with a conceptual framework that reconsiders the current debate about the nature of academic literacies. In this volume, the term academic literacies denotes multiple approaches to knowledge, including reading and writing critically. College classrooms have become sites where a number of languages and cultures intersect. This is the case not only for students who are in the process of acquiring English, but for all learners who find themselves in an academic situation that exposes them to a new set of expectations. This book is a contribution to the effort to discover ways of supporting learning across languages and cultures--and to transform views about what it means to teach and learn, to read and write, and to think and know. Unique to this volume is the inclusion of the perspectives of writers as well as those of teachers and researchers. Furthermore, the contributors reveal their own struggles and accomplishments as they themselves have attempted to negotiate academic literacies. The chronological ordering of articles provides a historical perspective, demonstrating ways in which issues related to teaching and learning across cultures have been addressed over time. The readings have consistency in terms of quality, depth, and passion; they raise important philosophical questions even as they consider practical classroom applications. The editors provide a series of questions that enable the reader to engage in a generative and exciting process of reflection and inquiry. This book is both a reference for teachers who work or plan to work with diverse learners, and a text for graduate-level courses, primarily in bilingual and ESL studies, composition studies, English education, and literacy studies.
Teaching Academic Literacy provides a unique outlook on a first-year writing program's evolution by bringing together a group of related essays that analyze, from various angles, how theoretical concepts about writing actually operate in real students' writing. Based on the beginning writing program developed at the University of Wisconsin-Madison, a course that asks students to consider what it means to be a literate member of a community, the essays in the collection explore how students become (and what impedes their progress in becoming) authorities in writing situations. Key features of this volume include: * demonstrations of how research into specific teaching problems (e.g., the problem of authority in beginning writers' work) can be conducted by examining student work through a variety of lenses such as task interpretation, collaboration, and conference, so that instructors can understand what factors influence students, and can then use what they have learned to reshape their teaching practices; * adaptability of theory and research to develop a course that engages basic writers with challenging ideas; * a model of how a large writing program can be administered, particularly in regards to the integration of research and curriculum development; and * integration of literary and composition theories.
This practical guide provides 36 hands-on strategies for helping ELLs learn the necessary skills to decipher academic language in reading, writing, listening, and speaking.
An A to W of Academic Literacy is designed for graduate students of all language backgrounds and at any level of study. It is created as a comprehensive reference for graduate students. As a glossary of terms, it can also be used as a supplemental textbook for graduate workshops and seminars and by writing consultants and instructors across the disciplines. The guide includes 65 common academic literacy terms and explores how they relate to genres, writing conventions, and language use. Each entry briefly defines the term, identifies variations and tensions about its use across disciplines, provides examples, and includes reflection questions. An appendix lists further readings for each entry. Unique to this volume are comments featuring the experiences of the graduate students who wrote the entries, comments that bring each entry to life and build a bridge to graduate student readers.
"In Tools for Teaching Content Literacy Janet Allen put a wealth of research-based instructional tools at teachers' fingertips to help students make connections with information resources and to read critically. More Tools for Teaching Content Literacy extends this treasure trove with twenty-five new instructional strategies - from Expert Groups to Point-of-View Guides to Wordstorming - using the same compact tabbed flipchart format. More Tools is a handy reference that provides instant access to succinct description, practical strategies, and manageable assessments, allowing teachers to save time and be more flexible and confident in meeting students' needs."--BOOK JACKET.
The author presents and discusses in detail five broad areas that enable English learners to participate in high-quality learning across the curriculum: engaging deeply with intellectual contexts; developing academic literacy; employing reading strategies and improving comprehension; gaining writing independence and learning content-area genres; using classroom talk to make sense of new concepts and as a bridge to writing. Based on these areas she then presents guidelines on designing long-term, high-quality instruction that simultaneously provides explicit scaffolding for English learners. Gibbons makes these guidelines an instructional reality through examples of rich activities and tasks that can be used across the curriculum and that support the learning of all students.
Boost the Engagement and Achievement of Adolescent Readers Building Academic Literacy: Lessons from Reading Apprenticeship Classrooms, Grades 6—12, features pieces by five middle and high school teachers working with the Reading Apprenticeship instructional framework introduced in Reading for Understanding (Schoenbach et al., Jossey-Bass, 1999). Filled with instructional tips, lesson plans, and curriculum resources, this book offers guidance on conducting Academic Literacy courses using readings from the companion student book–Building Academic Literacy: An Anthology for Reading Apprenticeship (Fielding and Schoenbach, Jossey-Bass, 2003). It can serve as an excellent resource for any content area teacher, grades 6—12, looking for classroom-based ideas to motivate adolescents in becoming more active, engaged and strategic readers. "Whenever we read books about teaching, we ask ourselves, 'But what does that look like in the classroom?' Building Academic Literacy: Lessons from Reading Apprenticeship Classrooms answers the question of what 'Academic Literacy' is, why it matters, and how teachers can develop these key intellectual habits in their students. This book, and its companion anthology, provide me the guidance and resources that I need." —Jim Burke, author, The Reader's Handbook and The English Teacher's Companion "Following close upon the heels of the widely acclaimed book Reading for Understanding, this new two-volume companion set, Building Academic Literacy: An Anthology for Reading Apprenticeship and Building Academic Literacy: Lessons from Reading Apprenticeship Classrooms, is certain to propel Academic Literacy as a course of study into increasingly more middle and high school classrooms." —Donna Alvermann, professor of education, University of Georgia and past president, International Reading Association
