Negotiating Academic Literacies
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€248.00
Academic Discourse Community
academic literacy acquisition for diverse learners
across
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Black English
Black Vernacular English
Carl Yastrzemski
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college
community
critical reading strategies
cross-cultural pedagogy
cultures
discourse
Dominant Secondary Discourse
Drawbacks
educational equity in academia
english
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ESL College Student
ESL Student
Garcilaso De La Vega
identity in composition studies
L2 Composition Instruction
languages
Logical Thinking
Mexican Origin Adolescents
mike
Mike Rose
Min Zhan Lu
multilingual literacy development
NS Reader
Philip III
Prepare English Teachers
rose2
second language writing research
Secondary Discourses
Sister Killjoy
Teach ESL Student
Textual Borrowing
Vivian Zamel
writing
Xiangtan University
Young Man
Product details
- ISBN 9781138465527
- Weight: 453g
- Dimensions: 152 x 229mm
- Publication Date: 15 Aug 2017
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Hardback
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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 p
