Teaching Academic Literacy in Disciplinary Contexts: Insights and Implications from a Discourse Study

Maya GUNAWARDENA, Gayani Ranawake, Kate Wilson

Research output: Contribution to journalArticle

Abstract

Academic literacy contributes to increasing students’ performance in universities. Most current literacy models applied in universities are not without limitations. The aim of this study is to identify the linguistic differences that exist in the genre of laboratory reports. Hence a sample of laboratory reports were collected across sub disciplines and different year levels. A discourse analysis was conducted to examine different move structures in the variety of students’ laboratory reports. The results show that there are subtle differences in the move structures in the same genre. These differences exist because of specific learning outcomes and pedagogical intentions for the laboratory programs. Therefore, this paper highlights the strengths of teaching literacy practices in collaboration with disciplinary teachers and language teachers to allow an opportunity for them to discuss pedagogical intentions and designs that impact language use and structure of written genres.
Original languageEnglish
Pages (from-to)222-225
Number of pages4
JournalInternational Journal of Learning and Teaching
Volume3
Issue number3
DOIs
Publication statusPublished - 2017

Fingerprint

literacy
genre
discourse
Teaching
university
teacher
language
discourse analysis
student
linguistics
learning
performance

Cite this

@article{de1e287f722544ce80ccc8070625e707,
title = "Teaching Academic Literacy in Disciplinary Contexts: Insights and Implications from a Discourse Study",
abstract = "Academic literacy contributes to increasing students’ performance in universities. Most current literacy models applied in universities are not without limitations. The aim of this study is to identify the linguistic differences that exist in the genre of laboratory reports. Hence a sample of laboratory reports were collected across sub disciplines and different year levels. A discourse analysis was conducted to examine different move structures in the variety of students’ laboratory reports. The results show that there are subtle differences in the move structures in the same genre. These differences exist because of specific learning outcomes and pedagogical intentions for the laboratory programs. Therefore, this paper highlights the strengths of teaching literacy practices in collaboration with disciplinary teachers and language teachers to allow an opportunity for them to discuss pedagogical intentions and designs that impact language use and structure of written genres.",
keywords = "Academic literacy, Pedagogy",
author = "Maya GUNAWARDENA and Gayani Ranawake and Kate Wilson",
year = "2017",
doi = "10.18178/ijlt.3.3.222-225",
language = "English",
volume = "3",
pages = "222--225",
journal = "International Journal of Learning and Teaching",
issn = "2377-2891",
number = "3",

}

Teaching Academic Literacy in Disciplinary Contexts: Insights and Implications from a Discourse Study. / GUNAWARDENA, Maya; Ranawake, Gayani ; Wilson , Kate .

In: International Journal of Learning and Teaching, Vol. 3, No. 3, 2017, p. 222-225.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Teaching Academic Literacy in Disciplinary Contexts: Insights and Implications from a Discourse Study

AU - GUNAWARDENA, Maya

AU - Ranawake, Gayani

AU - Wilson , Kate

PY - 2017

Y1 - 2017

N2 - Academic literacy contributes to increasing students’ performance in universities. Most current literacy models applied in universities are not without limitations. The aim of this study is to identify the linguistic differences that exist in the genre of laboratory reports. Hence a sample of laboratory reports were collected across sub disciplines and different year levels. A discourse analysis was conducted to examine different move structures in the variety of students’ laboratory reports. The results show that there are subtle differences in the move structures in the same genre. These differences exist because of specific learning outcomes and pedagogical intentions for the laboratory programs. Therefore, this paper highlights the strengths of teaching literacy practices in collaboration with disciplinary teachers and language teachers to allow an opportunity for them to discuss pedagogical intentions and designs that impact language use and structure of written genres.

AB - Academic literacy contributes to increasing students’ performance in universities. Most current literacy models applied in universities are not without limitations. The aim of this study is to identify the linguistic differences that exist in the genre of laboratory reports. Hence a sample of laboratory reports were collected across sub disciplines and different year levels. A discourse analysis was conducted to examine different move structures in the variety of students’ laboratory reports. The results show that there are subtle differences in the move structures in the same genre. These differences exist because of specific learning outcomes and pedagogical intentions for the laboratory programs. Therefore, this paper highlights the strengths of teaching literacy practices in collaboration with disciplinary teachers and language teachers to allow an opportunity for them to discuss pedagogical intentions and designs that impact language use and structure of written genres.

KW - Academic literacy

KW - Pedagogy

U2 - 10.18178/ijlt.3.3.222-225

DO - 10.18178/ijlt.3.3.222-225

M3 - Article

VL - 3

SP - 222

EP - 225

JO - International Journal of Learning and Teaching

JF - International Journal of Learning and Teaching

SN - 2377-2891

IS - 3

ER -