Academic Discourse Socialization: Case Study on Multilingual Learners examines academic literacy development. Yutaka Fujieda draws on literacy autobiographies, reflective journals, final narratives, blog posts on Moodle, and individual and focus group interviews with multilingual students in a mandatory research seminar course to unpack their processes, experiences, and practices of academic literacy and academic identity construction. Fujieda argues that multilingual students’ academic identities are co-constructed via various roles and a sense of belonging to the discourse community.

Although studies in higher education have paid attention to the complexities of learning disciplinary language and discourse, little attention has been given to learning professional discourse in a second language (L2). Recent studies on language socialization have addressed this gap by focusing on L2 students’ emerging communicative competence in disciplines. However, these studies have primarily paid attention to language and considered the role of embodied actions and objects peripheral in employing the field-specific practices. This dissertation aims to complement this prior research on disciplinary socialization and professional vision by incorporating those two lines of inquiry. This study addresses the following questions: (1) How does an instructor use imagination to engage novice students in disciplinary discourse? And (2) how do L2 students change how they use disciplinary discourse practices and spatial repertoires to construct their telling over time? Taking a language socialization approach, this semester-long video-enabled ethnographic study focuses on desk critiques, or repetitive one-on-one instructional conversations about student design, in a college architectural design studio as a locus of one’s learning and socialization. I recruited two instructors and two L2 international students as the focal participants for this study and video recorded all desk crit interactions between a focal instructor and student. To address the first research question, I mapped a desk crit using an advice-giving activity frame to understand how a desk crit is organized and how both parties mutually oriented each other within a crit. Within the schematized desk crit interaction with seven steps, I identified two steps, identifying a student’s design problems and offering advice to address the issues, when an instructor (Mr. J) embedded an imagined scenario in telling their design narrative to co-construct perception with their students. Then, using multimodal interaction analysis, I analyzed a collection of desk crit events and found Mr. J’s patterned way of using an imagined scenario in telling his design narrative as a professional designer. Using the notion of narrated event, I demonstrated how Mr. J demarcated the boundary of an imagined scenario to involve his students in his design narrative. Then, for the second research question, I employed a narrative activity frame to extend the unit of analysis to a series of desk crits and trace how a student changed the way they used the embedding practice in their design narrative. I examined how students used indexicals to indicate that their telling shifted to an imagined scenario through multimodal interaction analysis. Both students demonstrated the development of their communicative competence through their expanded spatial repertoires. Through a detailed description of each student's changes, I illustrated how they developed their distinctive spatial repertoires over time. This study complements the prior academic language socialization research by exploring an under-researched setting and providing each student’s learning trajectory in detail with empirical evidence of transformation. Examining both teacher’s practices and students’ learning over time occurring in desk crits, I also seek to discuss how teaching and learning are intertwined in an iterative activity and how teacher discourse can create learning opportunities for diverse students. Finally, this study demonstrates conceptual and methodological innovations by recontextualizing various concepts and expanding some notions to document what happens within and across events.

Summary: "Learning Discourses and the Discourses of Learning is an edited collection of papers exploring issues of teaching and learning in academic settings. The key theme of the volume is 'discourses' - especially as these relate to institutional policies, disciplinary practices and students' processes of learning in the academy. Particular attention is paid to the experiences of second-language students studying at Australian universities as well as those learning foreign languages in Australia. Employing a variety of methodologies and theoretical perspectives, the papers in Learning Discourses are unified by a focus on rich and socially situated empirical data. The book addresses issues highly pertinent to the dynamic character of contemporary higher education in Australia, one dominated by trends towards the internationalisation and professionalisation of university programs, and the growing intercultural nature of social and academic interactions. Part one covers issues of discourse and change, exploring processes of discourse acquisition and production in a range of disciplinary contexts, along with the nexus between academic and professional discourses. Part two deals with broader issues of the participation and socialisation of students in second-language-use situations, ranging from macro (social planning and policy) issues to the micro (interpersonal) level. Part three looks at the social mediation of foreign language learning covering a range of tertiary and secondary settings in Australia and has a particular focus on Japanese as a foreign language."--Publisher description.

This book discusses the significance of teaching working-class linguistic minority students academic discourse styles necessary for success in school and describes one teacher's attempts to do so. It is for all those educators who are faced with issues of language, race, and class.

Academic discourse is a rapidly growing area of study, attracting researchers and students from a diverse range of fields. This is partly due to the growing awareness that knowledge is socially constructed through language and partly because of the emerging dominance of English as the language of scholarship worldwide. Large numbers of students and researchers must now gain fluency in the conventions of English language academic discourses to understand their disciplines, establish their careers and to successfully navigate their learning. This accessible and readable book shows the nature and importance of academic discourses in the modern world, offering a clear description of the conventions of spoken and written academic discourse and the ways these construct both knowledge and disciplinary communities. This unique genre-based introduction to academic discourse will be essential reading for undergraduate and postgraduate students studying TESOL, applied linguistics, and English for Academic Purposes.

This volume explores the relationship between shared disciplinary norms and individual traits in academic speech and writing. Despite the standardising pressure of cultural and language-related factors, academic communication remains in many ways a highly personal affair, with active participation in a disciplinary community requiring a multidimensional discourse that combines the professional, institutional, social and individual identities of its members. The first section of the volume deals with tensions involving individual/collective values and the analysis of collective vs. individual discoursal features in academic discourse. The second section comprises longitudinal investigations of the academic output of single scholars, so as to highlight the individuality in their choices and the reasons for not conforming with the commonality of conventions shared by their professional community. The third part deals with genres that are meant to impose commonality on the members of an academic community, not only in the drafting of specialized texts but also when these are reviewed or evaluated for possible publication.

Academic Discourse presents a collection of specially commissioned articles on the theme of academic discourse. Divided into sections covering the main approaches, each begins with a state of the art overview of the approach and continues with exemplificatory empirical studies. Genre analysis, corpus linguistics, contrastive rhetoric and ethnography are comprehensively covered through the analysis of various academic genres: research articles, PhD these, textbooks, argumentative essays, and business cases. Academic Discourse brings together state-of-the art analysis and theory in a single volume. It also features: - an introduction which provides a survey and rationale for the material - implications for pedagogy at the end of each chapter- topical review articles with example studies- a glossary The breadth of critical writing, and from a wide geographical spread, makes Academic Discourse a fresh and insightful addition to the field of discourse analysis.

Introduces the concept of language socialization by providing case studies from various classrooms around the world.

This volume reflects the emerging interest in cross-disciplinary variation in both spoken and written academic English, exploring the conventions and modes of persuasion characteristic of different disciplines and which help define academic inquiry. This collection brings together chapters by applied linguists and EAP practitioners from seven different countries. The authors draw on various specialised spoken and written corpora to illustrate the notion of variation and to explore the concept of discipline and the different methodologies they use to investigate these corpora. The book also seeks to make explicit the valuable links that can be made between research into academic speech and writing as text, as process, and as social practice.

Offering an interdisciplinary approach, The Handbook of Classroom Discourse and Interaction presents a series of contributions written by educators and applied linguists that explores the latest research methodologies and theories related to classroom language. • Organized to facilitate a critical understanding of how and why various research traditions differ and how they overlap theoretically and methodologically • Discusses key issues in the future development of research in critical areas of education and applied linguistics • Provides empirically-based analysis of classroom talk to illustrate theoretical claims and methodologies • Includes multimodal transcripts, an emerging trend in education and applied linguistics, particularly in conversation analysis and sociocultural theory