This text explores fundamental issues relating to student literacies and instructor roles and practices within academic contexts. It offers a brief history of literacy theories and argues for "socioliterate" approaches to teaching and learning in which texts are viewed as primarily socially constructed. Central to socioliteracy, the concepts "genre" and "discourse community," are presented in detail. The author argues for roles for literacy practitioners in which they and their students conduct research and are involved in joint pedagogical endeavors. The final chapters are devoted to outlining how the views presented can be applied to a variety of classroom texts. Core curricular design principles are outlined, and three types of portfolio-based academic literacy classrooms are described.

Despite a number of retrospective works on cultural studies, to date no other book dedicates itself to the historical and theoretical examination of British cultural studies' engagement with the »active audience theory« of the Birmingham School and its legacies. However, this book is no mere reconstruction of active audience theory as Huimin Jin develops new theoretical insights initially through a critical review of Stuart Hall's classical model of »encoding/decoding« and close readings of David Morley's groundbreaking ethnographic audience studies. Questioning the discourse model of the active audience proposed by Hall and Morley, Jin elaborates a new materialistic concept of audiences for the twenty-first century.

The collection of articles compiled in this volume ponder narratological aspects, elements, and features and examine the extent to which the coinage “post-narratology” is applicable in contemporary literature, cultural studies, translation, etc. The contributors’ rethinking of narratology in relation to ethnicity, culture, history, and religion lead to significant implications as far as adherence to or departure from Western classical narratology is concerned. The notions of plot, storyline, point of view, voice, characters, narrators, and others, paradigmatically structured in the narratological classical model shaped by the Russian Formalists and polished by Tzvetan Todorov, Roland Barthes, and Gérard Genette, are stretched and modified to fit the cultural contexts of written works in various fields.

This proceedings volume contains selected papers presented at the 2014 International Conference on Education Management and Management Science (ICEMMS 2014), held August 7-8, 2014, in Tianjin, China. The objective of ICEMMS2014 is to provide a platform for researchers, engineers, academicians as well as industrial professionals from all over the wo

It can be a challenge writing in a language that is not your native tongue. Constructing academic essays, dissertations and research articles in this second or foreign language is even more challenging, yet across the globe thousands of academics and students do so, some out of choice, some out of necessity. This book looks at a major issue within the field of English for Academic Purposes (EAP). It focuses on the issues confronting non-native-English-speaking academics, scholars and students, who face increasing pressure to write and publish in English, now widely acknowledged as the academic lingua franca. Questions of identity, access, pedagogy and empowerment naturally arise. This book looks at both student and professional academic writers, using qualitative text analysis, quantitative questionnaire data, corpus investigations and ethnographic approaches to searchingly examine issues central to the EAP field.

This comprehensive study of the psychology of language explores how we speak, read, remember, learn and understand language. The author examines each of these aspects in detail.

Discipline-Specific Writing provides an introduction and guide to the teaching of this topic for students and trainee teachers. This book highlights the importance of discipline-specific writing as a critical area of competence for students, and covers both the theory and practice of teaching this crucial topic. With chapters from practitioners and researchers working across a wide range of contexts around the world, Discipline-Specific Writing: Explores teaching strategies in a variety of specific areas including science and technology, social science and business; Discusses curriculum development, course design and assessment, providing a framework for the reader; Analyses the teaching of language features including grammar and vocabulary for academic writing; Demonstrates the use of genre analysis, annotated bibliographies and corpora as tools for teaching; Provides practical suggestions for use in the classroom, questions for discussion and additional activities with each chapter. Discipline-Specific Writing is key reading for students taking courses in English for Specific Purposes, Applied Linguistics, TESOL, TEFL and CELTA.

Viewing current developments in materials development through the eyes of developers, users and researchers from all over the world, this book applies principles to practice. It provides a comprehensive coverage of the main aspects and issues in the field as well as critical overviews of recent developments in materials development, and acts as a stimulus for innovation. Now revised and updated to take account of developments over the last decade, this 3rd edition features: - 8 new chapters, covering materials use, blended learning, multimodality, intercultural competence, communicative competence, the practical realisation of theoretical principles in the development of digital materials, the teaching of right to left languages and the commodification of grammar. - Fully updated chapters with contemporary examples and considering teaching second and foreign languages other than English. - New pedagogical resources, with the addition of tasks and further readings for each chapter. - New online resources, 2 new chapters on producing videos on teacher development courses and materials development on teacher training courses and 2 updated chapters on development courses for teachers and simulations in teacher development, alongside a range of additional tasks and further reading suggestions.

This book documents the results of a multi-year project that investigated the goals for writing improvement among 45 students and their instructors in intensive courses of English as a Second Language (ESL) then, a year later, in academic programs at two Canadian universities. The researchers present a detailed framework to describe these goals from the perspectives of the students as well as their instructors. The goals are analyzed for groups of students from particular backgrounds internationally, for changes over time, and in relation to the ESL and academic courses. The authors use activity theory, goal theory, various sociolinguistic concepts, and multiple data sources (interviews, observations, stimulated recalls, questionnaires, and text analyses) to provide a contextually-grounded perspective on learning, teaching, writing, second-language development, and curriculum policy. The book will interest researchers, educators, and administrators of ESL, university, college, and literacy programs around the world.

The context for the teaching and learning of English for specific disciplinary purposes is undergoing profound changes under the influence of economic globalization and new digital communication technologies. English in the Disciplines demonstrates how fundamental principles of ESP, to tailor language learning materials to the needs of specific groups of learners, can be adapted to new contexts of learning in the digital age. Based on sustained research into students’ experiences in an ESP context in Hong Kong, this volume provides an empirically grounded and practical methodology to ESP learning and course design and features: • mixed-method case studies; • links between theory and practice, with plentiful examples of teaching materials and learning activities; • recognition of the effect of new technologies and globalization on the practice of ESP, highlighting problems and providing practical solutions; • a new pedagogical model for ESP course design, addressing multiple dimensions relevant to today’s ESP learners including learner autonomy, genre, multimodality and digital literacies, plurilingual practices, and project-based learning and collaboration. English in the Disciplines provides key reading for anyone studying and researching this topic.