This book presents research initiatives by tutors involved in a content-based instruction context as part of the University Town writing programme, National University of Singapore, which is an interdisciplinary programme designed to teach first- and second-year undergraduate students how to conduct academic research and write evidence-based research papers. It presents research the tutors conducted within the dual fields of teaching discipline-specific content and developing students' academic literacy. The book focuses mainly on pedagogy and material development in this context. It shares the tutors' scholarship of teaching and learning experiences from this programme through presenting action research from the classroom, demonstrating constructive cycles of praxis, which are then evaluated using student texts and student feedback. The book draws on academic research literature related to content-based instruction, as well as topics such asfacilitating collaborative peer reviews of assignments, and critical thinking pedagogy. It covers how multi-disciplinary or multi-lingual classrooms of this genre can motivate students to conduct and write up research and provides an overview of how both content and academic literacy is combined at a high level of engagement from an Asian context.
Edition
Language
Place of publication
Target group
Professional and scholarly
Illustrations
37 s/w Abbildungen, 11 farbige Abbildungen
XXVI, 252 p. 48 illus., 11 illus. in color.
Dimensions
Height: 241 mm
Width: 160 mm
Thickness: 21 mm
Weight
ISBN-13
978-981-19-4558-8 (9789811945588)
DOI
10.1007/978-981-19-4559-5
Schweitzer Classification
Mark Brooke has been researching and teaching English for academic purposes for the past 25 years in various countries such as Hong Kong, Singapore, the United Kingdom, France, Italy, and the People's Republic of China. In Singapore, he expanded his repertoire to include the Sociology of Sport and has been heavily involved in content-based instruction methodology. He has extensive experience as an author, editor, and reviewer, having published articles in international peer-reviewed journals, authored books, and served on editorial boards.
Introduction- Chapter 1 ICLHE: Policies and practices.- PART 1 RESEARCH FROM LEVEL 1 MODULES.- Chapter 2 Critical Education: The Politics of Food.- Chapter 3 Developing Multimodal Academic Literacy through Colour.- Chapter 4 How do 'I' fit into this social world: Developing student academic literacy in a Social Psychology module.- Chapter 5 Multimodal discourse analysis informed critical literacy through a module exploring theories of nations and nationalism.- Chapter 6 Popular Science Fiction Television for the Language Educator: 'Black Mirror' as a Potential Teaching Tool in the Classroom.- Chapter 7 The Internationalisation of Higher Education: An exploration in course design and pedagogy.- PART 2 RESEARCH FROM LEVEL 2 MODULES.- Chapter 8 At the intersection of gender, film studies and rhetoric: facilitating deep learning through threshold concepts.- Chapter 9 Developing undercapitalized students-as-social-science-researchers through sport and socialisation.- Chapter 10 Imitating the transgressive power of the monster to transgress disciplinary (and other) boundaries.- Chapter 11 Reimagining the moral universe: An interdisciplinary approach to ethics in a space-themed writing course.- Chapter 12 The critical scholar as rhetorical citizen: Fostering criticality and social responsibility.- Chapter 13 Critical discourse analysis of online political communication: facilitating student understanding of structural inequalities in political media and power relations.- Chapter 14 The role of reflection in student learning in a Semantics module.- Chapter 15 Writing from the future for the future: science fiction.- Conclusion.
