EAP Learners as Discourse Analysts: Empowering Emergent Multilingual Students

Autor/inn/en	Shoecraft, Kelly; Martin, Jodie L.; Perris, Greta
Titel	EAP Learners as Discourse Analysts: Empowering Emergent Multilingual Students
Quelle	In: BC TEAL Journal, 7 (2022) 1, S.23-41 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shoecraft, Kelly) ORCID (Martin, Jodie L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2369-4211
Schlagwörter	English for Academic Purposes; Student Empowerment; Second Language Learning; Second Language Instruction; Multilingualism; Transfer of Training; Teaching Methods; Foreign Students; Science Education; Undergraduate Students; Scaffolding (Teaching Technique); Foreign Countries; Comparative Analysis; Discourse Analysis; Literacy Education; Student Research; Applied Linguistics; Form Classes (Languages); Computational Linguistics; Student Attitudes; Canada + Suchen Sie Ihr Suchwort? Studienberechtigung; Zweitsprachenerwerb; Fremdsprachenunterricht; Mehrsprachigkeit; Multilingualismus; Training; Transfer; Ausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Naturwissenschaftliche Bildung; Ausland; Diskursanalyse; Studentenforschung; Linguistics; Linguistik; Angewandte Linguistik; Analytischer Sprachbau; Computerlinguistik; Schülerverhalten; Kanada
Abstract	English for Academic Purposes (EAP) aims to equip multilingual students with the tools to effectively engage in disciplinary academic communication, especially writing. An ongoing challenge is how to transfer students' knowledge of language from the EAP classroom into their current and future disciplines (Monbec, 2018) and how to empower them as independent learners and collaborators in their knowledge development. This paper reports on an EAP curriculum project in which first-year international science students in British Columbia were scaffolded to conduct independent comparative discourse analysis to develop their academic literacy abilities. We demonstrate how students not only improved their understanding of specific language features, but also were empowered with the critical knowledge and skills to become apprentice scholars and active members in the science community. The students were therefore legitimized as academic apprentices, rather than framed as deficient in language or victims of circumstance (Gallagher & Haan, 2017). We therefore present evidence of non-linguist language students successfully conducting independent discourse analysis to further their own language and learning goals. (As Provided).
Anmerkungen	Association of BC Teachers of English as an Additional Language. #206 - 640 West Broadway, Vancouver BC, V5Z 1G4, Canada. Tel: 604-736-6330; Fax: 604-736-6303; e-mail: admin@bcteal.org; Web site: https://ojs-o.library.ubc.ca/index.php/BCTJ
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01