Beyond Alienation: Spatial Implications of Teaching and Learning Academic Writing

Autor/in	Beighton, Christian
Titel	Beyond Alienation: Spatial Implications of Teaching and Learning Academic Writing
Quelle	In: Teaching in Higher Education, 25 (2020) 2, S.205-222 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2018.1554642
Schlagwörter	Academic Language; Graduate Students; Teacher Education Programs; College Faculty; Writing (Composition); Foreign Countries; Writing Strategies; Writing Skills; Teaching Methods; Educational Environment; Barriers; Student Attitudes; Teacher Attitudes; United Kingdom + Suchen Sie Ihr Suchwort? Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Fakultät; Schreibübung; Ausland; Schreibtechnik; Writing skill; Schreibfertigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schülerverhalten; Lehrerverhalten; Großbritannien
Abstract	Despite existing work on the situated and sometimes alienating nature of academic writing practices, the implications of the specifically spatial nature of these practices continue to pose questions for teaching and learning in higher education. This paper addresses these questions through a study of the views and experiences of students and teachers of academic writing in postgraduate teacher education (n = 33). Specifically, it introduces a concept, xenolexia, which complements that of alienation by recognizing the dynamic nature of academic writing, texts and practices without reifying them. Discussing the fundamentally spatial nature of this dynamism, the concept of xenolexia is used to analyse perceptions of academic writing practices as 'foreign'. The features of this 'foreignness' are examined from the point of view of both teaching and learning, and lessons about identity and dynamism in academic writing are drawn for writing pedagogies in postgraduate teacher education contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01