Engaging Senior-Year Admitted Students' Academic Literacies across the Discipline: A Language Practitioner's Perspectives

Autor/inn/en	Wu, Greg Chung-Hsien; Lau, Ken
Titel	Engaging Senior-Year Admitted Students' Academic Literacies across the Discipline: A Language Practitioner's Perspectives
Quelle	In: Innovations in Education and Teaching International, 58 (2021) 3, S.294-304 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2020.1733044
Schlagwörter	Academic Language; Literacy; College Seniors; College Transfer Students; College Admission; Universities; Interdisciplinary Approach; Child Development; Teaching Methods; Language Teachers; Second Language Learning; Second Language Instruction; Case Studies; English (Second Language); Language of Instruction; Foreign Countries; Teacher Student Relationship; English for Academic Purposes; Journal Articles; Teacher Attitudes; Reading Material Selection; Hong Kong + Suchen Sie Ihr Suchwort? Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Alphabetisierung; Schreib- und Lesefähigkeit; College; Colleges; Senior; Hochschule; Fachhochschule; Hochschulwechsel; Schulwechsel; Studienortwechsel; Hochschulzugang; Hochschulzulassung; Zulassung; University; Universität; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Kindesentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Case study; Fallstudie; Case Study; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Journal article; Zeitschriftenaufsatz; Lehrerverhalten; Hongkong
Abstract	Senior-year admitted students (SYAS) in Hong Kong, similar to community college transfer students in the U.S., refers to a cohort of sub-degree programme graduates who are admitted to a top-up bachelor's degree programme. Despite increasing SYAS intakes in Hong Kong universities, published studies on the teaching of SYAS are still scarce. This qualitative case study aims to explore a language practitioner's praxes of interdisciplinary teaching within the context of an academic literacy course in the discipline of applied child development. Eight weeks of classroom observations and two in-depth interviews with the practitioner were conducted. This study concludes by discussing dialogue-based interactivity to boost SYAS' academic and disciplinary literacies. The analysis from observation field-notes and verbatim transcripts suggests an action timeline featuring the mediation of reflections and enactments to make manifest the pedagogical considerations facing the language practitioner for SYAS. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01