Integrating Content and Language in Higher Education: Developing Academic Literacy

✍ Scribed by Mark Brooke (editor)

• Publisher: Springer
• Year: 2022
• Tongue: English
• Leaves: 268
• Category: Library

✦ Synopsis

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.

✦ Table of Contents

Foreword by Dr. Torgny Roxå
Foreword by Dr. Angel Lin
Preface
Testimonials
Contents
Notes on Contributors
1 ICLHE: Policies and Practices
Global Language
Defining ICLHE
ICLHE Across Geographical Regions
Impact of English as a Global Language
Didactic Goals of ICLHE
Genre and Genre Pedagogy
Multiliteracies
Complex Cognitive Skills
Autonomous Learning
Transformative Pedagogies
Conclusion
References
Part I Level 1 Modules
2 Critical Education: The Politics of Food
Context
Aims
Problem
Response
Selection and Sequencing of Materials and Ideas
Critical Reading Strategies: Critical Thinking and Critical Pedagogy
Assignment 1: The Reflective Summary
Conclusion
Appendix 1
Assignment 1: Reflective Summary
Appendix 2
Peer Review Sheet: Reflective Summary
References
3 Multimodal Academic Literacy: Exploring the Valued Gaze in a Colour Semiotics Module
Introduction
Context, Aim of the Module and Theoretical Frameworks
Social Semiotics
The Parametric Approach
The Metafunctional Lens
Problem(s): Transforming Students’ Gaze from a Common Sense to a Cultivated Gaze
Methodology
Analytical Frameworks
Results: A Common Cultivated Gaze and Three Types of Valued Interpretations
Similarities: Staging, Knowledge Claims and Reference to the Literature
Three Types of Valued Interpretations
Discussion and Conclusion
References
4 How Do “I” Fit into This Social World: Developing Student Academic Literacy in a Social Psychology Module
Context
Aims
Problem
Response
Theory
Problem-Based Learning
Genre-Based Pedagogical Approach
Practice
Cycle 1: Building the field (Week 1), See Table 4.1
Cycle 2: Phases 2–4 (Weeks 2–4), See Table 4.1
Content
Academic Literacies
Cycle 3: Joint Deconstruction/Construction (Weeks 5–7), See Table 4.1
Content
Academic Literacies
Cycle 4: Joint Deconstruction/Construction (Weeks 8–13), See Table 4.1
Content
Academic Literacies
Discussion
Conclusion
References
5 Multimodal Discourse Analysis Informed Critical Literacy Through a Module Exploring Theories of Nations and Nationalism
Introduction
Context
Building Students’ Knowledge of Nations and Nationalism
Multimodal Discourse Analysis
Theoretical Approach: Teaching and Learning Cycle from Genre Pedagogy
Implementing the Teaching and Learning Cycle to Cultivate Critical Literacy
Response
Deconstruction of Model Texts
Model Academic Paper
Stage 3 Joint Construction
Scaffolding During Consultation
Independent Construction
Conclusion
References
6 The Internationalization of Higher Education: An Exploration in Course Design and Pedagogy
Context
Aims
Problems
Selection of Content
Academic Literacy
Response
Module Design
Pedagogical Principles
The Move to Online Teaching–Learning
Feedback for the Response
Conclusion
Appendices
Appendix A: Reading List for Semester 2, AY2020–2021
Appendix B: Peer Review form for Expository Paper
References
7 Popular Science Fiction Television for the Language Educator: Black Mirror as a Potential Teaching Tool in the ICLHE Classroom
Context and Aims
Problem
Response
Black Mirror as a Teaching Tool in the ICLHE Classroom
‘15 Million Merits’
‘Nosedive’
‘Hang The DJ’
Discussion
Problematizing the Notion of ‘Digital Native’
Characteristics of the Young Learner in the New Digital Information Age
The Teacher as Designer
Conclusion
References
Part II Level 2 Modules
8 At the Intersection of Gender, Film Studies and Rhetoric: Facilitating Deep Learning Through Threshold Concepts in the ICLHE Classroom
Context
Threshold Concepts and Deep Learning
Problem
The Pedagogical Challenge of Deep Learning
Response
Scaffolding Strategies Build the Foundation to Deep Learning: Facebook, IVLE Quiz and Gamification
Content and Rhetorical Threshold Concepts in Assessment Feedback
Threshold Concepts in Constructively Aligned Assessments: Case Studies
Discussion
Conclusion
References
9 Developing Undercapitalized Students-As-Social-Science-Researchers Through Sport and Socialization
Context
Aims
Problem
Response
Theory
Legitimation Code Theory (LCT)
Genre Theory and the Genre Pedagogical Cycle
Practice
Stage 1: Describing Genre Pedagogy Using a Semantic Gravity Wave
Stage 2: Deconstructing the IMRAD Genre
Stage 3: Co-Constructing the IMRAD Genre
Summarizing the Gist of an Inquiry
Setting Students Up with a Theoretical Framework Section
Explaining the Research Process
Gap Fill Activity to Consolidate Research Topic
Jumbled Table to Teach Students the Content of a Research Proposal
Conclusion
Appendix
Example Student Research Proposal
Research Aims
Purpose Framing
Primary Objective
Goffman’s Theory of Self-Presentation (1959, 1974)
Connell’s Hegemonic Masculinity (1987)
Schippers’ Hegemonic Femininity and Pariah Femininity (2007)
References
10 The Critical Scholar as Rhetorical Citizen: Fostering Criticality and Social Responsibility in Scholarly Writing
Introduction
The Problem of Integration
Criticality and Social Responsibility in Scholarly Writing
Conclusion
Appendix
Sample Essay in Discourse, Citizenship, and Society
A Breakdown in Communication: The Discourse on Train Service Disruptions as a Performance of Rhetorical Citizenship in Singapore
Literature Review
Critical Approach
Discourse of Transport Officials: An Exercise in Differentiation
Discourse of the Media: A Balancing Act
Discourse of Members of the Public: Finding Their Own Voice
Conclusion
Notes
References
11 Reflection in Student Learning in a Semantics and Academic Writing Module
Introductory Remarks
Reflective Teaching
Reflective Learning
Context
Findings
Submission
Completeness of the Journal
Discussion and Conclusion
References
12 Conclusion
Didactic Goals
Genre and Genre Pedagogy
Multiliteracies
Complex Cognitive Skills’
Autonomous Learning
Transformative Pedagogies
Scholarship of Teaching and Learning (SoTL)
Mark Brooke
Misty Cook
Marissa E., and Sabine Tan
Laetitia Monbec
Gene Segarra Navera
Anuradha Ramanujan
Fong Yoke Sim
Lynette Tan
Namala Tilakaratna
Jock Wong
References
Correction to: Popular Science Fiction Television for the Language Educator: Black Mirror as a Potential Teaching Tool in the ICLHE Classroom
Correction to: Chapter 7 in: M. Brooke (ed.), Integrating Content and Language in Higher Education, https://doi.org/10.1007/978-981-19-4559-5_7
Appendix
Ideas and Exposition 1: Learning Approaches and Outcomes
Ideas and Exposition 2: Learning Approaches and Outcomes