Text, Role and ContextThis text explores fundamental issues relating to student literacies and instructor roles and practices within academic contexts. It offers a brief history of literacy theories and argues for "socioliterate" approaches to teaching and learning in which texts are viewed as primarily socially constructed. Central to socioliteracy, the concepts "genre" and "discourse community," are presented in detail. The author argues for roles for literacy practitioners in which they and their students conduct research and are involved in joint pedagogical endeavors. The final chapters are devoted to outlining how the views presented can be applied to a variety of classroom texts. Core curricular design principles are outlined, and three types of portfolio-based academic literacy classrooms are described. |
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academic communities academic contexts academic literacy Applied Linguistics approaches argue argumentation asked assignment audiences basic campus chapter communities of practice concepts considerable core entry critique cultures develop disciplinary discipline discipline-specific discourse communities discussion DS classes DS faculty elements encourage English for Specific example experiences Expressivist factors faculty member furigana genre knowledge goals grammar Huckin identify important influence interaction interest intertextuality interviews journals learner Learner-Centered learning Leki linked class literacy classes literacy classrooms literacy faculty literacy instructors literacy practitioners literacy theories literate metacognitive metalanguage models organization participant observation particular pedagogical genres portfolio professional prompts questions readers and writers reading and writing reflection rhetorical rhetorical situation schemata Second Language second language writing shared situated cognition situations social Socioliterate views strategies Swales tasks teaching term TESOL text processing text-external textbooks textual tion topic Traditional understanding values variety vocabulary writing processes written