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dc.contributor.author McClanahan, Kelly en_US
dc.date.accessioned 2011-06-09T21:41:50Z en_US
dc.date.available 2011-06-09T21:41:50Z en_US
dc.date.issued 2005 en_US
dc.identifier.uri http://hdl.handle.net/10125/20211 en_US
dc.description.abstract This research investigates ways of supporting students’ development of L2 academic literacies. Specifically, the study seeks to (1) describe theories and research on critical literacies and writing development and (2) identify ways that these theories may be drawn on in a classroom to promote a critical awareness of academic discourse. In EAP context where ESL students struggle to negotiate the self in academic discourse, teachers can expose and question the values that English academic discourse represents, rather than treating them as natural and preferable. With such efforts, ESL teachers may make students’ experiences and concerns central in the classroom. In this way, students may research writing conventions critically and consider how these conventions affect their work and lives as students. en_US
dc.format.extent 19 pages en_US
dc.subject critical pedagogy en_US
dc.subject academic discourse en_US
dc.subject critical academic literacy en_US
dc.subject English for Academic Purposes (EAP) en_US
dc.title Drawing on Theories of Critical Academic Literacies in the ELI 83 Classroom en_US

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