Drawing on Theories of Critical Academic Literacies in the ELI 83 Classroom
| dc.contributor.author | McClanahan, Kelly | |
| dc.date.accessioned | 2011-06-09T21:41:50Z | |
| dc.date.available | 2011-06-09T21:41:50Z | |
| dc.date.issued | 2005 | |
| 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. | |
| dc.format.extent | 19 pages | |
| dc.identifier.uri | http://hdl.handle.net/10125/20211 | |
| dc.subject | critical pedagogy | |
| dc.subject | academic discourse | |
| dc.subject | critical academic literacy | |
| dc.subject | English for Academic Purposes (EAP) | |
| dc.title | Drawing on Theories of Critical Academic Literacies in the ELI 83 Classroom |
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