Embedding students’ academic writing development in early-career disciplinary lecturers’ practice

MCGRATH, Lisa, DONAGHUE, Helen and NEGRETTI, Raffaella (2023). Embedding students’ academic writing development in early-career disciplinary lecturers’ practice. Journal of Academic Language and Learning, 17 (1).

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Abstract

This study proposes a theoretically grounded and resource-efficient triadic model with the aim of supporting early-career subject lecturers in learning how to understand discipline-specific academic writing and teach it to their students. The model constitutes a ‘bottom-up’ collaboration process among a subject lecturer, an English for Academic Purposes (EAP) lecturer, and an academic developer. Adopting a case study approach, qualitative data were collected at multiple points in the process and were analysed using both thematic and linguistic analysis. Results indicate that the collaboration's genre-based, dialogic and egalitarian nature enabled the subject lecturer to grow her understanding of students’ writing development. She acquired some metalanguage to conceptualise and articulate her expectations in terms of her students’ assignments and was able to co-create learning tasks. Our study contributes novel insights into debates around where and how students’ academic writing development should be delivered, and, importantly, early-career lecturers’ role in that delivery. Finally, we propose an extension of the EAP lecturers’ remit to encompass working with early-career subject lecturers in a developmental role.

Item Type:	Article
Uncontrolled Keywords:	1302 Curriculum and Pedagogy; 1303 Specialist Studies in Education; 2004 Linguistics; 3903 Education systems; 3904 Specialist studies in education
SWORD Depositor:	Symplectic Elements
Depositing User:	Symplectic Elements
Date Deposited:	02 Nov 2023 13:37
Last Modified:	18 Dec 2023 14:45
URI:	https://shura.shu.ac.uk/id/eprint/32615

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