Writing Blah, Blah, Blah: Lecturers' Approaches and Challenges in Supporting International Students

Autor/inn/en	Arkoudis, Sophie; Tran, Ly
Titel	Writing Blah, Blah, Blah: Lecturers' Approaches and Challenges in Supporting International Students
Quelle	In: International Journal of Teaching and Learning in Higher Education, 22 (2010) 2, S.169-178 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1812-9129
Schlagwörter	English (Second Language); Language Acquisition; Teaching Methods; Lecture Method; Foreign Students; Higher Education; Academic Discourse; Foreign Countries; Writing Skills; Interviews; Feedback (Response); Australia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Sprachaneignung; Spracherwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Discourse; Diskurs; Ausland; Writing skill; Schreibfertigkeit; Interviewing; Interviewtechnik; Australien
Abstract	The increase in numbers of international students who have English as a second language (ESL) and are studying in English-medium universities has renewed the emphasis of English language development in higher education, particularly concerning academic writing. Much of the discussion has concentrated on developing best practices in providing support via Language and Academic Support (LAS) programs. However, the main challenge in recent years has focused on integrating disciplinary and language learning. What has been largely missing from the discussion are the views of lecturers and students regarding the strategies they use to develop academic writing in the discipline. This paper addresses this issue. The analysis reveals that academic writing within the disciplines is largely an individual endeavor for both lecturers and their students. Lecturers focus on explaining what skills students are required to demonstrate in their assignments, but students are more concerned with understanding "how" they can develop these skills. The implications are discussed concerning the development of a whole institutional approach for integrating language and disciplinary teaching. (Contains 2 tables.) (As Provided).
Anmerkungen	International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10