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- Bradley, Linda, 1961, et al.
(författare)
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A Design for Intercultural Exchange – An Analysis of Engineering Students’ Interaction with English Majors in a Poetry Blog
- 2011
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Ingår i: Second language teaching and learning with technology: views of emergent researchers. - 9781908416001
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Web based writing platforms allowing for exchanges across the world are increasingly being used in education. These recent forms of textual practice are highly related to conditions offered by the technology, allowing users, who previously were primarily consumers, to become producers of text. This chapter investigates student interaction over a blog in an intercultural student exchange between native speakers and nonnative speakers of English in higher education analysing and interpreting poetry. The groups of students involved in this study belong not only to different academic disciplines, but also differ in terms of nationality and language background. In the blog posts, the students’ cultural voices are heard, offering a meeting between very contrasting groups. Scrutinising the student postings, the threaded discussions show ways that students thematise content and meaning in the poems. The results show that there are a number of features at play in an intercultural environment where language and translation issues are prominent parts of the student discussions, offering extended perspectives to the students’ initial views. Collaborative efforts in such a diverse environment are important when negotiating meaning and extending students’ understanding of poetry.
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| 2. |
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Negotiating the Intersections of Writing and Writing Instruction
- 2022
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- This book collects a selection of studies from the 10th conference of the European Association for the Teaching of Academic Writing (EATAW). Under the theme ‘Academic writing at intersections – Interdisciplinarity, genre hybridization, multilingualism, digitalization, and interculturality’, the book includes studies problematizing technology, exploring supervision and writing processes, navigating administrative contexts, and negotiating the translingual context of EATAW.
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| 3. |
- Anderson, Paul, et al.
(författare)
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Peer Reviewing Across the Atlantic Patterns and Trends in L1 and L2 Comments Made in an Asynchronous Online Collaborative Learning Exchange Between Technical Communication Students in Sweden and in the United States
- 2010
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Ingår i: Journal of Business and Technical Communication. - : SAGE Publications. - 1050-6519 .- 1552-4574. ; 24:3, s. 296-322
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Tidskriftsartikel (refereegranskat)abstract
- In a globally networked learning environment (GNLE), 16 students at a university in Sweden and 17 students at a university in the United States exchanged peer-review comments on drafts of assignments they prepared in English for their technical communication classes. The instructors of both sets of students had assigned the same projects and taught their courses in the same way that they had in the previous year, which contrasts with the common practice of having students in partnering courses work on the same assignment or on linked assignments created specifically for the GNLE. The authors coded the students' 816 comments according to their focus and orientation in order to investigate the possible differences between the comments made by the L2 students in Sweden and those made by the L1 (English as a second language) students in the United States, the possible impact of peer reviewing online, and the influence of the instructors' directions on the students' peer-reviewing behavior.
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| 5. |
- Eriksson, Ann-Marie, 1964, et al.
(författare)
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Tackling transfer and transferability: ESP/EAP design for learning beyond templates
- 2008
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Ingår i: ESP in European Higher Education: Integrating language and content. - 9789027205209 ; , s. 117-143
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- The Bologna process and its explicit call for transfer and transferability turns the implementation of ESP and EAP into a matter of pedagogical design for students' development of communication skills. One of the mainchallenges then, is to tackle the way ESP/EAP assignments are operationalized and assessed so that students learn to communicate in relevant and useful ways. In response, this chapter offers three examples of writing-to-learn settings to suggest that reliance on templates and end-user application to obtain transferability can be counter-productive. The cases display integrated ESP/EAP modules combining genre awareness, writing strategies, and peer learning to help generate genuine ways of engaging with text. In addressing problems of transfer they propose possible ways for learning 'beyond the template'.
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| 6. |
- Gustafsson, Magnus, 1965
(författare)
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Academic literacies approaches for facilitating language for specific purposes
- 2011
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Ingår i: Iberica. - 2340-2784 .- 1139-7241. ; :22, s. 101-122
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Tidskriftsartikel (refereegranskat)abstract
- This paper offers a possible framework for working with language for specific purposes (LSP) in an integrated fashion, i.e. with disciplinary learning as themain lever to promote academic literacy. I suggest that a genuine literacies approach in higher education is already disciplinary by necessity and that even if we do not have an immediate disciplinary context to work in, we still need to work with the students’ understanding of the communities they are active in. The framework draws on previous research on “literacies” and “generic skills” as the basic components and incorporates ways of adapting other frameworks such as peer learning and activity theory at the institutional level. The framework is applied on three cases at the Division for Language and Communication. Theexamples indicate how important flexibility in application is, and how the facilitation of learning under an umbrella concept like “academic literacies” is inherently dependent on learning philosophy. The examples also show how the consistent implementation of a framework philosophy requires versatile solutions of the constructive alignment puzzle in designing the environment, the activities, and the assessment of specific interventions. In combination with the three examples, the suggested framework offers a way of prioritising approaches for arriving at academic literacy.
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| 9. |
- Gustafsson, Magnus, 1965
(författare)
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Förstärkt lärande och kommunikation trots undervisning på engelska? Aktiviteter för studenter och lärare
- 2010
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Ingår i: Om undervisning på engelska - några bidrag från en konferens. - 1400-948X. ; :HSV Rapport 2010:15R, s. 39-48
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Sedan 2007 har undervisningen på alla masterkurser vid Chalmers getts påengelska och det finns ett institutionsövergripande utvecklingsprojekt för attförbättra masterutbildningarna – IMPACT. Inom ramen för IMPACT har ettantal specifika insatser gjorts för lärares fortbildning. Man har erbjudit ettkurspaket om tre enskilda kurser med fokus för respektive kurs på läraresindividuella språkfärdighet, deras pedagogiska förmåga att anpassa och internationaliserakurser samt deras förmåga att handleda akademiskt skrivandepå engelska och samtidigt förbättra sitt eget skrivande.Kurserna ges mot en bakgrund av att språk och kommunikation bör integrerasi ämneskurserna för att därmed förstärka lärandet i dessa. En annanåterkommande tanke i kurserna är fokus på studenternas läraktiviteter ochkommunikation snarare än på en enahanda tilltro på lärares språkfärdighetdå en sådan strategi riskerar att permanenta traditionella passiviserande undervisningsstrukturer.Chalmers har också utvecklat sitt stöd till studenter på de internationellamasteravsluten. De erbjuds ett diagnostiskt test samt ett antal valbarakurser. Dessutom har samtliga studenter tillgång till individuell kommunikationshandledningvia Chalmers öppna kommunikationsstudio. För studenterär problemen delvis av annan art. Vissa studenter har mycket bristandeförkunskaper och kan endast svårligen tillgodogöra sig utbildning eller deltai projektarbeten. Under perioden har behovet att omforma de valbara kursernablivit alltmer uttalat och dessas nivåer och respektive inriktning harförtydligats. Den bokningsbara handledningen är viktig då många programinte lämnar utrymme för valbara kurser av kommunikationskaraktär samtför att handledningsbehovet i samband med masteravhandlingsprojekt är såvarierande.
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| 10. |
- Gustafsson, Magnus, 1965, et al.
(författare)
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Vintage WAC: Improving the Learning Impact of WAC
- 2006
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Ingår i: Across the Disciplines: Interdisciplinary Perspectives on Language, Learning, and Academic Writing. - 1554-8244.
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Tidskriftsartikel (refereegranskat)abstract
- This article is a report on the 2006 WAC Conference at Clemson University, written from the perspective of two international "critical friends." We use our reflections on the conference as a springboard for exploring the current state of play of the WAC movement, and for suggesting future areas for development. We noted three common sets of metaphors at play throughout the conference: spatial/architectural; mechanical; and aging. We suggest that these metaphors are triply revealing. They help reveal the healthy and vibrant range of WAC activities; they point towards common problems and shared difficulties; and they illuminate some of our current blind spots about our own practice and our critical understanding thereof. We end with some suggestions relating to the future work we consider significant for the continuing flourishing of WAC, and look forward to WAC 2008.
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