• The tentative title of the presentation is "Disciplinary Literacy: A Research Overview". I will be presenting in English and discussing various aspects of disciplinary literacy such as bilingual disciplinary literacy, multimodal disciplinary literacy and different visions of disciplinary literacy in terms of the different sites that disciplinary literacy is developed for (academy, workplace and society). I will also discuss the mismatch between different literacies for different disciplines and how this can play out in practice.ReferencesAirey, J. (2003). Teaching University Courses through the Medium of English: The current state of the art. In G. Fransson, Å.  Morberg, R. Nilsson, & B. Schüllerqvist(Eds.), Didaktikensmångfald(Vol. 1, pp. 11-18). Gävle, Sweden: Högskolani  Gävle.Airey, J. (2004). Can you teach it in English? Aspects of the language choice debate in Swedish higher education. In Robert.   Wilkinson (Ed.), Integrating Content and Language: Meeting the Challenge of a Multilingual Higher Education(pp. 97-108).   Maastricht, Netherlands: Maastricht University Press. Airey, J. (2006). Närundervisningsspråketblirengelska[When the teaching language is changed to English]. Språkvård, 2006(4),   20-25.Airey, J. (2006). Physics Students' Experiences of the Disciplinary Discourse Encountered in Lectures in English and Swedish.   Licentiate Thesis. Uppsala, Sweden: Department of Physics, Uppsala University. Airey, J., & Linder, C. (2007). Disciplinary learning in a second language: A case study from university physics. In Robert. Wilkinson   & Vera. Zegers(Eds.), Researching Content and Language Integration in Higher Education(pp. 161-171). Maastricht:   Maastricht University Language Centre. Airey, J., & Linder, C. (2008). Bilingual scientific literacy? The use of English in Swedish university scienceprogrammes. Nordic   Journal of English Studies, 7(3), 145-161.  Retrieved from http://ojs.ub.gu.se/ojs/index.php/njes/issue/view/24Airey, J., & Linder, C. (2009). A disciplinary discourse perspective on university science learning: Achieving fluency in a critical   constellation of modes. Journal of Research in Science Teaching, 46(1), 27-49. Airey, J. (2009). Estimating bilingual scientific literacy in Sweden. International Journal of Content and Language Integrated   Learning, 1(2), 26-35. Airey J. (2009). Science, Language and Literacy. Case Studies of Learning in Swedish University Physics. ActaUniversitatis  Upsaliensis. Uppsala Dissertations from the Faculty of Science and Technology 81. Uppsala Retrieved 2009-04-27, from   http://publications.uu.se/theses/abstract.xsql?dbid=9547Airey, J. (2010). Närundervisningsspråketändrastill engelska[When the teaching language changes to English] Omundervisning  påengelska(pp. 57-64). Stockholm: HögskoleverketRapport 2010:15RAirey, J. (2010a). The ability of students to explain science concepts in two languages. Hermes - Journal of Language and   Communication Studies, 45, 35-49.Airey, J., & Linder, C. (2010).Tvåspråkigämneskompetens? En studieavnaturvetenskapligparallellspråkighetisvenskhögre  utbildningIn L. G. Andersson, O. Josephson, I. Lindberg, & M. Thelander(Eds.), SpråkvårdochspråkpolitikSvenska  språknämndensforskningskonferensiSaltsjöbaden2008(pp. 195-212). Stockholm: Norstedts.Airey, J. (2011a). Talking about Teaching in English. Swedish university lecturers' experiences of changing their teaching language.   Ibérica, 22(Fall), 35-54. Airey, J. (2011b). Initiating Collaboration in Higher Education: Disciplinary Literacy and the Scholarship of Teaching and Learning   Dynamic content and language collaboration in higher education: theory, research, and reflections(pp. 57-65). Cape Town,   South Africa: Cape Peninsula University of Technology.Airey, J. (2011c). The Disciplinary Literacy Discussion Matrix: A Heuristic Tool for Initiating Collaboration in Higher Education.   Across the disciplines, 8(3), unpaginated. Retrieved from http://wac.colostate.edu/atd/clil/airey.cfmAirey, J. (2011d). The relationship between teaching language and student learning in Swedish university physics. In B. Preisler, I.   Klitgård, & A.  Fabricius(Eds.), Language and learning in the international university: From English uniformity to diversity   and hybridity(pp. 3-18). Bristol, UK: Multilingual Matters.Airey, J. (2012). “I don’t teach language.” The linguistic attitudes of physics lecturers in Sweden. AILA Review, 25(2012), 64–79. Airey, J. (2013). Disciplinary Literacy. In E. Lundqvist, L. Östman, & R. Säljö(Eds.), Scientific literacy – teoriochpraktik   (pp. 41-58): Gleerups.Airey, J. (2014) Representations in Undergraduate Physics. Docent lecture, ÅngströmLaboratory, 9th June 2014 From   http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-226598Airey, J. (2015). From stimulated recall to disciplinary literacy: Summarizing ten years of research into teaching and learning in   English. In SlobodankaDimova, Anna Kristina Hultgren, & Christian Jensen (Eds.), English-Medium Instruction in European   Higher Education. English in Europe, Volume 3(pp. 157-176): De GruyterMouton.Airey, J. (2016). Content and Language Integrated Learning (CLIL) and English for Academic Purposes (EAP). In Hyland, K. &   Shaw, P. (Eds.), RoutledgeHandbook of English for Academic Purposes. (pp. 71-83) London: Routledge.Airey, J. (2017). CLIL: Combining Language and Content. ESP Today, 5(2), 297-302. Airey, J., & Larsson, J. (2018). Developing Students’ Disciplinary Literacy? The Case of University Physics. In K.-S. Tang & K.   Danielsson(Eds.), Global Developments in Literacy Research for Science Education: Springer.Airey, J., Lauridsen, K., Raisanen, A., Salö, L., & Schwach, V. (in press). The Expansion of English-medium Instruction in the Nordic   Countries. Can Top-down University Language Policies Encourage Bottom-up Disciplinary Literacy Goals? Higher Education.   doi:10.1007/s10734-015-9950-2Airey, J., & Linder, C. (2006). Language and the experience of learning university physics in Sweden. European Journal of Physics,   27(3), 553-560.Airey, J., & Linder, C. (2008). Bilingual scientific literacy? The use of English in Swedish university scienceprogrammes. Nordic   Journal of English Studies, 7(3), 145-161.Airey, J., & Linder, C. (2009). "A disciplinary discourse perspective on university science learning: Achieving fluency in a critical   constellation of modes." Journal of Research in Science Teaching, 46(1), 27-49.Airey, J., & Linder, C. (2011). Bilingual scientific literacy. In C. Linder, L. Östman, D. Roberts, P-O. Wickman, G. Ericksen, & A.   MacKinnon (Eds.), Exploring the landscape of scientific literacy(pp. 106-124). London: Routledge.Airey, J., & Linder, C. (2017). Social Semiotics in University Physics Education. In D. F. Treagust, R. Duit, & H. E. Fischer (Eds.),   Multiple Representations in Physics Education(pp. 95-122). Cham, Switzerland: SpringerGerber, Ans, Engelbrecht, Johann, Harding, Ansie, & Rogan, John. (2005). The influence of second language teaching on   undergraduate mathematics performance. Mathematics Education Research Journal, 17(3), 3-21. Klaassen, R. (2001). The international university curriculum: Challenges in English-medium engineering education: Doctoral Thesis,   Department of Communication and Education, Delft University of Technology. Delft. The Netherlands.Kuteeva, M., & Airey, J. (2014). Disciplinary Differences in the Use of English in Higher Education: Reflections on Recent Policy   Developments  Higher Education, 67(5), 533-549. doi:10.1007/s10734-013-9660-6Lehtonen, T., & Lönnfors, P. (2001). Teaching through English: A blessing or a damnation? Conference papers in the new millenium.    Retrieved from http://www.helsinki.fi/kksc/verkkojulkaisu/2_2001_8.htmlLinder, A., Airey, J., Mayaba, N., & Webb, P. (2014). Fostering Disciplinary Literacy? South African Physics Lecturers’ Educational   Responses to their Students’ Lack of Representational Competence. African Journal of Research in Mathematics, Science   and Technology Education, 18(3), 242-252. doi:10.1080/10288457.2014.953294Neville-Barton, P., & Barton, B. (2005). The relationship between English language and mathematics learning for non-native   speakers.   Retrieved from http://www.tlri.org.nz/pdfs/9211_finalreport.pdfThøgersen, J., & Airey, J. (2011). Lecturing undergraduate science in Danish and in English: A comparison of speaking rate and   rhetorical style. English for Specific Purposes, 30(3), 209-221. Vinke, A. A. (1995). English as the medium of instruction in Dutch engineering education. Doctoral Thesis, Department of   Communication and Education, Delft University of Technology. Delft, The Netherlands.Vinke, A. A., Snippe, J., & Jochems, W. (1998). English-medium content courses in Non-English higher education: A study of   lecturer experiences and teaching behaviours. Teaching in Higher Education, 3(3), 383-394.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Didaktik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Didactics (hsv//eng)

HUMANIORA  -- Språk och litteratur -- Studier av enskilda språk (hsv//swe)

HUMANITIES  -- Languages and Literature -- Specific Languages (hsv//eng)

Nyckelord

Disciplinary literacy

multilingualism

undergraduate science

disciplinary differences

Publikations- och innehållstyp

vet (ämneskategori)

kon (ämneskategori)