The University of Southampton
University of Southampton Institutional Repository

Observing, noticing, and understanding: two case studies in language awareness in the development of academic literacy

Observing, noticing, and understanding: two case studies in language awareness in the development of academic literacy
Observing, noticing, and understanding: two case studies in language awareness in the development of academic literacy
This paper explores the role of language awareness (LA) in the learning experience of students on a one-year full-time master's programme in TESOL (Teaching English to Speakers of Other Languages) in Britain. It shows how LA drives their general English language knowledge and academic literacy skills, and supports an appropriate learner identity for this learning experience. The discussion is based on data and findings from a longitudinal research study into the learning experience of a group of Chinese teachers of English on the TESOL programme. The aim of the study is to understand language and other learning processes from socialisation, identity, and communities of practice perspectives. The data include student ejournals, narrative workshops, individual interviews, and documentation from the assessment processes. The focus of this paper is the students' engagement with language. This engagement is explored through the development of the academic literacy skills of two students whose different experiences are analysed using socialisation, identity, and community of practice theoretical frameworks.
329-344
Kiely, Richard
2321c0cb-faf6-41e2-b044-2c3933e93d6e
Kiely, Richard
2321c0cb-faf6-41e2-b044-2c3933e93d6e

Kiely, Richard (2009) Observing, noticing, and understanding: two case studies in language awareness in the development of academic literacy. Language Awareness, 18 (3-4), 329-344. (doi:10.1080/09658410903197298).

Record type: Article

Abstract

This paper explores the role of language awareness (LA) in the learning experience of students on a one-year full-time master's programme in TESOL (Teaching English to Speakers of Other Languages) in Britain. It shows how LA drives their general English language knowledge and academic literacy skills, and supports an appropriate learner identity for this learning experience. The discussion is based on data and findings from a longitudinal research study into the learning experience of a group of Chinese teachers of English on the TESOL programme. The aim of the study is to understand language and other learning processes from socialisation, identity, and communities of practice perspectives. The data include student ejournals, narrative workshops, individual interviews, and documentation from the assessment processes. The focus of this paper is the students' engagement with language. This engagement is explored through the development of the academic literacy skills of two students whose different experiences are analysed using socialisation, identity, and community of practice theoretical frameworks.

This record has no associated files available for download.

More information

Published date: 2009
Organisations: Modern Languages

Identifiers

Local EPrints ID: 362086
URI: http://eprints.soton.ac.uk/id/eprint/362086
PURE UUID: 0a57a778-c43d-48ba-ba88-b081e24bb4e8

Catalogue record

Date deposited: 13 Feb 2014 12:53
Last modified: 14 Mar 2024 16:00

Export record

Altmetrics

Download statistics

Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.

View more statistics

Atom RSS 1.0 RSS 2.0

Contact ePrints Soton: eprints@soton.ac.uk

ePrints Soton supports OAI 2.0 with a base URL of http://eprints.soton.ac.uk/cgi/oai2

This repository has been built using EPrints software, developed at the University of Southampton, but available to everyone to use.

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.

×