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Reading list

 

Knowledge of disciplinary cultures and values  

Baik, C. & Greig, J. (2009). Improving the academic outcomes of undergraduate ESL students: the case for discipline‐based academic skills programs.  Higher Education Research & Development, 28:4, 401-416, 

Clarence, S. (2016). Exploring the nature of disciplinary teaching and learning using legitimation code theory semantics. Teaching in Higher Education, 21(2), 123– 37 

Hartig, A.J. (2017). Disciplinary Language and Disciplinary Knowledge in English for Specific Purposes. Case Studies in Law. Bristol: Multilingual Matters. 

Sun, H. & Richardson, J.T.E. (2012).  Perceptions of quality and approaches to studying in higher education: a comparative study of Chinese and British postgraduate students at six British business schools. Higher Education 63: 299–316 

Richards, K., & Pilcher, N. (2020). Using Physical Objects as a Portal to Reveal Academic Subject Identity and Thought. The Qualitative Report, 25(1), 127-144. Retrieved from https://nsuworks.nova.edu/tqr/ vol25/iss1/9 

Webster S. (2019). Value creation in a partnership academic literacy programme. BALEAP National Conference Proceedings of the 2017 BALEAP National Conference: Addressing the state of the nation Garnet, pp. 139-146  

 

Knowledge of the epistemological basis of different disciplines 

Clarence, S. and McKenna, S. (2017). Developing academic literacies through understanding the nature of disciplinary knowledge. London Review of Education, 15:1, 38-48. 

Turner, J. (2011). Language in the Academy: cultural reflexivity and intercultural dynamics. Bristol: Multilingual Matters. 

Turner, J. (2018). On Writteness. The Cultural Politics of Academic Writing. London: Bloomsbury. 

Winberg, C., Winberg, S., Jacobs, C., Garraway, J. & Engel-Hills, P. (2016). ‘I take engineering with me': epistemological transitions across an engineering curriculum, Teaching in Higher Education, 21:4, 398-414, DOI: 10.1080/13562517.2016.116004 

 

Knowledge of genre and discourse 

Bruce, I. (2008). Academic Writing and Genre: A systematic analysis. London, Continuum. 

Gardner, S. Nesi, H. and Biber, D. (2018). Discipline, Level, Genre: Integrating Situational Perspectives in a New MD Analysis of University Student Writing. Applied Linguistics. pp. 1-30. 

Hyland, K. (2002). Specificity revisited: how far should we go now? English for Specific Purposes 21(4): 385– 395. 

Hyland, K  (2004). Disciplinary Discources: social interations in academic writing. Arbor; The University of Michigan Press. 

McGrath, L. & Kuteeva, M. (2012). Stance and engagement in pure mathematics research articles: Linking discourse features to disciplinary practices. English for Specific Purposes 31(3), 161-173 

Nesi, H. and Gardner, S (2012). Genre Across the Disciplines: Student Writing in Higher Education. Cambridge University Press. 

Swales, J. M.  (1990). Genre Analysis: English in academic and research settings. Cambridge: Cambridge University Press. 

Trenkic, D. & Warmington, M. (2018). Language and literacy skills of home and international university students: How different are they, and does it matter? Bilingualism: Language and Cognition. ISSN 1366-7289 

Webster S, Green S. 2021. Scaffolded Practice Assignment Writing to Support Emergent Disciplinary Literacies. TESL-EJ.25(1) 

Whong M; Godfrey J (eds.) What is Good Academic Writing? Insights into Discipline-Specific Student Writing. 1st. New Perspectives for English for Academic Purposes. 

 

Ways of doing Insessional 

This collection of papers on In-sessional teaching of EAP is drawn from a Professional Issues Meeting (PIM) held at London School of Economics on 19 March 2016 and is edited by Sarah Brewer, Alison Standring and Gemma Stansfield with an Introduction by Ursula Wingate. 

Alexander, O., Sloan, D., Hughes, K., Ashby, S. (2017). Engaging with quality via the CEM model: Enhancing the content and performance management of postgraduate in-sessional academic skills provision.  Journal of English for Academic Purposes 27. 56-70. https://0-doi-org.wam.leeds.ac.uk/10.1016/j.jeap.2017.04.005  

 

Developing pedagogies; developing partnerships 

Bond, B. (2020). MakingLanguage Visible in the University: English for Academic Purposes and Internationalisation. Bristol: Multilingual Matters. 

Clegg, S. & Rowland, R. (2010). Kindness in pedagogical practice and academic life, British Journal of Sociology of Education, 31:6, 719-735, DOI: 10.1080/01425692.2010.51510 

Edwards, E., Goldsmith, R., Havery, C. and James, N. (2021). An institution-wide strategy for ongoing, embedded academic language development: Design, implementation and analysis. Journal of Academic Language & Learning 15(1), 53-71.  

Gravett, K., Carol A. Taylor & Nikki Fairchild (2021): Pedagogies of mattering: re-conceptualising relational pedagogies in higher education, Teaching in Higher Education, DOI: 10.1080/13562517.2021.1989580 

Jacobs, C. (2007). Towards a critical understanding of the teaching of discipline-specific academic literacies: making the tacit explicit. Journal of Education, 41. 59-81 

Lomer, S. & Mittelmeier, J. (2021): Mapping the research on pedagogies with international students in the UK: a systematic literature review, Teaching in Higher Education, 

Lomer, S., Mittelmeier, J. and Carmichael-Murphy, P. (2021). Cash cows or pedagogic partners? Mapping pedagogic practices for and with international students. SRHE Research Report. 

Monbec, L. (2018). Designing an EAP Curriculum for Transfer: A Focus on Knowledge. Journal of Academic Language and Learning, 12(2), 88-101. 

Murray, N. (2016b). An Academic Literacies Argument for Decentralizing EAP Provision. ELT Journal 70(4), 435-443. 

Pilcher, N. and Richards, K. (2017). Challenging the power invested in the International English Language Testing System (IELTS): Why determining ‘English’ preparedness needs to be undertaken within the subject context. Power and Education 0(0) 1–15 DOI: 10.1177/1757743817691995 journals.sagepub.com/home/pae Sage. 

 Sloan, D. and Porter, E. (2010). Changing International Students’ and Business Staff Perceptions of in-Sessional EAP: Using the CEM model. Journal of English for Academic Purposes, 9 (3), 198-210. 

Wingate, U. (2015). Academic Literacy and Student Diversity: The Case for Inclusive Practice. Bristol: Multilingual Matters. 

Wingate, U. (2018). Academic Literacy Across the Curriculum: Towards a Collaborative Instructional Approach. Language Teaching. 51(3), 349-364. 

Yongyan Li (2019): Language–content partnership in higher education: development and opportunities, Higher Education Research & Development, DOI: 10.1080/07294360.2019.1685947 

Zappa-Hollman, S. (2018). Collaborations between language and content university instructors: factors and indicators of positive partnerships, International Journal of Bilingual Education and Bilingualism, 21:5, 591-606, DOI: 10.1080/13670050.2018.1491946 

 

Evaluating impact 

Fenton-Smith, B., Humphreys, P., Walkinshaw, I., Michael, R. & Ana Lobo (2015). Implementing a university-wide credit-bearing English language enhancement programme: issues emerging from practice, Studies in Higher Education, DOI:10.1080/03075079.2015.1052736 

Frances Kasper, L. (1997). The Impact of Content-Based Instructional Programs on the Academic Progress of ESL Students English for Specific Purposes, 16(4), 309-320 

Heron, E. (2020) Friendship as method: reflections on a new approach to understanding student experiences in higher education, Journal of Further and Higher Education,44:3, 393-407, DOI: 10.1080/0309877X.2018.1541977 

King, V. (2010). Evidencing impact of educational developments: the 'influence wheel' and its use in a CETL context. Journal of Further and Higher Education, 34 (1): 35-46. http://dx.doi.org/10.1080/03098770903477086 

Kneale, P., Winter, J., Turner, R., Spowart, L., & Muneer, R. (2016). Evaluating teaching development activities in higher education A toolkit. Higher Education Academy 

Song, B. (2006).  Content-based ESL instruction: Long-term effects and outcomes. English for Specific Purposes 25, 420–437 

Storch, N. & Tapper, J. (2009). The impact of an EAP course on postgraduate writing Journal of English for Academic Purposes 8. 207-223 

Robertson, A., Cleaver, E. & Smart, F. (2019). Beyond the metrics: Identifying, evidencing and enhancing the less tangible assets of higher education. Enhancement Themes: QA Scotland. 

Terraschke, A. & Wahid, R. (2011). The impact of EAP study on the academic experiences of international postgraduate students in Australia Journal of English for Academic Purposes 10 173–182 

 

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