Social Practices in Higher Education - A Knowledge Framework Approach to Linguistic Research and Teaching - Tammy Slater

Social Practices in Higher Education - A Knowledge Framework Approach to Linguistic Research and Teaching - Tammy Slater

Enhancing Disciplinary Learning Experience through an Adjunct English-across-the-Curriculum Model

Social Practices in Higher Education - A Knowledge Framework Approach to Linguistic Research and Teaching - Tammy Slater

Esther Ka-man Tong [+-]
Hong Kong Polytechnic University
Dr. Esther Ka-man Tong is Head of Division of Languages and Communication and Director of Centre for Pedagogic Research at College of Professional and Continuing Education, The Hong Kong Polytechnic University. She was the recipient of CPCE Dean’s Award for Outstanding Teaching Performance/Achievement 2014/15 and the FSTE General Education Outstanding Teaching Award 2017. Her research interests lie in the areas of bilingual education, multimodal pedagogy, and content and language integrated learning.
Cecilia Fung-Kan Pun [+-]
Hong Kong Polytechnic University
Dr. Cecilia Fung-Kan Pun is a lecturer at the Division of Languages and Communication, College of Professional and Continuing Education, The Hong Kong Polytechnic University. She received her joint-university PhD from City University of Hong Kong and The University of Sydney. Her research interests include Systemic Functional Linguistics (SFL), text linguistics, academic writing, and discourse analysis.
Phoebe Siu [+-]
Hong Kong Polytechnic University
Phoebe Siu is a lecturer at Division of Languages and Communication, College of Professional and Continuing Education, The Hong Kong Polytechnic University. Siu is a doctoral candidate (English Language Education) at The University of Hong Kong. Her research projects focus on multimodalities, content and language integrated learning, social semiotic awareness, and EMI higher education. Her conference papers were accepted at international academic conferences, including AERA, AAAL, AILA, EAC and ISFC.

Description

Tertiary education programs are often designed to prepare students for active engagement in the evolving practices of disciplinary communities. Academic success in these programs means not only the mastery of disciplinary knowledge and skills but also the appropriate selection of multimodal resources to represent disciplinary ways of thinking, doing, and knowledge sharing. Responding to the call for supporting students’ development of English academic literacy in English-medium College programs in Hong Kong, this chapter discusses the effectiveness of an adjunct English-across-the-curriculum (EAC) instructional model which uses Mohan’s Knowledge Framework as a needs/task analysis tool to identify the specific cognitive, linguistic, and multimodal representation needs of college students in Engineering and to plan explicit instruction on program-specific writing and speaking genres. The data reveal how a Knowledge Framework analysis provides a comprehensive account of the academic literacy demands of the Engineering program and facilitates the development of an integrated instructional model that offers language support needed for students’ academic success.

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Citation

Tong, Esther Ka-man; Pun, Cecilia Fung-Kan; Siu, Phoebe. Enhancing Disciplinary Learning Experience through an Adjunct English-across-the-Curriculum Model. Social Practices in Higher Education - A Knowledge Framework Approach to Linguistic Research and Teaching. Equinox eBooks Publishing, United Kingdom. p. 382-409 Nov 2023. ISBN 9781781797402. https://www.equinoxpub.com/home/view-chapter/?id=35561. Date accessed: 21 Nov 2024 doi: 10.1558/equinox.35561. Nov 2023

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