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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 Hits 1 – 20 of 68 1 Investigating How and When International First-Year Second Language Undergraduate Students Deal with Academic Literacies Challenges in the Early 21st Century: A Longitudinal Case Study Shannaq, Alena. - : Auckland University of Technology, 2021 BASE Show details 2 Supporting students’ academic literacies in post-COVID-19 times: Developing digital videos to develop students’ critical academic reading practices Baker, Sally; Field, Caitlin; Lee, Jung-Sook... In: Journal of University Teaching & Learning Practice (2021) BASE Show details 3 Agency and accountability in the academic reading practices of graduate students using English as an additional language Altalouli, Mahmoud; Curry, Mary Jane (1961 - ). - : University of Rochester, 2021 BASE Show details 4 Demands of Postgraduate Courses in Relation to Academic Literacies Maria Izabel Rodrigues Tognato; Paula Kracker Francescon; Jacqueline Sanches Vignoli In: Signum: Estudos da Linguagem, Vol 24, Iss 1, Pp 136-148 (2021) (2021) BASE Show details 5 Les différentes dimensions en jeu dans la formation universitaire d’étudiants étrangers : vers des approches réflexives historicisantes dans le champ du FOU Courtaud, Léa In: ISSN: 0765-1635 ; Travaux de didactique du français langue étrangère ; https://hal.archives-ouvertes.fr/hal-03116564 ; Travaux de didactique du français langue étrangère, Université Paul Valéry, Montpellier III,, 2020 ; https://revue-tdfle.fr/articles/revue-77/1635-les-differentes-dimensions-en-jeu-dans-la-formation-universitaire-d-etudiants-etrangers-vers-des-approches-reflexives-historicisantes-dans-le-champ-du-fou (2020) BASE Show details 6 “But it’s Hard For a Refugee”: Transitioning to Postsecondary Literacy Practices After Forced Migration Hoff, Meagan. - 2020 BASE Show details 7 How the Reading for Understanding Initiative’s Research Complicates the Simple View of Reading Invoked in the Science of Reading Pearson, P. David; Afflerbach, Peter; Fitzgerald, Miranda S.. - : National Academy of Education, 2020. : Wiley Periodicals, Inc., 2020 BASE Show details 8 Reading to Be: The role of academic reading in emergent academic and professional student identities Maguire, Moira; Reynolds, Ann Everitt; Delahunt, Brid In: Journal of University Teaching & Learning Practice (2020) BASE Show details 9 Framing the text: understanding emotional barriers to academic reading Kimberley, Emma; Thursby, Mark In: Journal of University Teaching & Learning Practice (2020) BASE Show details 10 What Do Students Say about Writing? How Student Experiences Can Inform Canadian Writing Studies Pedagogy Eaton, Christopher In: Electronic Thesis and Dissertation Repository (2020) BASE Show details 11 Investigating Academic Literacy Challenges on Undergraduate Programmes: A Focus on Arabic-speaking Students in New Zealand Junina, Ahmed Kamal. - : Auckland University of Technology, 2019 BASE Show details 12 The Institutional Context of ‘Linguistic Injustice’: Norwegian Social Scientists and Situated Multilingualism Lynn P. Nygaard In: Publications ; Volume 7 ; Issue 1 (2019) BASE Show details 13 ‘Seidauk sai hanesan ami nia mehi’: a study of lecturers’ responses to multilingualism in higher education in Timor-Leste Newman, Trent Phillip. - 2019 BASE Show details 14 The Academic Writing Skills Programme: A model for technology-enhanced, blended delivery of an academic writing programme Boyle, Jennifer; Ramsay, Scott; Struan, Andrew In: Journal of University Teaching & Learning Practice (2019) BASE Show details 15 Enacting knowledge in dissertations: An exploratory analysis of doctoral writing using Legitimation Code Theory Wilmot, Kirstin Dianne. - : The University of Sydney, 2019. : Department of Sociology and Social Policy, 2019. : Faculty of Arts and Social Sciences, School of Philosophical and Historical Inquiry, 2019 BASE Show details 16 Exploring the gap between what we say and what we do: writing centres, ‘safety’, and ‘risk’ in higher education Clarence, Sherran In: Stellenbosch Papers in Linguistics Plus, Vol 57, Iss 0, Pp 117-130 (2019) (2019) BASE Show details 17 Decentering and recentering the writing centre using online feedback: towards a collaborative model of integrating academicliteracies development Collett, Karen Suzette; Dison, Arona In: Stellenbosch Papers in Linguistics Plus, Vol 57, Iss 0, Pp 79-98 (2019) (2019) BASE Show details 18 “We are not a ‘fix-it shop’”: the writing centre as a uniquely configured learning space Sefalane-Nkohla, Puleng; Mtonjeni, Thembinkosi In: Stellenbosch Papers in Linguistics Plus, Vol 57, Iss 0, Pp 1-23 (2019) (2019) BASE Show details 19 Developing Academic Literacy and Researchers' Identities: The Case of Multilingual Graduate Students Elola, Idoia; Nakatsukasa, Kimi; Tecedor, Marta In: Elola, Idoia; Nakatsukasa, Kimi; & Tecedor, Marta. (2018). Developing Academic Literacy and Researchers' Identities: The Case of Multilingual Graduate Students. L2 Journal, 10(2). doi:10.5070/L210235210. Retrieved from: http://www.escholarship.org/uc/item/541519jw (2018) Abstract: A growing number of bilingual and multilingual national and international students are enrolling in graduate programs in the United States, creating an urgent need to understand how these writers build knowledge of unfamiliar academic genres and become part of their disciplinary academic communities (Selony, 2014). Such students struggle with specific-to-the-discipline composition of written texts, exerting their agency in new academic tasks, and research identity issues. Following an activity theory framework, this case study investigates how three graduate students with diverse educational, cultural, and linguistic backgrounds (Spanish as L1, L2, and heritage language and English as L1, L2, and dominant language) experienced these processes and overcame obstacles by examining (1) the goals as students’ understanding of the research project evolved, (2) the construction of students’ identities as researchers, and (3) the impact of goals and identity on their investment in learning. Two end-of- semester interviews and 19 reflections over two semesters were collected. The results of a bottom-up content analysis illustrate how the situated and negotiated nature of the writing process aids multilingual writers’ transition to more sophisticated academic writing and builds in them a sense of identity as researchers. These findings can serve as a point of departure for developing instructional frameworks that better guide multilingual writers to successfully navigate academia in the United States. Keyword: Academic Literacies; Activity Theory; Agency; Investment; Researcher Identity; Short and Long-Term Goals URL: http://www.escholarship.org/uc/item/541519jw BASE Hide details 20 Academic Writing of Multilingual Undergraduates: Identity and Knowledge Construction Across Five Disciplines Cheng, Chiuyee Dora In: http://rave.ohiolink.edu/etdc/view?acc_num=osu153187612119893 (2018) BASE Show details Page: 1 2 3 4

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