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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
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Supporting students’ academic literacies in post-COVID-19 times: Developing digital videos to develop students’ critical academic reading practices
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In: Journal of University Teaching & Learning Practice (2021)
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Agency and accountability in the academic reading practices of graduate students using English as an additional language
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Demands of Postgraduate Courses in Relation to Academic Literacies
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In: Signum: Estudos da Linguagem, Vol 24, Iss 1, Pp 136-148 (2021) (2021)
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Les différentes dimensions en jeu dans la formation universitaire d’étudiants étrangers : vers des approches réflexives historicisantes dans le champ du FOU
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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)
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“But it’s Hard For a Refugee”: Transitioning to Postsecondary Literacy Practices After Forced Migration
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How the Reading for Understanding Initiative’s Research Complicates the Simple View of Reading Invoked in the Science of Reading
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Reading to Be: The role of academic reading in emergent academic and professional student identities
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In: Journal of University Teaching & Learning Practice (2020)
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Framing the text: understanding emotional barriers to academic reading
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In: Journal of University Teaching & Learning Practice (2020)
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What Do Students Say about Writing? How Student Experiences Can Inform Canadian Writing Studies Pedagogy
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In: Electronic Thesis and Dissertation Repository (2020)
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Investigating Academic Literacy Challenges on Undergraduate Programmes: A Focus on Arabic-speaking Students in New Zealand
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The Institutional Context of ‘Linguistic Injustice’: Norwegian Social Scientists and Situated Multilingualism
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In: Publications ; Volume 7 ; Issue 1 (2019)
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‘Seidauk sai hanesan ami nia mehi’: a study of lecturers’ responses to multilingualism in higher education in Timor-Leste
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The Academic Writing Skills Programme: A model for technology-enhanced, blended delivery of an academic writing programme
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In: Journal of University Teaching & Learning Practice (2019)
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Enacting knowledge in dissertations: An exploratory analysis of doctoral writing using Legitimation Code Theory
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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
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Exploring the gap between what we say and what we do: writing centres, ‘safety’, and ‘risk’ in higher education
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In: Stellenbosch Papers in Linguistics Plus, Vol 57, Iss 0, Pp 117-130 (2019) (2019)
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Decentering and recentering the writing centre using online feedback: towards a collaborative model of integrating academicliteracies development
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In: Stellenbosch Papers in Linguistics Plus, Vol 57, Iss 0, Pp 79-98 (2019) (2019)
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“We are not a ‘fix-it shop’”: the writing centre as a uniquely configured learning space
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In: Stellenbosch Papers in Linguistics Plus, Vol 57, Iss 0, Pp 1-23 (2019) (2019)
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Developing Academic Literacy and Researchers' Identities: The Case of Multilingual Graduate Students
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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)
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Academic Writing of Multilingual Undergraduates: Identity and Knowledge Construction Across Five Disciplines
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu153187612119893 (2018)
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