Insights into Disciplinary Literacies
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Home > Language, Linguistics & Creative Writing > Language teaching and learning > Specific skills > Insights into Disciplinary Literacies: Multilingual Perspectives across Educational Levels(135 New Perspectives on Language and Education)
Insights into Disciplinary Literacies: Multilingual Perspectives across Educational Levels(135 New Perspectives on Language and Education)

Insights into Disciplinary Literacies: Multilingual Perspectives across Educational Levels(135 New Perspectives on Language and Education)


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About the Book

Offers fresh perspectives on academic and disciplinary literacies across a range of contexts. This book presents empirical evidence of the academic and disciplinary literacies that learners engage with in educational contexts. The chapters focus on the languages of schooling (in first, second or foreign language contexts) across primary, secondary and higher education. The book is divided into two main sections. The first section focuses on students’ voices and perceptions, providing new insights into the difficulties they encounter when developing academic or disciplinary literacies in different contexts and disciplines. The second section addresses students’ academic or disciplinary literacy skills, both productive and receptive. The chapters include qualitative, quantitative and mixed-method studies, and provide valuable new insights across a range of educational contexts.

Table of Contents:
Contributors Acknowledgements Ainara Imaz Agirre and Roberto Arias-Hermoso: Introduction: Why Focus on Students' Academic and Disciplinary Literacies? Volume Overview Chapter 1. Julia Hüttner and Ana Llinares: Bi- and Multilingual Disciplinary Literacies at School: A Challenge for 21st-Century Citizens Part 1: Students’ Views and Perspectives Towards Academic and Disciplinary Literacies Chapter 2. Irene Soriano-Flórez and Emma Dafouz: Rethinking Biliteracy in Business and Economics English-Medium Education: Students’ Views of Translingual Spaces      Chapter 3. Nashwa Nashaat-Sobhy: Learning to Walk Before We Run: Unveiling the Epistemological Foundations in Interactive Technologies Education Chapter 4. Brian Hibbs: Supporting the Development of Pre-Service ESOL Teachers' Instructional Practice Regarding Academic Discourse Chapter 5. Suheyla Demirkol Orak and Mohammad Al-khresheh: The Digital Turn in Language Pedagogy and Its Reflections on Foreign Language Learning Processes Chapter 6. Letizia Cinganotto: Academic Italian and Cognitive Discourse Functions in Higher Education: The Point of View of International Students Part 2: Students’ Academic and Disciplinary Literacy Skills Chapter 7. Amaia Lersundi, Tarja Nikula and Eneritz Garro Larrañaga: Scaffolding Students' Performance of Oral Cognitive Discourse Functions through Classroom Interaction Chapter 8. Şebnem Yalçın and Yasemin Bayyurt: Exploring Knowledge Co-Construction in EMI Classrooms in Higher Education Chapter 9. Alla Zareva: Disciplinary Literacy and Disciplinarity in ESL Students' Academic Presentations      Chapter 10. Juana María Blanco Fernández: Incorporation of Grammatical Metaphor into Academic Reading and Writing of First-Year Undergraduate Students Chapter 11. H. Gülru Yüksel, Gülbin Özkan, Anna Lia Pioretti Ergün, Valeria Stecconi and Daniela Segoloni: Understanding the Relationship between Grit, Study Habits and Academic Performance in CLIL Science Lessons Chapter 12. Julia Edeleva, Carmela Chateau-Smith, Anastasia Brueva and Pavel Albitskiy: Evaluating Concept Literacy in English as a Medium of Instruction (EMI) Settings Chapter 13. Rodrigo García-López: The Impact of a Literacy Teaching Approach on Secondary-Level CLIL Students’ Historical Thinking Skills Chapter 14. Irene Guzmán-Alcón: The Role of Hours of CLIL Exposure in Primary Multilingual Science Writing Chapter 15. Roberto Arias-Hermoso, Ainara Imaz Agirre and Irati Romero-Garmendia: Subject-Specific Vocabulary in Secondary Science: Triangulating Students’ Writing, Classroom Interaction and Textbooks Ainara Imaz Agirre and Roberto Arias-Hermoso: Afterword: Conclusions and a Research Agenda for Academic and Disciplinary Literacies Index

About the Author :
Ainara Imaz Agirre is a researcher in the Faculty of Humanities and Education Science (HUHEZI) at Mondragon University (Basque Country), Spain. Her research focuses on language acquisition in multilingual contexts. Roberto Arias-Hermoso is a junior researcher in the Faculty of Humanities and Education Science (HUHEZI) at Mondragon University (Basque Country), Spain. His research interests focus on multilingual writing and disciplinary literacies.

Review :
Readers of this book will learn a great deal about language in all school subjects and its impact on content learning. The language used in science, history and other disciplines has rarely been described with such precision and detail. This is an excellent collection of contributions that should inform multilingual education policies in Europe and beyond. A valuable addition to academic and disciplinary literacy (ADL) research, this book offers insightful conceptual contributions and multilayered empirical studies that focus on ADLs as produced and experienced by multilingual learners. Spanning diverse educational contexts, levels, and target languages, it provides fresh perspectives for researchers and educators alike! A perennial issue due to its centrality to formal education, disciplinary literacy is currently seeing renewed interest because of two topical aspects: the multi-semiotic nature of disciplinary literacy itself, and the multilinguality of educational stakeholders and institutions. This volume will furnish a substantial contribution to the multi-layered dialogues around this important topic.


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Product Details
  • ISBN-13: 9781788925624
  • Publisher: Multilingual Matters
  • Publisher Imprint: Multilingual Matters
  • Language: English
  • Series Title: 135 New Perspectives on Language and Education
  • ISBN-10: 1788925629
  • Publisher Date: 13 Jan 2026
  • Binding: Digital download
  • No of Pages: 360
  • Sub Title: Multilingual Perspectives across Educational Levels


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