Abstract
Academic writing courses and subject-matter courses have been taught independently to a large extent at many European universities following a ‘study skills model’ (Lea and Street 1998). An integrated approach, however, both in students’ L1 (or their language of instruction) and in English (if this is not their L1), in accordance with Lea and Street’s ‘academic literacies model’ has a number of advantages. Introducing an academic literacies model, however, is difficult to implement since it requires the joint effort of both subject-domain teachers and language teachers and involves deviating from familiar teaching methods. To implement the changes required, a three-level approach has been developed at Justus Liebig University (JLU), Giessen/Germany, as one of several measures in a university-wide project. In this approach, the university’s writing centre and teaching centre take over the role of ‘motors’ of literacy development in all disciplines. The macro-level of this three-level approach encompasses central services provided by these centres as well as university-wide literacy development policies. The meso-level addresses programme development, and the micro-level, curriculum and syllabus adaptations for individual courses. The article provides insight into the measures to be taken at each of these levels based on a review of prior research on Integrating Content and Language in Higher Education (ICLHE) (Gustafsson 2011, Gustafsson and Jacobs 2013 and Wilkinson and Walsh 2015) and the central role that writing centres and teaching centres can play in this process.
- Journal
- Journal of Academic Writing
- Published
- 2016-11-01
- DOI
- 10.18552/joaw.v6i1.218
- CompPile
- Search in CompPile ↗
- Open Access
- OA PDF Diamond
- Topics
- Export
- BibTeX RIS
Citation Context
Cited by in this index (0)
No articles in this index cite this work.
Cites in this index (0)
No references match articles in this index.
Related Articles
-
Pedagogy Oct 2023rhetorical criticism first-year composition writing pedagogy writing across the curriculum two-year college teacher development collaborative writing assessment writing centers qualitative research multimodality literacy studies race and writing gender and writing disability studies affect and writing literary studies book reviews editorial matter
-
Pedagogy Jan 2023rhetorical criticism first-year composition writing pedagogy writing across the curriculum graduate education teacher development writing program administration writing centers digital rhetoric literacy studies gender and writing disability studies public rhetoric literary studies book reviews editorial matter
-
Pedagogy Apr 2025modern rhetorical theory rhetorical criticism african american rhetorics cultural rhetorics first-year composition writing pedagogy basic writing graduate education two-year college teacher development writing centers technical communication professional writing labor and working conditions digital rhetoric multimodality social media literacy studies race and writing gender and writing community literacy literary studies editorial matter
-
Technical Communication Quarterly Oct 2024Jo Mackiewicz; Shaya Kraut; Allison Durazzirhetorical criticism discourse analysis first-year composition writing pedagogy graduate education teacher development writing centers technical communication professional writing digital rhetoric multilingual writers grammar and mechanics literacy studies race and writing public rhetoric editorial matter
-
Pedagogy Apr 2024modern rhetorical theory rhetorical criticism feminist rhetorics first-year composition writing pedagogy creative writing teacher development collaborative writing assessment technical communication professional writing grammar and mechanics literacy studies gender and writing literary studies book reviews editorial matter