Students' and Teachers' Perceptions of Learning Academic Literacy Skills: A Case Study from a New Zealand University
A report on research into staff and student perceptions of English academic literacy skills in a range of pre-degree programmes at a multicultural English-medium university.
||Academic literacies, Integrated language/content teaching, Intercultural competence
International Journal of Learning, Volume 12, Issue 9, pp.1-16.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 1.204MB).
Alison Kirkness MA (Hons), Dip SLT, Dip Tchg, works in staff development and has over thirty years experience in language teaching including two years teaching foreign languages at secondary school,thirteen years teaching English as a Foreign Language in Germany and over fifteen years in language teacher
education at certificate and diploma level in New Zealand, where her particular interest was in the practicum.
She has taught ESOL at all levels and now specialises in professional development for discipline teachers who teach culturally and linguistically diverse classes. At the Centre for Educational and Professional Development at the Auckland University of Technology, New Zealand.
she is responsible for helping implement a policy on academic literacies and
Melanie Newall has over seven years' experience working as a data analyst for a variety of organisations, and is currently working as a senior data
analyst for the public transport industry in Manchester, England. She worked at Auckland University of Technology for almost three years and was primarily responsible for analysing student and staff surveys for the University's Institutional Research Unit and internal clients.
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