Abstract
In this chapter we explore the nature of academic discourse and why teachers
need to help students understand and use this specialised language. The chapter provides an introduction to how academic discourse works to create complex abstract and technical meanings. It explores the structures of texts,
the way academic language differs from everyday spoken discourse, and how we can work with what students already know to build their language and knowledge. Based on these insights, we provide strategies for university
teachers to use that will enhance students’ ability to successfully participate in the spoken and written discourses that underpin their learning. These strategies are designed to be adopted across the curriculum.
need to help students understand and use this specialised language. The chapter provides an introduction to how academic discourse works to create complex abstract and technical meanings. It explores the structures of texts,
the way academic language differs from everyday spoken discourse, and how we can work with what students already know to build their language and knowledge. Based on these insights, we provide strategies for university
teachers to use that will enhance students’ ability to successfully participate in the spoken and written discourses that underpin their learning. These strategies are designed to be adopted across the curriculum.
| Original language | English |
|---|---|
| Title of host publication | Successful university teaching in times of diversity |
| Editors | Nicola Rolls, Andrew Northedge, Ellie Chambers |
| Place of Publication | London |
| Publisher | Palgrave Macmillan |
| Chapter | 2 |
| Pages | 27-50 |
| Number of pages | 24 |
| Edition | 1 |
| ISBN (Electronic) | 1137536683 |
| ISBN (Print) | 1137536691 |
| Publication status | Published - 2018 |
Publication series
| Name | Palgrave teaching and learning |
|---|---|
| Publisher | Palgrave |