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dc.contributor.authorButler, G.
dc.identifier.citationButler, G. 2013. Discipline-specific versus generic academic literacy intervention for university education: an issue of impact? Journal for language teaching, 47(2):71-88. []en_US
dc.description.abstractIn a context where progressively more underprepared students gain access to higher education, South African universities are obligated to offer appropriate support to such students that may reduce their risk in being successful with their studies. Part of this underpreparedness is the large proportion of students who enter universities with inadequate levels of academic literacy (AL). As a point of departure, this article investigates the ways in which AL is defined in the literature, and then continues to explore the nature of AL interventions at South African universities with specific reference to generic and discipline-specific proposals for such interventions. It further discusses the apparent trend for interventions to increasingly situate AL practices in the context of the discourses of specific academic disciplines. Subsequently, the proposed benefits of these approaches are considered, which are then followed by a discussion of the kinds of evidence that are reported with regard to the impact of interventions (both generic and discipline-specific) on the academic literacy practices of studentsen_US
dc.publisherSouth African Association for Language Teaching (SAALT) / Suid-Afrikaanse Vereniging vir Taalonderrig (SAVTO)en_US
dc.subjectAcademic literacyen_US
dc.subjectdiscipline-specific ALen_US
dc.subjectgeneric ALen_US
dc.subjectacademic language supporten_US
dc.subjectacademic language proficiencyen_US
dc.subjectEnglish for specific purposesen_US
dc.subjectEnglish for academic purposesen_US
dc.subjectacademic writingen_US
dc.subjectacademic readingen_US
dc.subjectcontentbased instructionen_US
dc.subjectlanguage across the curriculumen_US
dc.subjectwriting across the curriculumen_US
dc.subjectgenre-based approachesen_US
dc.subjecthigher educationen_US
dc.titleDiscipline-specific versus generic academic literacy intervention for university education: an issue of impact?en_US

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