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Disciplinary Literacy: Theorising the Specialized Use of Language and other Modes in University Teaching and Learning
Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Fysiska sektionen, Institutionen för fysik och astronomi, Fysikundervisningens didaktik. (Physics Education Research)ORCID-id: 0000-0003-3244-2586
2018 (Engelska)Konferensbidrag, Enbart muntlig presentation (Övrigt vetenskapligt)
Abstract [en]

Disciplinary Literacy: Theorising the Specialized Use of Language and other Modes in University Teaching and Learning

Abstract

In this presentation I use the work of Basil Bernstein (Bernstein, 1990, 1999, 2000)to discuss the role of disciplinary differences in university teaching and learning.  Drawing from my own work on the theme of disciplinary literacy (Airey, 2012, 2013; Airey & Linder, 2008, 2011)I argue that all university lecturers are teachers of disciplinary literacy—even in monolingual settings. 

I define disciplinary literacy as appropriate participation in the communicative practices of the discipline(Airey, 2011a, 2011b)and suggest that disciplinary literacy is developed for three specific sites (academy, workplace and society).  I will illustrate the multilingual and multimodal nature of disciplinary literacy with empirical evidence from a comparative study of the disciplinary literacy goals of Swedish and South African physics lecturers (Linder, Airey, Mayaba, & Webb, 2014). 

Finally, I will conclude by demonstrating how two of Bernstein’s dichotomies: disciplinary knowledge structures (hierarchical vs horizontal) and disciplinary classification (singular vs region) can be used together with the disciplinary literacy triangle to better understand the literacy goals of particular disciplines 

References

Airey, J. (2009). Estimating bilingual scientific literacy in Sweden. International Journal of Content and Language Integrated   Learning, 1(2), 26-35. 

Airey J. (2009). Science, Language and Literacy. Case Studies of Learning in Swedish University Physics. ActaUniversitatis  Upsaliensis. Uppsala Dissertations from the Faculty of Science and Technology 81. Uppsala Retrieved 2009-04-27, from   http://publications.uu.se/theses/abstract.xsql?dbid=9547

Airey, J. (2010a). The ability of students to explain science concepts in two languages. Hermes - Journal of Language and   Communication Studies, 45, 35-49. 

Airey, J. (2011a). Talking about Teaching in English. Swedish university lecturers' experiences of changing their teaching language.   Ibérica, 22(Fall), 35-54. 

Airey, J. (2011b). Initiating Collaboration in Higher Education: Disciplinary Literacy and the Scholarship of Teaching and Learning   Dynamic content and language collaboration in higher education: theory, research, and reflections(pp. 57-65). Cape Town,   South Africa: Cape Peninsula University of Technology.

Airey, J. (2011c). The Disciplinary Literacy Discussion Matrix: A Heuristic Tool for Initiating Collaboration in Higher Education.   Across the disciplines, 8(3), unpaginated. Retrieved from http://wac.colostate.edu/atd/clil/airey.cfm

Airey, J. (2011d). The relationship between teaching language and student learning in Swedish university physics. In B. Preisler, I.   Klitgård, & A.  Fabricius(Eds.), Language and learning in the international university: From English uniformity to diversity   and hybridity(pp. 3-18). Bristol, UK: Multilingual Matters. 

Airey, J. (2012). “I don’t teach language.” The linguistic attitudes of physics lecturers in Sweden. AILA Review, 25(2012), 64–79. Airey, J. (2013). Disciplinary Literacy. In E. Lundqvist, L. Östman, & R. Säljö(Eds.), Scientific literacy – teoriochpraktik

   (pp. 41-58): Gleerups. 

Airey, J. (2015). Social Semiotics in Higher Education: Examples from teaching and learning in undergraduate physics In: SACF   Singapore-Sweden Excellence Seminars, Swedish Foundation for International Cooperation in Research in Higher   Education (STINT) , 2015 (pp. 103). urn:nbn:se:uu:diva-266049.

Airey, J. (2015). From stimulated recall to disciplinary literacy: Summarizing ten years of research into teaching and learning in   English. In SlobodankaDimova, Anna Kristina Hultgren, & Christian Jensen (Eds.), English-Medium Instruction in European   Higher Education. English in Europe, Volume 3(pp. 157-176): De GruyterMouton. 

Airey, J. (2016). Content and Language Integrated Learning (CLIL) and English for Academic Purposes (EAP). In Hyland, K. &   Shaw, P. (Eds.), RoutledgeHandbook of English for Academic Purposes. (pp. 71-83) London: Routledge.

Airey, J. (2017). CLIL: Combining Language and Content. ESP Today, 5(2), 297-302. 

Airey, J., & Larsson, J. (2018). Developing Students’ Disciplinary Literacy? The Case of University Physics. In K.-S. Tang & K.   Danielsson(Eds.), Global Developments in Literacy Research for Science Education: Springer.

Airey, J., Lauridsen, K., Raisanen, A., Salö, L., & Schwach, V. (2017). The Expansion of English-medium Instruction in the Nordic   Countries. Can Top-down University Language Policies Encourage Bottom-up Disciplinary Literacy Goals? Higher Education.   doi:10.1007/s10734-015-9950-2

Bernstein, B. (1999). Vertical and horizontal discourse: An essay. British Journal of Sociology Education, 20(2), 157-173. 

Bolton, K., & Kuteeva, M. (2012). English as an academic language at a Swedish university: parallel language use and the ‘threat’ of   English. Journal of Multilingual and Multicultural Development, 33(5), 429-447. 

Gee, J. P. (1991). What is literacy? In C. Mitchell & K. Weiler(Eds.), Rewriting literacy: Culture and the discourse of the other(pp.   3-11). New York: Bergin & Garvey. 

Gibson, J. J. (1979). The theory of affordances The Ecological Approach to Visual Perception(pp. 127-143). Boston: Houghton   Miffin.

Kuteeva, M., & Airey, J. (2014). Disciplinary Differences in the Use of English in Higher Education: Reflections on Recent Policy   Developments  Higher Education, 67(5), 533-549. doi:10.1007/s10734-013-9660-6

Lea, Mary R., & Street, Brian V. (1998). Student writing in higher education: An academic literacies approach. Studies in Higher   Education, 23(2), 157-172. 

Linder, A., Airey, J., Mayaba, N., & Webb, P. (2014). Fostering Disciplinary Literacy? South African Physics Lecturers’ Educational   Responses to their Students’ Lack of Representational Competence. African Journal of Research in Mathematics, Science   and Technology Education, 18(3), 242-252. doi:10.1080/10288457.2014.95329

Lindström, C. (2011). Analysingknowledge and teaching practices in physics. Presentation 21 November 2011 Invited speaker:   Department of Physics and Astronomy, Uppsala University, Sweden. 

Martin, J. R. (2011). Bridging troubled waters: Interdisciplinarityand what makes it stick. In F. Christie & K. Maton(Eds.),   Disciplinarity(pp. 35-61). London: Continuum International Publishing. 

Norris, Stephen P., & Phillips, Linda M. (2003). How literacy in its fundamental sense is central to scientific literacy. Science  Education, 87(2), 224-240. 

Roberts, D. (2007). Scientific literacy/science literacy: Threats and opportunities. In S. K. Abell& N. G. Lederman (Eds.), Handbook  of research on science education(pp. 729-780). Mahwah, New Jersey: Lawrence Erlbaum Associates.

Salö, L. (2010). Engelskaellersvenska? En kartläggning av språksituationen inom högre utbildning och forskning [English or Swedish? A survey of the language situation in higher education and research]. Stockholm: Språkrådet. 

Swales, J., & Feak, C. (2004). Academic Writing for Graduate Students: Essential tasks and skills. Ann Arbor: University of Michigan

Thøgersen, J., & Airey, J. (2011). Lecturing undergraduate science in Danish and in English: A comparison of speaking rate and rhetorical style. English for Specific Purposes, 30(3), 209-221.

Ort, förlag, år, upplaga, sidor
Stockholm University, 2018.
Nyckelord [en]
Disciplinary literacy, University teaching
Nationell ämneskategori
Didaktik Jämförande språkvetenskap och allmän lingvistik
Forskningsämne
Fysik med inriktning mot fysikens didaktik
Identifikatorer
URN: urn:nbn:se:uu:diva-373500OAI: oai:DiVA.org:uu-373500DiVA, id: diva2:1278705
Konferens
Centre for Academic English Seminar Series. 12th Nov 2018
Tillgänglig från: 2019-01-14 Skapad: 2019-01-14 Senast uppdaterad: 2019-01-21Bibliografiskt granskad

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