Overview
- Presents case studies from content based instruction in an Asian tertiary setting
- Combines theory and practice for content based instruction through an action-research structure
- Demonstrates how practitioners can explore essential questions related to pedagogy and materials development
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About this book
This book presents research initiatives by tutors involved in a content-based instruction context as part of the University Town writing programme, National University of Singapore, which is an interdisciplinary programme designed to teach first- and second-year undergraduate students how to conduct academic research and write evidence-based research papers. It presents research the tutors conducted within the dual fields of teaching discipline-specific content and developing students’ academic literacy. The book focuses mainly on pedagogy and material development in this context. It shares the tutors' scholarship of teaching and learning experiences from this programme through presenting action research from the classroom, demonstrating constructive cycles of praxis, which are then evaluated using student texts and student feedback. The book draws on academic research literature related to content-based instruction, as well as topics such asfacilitating collaborative peer reviews of assignments, and critical thinking pedagogy. It covers how multi-disciplinary or multi-lingual classrooms of this genre can motivate students to conduct and write up research and provides an overview of how both content and academic literacy is combined at a high level of engagement from an Asian context.
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Keywords
- content based instruction
- content integrated learning
- language integrated learning
- immersion pedagogy
- multi-disciplinary education
- pedagogy and materials development
- English for academic purposes
- genre-based pedagogy
- multimodal discourse analysis
- multiliteracies
- critical pedagogy
- collaborative learning
- problem-based learning
- critical scholar as rhetorical citizen
- student reflective learning
- colour semiotics
- threshold concepts
- critical literacy
- deep learning
- expository writing
Table of contents (13 chapters)
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Front Matter
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Level 1 Modules
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Front Matter
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Level 2 Modules
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Front Matter
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Back Matter
Editors and Affiliations
About the editor
Mark Brooke has been researching and teaching English for academic purposes for the past 25 years in various countries such as Hong Kong, Singapore, the United Kingdom, France, Italy, and the People's Republic of China. In Singapore, he expanded his repertoire to include the Sociology of Sport and has been heavily involved in content-based instruction methodology. He has extensive experience as an author, editor, and reviewer, having published articles in international peer-reviewed journals, authored books, and served on editorial boards.
Bibliographic Information
Book Title: Integrating Content and Language in Higher Education
Book Subtitle: Developing Academic Literacy
Editors: Mark Brooke
DOI: https://doi.org/10.1007/978-981-19-4559-5
Publisher: Springer Singapore
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022
Hardcover ISBN: 978-981-19-4558-8Published: 01 November 2022
Softcover ISBN: 978-981-19-4561-8Published: 02 November 2023
eBook ISBN: 978-981-19-4559-5Published: 31 October 2022
Edition Number: 1
Number of Pages: XXVI, 252
Number of Illustrations: 37 b/w illustrations, 11 illustrations in colour
Topics: Higher Education, Education, general, Research Skills, Writing Skills