The analytical lens: developing undergraduate students’ critical dispositions in undergraduate EAP writing courses

Brooke, Mark ORCID: 0000-0002-3071-6806, Monbec, Laetitia and Tilakaratna, Namala (2019) The analytical lens: developing undergraduate students’ critical dispositions in undergraduate EAP writing courses. Teaching in Higher Education, 24 (3). pp. 428-443. doi:10.1080/13562517.2018.1534822

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Abstract

This paper comprises findings from three parallel case studies within the broad framework of English for Academic Purposes (EAP). These provide results from classroom-based action research conducted over two years working with Semantics, Specialisation and axiological cosmologies from Legitimation Code Theory (LCT). Each author shares how one or both of these LCT dimensions have guided their practice in the teaching of English for academic writing and specifically, the development of their students’ critical dispositions by teaching them how to apply lenses to analyse texts so that they may make informed judgements. Data from classroom interventions and student writing are provided. It is hoped that this paper elicits further discussion in the growing field of applying LCT and may draw attention to the role of the EAP teacher as expert in linguistics and the need to focus more on knowledge in EAP writing courses.

Item Type:	Article
Article Type:	Article
Uncontrolled Keywords:	Legitimation code theory; specialisation; semantics; axiological cosmologies; critical dispositions
Subjects:	L Education > L Education (General) P Language and Literature > PE English
Divisions:	Schools and Research Institutes > School of Education and Science
Research Priority Areas:	Society and Learning
Depositing User:	Mark Brooke
Date Deposited:	25 Oct 2023 11:31
Last Modified:	25 Oct 2023 11:45
URI:	https://eprints.glos.ac.uk/id/eprint/13164

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