Group items matching

in title, tags, annotations or url

This paper investigates the oracy (listening/speaking) genres enacted in an undergraduate entry point unit in the internationalised university and the kind of knowledges these genres elicit and perform. Focusing on a series of lectures in a business studi

New Zealand's literacy strategy seeks to translate into reality the broad policy goals of equipping all New Zealanders with the knowledge, skills and values to be successful citizens of the twenty-first century. The central policy concern is reflected in

This article surveys the challenges college teachers in the United States will likely face in the near future and argues that overtly political attacks from the Right may be less important than the erosion of tenure entailed in universities' overuse of ad

With the long-term decline in the cultural capital of literature and a steep decline in tenure-track hires in literary studies, faculty across English are rethinking their relationship to writing. As interest in digital media grows, together with rising e

This article argues that students still must be encouraged to participate in active, interpretive communities that build viable textual meanings in literature classes (and elsewhere). It questions how instructors in student-centered classrooms negotiate t

More than 65 million youth (ages 15-29) live in the countries that make up Mercosur: Argentina, Brazil, Paraguay and Uruguay. Despite the socioeconomic situation, they have projects, dreams and an enormous capacity to contribute to human development in th

Yet perhaps there is an alternative to this binary in writing that twists English literacy into new forms and deformations, that turns "English" proper into something else-in writing that inflects, bastardizes, and hybridizes English with other tongues. C

Australian universities have been active participants in the transnational education market over the past twenty years. Many Australian universities have structured various forms of franchising arrangements with universities and other education providers,

This article argues that English faculty do not avail themselves sufficiently of research on cognition and learning in their classrooms or in their training of graduate students. The tenets of brain-based learning would enhance our ability to teach practi