Faculty Academic English Program (FAE)

Permanent URI for this collectionhttps://hdl.handle.net/11693/115555

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Browsing Faculty Academic English Program (FAE) by Subject "Higher education"

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    Burrowing into the reciprocal learning collaboration of two instructors in an English-medium university in Turkey
    (Routledge, 2012) Mitton-Kűkner, J.; Akyüz, Ç.
    This paper explores the authors' experiences as an early career teacher educator and English-language instructor in an English-medium university in Turkey. The theoretical framework shaping their collaboration draws upon a narrative view of teacher knowledge as an embodiment of teachers' experiences in schools in close relationship with their identities. Inquiring into moments that disrupted what the authors knew as instructors, they demonstrate how thinking narratively was vital to their professional development and understanding of the complexities shaping the backdrop of their higher educational context. They situate their learning in the field of professional development at the university level and propose that thinking narratively enables instructors across the career phases and disciplines to draw upon their range of experiences in ways that offer potential opportunities for support, reflection and self-growth. This interactive process, the authors suggest, suits the aim of professional teacher development and emphasizes reciprocal learning possibilities for early career and experienced instructors working collaboratively. © 2012 Copyright Teacher Development.
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    Talking about talk: tutor and student expectations of oracy skills in higher education
    (Routledge, 2021-03-23) Heron, M.; Dippold, D.; Hosein, A.; Sullivan, A. K.; Aksit, Tijen; Aksit, Necmi; Doubleday, J.; McKeown, K.
    Although participation in academic speaking events is a key to developing disciplinary understanding, students for whom English is a second language may have limited access to these learning events due to an increasingly dialogic and active higher education pedagogy which places considerable demands on their oracy skills. Drawing on the Oracy Skills Framework we explore disciplinary tutors’ and students’ expectations of oracy skills required for disciplinary study. An analysis of both quantitative and qualitative data found that disciplinary tutors placed importance on the cognitive dimension of oracy skills such as argumentation and asking questions, whilst students placed importance on linguistic accuracy. The findings also suggest that tutors and students lack a shared metalanguage to talk about oracy skills. We argue that a divergence of expectations and lack of shared terminology can result in compromising students’ access to valuable classroom dialogue. The paper concludes with a number of practical suggestions through which both tutors and students can increase their understanding of oracy skills.