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Vol 8, No 1 (2014)

Special Issue: Key thinkers, key theories: The contribution of theory to academic language and learning practice (Pt. 1)

Table of Contents

Editorial

Introduction to special issue: Key thinkers, key theories: The contribution of theory to academic language and learning practice (Part 1) PDF
Rosemary Clerehan, Andrew Johnson, Tim Moore, Janne Morton, Neomy Storch, Celia Thompson E1-E3

Research Articles

Theorising academic language and learning: Past, present and future PDF
Gordon Taylor A1-A13
Rethinking what it means to write: A contribution from Judith Butler PDF
Bronwyn James A14-A23
Feedback on writing in the supervision of postgraduate students: Insights from the work of Vygotsky and Bakhtin PDF
Janne Morton, Neomy Storch, Celia Thompson A24-A36
Conversing with subjects: Applying Paul Ricoeur’s hermeneutics to pedagogical and academic language and learning practice PDF
Glenda Ballantyne A37-A47
How do postgraduate students recontextualise “doing research” as a social practice? A critical analysis using Van Leeuwen’s socio-semantic model PDF
Antoon de Rycker A48-A61
Deleuze’s philosophy of difference and its implications for ALL practice PDF
Steve Johnson A62-A69
Using Bourdieu to think about the Tertiary Learning Advice Consultation PDF
Mary Roberts, Kirsten Reid A70-A82
Rhetorical genre theory and academic literacy PDF
Anthony Paré A83-A94
Wittgenstein, Williams and the terminologies of higher education: a case study of the term ‘critical’ PDF
Tim Moore A95-A108
Engeström’s activity theory as a tool to analyse online resources embedding academic literacies PDF
Monica Behrend A109-A120
“Telling” insights from experience: Establishing resonance with readers, theory, and participants PDF
Kate Chanock A121-A129


ISSN: 1835-5196