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Vol 8, No 3 (2014)

Special Issue: Key thinkers, key theories: The contribution of theory to academic language and learning practice (Pt. 2)

Table of Contents

Editorial

Introduction to special issue: Key thinkers, key theories: The contribution of theory to academic language and learning practice (Part 2) PDF
Rosemary Clerehan, Andrew Johnson, Tim Moore, Janne Morton, Neomy Storch, Celia Thompson E1-E3

Research Articles

Where is the subject? Rhetorical genre theory and the question of the writer PDF
Anne Freadman A1-A11
Student “Ownership” of language: a perspective drawn from Bakhtin and Derrida PDF
Steve Price A12-A22
The place of Benesch’s critical English for academic purposes in the current practice of academic language and learning PDF
Ben Fenton-Smith A23-A33
A TALL order? Legitimation Code Theory for academic language and learning PDF
Karl Maton A34-A48
Gadamer and ALL: A hermeneutic understanding of Academic Language and Learning PDF
Robin McCormack A49-A61
Complexity thinking in ALL practice PDF
Reva Ramiah A62-A71
Academically literate/Queerly literate PDF
Lucy Nicholas A72-A83
The provocations of Luce Irigaray PDF
Ann-Marie Priest A84-A90
Scaffolding theory: High challenge, high support in Academic Language and Learning (ALL) contexts PDF
Kate Wilson, Linda Devereux A91-A100
Bakhtin’s theory of heteroglossia/intertextuality in teaching academic writing in higher education PDF
Meeta Chatterjee-Padmanabhan A101-A112
Developing effective pedagogies of grammar: The two-in-one approach PDF
Maya Gunawardena A113-A123

Invited Article

“This is not a Key Thought” PDF
Emily Purser A124-A127


ISSN: 1835-5196