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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)

Published: 2014-09-06

Editorial

Introduction to special issue: Key thinkers, key theories: The contribution of theory to academic language and learning practice (Part 2)

Rosemary Clerehan, Andrew Johnson, Tim Moore, Janne Morton, Neomy Storch, Celia Thompson

E1-E3
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Invited Article

“This is not a Key Thought”

Emily Purser

A124-A127
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Research Articles

Where is the subject? Rhetorical genre theory and the question of the writer

Anne Freadman

A1-A11
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Student “Ownership” of language: a perspective drawn from Bakhtin and Derrida

Steve Price

A12-A22
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The place of Benesch’s critical English for academic purposes in the current practice of academic language and learning

Ben Fenton-Smith

A23-A33
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A TALL order? Legitimation Code Theory for academic language and learning

Karl Maton

A34-A48
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Gadamer and ALL: A hermeneutic understanding of Academic Language and Learning

Robin McCormack

A49-A61
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Complexity thinking in ALL practice

Reva Ramiah

A62-A71
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Academically literate/Queerly literate

Lucy Nicholas

A72-A83
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The provocations of Luce Irigaray

Ann-Marie Priest

A84-A90
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Scaffolding theory: High challenge, high support in Academic Language and Learning (ALL) contexts

Kate Wilson, Linda Devereux

A91-A100
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Bakhtin’s theory of heteroglossia/intertextuality in teaching academic writing in higher education

Meeta Chatterjee-Padmanabhan

A101-A112
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Developing effective pedagogies of grammar: The two-in-one approach

Maya Gunawardena

A113-A123
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