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Vol. 10 No. 1 (2016): Special Issue: Proceedings of the 12th Biennial Conference of the Association for Academic Language and Learning

Published: 2016-01-30

Editorial

Introduction to the Special Issue

Alisa Percy, Joanne Dearlove

E1-E3
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Research Articles

International student transitioning experiences: Student voice

Sally Ann Ashton-Hay

A1-A19
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“Your brain just freaks out!” – Understanding VET articulants’ transition experience using Bourdieu’s notions of habitus and field

Pamela Delly

A20-A34
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Student-facilitated transition: Fostering empowered collectives

Clare Power, Evelyn Hibbert

A35-A47
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The ‘training wheels’ of academic essay writing: Considered, coordinated and collaborative use of writing models for commencing HE students

John Hamilton

A48-A56
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Failing quantitative literacy: But who is failing? Students or universities?

Jennifer Boreland

A57-A68
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The role and positioning of numeracy in Australian universities – does it matter?

Lesley Wilkins

A69-A86
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Looking for the invisible: The case of EALD Indigenous students in higher education

Ganesh Koramannil

A87-A100
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Modelling interdisciplinary collaboration to build cultural competence and academic literacy

Arlene Harvey, Gabrielle Russell-Mundine, Eliot Hoving

A101-A117
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“It’s not my job to teach writing”: Activity theory analysis of [invisible] writing practices in the engineering curriculum practices in the engineering curriculum

Rosalie Goldsmith, Keith Willey

A118-A129
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Connecting emerging perspectives on learning and complementary perspectives on language

Steve Johnson

A130-A140
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Academic Language Feedback toolkit: Making progress with post-entry language skills development

Anna Podorova

A141-A154
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The critical nexus: Linked practices in reading, thinking and writing to develop discourse competency

Karen Orr Vered

A155-A168
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Straddling two worlds: How academic literacy can inform discipline-specific teaching

Joanne Yoo

A169-A178
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Grademark: Friend or foe of academic literacy?

Caroline Henderson-Brooks

A179-A190
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Purpose, Meaning and Alignment: Dual frameworks to scaffold understanding and design of assessment to enhance the student and teacher experience

Amanda Janssen, Roslyn Rowen

A191-A205
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Bridge over troubled water: A literacy approach to using Turnitin

Vivien Silvey, Tess Snowball, Thuy Do

A206-A222
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You want me to check your grammar again? The usefulness of an online grammar checker as perceived by students

Michelle Rose Cavaleri, Saib Dianati

A223-A236
- PDF