Using learner diaries to explore learner relations to knowledge on an English for General Academic Purposes pre-sessional

Abstract

Knowledge, in the sense of explicit knowledge about language or about subject content, is becoming increasingly foregrounded in the research and practice of English for Academic Purposes (EAP).  Although EAP has traditionally been blind to knowledge, focusing instead on language and skills development (Monbec, 2018), EAP courses are well placed to make explicit to students legitimated language practice AND legitimated knowledge practice. This paper reports on a study that used diaries to make knowledge practices more visible with a group of 25 EAP pre-sessional postgraduate learners. Legitimation Code Theory (LCT) was used to develop a translation device to enable the analysis of the learner diaries. The data reveals that foregrounding knowledge helps focus learners on knowledge, making their acquisition of it more visible. This in turn develops learners into more valorised knowers in a UK HE context.  The study has implications for future practice in English for General Academic Purposes (EGAP) in particular, and EAP more widely.