Vol. 8 No. 1 (2014): Special Issue: Key thinkers, key theories: The contribution of theory to academic language and learning practice (Pt. 1)

Published: 2014-02-22

Editorial

Introduction to special issue: Key thinkers, key theories: The contribution of theory to academic language and learning practice (Part 1)

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

E1-E3
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Research Articles

Theorising academic language and learning: Past, present and future

Gordon Taylor

A1-A13
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Rethinking what it means to write: A contribution from Judith Butler

Bronwyn James

A14-A23
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Feedback on writing in the supervision of postgraduate students: Insights from the work of Vygotsky and Bakhtin

Janne Morton, Neomy Storch, Celia Thompson

A24-A36
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Conversing with subjects: Applying Paul Ricoeur’s hermeneutics to pedagogical and academic language and learning practice

Glenda Ballantyne

A37-A47
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How do postgraduate students recontextualise “doing research” as a social practice? A critical analysis using Van Leeuwen’s socio-semantic model

Antoon de Rycker

A48-A61
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Deleuze’s philosophy of difference and its implications for ALL practice

Steve Johnson

A62-A69
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Using Bourdieu to think about the Tertiary Learning Advice Consultation

Mary Roberts, Kirsten Reid

A70-A82
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Rhetorical genre theory and academic literacy

Anthony Paré

A83-A94
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Wittgenstein, Williams and the terminologies of higher education: a case study of the term ‘critical’

Tim Moore

A95-A108
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Engeström’s activity theory as a tool to analyse online resources embedding academic literacies

Monica Behrend

A109-A120
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“Telling” insights from experience: Establishing resonance with readers, theory, and participants

Kate Chanock

A121-A129
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