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Scaffolding the Construction of Academic Literacies

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Scaffolding Academic Literacy with Low-Proficiency Users of English

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Abstract

Green considers key policy questions in the planning of academic literacy instruction in higher education. Green first considers the nature of scaffolding in academic literacy and then considers three questions: Who should receive academic literacy instruction? How discipline-specific should academic literacy instruction be? What focal areas should academic literacy instruction consider? Green argues for universal academic literacy instruction; for discipline-specific instruction; and for instruction that focuses on context, genre and rhetorical practice.

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Notes

  1. 1.

    https://library.leeds.ac.uk/info/1401/academic_skills.

  2. 2.

    https://www.llc.leeds.ac.uk/.

  3. 3.

    https://www.leeds.ac.uk/info/130567/language_centre.

  4. 4.

    http://www.oaaa.gov.om/Program.aspx#GeneralFoundation.

  5. 5.

    https://www.cas.edu.om/#.

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  1. School of Education, University of Leeds, Leeds, West Yorkshire, UK

    Simon Green

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Correspondence to Simon Green .

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Green, S. (2020). Scaffolding the Construction of Academic Literacies. In: Scaffolding Academic Literacy with Low-Proficiency Users of English. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-39095-2_3

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  • DOI: https://doi.org/10.1007/978-3-030-39095-2_3

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