Abstract
Green concludes the book, drawing together the threads of the argument and discusses its implications for policy-makers and academics in higher education institutions in the GCC. Green suggests that to make English-medium instruction work for students with low English language proficiencies higher education institutions need to consider an integrated content and literacy curriculum and to facilitate the introduction of a language-aware pedagogy. Green also considers the wider implications, for higher education in the UK and other countries where English remains the majority first language. Although problems may be less acute, an integration of literacy and content instruction might also benefit higher education in the UK.
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Green, S. (2020). Conclusion. In: Scaffolding Academic Literacy with Low-Proficiency Users of English. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-39095-2_6
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DOI: https://doi.org/10.1007/978-3-030-39095-2_6
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