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Academic language and learning practice: Reflections on what, how and why
Workshop for new to Academic Language and Learning (ALL) colleagues
Bronwyn JamesUniversity of Wollongong
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Workshop objectives
• identify the ways in which we ‘do’ academic language and learning and what drives these particular ways of working (the makeup of student cohorts, contextual enablers and constraints, theoretical framings, history, our own views of who we are professionally and our roles in the university ...)
• identify differences and similarities in the ways in which we work in our individual institutional settings
• reflect critically on the ways in which we work/ ‘do’ academic language and learning teaching/practice
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Workshop Plan
• Introductions• Why focus on practice?
– Theorising practice.– Lillis’ article– Towards a more critical scholarship of ALL practice ‘mapping the field in multiple ways that allow its diversity to be
deployed knowingly in the ongoing re-invention of the academy’ (Lee and McWilliam, 2008,p.76)
• Talking/writing about practice– Individual and pair work– Group discussion
• Publication?
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Why focus on Practice?
• Database of ALL practice
• Identity work/disciplinarity work?‘mapping the field in multiple ways’
Lee, A., & McWilliam, E. (2008). What game are we in? Living with academic development International Journal of Academic Development, 13(1), 67-77.
• Common Practices – Individual consultation – Subject integrated/embedded ALL work
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ALL practice – simply what we do or a diverse and complex field …?
• Practices involve:– Actors– Actions– Settings– Tools and artefacts– Rules– Roles– Relationships (Lee and Boud,2009, p. 15)
Boud, D. and Lee, A.(Eds) (2009). Framing doctoral education as practice. Changing practices of doctoral education. London and New York, Routledge
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ALL practice – social, mediated dynamic, changing
Always social in the sense of being part of and contributing to a wider social array of practices and values about what and who counts/makes
sense
Mediated by local and global contexts (our individual
workplaces, current HE agendas- quality assurance, standards, English language proficiency
statements and policy, changing mix of student cohorts …)
What comes to be seen as a ‘legitimate’ ALL practice – ‘what
makes sense’ at any one moment in HE
(James, 2011)
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‘to work towards opening up a design
space built on academic literacies critique’
‘offer a brief overview of the different approaches to student
academic writing in higher education in the UK, the
conceptualisations of language implicit in them and their
relationship to the broader institutional goals of higher
education’
‘call for dialogue rather than monologue or
dialectic to be at the centre of an academic
literacies stance’
Why Lillis?Lillis, T. (2003). Student writing as ‘Academic Literacies’: Drawing on Bakhtin to move from
critique to design. Language and Education 17(3), 192-207.
Lillis,2003, pp192-193
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Can you use this table?
Lillisp.194
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One of multiple ways of mapping ALL practice
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Talking/writing about practice
Use the table and the practice DB form to write a description of one of your practices– Individual consultations– Integrated embedded work
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Talking/writing about practice
Pair up and ask each of about what you have written:– Is there more to write?– Is this an innovative practice?– Would you describe this practice differently if you were
using it as an exemplar of your teaching excellence?– Would you describe it differently if you were using it as
an exemplar of the teaching research nexus?– Would you describe it differently if you were
representing it to a university committee (promotions etc …)?
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Talking/writing about practice
Change the student cohort
- What changes on the PDF?- What changes in the table?
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How would you represent what you do?
• Where would you place your practice on the table?
• Does it easily fit here or is it more hybrid or fluid?• What would you change and keep in Lillis’ table-
are there other things to be considered here?• What are the ‘official discources’ operating in
your institution/national context- can you name them in some way?
• How do these discourses impact your practice?
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Reflections on this workshop
• What did you get from this workshop?• Would you describe your work in different or
similar ways now?– Why?– Publication?