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RESEARCH PRODUCT

What Counts as ‘Good’ Academic Writing? The Interplay of Writing Norms in International Higher Education

Laura Mccambridge

subject

Higher educationbusiness.industrymedia_common.quotation_subjectEnglish for specific purposesAcculturationEnglish as a lingua francaPedagogyAcademic writingSociologyIdeologyOfficial languagebusinessDisciplinemedia_common

description

English medium instruction (EMI) programmes have become common contexts of English use for academic purposes worldwide. They tend to combine students and teachers with very varied linguistic, national and academic backgrounds who use English as a lingua franca rather than the official language of the institution. In this chapter, I discuss literature on the interplay of different kinds of norms for academic writing relevant to EMI contexts (e.g. linguistic, cultural, disciplinary), whilst providing examples from an ethnographically oriented study of academic literacy on an international master’s programme in Finland (reported on previously e.g. in McCambridge, Norms and ideologies of academic writing on an international Master’s programme in Finland, 2019; English for Specific Purposes 54:110–126, 2019). I conclude by emphasizing the importance of contested knowledge construction in students’ academic literacy development, in comparison to models based on foreign language learning or acculturation.

yearjournalcountryeditionlanguage
2021-01-01
https://doi.org/10.1007/978-3-030-62877-2_4