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Bridging disciplinary knowledge: the challenge of integrating EAP in business education

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Bridging disciplinary knowledge: the challenge of integrating EAP in business education. / Tann, Ken; Scott, Andrew.
In: Higher Education, Vol. 81, No. 3, 01.03.2021, p. 453-470.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Tann, K & Scott, A 2021, 'Bridging disciplinary knowledge: the challenge of integrating EAP in business education', Higher Education, vol. 81, no. 3, pp. 453-470. https://doi.org/10.1007/S10734-020-00551-0

APA

Tann, K., & Scott, A. (2021). Bridging disciplinary knowledge: the challenge of integrating EAP in business education. Higher Education, 81(3), 453-470. https://doi.org/10.1007/S10734-020-00551-0

Vancouver

Tann K, Scott A. Bridging disciplinary knowledge: the challenge of integrating EAP in business education. Higher Education. 2021 Mar 1;81(3):453-470. Epub 2020 May 6. doi: 10.1007/S10734-020-00551-0

Author

Tann, Ken ; Scott, Andrew. / Bridging disciplinary knowledge : the challenge of integrating EAP in business education. In: Higher Education. 2021 ; Vol. 81, No. 3. pp. 453-470.

Bibtex

@article{e5f8222165344d85811161c7f13ab81d,
title = "Bridging disciplinary knowledge: the challenge of integrating EAP in business education",
abstract = "The growing market of international students puts increasing pressure on higher education providers to also provide language support, as students from non-English speaking background face the dual challenge of developing their English language proficiency alongside their subject content. However, there is little research on how knowledge about language is actually integrated with content knowledge in practice or how such an integration can be supported by curriculum design. Using a case study of a popular academic language support program implemented in an Australian university, this paper examines the relationship between academic literacy and business ethics as two distinct forms of disciplinary knowledge, to investigate how the complexity of their integration is managed dynamically in the classroom. In this study, we draw on Legitimation Code Theory to analyze the role of language in constructing discipline-specific knowledge. Our findings suggest that students do not automatically understand the relevance of language support and that shifting knowledge practices during classroom interaction can enhance students{\textquoteright} motivation as well as help students to relate their knowledge about language to the discipline.",
keywords = "Academic literacy, Curriculum design, Legitimation Code Theory, Genre pedagogy, Business study, EAP",
author = "Ken Tann and Andrew Scott",
year = "2021",
month = mar,
day = "1",
doi = "10.1007/S10734-020-00551-0",
language = "English",
volume = "81",
pages = "453--470",
journal = "Higher Education",
issn = "0018-1560",
publisher = "Springer Netherlands",
number = "3",

}

RIS

TY - JOUR

T1 - Bridging disciplinary knowledge

T2 - the challenge of integrating EAP in business education

AU - Tann, Ken

AU - Scott, Andrew

PY - 2021/3/1

Y1 - 2021/3/1

N2 - The growing market of international students puts increasing pressure on higher education providers to also provide language support, as students from non-English speaking background face the dual challenge of developing their English language proficiency alongside their subject content. However, there is little research on how knowledge about language is actually integrated with content knowledge in practice or how such an integration can be supported by curriculum design. Using a case study of a popular academic language support program implemented in an Australian university, this paper examines the relationship between academic literacy and business ethics as two distinct forms of disciplinary knowledge, to investigate how the complexity of their integration is managed dynamically in the classroom. In this study, we draw on Legitimation Code Theory to analyze the role of language in constructing discipline-specific knowledge. Our findings suggest that students do not automatically understand the relevance of language support and that shifting knowledge practices during classroom interaction can enhance students’ motivation as well as help students to relate their knowledge about language to the discipline.

AB - The growing market of international students puts increasing pressure on higher education providers to also provide language support, as students from non-English speaking background face the dual challenge of developing their English language proficiency alongside their subject content. However, there is little research on how knowledge about language is actually integrated with content knowledge in practice or how such an integration can be supported by curriculum design. Using a case study of a popular academic language support program implemented in an Australian university, this paper examines the relationship between academic literacy and business ethics as two distinct forms of disciplinary knowledge, to investigate how the complexity of their integration is managed dynamically in the classroom. In this study, we draw on Legitimation Code Theory to analyze the role of language in constructing discipline-specific knowledge. Our findings suggest that students do not automatically understand the relevance of language support and that shifting knowledge practices during classroom interaction can enhance students’ motivation as well as help students to relate their knowledge about language to the discipline.

KW - Academic literacy

KW - Curriculum design

KW - Legitimation Code Theory

KW - Genre pedagogy

KW - Business study

KW - EAP

U2 - 10.1007/S10734-020-00551-0

DO - 10.1007/S10734-020-00551-0

M3 - Journal article

VL - 81

SP - 453

EP - 470

JO - Higher Education

JF - Higher Education

SN - 0018-1560

IS - 3

ER -