“What kind of paper do you want from us?”: developing genre knowledge in one Kazakhstani university postgraduate school

Drawing on the Academic Literacies perspectives of Lea and Street and key genre theorists, this mixed-methods case study explored multilingual student experiences of academic literacy practices in one postgraduate social-science school in an English-medium university in Kazakhstan. Two questions gu...

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Autores principales:	Philip Montgomery, Jason Sparks, Bridget Goodman
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2019
Materias:	academic literacies systemic functional linguistics genre feedback task guidelines scaffolding Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/7bf0bc010e81498e8f1b263c4ae2eb57
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spelling	oai:doaj.org-article:7bf0bc010e81498e8f1b263c4ae2eb572021-11-29T14:02:32Z“What kind of paper do you want from us?”: developing genre knowledge in one Kazakhstani university postgraduate school10.47408/jldhe.v0i15.5421759-667Xhttps://doaj.org/article/7bf0bc010e81498e8f1b263c4ae2eb572019-11-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/542https://doaj.org/toc/1759-667X Drawing on the Academic Literacies perspectives of Lea and Street and key genre theorists, this mixed-methods case study explored multilingual student experiences of academic literacy practices in one postgraduate social-science school in an English-medium university in Kazakhstan. Two questions guided the research: (1) To what extent and in what ways do students develop genre knowledge in their school EMI contexts?; (2) Which pedagogical approaches and strategies do students identify as beneficial in supporting genre knowledge development? The study found students developed genre awareness for research-related literacy practices, involving field-, tenor- and mode-related genre knowledge. The study also found student capacity to apply genre knowledge successfully across a range of text genres. Another finding was that challenge and success in genre knowledge development was a function of the extent of explicit feedback from instructors and peers and explicit assignment expectations. Each of our findings are consistent with the critique and recommendations of Lea and Street (1998; 2006) on the importance of a situated approach to developing student academic literacy practice that accounts for the larger institutional contexts and epistemological traditions in which those practices have meaning. These findings have important value for discussions and debates on student academic literacy learning and practice in higher education in Kazakhstan, across Central Asia and in other countries where policies for internationalization and research universities are rapidly transforming higher education literacy practice in the current era of globalization. Philip MontgomeryJason SparksBridget GoodmanAssociation for Learning Development in Higher Education (ALDinHE)articleacademic literaciessystemic functional linguisticsgenrefeedbacktask guidelinesscaffoldingTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 15 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	academic literacies systemic functional linguistics genre feedback task guidelines scaffolding Theory and practice of education LB5-3640
spellingShingle	academic literacies systemic functional linguistics genre feedback task guidelines scaffolding Theory and practice of education LB5-3640 Philip Montgomery Jason Sparks Bridget Goodman “What kind of paper do you want from us?”: developing genre knowledge in one Kazakhstani university postgraduate school
description	Drawing on the Academic Literacies perspectives of Lea and Street and key genre theorists, this mixed-methods case study explored multilingual student experiences of academic literacy practices in one postgraduate social-science school in an English-medium university in Kazakhstan. Two questions guided the research: (1) To what extent and in what ways do students develop genre knowledge in their school EMI contexts?; (2) Which pedagogical approaches and strategies do students identify as beneficial in supporting genre knowledge development? The study found students developed genre awareness for research-related literacy practices, involving field-, tenor- and mode-related genre knowledge. The study also found student capacity to apply genre knowledge successfully across a range of text genres. Another finding was that challenge and success in genre knowledge development was a function of the extent of explicit feedback from instructors and peers and explicit assignment expectations. Each of our findings are consistent with the critique and recommendations of Lea and Street (1998; 2006) on the importance of a situated approach to developing student academic literacy practice that accounts for the larger institutional contexts and epistemological traditions in which those practices have meaning. These findings have important value for discussions and debates on student academic literacy learning and practice in higher education in Kazakhstan, across Central Asia and in other countries where policies for internationalization and research universities are rapidly transforming higher education literacy practice in the current era of globalization.
format	article
author	Philip Montgomery Jason Sparks Bridget Goodman
author_facet	Philip Montgomery Jason Sparks Bridget Goodman
author_sort	Philip Montgomery
title	“What kind of paper do you want from us?”: developing genre knowledge in one Kazakhstani university postgraduate school
title_short	“What kind of paper do you want from us?”: developing genre knowledge in one Kazakhstani university postgraduate school
title_full	“What kind of paper do you want from us?”: developing genre knowledge in one Kazakhstani university postgraduate school
title_fullStr	“What kind of paper do you want from us?”: developing genre knowledge in one Kazakhstani university postgraduate school
title_full_unstemmed	“What kind of paper do you want from us?”: developing genre knowledge in one Kazakhstani university postgraduate school
title_sort	“what kind of paper do you want from us?”: developing genre knowledge in one kazakhstani university postgraduate school
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2019
url	https://doaj.org/article/7bf0bc010e81498e8f1b263c4ae2eb57
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“What kind of paper do you want from us?”: developing genre knowledge in one Kazakhstani university postgraduate school

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