The DOI matches its Crossref record; 14 of the 14 references it cites were found in a registry or an index.
Interactional Conflicts among Audience, Purpose, and Content Knowledge in the Acquisition of Academic Literacy in an EAP Course
Abstract
The issues of authentic context and authoritative ethos are explored through a study of a graduate student learning to write for mathematics within the context of an English for academic purposes (EAP) course. The student faced conflicts about audience, purpose, and content knowledge as she was required to write math texts within what she perceived was an inauthentic context, an English as a second language (ESL) course. She questioned the purpose of the writing tasks as well as why an ESL instructor was teaching her to write for math, and she addressed the conflicts by writing for the instructor's discourse community and expectations, rather than her own, to earn a grade for the course. The text the student created was thus inauthentic within her own discourse community and lacked her voice of authority. These findings question the validity of EAP courses and raise several issues, especially in terms of the transferability of skills from EAP to content courses.
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“Likewise, if ESL instructors do not consider the disciplinary literacy practices (Hansen, 2000) of their students, then it may be easy for ESL instructors to position or view themselves as solely language instructors, as though language can be separated from content.”
From Translanguaging-as-Resource: University ESL Instructors' Language Orientations and Attitudes Toward Translanguaging (2019) · cites this paper as Hansen, 2000
Citations
Cites
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Cited by
Yasuda, S. (2011) · Journal of Second Language Writing · doi:10.1016/j.jslw.2011.03.001 · Cited by 286
Transfer of Learning Transformed
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Metadata
- Authors
- HANSEN, J. G.
- Affiliations
- The Ohio State University (US)
- Corresponding author
- HANSEN, JETTE G.
- Venue
- Written Communication
- Publisher
- SAGE Publications
- Published
- 2000-01
- Volume
- 17
- Issue
- 1
- Pages
- 27-52
- ISSN
- 0741-0883 (ISSN-L)
- 1552-8472
- OpenAlex
- W2036424327
- Cited by
- 44
- References
- 14
- Citations by year
- 2026: 1 · 2023: 1 · 2022: 2 · 2020: 1 · 2019: 3 · 2018: 1 · 2017: 2 · 2016: 1 · 2015: 1 · 2014: 3 · 2013: 2 · 2012: 3
- FWCI
- 32.56
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Written Communication (publishedVersion)
- Topics
- Social Sciences › Linguistics and Language › Discourse Analysis in Language Studies
- Social Sciences › Education › Linguistics and Education Research
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Keywords
- English for academic purposes, academic literacy, discourse communities, graduate student writing, mathematical writing, ESL teaching, transfer of writing skills
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- HANSEN, J. G. (2000). Interactional Conflicts among Audience, Purpose, and Content Knowledge in the Acquisition of Academic Literacy in an EAP Course. Written Communication. https://doi.org/10.1177/0741088300017001002
