Academic Discourse on a Multilingual Campus

  • Ann Davison
  • Eva M. Fernández
  • Sue Lantz Goldhaber
Chapter
Part of the Explorations of Educational Purpose book series (EXEP, volume 11)

Abstract

This chapter offers an overview of an initiative at Queens College designed to engage faculty in productive conversations about academic discourse as we understand and practice it. We begin with a general definition of academic discourse, followed by illustrations of the specific challenges that discourse conventions and technical language present to those outside the target community of practice. We then describe how faculty are working toward making academic discourse accessible to our students, many of whom are first-generation college students and speakers of languages other than English.

References

  1. Aaron Copland School of Music. (2009). Retrieved February 2009, from Aaron Copland School of Music Web site: http://qcpages.qc.cuny.edu/music/.
  2. Ageyev, V. S. (2003). Vygotsky in the mirror of cultural interpretations. In A. Kozulin, B. Gindis, V. S. Ageyev, & S. M. Miller (Eds.), Vygotsky’s educational theory in cultural context (pp. 432–449). Cambridge: Cambridge University Press.Google Scholar
  3. Ahmed, A., Bobb, J., Braun, M., Bushnell-Greiner, M., Erickson, R., Ludman, A., et al. (2004). Toward a reorganization of general education at Queens College. Final report of the President’s Task Force on General Education. Flushing, NY: Queens College, City University of New York, retrieved July 15, 2009, from: http://www.qc.cuny.edu/about/administration/president/Documents/GenEdReport.pdf.Google Scholar
  4. Angelil-Carter, S. (2000). Stolen language? Plagiarism in writing. Harlow, UK: Pearson Education.Google Scholar
  5. Bartholomae, D. (1985). Inventing the university. In M. Rose (Ed.), When a writer can’t write: Studies in writer’s block and other composing process problems (pp. 134–165). New York and London: The Guildford Press.Google Scholar
  6. Bean, J. C. (2001). Engaging ideas: The professor’s guide to integrating writing, critical thinking, and active learning in the classroom. San Francisco, CA: Jossey-Bass.Google Scholar
  7. Bothun, G. (1998). Modern cosmological observations and problems. London, UK: Taylor and Francis.Google Scholar
  8. Cadwallader, A., & Gagné, D. (1998). Analysis of tonal music: A Schenkerian approach. New York, NY: Oxford University Press.Google Scholar
  9. Callis, C. (2009). E-mail communication.Google Scholar
  10. Cohen, D. E. (2001). “The imperfect seeks its perfection”: Harmonic progression, directed motion, and Aristotelian physics. Music Theory Spectrum, 23 (2), 139–169.CrossRefGoogle Scholar
  11. Conley, D. T. (2005). College knowledge: What it really takes for students to succeed and what we can do to get them ready. San Francisco, CA: Jossey-Bass.Google Scholar
  12. Davison, A., & Goldhaber, S. (2007). Integration, socialization, collaboration: Inviting native and non-native English speakers into the academy through “Reacting to the Past”. In J. Summerfield, & C. Benedicks (Eds.), Reclaiming the public university: Conversations on general and liberal education (pp. 143–161). New York, NY: Peter Lang.Google Scholar
  13. Fox, H. (1994). Listening to the world: Cultural issues in academic writing. Urbana, IL: National Council of Teachers of English.Google Scholar
  14. Gagné, D., Goldhaber, S., Nielsen, K., & Gorges, B. (2008). Writing in music. Retrieved February 2009, from Writing in Music Web site: http://qcpages.qc.cuny.edu/Writing/music/.
  15. Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York, NY: Palgrave MacMillan.Google Scholar
  16. Grice, H. P. (1975). Logic and conversation. In P. Cole & J. Morgan (Eds.), Syntax and semantics, Volume 3: Speech acts. New York, NY: Academic Press.Google Scholar
  17. Hall, E. T. (1976). Beyond cultures. Garden City, NY: Doubleday, Anchor Press.Google Scholar
  18. Hamel, R. (2007). The dominance of English in the international scientific periodical literature and the future of language use in science. AILA Review, 20, 53–71.Google Scholar
  19. Harklau, L. (2003, October). Generation 1.5 students and college writing. ERIC Digest, EDO-FL-03-05.Google Scholar
  20. Hymes, D. (1972). On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics (pp. 269–285). Harmondsworth, UK: Penguin Books.Google Scholar
  21. Johns, A. M. (1997). Text, role, and context: Developing academic literacies. Cambridge: Cambridge University Press.Google Scholar
  22. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.Google Scholar
  23. McAuliffe, M. (2008, October 21). E-mail communication.Google Scholar
  24. McBeth, M. (2007). Workshop presented at Annual WAC/WID event. New York, NY.Google Scholar
  25. McClellan, J. E., & Dorn, H. (2006). Science and technoloogy in world history. Baltimore, MD: JHU Press.Google Scholar
  26. Miller, M. (2005). The complete idiot’s guide to music theory. Alpha Books.Google Scholar
  27. Moore-Howard. (1995). Plagiarisms, authorships, and the academic death penalty. College English, 57(7), 788–806.CrossRefGoogle Scholar
  28. Ortmeier-Hooper, C. (2008). English may be my second language, but I’m not ‘ESL’. College Composition and Communication, 59(3), 389–419.Google Scholar
  29. Queens College. (n.d.). Undergraduate Bulletin 2005–2007.Google Scholar
  30. Scott, D. M. (2007). Reforming general education at Queens College. In J. Summerfield & C. Bendedicks (Eds.), Reclaiming the public university: Conversations on general and liberal education (pp. 121–139). New York, NY: Peter Lang.Google Scholar
  31. Stadel, J., & Mendoza, L. (1998). Distances to nearby stars and their motions: An introductory astronomy lab. Retrieved June 9, 2008, from http://www.astro.washington.edu/labs/parallax/.
  32. Turco, A. (2008, July 12). Personal interview. (A. Davison, Interviewer).Google Scholar
  33. Wardle, E. (2004). Can cross-disciplinary links help us teach “academic discourse” in FYC? Across the Disciplines, 2, retrieved July 16, 2008, from http://wac.colostate.edu/atd/articles/wardle2004/index.cfm.
  34. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, UK: Cambridge University Press.Google Scholar
  35. Writing Across the Curriculum. (2009). Faculty Partners. Retrieved February 2009, from Writing Across the Curriculum Web site: http://qcpages.qc.cuny.edu/Writing/facultypartner.htm.
  36. Writing Across the Curriculum. (2009). Goals for Student Writing at Queens College. Retrieved February 2009, from Writing Across the Curriculum Web site: http://qcpages.qc.cuny.edu/Writing/Goals.htm.

Copyright information

© Springer Science+Business Media B.V. 2011

Authors and Affiliations

  • Ann Davison
    • 1
  • Eva M. Fernández
    • 1
  • Sue Lantz Goldhaber
    • 1
  1. 1.Queens CollegeFlushingUSA

Personalised recommendations