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Context Specific Language: Critical to Student Learning

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The Study of Food, Tourism, Hospitality and Events

Part of the book series: Tourism, Hospitality & Event Management ((THEM))

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Abstract

This chapter explores the challenges of recontextualising discipline and vocationally situated knowledge into the academic curriculum. Two case studies are presented that whilst discussing contrasting perspectives are characterised by language that may be particularly complex to learn. The first of the case studies considers the recontextualising of accounting discipline knowledge to a vocationally applied context and the second case study explores the codification of experience and knowledge of wine studies for the academic curriculum. Threshold concepts literature is reviewed as a framework for this recontextualisation to identify that which is troublesome to learn. Understanding the nature of knowledge as tacit and explicit and the space in which knowledge is created provides further insight into transformative points in the student learning experience. Both case studies found that language and vocabulary and the influence of the students’ biography to this were significant to the student learning experience. Practical implications for pedagogy are to provide the experience for which students may attach meaning to the language of the subject and thereby enhance their learning.

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Authors and Affiliations

  1. William Angliss Institute, Melbourne, VIC, Australia

    Ian Frost & Emma Gronow

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  1. Ian Frost
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  2. Emma Gronow
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Correspondence to Ian Frost .

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Editors and Affiliations

  1. William Angliss Institute, Melbourne, Victoria, Australia

    Sue Beeton

  2. William Angliss Institute, Melbourne, Victoria, Australia

    Alison Morrison

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Frost, I., Gronow, E. (2019). Context Specific Language: Critical to Student Learning. In: Beeton, S., Morrison, A. (eds) The Study of Food, Tourism, Hospitality and Events. Tourism, Hospitality & Event Management. Springer, Singapore. https://doi.org/10.1007/978-981-13-0638-9_21

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