This paper focuses on academic identity and the impact of individual and environmental factors on its development. Drawing on a variety of theoretical perspectives, originally put forward in e.g., Gee (2012), Halliday (1978), Halliday & Hasan (1989), Hall (1995), Harré & van Langenhove (1999) and Hyland (2012a, b), Lehman’s (2014a), framework for an analysis of authorial self-representation along the axis of individual–collective is presented. It is shown, however, that this basic continuum entails a number of related aspects, which are synthesized in a multi-dimensional model of academic identity, with particular reference to the formation of collective (see Lehman 2014a). To support the theoretical facet of the proposed model, the practical aspects of discipline-specific English courses at Italian tertiary level are discussed to show how disciplinary self develops in this context of constrained access to possibilities for self-representation.
Anderson, R., Lehman, I. (2017). Academic identities and literacy practices: A few remarks on the influence of EAP instruction on the construction of disciplinary identities of Italian tertiary students. In D. Gabryś-Barker (a cura di), Multilingualism, Multiculturalism and the Self: Studies in Linguistics and Language Learning (pp. 139-152). New York : Springer Verlag [10.1007/978-3-319-56892-8_9].
Academic identities and literacy practices: A few remarks on the influence of EAP instruction on the construction of disciplinary identities of Italian tertiary students
Anderson, R;
2017
Abstract
This paper focuses on academic identity and the impact of individual and environmental factors on its development. Drawing on a variety of theoretical perspectives, originally put forward in e.g., Gee (2012), Halliday (1978), Halliday & Hasan (1989), Hall (1995), Harré & van Langenhove (1999) and Hyland (2012a, b), Lehman’s (2014a), framework for an analysis of authorial self-representation along the axis of individual–collective is presented. It is shown, however, that this basic continuum entails a number of related aspects, which are synthesized in a multi-dimensional model of academic identity, with particular reference to the formation of collective (see Lehman 2014a). To support the theoretical facet of the proposed model, the practical aspects of discipline-specific English courses at Italian tertiary level are discussed to show how disciplinary self develops in this context of constrained access to possibilities for self-representation.
| File | Dimensione | Formato | |
|---|---|---|---|
|
authors' declaration.pdf
Solo gestori archivio
Descrizione: Authors' declaration of responsability for various aspects of the paper.
Tipologia di allegato:
Other attachments
Dimensione
1.51 MB
Formato
Adobe PDF
|
1.51 MB | Adobe PDF | Visualizza/Apri Richiedi una copia |
|
academic identities and literacy.pdf
Solo gestori archivio
Descrizione: articolo principale
Tipologia di allegato:
Publisher’s Version (Version of Record, VoR)
Dimensione
6.61 MB
Formato
Adobe PDF
|
6.61 MB | Adobe PDF | Visualizza/Apri Richiedi una copia |
I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
