Xenolexia's Positivity: The Alterity of Academic Writing and Its Pedagogical Implications

Autor/in	Beighton, Christian
Titel	Xenolexia's Positivity: The Alterity of Academic Writing and Its Pedagogical Implications
Quelle	In: Teaching in Higher Education, 28 (2023) 2, S.423-438 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2020.1819227
Schlagwörter	Academic Language; Writing (Composition); Higher Education; Writing Skills; Graduate Students; Doctoral Students; Writing Processes; Writing Strategies + Suchen Sie Ihr Suchwort? Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Schreibübung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Writing skill; Schreibfertigkeit; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Doctoral studies; Doctorate studies; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Doktorand; Doktorandin; Schreibtechnik
Abstract	This paper develops the pedagogical implications of xenolexia, a concept introduced as a phenomenon in the learning and teaching of academic writing (Beighton, C. 2020. "Beyond Alienation: Spatial Implications of Teaching and Learning Academic Writing." "Teaching in Higher Education" 25 (2): 205-222.). Complementing this theoretical base, this paper examines xenolexia's positivity and its ability to both analyse and propose specific academic writing pedagogies in today's challenging HE context(s). Drawing on data from students/teachers of academic writing (n = 33), this paper uses xenolexia aetiologically and practically. Aetiologically, I identify and categorise different sets of practices in terms of the way they respond to this positivity as two pedagogical tropes: the material and its affective counterpart. Practically, I discuss pedagogical practices associated with these tropes in the light of the data. My conclusions about the extent to which each contributes to the development of academic writing link the latter to the current context of teaching and learning in higher education, challenging approaches based on identity with more productive material, affective alternatives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01