The Rise of Non-Dissertation Track Master's Programmes: An Academic Literacies Approach

Autor/inn/en	Hasrati, Mostafa; Tavakoli, Parvaneh
Titel	The Rise of Non-Dissertation Track Master's Programmes: An Academic Literacies Approach
Quelle	In: Innovations in Education and Teaching International, 56 (2019) 5, S.639-651 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hasrati, Mostafa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2019.1570304
Schlagwörter	Masters Theses; English (Second Language); Second Language Learning; Foreign Countries; Masters Programs; College Faculty; Teacher Attitudes; Cultural Capital; Social Theories; Academic Language; Literacy; United Kingdom; Australia; Canada; New Zealand; United States + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; Magister course; Magisterstudiengang; Fakultät; Lehrerverhalten; Gesellschaftstheorie; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Alphabetisierung; Schreib- und Lesefähigkeit; Großbritannien; Australien; Kanada; Neuseeland; USA
Abstract	Although dissertations have traditionally been part of master's programmes, non-dissertation track master's programmes are on the rise across the world. This paper reports faculty views on MA TESOL dissertations (Teaching English to Speakers of Other Languages) in five Anglophone countries. Drawing on the academic literacies tradition and informed by Bourdieusian concepts of 'field', 'habitus' and 'symbolic violence', the results suggest that the need for more student intake has affected the presence or absence of the dissertation component in MA TESOL programmes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01