From Apprenticeship Genres to Academic Literacy: Problematising Students’ and Teachers’ Perceptions of Communication Activities in an ICL Environment
Keywords:integrating content and language, student and teacher perceptions, communication, genre, communicating in the discipline
AbstractComparatively little research has been done on students’ perceptions of communication and communication activities in integrated content and language (ICL) environments. In the present study, student statements about communication and communication activities have been collected via interviews and surveys from students attending a mechanical engineering programme in Sweden. These statements are compared with statements from content teachers at the same programme. Results suggest that students and teachers share a common perspective that communication activities should address a couple of apprenticeship genres that students will use in their future professions. Consequently, there seem to be good reasons for identifying and practising the use of apprenticeship genres. However, the focus on a few genres is problematised as some students show frustration when encountering unfamiliar genres. The article therefore also discusses the potential need for a role where communication teachers facilitate communication activities such that students enhance their perceptions of communication and communication activities in order to better prepare themselves for addressing various types of communicative situations.
How to Cite
Eriksson, A., & Carlsson, C. J. (2013). From Apprenticeship Genres to Academic Literacy: Problematising Students’ and Teachers’ Perceptions of Communication Activities in an ICL Environment. Journal of Academic Writing, 3(1), 67–83. https://doi.org/10.18552/joaw.v3i1.96