Vol. 3 No. 1 (2013): Student Learning and ICLHE – Frameworks and Contexts

DOI: https://doi.org/10.18552/joaw.v3i1

Published: 2013-10-14

Editorial

Editorial and Production Credits (Vol. 3 No. 1 Summer 2013)

Journal of Academic Writing

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Editorial: Student Learning and ICLHE – Frameworks and Contexts

Magnus Gustafsson, Cecilia Jacobs

ii-xii
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Articles

Reflections on an Integrated Content and Language Project-Based Design of a Technical Communication Course for Electrical Engineering Students

Becky Bergman, Ann-Marie Eriksson, Jörgen Blennow, Thomas Hammarström, Jens Groot

1-14
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Learning Affordances in Integrating Content and English as a Lingua Franca (‘ICELF’): on an Implicit Approach to English Medium Teaching

Ute Smit

15-29
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Attention to Student Writing in Postgraduate Health Science Education: Whose Task is It – or Rather, How?

Brenda Leibowitz

30-41
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Transformation, Dialogue and Collaboration: Developing Studio-based Concept Writing in Art and Design through Embedded Interventions

Peter Thomas

42-66
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From Apprenticeship Genres to Academic Literacy: Problematising Students’ and Teachers’ Perceptions of Communication Activities in an ICL Environment

Andreas Eriksson, Carl Johan Carlsson

67-83
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‘Reservoirs’ and ‘Repertoires’: Epistemological and Discursive Complexities in Multidisciplinary Engineering Practice

Karin Elizabeth Wolff

84-94
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Towards an Integrated Assessment Framework: Using Activity Theory to Understand, Evaluate, and Enhance Programmatic Assessment in Integrated Content and Language Learning

Marie C. Paretti

95-119
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