Talking about knowledge in diverse classrooms: critical intercultural and cross disciplinary awareness and pedagogy. Dr Esther Daborn Language Centre Director. Intercultural and cross disciplinary journeys. Devon ‘egogs’ Malawian convent girls and Ngoni warriors Expat primary offspring
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Dr Esther Daborn
Language Centre Director
‘Intercultural curiosity’ Byram (1997) and
‘evidence based methodologies’ for
Vygotsky (1986) Developmental psychology
Richards (1990): the Language Teaching Matrix:
Dialogic learning: Allwright (1984), Mercer (1995)
The ‘on-going research agenda’ is therefore to learn about the beliefs and knowledge of others – ‘funds of knowledge’ to use in ‘dialogic teaching’.
For example, for international students at HEI level there is scope for significant discussion about the learning and thinking process behind the development and presentation of knowledge.
These are successful students, but this is a different game: what are the rules?
writing the introduction of an essay on language acquisition shows problems not over!
'I start with something very general and then the next sentence will be less general and the next sentence will be more specific and then I come to the thesis statement...But I mean sometimes when I wrote something, I want to put an anecdote to it but I think is it safe to write this way?...
But then in academic writing, they always structure, because when I learn IAP (Introduction to Academic Program) they tell us like this is the way you write it, like for example this is the introduction, you start with something very general and then it's like a triangle with the point to the bottom.
So usually we think it's safe to go with that way rather than try something different and you don't know how your lecturer is, whether she is very strict, for example very conservative, and then he or she may think okay this is a piece of formal assessment and he or she did it like an article on a magazine or a newspaper, Yeah, many times I also think that why do I just keep to the old style, I like to change, I like to be creative but I think okay then'
(Self)-censorship: Lillis (2003)
2 students from BME backgrounds.
An ‘audience, context and purpose’ approach to