Insights into Disciplinary Literacies

Ainara Imaz Agirre is a researcher in the Faculty of Humanities and Education Science (HUHEZI) at Mondragon University (Basque Country), Spain. Her research focuses on language acquisition in multilingual contexts.Roberto Arias-Hermoso is a junior researcher in the Faculty of Humanities and Education Science (HUHEZI) at Mondragon University (Basque Country), Spain. His research interests focus on multilingual writing and disciplinary literacies.

• ContributorsAcknowledgementsAinara Imaz Agirre and Roberto Arias-Hermoso: Introduction: Why Focus on Students' Academic and Disciplinary Literacies? Volume OverviewChapter 1. Julia Hüttner and Ana Llinares: Bi- and Multilingual Disciplinary Literacies at School: A Challenge for 21st-Century CitizensPart 1: Students’ Views and Perspectives Towards Academic and Disciplinary LiteraciesChapter 2. Irene Soriano-Flórez and Emma Dafouz: Rethinking Biliteracy in Business and Economics English-Medium Education: Students’ Views of Translingual Spaces     Chapter 3. Nashwa Nashaat-Sobhy: Learning to Walk Before We Run: Unveiling the Epistemological Foundations in Interactive Technologies EducationChapter 4. Brian Hibbs: Supporting the Development of Pre-Service ESOL Teachers' Instructional Practice Regarding Academic DiscourseChapter 5. Suheyla Demirkol Orak and Mohammad Al-khresheh: The Digital Turn in Language Pedagogy and Its Reflections on Foreign Language Learning ProcessesChapter 6. Letizia Cinganotto: Academic Italian and Cognitive Discourse Functions in Higher Education: The Point of View of International StudentsPart 2: Students’ Academic and Disciplinary Literacy SkillsChapter 7. Amaia Lersundi, Tarja Nikula and Eneritz Garro Larrañaga: Scaffolding Students' Performance of Oral Cognitive Discourse Functions through Classroom InteractionChapter 8. Şebnem Yalçın and Yasemin Bayyurt: Exploring Knowledge Co-Construction in EMI Classrooms in Higher EducationChapter 9. Alla Zareva: Disciplinary Literacy and Disciplinarity in ESL Students' Academic Presentations     Chapter 10. Juana María Blanco Fernández: Incorporation of Grammatical Metaphor into Academic Reading and Writing of First-Year Undergraduate StudentsChapter 11. H. Gülru Yüksel, Gülbin Özkan, Anna Lia Pioretti Ergün, Valeria Stecconi and Daniela Segoloni: Understanding the Relationship between Grit, Study Habits and Academic Performance in CLIL Science LessonsChapter 12. Julia Edeleva, Carmela Chateau-Smith, Anastasia Brueva and Pavel Albitskiy: Evaluating Concept Literacy in English as a Medium of Instruction (EMI) SettingsChapter 13. Rodrigo García-López: The Impact of a Literacy Teaching Approach on Secondary-Level CLIL Students’ Historical Thinking SkillsChapter 14. Irene Guzmán-Alcón: The Role of Hours of CLIL Exposure in Primary Multilingual Science WritingChapter 15. Roberto Arias-Hermoso, Ainara Imaz Agirre and Irati Romero-Garmendia: Subject-Specific Vocabulary in Secondary Science: Triangulating Students’ Writing, Classroom Interaction and TextbooksAinara Imaz Agirre and Roberto Arias-Hermoso: Afterword: Conclusions and a Research Agenda for Academic and Disciplinary LiteraciesIndex

Readers of this book will learn a great deal about language in all school subjects and its impact on content learning. The language used in science, history and other disciplines has rarely been described with such precision and detail. This is an excellent collection of contributions that should inform multilingual education policies in Europe and beyond.