Second Language Academic Literacies: Evolving Understandings

Abstract

Due to population mobility and demographic changes the conceptual distinction between first and second language education is increasingly difficult to maintain in many educational contexts. In this chapter we trace the evolving language models underlying two increasingly connected fields within language education: the teaching of in English (as a second language) for academic purposes and academic literacy (usually associated with first language speakers). It will be argued that despite the communicative approach first heralded some fifty years ago, the teaching of English as a second language is still grappling with the conceptual and pedagogic challenges of mirroring real life language use. Likewise, academic literacy education has been moving from a somewhat generic grammar-based approach towards a more subject discipline-driven approach that takes account of the actual language use in different domains of the academy. We conclude with the observation that there is a need to develop a model of language and literacy for academic communication that takes account of situated practices within specific disciplines, without losing sight of the communicative facility afforded by general language proficiency for both first and second language users.