Creating a transformed space for disciplinary discourse and knowledge creation through an adjunct instructional model

Esther TONG, Cecilia PUN, Phoebe SIU, Jan Christian C GUBE

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Acknowledging that collaboration between faculty members and language teachers is challenged by resources constraints and their perceived distinctive roles in supporting knowledge and academic discourse development, this paper considers an adjunct instructional model that promotes the collaborative design of a genre-based bridging pedagogy in three disciplinary courses (Mechanical Engineering, Tourism Management and Sociology) at a Hong Kong tertiary institute. First, the paper examines the design and role of Engineering-specific assessment tasks in engaging students in simulated disciplinary problem-solving scenarios and selections of rhetorical and lexico-grammatical resources in their disciplinary knowledge creation processes. It also demonstrates the role of genre-based pedagogy in illustrating technicality in facilitating students’ understanding disciplinary discourses in Tourism Management. Then, it highlights the functions of creating multimodal genre-based environments in facilitating students’ sociological inquiry through scaffolded written tasks based on real-life social issues. Lastly, it explores how learners engage with polyvocal resources to clarify how they make sense of their disciplinary roles through their writing practices in the adjunct courses. The implications of these diverse trajectories are discussed in line with the need for curriculum-embeddedness of disciplinary conventions (Wingate, 2016) and discursive strategies for bridging English language learners’ disciplinary discourse and knowledge creation across the curriculum. Copyright © 2017 Author(s).
Original languageEnglish
Title of host publicationTransforming contexts: Papers from the 44th International Systemic Functional Congress
EditorsPhil CHAPPELL, John S. KNOX
Place of PublicationWollongong
PublisherThe Organising Committee of the 44th International Systemic Functional Congress
Pages95-101
ISBN (Print)9780646974170
Publication statusPublished - 2017

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genre
discourse
Tourism
resources
curriculum
mechanical engineering
student
social issue
management
English language
Hong Kong
sociology
engineering
scenario
teacher
language

Citation

Tong, E., Pun, C., Siu, P., & Gube, J. (2017). Creating a transformed space for disciplinary discourse and knowledge creation through an adjunct instructional model. In P. Chappell & J. S. Knox (Eds.), Transforming contexts: Papers from the 44th International Systemic Functional Congress (pp. 95-101). Wollongong: The Organising Committee of the 44th International Systemic Functional Congress.