Collaborator, applied linguist, academic, expense? Exploring the professional identities of academic language and learning professionals

IF 2.5 Q1 Social Sciences
Ben Fenton-Smith, L. Gurney
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引用次数: 0

Abstract

ABSTRACT The complex role of academic language and learning (ALL) professionals in higher education is poorly understood, even though it contributes to key outcomes such as improved study skills, academic language enhancement, curriculum development and student retention. In this paper, we explore the multiple professional identities of people working in this field. Ten ALL practitioners employed in Australian universities took part in semi-structured interviews exploring their roles and the contextual constraints and affordances of their work. We elaborate on eight discrete subject positions that emerged from the participants’ data: the collaborator, the relationship manager, the applied linguist, the teacher, the content (non) expert, the academic, the strategist, and the expense. We draw on a critical realist frame to articulate the interplay between structure and individual agency within these identities, highlighting the range of expertise that ALL practitioners bring to the role.
合作者、应用语言学家、学者、费用?探索学术语言和学习专业人员的职业身份
学术语言和学习(ALL)专业人员在高等教育中的复杂作用鲜为人知,尽管它有助于提高学习技能、学术语言增强、课程开发和学生保留率等关键成果。在本文中,我们探讨了在这一领域工作的人的多重职业身份。澳大利亚大学雇用的10名所有从业人员参加了半结构化访谈,探讨他们的角色以及他们工作的背景限制和支持。我们详细阐述了从参与者的数据中出现的八个独立的主题职位:合作者,关系经理,应用语言学家,教师,内容(非)专家,学者,战略家和费用。我们利用批判现实主义框架来阐明这些身份中结构和个人代理之间的相互作用,强调所有从业者为角色带来的专业知识范围。
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来源期刊
Higher Education Pedagogies
Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.70
自引率
4.00%
发文量
10
审稿时长
13 weeks
期刊介绍: The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.
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