Chapters in this book

1. Frontmatter i
2. Contents v
3. Contributors vii
4. Acknowledgements xv
5. Why Focus on Students’ Academic and Disciplinary Literacies? Volume Overview 1
6. 1 Bi- and Multilingual Disciplinary Literacies at School: A Challenge for 21st-Century Citizens 9
7. Part 1: Students’ Views and Perspectives Towards Academic and Disciplinary Literacies
8. 2 Rethinking Biliteracy in Business and Economics English-Medium Education: Students’ Views of Translingual Spaces 33
9. 3 Learning to Walk Before We Run: Unveiling the Epistemological Foundations in Interactive Technologies Education 57
10. 4 Supporting the Development of Pre-Service ESOL Teachers’ Instructional Practice Regarding Academic Discourse 79
11. 5 The Digital Turn in Language Pedagogy and Its Reflections on Foreign Language Learning Processes 100
12. 6 Academic Italian and Cognitive Discourse Functions in Higher Education: The Point of View of International Students 123
13. Part 2: Students’ Academic and Disciplinary Literacy Skills
14. 7 Scaffolding Students' Performance of Oral Cognitive Discourse Functions through Classroom Interaction 151
15. 8 Exploring Knowledge Co-Construction in EMI Classrooms in Higher Education 170
16. 9 Disciplinary Literacy and Disciplinarity in ESL Students’ Academic Presentations 195
17. 10 Incorporation of Grammatical Metaphor into Academic Reading and Writing of First-Year Undergraduate Students 215
18. 11 Understanding the Relationship between Grit, Study Habits and Academic Performance in CLIL Science Lessons 239
19. 12 Evaluating Concept Literacy in English as a Medium of Instruction (EMI) Settings 260
20. 13 The Impact of a Literacy Teaching Approach on Secondary-Level CLIL Students’ Historical Thinking Skills 279
21. 14 The Role of Hours of CLIL Exposure in Primary Multilingual Science Writing 297
22. 15 Subject-Specific Vocabulary in Secondary Science: Triangulating Students’ Writing, Classroom Interaction and Textbooks 316
23. Afterword: Conclusions and a Research Agenda for Academic and Disciplinary Literacies 335
24. Index 339