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All over Europe, universities are moving over to English as the language of instruction. This development has been accelerated by global forces, and its pedagogical consequences have yet to be fully explored. This book examines this situation from the point of view of students and teachers, focusing particularly on the acquisition of English language writing skills in European university contexts. It takes an academic approach, and is firmly grounded in the bibliography on teaching academic writing to second language users in English-speaking countries, as well as in the bibliography on teaching English in Europe in higher education. In addition to providing sound pedagogical guidelines, it also brings together the most recent critiques of current practice and an overview of the innovative approaches devised in the last ten years. This is a book for all those who are involved in the changing European university scenario: English teachers and writing instructors, lecturers faced with the challenge of teaching their courses in English, university administrators and decision-makers.
Price: $78.00
Pages: 180
Publisher: Brill
Imprint: Brill
Series: Utrecht Studies in Language and Communication
Publication Date:
01 January 2012
ISBN: 9789042035201
Format: Paperback
"Readers of this book will certainly be informed to “provide better support and more individualised guidance to help our students attain full competence as writers in their chosen and academic professional areas." – in: Ibérica 27 (2014), p. 161
"The book has some value if you are interested in how teaching writing in the US divers from teaching it in European universities, how L2 students diver from L1 students and why methods used with L1 students do not work, and how one would go about teaching writing to L2 students. Technical communicators working with L2 writers can also find Rethinking Academic Writing of value in understanding the problems L2 writers face." – in: Technical Communication 60/3 (August 2013)
"[Ruth Breeze] reflects a very rich knowledge about both classic approaches to and new directions in academic writing. She writes with a very interesting style and her chapters are supported with a variety of evidence, examples and implications. I strongly recommend this book as a textbook for postgraduate courses. Furthermore, the book contains excellent updated bibliographical references about academic writing which will be very useful for all researchers and post graduate students in our field." – in: AWEJ (Arab World English Journal) 4/3 (2013)
"The book has some value if you are interested in how teaching writing in the US divers from teaching it in European universities, how L2 students diver from L1 students and why methods used with L1 students do not work, and how one would go about teaching writing to L2 students. Technical communicators working with L2 writers can also find Rethinking Academic Writing of value in understanding the problems L2 writers face." – in: Technical Communication 60/3 (August 2013)
"[Ruth Breeze] reflects a very rich knowledge about both classic approaches to and new directions in academic writing. She writes with a very interesting style and her chapters are supported with a variety of evidence, examples and implications. I strongly recommend this book as a textbook for postgraduate courses. Furthermore, the book contains excellent updated bibliographical references about academic writing which will be very useful for all researchers and post graduate students in our field." – in: AWEJ (Arab World English Journal) 4/3 (2013)
Ruth Breeze is Director of the Institute of Modern Languages at the University of Navarra, Spain. She graduated in Modern and Medieval Languages at the University of Cambridge and subsequently completed an MA and Ph.D. in Language Education. Her most recent publications focus on discourse analysis, language pedagogy, and professional communication. She is currently a member of the GradUN research group within the Instituto Cultura y Sociedad at the University of Navarra.