Core academic literacy principles versus culture-specific practices: a multi-case study of academic achievement  

Oleh:

Newman, Michael ; Pujol, Merce ; Trenchs-Parera, Mireia

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: English for Specific Purposes (Full Text) vol. 22 no. 1 (2003), page 45-71.
Fulltext: 22_01_Newman_Trenchs-Parera.pdf (200.9KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/ESP/22 Non-tandon: tidak ada Tandon: 1

Lihat Detail Induk

Isi artikel

This multi-case study compares how three culturally distinct groups of undergraduates (Mainstream USA, Catalans, Latino immigrants to the USA) interact with course content to achieve academically. Analysis of interviews and documents reveals four informational operations-exposure, extraction, manipulation, and display-used to move content from sources to assessment. Regardless of cultural background, the more successful students inter-related these operations using an approach we call "planned information management." This involves appreciating the character of course content, anticipating the informational demands of assignments, and grasping how to order the operations to display information on assessments to receive high grades. Less successful students adopted a "simple information processing" approach that relies heavily on exposure and focuses on facts. Cultural differences appear limited to attitudes towards learning and means of learning. Mainstream US students judged content on an individualistic utilitarian value system. Catalans assumed a socially constructed fact-centered one. The immigrants showed a high degree of dependence on teachers to guide their learning. Attitudes towards text were also split with both US groups favoring lectures over reading and appreciating instruction in writing and the Catalans favoring reading but resisting writing instruction.

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