A Critical Reflection on the Discourse Community: A Basis for Current L2 Academic Literacy Scholarship
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This paper argues that students’ identification with an academic discourse community is crucial in their meaning making and learning composition and academic literacy. I apply theoretically distinct understandings of the discourse community offered by John Swales, Paul Prior, and Suresh Canagarajah to L2 academic literacy studies. Swales’ genre-based approach assumes that students pragmatically accommodate to the expectations of a discourse community. Prior’s approach is grounded in the sociohistoric activity system of a discourse community and disciplinary enculturation to it. Canagarajah’s approach examines critical theories of how power is embedded in a discourse community. Bringing together the work of these scholars suggests that in practice, academic literacy needs a discipline-specific and genre-specific training method. Therefore, instructors’ understanding of academic literacy theories and their distinct positioning regarding the discourse community can help them facilitate students’ identification and learning.
Abstract
This paper argues that students’ identification with an academic discourse community is crucial in their meaning making and learning composition and academic literacy. I apply theoretically distinct understandings of the discourse community offered by John Swales, Paul Prior, and Suresh Canagarajah to L2 academic literacy studies. Swales’ genre-based approach assumes that students pragmatically accommodate to the expectations of a discourse community. Prior’s approach is grounded in the sociohistoric activity system of a discourse community and disciplinary enculturation to it. Canagarajah’s approach examines critical theories of how power is embedded in a discourse community. Bringing together the work of these scholars suggests that in practice, academic literacy needs a discipline-specific and genre-specific training method. Therefore, instructors’ understanding of academic literacy theories and their distinct positioning regarding the discourse community can help them facilitate students’ identification and learning.
참고문헌 (60)
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