English for academic research in a multilingual Swedish university: Discipline, identity and engagement
2016 (English)Conference paper, Abstract (Refereed)
Language policy documents of Swedish universities often support a parallel language use of Swedish and English. This also pertains to master’s level thesis in the Humanities that are written in either language. Universities increasingly recognise the need to support the development of academic literacy skills in both languages, but especially in English. In this context, the paper investigates a course on English for academic research. The course is obligatory for master’s students from across the Humanities although not all students write their thesis in English. How do these students develop their discipline-specific genre knowledge in preparation for their thesis? How might this be linked to students’ perceptions of English for academic writing? To investigate these questions in depth, the study takes a qualitative approach. The course contributions of 13 participants were analysed and retrospective interviews were held. Results show that, depending on their engagement, students’ perceptions often change from a focus on language proficiency to the discursive construction of their research projects within the conventions of their discourse communities. The paper concludes by discussing possibilities of a parallel induction in English and Swedish research-based writing.
Place, publisher, year, edition, pages
academic writing, multilingualism, discipline, identity, English
IdentifiersURN: urn:nbn:se:su:diva-131066OAI: oai:DiVA.org:su-131066DiVA: diva2:935699
Conference on Academic Language Use and Academic Literacies from a Multilingual Perspective in Nordic Educational Contexts, Copenhagen