Reading for Academic Purposes: The Literacy Practices of British, French and Spanish Law and Economics Students as Background for Study Abroad

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  • Author(s): Taillefer, Gail
  • Language:
    English
  • Source:
    Journal of Research in Reading. Nov 2005 28(4):435-451.
  • Publication Date:
    2005
  • Document Type:
    Journal Articles
    Reports - Descriptive
  • Additional Information
    • Availability:
      Journal Customer Services, Blackwell Publishing, 350 Main Street, Malden, MA 02148. Tel: 800-835-6770 (Toll Free); Fax: 781-388-8232; e-mail: [email protected].
    • Peer Reviewed:
      Y
    • Source:
      17
    • Education Level:
      Higher Education
    • Subject Terms:
      College Students; Study Abroad; Legal Education (Professions); Economics Education; Literacy; Reading Skills; Cultural Differences; Second Languages; Foreign Countries
    • Subject Terms:
      France; Spain; United Kingdom (Great Britain)
    • Accession Number:
      10.1111/j.1467-9817.2005.00283.x
    • ISSN:
      0141-0423
    • Abstract:
      Study-abroad students, products of their own particular academic literacy culture, face the challenge of rapidly integrating into a foreign academic literacy community. This study identifies possible culturally dependent sources of literacy problems in Law and Economics students in Great Britain, France and Spain. Nearly 600 potential European study-abroad candidates (ERASMUS programme) and 169 of their university teachers from 17 universities in the three countries completed a questionnaire on first language (L1) reading practices. Results revealed distinct academic literacy profiles within disciplines across national cultures. Academic reading practices are seen to be more important overall in Britain, significantly less so in Spain, while France shows some characteristics of both British and Spanish approaches. Summarised results of a concurrent investigation into ERASMUS students' foreign language reading skills suggest the influence of L1 literacy traditions on foreign language reading, which points to pedagogical implications and directions for further study.
    • Abstract:
      Author
    • Number of References:
      36
    • Publication Date:
      2005
    • Accession Number:
      EJ723257