
In this insightful post, Meg Maclean, a Lecturer in English for Academic Purposes at The University of Edinburgh, reflects on her rich experiences and the progressive pedagogical strategies she has embraced throughout her tenure. Focussing on the transformative concept of students as partners in learning, Meg explores how this approach deepens engagement and enhances the educational experience within the diverse academic landscape of the university. By integrating the principles of Academic Literacies, she strives to democratise the classroom environment, fostering an ethos where students are not mere recipients of knowledge but active contributors and co-creators in the learning process. This post belongs to the Jan-March Learning & Teaching Enhancement theme: In-class Perspectives to Engaging and Empowering Learners
The invitation to contribute to this blog series was a welcome opportunity to reflect. My experience in UoE spans many years and a variety of roles, which have informed my teaching beliefs and principles. In ELE, we collaborate and work with colleagues and students across the University, requiring the processing and discussion of sometimes unfamiliar, dense topics and texts, at times situated far from my comfort zone. Stemming from an interest in teacher education, I’m aware of the need for reflexivity; to learn from classroom experience that I’ve evaluated as challenging and less than satisfactory, as well as to notice the celebrated, rewarding moments. I’ll explore my empower and engage philosophy to surface the underpinnings and evolution of my practice. My approach is grounded in the theory of Academic Literacies to create a more democratic classroom space, where students are partners in learning.
Partners in writing development
In this first example, the partnership is enacted through student choice, fostering autonomy and situating students as experts. I redeveloped an in-sessional Academic Writing course, for which all students across the University are eligible to apply. The course units include writing conventions such as integrating sources and expressing criticality; and in each unit, students are required to analyse an article from their field through the unit lens. Students are then empowered to arrive at their own conclusions on writing conventions within their disciplines. Classroom tasks encourage students to become familiar with, and understand assessment criteria, ensuring expectations are surfaced and discussed. This course further promotes autonomy by students selecting unit exercises which are most personally relevant. Students finally submit some writing for formative, dialogic feedback. In this context, the partnership comprises student as disciplinary expert; and teacher as language specialist, supporting students to conceptualise their disciplinary understandings and articulate their ideas in writing through dialogue and feedback. My experiences have been highly educational in a range of fields!
This approach is influenced by Academic Literacies (AcLits): a model articulated by e.g. Lea and Street (1998). AcLits is the capability to communicate competently in academic subjects, and reflects an evolving consensus in the field of EAP. The approach recognises that writing practices are discipline-specific and shaped by the sociocultural context; and there may be barriers to students’ success due to knowledge gaps of expectations and requirements in disciplinary genres. In a (typical) classroom comprising students from diverse educational backgrounds and first languages; discourse errors could be misinterpreted as linguistic errors. Through AcLits (implicit) assumptions can be shared, and students are supported to participate effectively and develop their confidence, agency and identities as members of their academic communities, equipped to question existing values. The classroom diverges from a traditional classroom with student-teacher hierarchy and knowledge transmission pedagogy; students are partners in their learning.
Partners in intercultural communication
A second example is our Intercultural communication Skills course (see TM blog) and workshop. Tasks involve reflection and discussion of intercultural concepts, informed by students’ backgrounds (as individuals) and experiences. In this context, the teacher is the intercultural facilitator, partnering the students in developing shared intercultural awareness and competencies for a respectful, inclusive and critically curious classroom. Individuals are guided to develop self-awareness and value the linguistic and intercultural competencies they bring to groups.
Research and development of the course led to my own richer understanding of the complexities of communication in HE and the value of, and challenges for, underrepresented as well as dominant cultural groups. Students in HE have the opportunity to benefit from a diverse cultural and linguistic landscape, to gain insight and arrive at creative solutions. Intercultural awareness is helpful to shape a more equitable narrative.
My approach for empowering and engaging students has emerged from partnering students from various disciplines, recognising students’ input and expertise. The journey is bolstered by intercultural understanding and a discourse of equity, and I hope shared learning can continue.
Reference
Lea, M. & Street, B.V. (1998). Student writing in higher education: An academic literacies approach. Studies in Higher Education, 23, 157-172.
Meg Maclean
Meg Maclean is a Lecturer in English for Academic Purposes (EAP) in ELE and COL Director of International. ELE delivers in-sessional Academic Language and Literacies courses, and the Graduate Writing Centre and collaborates with subject lecturers across all 3 colleges to embed academic literacies components in Programmes.