The Importance Of Academic Literacy
that students from other than standard English cultures must develop multiple literacies; they must work with a cultural and discourse repertoire much broader than those developed by students from standard English cultures. Often, ESL and basic writing students are seen as failures.
Large members of students- are incompetent in the form of literacy preferred in school. This “academic literacy”, as I call it, entails the ability to use Standard English and think academically- Hence to be an “academic illiterate” is to be unpractised in Standard English and inept in “critical thinking”. (Bizzell 1987:131)
Bizzell wrote about the social constructionist nature of discourse and suggested two approaches for teaching writers who are “outsiders”. The first, is based on the premise that students should not be forced to acquire academic literacy and become part of the academic discourse community. Instead, it is the academy that must change to adapt to the many cultures that the students represent. Other, seemingly more realistic, teachers and researchers attempt to understand both what academic literacy means and how best to introduce it into English for academic purposes (EAP) classes.
This second group is composed of two subgroups, each with a different approach to teaching the language of academia. One is the “general academic” group, who base their teachings upon the belief that there is a general set of tasks and a basic academic language that ESL teachers should present to
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