Overview
Offers fresh perspectives on academic and disciplinary literacies across a range of contexts. This book presents empirical evidence of the academic and disciplinary literacies that learners engage with in educational contexts. The chapters focus on the languages of schooling (in first, second or foreign language contexts) across primary, secondary and higher education. The book is divided into two main sections. The first section focuses on students’ voices and perceptions, providing new insights into the difficulties they encounter when developing academic or disciplinary literacies in different contexts and disciplines. The second section addresses students’ academic or disciplinary literacy skills, both productive and receptive. The chapters include qualitative, quantitative and mixed-method studies, and provide valuable new insights across a range of educational contexts.
Full Product Details
Author: Ainara Imaz Agirre ,
Roberto Arias-Hermoso
Publisher: Multilingual Matters
Imprint: Multilingual Matters
Dimensions:
Width: 15.60cm
, Height: 2.30cm
, Length: 23.40cm
Weight: 0.680kg
ISBN: 9781788924795
ISBN 10: 1788924797
Pages: 342
Publication Date: 13 January 2026
Audience:
College/higher education
,
Postgraduate, Research & Scholarly
Format: Hardback
Publisher's Status: Active
Availability: In Print
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Reviews
Readers of this book will learn a great deal about language in all school subjects and its impact on content learning. The language used in science, history and other disciplines has rarely been described with such precision and detail. This is an excellent collection of contributions that should inform multilingual education policies in Europe and beyond. * Francisco Lorenzo, Universidad Pablo de Olavide, Seville, Spain * A valuable addition to academic and disciplinary literacy (ADL) research, this book offers insightful conceptual contributions and multilayered empirical studies that focus on ADLs as produced and experienced by multilingual learners. Spanning diverse educational contexts, levels, and target languages, it provides fresh perspectives for researchers and educators alike! * Ute Smit, University of Vienna, Austria *
Readers of this book will learn a great deal about language in all school subjects and its impact on content learning. The language used in science, history and other disciplines has rarely been described with such precision and detail. This is an excellent collection of contributions that should inform multilingual education policies in Europe and beyond. * Francisco Lorenzo, Universidad Pablo de Olavide, Seville, Spain * A valuable addition to academic and disciplinary literacy (ADL) research, this book offers insightful conceptual contributions and multilayered empirical studies that focus on ADLs as produced and experienced by multilingual learners. Spanning diverse educational contexts, levels, and target languages, it provides fresh perspectives for researchers and educators alike! * Ute Smit, University of Vienna, Austria * A perennial issue due to its centrality to formal education, disciplinary literacy is currently seeing renewed interest because of two topical aspects: the multi-semiotic nature of disciplinary literacy itself, and the multilinguality of educational stakeholders and institutions. This volume will furnish a substantial contribution to the multi-layered dialogues around this important topic. * Christiane Dalton-Puffer, University of Vienna, Austria *
Author Information
Ainara Imaz Agirre is a researcher in the Faculty of Humanities and Education Science (HUHEZI) at Mondragon University (Basque Country), Spain. Her research focuses on language acquisition in multilingual contexts. Roberto Arias-Hermoso is a junior researcher in the Faculty of Humanities and Education Science (HUHEZI) at Mondragon University (Basque Country), Spain. His research interests focus on multilingual writing and disciplinary literacies.
