What constitutes good practice in teaching academic literacies?
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In the multicultural student body at English-medium tertiary institutions today, teachers find that they can no longer make assumptions about student preparedness for tertiary learning. Many students do not have the academic literacy skills in English to enable them to learn effectively Thus the teaching of these skills needs to be included in discipline programmes. But who is to teach them, subject teachers or language teachers? If subject teachers, then how can they be given the additional support they need to promote language development in their teaching? If language teachers, then how can they ensure that they teach the literacy skills that the particular subject requires? This paper focuses on the various models used at the Auckland University of Technology to cater for the English language needs of students in different faculties. It discusses structures and processes that support the teaching of academic literacy skills as central to developing students‟ ability to master their discipline. It presents models of language teachers delivering courses in academic literacy skills alongside the subject classes (adjunct course) and of subject teachers including academic literacy skills in mainstream programmes (integrated course). It identifies examples of good practice and formal and informal academic development events that arise in the design of courses with a dual focus on discipline content and language.