Academic literacy skills and the challenge for Australian higher education

Inspecting EFL teachers' academic literacy development in multilingual contexts: A global vision

“…This movement assisted educators and researchers to perceive academic literacy development as a social and situated construct that occurs at the intersection of cognitions, emotions, social practices, and macro-societal structures ( Canagarajah, 2018 ; Cumming, 2013 ). While previous studies on academic literacy development focused on the developmental process of academic literacy of learners (e.g., writing, reading) in different educational contexts ( Botha, 2022 ; Jiang et al., 2010 ; Kruse, 2013 ), with the rise of this situated approach to academic literacy, literacy is more considered as the offshoot of several internal (e.g., motivation, attitude, mental health) and external factors (e.g., context, facilities, economy) ( Cumming, 2013 ; Flowerdew, 2013 ). These complexities demanded a shift toward a more contextualized and embedded approach to academic literacy development ( Englander and Corcoran, 2021 ).…”