TOPIC: UNDERSTANDING ACADEMIC COMMUNICATION AND THE DIFFICULTIES HAVE IT
INTRODUCTION
The territory is meant to map academic literacies, which has developed as an essential field of study over the past 20years. Drawing on applied linguistics, ELT-EAT, sociolinguistics, linguistic therapy and education, the article is going to explore the difficulties that are involved in the academic communication, majorly writing, in the face of what are often compelling but restricted and official deficit discourses on (student) language use. Location of “academic literature” it is essential to be recognized at the juncture of theory and application as this accounts, in part for how is adopted and co-opted for use in many settings often with a range of meanings-sometimes confusing and contradictory and sometimes tragic.
DISCUSSION
With the increase in the number of students participating in linguistic and higher education, cultural and social diversity that they bring to this domain has been accompanied by a public discourse on falling standards, where the written language by students are always being taken as the indicative of falling standards and more generally few attention from officials to language in higher education pedagogy in curriculum language and policies, and also in the research interest in learning and teaching. Although there are shifts in policy towards expansion, and variety is compositionally celebrated in the mission statements, diversity as an essential proportion to practising communication is always viewed as difficult.
Visibility of “language’ and “literacy” only happens when inferred as a problem to be solved via a remedial report or additional, when, as streets states, “variety” is regarded as a problem instead than a resource (street, 1999:198).
The treatment of language as a significant linguistic is evident in the public outcry against standards of student writing referred to above, but also in several apparently quite distinct academic traditions of language study, whether texts as instances of genre or a particular traditionally demarcated rhetorical modes, one significant consequence of pre-identifying the problem as textual is that it leads to pedagogy and research which takes text as the object of study which turns leads to policy and pedagogical solutions which are overwhelmingly textual.
Academic writing notion is a social practice summarize both the methodology and theory traits an academic literacies approach. Linking language with the individual is offered by the practice, as situated actors socially, do, both at the level of “context of situations” and the level of context of “culture’.
Academic literacies research can be characterized as transformative rather than normative. Student population homogeneity, discipline stability and the teacher-student relation unidirectionality, blending with these is an interest to induct and identify the emphasis is on identifying academic conventions at one or more levels of grammar, discourse or rhetorical structure or genre and or to explore how students might be taught to become a proficient and developing mate.
If we assume that language is dynamic because it is continually being remade by its users in response to the demands for their social environment, the need of inventing the plurality of literacies: it is fundamental and healthy traits of literacy and language to be continuously remade concerning the moment lack; it is not at all stable, and nor is it phenomenon single integrated: but instead it is diverse and messy, and it doesn’t need pluralizing (Kress, 1997:115)
CONCLUSION
When we started this paper, we have known that our map would necessarily be selective in its focal points, we have allocated academic literacies at the juncture theory and strategic application. Literacies work is inescapably involved in the ongoing tensions around official policy that focuses on students only as contributors to the national economy.