Originally presented as the author's thesis (doctoral) - Justus-Liebig-Universität Giessen, 2020. Includes bibliographical references (pages 325-345) and index.
Summary:
"This book provides a research-driven discussion of how the epistemic potential of multilingual writing strategies can be conceptualized, investigated, and leveraged in higher education. Research results are reported from an intervention study in two discipline-specific, writing-intensive HE content courses. The study triangulates survey data with think-aloud & screen-recording data and with product data in a pre/post design. Based on the research findings, the book details a multilingual teaching framework in which a translanguaging approach is enhanced with instructional practices from translation training"-- Provided by publisher.
This resource is supported by the Institute of Museum and Library Services under the provisions of the Library Services and Technology Act as administered by State Library of Iowa.