Talk it up? Do language and learning advisors have a role in the development of spoken ‘literacy’?
Date
2008Citation:
Malthus, C. (2008). Talk it up? Do language and learning advisors have a role in the development of spoken ‘literacy’? In E. Manalo, J. Bartlett-Trafford, & S. Crozier (Eds.). Walking a tightrope – the balancing act of learning advising: Refereed proceedings of the 2007 Association of Tertiary Learning Advisors of Aotearoa New Zealand (ATLAANZ) Conference (pp. 140–153). Auckland, New Zealand: ATLAANZ. Available from http://www.atlaanz.org/research-and-publications/conference-2007-1Permanent link to Research Bank record:
https://hdl.handle.net/10652/1910Abstract
To judge from recent collections of conference proceedings, language and learning advisors focus primarily on development of student writing and study skills. This paper considers the need for a greater emphasis on spoken language, in particular interactive speaking, within the scope of learning development work. Reflecting on a teaching experience in which communication challenges for students were exposed, I argue that there are sound reasons for seeking opportunities to work in collaboration with faculty colleagues to develop spoken forms of academic literacies.