Embedded academic literacies approach in the LCS PGT curriculum
This project examines how effective partnership working approaches in embedding academic literacies can enhance the learning experience of PGT students in the School of LCS. Responding to increasingly diverse student cohorts, the initiative was developed through collaboration between the Language Centre and the Library Learning Development team. The aim is to scaffold students’ transition to Master’s-level study by embedding academic literacies, such as critical reading and writing, analysis, argumentation, and referencing, directly into core disciplinary modules. By integrating this provision into the curriculum rather than positioning it as optional or remedial, the project seeks to create a sustainable model for inclusive, discipline-specific support.
Methods and Current Stage:
Launched in 2022, the project has employed a mixed-methods approach, including student questionnaires, interviews with students and staff, and reflective accounts from tutors. Data was collected across Linguistics, MAPLIS, and Translation & Interpreting programmes to capture perspectives on the value and effectiveness of the embedded model. Key findings indicate that students gained confidence in academic practices, developed their understanding of subject-specific genres, appreciated the practical application of theoretical concepts, and valued the collaboration between academic staff and skills specialists. Staff reported reduced pressure to deliver literacies support within lectures, improved student preparedness, and greater engagement with disciplinary texts.
In terms of dissemination, an initial report has been shared with the School and programme teams. We also presented a paper, 'Breaking down barriers to student belonging and success: An embedded partnership approach to developing students’ academic language and skills', at the Researching, Advancing & Inspiring Student Engagement Conference. Building on this, we are currently preparing an academic publication as a further outcome of the project.
Expected Outcomes:
The project has highlighted the importance of scaffolding students’ academic transition to their discipline, aligning literacies support with assessment points, and embedding provision for all students rather than targeting specific groups. Insights have informed the future structure of support in LCS, with the aim of extending collaborative planning between disciplinary and EAP lecturers in line with Curriculum Redefined. The model may also serve as a template for similar embedded approaches across the University.