This project aims to gain a more profound understanding of the literacy challenges students with different languages, ethnicity, and class backgrounds face in various higher education contexts. Moreover, we are interested in investigating how university teachers can address those challenges to strengthen students’ language and knowledge development, thereby supporting them in building their identities as university students and future professionals. The project explores how teacher education students develop their academic literacies in different subjects and disciplines throughout their educational program. We ask the following questions:
-What challenges do students with different backgrounds experience in working with knowledge-building and assignments in various content areas?
-What is the significance of identity and identity work in students’ development of academic literacies?
-To what extent and in which specific ways do prevailing conventions and practices enable or constrain students’ meaning-making?
-How can an explicit focus on academic literacies become an integral part of disciplinary learning?
