Outputs (24)

The paradigmatic hearts of subjects which their "English" flows through (2016)
Journal Article
Pilcher, N., & Richards, K. (2016). The paradigmatic hearts of subjects which their "English" flows through. Higher Education Research and Development, 35(5), 997-1010. https://doi.org/10.1080/07294360.2016.1138455

Much research into the use of corpora and discourse to support higher education students on pre-sessional and in-sessional courses champions subject specificity. Drawing on the work of writers such as Bakhtin (1981) and Voloshinov (1973), in this art... Read More about The paradigmatic hearts of subjects which their "English" flows through.

Avoiding dialogues of non-discovery through promoting dialogues of discovery. (2015)
Journal Article
Richards, K., & Pilcher, N. (2015). Avoiding dialogues of non-discovery through promoting dialogues of discovery. Dialogic Pedagogy, 3, 43-64. https://doi.org/10.5195/dpj.2015.101

International students and direct entrants—those entering a higher year of a degree—often come from socio-economic or cultural backgrounds different from traditional students, and have different educational backgrounds. It is assumed such students ne... Read More about Avoiding dialogues of non-discovery through promoting dialogues of discovery..

‘Discuss, Analyse, Define …’ Non-traditional Students Come to Terms with Cultures of Learning in the UK (2013)
Book Chapter
Pilcher, N., & Richards, K. (2013). ‘Discuss, Analyse, Define …’ Non-traditional Students Come to Terms with Cultures of Learning in the UK. In M. Cortazzi, & L. Jin (Eds.), Researching Intercultural Learning (135-151). Palgrave Macmillan. https://doi.org/10.1057/9781137291646_8

In contrast to students in many countries, British university students are often older than the common 18–22 age range; some are ‘non-traditional’ students who may have had experience of work in industrial or professional contexts before they study.... Read More about ‘Discuss, Analyse, Define …’ Non-traditional Students Come to Terms with Cultures of Learning in the UK.

Contextualising higher education assessment task words with an ‘anti-glossary’ approach (2013)
Journal Article
Richards, K., & Pilcher, N. (2014). Contextualising higher education assessment task words with an ‘anti-glossary’ approach. International Journal of Qualitative Studies in Education, 27(5), 604-625. https://doi.org/10.1080/09518398.2013.805443

Key ‘generic’ assessment task words such as ‘discuss’ and ‘critically evaluate’ are integral to higher education assessment. Although sources such as study skills guides give generic decontextualised glossaries of these words, much research rightly a... Read More about Contextualising higher education assessment task words with an ‘anti-glossary’ approach.