ABSTRACT
In Chapters 2 and 3 the focus was on the richness, abundance and diversity of students’ communicative practices in their everyday lives. In Chapters 4 and 5 we showed how learning, teaching and assessment are textually mediated. We have indicated that literacy practices are assembled from a set of what we have termed ‘aspects’ of a literacy practice. In Chapter 6 we showed how lecturers took account of these insights and made connections between these literacy practices to make changes in their teaching to enhance students’ opportunities for learning. In Chapter 7 we showed how the research was recontextualised into a very different context – that of bilingual college provision in Wales. Here in this chapter, using one extended case study, we consider different metaphorical resources for conceptualising the connections between the everyday and curriculum literacy practices which lie at the heart of the research.
