DISCIPLINES, LANGUAGE ACTIVITIES, CULTURES Perspectives on Teaching and Learning in Higher Education from France and the United States

This issue offers a preliminary yet in-depth introduction to research about the teaching and learning of literate activity across the disciplines in higher education in France and the United States: its academic values, educational principles, and genres. The contributing authors represent the forefront of research in each culture; the contributions identify history and evolution, current frames and questions, and a glossary of relevant terms. The issue thus foregrounds convergences across the cul-tures in terms of the rejection of a “transmission” model of literate activity and a symbiosis between language and disciplinary content. It foregrounds divergences in terms of theoretical frames, disciplines informing the research, and degree of atten-tion paid specifically to higher education. The contributions lay out valuable future research paths.