Blurb:

Tertiary education programs are often designed to prepare students for active engagement in the evolving practices of disciplinary communities. Academic success in these programs means not only the mastery of disciplinary knowledge and skills but also the appropriate selection of multimodal resources to represent disciplinary ways of thinking, doing, and knowledge sharing. Responding to the call for supporting students’ development of English academic literacy in English-medium College programs in Hong Kong, this chapter discusses the effectiveness of an adjunct English-across-the-curriculum (EAC) instructional model which uses Mohan’s Knowledge Framework as a needs/task analysis tool to identify the specific cognitive, linguistic, and multimodal representation needs of college students in Engineering and to plan explicit instruction on program-specific writing and speaking genres. The data reveal how a Knowledge Framework analysis provides a comprehensive account of the academic literacy demands of the Engineering program and facilitates the development of an integrated instructional model that offers language support needed for students’ academic success.