Academic Languages and Literacies in Content-based Education in English-as-an- Additional-Language Contexts Across the Curriculum Angel M. Y. Lin Table of Contents Language Across the Curriculum and Academic Literacy in English-as-an-Additional Language Contexts Critique of the ‘Gap’ Discourse and the Privileging of Academic Literacies Critical Pragmatic Approaches to Academic Literacies The Plurilingual, DynamicDynamic Turn in Applied Linguistics and Language Education The Way Forward: Researching and Teaching Languages and Literacies Across the Curriculum Keywords Languages and Literacies Across the Curriculum, Academic Literacies, Translanguaging, Access Paradox, Genre and Register Theory, Plurilingualism, Plurilingual Education, Language Across the Curriculum, Content and Language Integrated Learning, Content-based Education, English medium instruction, Critical Pragmatic Approaches, English as an Additional Language, Heteroglossia. Summary From the 1960s to the early 21 st century In the past four decades, different terms have arisen in diverse research traditions and educational contexts where teachers and researchers are interested in exploring and researching ways of helping learners to learn both language and content at the same time. These terms include content-based instruction (CBI), immersion, sheltered instruction, language across the curriculum (LAC), writing across the curriculum (WAC), content and language integrated learning (CLIL). Common to all these traditions, however, is the monoglossic and monolingual assumption about academic language and literacy. The dynamic process turn in applied linguistics hasve changed our view of the nature of language, lanaguaing, and language learning processes. These new theoretical insights lead The chapter will provide a critical review of these traditions and assumptions and outline recent work that leads towards to a transformation of research on LAC towards research on ‘academic languages and literacies in the disciplinesacross the curriculum’ as a breakthrough from the monolingual assumptions. A paradigm shift from monoglossic to heteroglossic assumptions is also particularly important in English as an additional language (EAL) contexts. It will describe the theoretical shifts Formatted: Superscript