There has been extensive discussion of the difficulties experienced by tertiary students when writing using sources in both first- and second-language (L1, L2) writing literature; however, few studies have reported on instructional interventions that aim to assist students to master this complex academic literacy. The action research study…

The traditional approach to the education of newcomer students separates English language development from content instruction. It is assumed that English language proficiency is a prerequisite for subject-matter learning. The authors take the alternate view that the integration of historical thinking and digitized primary sources enhances English…