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This concluding chapter synthesises the central insights of the volume, which explored academic writing as a social practice within the post-Soviet context of Central Asia. It reflects on the socio-cultural, institutional, and linguistic challenges and opportunities that shape academic writing in the region, engaging with issues of curriculum, pedagogy, English as a Medium of Instruction (EMI), student and faculty experience, and thesis supervision. The chapter revisits the academic literacies frame and highlights how contributors have applied this lens across various themes, including writing support structures, foundation programmes, translanguaging practices, and emerging technologies such as AI. In doing so, it highlights the importance of locally responsive, student-centred, and socially situated writing pedagogies. The chapter concludes by outlining the volume’s contributions across knowledge, practice, and policy, offering a set of conceptual pillars to guide future work and reform efforts in academic writing in Central Asia.

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Conclusion Academic Writing as Social Practice in Central Asia: Then, Now, and Way Forward

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  • 发表日期：

    2025年

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  • Tsediso Michael Makoelle

摘要

This concluding chapter synthesises the central insights of the volume, which explored academic writing as a social practice within the post-Soviet context of Central Asia. It reflects on the socio-cultural, institutional, and linguistic challenges and opportunities that shape academic writing in the region, engaging with issues of curriculum, pedagogy, English as a Medium of Instruction (EMI), student and faculty experience, and thesis supervision. The chapter revisits the academic literacies frame and highlights how contributors have applied this lens across various themes, including writing support structures, foundation programmes, translanguaging practices, and emerging technologies such as AI. In doing so, it highlights the importance of locally responsive, student-centred, and socially situated writing pedagogies. The chapter concludes by outlining the volume’s contributions across knowledge, practice, and policy, offering a set of conceptual pillars to guide future work and reform efforts in academic writing in Central Asia.