Enhancing academic literacies through EMI training:three perspectives on teaching towards the Certificatein EMI Skills at the University of São Paulo
DOI:
https://doi.org/10.5902/2176148544489Palavras-chave:
English as a Medium of Instruction, Academic literacies, Higher Education PolicyResumo
In many Brazilian universities, internationalization policies have led to increased pressure on academic staff to offer courses using English as a Medium of Instruction (EMI). In 2019, in order to offer support to staff lecturing in English, the University of São Paulo partnered with Cambridge Assessment English to pilot a Certificate course in EMI Skills. This partnership offers advantages but raises questions about the adaptation of a standardized international course and certificate in EMI skills for a specific institution. The present paper offers three perspectives on the pilot course – from the provider, an instructor, and the participants – and discusses their implications for USP and other Brazilian institutes of higher education
Downloads
Referências
BASTALICH, W.; BEHREND, M.; BLOOMFIELD, R. Is non-subject based research training a ‘waste of time’, good only for the development of professional skills? An academic literacies perspective. Teaching in Higher Education, v. 19, n. 4, p. 373-384, 2014.
BAUMVOL, L.K. Language practices for knowledge production and dissemination: the case of Brazil. Tese (Doutorado em Letras) Instituto de Letras, Universidade Federal do Rio Grande do Sul. Porto Alegre-RS, 2018.
BLOME, C.; SONDERMANN H.; AUGUSTIN M. Accepted standards on how to give a Medical research presentation: a systematic review of expert opinion papers. GMS J Med Educ. v. 34, n. 1, Doc11, 2017. Available at: https://www.egms.de/static/en/journals/zma/2017-34/zma001088.shtml. Accessed on: 13March 2021.
CORBETT, J. Genre and genre analysis. In: BROWN, E. K.; ANDERSON, A. (Eds.). Encyclopedia of Language and Linguistics. 2. ed. Vol. 5. London, Amsterdam, New York: Elsevier, 2006, p. 26-32.
FERREIRA, M.M.; LOUSADA, E.G. Ações do laboratório de letramento acadêmico da Universidade de São Paulo: promovendo a escrita acadêmica na graduação e na pós-graduação. Ilha do Desterro, v. 69, n. 3, p. 125-140, 2016.
FERREIRA, M.M.; LOUSADA, E.G. (Eds.). Pesquisas sobre letramento em contexto universitário: a produção do Laboratório de Letramen-to Acadêmico (LLAC) da USP. São Paulo: Humanitas, Forthcoming.FERREIRA, M.M.; STELLA, V.C.R. (Eds.). Redação acadêmica: múl-tiplos olhares para o ensino da escrita acadêmica em português e línguas estrangeiras. São Paulo: Humanitas, 2018.
FINARDI, K.; ROJO, R. Globalization, internationalization and educa-tion: what is the connection? International E-Journal of Advances in Education, v. 1, n. 1, p. 18-25, 2015.
GODOY, S.M.B.; GONTOW, C.; MARCELINO, M. English pronunciation for Brazilians: the sounds of American English. Barueri: Editora DISAL, 2006.
HELLER III, R. E.; SILVA III, E. Preparing and delivering your best radiology lecture. Journal of the American College of Radiology, v. 16, n. 5, p. 745-748, 2019.
HYLAND, K. Disciplinary discourses: social interactions in academic writing. Ann Arbor: University of Michigan Press, 2004.
HYON, S. Introducing genre and English for Specific Purposes. London: Routledge, 2017.JENKINS, J. The phonology of English as an international lan-guage. Oxford: Oxford University Press, 2000.
JORDÃO, C.M. Decolonizing identities: English for internationali-zation in a Brazilian university. Interfaces Brasil/Canadá, v. 16, n. 1, p. 191-209, 2016.
MEYERS, C. The ‘Mirroring Project’: a contextualized and inte-grated approach to pronunciation teaching. Center for Advanced Research on Second Language Acquisition, University of Minnesota, 2016. Available from: https://www.youtube.com/watch?v=g0TUFKNsRGw. Accessed on: 13 March 2021.
NORTH, B., GOODIER, T. & PICCARDO, E. Common European Fra-mework of Reference for languages: learning, teaching, assessment: Companion Volume with New Descriptors. Strasbourg: Council of Europe, 2018. Available from: http://www.coe.int/lang-cefr. Accessed on: 13 March 2021.
NWOGU, K. N. The medical research paper: Structure and functions. English for Specific Purposes, v. 16, n. 2, p. 119-138, 1997.
SAGEL, S.; RAMSEY, R. G. Effective audiovisual presentation. Ame-rican Journal of Roentgenology, v. 156, n. 1, p. 181-187, 1991.
SWALES, J. M. Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press, 1990.
SWALES, J. M. Research genres: Explorations and applications. Cambridge University Press, 2004.
TARONE, E.; MEYERS, C. The Mirroring Project: Improving supraseg-mentals and intelligibility in ESL presentations. In: ALONSO, R. A. (Ed.). Speaking in a second language. Amsterdam/Philadelphia: John Benjamins, 2018, p. 197-224.
VAUGHAN, N.D.; CLEVELAND-INNES, M.; GARRISON, D.R. Teaching in blended learning environments: creating and sustaining com-munities of inquiry. Edmonton: Athabasca University Press, 2013.
WELLSTEAD, G.; WHITEHURST, K.; GUNDOGAN, B.; AGHA, R. How to deliver an oral presentation. International Journal of Surgery Oncology. v. 2, e25, p. 1-2, 2017.
ZHANG, R. Exploring blended learning experiences through the community of inquiry framework. Language Learning & Techno-logy, v. 24, n. 1, p. 38-53, 2020.
Downloads
Publicado
Versões
- 2022-08-02 (4)
- 2022-07-26 (3)
- 2022-07-04 (2)
- 2021-10-19 (1)
Como Citar
Edição
Seção
Licença
Copyright (c) 2021 Letras

Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Ficam concedidos a Letras todos os direitos autorais referentes aos trabalhos publicados. Os originais não devem ter sido publicados ou submetidos simultaneamente a outro periódico e não serão devolvidos. Em virtude de aparecerem nesta revista de acesso público, os artigos são de uso gratuito, com atribuições próprias, em aplicações educacionais e não comerciais.