Enhancing academic literacies through EMI training:three perspectives on teaching towards the Certificatein EMI Skills at the University of São Paulo

Autores

DOI:

https://doi.org/10.5902/2176148544489

Palavras-chave:

English as a Medium of Instruction, Academic literacies, Higher Education Policy

Resumo

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

Não há dados estatísticos.

Biografia do Autor

John Blair Corbett, University of Sao Paulo

CAPES International Fellow and Visiting Professor

Department of Modern Languages

University of Sao Paulo

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

2021-10-19 — Atualizado em 2022-08-02

Versões

Como Citar

Corbett, J. B. (2022). Enhancing academic literacies through EMI training:three perspectives on teaching towards the Certificatein EMI Skills at the University of São Paulo. Letras, 151–172. https://doi.org/10.5902/2176148544489 (Original work published 19º de outubro de 2021)