Using speaking as a springboard to academic writing: a successful pedagogical experience

Autores

DOI:

https://doi.org/10.5902/2176148554628

Palavras-chave:

EAP, Speaking, Academic writing, Integrated skills

Resumo

English for Academic Purposes (EAP) is at the forefront of "both theory development and innovative practice in teaching English as a second/other language" Hyland (2006, p.1), as it has become the predominant language in science and research. However, many EAP courses still lack a theoretical rationale, and teachers rely on textbooks or teaching experiences to develop their own methodology and material.  Based on Newton (2018), Kroll & Vann (1981) and Weissberg (2006), this contribution reports on a successful pedagogical experience that connected the use of speaking to foster the development of academic writing of EAP students in a Brazilian university.

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Biografia do Autor

Climene Fernandes Brito Arruda, UFMG

Professora da área de inglês da Faculdade de Letras da UFMG. Trabalha com inglës para fins acadëmicos atendendo alunos de graduação e pós-graduação.

Lukas John Murphy, Columbia University, Nova York, Estados Unidos

Lukas Murphy tem Ed. D. em Educação de Adultos e Liderança pela Teachers College, Columbia University. Ele atuou como English Language Fellow na UFMG em Belo Horizonte, Brasil em 2019 e na IFES em Vitória em 2018. Ele também morou e trabalhou no Japão, Rússia e Estados Unidos.

Referências

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WEISSBERG, R. Connecting speaking & writing in second language writing instruction. Ann Arbor: University of Michigan Press. 2006. DOI: https://doi.org/10.3998/mpub.6702

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Publicado

2021-10-19 — Atualizado em 2022-07-26

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Arruda, C. F. B., & Murphy, L. J. (2022). Using speaking as a springboard to academic writing: a successful pedagogical experience. Letras, 315–332. https://doi.org/10.5902/2176148554628 (Original work published 19º de outubro de 2021)

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Edição Especial - 3/2020: Letramento acadêmico: práticas pedagógicas em tempos de internacionalização

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