https://periodicos.ufsm.br/letras/issue/feed Letras 2021-10-20T15:12:53-03:00 Equipe Editorial periodicoletras.ufsm@gmail.com Open Journal Systems <p style="text-align: justify;"><strong>Letras</strong> é um periódico semestral, da área de Letras, Qualis A2, publicado desde 1991 e editado pelo Programa de Pós-Graduação em Letras, da Universidade Federal de Santa Maria. A partir do número 46, passou a integrar o Portal de Periódicos Eletrônicos da UFSM, por meio do Sistema Eletrônico de Editoração de Revistas (SEER). De periodicidade semestral, com um conselho editorial composto de acadêmicos brasileiros e estrangeiros, Letras tem priorizado a regularidade de sua publicação, a qualidade de seus textos e o apuro de sua edição, impressa e digital, sendo cada exemplar enviado para bibliotecas, programas de pós-graduação e universidades de todo o país.</p> https://periodicos.ufsm.br/letras/article/view/68070 Apresentação 2021-10-19T15:18:26-03:00 Marília Mendes Ferreira mmferreira@usp.br Graciela Rabuske Hendges gracielarhendges@gmail.com Anelise Scotti Scherer anesscherer@gmail.com 2021-10-19T00:00:00-03:00 Copyright (c) 2021 Letras https://periodicos.ufsm.br/letras/article/view/68091 The internationalization of higher education in Brazil and its linguistic demands: a petition for English (additional languages) learning institutionalization 2021-10-19T15:18:29-03:00 Marília Mendes Ferreira mmferreira@usp.br <p>The present essay aims to reflect on the internationalization of Higher Education which is the background of the articles published in this special issue <em>Academic literacy in English: pedagogical practices in times of internationalization</em>. This discussion will explore the linguistic (English) demands imposed by the internationalization of Higher Education and advocate for the institutionalization of English/additional languages learning and teaching support by the universities. The thesis defended in this piece is that without proper provision and learning of these languages for academic purposes by the universities, internationalization initiatives will be ineffective.</p> 2022-08-02T00:00:00-03:00 Copyright (c) 2021 Letras https://periodicos.ufsm.br/letras/article/view/47909 Letramentos acadêmicos na internacionalização da pós-graduação: o caso de um pesquisador da área de química 2021-10-19T15:18:31-03:00 Maria do Socorro Alencar Nunes Macedo socorronunesmacedoufsj@gmail.com Bruno Venancio brunovenanciob@gmail.com Paula Aparecida Diniz Gomides Castro Santos contatopaulagomides@gmail.com Evidenciamos como a trajetória acadêmica de um docente influencia a reprodução de suas crenças e <em>habitus</em>. Buscamos esforços para localizar os Letramentos Acadêmicos no contexto da Pós-Graduação, discutindo, por meio dessa perspectiva as implicações de demandas em sua prática docente. Observamos que algumas ações foram e são significativas para a inserção, ascensão e manutenção do poder no campo científico, por meio de ações que priorizam o uso do inglês em atividades acadêmico/científicas como reuniões em grupos de pesquisa, apresentações de seminários, publicações e parcerias internacionais. Atividades prioritariamente estabelecidas com pesquisadores de países do norte e europeus. 2022-08-02T00:00:00-03:00 Copyright (c) 2021 Letras https://periodicos.ufsm.br/letras/article/view/48544 Tensões entre legitimidade e autenticidade nas publicações em inglês por doutorandas brasileiras 2021-10-19T15:18:34-03:00 Rómina de Mello Laranjeira romina.laranjeira@ufop.edu.br Larissa Giacometti Paris larissagparis@gmail.com <span lang="PT-BR">Na esteira dos Letramentos Acadêmicos e no contexto da internacionalização da educação superior, analisam-se, neste artigo, posicionamentos e estratégias de escrita acadêmica de cinco doutorandas brasileiras em relação à publicação de artigos científicos em inglês. Os dados analisados foram gerados a partir de duas pesquisas realizadas em duas universidades públicas do estado de São Paulo, com ancoragem teórica e metodológica na etnografia da linguagem. Os resultados apontam para tensões entre legitimidade e autenticidade no cenário atual de forte produtividade científica em inglês. Argumenta-se a favor de práticas de publicação em inglês alinhadas a uma diplomacia do conhecimento em ação.</span> 2022-08-02T00:00:00-03:00 Copyright (c) 2021 Letras https://periodicos.ufsm.br/letras/article/view/53255 Senior Brazilian researchers’ experiences and practices: perceived needs of novice researchers to become part of the community 2021-10-19T15:18:37-03:00 Malyina Kazue Ono Leal malyina@uol.com.br <p>Academic writing in English challenges graduate students and novice researchers (FLOWERDEW, 2000; NYGAARD, 2015; HYLAND, 2019). Their lack of experience writing academic genres contrasts with the demand to publish research articles in renowned journals in order to complete their degrees and advance in their careers. Research shows that EAP instruction (WINGATE, 2015), understanding publication as a social practice (CURRY &amp; LILLIS, 2019; NYGAARD, 2015), and English language proficiency (FERGUSON, et al., 2011) are areas where novices need support to successfully engage in the activity. In this study, data was collected from 41 Brazilian researchers regarding their experiences and needs.</p> <p><strong>Key words: </strong>novice researchers. senior Brazilian researchers. EAP writing instruction</p> 2022-08-02T00:00:00-03:00 Copyright (c) 2021 Letras https://periodicos.ufsm.br/letras/article/view/68092 Views of teachers and students about EMI at a Brazilian federal university: implications for language policy 2021-10-19T15:18:39-03:00 Graciela Rabuske Hendges gracielahendges@hotmail.com Gabriel Salinet Rodrigues gabriel.salinet@acad.ufsm.br Amanda de Mendonça Pretto amandampretto@gmail.com <p>Internationalization is listed as one of the main goals of the Federal University of Santa Maria in its Institutional Development Plan for the period of 2016-2026, and the use of English as a Medium of Instruction (EMI) is pointed out in the document as one of the strategies to achieve this goal. Although it is unofficially known in the institution that graduate classes in some areas are already taught in English, there is no systematic information about these experiences nor an official policy about EMI. The present work attempts to contribute to fill this gap as it reports the main results of an online survey about interests, perspectives and needs in relation to EMI at the university. The survey included professors and students and the data were mainly analyzed quantitatively, in order to establish general patterns within each group and comparisons across groups. The results showed that both professors and students express interest in engaging in EMI classes, but that policy regulation and language support programs are seen as necessary measures to implement it.</p> 2021-10-19T00:00:00-03:00 Copyright (c) 2021 Letras https://periodicos.ufsm.br/letras/article/view/43333 Present situation analysis within critical-complex pedagogy: surfing the text, the context and the discourse 2021-10-19T15:18:42-03:00 Bruna Gabriela Augusto Marçal Vieira brunagabriela@cefetmg.br <p>This paper discusses the improvements that critical-complex pedagogy proposes to present situation analysis – a fundamental pre-course investigation of students’ communicative and learning needs and wants in English for Specific Purposes literature. The pedagogy expands students’ communicative needs analysis beyond rhetorical and linguistic conventions of the target discourse. A three-phase investigation for the design of an online Critical English for Academic Purposes course is presented and demonstrates the potentialities of the pedagogy to orient the investigation of students’ pre-course knowledge about textual, contextual and discursive features of the target genres, in order to identify their literacy skills to produce those genres.</p> 2022-07-26T00:00:00-03:00 Copyright (c) 2021 Letras https://periodicos.ufsm.br/letras/article/view/44489 Enhancing academic literacies through EMI training:three perspectives on teaching towards the Certificatein EMI Skills at the University of São Paulo 2021-10-19T15:18:45-03:00 John Blair Corbett johnbcorbett2@gmail.com <p>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</p> 2022-08-02T00:00:00-03:00 Copyright (c) 2021 Letras https://periodicos.ufsm.br/letras/article/view/43019 Enhancing undergraduate students’ academic writing skills through self-assessment 2021-10-19T15:18:47-03:00 Ana Cecilia Cad anaceciliacad@unc.edu.ar Paul Alexis Carrera paulcarrera@unc.edu.ar <p>Developing the knowledge and the skill to master academic writing in higher education constitutes a challenge for most undergraduate students. However, learning about this style of writing opens students’ doors to the wide world of academia. Thus, some undergraduate students were invited to become members of a Writing Feedback Center in which they worked with a tutor and a self-assessment sheet on different writing assignments following an eclectic approach to writing. In this work we analyzed students’ and tutors’ perceptions on self-assessment in relation to the development of their academic skill.</p> 2022-07-26T00:00:00-03:00 Copyright (c) 2021 Letras https://periodicos.ufsm.br/letras/article/view/48371 Enhancing academic literacies through EMI training:three perspectives on teaching towards the Certificatein EMI Skills at the University of São Paulo 2021-10-20T15:12:53-03:00 Luciana Carvalho Fonseca lucianacarvalhof@usp.br John Blair Corbett johnbcorbett2@gmail.com Jose Alberto Costa Costa.J@cambridgeenglish.org <p>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 adopting EMI, 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.</p> 2022-07-04T00:00:00-03:00 Copyright (c) 2021 Letras https://periodicos.ufsm.br/letras/article/view/49205 Developing academic oral skills using the video pitch as a learning strategy 2021-10-19T15:18:53-03:00 Bárbara Malveira Orfanò barbara.orfano@gmail.com Elisa Mattos mattos.elisa@gmail.com Lívia Terra liviaterra@gmail.com <p dir="ltr">This research reports on the success of an online oral task developed for English for Academic Purposes learners in a Brazilian university context, which required recording and submitting a short video pitch about the students’ own research. We discuss the contributions the task brought to improving oral academic skills, focusing on the videos and comments posted in the online forum, and the students’ self-evaluations. Our results indicate that issues such as identity, agency, and autonomy play an important role in the teaching and learning of EAP and deserve attention when designing materials for students in this specific context.</p> <p><span id="docs-internal-guid-da78012c-7fff-dce6-b09f-9a09e35ef2e7"> <br /></span></p> 2022-07-26T00:00:00-03:00 Copyright (c) 2021 Letras https://periodicos.ufsm.br/letras/article/view/54556 Integración de los géneros discusivos y las alfabetizaciones académicas: una experiencia pedagógica en un curso de inglés con fines académicos en la Universidad de Buenos Aires 2021-10-19T15:18:55-03:00 Ruben Daniel Mazzei rumazzei@gmail.com María Cecilia Pfister mariaceciliapfister@gmail.com Silvia Graciela Zorz silviazorz@hotmail.com <p class="normal">Este artículo describe la experiencia pedagógica y de aprendizaje de un cambio de enfoque del curso Inglés con Fines Académicos en la Facultad de Psicología de la Universidad de Buenos Aires. Desde el 2019, incorporamos las alfabetizaciones académicas (Lea y Street, 2016) al enfoque basado en los géneros discursivos. La pedagogía y la didáctica también se enmarcan en el desarrollo de las habilidades blandas que también guian a los estudiantes para que puedan visibilizar la interacción con los géneros y con la lectura crítica situada y a tener <em>agencia</em> en la participación académica legítima (Canagarajah, 2002)</p><p class="normal"><strong>Palabras clave: </strong>géneros discursivos, alfabetizaciones académicas, habilidades blandas</p> 2022-07-11T00:00:00-03:00 Copyright (c) 2021 Letras https://periodicos.ufsm.br/letras/article/view/48477 O inglês não é um só: desenvolvimento do conceito de inglês como língua franca em um curso do programa Idiomas sem Fronteiras 2021-10-19T15:18:57-03:00 Cyntia Bailer cbailer@furb.br Luis Antonio Debortoli ldebortoli@furb.br Tiago de Matos tiamatos@furb.br Ana Paula Berri ana_paula@furb.br <span lang="PT-BR">Este artigo objetiva reportar o desenvolvimento do conceito de inglês como língua franca (ILF) por cinco participantes de um curso presencial de curta duração ministrado por dois professores em formação inicial, no âmbito do Programa Idiomas sem Fronteiras em uma universidade pública municipal brasileira. Dois instrumentos de coleta de dados foram utilizados: respostas a dois <em>quizzes </em>realizados durante o curso e um questionário aplicado posteriormente. Em seus discursos, os participantes trouxeram à tona a compreensão crítica dos conceitos de falante nativo, imperialismo, juízo de valor, preconceito linguístico, empoderamento, monitoramento linguístico, variação linguística e foco nas práticas comunicativas.</span> 2022-07-26T00:00:00-03:00 Copyright (c) 2021 Letras https://periodicos.ufsm.br/letras/article/view/48432 Letramento acadêmico em português como língua adicional: representações de estudantes universitários internacionais a respeito do gênero “resumo acadêmico” 2021-10-19T15:19:00-03:00 Gláucio Geraldo Moura Fernandes glauciocalama@gmail.com O objetivo deste trabalho é caracterizar representações de estudantes universitários estrangeiros a respeito do gênero <em>resumo acadêmico</em>. Essa investigação se apoia em questões pertinentes à escrita acadêmica baseada em gêneros (STREET, 2009), devendo essa ser entendida como prática social, e aos estudos do letramento acadêmico em língua adicional. Para isso, opto por analisar um recorte de uma Unidade Didática, desenvolvida por mim, assim como diários de bordo escritos, produzido pelos estudantes. Os resultados indicam que a Unidade Didática desenvolvida, a minha condução das aulas e/ou o fazer dos estudantes, tendem para um trabalho com os gêneros sob uma perspectiva textual. 2022-08-02T00:00:00-03:00 Copyright (c) 2021 Letras https://periodicos.ufsm.br/letras/article/view/54628 Using speaking as a springboard to academic writing:a successful pedagogical experience 2021-10-19T15:19:03-03:00 Climene Fernandes Brito Arruda climenearrudaufmg@gmail.com Lukas John Murphy lukasjmurphy@gmail.com <p>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 &amp; 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.</p> 2022-07-26T00:00:00-03:00 Copyright (c) 2021 Letras https://periodicos.ufsm.br/letras/article/view/43163 Internationalization in English language courses within Languages without Borders 2021-10-19T15:19:05-03:00 Nayara Stefanie Mandarino Silva nayaramandarino@hotmail.com Elaine Maria Santos santoselaine@yahoo.com.br <p>Internationalization has been discussed and considered an important topic to higher education. In Brazil, the lack of English proficiency perceived with the academic mobility program Science without Borders led to the creation of English without Borders, which was later amplified to Languages without Borders. In this paper, we analyze how internationalization is dealt with in LwB decrees and how the principles of the program are put to practice in its English language courses, specifically those offered at the Federal University of Sergipe. We also discuss the contributions of the program to internationalization in Brazilian universities. </p> 2022-07-26T00:00:00-03:00 Copyright (c) 2021 Letras https://periodicos.ufsm.br/letras/article/view/48584 Learning (to teach) English for Academic Purposes in pre-service teacher education 2021-10-19T15:19:08-03:00 Simone Sarmento simone.sarmento@ufrgs.br Ana Paula Seixas Vial ana.vial@ufrgs.br <p>The aim of this study is to examine how inexperienced English teaching degree students deal with the challenge of having simultaneously to learn about and to deliver courses of academic English. Data was generated through participant observation in teacher development sessions of a language center located in a public university in Brazil. The results suggest that student teachers learned both English for Academic Purposes and how to teach it by studying and producing academic genres, by sharing their knowledge with their peers, and by reflecting collectively on their teaching practices.</p> 2022-07-26T00:00:00-03:00 Copyright (c) 2021 Letras https://periodicos.ufsm.br/letras/article/view/53338 ‘Integrated Laboratory of Scientific-academic Literacies - LILA’: facing challenges in language education 2021-10-19T15:19:10-03:00 Vera Lúcia Lopes Cristovão cristova@uel.br Jacqueline Sanches Vignoli jacqueline.vignoli@unespar.edu.br Marlene Aparecida Ferrarini-Bigareli marlene.ferrarini@ifpr.edu.br Miriam Sester Retorta msretorta@gmail.com <p>This paper aims at presenting the results of a study whose objectives are a) to identify activities related to academic literacies carried out in Brazilian university writing laboratories; b) to present LILA as a collaborative network lab. This research was carried out within a qualitative paradigm, including a bibliographic review, document analysis of labs investigated and the description of future actions to be developed by LILA. The results indicate that these laboratories contribute to the insertion of students and researchers in academic literacies practices, and thus LILA was conceived in order to promote both scientific and academic literacies.</p> 2022-07-26T00:00:00-03:00 Copyright (c) 2021 Letras