Letras https://periodicos.ufsm.br/letras <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> Universidade Federal de Santa Maria pt-BR Letras 1519-3985 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. Apresentação https://periodicos.ufsm.br/letras/article/view/68070 Marília Mendes Ferreira Graciela Rabuske Hendges Anelise Scotti Scherer Copyright (c) 2021 Letras 2021-10-19 2021-10-19 001 012 10.5902/2176148568070 The internationalization of higher education in brazil and its linguistic demands: a petition for english (additional languages) learning institutionalization https://periodicos.ufsm.br/letras/article/view/68091 <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> Marília Mendes Ferreira Copyright (c) 2021 Letras http://creativecommons.org/licenses/by-nc-sa/4.0 2022-07-04 2022-07-04 013 022 10.5902/2176148568091 Letramentos acadêmicos na internacionalização da Pós-Graduação: o caso de um pesquisador da área de Química https://periodicos.ufsm.br/letras/article/view/47909 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. Maria do Socorro Alencar Nunes Macedo Bruno Venancio Paula Aparecida Diniz Gomides Castro Santos Copyright (c) 2021 Letras http://creativecommons.org/licenses/by-nc-sa/4.0 2022-07-04 2022-07-04 023 048 10.5902/2176148547909 TENSÕES ENTRE LEGITIMIDADE E AUTENTICIDADE NAS PUBLICAÇÕES EM INGLÊS POR DOUTORANDAS BRASILEIRAS https://periodicos.ufsm.br/letras/article/view/48544 <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> Rómina de Mello Laranjeira Larissa Giacometti Paris Copyright (c) 2021 Letras http://creativecommons.org/licenses/by-nc-sa/4.0 2022-07-04 2022-07-04 049 075 10.5902/2176148548544 Senior Brazilian researchers’ experiences and practices: perceived needs of novice researchers to become part of the community https://periodicos.ufsm.br/letras/article/view/53255 <p><strong>Abstract: </strong>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> Malyina Kazue Ono Leal Copyright (c) 2021 Letras 2021-10-19 2021-10-19 077 096 10.5902/2176148553255 Views of teachers and students about EMI at a Brazilian federal university: implications for language policy https://periodicos.ufsm.br/letras/article/view/68092 <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> Graciela Rabuske Hendges Gabriel Salinet Rodrigues Amanda de Mendonça Pretto Copyright (c) 2021 Letras 2021-10-19 2021-10-19 097 124 10.5902/2176148568092 Present situation analysis within critical-complex pedagogy: surfing the text, the context and the discourse https://periodicos.ufsm.br/letras/article/view/43333 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. Bruna Gabriela Augusto Marçal Vieira Copyright (c) 2021 Letras http://creativecommons.org/licenses/by-nc-sa/4.0 2022-07-04 2022-07-04 125 150 10.5902/2176148543333 O projeto de um curso de ‘blended learning’ para desenvolver habilidades de apresentação de conferências para alunos de pós-graduação em medicina / the design of a blended learning course to develop conference presentation skills for postgraduate students in medicine https://periodicos.ufsm.br/letras/article/view/44489 <p><strong>RESUMO</strong></p><p>A predominância do inglês como língua franca nas ciências e a pressão para elevar o ‘ranking’ internacional das universidades brasileiras intensificaram a demanda por apoio ao desenvolvimento de uma série de letramentos acadêmicos em inglês, por exemplo, em áreas como a apresentação de pesquisas em conferências internacionais. Os desafios para fornecer apoio direcionado ao desenvolvimento de tais letramentos incluem espaço limitado no currículo, negociação de horários regulares para reuniões entre estudantes e instrutores ocupados e o fato de que grandes instituições geralmente têm campus geograficamente dispersos. O ‘blended learning’ oferece uma possibilidade de enfrentar esses desafios através da flexibilidade oferecida pelo modo de ministrar o curso, que é parcialmente presencial e parcialmente ‘on-line’ e assíncrono. Este artigo relata o desenho, o ensino e a avaliação de duas edições de um curso em habilidades de apresentação em conferências, oferecido a estudantes de pós-graduação na Faculdade de Medicina da Universidade de São Paulo em 2018-19. O artigo discute as possibilidades, limitações e desafios contínuos do ‘blended learning’ no apoio a letramentos acadêmicos em um curso projetado para aumentar as habilidades de apresentação em inglês dos estudantes de medicina.</p><p> </p><p><strong>ABSTRACT </strong></p><p>The predominance of English as a scientific lingua franca and the pressure to raise the international ranking of Brazilian universities have increased the demand for support in developing a range of academic literacies in English, for example in areas such as presenting one’s research at international conferences. The challenges to delivering targeted support for the development of such literacies include limited space in the curriculum, negotiating regular meeting times for busy students and instructors, and the fact that large institutions often have geographically dispersed campuses. Blended learning offers a possible means of addressing these challenges in the flexibility afforded by course delivery that is partly face-to-face and partly online and asynchronous. This paper reports on the design, delivery and evaluation of two editions of a course in conference presentation skills, delivered to postgraduate students in the Faculty of Medicine at the University of Sao Paulo in 2018-19. The paper discusses the affordances, limitations and continuing challenges of blended learning in support of academic literacies designed to enhance medical students’ presentational skills in English.</p> John Blair Corbett Copyright (c) 2021 Letras http://creativecommons.org/licenses/by-nc-sa/4.0 2022-07-04 2022-07-04 151 172 10.5902/2176148544489 Enhancing Academic Literacies Through emi training: three perspectives on teaching towards the certificate in emi skills at the University of São Paulo https://periodicos.ufsm.br/letras/article/view/43019 <p><em>Developing the knowledge and the skill to master academic writing in higher education constitutes a challenge for most undergraduate students. However, learning about this genre in time of internationalization 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 a process approach to writing. In this work we analyzed students’ and tutors’ perceptions on self-assessment in relation to the development of their academic skill. </em></p> Ana Cecilia Cad Paul Alexis Carrera Copyright (c) 2021 Letras http://creativecommons.org/licenses/by-nc-sa/4.0 2022-07-04 2022-07-04 173 194 10.5902/2176148543019 Enhancing Academic Literacies Through emi training: three perspectives on teaching towards the certificate in emi skills at the University of São Paul https://periodicos.ufsm.br/letras/article/view/48371 <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> Luciana Carvalho Fonseca John Blair Corbett Jose Alberto Costa Copyright (c) 2021 Letras http://creativecommons.org/licenses/by-nc-sa/4.0 2022-07-04 2022-07-04 195 226 10.5902/2176148548371 Developing academic oral skills using the video pitch as a learning strategy https://periodicos.ufsm.br/letras/article/view/49205 <p dir="ltr"><span>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.</span></p><span id="docs-internal-guid-da78012c-7fff-dce6-b09f-9a09e35ef2e7"><span> </span><span><br /></span></span> Bárbara Malveira Orfanò Elisa Mattos Lívia Terra Copyright (c) 2021 Letras http://creativecommons.org/licenses/by-nc-sa/4.0 2022-07-04 2022-07-04 227 252 10.5902/2176148549205 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 https://periodicos.ufsm.br/letras/article/view/54556 <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> Ruben Daniel Mazzei María Cecilia Pfister Silvia Graciela Zorz Copyright (c) 2021 Letras http://creativecommons.org/licenses/by-nc-sa/4.0 2022-07-04 2022-07-04 253 289 10.5902/2176148554556 O inglês não é um só: desenvolvimento do conceito de inglês como língua franca em um curso do programa idiomas sem fronteiras https://periodicos.ufsm.br/letras/article/view/48477 <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> Cyntia Bailer Luis Antonio Debortoli Tiago de Matos Ana Paula Berri Copyright (c) 2021 Letras http://creativecommons.org/licenses/by-nc-sa/4.0 2022-07-04 2022-07-04 271 289 10.5902/2176148548477 LETRAMENTO ACADÊMICO EM PORTUGUÊS COMO LÍNGUA ADICIONAL: ENTRE UMA PERSPECTIVA TEXTUAL E UMA PERSPECTIVA DISCURSIVA NO TRABALHO COM O GÊNERO RESUMO ACADÊMICO https://periodicos.ufsm.br/letras/article/view/48432 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. Gláucio Geraldo Moura Fernandes Copyright (c) 2021 Letras 2021-10-19 2021-10-19 291 314 10.5902/2176148548432 USING SPEAKING AS A SPRINGBOARD TO ACADEMIC WRITING: A SUCCESSFUL PEDAGOGICAL EXPERIENCE https://periodicos.ufsm.br/letras/article/view/54628 <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> Climene Fernandes Brito Arruda Lukas John Murphy Copyright (c) 2021 Letras 2021-10-19 2021-10-19 315 332 10.5902/2176148554628 INTERNATIONALIZATION IN ENGLISH LANGUAGE COURSES WITHIN LANGUAGES WITHOUT BORDERS https://periodicos.ufsm.br/letras/article/view/43163 <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> Nayara Stefanie Mandarino Silva Elaine Maria Santos Copyright (c) 2021 Letras 2021-10-19 2021-10-19 333 353 10.5902/2176148543163 LEARNING (TO TEACH) ENGLISH FOR ACADEMIC PURPOSES IN INITIAL TEACHER EDUCATION https://periodicos.ufsm.br/letras/article/view/48584 The aim of this study is to analyze student teachers (STs) learning how to teach English for Academic Purposes (EAP) in a Languages without Borders Program Center in a public university in the south of Brazil. The data was generated through participant observation in an academic writing course offered to STs. The results suggest that STs learned both EAP 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. Simone Sarmento Ana Paula Seixas Vial Copyright (c) 2021 Letras 2021-10-19 2021-10-19 355 378 10.5902/2176148548584 INTEGRATED LABORATORY OF SCIENTIFIC-ACADEMIC LITERACIES - LILA: FACING CHALLENGES IN LANGUAGE EDUCATION https://periodicos.ufsm.br/letras/article/view/53338 <p>In order to focus on actions towards academic literacies in university laboratories, we aim at: a) identifying activities carried out; b) presenting LILA as a collaborative network of activities related to the teaching, researching and extension tripod. The qualitative research method included bibliographic review and survey in social media as well as the description of actions to be developed in our lab and their underlying theoretical framework. The results indicate that all laboratories contribute to the insertion of students and researchers in academic literacy practices and events, whereas LILA intends to contribute in network to both scientific and academic literacies.</p> Vera Lúcia Lopes Cristovão Jacqueline Sanches Vignoli Marlene Aparecida Ferrarini-Bigareli Miriam Sester Retorta Copyright (c) 2021 Letras 2021-10-19 2021-10-19 379 400 10.5902/2176148553338