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

Auteurs-es

DOI :

https://doi.org/10.5902/2176148554628

Mots-clés :

EAP, Speaking, Academic writing, Integrated skills

Résumé

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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Bibliographies de l'auteur-e

Climene Fernandes Brito Arruda, Universidade Federal de Minas Gerais, Belo Horizonte, MG

É professora na área de língua inglesa da Faculdade de Letras da Universidade Federal de Minas Gerais - UFMG. Tem  doutorado (2014) em Estudos Linguísticos pela UFMG. a o Setor de Proficiência Linguística da Diretoria de Relações Internacionais da UFMG.  Tem experiência na área de Linguística Aplicada, com ênfase em Ensino de Língua Inglesa, tendo interesse principalmente nas seguintes áreas: inglês para fins acadêmicos, aprender a aprender e formação de professores. 

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

Lukas Murphy holds an Ed. D. in Adult Education and Leadership from Teachers College, Columbia University. He served as an English Language Fellow at UFMG in Belo Horizonte, Brazil in 2019 and at IFES in Vitória in 2018. He has also lived and worked in Japan, Russia and the US.

Références

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CHAZAL, E. English for academic purposes. United Kingdom: Oxford University Press, 2014.

DUTRA, D. P. et al. Institutional internationalisation through aca-demic literacies in English: teaching and learning written genres in the Brazilian higher education context. The Especialist, [S.l.], v. 40, n. 2, p. 1-14, 2019.

DEARDEN, J. English as a medium of instruction – a growing global phenomenon. London: British Council. 2015. Retrieved from: https://www.britishcouncil.org/sites/default/files/e484_emi_cover_option_3_fi-nal_web.pdf. Accessed on: July 27, 2020.

GEORGE BROWN COLLEGE. Hooks and Attention Grabbers. Tutoring and Learning Centre, George Brown College, 2014. Available at: https://www.georgebrown.ca/sites/default/files/uploadedfiles/tlc/_docu-ments/hooks_and_attentin_grabbers.pdf. Accessed on: March 18, 2020.

HU, G.; LIU, Y. Three-minute thesis presentations as an academic genre: a cross-disciplinary study of genre moves. Journal of English for Academic Purposes, v. 35, p. 16-30, 2018.

HUDZIK, J. Comprehensive internationalization: from concept to action. Washington: NAFSA, 2011.

HYLAND, K. Second language writing. Cambridge: Cambridge University Press, 2003.

HYLAND, K. English for Academic Purposes. Routledge Applied Linguistics, 2006.

HYLAND, K. Genre pedagogy: language, literacy and L2 writing instruc-tion. Journal of Second Language Writing, v. 16, n. 3, p. 148-164, 2007.

JOHNS, A. M. Genre awareness for the novice academic student: an ongoing quest. Language Teaching, v. 41, n. 2, p. 237-252, 2008.

JOHNS, A. M.; PRICE D. English for specific purposes: International in scope, specific in purpose. In: CELCE-MURCIA, M.; BRINTON, D.; SNOW, M. A. (Eds.). Teaching English as a second or foreign language, 4. ed. Boston: Heinle Cengage Learning, 2014, p. 471-487.

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KNIGHT, J. Internationalization remodeled: definition, approaches, and rationales. Journal of Studies in International Education,8(1), 2004, p. 5-31.

KNIGHT, J. Higher education in turmoil: The changing world of internationalization. Rotterdam: Sense Publishers. 2008.

KROLL, B. M.; VANN, J. R. Exploring speaking-writing relationships: connections and contrasts. Urbana, Ill: National Council of Teachers of English, 1981.

NEWTON, J. M. Speaking in a second language. In: NEWTON, J. M.; FERRIS, C. C.; GOH, M.; GRABE, W.; STOLLER, F. L.; VANDERGRIFT, L. (Eds.). Teaching English to second language learners in academic contexts: reading, writing, listening and speaking. New York: Routledge, 2018, p.185-200.

NEWTON, J. M.; FERRIS, C. C.; GOH, M.; GRABE, W.; STOLLER, F. L.; VANDERGRIFT, L. Teaching English to second language learners in academic contexts: reading, writing, listening and speaking. New York: Routledge, 2018.

PALTRIDGE, B. Genre and the language learning classroom. Ann Arbor, MI: University of Michigan Press, 2001.

PAYNE, D. Integrating Oral and Written Business Communication. In: KROLL, B. M.; VANN, R. J. Exploring speaking-writing rela-tionships: connections and contrasts. Urbana, Ill: National Council of Teachers of English, 1981, p. 184-197.

SNOW, A. M. Content-based and immersion models of second/foreign language teaching. In: CELCE-MURCIA, M.; BRINTON, D.; SNOW, M. A. (Eds.). Teaching English as a second or foreign language, 4. ed. Boston: Heinle Cengage Learning, 2014, p. 471-487.

SWALES, J. M. Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press, 1990.

WEISSBERG, R. Connecting speaking & writing in second language writing instruction. Ann Arbor: University of Michigan Press. 2006.

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Publié-e

2021-10-19 — Mis(e) à jour 2022-07-26

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Comment citer

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 19 octobre 2021)

Numéro

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

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