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USING SPEAKING AS A SPRINGBOARD TO ACADEMIC WRITING: A SUCCESSFUL PEDAGOGICAL EXPERIENCE

Auteurs

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

Climene Fernandes Brito Arruda, UFMG

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

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

CHAZAL, E. English for academic purposes. UK: Oxford Press, 2014.

DUTRA, Deise Prina et al. Institutional internationalisation through academic literacies in English: teaching and learning written genres in the Brazilian higher education context. The Especialist, [S.l.], v. 40, n. 2, dez. 2019. Disponível em: <http://revistas.pucsp.br/esp/article/view/38473>. Acesso em: 28 jul. 2020. doi:https://doi.org/10.23925/2318-7115.2019v40i2a5.

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_final_web.pdf. Accessed on July 27th, 2020.

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

JOHNS, A. M. & PRICE D. English for specific purposes: International in scope, specific in purpose. In M. Celce-Murcia, D. Brinton & M. A. Snow (Eds.). Teaching English as a second or foreign language, 4th Ed (pp 471-487). Boston: Heinle Cengage Learning, 2014.

JORDAN, R.R. The growth of EAP in Britain. Journal of English for Academic Purposes 1, 2002, p. 69–78

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, 35: 2018, p. 16–30.

HYLAND AND HAMP-LYONS. EAP: issues and directions. Journal of English for Academic Purposes 1, 2002. p. 1–12

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 instruction. Journal of Second Language Writing, 16(3), 148-164. doi: 10.1016/j. jslw.2007.07.005, 2007.

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, BARRY M., AND ROBERTA J. VANN. Exploring Speaking-Writing Relationships: Connections and Contrasts. Urbana, Ill: National Council of Teachers of English, 1981.

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, Barry M., and Roberta J. Vann. Exploring Speaking-Writing Relationships: Connections and Contrasts. Urbana, Ill: National Council of Teachers of English, 1981, p. 184- 197.

NEWTON, J. M. Speaking in a second language. In J. M. Newton, C. C. Ferris, M. Goh, W. Grabe, F. L. Stoller & L. Vandergrift, L. (Eds.). Teaching English to second language learners in academic contexts: Reading, writing, listening and speaking, 2018 pp. 185-200. New York: Routledge.

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.

WEISSBERG, R. Connecting Speaking & Writing in Second Language Writing Instruction. Ann Arbor: University of Michigan Press. 2006.

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Publiée

2021-10-19

Versions

Comment citer

Fernandes Brito Arruda, C., & Murphy, L. J. (2021). USING SPEAKING AS A SPRINGBOARD TO ACADEMIC WRITING: A SUCCESSFUL PEDAGOGICAL EXPERIENCE. Letras, 315–332. https://doi.org/10.5902/2176148554628

Numéro

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

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Artigos

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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.