E.A.022 - Academic literacy in English: pedagogical practices in times of internationalization
Eje: ENSEÑANZA / APRENDIZAJE

Proponentes:
Marília Mendes Ferreira - University of São Paulo (USP-Brazil)
Anelise Scotti Scherer - Federal University of Minas Gerais (UFMG-Brazil)

RESUMO
It is notorious the relevance of English in scientific and academic communication which was increased by the internationalization movement of the higher education in the world. This demand for internationalizing academic practices most often results in EFL academics and graduate students being pressured to become academic literate in this additional language. Academic literacy can be better grasped by its focus on genre (Swales, 2004), on social practices (Lillis & Curry, 2010); on autonomous or ideological models (Street, 1984) or on generalist (Spack, 1988) or specifist (Hyland, 2002) perspectives. Based on these views, Ferreira (2015) emphasized the critical socialization of the conventional use of language in academic contexts based on general skills of literacy. This critical perspective is crucial to be considered as EFL academics and students often originate from peripheral countries (Canagarajah, 2002), where engaging to the academic community shows to be more challenging. For example, the elaboration of a language policy for academic literacy in English in Brazilian universities to better support its development is still needed despite the Language without Borders´ efforts to do so (Dorigon, 2015). Another challenge for the EFL community is learning the rhetoric of publication which is based on anglo values (such as plagiarism and the CARS model) (Swales and Feak, 2012, Swales, 2004). Due to these obstacles, it is high time to discuss issues of academic literacy socialization/ pedagogy. For this reason, this symposium aims to debate about the (academics´ and/or students’) socialization (critical or not) towards academic literacy (reading, writing and or speaking in academic genres). Therefore, we welcome presentations on pedagogical interventions and/or socialization initiatives in the field of academic literacy and which have a clear relationship between theory and practice in at least one of the following suggested topics:
- Pedagogical experiences that promoted academic literacy in higher education
- Undergraduate/postgraduate students´ academic literacy learning process
- Critical socialization to the conventions of the discourse community
- Challenges to promote academic literacy in higher education
- Undergraduate /postgraduate students´ reaction to the conventions of the international publication
- General writing skills and its relationship with academic literacy
Keywords: academic literacy in English; academic literacy policy; academic literacy pedagogy; internationalization

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