Academic literacies in course proposals to EMI teacher education

Datos Bibliográficos

ID21849802
AutoresGabriel Salinet Rodrigues (0000-0002-7454-9456, Universidade Federal de Santa Maria), Juliana Michelon Ribeiro (0000-0002-9854-5580, Universidade Federal de Santa Maria), Graciela Rabuske Hendges (0000-0001-7326-0223, Universidade Federal de Santa Maria)
Año2024
Volumen18
Páginase1871
Fecha de publicación2024-12-24
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaDomínios de Lingu gem (JOURNAL)
Identificadores de la revistaISSN: 1980-5799 • E-ISSN: 1980-5799
EditorialPPUFU - Portal de Periódicos da Universidade Federal de Uberlândia (PUBLISHER)
DOI10.14393/dlv18a2024-71
OpenAlexW4405797054
IdiomaEN
Referencias citadas27

English as a Medium of Instruction (EMI) is a phenomenon of rapid expansion in Brazil and around the world (Dearden, 2015; Martinez, 2016) and has raised interest in a relevant share of professors at Universidade Federal de Santa Maria (Hendges; Rodrigues; Pretto, 2020). EMI has been pointed out as an alternative for Internationalization at Home (Beelen; Jones, 2015) and for the promotion of more accessible intercultural, international opportunities as it can also foster access to additional language learning in tertiary education (Baumvol; Sarmento, 2019). The particularities of a Brazilian public university call for a situated and critical-oriented practice, which is entailed in the Academic Literacies framework – ACLITS (Lillis, 1997; Lea; Street, 1998). In this work, we examine three syllabi of EMI courses designed for university faculty from the ACLITS perspective. Employing the approach of rich features analysis (Barton, 2004), we identified contents related to pedagogic and linguistic literacies and classified them according to approximations with the three models of literacy: Study Skills, Academic Socialization, and Academic Literacies. The emphasis on Academic Socialization in the syllabi suggests there is space for the development of local EMI teacher education initiatives that expand discussions about genre awareness, equity, translanguaging, interculturalism, and plurilingualism. These findings bring important insight for laboratories and departments that work with language (pre-service) educators and language support actions

Ell · Higher education · Internationalization · Mathematics education · Pedagogy · Political science · Situated · Social science · Socialization · Sociology · Syllabus · Teaching method · Computer Science · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching