Academic literacies in course proposals to EMI teacher education
DOI:
https://doi.org/10.14393/DLv18a2024-71Keywords:
English Medium Instruction, Academic Literacies, Teacher education, Internationalization at Home, Higher educationAbstract
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.
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Copyright (c) 2024 Gabriel Salinet Rodrigues, Juliana Michelon Ribeiro, Graciela Rabuske Hendges
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