Academic literacy, genres and competences: a didactic model for teaching English to translation students

Academic literacy, genres and competences: a didactic model for teaching English to translation students

Academic literacy has been the subject of many publications in the last decade. Yet, the practices to develop it still need to be carefully contextualised, in accordance with the field of studies, the academic context, and even the language in which they are to be implemented. The aim of this work i...

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Bibliographic Details
Published in:ELIA no. 17; pp. 251 - 272
Main Authors: Liendo, Paula J., Massi, María P.
Format: Journal Article
Language:English
Published: Sevilla Universidad de Sevilla, Departamento de Lengua Inglesa 2017
Subjects:
Academic discourse
Academic language
Curricula
Digital media
Educational Policy
English for special purposes
Language Acquisition
Literacy
Metacognition
Negotiation
Second Languages
Syntax
Teaching
Text analysis
Translation instruction
Translation methods and strategies
New York
United States > US
Argentina
Online Access:Get full text
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Summary:Academic literacy has been the subject of many publications in the last decade. Yet, the practices to develop it still need to be carefully contextualised, in accordance with the field of studies, the academic context, and even the language in which they are to be implemented. The aim of this work is to develop a didactic model that caters for the needs of (mainly advanced) students of a Certified Translation course. Achieving an acceptable standard of academic literacy involves linguistic and extra-linguistic -discursive, sociocultural, metacognitive- competences, together with translation competence. Additionally, the study of English from a contrastive perspective -regarded as a problemsolving task and applied at the lexical, syntactic, textual and sociocultural levels- is deemed unavoidable. This didactic model has an ESP (English for Specific purposes) and textual approach. The approach suggested for the implementation of this model includes metacognitive and metalinguistic reflection, cognitive and linguistic recognition and production, text analysis, design and assessment, discussion, negotiation, and social interaction.
ISSN:1576-5059
2253-8283
DOI:10.12795/elia.2017.i17.11