Mentor Texts and the Coding of Academic Writing Structures: A Functional Approach

Alméciga, Wilder Yesid Escobar; Evans, Reid

doi:10.19183/how.21.2.6

Cited by 5 publications

(2 citation statements)

References 12 publications

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“…Latin American contexts have probably received less attention in the international sphere (but, for example, Hanauer & Englander, 2011), though national journals increasingly cover such topics. In the case of Colombia, various studies have treated topics related to argumentative and/or academic writing in English as an L+ (Cárdenas, 2003(Cárdenas, , 2014Castañeda, 2012;Chala Bejarano & Chapetón, 2013;Correa, 2010;Crawford, Mora Pablo, Lengelign, & Goodwin, 2013;Escobar Alméciga & Evans, 2014;Gómez, 2011;Janssen, Nausa, & Rico, 2012;Nanwani, 2009;Viáfara Gozález, 2008 (Casanave & Hubbard, 1992;Diab, 2005;Díaz Hormazábal, 2007;Hammann, 2005;Huang, 2010;Jenkins, Jordan, & Weiland, 1993;Leki, 1994;Matsuda, Saenkhum, & Accardi, 2013;Pérez-Llantada et al, 2011;Pittam, Elander, Lusher, Fox, & Payne, 2009;Shi & Cumming, 1995;Wan, 2014;Yildirim & Ilin, 2009). However, most of these have considered the cases of writers already immersed in training programs for academic writing or who at least have become aware of the need for such training due to professional demands.…”

Section: Previous Work On L2 Academic and Rhetorical Writingmentioning

confidence: 99%

Beliefs and Practices Concerning Academic Writing among Postgraduate Language-Teacher Trainees

Anderson

Medina

2019

Íkala

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This paper reports on the initial stages of a larger study on plurilingual rhetorical communicative competences. Experiential evidence indicated a mismatch between the academic writing competences desired from and those displayed by the participants—adult bilingual (L1 Spanish, L+ English) English-language teacher trainees in a postgraduate program at Colombian university. We examined participants’ beliefs and practices concerning academic writing to identify the sources of their challenges and develop the evidential basis for identifying appropriate remedial strategies. This was a mixed methods study, in which we analyzed data from semi-structured interviews, questionnaires, and student artifacts through the grounded theory approach and descriptive statistics. The results suggest that participants’ challenges with rhetorical aspects of academic writing stem from a lack of training. However, participants were relatively successful with aspects of writing in which they had been trained: discrete language skills and purely descriptive prose. We conclude their academic writing difficulties are fundamentally non-linguistic and hypothesize they would face similar academic writing challenges even if writing in their L1. There is an urgent need to address these challenges, not only because rhetorical competences are increasingly important in a knowledge-driven society but also because teachers need to be able to train their own students in such competences.

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Section: Previous Work On L2 Academic and Rhetorical Writingmentioning

confidence: 99%

Beliefs and Practices Concerning Academic Writing among Postgraduate Language-Teacher Trainees

Anderson

Medina

2019

Íkala

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“…That is, drawing information from the cultural background and the social environment, linguistic items are arranged to form structures, and structures, in turn, are configured to accomplish communicative functions in various domains of social life (Escobar Alméciga & Evans 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

Language configurations of degree-related denotations in the spoken production of a group of Colombian EFL university students: A corpus-based study

Escobar

2015

Colomb. Appl. Linguist. J

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Recognizing that developing the competences needed to appropriately use linguistic resources according to contextual characteristics (pragmatics) is as important as the cultural-imbedded linguistic knowledge itself (semantics) and that both are equally essential to form competent speakers of English in foreign language contexts, we feel this research relies on corpus linguistics to analyze both the scope and the limitations of the sociolinguistic knowledge and the communicative skills of English students at the university level. To such end, a linguistic corpus was assembled, compared to an existing corpus of native speakers, and analyzed in terms of the frequency, overuse, underuse, misuse, ambiguity, success, and failure of the linguistic parameters used in speech acts. The findings herein describe the linguistic configurations employed to modify levels and degrees of descriptions (salient sematic theme exhibited in the EFL learners´ corpus) appealing to the sociolinguistic principles governing meaning making and language use which are constructed under the social conditions of the environments where the language is naturally spoken for sociocultural exchange.

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Commodity, Immunity, and Struggle: (Re)visiting Senses of Community in ELT

Ortiz

Peña

2021

Colomb. appl. linguist. j

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This article comprises part of a broader doctoral research project that seeks to explore the senses of community of four English language pre-service teachers (ELPTs) of a public university in Bogotá, Colombia. This study used a relational methodology that introduces an interepistemic dialogue between mainstream research and the Indigenous Research Paradigm. The data collection process was carried out through five sessions jointly agreed upon and designed with the participants. The main data collection instruments were autobiographies, which were a joint construction, and transcripts of the sessions. The research results show that the university, the English language teacher education program (ELTEP) and the practicum, among others, are part of a constellation of communities of fear or communities that represent a challenge. It was concluded that it is possible to understand the constellation of fear through an alternative theoretical framework that includes community as commodity, as immunity, and as struggle. This study contributes to research trends that seek to privilege the research participants’ voices and offers a different way to approach communities in ELT.

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Mentor Texts and the Coding of Academic Writing Structures: A Functional Approach

Cited by 5 publications

References 12 publications

Beliefs and Practices Concerning Academic Writing among Postgraduate Language-Teacher Trainees

Beliefs and Practices Concerning Academic Writing among Postgraduate Language-Teacher Trainees

Language configurations of degree-related denotations in the spoken production of a group of Colombian EFL university students: A corpus-based study

Commodity, Immunity, and Struggle: (Re)visiting Senses of Community in ELT

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