scholarly journals TRANSNATIONAL IMAGINARIES OF EMERGING IDENTITIES IN ENGLISH TEACHER EDUCATION IN A PERIOD OF ACCOMMODATION TO SOCIAL CHANGE IN BRAZILIAN HIGHER EDUCATION

2019 ◽  
Vol 58 (1) ◽  
pp. 177-194
Author(s):  
Souzana Mizan
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Academic Writing ◽  
Social Inclusion ◽  
Written Language ◽  
English Teacher ◽  
Learning Space ◽  
Brazilian Government ◽  
Ethnographic Approach ◽  
Writing Course

ABSTRACT Between 2003 and 2014, the Brazilian government adopted a public policy of expansion within Brazilian Higher Education, to strengthen processes of social inclusion. This included the construction of new campi in far-from-the-shore cities within Brazil's interior. This study took place in one of these campi, which is located in a peripheral city of a big metropolis, where an English Teacher Education course was established in 2009. The course - academic writing for English teachers - aimed to develop students' writing together with their critical thinking. It is from this academic writing course that this research emerges. The pedagogy of writing suggested in this article is based on Giroux (1988) and Freire (2005). As such, it conceives of writing as an epistemology, a mode of learning that seeks to find "the thematic universe" or "the cluster of generative topics" that the students wished to research and write about (FREIRE, 2005, p. 101). The process pursued the investigation of the students' way of thinking of the "real" in the educational context through written language. The texts produced by students revealed transnational imaginaries and literacies that rupture the dominant model of transnational movements, physical or virtual. In this context, I believe that the ethnographic approach adopted by the course to investigate the cultures and literacies of this community of students contributed to the development of the students' academic writing skills and to an exchange of world views among the students and teacher that enriched the classroom as a learning space.

scholarly journals Inclusive Pedagogy in the Academic Writing Classroom: Cultivating Communities of Belonging

2020 ◽  
Vol 10 (1) ◽  
pp. 154-164
Author(s):  
Shawna Shapiro
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Lived Experience ◽  
Academic Writing ◽  
Social Inclusion ◽  
Teaching Practice ◽  
Writing Classroom ◽  
Higher Education Research ◽  
Inclusive Pedagogy ◽  
Building Community

This practice-oriented article considers two questions: What does higher education research tell us about student conceptions and experiences with inclusivity? What are the implications of this research for academic writing classrooms and curricula? I first review key themes and findings from research on the nature of social inclusion in higher education, including interviews conducted with undergraduates at my institution. I then consider how academic writing scholars have (and have not) taken up the concept of inclusivity within our policies, curricula, and instruction. Finally, I identify four areas we can focus on as a way to deepen our commitment to inclusive pedagogy: building community, inviting lived experience, preparing students for discomfort, and talking openly about equity. I conclude with examples of how I am working toward those goals in my own teaching practice.

scholarly journals Learning from home environment: Academic writing course for EFL undergraduates through Google Classroom application

2021 ◽  
Vol 8 (2) ◽  
pp. 710-725
Author(s):  
Amrina Rosyada ◽  
Hanna Sundari
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Home Environment ◽  
Academic Writing ◽  
Education Program ◽  
English Education ◽  
Writing Assignments ◽  
Writing Course ◽  
Efl Students ◽  
English Speaking

Learning academic writing seems to be a great challenge for most English as a Foreign Language (EFL) students in non-native English-speaking countries, including in Indonesia. During the COVID-19 pandemic, the issue appears to be more challenging where teachers are persuaded to learn from their home environment (LHE). Several online applications are freely available, and one of the most common applications is Google Classroom. However, the use of such application towards the students’ performance and perception remains understudied. This research aimed at exploring the practices of Google Classroom in facilitating the Academic Writing course of EFL undergraduates. Engaged by 96 participants of third-year students in the English Education Program, the research conducted an explanatory sequential research design by correlating the results data on writing assignments and a set of questionnaires. The findings indicated a significant correlation between using Google Classroom and the students’ writing performance. Moreover, most students expressed their satisfaction with Google Classroom’s practical features to get involved in the academic writing course. The students were satisfied with Google Classroom’s features that were easy to be recognized and easy to be operated. The Google Classroom features also provide clear instructions, practical directions, and the most valuable feature, that is assignment reminders for the students. It can be said that using Google Classroom in the EFL academic writing course at higher education is a great experience and brings great advantages to students’ outcomes.

scholarly journals Pedagogies of Academic Writing in Teacher Education: from Epistemology to Practice and back again

2017 ◽  
Author(s):  
Christian Beighton ◽  
Alison Blackman
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Academic Writing ◽  
Teacher Identity ◽  
New Technologies ◽  
Education Students ◽  
Academic Context ◽  
And Function ◽  
Uk Higher Education ◽  
Role And Function

TThis paper discusses barriers to the development of academic writing, in the area of teacher education in UK higher education . We first situate these issues in a higher education context increasingly defined by new technologies and diverse cohorts of higher education students. Drawing on empirical data obtained from interviews with both students and teachers (N=21), we then critically examine a range of perspectives on the definition, role and function of academic literacy in this contemporary context. Findings include useful insights into the development of writing skills and teacher identity, but they also reveal fundamental differences in the epistemological presuppositions of those teaching academic writing. These accounts are reflected in significant differences in pedagogy, and raise important questions for practice which, although potentially irresolvable, may help to explain some of the difficulties which emerge when trying to teach academic writing. Such fundamental issues, we argue, need to be at least recognized if  teachers hope to develop the writing capacity of trainee teachers in an academic context.

scholarly journals Harnessing New Technologies to Teach Academic Writing to the Net Generation

in education ◽  
2013 ◽  
Vol 16 (1) ◽  
Author(s):  
Sean Wiebe ◽  
Sandy McAuley
Keyword(s):  
Higher Education ◽  
Web 2.0 ◽  
Academic Writing ◽  
New Technologies ◽  
Literacy Learning ◽  
Net Generation ◽  
Web 2.0 Technologies ◽  
Writing Course ◽  
Successes And Challenges

While the ubiquity of Web 2.0 technologies disrupts conventional notions of schooling and literacy, its impact on learning is idiosyncratic at best. Taking the form of a dialogue based on the 15-week collaboration of two colleagues implementing an innovative 1st-year university writing course, this paper documents some of the successes and challenges they faced as they sought to create a space for those technologies in their classrooms.Keywords: Web 2.0; schooling and literacy; learning; higher education; new technologies

scholarly journals THE WORKING PROGRAMME OF THE ACADEMIC COURSE: THE COMPETENCE VECTOR

2021 ◽  
pp. 97-103
Author(s):  
Iryna Humeniuk
Keyword(s):  
Higher Education ◽  
Academic Writing ◽  
Professional Competence ◽  
Evaluation Criteria ◽  
Research Process ◽  
Educational Programme ◽  
Clear Correlation ◽  
Free Access ◽  
Institutions Of Higher Education ◽  
Writing Course

The article considers the problem of effective construction of the working programme  as the main kind of the educational and methodical support for a course. The relevance of the topic of the research is caused by the existence of significant differences between the evaluation criteria and the expected results of teaching, the content of the course and the requirements of the educational programme. The quality of the architectonics and contentual logic of a working programme  illustrates the professional competence of the scientific and pedagogical worker. The aim of the article is to raise the awareness of the methodical problem of construction of the working programme  of the Ukrainian Language for Professional Purposes course on the basis of the competence approach. The research process was based on the systemic structural and comparative methods of analysis of methodical materials, as well as generalisation and systematisation of the detected disadvantages. The selection of the working programme s for the analysis has been conducted considering the geographical criterion of the location of the pedagogical institution of higher education and the criterion of the free access to the educational programmes of the specialities 012 Pre-School Education, 013 Primary Education and the corresponding working programme s in the Ukrainian Language for Professional Purposes course. The results of the research have been formulated according to the determined parameters. A gradual decrease in the interest in teaching the course at pedagogical institutions of higher education has been indicated, as well as its replacement with the Bases of Academic Writing course at non-pedagogical institutions of higher education. The author emphasizes the non-systemic use of the competence approach, the absence of a clear correlation between the programmatic competences and their concretisation within the course. Clearly determined teaching results concerning each topic in accordance with the educational programme have not been detected in any of the analysed programmes.

scholarly journals «FUNDAMENTALS OF ACADEMIC WRITING» IN HIGHER EDUCATION INSTITUTIONS: AN INTERDISCIPLINARY APPROACH

2021 ◽  
Vol 32 (1) ◽  
pp. 87-100
Author(s):  
Irina Serebrianska
Keyword(s):  
Higher Education ◽  
Academic Writing ◽  
Higher Education Institutions ◽  
Academic Culture ◽  
Interdisciplinary Approach ◽  
Written Language ◽  
Structural Elements ◽  
Different Types ◽  
Academic Group ◽  
Final Work

The article deals with the implementation of the discipline “Fundamentals of Academic Writing” in higher education institutions. The author represents her own experience of working on the course with students of different specialities, offers the main stages of training and approximate tasks. The discipline “Fundamentals of Academic Writing” is to form students’ academic culture, academic literacy, practical skills of oral and written language, necessary for successful learning and obtaining a future profession, and to develop critical thinking. Students learn to write professional and business texts of various types and give a critical assessment of information. They use a creative approach, library catalogues and websites. Both individual and teamwork in creating their micro-projects as a form of final control are encouraged. The interdisciplinary direction of the course is due to its content and structural elements: academic and scientific speech issues are closely intertwined with professional ones, forming the ability to express themselves competently within the speciality mastered by students, to create their professional texts. Integrated activities used in practice allow to develop various skills and abilities of future specialists: a study of educational and special terms, discussion of principles of academic integrity and related concepts (academic culture, academic ethics, academic writing, etc.), work with texts of different types, development of speech culture, writing resumes, cover letters, annotations, abstracts, essays and other documents essential for the further implementation of academic mobility of students and their successful participation in grant activities. The final work is in the form of presentation of the Code of Honor of the academic group developed by students. It is good feedback for the teacher about gained knowledge and skills. The interdisciplinary approach allows training modern specialists with good communicative competencies.

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