- -

First year students’construction of an academic identity in English as a foreign language

RiuNet: Institutional repository of the Polithecnic University of Valencia

Share/Send to

Cited by

Statistics

First year students’construction of an academic identity in English as a foreign language

Show simple item record

Files in this item

dc.contributor.author Oliva Girbau, Angels es_ES
dc.contributor.author Milian Gubern, Marta es_ES
dc.date.accessioned 2020-04-14T07:03:20Z
dc.date.available 2020-04-14T07:03:20Z
dc.date.issued 2013-04-30
dc.identifier.issn 1887-4592
dc.identifier.uri http://hdl.handle.net/10251/140639
dc.description.abstract [EN] This paper studies the construction of an academic identity through writing in English as a foreign language, using a theoretical approach based on socio-constructivism, genre theory, systemic-functional linguistics and cultural-historical activity theory. Specifically, we study the relationship between academic genres and identity in first-year Humanities students, and to what extent a reflective social approach to writing instruction can foster students' initiation by providing spaces to analyse and discuss the nature of the academic activity system. The theoretical underpinnings present students' identity in construction as an essential element in the process of acquisition of academic genres, hence key to students' success at university, and students' identities as key elements of the academic activity system, at the same level as the other three – its communication tools, users, and goals. The theoretical framework guided the design of a course on academic English as a foreign language for first-year Humanities students at Universitat Pompeu Fabra. The course materials were used simultaneously as research tools to gather the data for the study, using an emic perspective as a teacher/researcher. The results show a close relationship between students' problems with the acquisition of genres in English and conflicts between their identities and other elements of the academic activity system, particularly their relation to other members and to ideational content, and hence students' inability to make relevant contributions due to problems using academic genres in English. es_ES
dc.description.abstract [ES] El presente artículo estudia la construcción de la identidad académica a través de la escritura en inglés como lengua extranjera, desde la base teórica del socioconstructivismo, la teoría de género, la lingüística sistémico-funcional y la teoría de actividad histórico-cultural. Concretamente, se analiza la relación entre los géneros académicos y la identidad académica en alumnos de primero de Humanidades, y hasta qué punto un planteamiento social reflexivo de la enseñanza de la escritura contribuye a mejorar la integración de los alumnos, proveyéndoles de espacios y herramientas para el análisis del sistema de actividad académico. Conceptualizamos la identidad en construcción de los aprendices como un elemento esencial del proceso de adquisición de los géneros académicos, y por tanto clave para su permanencia en la universidad. Las identidades de los estudiantes son vistas como elementos clave del sistema de actividad académico, al mismo nivel que sus otros componentes – herramientas de comunicación, usuarios y metas. A partir de este marco, se diseñó un curso de inglés para usos académicos para alumnos de primero de Humanidades en la Universidad Pompeu Fabra (Barcelona). Los materiales del curso se usaron como herramientas para recoger datos para un estudio émico, evidenciando la relación entre los problemas de los estudiantes con la adquisición de géneros académicos en inglés y los conflictos que experimentan cuando sus propias identidades entran en contradicción con elementos del sistema, particularmente en relación con otros miembros del sistema y con el contenido del campo, lo que dificulta que los alumnos puedan construir conocimiento a través de los géneros en inglés. es_ES
dc.language Inglés es_ES
dc.publisher Universitat Politècnica de València es_ES
dc.relation.ispartof REDU. Revista de Docencia Universitaria es_ES
dc.rights Reconocimiento - No comercial - Sin obra derivada (by-nc-nd) es_ES
dc.subject Academic identity es_ES
dc.subject Cultural-Historical Activity Theory es_ES
dc.subject ACLITS es_ES
dc.subject WAC/WID es_ES
dc.subject Activity system es_ES
dc.subject Academic genres es_ES
dc.subject Discourse communities es_ES
dc.subject Identidad académica es_ES
dc.subject Teoría de la Actividad Histórico-Cultural es_ES
dc.subject Sistema de actividad es_ES
dc.subject Géneros académicos es_ES
dc.subject Comunidades discursivas es_ES
dc.title First year students’construction of an academic identity in English as a foreign language es_ES
dc.title.alternative Construcción de la identidad académica a través del inglés como lengua extranjera en alumnos de primero es_ES
dc.type Artículo es_ES
dc.identifier.doi 10.4995/redu.2013.5592
dc.rights.accessRights Abierto es_ES
dc.description.bibliographicCitation Oliva Girbau, A.; Milian Gubern, M. (2013). First year students’construction of an academic identity in English as a foreign language. REDU. Revista de Docencia Universitaria. 11(1):59-77. https://doi.org/10.4995/redu.2013.5592 es_ES
dc.description.accrualMethod OJS es_ES
dc.relation.publisherversion https://doi.org/10.4995/redu.2013.5592 es_ES
dc.description.upvformatpinicio 59 es_ES
dc.description.upvformatpfin 77 es_ES
dc.type.version info:eu-repo/semantics/publishedVersion es_ES
dc.description.volume 11 es_ES
dc.description.issue 1 es_ES
dc.identifier.eissn 1887-4592
dc.relation.pasarela OJS\5592 es_ES
dc.relation.references Bakhtin, M. M.; Holquist, M. and Emerson, C. (1986). Speech genres and other late essays. Austin, Texas: University of Texas Press. es_ES
dc.relation.references Bazerman, C. (1994). Constructing experience. Illinois: Southern Illinois University Press. es_ES
dc.relation.references Bazerman, C. (1995). Systems of genre and the enactment of social intentions. In A. Freedman and P. Medway (Eds.). Genre and the new rhetoric (pp. 79-101). London: Taylor & Francis. es_ES
dc.relation.references Bruner, J. (1985) Vygotsky A Historical And Conceptual Perspective in Wertsch, V. (ed) Culture, communication and cognition: Vygotskyan perspectives. Cambridge: Cambridge University Press. es_ES
dc.relation.references Carlino, P. (2004). La Distancia que Separa la Evaluación Escrita Frecuente de la Deseable. Revista de Educación de la Universidad de los Andes, vol. 13(1), 8-17. es_ES
dc.relation.references Devitt, A. (1993). Generalizing about Genre: New Conceptions of an Old Concept. College Composition and Communication, 44, 573-86. es_ES
dc.relation.references Devitt, A. (1994). Genre and the New Rhetoric. London: Taylor & Francis. es_ES
dc.relation.references Devitt, A. (1996). Genre, Genres and the teaching of genre. College Composition and Communication, 47, 605-615. es_ES
dc.relation.references Devitt, A. (2004). Writing genres. Carbondale, US: Southern Illinois University Press. es_ES
dc.relation.references Engeström, Y. (1995). Expansive Learning at Work: Toward an Activity Theoretical Reconceptualization. Journal of Education and Work, 14 (1), 133 -156. es_ES
dc.relation.references Freeman, D. (1981). Essays in modern stylistics. London: Methuen. es_ES
dc.relation.references Halliday, M.A.K. (1970). Functional Diversity in Language as Seen from a Consideration of Modality and Mood in English. Foundations of Language, 6, 322-361. es_ES
dc.relation.references Halliday, M.A.K. (1978). Language as social semiotic. London: Edward Arnold. es_ES
dc.relation.references Halliday, M.A.K. (1993). Towards a Language-Based Theory of Learning. Linguistics and Education, 5, 93-116. es_ES
dc.relation.references Halliday, M.A.K. (1994). An Introduction To Functional Grammar. London: Longman. es_ES
dc.relation.references Ivanic, R. (1998). Writing and Identity: The Discoursal Construction of Identity in Academic Writing. Amsterdam: John Benjamins. es_ES
dc.relation.references Ivanič, R. (2006). Language, learning and identification. Language, culture and identity in applied linguistics, 7-29. es_ES
dc.relation.references Lea, M.R. & Street, B. (2006) The "Academic Literacies" Model: Theory and Applications. Theory Into Prcatice, 45(4), 368-377. es_ES
dc.relation.references Leontiev, A.N. (1978). Activity, consciousness and personality. Englewood Cliffs: Prentice- Hall. es_ES
dc.relation.references Lillis, T. and Scott, M. (2007). Defining Academic Literacies Research: Issues of Epistemology, Ideology and Strategy. Journal of Applied Linguistics, 4 (1), 5-32. es_ES
dc.relation.references Nash, W. (1990). The writing scholar: Studies in academic discourse. London: Sage. es_ES
dc.relation.references Rienecker, L. & Stray Jorgensen, P. (2003). The (im)possibilities in teaching university writing in the Anglo-American tradition when dealing with continental student writers, in L.A. Björk, G. Braüer, L. Rienecker and P. Stray (eds.). Teaching academic writing in european higher education. Dordrecht: Kluwer Academic Publishers, p. 101-112. es_ES
dc.relation.references Roth & Lee (2007). Vygotsky's Neglected Legacy: Cultural-Historical Activity Theory. Review of Educational Research, 77, 186-232. es_ES
dc.relation.references Russell, D. (1987). Writing Across the Curriculum and the Communications Movement: Some Lessons from the Past. College Composition and Communication, 38 (2), 184-219. es_ES
dc.relation.references Russell, D. (1991). Writing in the academic disciplines, 1870-1990: A curricular history. Illinois: Southern Illinois University Press. es_ES
dc.relation.references Russell, D. and Yáñez, A. (2003). Teoría de la Actividad Histórico-Cultural Vygotskiana y la Teoría del Sistema de Géneros: Una Síntesis sobre la Escritura en la Educación Formal y la Escritura en otras Prácticas Sociales. Entre Lenguas, 8, 67-82. es_ES
dc.relation.references Russell, D.; Lea, M.; Parker, J.; Street, B. and Donahue, T. (2009). Exploring notions of genre in 'academic literacies' and 'writing across the curriculum': approaches across countries and contexts. In C. Bazerman, A. Bonini and D. Figueiredo (eds.). Genre in a Changing World. Perspectives on Writing. Colorado: WAC Clearinghouse/Parlor Press, pp. 459-491. es_ES
dc.relation.references Street, B. (1999). Academic literacies. In C. Jones, J. Turner and B. Street (eds) Students Writing in the University: cultural and epistemological issues. Amsterdam: John Benjamins. es_ES
dc.relation.references Street, B. (2009). Academic Literacies approaches to Genre?. Fifth International Symposium on Textual Genre Suties (VSIGET). Published in RBLA Belo Horizonte, 10 (2), 347-361. es_ES
dc.relation.references Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press. es_ES


This item appears in the following Collection(s)

Show simple item record