ELIA 17, 2017, pp. 251-272
251 Paula J. Liendo y Ma ía Palmi a Massi
DOI:h p://dx.doi.o g/10.12795/elia.2017.i17.11
Es udios de
lingüís ica inglesa aplicada
ACADEMIC LITERACY, GENRES AND COMPETENCES:
A DIDACTIC MODEL FOR TEACHING ENGLISH TO
TRANSLATION STUDENTS
ALFABETIZACIÓN ACADEMICA, GÉNEROS Y COMPETEN-
CIAS: UN MODELO DIDÁCTICO PARA LA ENSEÑANZA DEL
INGLÉS A ESTUDIANTES DE TRADUCCIÓN
Paula J. Liendo
Uni e sidad Nacional del Comahue, A gen ina
[email p o ec ed]
Ma ía Palmi a Massi
Uni e sidad Nacional del Comahue, A gen ina
[email protected]
DOI: h p://dx.doi.o g/10.12795/elia.2017.i17.11
Academic li e acy has been he subjec o many publica ions in he
las decade. Ye , he p ac ices o de elop i s ill need o be ca e ully
con ex ualised, in acco dance wi h he ield o s udies, he academic
con ex , and e en he language in which hey a e o be implemen ed.
The aim o his wo k is o de elop a didac ic model ha ca e s
o he needs o (mainly ad anced) s uden s o a Ce i ied T ansla ion
cou se. Achie ing an accep able s anda d o academic li e acy in ol es
linguis ic and ex a-linguis ic –discu si e, sociocul u al, me acogni i e–
ELIA 17, 2017, pp. 251-272
252
DOI:h p://dx.doi.o g/10.12795/elia.2017.i17.11
Academic li e acy, gen es and compe ences: a didac ic model o ...
compe ences, oge he wi h ansla ion compe ence. Addi ionally, he
s udy o English om a con as i e pe spec i e – ega ded as a p oblem-
sol ing ask and applied a he lexical, syn ac ic, ex ual and sociocul u al
le els– is deemed una oidable.
This didac ic model has an ESP (English o Speci ic pu poses) and
ex ual app oach. The app oach sugges ed o he implemen a ion o his
model includes me acogni i e and me alinguis ic e lec ion, cogni i e and
linguis ic ecogni ion and p oduc ion, ex analysis, design and assessmen ,
discussion, nego ia ion, and social in e ac ion.
Key wo ds: didac ic model; academic li e acy; ansla ion aining;
ansla ion compe ence
La al abe ización académica es un ema sob e el cual mucho
se ha publicado en los úl imos diez años. Sin emba go, poco se ha
esc i o sob e las p ác icas necesa ias pa a lle a la a cabo. Pa a ello, es
undamen al desa olla ac i idades con ex ualizadas con espec o al á ea
de especialización, el en o no académico e incluso el idioma en el que se
impa i án.
Es e a ículo desa olla un modelo didác ico pa a sa is ace los
eque imien os de es udian es a anzados de la ca e a de T aduc o
Público en idioma inglés. En es e caso, un ni el acep able de al abe ización
académica implica la adquisición de dis in as compe encias lingüís icas y
ex a-lingüís icas, como la discu si a, la sociocul u al y la me acogni i a,
además de la compe encia aduc o a. Asimismo, en es e con ex o es
imp escindible abo da el es udio del idioma ingles desde una pe spec i a
con as i a, que lo conside a una ac i idad de esolución de p oblemas
aplicada a ni el léxico, sin ác ico ex ual y sociocul u al.
Es e modelo didác ico es á anclado en las á eas de inglés pa a
p opósi os especí icos y el análisis del discu so. El en oque p opues o
incluye la e lexión me acogni i a y me alingüís ica, el econocimien o y
la p oducción a ni el cogni i o y lingüís ico, así como el análisis de ex os,
y diseño y e aluación de ac i idades que incluyen discusión, negociación
e in e acción.
Palab as cla e: modelo didác ico; al abe ización académica; o mación
de aduc o es; compe encia aduc o a
ELIA 17, 2017, pp. 251-272
253 Paula J. Liendo y Ma ía Palmi a Massi
DOI:h p://dx.doi.o g/10.12795/elia.2017.i17.11
1. In oduc ion
Academic li e acy (AL) has been he ocus o ex ensi e esea ch and deba e
in he las wo decades. I has shaped educa ional policies wo ldwide by
eaching he speci ici ies o w i ing o each discipline. Uni e si y p og ams
in La in Ame ica ha e also s a ed o include AL de elopmen as pa o
hei cu icula (Ca lino, 2005 & 2013; Desinano, 2009; Na a o, 2012;
Pa odi, 2005 & 2010). This a icle is based on he indings o Resea ch
P ojec D-100, en i led “La comunicación académica: es a egias pa a el
análisis y la p oducción ex ual” (2014-2017), which deals wi h eading
and w i ing p ac ices and he dissemina ion o knowledge a Uni e sidad
Nacional del Comahue and has as i s main aim he de elopmen o o al and
w i en discou se in academic and p o essional con ex s.
AL encompasses many di e en compe ences and ex ends ac oss
a ious ields. S udies in AL ha e ocused on ins i u ional policies,
class oom p ac ice and eaching objec i es, among o he a eas. Ca lino
(2013), Desinano (2009) and Na a o (2012), o ins ance, ag ee on he
need o de elop he so-called “academic compe ences” in s uden s, bo h in
hei mo he ongue and in a second o o eign language. AL li e a u e is
ex ensi e and easily a ailable, bo h locally and in e na ionally. Howe e , i
is also wo h men ioning ha he p ac ices equi ed o he de elopmen o
he compe ences needed ine i ably ha e o be con ex ualised. The e o e,
di e en ma e ials should be designed, depending on he ield o s udies,
he academic con ex , and e en he language ( he mo he ongue, o a
second o o eign language) in which hey a e o be implemen ed. Some
au ho s (Ca lino, 2013; P io & Bilb o, 2011) e en pu academic li e acy
on a pa wi h second language acquisi ion, due o he encul u a ion p ocess
in ol ed in bo h. This p ocess can be de ined as he acquisi ion o he
s a egies needed o pe o m a social ac i i y success ully while ac ually
aking pa in i .
The aim o his wo k is o p esen a didac ic model designed o
de elop AL and applied o he ad anced English cou ses o he T ansla ion
P og am a Facul ad de Lenguas, Uni e sidad Nacional del Comahue.
This model, called modelo/p oceso–p oduc o/ alo ación –in English,
he sample/p ocess–p oduc /assessmen [SPPA] model (Massi & Liendo,
ELIA 17, 2017, pp. 251-272
254
DOI:h p://dx.doi.o g/10.12795/elia.2017.i17.11
Academic li e acy, gen es and compe ences: a didac ic model o ...
2016), was de eloped as pa o he D-100 esea ch p ojec o s uden s
o he Teache - aining P og am. This wo k explo es how o bes apply
his model o s uden s o he T ansla ion P og am a he same acul y
and uni e si y. This model looks in o he compe ences and s a egies ha
s uden s need o de elop, as well as he po en ial ields o knowledge
hey may ha e o add ess. Addi ionally, i gi es p io impo ance o he
pa icipan s in he ac s o communica ion in ol ed and he academic
communi y in which such communica ion akes place. In o he wo ds, he
elemen s o any he o ical communica ion a e o be conside ed: who is
w i ing/saying wha , o whom, and o wha pu pose.
The nex sec ion summa ises he heo e ical ene s on which he
SPPA model elies – he o ical and ex ual p agma ics, he con as i e
pe spec i e, and English o T ansla ion Pu poses [ETP].
2. Theo e ical F amewo k
In o de o design a comp ehensi e model o he de elopmen o academic
compe ence a uni e si y, some ames o e e ence and analy ical ca ego ies
om cu en app oaches o Academic W i ing ha e been adop ed. One o
hem is W i ing ac oss he Cu iculum (WAC), pu o wa d by Cha les
Baze man (2005, 2012, 2013). WAC encou ages he exploi a ion o he
he o ical and epis emic po en ial o w i ing in e e y ield o knowledge
and subjec a uni e si y. Baze man sees w i ing as mul idimensional –
including linguis ic, logical, he o ical, emo ional, pe sonal, social, and
e e en ial aspec s– and sus ains ha gen es and iden i y (bo h disciplina y
and pe sonal) a e closely linked and mu ually dependen . He claims ha
we, as w i e s, eso o bo h o he dynamic o ganisa ion o he wo ld.
Baze man goes beyond he linguis ic aspec o w i ing which
implies amilia i y wi h a language and he abili y o use i e ec i ely. He
ocuses on he cogni i e pe spec i e o w i ing, claiming ha , as lea ne s
w i e, a “wo k memo y” is c ea ed. S a egies g adually become mo e and
mo e “au oma ic” in his “memo y”, and his allows o g ea e a en ion
o he p ocess o c ea ing “ ex ” (discu si e and he o ical aspec s). This
shi s he ocus om he p oduc o he p ocess o w i ing, and i os e s
ELIA 17, 2017, pp. 251-272
255 Paula J. Liendo y Ma ía Palmi a Massi
DOI:h p://dx.doi.o g/10.12795/elia.2017.i17.11
a sociocul u al iew o he p ocess, whe e ad ancemen s in w i ing ake
place h ough socialisa ion in di e en g oups, o ganisa ions o ins i u ions.
This link be ween he ex and he social con ex enables unde s anding
o gen e peculia i ies, po en ial signi ica ions, objec i es, a ge audience,
discu si e iden i y, and posi ioning (Baze man, 2013).
This social cons uc i is pe spec i e p o ides ca ego ies o he
iden i ica ion o he key mechanisms o con ex ualisa ion as well as o he
ecogni ion o he gen e o any gi en discou se. I eso s o ca ego ies om
G abe and Kaplan’s (1998) psico-socio-linguis ic model o w i ing. This
model, g ounded in e hnog aphy, sociolinguis ics and con as i e he o ic,
a ou s conside a ion o he si ua ion o condi ions in which he w i ing
p ocess akes place. Acco ding o his model, hese ques ions should be
asked be o e se ing ou o w i e:
- Who’s w i ing?
- Wha ?
- Who o?
- Wha o ?
- Why?
- When?
- Whe e?
- How?
(G abe & Kaplan, 1998)
Ano he ame o e e ence adop ed is Gen e Theo y (Swales, 1990
& 2004; Bha ia, 2004; Swales & Feak, 2011), since i is ele an o he
classi ica ion o ex - ypes and use o he language o speci ic pu poses.
Academic discou se (also called disciplina y o specialised scien i ic
discou se [discu so cien í ico disciplina o especializado, Pa odi, 2005:
26] is a case o “speci ic-pu pose” discou se, as i encompasses all he
ex s ha i he speci ic con en ions o a discu si e communi y. These
speci ic-pu pose ex s show ways o unde s anding di e en aspec s o
eali y wi h di e se scopes, in o de o enuncia e knowledge and ans o m
ELIA 17, 2017, pp. 251-272
256
DOI:h p://dx.doi.o g/10.12795/elia.2017.i17.11
Academic li e acy, gen es and compe ences: a didac ic model o ...
i (Sca damalia & Be ei e , 1992), o build and ebuild knowledge (Swales,
2004; Baze man, e al.; Ca lino, 2005). Swales´ ene s (2004) also eso
o discou se analysis ca ego ies such as global ex ual s uc u e o
mac os uc u e –which obse es adequacy o con ex , au ho ’s in en ion
and in o ma ion scanning be o e ex ualiza ion pe se, mic os uc u e –
which in ol es choices in e ms o heme de elopmen , egis e and
lexico-g amma ical inpu , as well as he o e all unc ion o he ex wi hin
i s a ge communi y.
The au ho s p esen ed sha e a common iew o academic w i ing
as a p ocess guided by he communica i e si ua ion o which i is pa and
he discou se communi y in which i is inse ed. They also p opose ce ain
con en ional ea u es which cha ac e ise communica ion pa e ns wi hin a
speci ic social g oup.
3. Model P oposal: Desc ip ion o he SPPA Model
This model in ol es wo main s ages. The i s one – he sample/p ocess
s age– s a s wi h he analysis o “sample” ex s which a e hema ically
ela ed o a speci ic subjec . The ex s a e u he decons uc ed in o hei
linguis ic, ex ual, pa a ex ual, and con ex ual componen s; and hese
a e analysed and ca ego ised o he c ea ion o a linguis ic and ex ual
“ ese oi ”, which is subsequen ly eso ed o du ing he w i ing p ocess.
The second s age –p oduc /assessmen – in ol es he ealisa ion o he
communica i e pu pose o w i ing, and he ex s p oduced by he s uden s
a e ead by hei a ge audiences –be hose ellow s uden s, he eache ,
o somebody beyond he academic communi y–, who will p o ide hei
assessmen in e ms o linguis ic, discu si e and con ex ual adequacy and
allow o emedial ed a ing and eassessmen .
SPPA – S age 1 (SP)
As s a ed abo e, he i s hal o he p ocess combines me hodological
app oaches o he analysis o au hen ic ex s. I is di ided in o wo pa s, S
(sample o ex analysis), and P (p ocess o d a ing). In he i s (sample)
pa , ex s a e ega ded as samples: no as ixed con aine s o p omp s o
ELIA 17, 2017, pp. 251-272
257 Paula J. Liendo y Ma ía Palmi a Massi
DOI:h p://dx.doi.o g/10.12795/elia.2017.i17.11
imi a e –as i has been he case in o he app oaches– bu as a sou ce o
obse able da a ha posi ion he lea ne s wi hin he communica i e ac
and allow hem o iden i y and analyse he he o ical ea u es dic a ed by
he discou se communi y whe e communica ion occu s. In didac ic e ms,
sample ex s guide lea ne s unequi ocally as ega ds he con en ions o
di e en gen es, he linguis ic esou ces and s a egies ha wo k bes when
p oducing a ce ain ex - ype, and he expec a ions on hei inal ou pu .
The analysis o he samples is guided by wo kshee s wi h asks ha
aim o sys ema ize obse able linguis ic egula i ies. Ac i i ies ocus on
he con ex ualisa ion o he he o ical si ua ion: he speake /w i e , he
opic (wha i is abou , including he p o undi y o he discussion and
he ecipien ’s expec ed p io knowledge), he a ge audience (who o ,
including he deg ee o in imacy wi h hem, hei social s a us and ole, and
he sha ed knowledge o he wo ld) and he pu pose (why and wha e ec
he ex is expec ed o ha e on he ecipien ).
Then, he samples a e explo ed in e ms o ex ual o ganisa ion
(mac os uc u e), p o o ypical o ganisa ion (supe s uc u e), linguis ic
ea u es and s a egies ( he ex p oduce ’s selec ion o lexis and syn ax o
mic os uc u e), and g aphic ea u es (pa a ex ual o non- e bal elemen s).
The o e all aim o hese ac i i ies is o de elop awa eness o he e iden
co espondence be ween a gen e, i s hema ic con en and i s linguis ic
ealisa ion. Figu e 1 illus a es he s eps co e ed a his s age.
S (Sample)
Gen e
Iden i ica ion o con ex
Pu pose o p agma ic aim
In e locu o o audience
Who? Wha ? ( heme) To whom? (audience) Why?
(pu pose) How?
Mac os uc u e and supe s uc u e
Resou ce/in o ma ion selec ion and p o o ypical
o ganiza ion
ELIA 17, 2017, pp. 251-272
258
DOI:h p://dx.doi.o g/10.12795/elia.2017.i17.11
Academic li e acy, gen es and compe ences: a didac ic model o ...
Mic os uc u e: he o ical choices
Linguis ic ea u es (lexis, syn ax)
G aphic ea u es
Pa a ex ual o s uc u al elemen s ( i les, cap ions), g aphs,
pic u es (non- e bal codes)
Fig. 1. S eps o he analysis and ca ego iza ion o au hen ic ex s used as samples
The p oposed asks a e ealised h ough ac i i ies such as p e-
eading asks (con ex ualiza ion and p edic ion), s a emen o pu pose o
eading, o mal analysis o ypical gen e ea u es, coope a i e e alua ion
o comp ehension, and cons uc ion o con ex ualized social in e p e a ions
h ough g oup discussion, among o he s. Once he ini ial eading pa
is comple e, w i ing is add essed om a p ocess-o ien ed pe spec i e.
Re lec ion upon he he o ical composi ion o ex s ac s as a igge o ex
p oduc ion. Discussion o he con ex o si ua ion, he opic and he gen e o
he new ex will esul in p elimina y planning, he ac i a ion o p e ious
knowledge and he selec ion o opic acco ding o he po en ial audience.
All hese s eps will lead o a i s d a , which will be submi ed o se e al
e ision si ua ions by he w i e himsel unde he eache s’ supe ision.
This will esul in ed a ing and eph asing. Finally, he ex will be
assessed by pee lea ne s. I is wo h no ing ha ub ics will esemble eal
con ex s and common uses wi hin he communi y beyond he class oom.
The ollowing igu e illus a es he s eps o his p ocess-o ien ed app oach
o w i ing.
P (P ocess)
Tex design 1 – indi idual (planning – d a ing – e ision –
ed a ing – sel -assessmen )
Tex design 2 – pai -wo k (pee assessmen )
Edi ing, e ision and ed a ing o own and pee wo k
Fig. 2. S eps and ac i i ies in a p ocess-o ien ed app oach o w i ing
SPPA - S age 2 (PA)
The nex s age in he implemen a ion o he SPPA model ocuses
on he p oduc –o he s uden s’ inal ou pu (P). This is when he
ELIA 17, 2017, pp. 251-272
259 Paula J. Liendo y Ma ía Palmi a Massi
DOI:h p://dx.doi.o g/10.12795/elia.2017.i17.11
communica i e unc ion o w i ing is ealised; and i migh be ela ed
o an educa ional con ex –as wi h academic essays, whose eade s and
e alua o s will be he s uden s’ eache s and pee s– o a eal-li e con ex
–as, o example, when s uden s w i e an academic a icle o e iew o
publica ion in a gene al in e es magazine o academic jou nal.
This s age in ol es e ision wo k –indi idually, in pai s o in
small g oups– o assess hema ic p og ession and allow o ed a ing, i
necessa y. Now lea ne s a e asked o ocus on he p o o ypical ea u es
o gen e, con ex ual adequacy and use o he language, wi h he aim o
de eloping me acogni i e –me alinguis ic and me adiscu si e– s a egies
and enhancing au onomy. A e wa ds s uden s a e in ol ed in indi idual
e lec ion and ed a ing, and e en ually hey a e asked o e ie e a inal
e sion. This s age is summa ised in Figu e 3, below.
P (P oduc )
Indi idual, pai o g oup e ision
( ocus on p o o ypical ea u es o gen e, con ex ual
adequacy and use o he language)
Indi idual e- eading ( e lec ion and ed a ing)
Submission o w i en ex
Fig. 3. S eps o he p oduc s age
The las pa o S age 2, he ac ual assessmen o he w i ing p oduc
(A), in ol es bo h eache and lea ne s in a inal decons uc ion o he ex :
who has w i en wha o whom, si ua ed in which discu si e communi y,
and wha he in en ion o he w i e and e ec on he eade a e, as shown in
he mic o ex ual selec ion o linguis ic inpu . This e alua ion ma e ializes
h ough he eedback ecei ed om pee s and eache s. This is done h ough
ela i ely s anda dised commen s –p e iously ag eed upon by eache and
s uden s– unde ou main ca ego ies: con en ( ask achie emen , o he
success ul ealisa ion o communica ion: adjus men o ub ics, hemes and
sub hemes, ex ype and language unc ion); ex o ganiza ion (cohe ence
and cohesion, adequacy o egis e and one in e ms o he a ge audience,
layou o ex and pa a ex , pa ag aph de elopmen and opicaliza ion, use
o s anda d ex ual con en ions –such as salu a ions in co espondence);
ELIA 17, 2017, pp. 251-272
266
DOI:h p://dx.doi.o g/10.12795/elia.2017.i17.11
Academic li e acy, gen es and compe ences: a didac ic model o ...
g ouped in hema ic uni s, which a e o ganised acco ding o g ading and
sequencing c i e ia –namely, linguis ic complexi y, skills and s a egies
in oduced– bu each uni is o ganized a ound a main heme o “ ield”,
in Hallidayan e ms (Bake , 1992), and di e en sub- hemes. The ields
a e selec ed in acco dance wi h lea ne s’ expec ed disciplina y in e es s:
echnical, scien i ic, jou nalis ic, comme cial, legal, and cul u al /li e a y,
among o he s.
An in e disciplina y ocus is also encou aged, so ha a imes,
wi hin one heme (such as “ he digi al wo ld”), some ex s ela e wo
sub- hemes: one which is ela ed o he ield, and one ha is no ( o
ins ance, an edi o ial abou Ame ican p esiden ial candida es’ use o social
media and he digi al di ide). Fo o ganisa ional easons, and o enhance
s uden s’ me adiscu si e compe ences, he ex s selec ed a e di ided in o
wo ca ego ies; gene al in e es [GI] and academic o specialised in e es
[AI]. Gene al in e es ex s a e d awn mainly om websi es and he mass
media, and deal wi h cu en issues o egional, na ional o in e na ional
ele ance. AI ex s a e selec ed om academic jou nals, specialised books,
p o essional blogs, wo k manuals, legal ex s, and go e nmen websi es.
As s a ed be o e, all ex s a e analysed as po en ial Sou ce Tex s (ST), in
hei con ex o occu ence and wi h a speci ic ansla ion commission in
mind. Thus, all p agma ic and discu si e a iables, such as sou ce, pu pose,
a ge audience and in ended eac ion, egis e , one, s eng h o claim,
and engagemen and a i ude ma ke s (Swales & Feak, 2011), among
o he ea u es, a e aken in o accoun . In addi ion, a dynamic app oach o
equi alence is also adhe ed o when i comes o he discussion o po en ial
ansla ion p oblems and he selec ion o speci ic linguis ic inpu o
in e linguis ic, in alinguis ic o in e semio ic (Jakobson, in Ha im, 2013
and Ha im & Munday, 2004).
Ac i i ies a his s age include analy ical ques ions designed
speci ically o he kind o inpu (w i en, o al o audiomedial), bu all
ocusing on he discussion o :
lmain he o ical ea u es: gen e, ex - ype, pu pose, a ge
audience, and in ended audience eac ion;
lgen e con en ions and p o o ypical o ganiza ion: s anda dized ex -
ELIA 17, 2017, pp. 251-272
267 Paula J. Liendo y Ma ía Palmi a Massi
DOI:h p://dx.doi.o g/10.12795/elia.2017.i17.11
speci ic linguis ic inpu (opening salu a ions in co espondence,
an assessmen a he end o a e iew); cohe ence and cohesion;
me hod o pa ag aph de elopmen ; use o punc ua ion; hema ic
o ganisa ion and in o ma ion low; use o boos e s and hedges;
p edominan one and egis e ; and use o i ony and o he igu es
o speech;
l ea u ed ph ases and clauses: in alinguis ic ansla ion
(pa aph ase); in e linguis ic ansla ion (wi h commission
speci ica ions such as skopos, con ex o publica ion, in ended
audience); and discussion o po en ial ansla ion p oblems.
Addi ionally, sample ex s w i en by o me s uden s a e included, o
se e as inspi a ion, as well as o es ablish a benchma k as o he linguis ic
and discu si e complexi y expec ed.
The second s ep o his s age (p ocess w i ing) in ol es w i ing om
a p ocess-o ien ed s andpoin . The e is a ocus on one ex - ype in pa icula
in each uni , in he W i ing sec ion, bu w i ing –as well as speaking– is
an essen ial pa o e e y ask. E e y w i ing ask is a p oduc ion ask
which spins o p e ious ac i i ies. Lea ne s a e expec ed o use he
disc e e- ocus linguis ic inpu hey ha e collec ed in he p e ious s age
(ac i a ion o linguis ic and discu si e knowledge). I mus be no ed ha
such asks a e always “si ua ed”: guidelines a e gi en as o he medium o
communica ion, he s a us and ole o he w i e , he pu pose, he audience,
and he in ended e ec . Fo ins ance, in he uni on Digi al Media, a e
a gene al-in e es a icle on he pe asi eness o sel ies and he ise o
na cissism, s uden s w i e an academic essay discussing some humo ous
ca oons. They a e asked o iden i y he po en ial sou ce o he ca oons,
he a ge eade ship and bias, o s a e which o he sub- hemes discussed
in he a icle hey illus a e, and o iden i y po en ial ansla ion p oblems
o publica ion wi h a simila eade ship and bias.
The e is also a W i ing sec ion a he end o each uni , exclusi ely
de o ed o he p oduc ion o a ex o a pa icula ype, wi h speci ic
he o ical ea u es: a de ined heme, pu pose, a ge audience, and in ended
e ec . In he case o he uni ci ed abo e, The Digi al Media, he ask
in ol es w i ing news s o ies. Be o e he ac ual w i ing, a discussion is
held o ei he sys ema ise o ecycle s uden s´ knowledge o he he o ical
ELIA 17, 2017, pp. 251-272
268
DOI:h p://dx.doi.o g/10.12795/elia.2017.i17.11
Academic li e acy, gen es and compe ences: a didac ic model o ...
ea u es o his ype o ex . Fo his pu pose, no es a e p o ided wi h
w i ing ips, he s ylis ic and he o ical ea u es o success ul news s o ies,
and s ylis ic op ions ega ding p o o ypical o ganisa ional models, leng h
o sen ences and pa ag aphs, choice o ac i e o passi e oice, a ia ion
be ween quo es and epo ed speech, use o ac onyms, o eign wo ds,
and idioma ic exp essions, among o he s, depending on he newspape
publishing i (quali y o abloid), i s eade ship ( a ge audience) and bias
(pu pose and in ended e ec ). Following he s eps desc ibed in Figu e 2,
s uden s plan, d a , e iew, ed a and assess hei own p oduc ion and
hen submi a inal d a .
5.2. S age 2 – P oduc /Assessmen
The s uden s´ inal d a is now pu o he es when i is sha ed wi h
o he s uden s and he eache s. In o de o enhance lea ne s´ au onomy,
me acogni ion and lea ning- o-lea n s a egies, he amoun o pee and g oup
edi ing be o e u ning in hei wo k o g ading is high a he beginning
o he academic yea and is g adually educed, un il s uden s a e asked o
comply wi h a w i en assignmen in class wi hin a gi en ime amewo k
and wi hou ecei ing any eedback om hei pee s. This p og ession
owa ds indi idual wo k p epa es s uden s o a inal exam, which is a
cou se equi emen , wi hou unde mining hei con idence and mo i a ion.
The se o s anda dised commen s men ioned abo e ega ding
con en , ex o ganisa ion, linguis ic choices and mechanical aspec s, as
well as he se o ca ego ies in he edi ing guidelines, ha e p o ed ex emely
use ul, since hey ha e acili a ed and accele a ed he iden i ica ion and
subsequen edi ing o e o s and slips. Howe e , i has been obse ed ha
some s uden s con inued making simila mis akes, and so a Sel -Assessmen
Cha [SAC] was in oduced. This unc ions as an e o log, whe e s uden s
ill in a able wi h he con es ed chunk ( he pa o he ex wi h he iden i ied
mis ake), he ca ego y, he a e o ecu ence (how many imes hey ha e
made such mis ake), an edi ed e sion, and he po en ial sou ce o he
mis ake. This may be help ul in e ms o linguis ic de elopmen , bu i is
also e y impo an o ainee ansla o s, as edi ing is a undamen al pa
o hei u u e p ac ice. The same can be said abou he chance o ew i ing
ELIA 17, 2017, pp. 251-272
269 Paula J. Liendo y Ma ía Palmi a Massi
DOI:h p://dx.doi.o g/10.12795/elia.2017.i17.11
and ed a ing: lea ne s ha e s a ed o welcome his oppo uni y as a way o
de eloping hei linguis ic awa eness and imp o ing hei a i ude owa ds
mis akes.
6. S uden s’ and eache s’ opinions on he SPPA model and u he
discussion
Two ques ionnai es ha e been illed by he s uden s o Lengua Aplicada a la
T aducción II and III a e comple ion o each e m in he las wo academic
yea s (n 28), and hei answe s show a gene al accep ance o he model.
A e y high pe cen age [89%] o esponden s belie e ha he ailo -made
ma e ials a e use ul and ele an ; 93% conside he op ions o pee wo k a
he d a ing, edi ing and ed a ing s ages bene icial and all o hem ha e
s a ed a posi i e app aisal o he de elopmen o hei linguis ic and ex ual
awa eness.
F om he eache s’ pe spec i e, ha ing been in cha ge o he same
g oup o s uden s o wo consecu i e yea s, despi e o he po en ial
d awbacks, has allowed o a con inuous assessmen o hei p og ess in
e ms o linguis ic, discu si e, s a egic, and me acogni i e compe ences. I
has also e ealed he need o ocus mo e on s uden s’ me alinguis ic skills,
since he eaching eams o bo h subjec s ha e obse ed he pe sis ence o
ce ain ypes o mis akes in some s uden s, despi e ha ing add essed he
linguis ic issue om a disc e e poin , a ex ual –and mo e communica i e–
and a e lec i e –o pos -p oduc ion pe spec i e. As a consequence, he use
o he SAC was in oduced his yea , oge he wi h he analysis o ex s om
a ious sou ces –uni e si y websi es, ansla ion s yle manuals– and g ades
o complexi y abou edi ing and p oo eading.
Ano he aspec o conside in u he s udies is lea ne s’ a ying
deg ees o backg ound knowledge and acqui ed s a egies as hey each
he speci ic subjec s o language o ansla ion pu poses ( he las h ee
yea s o he i e-yea cou se). Changes in he cu iculum we e in oduced
only ou yea s ago, and an assessmen o he e ec i eness o such changes
is s ill o be made. This is going o a ec he e alua ion o he linguis ic
backg ound and needs o he s uden s.
ELIA 17, 2017, pp. 251-272
270
DOI:h p://dx.doi.o g/10.12795/elia.2017.i17.11
Academic li e acy, gen es and compe ences: a didac ic model o ...
E en ually, i is expec ed ha wi h a clea e ocus on academic
w i ing and he ele ance o con ex ualisa ion, u he in oads can be made
ac oss he cu iculum o he T ansla ion P og am in o de o con inue
sensi ising lea ne s abou he p ocedu al, immanen na u e o w i ing as
well as i s social na u e, and hus he una oidable need o conside he
he o ical elemen s –who, o whom, wha , why, wha o – when eading,
w i ing –and ob iously, ansla ing– any ype o ex .
Re e ences
Bake , M. (1992). In O he Wo ds. New Yo k: Rou ledge. h ps://doi.
o g/10.4324/9780203327579
Baze man, C. (2005). Handbook o esea ch on w i ing: his o y, socie y, school,
indi idual, ex . New Yo k: Ox o d Uni e si y P ess.
Baze man, C. (2012). Géne os ex uales, ipi icación y ac i idad. Basich Pe al a,
K; Pe ales Escude o, M.; Téllez Méndez, B. A. & Vázquez Ahumada,
A. ( ansla o s). Puebla, Mexico: Facul ad de Lenguas. Benemé i a
Uni e sidad Au ónoma de Puebla. ISBN 978-607-487-464-8.
Baze man, C. (2013). Unde s anding he li elong jou ney o w i ing de elopmen .
Jou nal o he S udy o Educa ion and De elopmen , 36[4], 421-441.
h ps://doi.o g/10.1174/021037013808200320
Baze man, C. Li le, J., Be hel, L., Cha kin, T., Fouque e, D. & Ga u is, J. (2005).
Re e ence Guide o W i ing ac oss he Cu iculum. Indiana: Pa lo P ess.
Bha ia, V. K. (2004). Wo lds o w i en discou se. A gen e-based iew. New Yo k:
Con inuum.
Ca lino, P. (2005). Esc ibi , lee y ap ende en la uni e sidad. Una in oducción a
la al abe ización académica. Buenos Ai es: Fondo de Cul u a Económica.
Ca lino, P. (2013). Al abe ización académica diez años después. Re is a Mexicana
de In es igación Educa i a, 2012: 18-57. h p://www. edalyc.o g/a iculo.
oa?id=14025774003.
Cuélla Láza o, C. (2004). Un nue o en oque de la aducción en la enseñanza
comunica i a de las lenguas. He meneus: Re is a de la Facul ad de
T aducción e In e p e ación de So ia, 41-57.
ELIA 17, 2017, pp. 251-272
271 Paula J. Liendo y Ma ía Palmi a Massi
DOI:h p://dx.doi.o g/10.12795/elia.2017.i17.11
Desinano, N. (2009). Los alumnos uni e si a ios y la esc i u a académica.
Análisis de un p oblema. Rosa io: Homo Sapiens.
Cloue , R. (2010). Lengua inglesa aplicada a la aducción. G anada: Coma es.
De Felipe Bo o, M. (2004). Re isión del concep o de no ma en los Es udios de
T aducción. He mēneus, 6, 59-74.
G abe, W. & Kaplan, R. (1998). Theo y & P ac ice o w i ing. New Yo k:
Longman.
Ha im, B. (2013). Teaching and Resea ching T ansla ion. 2nd edi ion. New Yo k:
Rou ledge.
Ha im, B. & Munday, J. (2004). T ansla ion: An Ad anced Cou sebook. New
Yo k: Rou ledge.
House, J. (2009). T ansla ion. Ox o d: Ox o d Uni e si y P ess.
Hu ado Albi , A. (2011). T aducción y T aduc ología. Mad id: Cá ed a.
Liendo, P. (2015). ETP (English o T ansla ion Pu poses): Why? Wha ? How?
P oceedings o El conocimien o como espacio de encuen o, e ce
cong eso nacional. Facul ad de Lenguas, Uni e sidad Nacional del
Comahue, A gen ina. ISBN 978-987-604-418-9.
Man edi, M. (2008). T ansla ing Tex and Con ex : T ansla ion S udies and
Sys emic Func ional Linguis ics. Vol. 1: T ansla ion Theo y. Quade ni
del CeSLiC. Func ional G amma S udies Fo Non-Na i e Speake s o
English. ISSN 1973-2228.
Massi, M.P. & Liendo, P. (2016). Al abe ización Académica y Géne os
Discu si os en el Ámbi o Uni e si a io. Escena io Educa i o, Re is a
T ansdisciplina ia de Educación. Vol. 1 N°1, Janua y-June 2015, 45-58.
ISSN: 2443-4493.
Na a o, F. (2012). Al abe ización a anzada en A gen ina. Pun os de con ac o con
la enseñanza-ap endizaje del español académico como L2. Re is a Neb ija
de Lingüís ica Aplicada, 12.
Nida, E. A. (1964). Towa d a Science o T ansla ing. Leiden: E.J. B ill.
No d, C. (1997). T ansla ing as a Pu pose ul Ac i i y. Manches e : S . Je ome
Publishing.
ELIA 17, 2017, pp. 251-272
272
DOI:h p://dx.doi.o g/10.12795/elia.2017.i17.11
Academic li e acy, gen es and compe ences: a didac ic model o ...
Pa odi G. (ed) (2005). Discu so especializado e ins i uciones o mado as. Valpa aíso:
Ediciones Uni e si a ias de Valpa aíso.
Pa odi, G. (ed) (2010). Al abe ización académica y p o esional en el siglo XXI:
lee y esc ibi desde las disciplinas. San iago de Chile: Edi o ial A iel.
P io , P. & Bilb o, R. (2011). Academic encul u a ion: De eloping li e a e p ac ices
and disciplina y iden i ies. In Cas elló, M. & Donahue, C. (eds.), Uni e si y
w i ing: Sel es and ex s in academic socie ies, S udies in W i ing, olume
24 (pp.19-31). London: Eme ald.
Sca damalia, M. & Be ei e , C. (1992). Dos modelos explica i os de los p ocesos
de composición esc i a. In ancia y Ap endizaje, 58, 43-64. h ps://doi.o g/1
0.1080/02103702.1992.10822332
Swales, J. M. (1990). Gen e analysis: English in academic and esea ch
se ings. Camb idge: Camb idge Uni e si y P ess.
Swales, J. M. (2004). Resea ch gen es: explo a ions and applica ions. Camb idge:
Camb idge Uni e si y P ess. h ps://doi.o g/10.1017/CBO9781139524827
Swales, J. M. & Feak, C. B. (2011). Na iga ing academia: w i ing suppo ing
gen es. Ann A bo : The Uni e si y o Michigan P ess. h ps://doi.
o g/10.3998/mpub.3073304
Fi s e sion ecei ed: June 2017
Final e sion accep ed: Oc obe 2017
