Academic literacy across the university curriculum: An institutional program

被引：26
|
作者：
Moyano, Estela [1 ]
机构：
[1] Univ Nacl Gen Sarmiento, Buenos Aires, DF, Argentina
来源：
REVISTA SIGNOS | 2010年 / 43卷 / 74期
关键词：
Literacy; tertiary education; Systemic-Functional Linguistics; writing across the curriculum;
D O I：
10.4067/S0718-09342010000500004
中图分类号：
H0 [语言学];
学科分类号：
030303 ; 0501 ; 050102 ;
摘要：
A genre-based pedagogic model for teaching literacy at tertiary level of education aims to promote students' literacy in institutional environments. From the theoretical perspective selected (Systemic-Functional Linguistics), a genre-based pedagogy influences knowledge construction in disciplines and empowers students to engage academic, scientific and professional social activities. This paper outlines a program for teaching literacy across the second cycle of university curriculum, the negotiation between participants as a critical tool and a brief evaluation. This institutional program has been implemented with a high degree of commitment of its actors -university authorities, professors of different disciplines and language teachers.
引用
收藏
页码：465 / 488
页数：24
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