Chinese EAP teachers’ graduate-level English academic writing instruction and their professional development

• Yongyan Li ^[1] ; Xiaohao Ma ^[1]
  1. [1] University of Hong Kong

     University of Hong Kong

     RAE de Hong Kong (China)

     
• Localización: Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos ( AELFE ), ISSN-e 2340-2784, ISSN 1139-7241, Nº. 39, 2020, págs. 141-164
• Idioma: inglés
• Títulos paralelos:
  • La escritura académica en inglés en niveles de posgrado: acerca de la instrucción y desarrollo profesional de los profesores chinos de inglés para fines académicos
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    En China está ampliamente reconocida la urgente necesidad que tienen los estudiantes de posgrado de desarrollar capacidades de comunicación académica a nivel internacional, sobre todo por medio de la redacción y publicación de su investigación en inglés. Esta necesidad educativa ha alentado el auge del inglés para fines académicos y de la enseñanza de la escritura académica en inglés para estudiantes de posgrado de multitud de disciplinas en las universidades chinas.

    En este artículo ofrecemos los resultados de un estudio basado en una serie de entrevistas que trata de comprender cómo se produce la instrucción de la escritura académica en inglés en el nivel de posgrado llevada a cabo por profesores chinos noveles en la enseñanza del inglés para fines académicos y cuáles son los esfuerzos que realizan en su desarrollo profesional. Nuestro estudio ofrece una aportación a la escasa bibliografía acerca de las prácticas docentes contextualizadas de los profesionales de inglés para fines académicos y de su desarrollo profesional y ofrece conocimientos de los que pueden servirse los profesionales del inglés para fines académicos en otros contextos

  • English

    In China, it has been widely recognized that graduate students urgently need to develop capabilities in engaging in academic communication at the international level, above all through writing and publishing their research in English. This educational need has stimulated the growth of EAP and the teaching of English academic writing (EAW) to graduate students across disciplines at Chinese universities. In this paper we report an interview-based study which focused on understanding Chinese emerging EAP teachers’ graduate-level EAW instruction and their endeavors of professional development (PD). Our study adds to the limited existing literature on EAP practitioners’ contextualized teaching practices and their professional development, and generates insights that can be drawn upon by EAP professionals in other contexts

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