Necesidades y prácticas de inglés con fines académicos en profesores y estudiantes de una universidad pública en Medellín (Colombia)
DOI:
https://doi.org/10.17533/udea.ikala.358410Palabras clave:
literacidades académicas, inglés como lengua extranjera (ILE), inglés con fines académicos, prácticas letradas, necesidades y prácticas en inglésResumen
Atendiendo a las actuales tendencias de internacionalización, las universidades han tomado una serie de medidas para mejorar las habilidades de profesores y estudiantes en cuanto al inglés académico. Sin embargo, poco se ha hecho para determinar las necesidades y prácticas reales de estudiantes y profesores en lo que respecta al inglés, la relación entre necesidades y prácticas, y las diferencias entre ambos grupos en cuanto a necesidades y prácticas. Para llenar este vacío, algunos investigadores de una universidad pública en Medellín, Colombia, hicieron estas preguntas a profesores y estudiantes por medio de un cuestionario enviado por correo electrónico. Los resultados indican que: a) a pesar de las diferencias de edad, género, etnia y escalafón docente dentro de cada grupo, ambos grupos necesitan apoyo con el desarrollo de habilidades académicas en inglés, como escritura y publicación de textos académicos, conferencias y solicitudes de becas, e informes de investigación; b) tanto profesores como estudiantes presentan una disparidad entre sus necesidades y sus prácticas en inglés; y c) aunque, como era de esperarse, los estudiantes tienen mayor necesidad de desarrollar las habilidades enunciadas que su contraparte, tres habilidades sobresalen. Los resultados indican la necesidad de que las universidades: a) tengan en cuenta las variables demográficas en el diseño de programas para estas poblaciones, b) desarrollen programas que den más prioridada las necesidades de ambos grupos que a sus prácticas, y c) se centren en los estudiantes, pues son el grupo con mayor necesidad de desarrollar dichas habilidades.
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