Necessidades e práticas de inglês acadêmico entre professores e alunos de uma universidade pública em Medellín (Colômbia)
DOI:
https://doi.org/10.17533/udea.ikala.358410Palavras-chave:
letramento acadêmico, inglês língua estrangeira, inglês para fins acadêmicos, práticas de letramento, necessidades e práticas em relação ao inglêsResumo
Com as tendências atuais de internacionalização, as universidades têm adotado uma série de medidas para aprimorar as habilidades de inglês acadêmico de professores e alunos. No entanto, pouco se tem feito para determinar quais são realmente as necessidades e práticas de inglês dos professores e alunos, como essas necessidades se relacionam com suas práticas ou como as necessidades e práticas diferem de acordo com a população. Para preencher essa lacuna, os pesquisadores de uma universidade pública de Medellín enviaram um questionário por e-mail aos professores e alunos com perguntas sobre esse assunto. Os resultados indicam que: a) embora existam diferenças em termos de idade, gênero, etnia e nível docente, ambos os grupos precisam de apoio com habilidades de inglês acadêmico, como escrita e publicação de textos acadêmicos, conferências e propostas de subsídios e relatórios de pesquisa; b) há uma incompatibilidade entre o que os alunos e o corpo docente precisam e o que eles praticam em inglês; e c) embora, como esperado, os alunos precisem do desenvolvimento de todas as habilidades listadas muito mais do que o corpo docente, há três habilidades que se destacam. Esses resultados sugerem a necessidade de as universidades: a) considerarem as variáveis demográficas ao elaborarem programas para essas populações, b) desenvolverem programas que priorizem o que é necessário para ambos os grupos em relação ao que é praticado por eles e c) concentrarem-se nos alunos, pois eles são os que mais precisam de todas as habilidades.
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