Students’ Identity with their own Field of Study through Literacy
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Published:
Jul 27, 2017
Keywords:
academic literacy, English language practice, language acquisition, psychology students’ identity
Main Article Content
Abstract
The purpose of this article is to share the results of an investigation into students’ identity as future psychologists through academic literary practices in English. The study provided students an appropriated environment, based on topics about psychology, which was characterized by the students free production. They had the opportunity to make their own choices, as well as discuss, analyze, give opinions or diagnosis about the topics studied (annex 8). Data was collected through students’ journals, written samples and semi-structured interviews. The findings showed the students’ identity with their own field of study along the following aspects: the literacy practices enabled them to read and write about topics of daily life from a critical view point, they were building their identity through their interest for analysing and arguing problematic situations; additionally, the use of specialized vocabulary, along with the linking of theory and practice are evidenced in this study.
Article Details
How to Cite
Arias-Rodríguez, G. L. (2017). Students’ Identity with their own Field of Study through Literacy. Quaestiones Disputatae: Temas En Debate, 10(20), 164-191. Retrieved from http://revistas.ustatunja.edu.co/index.php/qdisputatae/article/view/1330
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Artículos No 20
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Trede, F., Macklin, R. and Bridges, D. (2011). Professional identity development: a review of the higher education literature. Australia: Charles Sturt university, Routledge.
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Zúñiga, C. (2000). Constructing Literacy from Reading in fist and second language. Neiva, Colombia: Universidad Surcolombiana, Talleres OTI Impresos
Baleiro, R. (2011). A definition of literacy: a content analysis of literature syllabuses and interviews with Portuguese lectures of literature. The Online of Journal of New Horizons in Education. 1(4). Retrieved form http://www.tojned.net/pdf/tojnedv01i04-02.pdf
Baxter, P. and Jack, S. (2008). Qualitative Case Study Methodology: Study Design and Implementation for Novice Researchers. The qualitative report, 13(4), 544-559. Retrieved form http://www.nova.edu/ssss/QR/QR13-4/baxter.pdf
Burns, A. (2003). Collaborative Action Research for English Language Teachers. Cambridge, Reino Unido: Ernst Klett Sprachen.
Butler, G. (2013). Discipline-specific versus generic academic literacy intervention for university education: An issue of impact?. Journal for Language Teaching, 47(2), 71-87. Retrieved from http://dspace.nwu.ac.za/bitstream/handle/10394/11598/langt_v47_n2_a5.pdf?sequenc
Budiyanto, S. (2013). Literacy And Language Teaching. Journal Pendidikan IImu Sosial, 23(1), 71- 77. Retrieved from file:///C:/Users/USUARIO/Downloads/literacy.pdf
Brown, H. (1994). Teaching by Principles. San Francisco United States: Prentice Hall Regents.
Corbetta, P. (2010). Metodología y técnicas de investigación social. España: Mc Graw-Hill/interamericana. Recuperado de http://diversidadlocal.files.wordpress.com/2012/09/metodologc3ada-y-tc3a9cnicasde-investigacic3b3n-social-piergiorgio-corbetta.pdf
Council of the European Union. (2014). Conclusions on effective teacher Education. Education, Youth, Culture and Sport Council Meeting, Brussels. Retrieved from http://www.consilium.europa.eu/uedocs/cms_data/docs/pressdata/
en/educ/142690.pdf
Digest, E. (2002). Adolescent literacy and content area reading. ERIC Clearinghouse on Reading English and Communication Bloomington IN., Family Learning Association Blooming IN. Retrieved form http://files.eric.ed.gov/fulltext/ED469930.pdf
Goodman, K. S. (1996). Ken Goodman on reading: A common-sense look at the nature of language and the science of reading. Ontario, Canada: Scholastic.
________ And Goodman, Y. (2014). Making sense of learners making sense of written language. New York and London: Routledge Taylor & Francis Group.
Kern, R. (2000). Literacy and language teaching. Oxford Applied Linguistics. Oxford, New York: Oxford University Press. Retrieved from https://books.google.com.co/books?id=HiOj4TV_3DoC&pg=PA17&lpg=PA17&d
Mohite, M. (2014). An Investigation inot the English Language Writing Strategies Used by Polish EFL Secondry School Learners. London, Reino Unido: British Council. Retrieved from https://englishagenda.britishcouncil.org/sites/default/files/filefield_paths/an_investigation_into_the_english_language_writing_strategies_v2.pdf
Nadeem, M. (2013). Motivation as a perspective practice in English Language. Teaching at secondary level. International Journal of Humanities and Social Science Invention, 2 (1), 63-69. Retrieved form file:///C:/Users/Usuario/Downloads/Dadeem%20motivation%20201.pdf
Norton, B. (2000). Identity and language learning: Gender, ethnicity, and educational change. Harlow, England: Longman/Pearson.
PISA (2006). Reading literacy framework. Retrieved form http://pisa.nutn.edu.tw/download/sample_papers/Reading_Framework-en.pdf
Starfield, S. (1994). Cummins, EAP and academic literacy. TESOL Quarterly, 28,176-179.
Taffy E. (2001). Thinking for ourselves: Literacy Learning in a Diverse Teaching Inquire.The reader teacher Network, 54(6), 596-607.
Trede, F., Macklin, R. and Bridges, D. (2011). Professional identity development: a review of the higher education literature. Australia: Charles Sturt university, Routledge.
Turkan, S. Bicknell J. and Croft, A. (2012). Effective practices for developing literacy skills of English language learners in the English language arts classroom. New Jersey: ETS, Princeton.
Xhaferi, B. (2009). Teaching and learning ESP vocabulary. Macedonia: South Eas European University. Retrieved form file:///C:/Users/USUARIO/Downloads/Dialnet-TeachingAndLearni gESPVocabulary-3410918.pdf
Zúñiga, C. (2000). Constructing Literacy from Reading in fist and second language. Neiva, Colombia: Universidad Surcolombiana, Talleres OTI Impresos