Abstract
Academic writing that follows the Eurocentric and Anglo paradigm has principles that govern English writing classes to lead students into the academic discourse of Western universities. Yet if the goal is not for a one-way and top-down initiation but rather for inductively understanding and legitimizing other intellectual traditions that can inform local academic discourses, then English language classrooms should favor reworking and destabilizing ideologies within the canonical received knowledge. In that sense, this intervention in the colloquium focuses on the challenges placed by becoming academically literate for non-native speakers of English, and specifically uses the case of Colombian university students.
Presenters
Álvaro Hernán Quintero-PoloFull professor, School of Education - MA in Applied Linguistics to ELT, Universidad Distrital Francisco José de Caldas, Distrito Capital de Bogotá, Colombia
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Academic, Writing, Local, Knowledge, Western, Ideologies, English, Literacy
