@article{10818/41361,
year = {2019},
month = {1},
url = {http://hdl.handle.net/10818/41361},
abstract = {This  paper  reports  on  the  initial  stages  of  a  larger  study  on  plurilingual  rhetori-cal  communicative  competences.  Experiential  evidence  indicated  a  mismatch  between  the  academic  writing  competences  desired  from  and  displayed  by  the  participants—adult bilingual (L1 Spanish, L+ English) English-language teacher trainees in a postgraduate program at a Colombian university. We examined par-ticipants’ beliefs and practices concerning academic writing to identify the sources of  their  challenges  and  develop  the  evidential  basis  for  identifying  appropriate  remedial  strategies.  This  was  a  mixed  methods  study,  in  which  we  analyzed  data  from semi-structured interviews, questionnaires, and student artifacts through the grounded theory approach and descriptive statistics. The results suggest that par-ticipants’ challenges with rhetorical aspects of academic writing stem from a lack of training. However, participants were relatively successful with aspects of writ-ing in which they had been trained: discrete language skills and purely descriptive prose. We conclude their academic writing difficulties are fundamentally non-lin-guistic and hypothesize they would face similar academic writing challenges even if writing in their L1. There is an urgent need to address these challenges, not only because rhetorical competences are increasingly important in a knowledge-driven society  but  also  because  teachers  need  to  be  able  to  train  their  own  students  in  such competences.},
publisher = {Íkala, Revista de Lenguaje y Cultura},
keywords = {Academic writing},
keywords = {English language},
keywords = {Language teaching},
keywords = {Teacher train-ing},
keywords = {L2},
title = {Beliefsand Practices concerning academicWriting among Postgraduate language-teacher trainees},
doi = {https://doi.org/10.17533/udea.ikala.v24n01a01},
author = {Anderson, Carl Edlund and Cuesta Medina, Liliana Marcela},
}