Pedagogical Practices in English for Specific Purposes: resignification based on critical literacy in a sociocultural historical perspective

• Autor(a) principal: Coracini, Sandra Regina
• Data de Publicação: 2021
• Outros Autores: Seerig, Elisa
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Horizontes de Linguística Aplicada
• Texto Completo: https://periodicos.unb.br/index.php/horizontesla/article/view/40195
• topic: Inglês para Fins Específicos; Práticas pedagógicas; Letramentos; Teoria Sócio-histórico-cultural; English for Specific Purposes; English practices; Literacy; Multiliteracy; Social-historical-cultural theory

English for Specific Purposes (ESP) is a branch of English language teaching that emerged worldwide in the 1960s to fill a gap left by General English in the development of the aspects of language interactions (reading, speaking, listening, writing) oriented to academic and professional learners of an additional language in different areas of knowledge. In Brazil, the approach emerged in the 1970s and was named as Inglês Instrumental in universities, a nomenclature that has been replaced by Línguas para Fins Específicos (LinFE), or Inglês para Fins Específicos (IFE). In ESP methodology, decisions about practices and content must be programmed to suit the needs and interests of a given group (HUTCHINSON; WATERS, 1987). When planning an ESP course to learners from contexts with fewer learning opportunities in the additional language, we consider in this text the need to develop forms of literacies in the analog and digital learning environments to awaken the critical sense of the learners in academic and professional cultures. Therefore, this paper undertakes a reflection on pedagogical practices in ESP in higher education courses, based on Vygotsky's sociocultural historical theory (1978), and on Kleiman and Sito's (2016) perspective of multiliteracies and critical literacy.