Les littératies du XXIe siècle face aux littératies académiques : les enjeux de l’enseignement de l’expression écrite pour les natifs du numérique à l’Institut d’études romanes de Wrocław

• Authors: Grabowska Monika

Title variants

EN

Twenty-First-Century Literacies Versus Academic Literacies: The Challenges of Teaching Written Skills for Digital Natives at the Institute of Romance Studies in Wrocław

• Languages of publication: FR

Abstracts

EN

The aim of this paper is to prove that, following recent social and cognitive changes among native digital students, the teaching of academic literacies to neophilological faculty students in Poland should be linked to their practice of twenty-first-century literacies and general competences acquired thanks to the practice of these literacies during their informal learning in their free time. The language activity that interests us is written production: essential in the philological study program, distinctive (especially at C1/C2 levels), practiced during each semester, regularly assessed and subordinated to the final task of writing the BA or master’s thesis. Our methodology is based on the emic perspective of Pike 1967. We will present, in particular, the results from a survey addressed to the students of the Institute of Romance Studies concerning their learning and writing practice in French/Spanish/Italian and Polish, as well as some tracks of interpretation.

Keywords

EN

academic literacy; twenty-first-century literacy; writing; modern language studies

• Publisher: Komisja Nauk Filologicznych Polskiej Akademii Nauk, Oddział we Wrocławiu
• Journal: Academic Journal of Modern Philology
• Year: 2020
• Volume: 9
• Pages: 107-118

Contributors

author

Grabowska Monika

• Université de Wrocław

Identifiers

DOI

doi:10.34616/ajmp.2020.9