Academic literacy, genres and competences: a didactic model for teaching English to translation students

ELIA 17, 2017, pp. 251-272 251 Paula J. Liendo y Ma ía Palmi a Massi DOI:h p://dx.doi.o g/10.12795/elia.2017.i17.11 Es udios de lingüís ica inglesa aplicada ACADEMIC LITERACY, GENRES AND COMPETENCES: A DIDACTIC MODEL FOR TEACHING ENGLISH TO TRANSLATION STUDENTS ALFABETIZACIÓN ACADEMICA, GÉNEROS Y COMPETEN- CIAS: UN MODELO DIDÁCTICO PARA LA ENSEÑANZA DEL INGLÉS A ESTUDIANTES DE TRADUCCIÓN Paula J. Liendo Uni e sidad Nacional del Comahue, A gen ina [email p o ec ed] Ma ía Palmi a Massi Uni e sidad Nacional del Comahue, A gen ina [email protected] DOI: h p://dx.doi.o g/10.12795/elia.2017.i17.11 Academic li e acy has been he subjec o many publica ions in he las decade. Ye , he p ac ices o de elop i s ill need o be ca e ully con ex ualised, in acco dance wi h he ield o s udies, he academic con ex , and e en he language in which hey a e o be implemen ed. The aim o his wo k is o de elop a didac ic model ha ca e s o he needs o (mainly ad anced) s uden s o a Ce i ied T ansla ion cou se. Achie ing an accep able s anda d o academic li e acy in ol es linguis ic and ex a-linguis ic –discu si e, sociocul u al, me acogni i e– ELIA 17, 2017, pp. 251-272 252 DOI:h p://dx.doi.o g/10.12795/elia.2017.i17.11 Academic li e acy, gen es and compe ences: a didac ic model o ... compe ences, oge he wi h ansla ion compe ence. Addi ionally, he s udy o English om a con as i e pe spec i e – ega ded as a p oblem- sol ing ask and applied a he lexical, syn ac ic, ex ual and sociocul u al le els– is deemed una oidable. This didac ic model has an ESP (English o Speci ic pu poses) and ex ual app oach. The app oach sugges ed o he implemen a ion o his model includes me acogni i e and me alinguis ic e lec ion, cogni i e and linguis ic ecogni ion and p oduc ion, ex analysis, design and assessmen , discussion, nego ia ion, and social in e ac ion. Key wo ds: didac ic model; academic li e acy; ansla ion aining; ansla ion compe ence La al abe ización académica es un ema sob e el cual mucho se ha publicado en los úl imos diez años. Sin emba go, poco se ha esc i o sob e las p ác icas necesa ias pa a lle a la a cabo. Pa a ello, es undamen al desa olla ac i idades con ex ualizadas con espec o al á ea de especialización, el en o no académico e incluso el idioma en el que se impa i án. Es e a ículo desa olla un modelo didác ico pa a sa is ace los eque imien os de es udian es a anzados de la ca e a de T aduc o Público en idioma inglés. En es e caso, un ni el acep able de al abe ización académica implica la adquisición de dis in as compe encias lingüís icas y ex a-lingüís icas, como la discu si a, la sociocul u al y la me acogni i a, además de la compe encia aduc o a. Asimismo, en es e con ex o es imp escindible abo da el es udio del idioma ingles desde una pe spec i a con as i a, que lo conside a una ac i idad de esolución de p oblemas aplicada a ni el léxico, sin ác ico ex ual y sociocul u al. Es e modelo didác ico es á anclado en las á eas de inglés pa a p opósi os especí icos y el análisis del discu so. El en oque p opues o incluye la e lexión me acogni i a y me alingüís ica, el econocimien o y la p oducción a ni el cogni i o y lingüís ico, así como el análisis de ex os, y diseño y e aluación de ac i idades que incluyen discusión, negociación e in e acción. Palab as cla e: modelo didác ico; al abe ización académica; o mación de aduc o es; compe encia aduc o a ELIA 17, 2017, pp. 251-272 253 Paula J. Liendo y Ma ía Palmi a Massi DOI:h p://dx.doi.o g/10.12795/elia.2017.i17.11 1. In oduc ion Academic li e acy (AL) has been he ocus o ex ensi e esea ch and deba e in he las wo decades. I has shaped educa ional policies wo ldwide by eaching he speci ici ies o w i ing o each discipline. Uni e si y p og ams in La in Ame ica ha e also s a ed o include AL de elopmen as pa o hei cu icula (Ca lino, 2005 & 2013; Desinano, 2009; Na a o, 2012; Pa odi, 2005 & 2010). This a icle is based on he indings o Resea ch P ojec D-100, en i led “La comunicación académica: es a egias pa a el análisis y la p oducción ex ual” (2014-2017), which deals wi h eading and w i ing p ac ices and he dissemina ion o knowledge a Uni e sidad Nacional del Comahue and has as i s main aim he de elopmen o o al and w i en discou se in academic and p o essional con ex s. AL encompasses many di e en compe ences and ex ends ac oss a ious ields. S udies in AL ha e ocused on ins i u ional policies, class oom p ac ice and eaching objec i es, among o he a eas. Ca lino (2013), Desinano (2009) and Na a o (2012), o ins ance, ag ee on he need o de elop he so-called “academic compe ences” in s uden s, bo h in hei mo he ongue and in a second o o eign language. AL li e a u e is ex ensi e and easily a ailable, bo h locally and in e na ionally. Howe e , i is also wo h men ioning ha he p ac ices equi ed o he de elopmen o he compe ences needed ine i ably ha e o be con ex ualised. The e o e, di e en ma e ials should be designed, depending on he ield o s udies, he academic con ex , and e en he language ( he mo he ongue, o a second o o eign language) in which hey a e o be implemen ed. Some au ho s (Ca lino, 2013; P io & Bilb o, 2011) e en pu academic li e acy on a pa wi h second language acquisi ion, due o he encul u a ion p ocess in ol ed in bo h. This p ocess can be de ined as he acquisi ion o he s a egies needed o pe o m a social ac i i y success ully while ac ually aking pa in i . The aim o his wo k is o p esen a didac ic model designed o de elop AL and applied o he ad anced English cou ses o he T ansla ion P og am a Facul ad de Lenguas, Uni e sidad Nacional del Comahue. This model, called modelo/p oceso–p oduc o/ alo ación –in English, he sample/p ocess–p oduc /assessmen [SPPA] model (Massi & Liendo, ELIA 17, 2017, pp. 251-272 254 DOI:h p://dx.doi.o g/10.12795/elia.2017.i17.11 Academic li e acy, gen es and compe ences: a didac ic model o ... 2016), was de eloped as pa o he D-100 esea ch p ojec o s uden s o he Teache - aining P og am. This wo k explo es how o bes apply his model o s uden s o he T ansla ion P og am a he same acul y and uni e si y. This model looks in o he compe ences and s a egies ha s uden s need o de elop, as well as he po en ial ields o knowledge hey may ha e o add ess. Addi ionally, i gi es p io impo ance o he pa icipan s in he ac s o communica ion in ol ed and he academic communi y in which such communica ion akes place. In o he wo ds, he elemen s o any he o ical communica ion a e o be conside ed: who is w i ing/saying wha , o whom, and o wha pu pose. The nex sec ion summa ises he heo e ical ene s on which he SPPA model elies – he o ical and ex ual p agma ics, he con as i e pe spec i e, and English o T ansla ion Pu poses [ETP]. 2. Theo e ical F amewo k In o de o design a comp ehensi e model o he de elopmen o academic compe ence a uni e si y, some ames o e e ence and analy ical ca ego ies om cu en app oaches o Academic W i ing ha e been adop ed. One o hem is W i ing ac oss he Cu iculum (WAC), pu o wa d by Cha les Baze man (2005, 2012, 2013). WAC encou ages he exploi a ion o he he o ical and epis emic po en ial o w i ing in e e y ield o knowledge and subjec a uni e si y. Baze man sees w i ing as mul idimensional – including linguis ic, logical, he o ical, emo ional, pe sonal, social, and e e en ial aspec s– and sus ains ha gen es and iden i y (bo h disciplina y and pe sonal) a e closely linked and mu ually dependen . He claims ha we, as w i e s, eso o bo h o he dynamic o ganisa ion o he wo ld. Baze man goes beyond he linguis ic aspec o w i ing which implies amilia i y wi h a language and he abili y o use i e ec i ely. He ocuses on he cogni i e pe spec i e o w i ing, claiming ha , as lea ne s w i e, a “wo k memo y” is c ea ed. S a egies g adually become mo e and mo e “au oma ic” in his “memo y”, and his allows o g ea e a en ion o he p ocess o c ea ing “ ex ” (discu si e and he o ical aspec s). This shi s he ocus om he p oduc o he p ocess o w i ing, and i os e s ELIA 17, 2017, pp. 251-272 255 Paula J. Liendo y Ma ía Palmi a Massi DOI:h p://dx.doi.o g/10.12795/elia.2017.i17.11 a sociocul u al iew o he p ocess, whe e ad ancemen s in w i ing ake place h ough socialisa ion in di e en g oups, o ganisa ions o ins i u ions. This link be ween he ex and he social con ex enables unde s anding o gen e peculia i ies, po en ial signi ica ions, objec i es, a ge audience, discu si e iden i y, and posi ioning (Baze man, 2013). This social cons uc i is pe spec i e p o ides ca ego ies o he iden i ica ion o he key mechanisms o con ex ualisa ion as well as o he ecogni ion o he gen e o any gi en discou se. I eso s o ca ego ies om G abe and Kaplan’s (1998) psico-socio-linguis ic model o w i ing. This model, g ounded in e hnog aphy, sociolinguis ics and con as i e he o ic, a ou s conside a ion o he si ua ion o condi ions in which he w i ing p ocess akes place. Acco ding o his model, hese ques ions should be asked be o e se ing ou o w i e: - Who’s w i ing? - Wha ? - Who o? - Wha o ? - Why? - When? - Whe e? - How? (G abe & Kaplan, 1998) Ano he ame o e e ence adop ed is Gen e Theo y (Swales, 1990 & 2004; Bha ia, 2004; Swales & Feak, 2011), since i is ele an o he classi ica ion o ex - ypes and use o he language o speci ic pu poses. Academic discou se (also called disciplina y o specialised scien i ic discou se [discu so cien í ico disciplina o especializado, Pa odi, 2005: 26] is a case o “speci ic-pu pose” discou se, as i encompasses all he ex s ha i he speci ic con en ions o a discu si e communi y. These speci ic-pu pose ex s show ways o unde s anding di e en aspec s o eali y wi h di e se scopes, in o de o enuncia e knowledge and ans o m ELIA 17, 2017, pp. 251-272 256 DOI:h p://dx.doi.o g/10.12795/elia.2017.i17.11 Academic li e acy, gen es and compe ences: a didac ic model o ... i (Sca damalia & Be ei e , 1992), o build and ebuild knowledge (Swales, 2004; Baze man, e al.; Ca lino, 2005). Swales´ ene s (2004) also eso o discou se analysis ca ego ies such as global ex ual s uc u e o mac os uc u e –which obse es adequacy o con ex , au ho ’s in en ion and in o ma ion scanning be o e ex ualiza ion pe se, mic os uc u e – which in ol es choices in e ms o heme de elopmen , egis e and lexico-g amma ical inpu , as well as he o e all unc ion o he ex wi hin i s a ge communi y. The au ho s p esen ed sha e a common iew o academic w i ing as a p ocess guided by he communica i e si ua ion o which i is pa and he discou se communi y in which i is inse ed. They also p opose ce ain con en ional ea u es which cha ac e ise communica ion pa e ns wi hin a speci ic social g oup. 3. Model P oposal: Desc ip ion o he SPPA Model This model in ol es wo main s ages. The i s one – he sample/p ocess s age– s a s wi h he analysis o “sample” ex s which a e hema ically ela ed o a speci ic subjec . The ex s a e u he decons uc ed in o hei linguis ic, ex ual, pa a ex ual, and con ex ual componen s; and hese a e analysed and ca ego ised o he c ea ion o a linguis ic and ex ual “ ese oi ”, which is subsequen ly eso ed o du ing he w i ing p ocess. The second s age –p oduc /assessmen – in ol es he ealisa ion o he communica i e pu pose o w i ing, and he ex s p oduced by he s uden s a e ead by hei a ge audiences –be hose ellow s uden s, he eache , o somebody beyond he academic communi y–, who will p o ide hei assessmen in e ms o linguis ic, discu si e and con ex ual adequacy and allow o emedial ed a ing and eassessmen . SPPA – S age 1 (SP) As s a ed abo e, he i s hal o he p ocess combines me hodological app oaches o he analysis o au hen ic ex s. I is di ided in o wo pa s, S (sample o ex analysis), and P (p ocess o d a ing). In he i s (sample) pa , ex s a e ega ded as samples: no as ixed con aine s o p omp s o ELIA 17, 2017, pp. 251-272 257 Paula J. Liendo y Ma ía Palmi a Massi DOI:h p://dx.doi.o g/10.12795/elia.2017.i17.11 imi a e –as i has been he case in o he app oaches– bu as a sou ce o obse able da a ha posi ion he lea ne s wi hin he communica i e ac and allow hem o iden i y and analyse he he o ical ea u es dic a ed by he discou se communi y whe e communica ion occu s. In didac ic e ms, sample ex s guide lea ne s unequi ocally as ega ds he con en ions o di e en gen es, he linguis ic esou ces and s a egies ha wo k bes when p oducing a ce ain ex - ype, and he expec a ions on hei inal ou pu . The analysis o he samples is guided by wo kshee s wi h asks ha aim o sys ema ize obse able linguis ic egula i ies. Ac i i ies ocus on he con ex ualisa ion o he he o ical si ua ion: he speake /w i e , he opic (wha i is abou , including he p o undi y o he discussion and he ecipien ’s expec ed p io knowledge), he a ge audience (who o , including he deg ee o in imacy wi h hem, hei social s a us and ole, and he sha ed knowledge o he wo ld) and he pu pose (why and wha e ec he ex is expec ed o ha e on he ecipien ). Then, he samples a e explo ed in e ms o ex ual o ganisa ion (mac os uc u e), p o o ypical o ganisa ion (supe s uc u e), linguis ic ea u es and s a egies ( he ex p oduce ’s selec ion o lexis and syn ax o mic os uc u e), and g aphic ea u es (pa a ex ual o non- e bal elemen s). The o e all aim o hese ac i i ies is o de elop awa eness o he e iden co espondence be ween a gen e, i s hema ic con en and i s linguis ic ealisa ion. Figu e 1 illus a es he s eps co e ed a his s age. S (Sample) Gen e Iden i ica ion o con ex Pu pose o p agma ic aim In e locu o o audience Who? Wha ? ( heme) To whom? (audience) Why? (pu pose) How? Mac os uc u e and supe s uc u e Resou ce/in o ma ion selec ion and p o o ypical o ganiza ion ELIA 17, 2017, pp. 251-272 258 DOI:h p://dx.doi.o g/10.12795/elia.2017.i17.11 Academic li e acy, gen es and compe ences: a didac ic model o ... Mic os uc u e: he o ical choices Linguis ic ea u es (lexis, syn ax) G aphic ea u es Pa a ex ual o s uc u al elemen s ( i les, cap ions), g aphs, pic u es (non- e bal codes) Fig. 1. S eps o he analysis and ca ego iza ion o au hen ic ex s used as samples The p oposed asks a e ealised h ough ac i i ies such as p e- eading asks (con ex ualiza ion and p edic ion), s a emen o pu pose o eading, o mal analysis o ypical gen e ea u es, coope a i e e alua ion o comp ehension, and cons uc ion o con ex ualized social in e p e a ions h ough g oup discussion, among o he s. Once he ini ial eading pa is comple e, w i ing is add essed om a p ocess-o ien ed pe spec i e. Re lec ion upon he he o ical composi ion o ex s ac s as a igge o ex p oduc ion. Discussion o he con ex o si ua ion, he opic and he gen e o he new ex will esul in p elimina y planning, he ac i a ion o p e ious knowledge and he selec ion o opic acco ding o he po en ial audience. All hese s eps will lead o a i s d a , which will be submi ed o se e al e ision si ua ions by he w i e himsel unde he eache s’ supe ision. This will esul in ed a ing and eph asing. Finally, he ex will be assessed by pee lea ne s. I is wo h no ing ha ub ics will esemble eal con ex s and common uses wi hin he communi y beyond he class oom. The ollowing igu e illus a es he s eps o his p ocess-o ien ed app oach o w i ing. P (P ocess) Tex design 1 – indi idual (planning – d a ing – e ision – ed a ing – sel -assessmen ) Tex design 2 – pai -wo k (pee assessmen ) Edi ing, e ision and ed a ing o own and pee wo k Fig. 2. S eps and ac i i ies in a p ocess-o ien ed app oach o w i ing SPPA - S age 2 (PA) The nex s age in he implemen a ion o he SPPA model ocuses on he p oduc –o he s uden s’ inal ou pu (P). This is when he ELIA 17, 2017, pp. 251-272 259 Paula J. Liendo y Ma ía Palmi a Massi DOI:h p://dx.doi.o g/10.12795/elia.2017.i17.11 communica i e unc ion o w i ing is ealised; and i migh be ela ed o an educa ional con ex –as wi h academic essays, whose eade s and e alua o s will be he s uden s’ eache s and pee s– o a eal-li e con ex –as, o example, when s uden s w i e an academic a icle o e iew o publica ion in a gene al in e es magazine o academic jou nal. This s age in ol es e ision wo k –indi idually, in pai s o in small g oups– o assess hema ic p og ession and allow o ed a ing, i necessa y. Now lea ne s a e asked o ocus on he p o o ypical ea u es o gen e, con ex ual adequacy and use o he language, wi h he aim o de eloping me acogni i e –me alinguis ic and me adiscu si e– s a egies and enhancing au onomy. A e wa ds s uden s a e in ol ed in indi idual e lec ion and ed a ing, and e en ually hey a e asked o e ie e a inal e sion. This s age is summa ised in Figu e 3, below. P (P oduc ) Indi idual, pai o g oup e ision ( ocus on p o o ypical ea u es o gen e, con ex ual adequacy and use o he language) Indi idual e- eading ( e lec ion and ed a ing) Submission o w i en ex Fig. 3. S eps o he p oduc s age The las pa o S age 2, he ac ual assessmen o he w i ing p oduc (A), in ol es bo h eache and lea ne s in a inal decons uc ion o he ex : who has w i en wha o whom, si ua ed in which discu si e communi y, and wha he in en ion o he w i e and e ec on he eade a e, as shown in he mic o ex ual selec ion o linguis ic inpu . This e alua ion ma e ializes h ough he eedback ecei ed om pee s and eache s. This is done h ough ela i ely s anda dised commen s –p e iously ag eed upon by eache and s uden s– unde ou main ca ego ies: con en ( ask achie emen , o he success ul ealisa ion o communica ion: adjus men o ub ics, hemes and sub hemes, ex ype and language unc ion); ex o ganiza ion (cohe ence and cohesion, adequacy o egis e and one in e ms o he a ge audience, layou o ex and pa a ex , pa ag aph de elopmen and opicaliza ion, use o s anda d ex ual con en ions –such as salu a ions in co espondence); ELIA 17, 2017, pp. 251-272 266 DOI:h p://dx.doi.o g/10.12795/elia.2017.i17.11 Academic li e acy, gen es and compe ences: a didac ic model o ... g ouped in hema ic uni s, which a e o ganised acco ding o g ading and sequencing c i e ia –namely, linguis ic complexi y, skills and s a egies in oduced– bu each uni is o ganized a ound a main heme o “ ield”, in Hallidayan e ms (Bake , 1992), and di e en sub- hemes. The ields a e selec ed in acco dance wi h lea ne s’ expec ed disciplina y in e es s: echnical, scien i ic, jou nalis ic, comme cial, legal, and cul u al /li e a y, among o he s. An in e disciplina y ocus is also encou aged, so ha a imes, wi hin one heme (such as “ he digi al wo ld”), some ex s ela e wo sub- hemes: one which is ela ed o he ield, and one ha is no ( o ins ance, an edi o ial abou Ame ican p esiden ial candida es’ use o social media and he digi al di ide). Fo o ganisa ional easons, and o enhance s uden s’ me adiscu si e compe ences, he ex s selec ed a e di ided in o wo ca ego ies; gene al in e es [GI] and academic o specialised in e es [AI]. Gene al in e es ex s a e d awn mainly om websi es and he mass media, and deal wi h cu en issues o egional, na ional o in e na ional ele ance. AI ex s a e selec ed om academic jou nals, specialised books, p o essional blogs, wo k manuals, legal ex s, and go e nmen websi es. As s a ed be o e, all ex s a e analysed as po en ial Sou ce Tex s (ST), in hei con ex o occu ence and wi h a speci ic ansla ion commission in mind. Thus, all p agma ic and discu si e a iables, such as sou ce, pu pose, a ge audience and in ended eac ion, egis e , one, s eng h o claim, and engagemen and a i ude ma ke s (Swales & Feak, 2011), among o he ea u es, a e aken in o accoun . In addi ion, a dynamic app oach o equi alence is also adhe ed o when i comes o he discussion o po en ial ansla ion p oblems and he selec ion o speci ic linguis ic inpu o in e linguis ic, in alinguis ic o in e semio ic (Jakobson, in Ha im, 2013 and Ha im & Munday, 2004). Ac i i ies a his s age include analy ical ques ions designed speci ically o he kind o inpu (w i en, o al o audiomedial), bu all ocusing on he discussion o : lmain he o ical ea u es: gen e, ex - ype, pu pose, a ge audience, and in ended audience eac ion; lgen e con en ions and p o o ypical o ganiza ion: s anda dized ex - ELIA 17, 2017, pp. 251-272 267 Paula J. Liendo y Ma ía Palmi a Massi DOI:h p://dx.doi.o g/10.12795/elia.2017.i17.11 speci ic linguis ic inpu (opening salu a ions in co espondence, an assessmen a he end o a e iew); cohe ence and cohesion; me hod o pa ag aph de elopmen ; use o punc ua ion; hema ic o ganisa ion and in o ma ion low; use o boos e s and hedges; p edominan one and egis e ; and use o i ony and o he igu es o speech; l ea u ed ph ases and clauses: in alinguis ic ansla ion (pa aph ase); in e linguis ic ansla ion (wi h commission speci ica ions such as skopos, con ex o publica ion, in ended audience); and discussion o po en ial ansla ion p oblems. Addi ionally, sample ex s w i en by o me s uden s a e included, o se e as inspi a ion, as well as o es ablish a benchma k as o he linguis ic and discu si e complexi y expec ed. The second s ep o his s age (p ocess w i ing) in ol es w i ing om a p ocess-o ien ed s andpoin . The e is a ocus on one ex - ype in pa icula in each uni , in he W i ing sec ion, bu w i ing –as well as speaking– is an essen ial pa o e e y ask. E e y w i ing ask is a p oduc ion ask which spins o p e ious ac i i ies. Lea ne s a e expec ed o use he disc e e- ocus linguis ic inpu hey ha e collec ed in he p e ious s age (ac i a ion o linguis ic and discu si e knowledge). I mus be no ed ha such asks a e always “si ua ed”: guidelines a e gi en as o he medium o communica ion, he s a us and ole o he w i e , he pu pose, he audience, and he in ended e ec . Fo ins ance, in he uni on Digi al Media, a e a gene al-in e es a icle on he pe asi eness o sel ies and he ise o na cissism, s uden s w i e an academic essay discussing some humo ous ca oons. They a e asked o iden i y he po en ial sou ce o he ca oons, he a ge eade ship and bias, o s a e which o he sub- hemes discussed in he a icle hey illus a e, and o iden i y po en ial ansla ion p oblems o publica ion wi h a simila eade ship and bias. The e is also a W i ing sec ion a he end o each uni , exclusi ely de o ed o he p oduc ion o a ex o a pa icula ype, wi h speci ic he o ical ea u es: a de ined heme, pu pose, a ge audience, and in ended e ec . In he case o he uni ci ed abo e, The Digi al Media, he ask in ol es w i ing news s o ies. Be o e he ac ual w i ing, a discussion is held o ei he sys ema ise o ecycle s uden s´ knowledge o he he o ical ELIA 17, 2017, pp. 251-272 268 DOI:h p://dx.doi.o g/10.12795/elia.2017.i17.11 Academic li e acy, gen es and compe ences: a didac ic model o ... ea u es o his ype o ex . Fo his pu pose, no es a e p o ided wi h w i ing ips, he s ylis ic and he o ical ea u es o success ul news s o ies, and s ylis ic op ions ega ding p o o ypical o ganisa ional models, leng h o sen ences and pa ag aphs, choice o ac i e o passi e oice, a ia ion be ween quo es and epo ed speech, use o ac onyms, o eign wo ds, and idioma ic exp essions, among o he s, depending on he newspape publishing i (quali y o abloid), i s eade ship ( a ge audience) and bias (pu pose and in ended e ec ). Following he s eps desc ibed in Figu e 2, s uden s plan, d a , e iew, ed a and assess hei own p oduc ion and hen submi a inal d a . 5.2. S age 2 – P oduc /Assessmen The s uden s´ inal d a is now pu o he es when i is sha ed wi h o he s uden s and he eache s. In o de o enhance lea ne s´ au onomy, me acogni ion and lea ning- o-lea n s a egies, he amoun o pee and g oup edi ing be o e u ning in hei wo k o g ading is high a he beginning o he academic yea and is g adually educed, un il s uden s a e asked o comply wi h a w i en assignmen in class wi hin a gi en ime amewo k and wi hou ecei ing any eedback om hei pee s. This p og ession owa ds indi idual wo k p epa es s uden s o a inal exam, which is a cou se equi emen , wi hou unde mining hei con idence and mo i a ion. The se o s anda dised commen s men ioned abo e ega ding con en , ex o ganisa ion, linguis ic choices and mechanical aspec s, as well as he se o ca ego ies in he edi ing guidelines, ha e p o ed ex emely use ul, since hey ha e acili a ed and accele a ed he iden i ica ion and subsequen edi ing o e o s and slips. Howe e , i has been obse ed ha some s uden s con inued making simila mis akes, and so a Sel -Assessmen Cha [SAC] was in oduced. This unc ions as an e o log, whe e s uden s ill in a able wi h he con es ed chunk ( he pa o he ex wi h he iden i ied mis ake), he ca ego y, he a e o ecu ence (how many imes hey ha e made such mis ake), an edi ed e sion, and he po en ial sou ce o he mis ake. This may be help ul in e ms o linguis ic de elopmen , bu i is also e y impo an o ainee ansla o s, as edi ing is a undamen al pa o hei u u e p ac ice. The same can be said abou he chance o ew i ing ELIA 17, 2017, pp. 251-272 269 Paula J. Liendo y Ma ía Palmi a Massi DOI:h p://dx.doi.o g/10.12795/elia.2017.i17.11 and ed a ing: lea ne s ha e s a ed o welcome his oppo uni y as a way o de eloping hei linguis ic awa eness and imp o ing hei a i ude owa ds mis akes. 6. S uden s’ and eache s’ opinions on he SPPA model and u he discussion Two ques ionnai es ha e been illed by he s uden s o Lengua Aplicada a la T aducción II and III a e comple ion o each e m in he las wo academic yea s (n 28), and hei answe s show a gene al accep ance o he model. A e y high pe cen age [89%] o esponden s belie e ha he ailo -made ma e ials a e use ul and ele an ; 93% conside he op ions o pee wo k a he d a ing, edi ing and ed a ing s ages bene icial and all o hem ha e s a ed a posi i e app aisal o he de elopmen o hei linguis ic and ex ual awa eness. F om he eache s’ pe spec i e, ha ing been in cha ge o he same g oup o s uden s o wo consecu i e yea s, despi e o he po en ial d awbacks, has allowed o a con inuous assessmen o hei p og ess in e ms o linguis ic, discu si e, s a egic, and me acogni i e compe ences. I has also e ealed he need o ocus mo e on s uden s’ me alinguis ic skills, since he eaching eams o bo h subjec s ha e obse ed he pe sis ence o ce ain ypes o mis akes in some s uden s, despi e ha ing add essed he linguis ic issue om a disc e e poin , a ex ual –and mo e communica i e– and a e lec i e –o pos -p oduc ion pe spec i e. As a consequence, he use o he SAC was in oduced his yea , oge he wi h he analysis o ex s om a ious sou ces –uni e si y websi es, ansla ion s yle manuals– and g ades o complexi y abou edi ing and p oo eading. Ano he aspec o conside in u he s udies is lea ne s’ a ying deg ees o backg ound knowledge and acqui ed s a egies as hey each he speci ic subjec s o language o ansla ion pu poses ( he las h ee yea s o he i e-yea cou se). Changes in he cu iculum we e in oduced only ou yea s ago, and an assessmen o he e ec i eness o such changes is s ill o be made. This is going o a ec he e alua ion o he linguis ic backg ound and needs o he s uden s. ELIA 17, 2017, pp. 251-272 270 DOI:h p://dx.doi.o g/10.12795/elia.2017.i17.11 Academic li e acy, gen es and compe ences: a didac ic model o ... E en ually, i is expec ed ha wi h a clea e ocus on academic w i ing and he ele ance o con ex ualisa ion, u he in oads can be made ac oss he cu iculum o he T ansla ion P og am in o de o con inue sensi ising lea ne s abou he p ocedu al, immanen na u e o w i ing as well as i s social na u e, and hus he una oidable need o conside he he o ical elemen s –who, o whom, wha , why, wha o – when eading, w i ing –and ob iously, ansla ing– any ype o ex . Re e ences Bake , M. (1992). In O he Wo ds. New Yo k: Rou ledge. h ps://doi. o g/10.4324/9780203327579 Baze man, C. (2005). Handbook o esea ch on w i ing: his o y, socie y, school, indi idual, ex . New Yo k: Ox o d Uni e si y P ess. Baze man, C. (2012). Géne os ex uales, ipi icación y ac i idad. Basich Pe al a, K; Pe ales Escude o, M.; Téllez Méndez, B. A. & Vázquez Ahumada, A. ( ansla o s). 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