Teaching writing for publishing practices to language teacher trainees: A classroom experience

LAURA MARINA COLOMBO

Ciudad Autónoma de Buenos Aires

Jornada; V Jornadas Internacionales de Lengua Inglesa ?Nuevos desafíos para la transformación académica?; 2018

Universidad del Salvador

Reading and writing practices play an essential role in language teacher education programs. On the one hand, they can constitute an essential learning tool to acquire disciplinary knowledge (Carlino, Iglesia, & Laxalt, 2013). On the other hand, language teachers need to become effective readers and writers in their professional communities in order to contribute to the advancement of their own careers as well as to the development of the profession (Edwards-Groves, 2013). One common way of doing this is through publishing. Nevertheless, the literacy practices that surround the making of a publishable paper are infrequently taught to future language teachers. As a matter of fact, while pursuing their degree students rarely count with an opportunity to communicate to a real audience since most of their written works are only read by their professors. In this work, we share a classroom experience with future English teachers. In this course students are expected to acquire some of the writing-for-publishing literacy practices, including those implied in the peer-review process commonly found in academic publication venues.