Análisis del Discurso Académico desde una Perspectiva Sistémico-Funcional: Una Propuesta Didáctica para Cursos Disciplinares en la Universidad
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Los docentes de grado, principalmente de asignaturas de los primeros años, se enfrentan con una
problemática frecuente: la necesidad de enseñar contenidos disciplinares complejos a estudiantes
que aún no están familiarizados con las convenciones académicas de la comunidad disciplinar en la
que participan. Ante esta problemática surge la necesidad de los docentes de enseñar estrategias de
lectura y escritura académica específicas de la disciplina, simultáneamente con los contenidos
disciplinares. No obstante, los docentes de materias de contenido suelen no sentirse capacitados
para enseñar a sus alumnos las estrategias necesarias para leer y escribir en la disciplina, y
consideran que su enseñanza es dominio del profesor de lengua y no del profesor de la disciplina.
Este trabajo describe un curso diseñado para docentes de grado de diferentes disciplinas, cuyo
objetivo principal fue proveer al docente de herramientas lingüísticas y discursivas para el análisis
del discurso académico desde la Lingüística Sistémica Funcional (LSF). Este enfoque demuestra
cómo el lenguaje es un sistema a partir del cual los usuarios eligen distintos elementos léxico-gramaticales para expresar sus significados según el contexto y la audiencia. En este trabajo
describimos la propuesta didáctica en el marco de la LSF, ilustrando con actividades basadas en los
géneros académicos más frecuentes en áreas disciplinares específicas, y en el aprendizaje de las
características discursivas y lingüísticas de los mismos.
Teachers of undergraduate courses in the different disciplines, mainly in first-year courses, face a common problem: the need to teach complex disciplinary content to students who are not familiar with the academic conventions of the disciplinary community in which they participate. In their attempt to compensate for these limitations, they need to teach students academic reading and writing strategies along with disciplinary content. However, content area instructors generally feel that they are not qualified to teach their students the strategies necessary for reading and writing in the discipline, and consider that strategy instruction should be in charge of the language teacher, not the teacher of the discipline. This paper describes a course designed for teachers of undergraduate courses in various disciplines, which aimed at providing them with basic linguistic knowledge to approach academic discourse from the perspective of Systemic Functional Linguistics (SFL). Based on this theory, the course focused on the identification of the social purpose of the most common academic genres in the various disciplines of undergraduate courses, and on learning the discourse and language features of these genres. The paper outlines the theoretical background, describes the pedagogical sequence, and illustrates with some activities based on texts representative of different genres and disciplines.
Teachers of undergraduate courses in the different disciplines, mainly in first-year courses, face a common problem: the need to teach complex disciplinary content to students who are not familiar with the academic conventions of the disciplinary community in which they participate. In their attempt to compensate for these limitations, they need to teach students academic reading and writing strategies along with disciplinary content. However, content area instructors generally feel that they are not qualified to teach their students the strategies necessary for reading and writing in the discipline, and consider that strategy instruction should be in charge of the language teacher, not the teacher of the discipline. This paper describes a course designed for teachers of undergraduate courses in various disciplines, which aimed at providing them with basic linguistic knowledge to approach academic discourse from the perspective of Systemic Functional Linguistics (SFL). Based on this theory, the course focused on the identification of the social purpose of the most common academic genres in the various disciplines of undergraduate courses, and on learning the discourse and language features of these genres. The paper outlines the theoretical background, describes the pedagogical sequence, and illustrates with some activities based on texts representative of different genres and disciplines.