Inspired by the Bologna Process and other globalising influences from modern higher education, and driven by policy reform for national development after the ravages of the 1994 conflict and genocide, Rwanda’s tertiary education has embarked on a number of policy reform for national development after the ravages of the 1994 conflict and genocide, Rwanda’s tertiary education has embarked on a number of policy reforms that have ushered in expectations, requirements and demands that call for both reinvigorated and new academic literacies in undergraduate study since 2007. With its aim of producing a highly skilled human resource as a panacea for Rwanda’s social and economic development deficits, the tertiary education curriculum is more than never before focused on outcomes that are linked to further education and the labour market. However, one of the problems to contend with is academic and professional under- preparedness of students entering and exiting undergraduate study, respectively. Theoretically these developments involve distancing oneself from a previous pedagogy whereby the teacher imparts knowledge to the student but instead places greater responsibility on the student to search for knowledge either individually or in a group, as well as critically examine and be able to argue a point of view in writing and through other modes of communication. Therefore, this study has been informed especially by the New Literacy Studies and the Academic Literacies Approach to understanding the development of tertiary academic literacies. The study has also been inspired by the concept of educational scaffolding. It is against this backdrop that my study set out to investigate the academic literacies requested in undergraduate study, and to explore approaches adopted by tertiary learning institutions in the country to embed academic literacies acquisition into the mainstream curriculum over the last decade. Furthermore, the study sought to explore how technology is integrated at different levels to support the acquisition of academic literacies, including technological and information literacies. In order to achieve the aforementioned, the study embarked on a qualitative blend of cross-sectional and longitudinal research designs. Principal data were gathered from official documents obtained from the government and tertiary learning institutions. Drawing on the synergies of qualitative content analysis and intertextual analysis, the documentary data were analysed and then qualitatively interpreted. The data were supplemented by a couple of questionnaire mini-surveys which were also subjected to qualitative analysis. The findings indicate that a new and expanded definition of literacy in the 21st century implies  students’ development of a set of interrelated and transferable academic competences which are elaborated in the thesis. Curriculum discourses show that there is a shift of curricular and pedagogical  emphasis from general linguistic competence as a vehicle for developing academic literacies to a more integrated embedment of a number of literacies including English for Specific Purposes (ESP), study skills, as well as information, communication and technological literacies. Regarding the use of ICT as a scaffolding tool for learning, findings show that the use of technologies has the potential to support students’ processes of academic literacies development from a highly dependent level to a more autonomous level, given that the ICT integration policies and strategies could fully materialise. / Inspirerad av Bologna Processen och andra globala strömningar inom modern högskolepedagogik har man i Rwanda inlett en mängd policy reformer inom högre utbildning för att skapa nationell utveckling efter den förödande konflikten och folkmordet 1994. Sedan 2007 ställs nya förväntningar och krav på studenter inom den grundläggande högskoleutbildningen som skapar behov av att förstärka det som i forskningen benämns som ’new literacies’. Teoretiskt tar denna strömning avstånd från en tidigare pedagogik där läraren ger studenten kunskap och lägger i stället ett allt större ansvar på studenten att enskilt eller i grupp kunna söka kunskap, kritiskt granska och kunna argumentera för en ståndpunkt i skrift. Utbildning, och särskilt högre utbildning, ses som ett universalmedel för att råda bot för Rwandas sociala och ekonomiska underutveckling. Nya krav ställs också på att utbildningen både ska ha ett relevant akademiskt ämnesinnehåll som kan leda till fortsatt utbildning och vara anpassad till en kommande  yrkespraktik. Detta ställer i sin tur krav på att blivande studenter är väl förberedda när de går in i utbildningen och att de vid genomförda studier har både akademisk kunskap och är förberedda för en yrkesprofession. Mot denna bakgrund är syftet med denna studie att undersöka vilka krav på ’academic literacy’ som har ställts på studenter i Rwanda över tid. Det sätt på vilket stöd för sådana kunskapskrav integreras i den allmänna kursplanen under det senaste årtiondet och hur kunskap i och om IKT kan integreras för att ge stöd i att uppnå kursplanens mål har också undersökts. Data består huvudsakligen av insamlade officiella dokument från regeringen samt ett tvärsnitt av institutioner för högre utbildning. Med hjälp av en kvalitativ innehållsanalys och intertextuell analys har dokumenten tolkats för att se vilka centrala förändringar vad gäller ’academic literacy’ som skett över tid. Datainsamlingen kompletterades med mindre enkätstudier som också analyserats kvalitativt. Studien visar att en ny och utvidgad definition av ’academic literacy’ vuxit fram under 2000-talet som innebär att studenter behöver utveckla ny akademisk kompetens som är relaterad till och kan överföras mellan olika områden. Diskursen i de dokument som studerats visar att det skett en förändring som innebär att allmän språklig kompetens inte räcker som medel för att utveckla ’academic literacies’ utan den har utvidgats till att även integrera ämnesspecifik språkkunskap, olika former av studieteknik och IKT. När det gäller IKT som stödjande redskap för lärande visar studien att givet att politiska beslut och strategier för IKT-användning kan genomföras, förväntas användningen av dessa redskap ha en potential att stödja studenterna i den process som det innebär att gå från att vara helt beroende av lärarens undervisning till att mera självständigt söka och utveckla kunskap. Sammanfattningsvis understryks i studien att den kritik som framförts om  högskolestudenters bristande förberedelse både för akademiska studier och för arbetslivet är utanför deras kontroll. Kritiken ska snarare ses som ett imperativ för institutioner inom högre utbildning att skapa lämpliga kurser och pedagogiska miljöer för att ge studenterna förutsättningar att kunna utveckla en ’academic literacy’ som alla studenter har rätt att tillägna sig.

The purpose of the present study is to expand our current understanding of second language classroom discourse by exploring how four English as a second language (ESL) teachers working in an intensive English program structurally organize classroom language lessons through the use of language; how students and teachers perceive the functions of the various stages in a lesson; how teachers prepare for their language lessons; and how various discourses and texts in this teaching context influence teachers‘ spoken discourse in the classroom. In order to carry out the exploratory study of language lessons, a multidimensional genre-oriented approach is utilized that is sensitive to both textual and contextual analyses of language lessons. The findings suggest that despite the spontaneous nature of classroom settings and sometimes improvised nature of classroom teaching, experienced ESL teachers have generated and internalized schemata of language lessons, which consists of a stable schematic structure and linguistic patterns that are recognizable by both teachers and students. However, rather than viewing a language lesson as a distinctive genre, the study suggests that it might be described more precisely as a sub-genre of the classroom discourse genre proper that shares broad communicative purposes with other classroom discourse sub-genres, although also maintaining its own distinct characteristics. Further, the analysis indicates that seven resources appear to interact in dynamic, dialogic, and complex ways as experienced teachers set about constructing lessons that are goal-oriented, activity-driven, cohesive, and meaningful for both themselves and their students. Finally, the results demonstrate that experienced teachers integrate various material resources in the classroom that influence their talk; consequently, a language lesson can be regarded as both a process and a product that is highly multimodal, multimedial, and intertextual. The study concludes with implications for genre studies, classroom discourse studies, and second language teacher education, and with suggestions for future research.

The purpose of the present study is to expand our current understanding of second language classroom discourse by exploring how four English as a second language (ESL) teachers working in an intensive English program structurally organize classroom language lessons through the use of language; how students and teachers perceive the functions of the various stages in a lesson; how teachers prepare for their language lessons; and how various discourses and texts in this teaching context influence teachers‘ spoken discourse in the classroom. In order to carry out the exploratory study of language lessons, a multidimensional genre-oriented approach is utilized that is sensitive to both textual and contextual analyses of language lessons. The findings suggest that despite the spontaneous nature of classroom settings and sometimes improvised nature of classroom teaching, experienced ESL teachers have generated and internalized schemata of language lessons, which consists of a stable schematic structure and linguistic patterns that are recognizable by both teachers and students. However, rather than viewing a language lesson as a distinctive genre, the study suggests that it might be described more precisely as a sub-genre of the classroom discourse genre proper that shares broad communicative purposes with other classroom discourse sub-genres, although also maintaining its own distinct characteristics. Further, the analysis indicates that seven resources appear to interact in dynamic, dialogic, and complex ways as experienced teachers set about constructing lessons that are goal-oriented, activity-driven, cohesive, and meaningful for both themselves and their students. Finally, the results demonstrate that experienced teachers integrate various material resources in the classroom that influence their talk; consequently, a language lesson can be regarded as both a process and a product that is highly multimodal, multimedial, and intertextual. The study concludes with implications for genre studies, classroom discourse studies, and second language teacher education, and with suggestions for future research.

En esta investigación se ha desarrollado un método basado en el análisis de un corpus que facilita la identificación semiautomática del vocabulario especializado, combinando criterios cualitativos y cuantitativos, y en función de las variables de frecuencia, distribución, restricción y representatividad de una unidad léxica en el dominio especializado. Se ha diseñado y recopilado un corpus lingüístico especializado del inglés escrito, profesional y académico, de la Ingeniería de Telecomunicaciones (5,5 millones de palabras).El repertorio obtenido comprende las formas especializadas, con diferentes grados de especialización, estadísticamente más significativas y representativas. Entre ellas se encuentran términos puramente técnicos que no aparecerían en otro dominio, y unidades léxicas propias del lenguaje general, del académico y de otras áreas del saber que adquieren un significado especial en las telecomunicaciones.La caracterización léxica se complementa con el estudio de las relaciones sintagmáticas, mediante la exploración de los colocados contiguos, colocados significativos, combinaciones especializadas y clusters. / A corpus-based method has been developed to facilitate the semi-automatic detection of specialized vocabulary, by combining qualitative and quantitative criteria in relation to the variables of frequency, distribution, restriction and representativiness of a lexical unit in a specialized domain. The specific corpus designed and compiled for research purposes covers the academic and professional written English of Telecommunication Engineering (5.5 millions words).The obtained lexical repertoire is a list of the statistically most significant and representative specialized forms within a range of different degrees of specialization. There are both highly technical terms restricted to the domain and lexical units from the general, academic and other subject areas language, which activate a specialized meaning in telecommunications.The lexical characterization is completed with the study of sintagmatic relations by exploring adjacent collocates, significant collocates, specialized combinations and clusters.

The objective of this research was to investigate the change of teaching for specific purposes in the students´ believes on teaching/learning of languages and the reflection of these changes in the motivation for learning a new language. The objectives of this study were to map and investigate the beliefs and the motivation before and after the course; verifying if and how the teaching for specific purposes influenced in the beliefs and if the modification of the beliefs influenced in the motivation of the students towards learning Spanish as a foreign language. The Socio-interactionist theory was used as theoretical foundation, as well as teaching for specific purposes, the beliefs and the motivation. The collection of data for the research was carried out during the classes of two editions of the project Espanhol para Viagens, through a pre and post-questionnaire, interviews and observations. The data analysis showed that the beliefs and the motivation of the students influenced and suffered influence of the teaching/learning of Spanish for specific purposes, in such a way that some beliefs were redefined and others came up. In the course of the analysis, some beliefs related to the Spanish language were identified, that consider it an easy language to learn, because of its similarity to Portuguese. At the same time, the students believe that this similarity can cause confusion to the learner. Regarding interaction, the students believe that it favors communication between teacher-learner/learner-learner, which is an essential point for learning Spanish as a foreign language. We consider that the direct contact with Spanish in the classroom and the constant interaction with the teacher were determining aspects for the redefining of the students´ beliefs and for the increase of motivation during the classes of the course. / O objetivo geral desta pesquisa foi investigar a modificação do Ensino Instrumental nas crenças de alunos sobre ensino/aprendizagem de línguas e os reflexos dessa modificação na motivação para aprender um novo idioma. Os objetivos específicos do trabalho foram mapear e investigar as crenças e a motivação antes e depois do curso, verificando se e de que maneira o Ensino Instrumental influenciou as crenças e, por sua vez, se a modificação das crenças influenciou a motivação dos alunos para aprendizagem do Espanhol como Língua Estrangeira (ELE). A teoria Sociointeracionista foi utilizada como embasamento teórico, assim como o Ensino Instrumental, as crenças e a motivação. A coleta de dados para a pesquisa foi efetuada durante as aulas de duas edições do Curso de Espanhol para Viagens, através de pré e pós-questionário, entrevista e observação. A análise de dados revelou que as crenças e a motivação dos alunos influenciaram e sofreram influência do processo de ensino/aprendizagem de ELE instrumental, de modo que algumas crenças foram ressignificadas e outras acabaram surgindo. No decorrer da análise, foram identificadas crenças relacionadas com a Língua Espanhola, as quais a consideram uma língua fácil de aprender, pela semelhança com o Português. Ao mesmo tempo, os alunos acreditam que essa semelhança pode causar uma desorganização no aprendiz, ou seja, pode confundi-los ainda mais. Com relação à interação, os alunos acreditam que ela favorece o estabelecimento da comunicação entre professor-aluno e aluno-aluno, fator considerado essencial para a aprendizagem de ELE. Consideramos que o contato direto com a Língua Espanhola em sala de aula e a interação constante com o professor foram aspectos determinantes para a ressignificação das crenças dos alunos pelo aumento da motivação no desenvolvimento das aulas do curso.

The theory of language teaching for specific purposes approach has over 30 years in Brazil. Develop research on this approach is important for the teacher education area and, in particular, for Portuguese teachers in service in Brazilian Basic Education Mode of Technical Professional Education (TPE), as this type of education has, in the Portuguese teaching, the theoretical foundations that govern the conception of foreign language teaching for specific purposes (Magalhães, 2011). Considering this context, this research was developed with the aim of investigating the Language teacher knowledge on the specific purposes approach to Portuguese language teaching in the TPE. The theory that supports this work about language teaching for specific purposes was Ramos (2005); Dudley-Evans & St. John (2005); the Brazilian Technique and Professional Educational is based in Kunze (2009); Magalhães (2011); Pacheco (2012). To base the teacher education, specifically, the teacher education for work in TPE, Oliveira Junior (2008); Neto (2009). To develop this study, we had as subjects Portuguese teachers, belonging to (or belonged) to teacher staff of SEG schools SISTEMA DE ENSINO GAÚCHO of Santa Maria, RS, with classes for the several courses of technical formation of medium level, in Language and Communication subject. The results show that Portuguese teachers who are working in TPE, as did not possess knowledge of language teaching for specific purposes approach at undergraduate, had to seek information for their own account to supply the difficulties they faced in this teaching practice in the TPE mode. These teachers, even studying on this approaching teaching, still believe that being a teacher for specific purposes is a difficult task as it requires greater preparation than requires regular education. / O desenvolvimento de estudos acerca da abordagem instrumental da língua, a qual completa mais de 30 anos no Brasil, faz-se relevante não só para repensar, de modo geral, o trabalho realizado na área de formação de professores de língua estrangeira, mas também para nortear as atividades de docentes de língua portuguesa que atuam na esfera da Educação Profissional de Nível Técnico (EPT), haja vista a aplicabilidade de vários de seus pressupostos teóricos dentro desse campo (MAGALHÃES, 2011). Partindo de tal constatação, o presente trabalho objetiva investigar o conhecimento do professor de Letras sobre a abordagem instrumental do ensino da língua portuguesa na EPT. Em termos de fundamentação teórica, serão considerados os trabalhos de Ramos (2005); Dudley-Evans e St. John (2005) para embasar as considerações feitas a respeito do ensino instrumental de línguas; os estudos de Kunze (2009); Magalhães (2011); Pacheco (2012) para discutir a Educação Técnica e Profissionalizante brasileira; as contribuições de Oliveira Junior (2008) e Santos Neto (2009) para debater questões relativas à formação de professores em especial, à formação do docente para atuar na EPT. Para efetuar este estudo, foram selecionados, como sujeitos da pesquisa, professores de língua portuguesa que pertencem (ou pertenceram) ao quadro de docentes das escolas do Sistema de Ensino Gaúcho (SEG) em Santa Maria, RS, ministrando aulas na disciplina de Linguagem e Comunicação ofertada para os diversos cursos de formação técnica em Nível Médio. Os resultados indicam que os professores de língua portuguesa atuantes na EPT, como não tomaram conhecimento sobre a abordagem instrumental para o ensino de línguas durante a graduação, acabaram tendo que buscar informações por conta própria para sanarem as dificuldades que enfrentaram em sua prática. Observou-se também que, apesar de complementarem autonomamente sua formação no tocante ao ensino instrumental, os professores creem que atuar nesse campo constitui tarefa difícil, pois exige preparo maior do que o envolvido na execução das atividades docentes no ensino regular.

Les recherches effectuées dans l’enseignement/apprentissage des langues vivantes et surtout dans le champ de la didactique des langues étrangères et secondes ont fait apparaître, depuis les années 20, des publics ayant des demandes spécifiques en communication professionnelle et fonctionnelle. Cette prise en compte des chercheurs a donné lieu à un domaine ouvert, varié, complexe, qui se caractérise par la grande diversité de ses contextes, situations d’enseignement, méthodes, objectifs, pratiques et dispositifs appelé le Français sur Objectifs Spécifiques. C’est dans le but de faire acquérir à ces publics des compétences culturelles et langagières spécifiques que, enseignants et chercheurs sont appelés aujourd’hui à se créer des démarches méthodologiques spécifiques. En s’inscrivant dans cette problématique, ce travail cherche à apporter des éléments de réponse aux demandes réelles des enseignants et des étudiants de français des universités angolaises plus particulièrement à celles de ceux de la faculté d’économie de l’université Agostinho Neto. L’objectif principal est donc, d’une part, d’identifier les besoins réels de ces derniers en prenant en compte les spécificités de leurs filières de formation et d’autre part, de concevoir, au cas par cas, des programmes et du matériel didactique permettant de développer chez les apprenants les compétences de compréhension et d’expression tant orales qu’écrites. Ces matériaux conçus à partir de documents authentiques à visée professionnelle oraux ou écrits sont susceptibles d’être directement utilisés en classe pour les enseignants qui voudront les transférer ou les réutiliser dans des situations similaires. / Research performed since the twenties in teaching/learning of the living languages, especially in the field of didactics of foreign and second languages, helped the rise of a certain audience with specific requests in professional and functional communication. This consideration of the researchers gave rise to an opened, varied, complex domain, which is composed of an important diversity of contexts, learning situations, methods, objectives, practices and structures of formation called "French for Specific Purposes". Teachers and researchers are brought today to create specific methodological approach, to help this audience gain specific cultural and linguistic skills. Within this problematic, this research aims at bringing elements of answer to the teachers and the french students of the Angolan universities, particularly to those of the Faculty of Economy of the Agostinho Neto University. Therefore, our purpose is to identify the real needs of the latter, taking into account peculiarities of their study paths and indeed to conceive programs and teaching tools, allowing them to develop oral and written comprehension and expression skills. These materials, made from “authentic oral or written documents with professional aim”, can be used directly in class by teachers who may want to reuse them in similar situations.

L’objectif principal de ce travail est d’explorer la frontière entre les erreurs grammaticales d'une part et les erreurs textuelles d'autre part, dans les productions écrites des étudiants francophones rédigeant en anglais langue étrangère (L2) à l’université. Pour ce faire, un corpus de textes d’apprenants en anglais L2 a été recueilli et annoté par le biais de plusieurs schémas d’annotation. Le premier schéma d’annotation est issu de l’UAM CorpusTool, un logiciel qui fournit une taxonomie d’erreurs intégrée. Les premières annotations ont été croisées avec d’autres annotations issues des métafonctions sémantiques que nous avons établies, en nous appuyant sur la linguistique systémique fonctionnelle.En plus de fournir des statistiques en termes de fréquence d’occurrence des erreurs spécifiques chez les apprenants francophones, le croisement des schémas a permis d’identifier certaines valeurs proprement phraséologique, sémantique et textuelle qui semblent poser des problèmes particulièrement épineux. A ce titre, une classification de ce que nous avons appelé des erreurs d’acceptabilité textuelle a été établie, dans le but notamment d’avoir une vue globale sur les erreurs identifiables à ce niveau d’analyse. En bref, le présent travail retrace donc le cheminement de l’ensemble de notre thèse de ses débuts conceptuels jusqu’à la proposition d’un modèle explicatif permettant d’établir la description de toute occurrence erronée identifiée en langue étrangère – qu’elle soit notamment grammaticale (c’est-à-dire, imputable au système linguistique) ou textuelle(c’est-à-dire, imputable au texte). / The main objective of this study is to try and pinpoint the frontier between grammatical (or sentence-level) errors on the one hand and textual errors on the other in university student essays. Accordingly, a corpus of English L2 learner texts, written by French learners, was collected and annotated using several annotation schemes. The first annotation scheme used is based on a model from the UAM CorpusTool software package, which provided us with an integrated error taxonomy. The annotations obtained were then cross-analyzed using the semantic metafunctions identified in systemic functional linguistics.In addition to providing statistics in terms of specific error frequency, our cross analysis has identified some areas that appear to pose particularly difficult problems, i.e. phraseology, and certain semantic and textual constructions. A classification of what we have called textual acceptability errors has thus been established. In short, the thesis begins with an examination of conceptual issues and ends with the proposal for an explanatory model that can describe erroneous occurrences identified in a foreign language – whether they are grammatical (i.e., linked to the language system itself) or textual (i.e. linked to the text) in nature.

The aim of this work was to investigate the treatment given to reading in classes of English as a foreign language at colleges in Maceió, especially in two courses of the tertiary sector of economy Systems Analysis Courses and Executive Secretariat Course. The relevance of the work is related to the importance of reading in English as a necessary activity to the academic and professional literacy. From this research it was possible to observe reading conceptions and its status in force nowadays in the institutions studied. In order to investigate that issue, the methodology used was based on the observations of classes in four colleges in which the discipline Inglês Instrumental (English for Specific Purposes) is taught. Thus, this work can be considered as being a qualitative research, of an ethnographic kind. Besides classroom observations, field note taking, informal interviews and questionnaires for both students and teachers were also used. The theoretical background was based on the studies of the history of reading, the socio-cognitive and discoursive aspects of reading strategies, foreign language teaching approaches and principles of English for Specific Purposes. One of the results obtained indicated that, in a general way, the teachers observed included some of the English for Specific Purposes assumptions in their classes in spite of demonstrating strong influences of the traditional features of language teaching. / O objetivo deste trabalho foi investigar o tratamento dado à leitura em aulas de Inglês como língua estrangeira em faculdades de Maceió, especificamente em cursos do setor terciário da economia Análise de Sistemas e Secretariado Executivo. A relevância do trabalho está relacionada à importância da leitura em inglês como uma atividade necessária aos letramentos acadêmico e profissional. A partir desta pesquisa foi possível observar as concepções e seu status em vigor nos dias atuais nas instituições estudadas. Para tal investigação, a metodologia usada foi baseada em observações de aulas em quatro faculdades em que a disciplina Inglês Instrumental é ensinada. Dessa forma, a pesquisa pode ser considerada como qualitativa, de cunho etnográfico. Além das observações em sala de aula, registros, entrevistas informais e questionários escritos para ambos alunos e professores também foram usados. O referencial teórico foi baseado em estudos sobre a história da leitura, os aspectos sociocognitivos e discursivos envolvidos nas estratégias de leitura; abordagens do ensino de línguas estrangeiras e nos princípios do ensino de inglês para fins específicos. Um dos resultados obtidos indicou que, de modo geral, os professores observados utilizam alguns princípios de inglês instrumental em suas aulas, apesar de demonstrarem fortes influências de aspectos tradicionais de ensino de línguas.

The thesis deals with different aspects of nominal collocations in Italian legislation, respectively in the Italian Civil Code (codice civile). The introductory part focuses on theory and is divided into two areas. The first area covers the most important legal and linguistic issues of the language of law and its lexical means. The description of individual legal texts according to their functional styles is drawn from an analysis of individual functions of law as a complex social phenomenon. The practical part of the thesis focuses on three groups of issues. First, all excerpts were subject to the grammatical, syntactic and conceptual analyses. The second and third chapters deal with an analysis of the main issues from the perspective of translation and lexicography respectively. Special attention is paid to the existence or absence of an identical concept in both the Italian and Czech legal systems, differences in the content and scope of related concepts and potential equivalents.