Concepción Orna-MontesinosUniversity of Zaragoza | UNIZAR · Faculty of Philosophy and Letters
Concepción Orna-Montesinos
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Citations since 2017
Publications
Publications (22)
In the introductory chapter, Muresan and Orna-Montesinos provide an overview of the multiple dimensions of academic literacy development, with a focus on its relevance for plurilingual scholars engaged in academic research writing and publishing processes. They situate the ethnographic and pedagogical studies presented in the subsequent chapters wi...
This edited book brings together an international cast of contributors to examine how academic literacy is learned and mastered in different tertiary education settings around the world. Bringing to the fore the value of qualitative enquiry through ethnographic methods, the authors illustrate in-depth descriptions of genre knowledge and academic li...
Background: Higher education training in Medicine has considerably evolved in recent
years. One of its main goals has been to ensure the training of students as future adequately qualified general practitioners (GPs). Tools need to be developed to evaluate and improve the teaching of Urology at the undergraduate level. Our objective is to identify...
Ensuring linguistic operability in supranational organizations has led to the de facto imposition of an English-only policy in otherwise lingua-culturally diverse environments. This paper uses a combination of a literature review of military-related language policy documents and semi-structured interviews to explore the impact of those policies on...
In a global geopolitical scenario Spanish soldiers are faced with the strategic challenge of developing linguistic and intercultural communication competence. This paper provides an account of the design process of military-specific materials which seek to equip these learners to become interculturally competent speakers of English. Drawing on a pr...
The Intercultural communication in the Military volume seeks to provide a resource pack for language learning purposes. Drawing on a needs analysis of the communication practices of the miltiary profession, be book includes resources which address the academic and professional challenge of using English as the international language of professional...
Sustainability has become a key concept in the debate over global environmental challenges. With the view that at the heart of the environmental debate is undoubtedly the text, this paper examines the rhetorical construction of text and provides linguistic insights into how the concept of sustainability is textualized. Corpus findings show that the...
With the goal of promoting quality in adult language learning and teaching, the Improving Standards of Quality in Adult Language Education (ISQALE) partnership project, funded by the EU lifelong learning – Grundtvig programme, has designed a Quality Assurance scheme. Drawing inspiration from the aims of the European Association for Quality Language...
This paper reports on the findings of a national-based survey of perceptions and attitudes towards the use of English in the Spanish armed forces. Drawing on the theoretical assumption that knowledge of the social, textual and generic motives of professional communication is only available to expert members of a discourse community, the survey inqu...
Although the textbook has traditionally been assigned a peripheral status in the repertoire of academic genres, in tertiary education settings it plays an essential role as a source of both content and generic literacy, hence acculturating novices into the epistemology of the discipline. However, the role of the textbook in the professional context...
The underlying assumption of this study is the understanding of a specialized term as a summary of disciplinary knowledge, formalized at a textual level in the contextual relations which structure disciplinary lexical knowledge and are therefore essential for the successful interpretation of a text. With that aim this paper carries the analysis of...
Drawing on the assumption that professional practices as well as their writing practices condition the lexical choices of the construction engineering community, this paper aims at exploring the role of the semantic relation of meronymy (the part-whole relationship) in the discourse of the specialized textbooks of the discipline. The goal is to rea...
The Problem-Solution pattern has been widely considered a key discourse- organizing resource in technical discourse (Hoey, 1983, 2001). This paper aims at exploring the role of the pattern in a corpus of construction engineering textbooks. The paper contends that use of the pattern facilitates the introduction of specialized knowledge, scaffolded b...
The integration of a genre-based and a corpus-based instruction in ESP learning (Swales, 1990; Tribble, 2000; Ferguson, 2001; Flowerdew, 2005) has proved to be a suitable theoretical framework for describing the lexis of construction and architecture university textbooks, such as the sample compiled in the Construction Textbooks Corpus (CTC). This...
A WebQuest is one of the possible activities of Project Based Learning (PBL), based on constructivist approaches to learning. Project-based learning and the use of authentic tasks give the learning situation a purpose and meaning, especially when supplemented with technology. It is the aim of this paper to analyze the design of WebQuests and to pre...
Projects
Projects (4)
Web 2.0 has brought about dramatic changes in the transmission and dissemination of science, facilitating the communication between scientists and also with non-specialized audiences. Digital affordances facilitate the emergence of hybrid genres and the combination of genres to form complex generic assemblages (genre sets, genre systems and genre ecologies) to communicate science to diversified audiences.
In this context, this project seeks to respond to the problematization of the traditional concept of genre and explore the use of genre repertoires to communicate science openly on the Internet. Our purpose is to identify the intertextual relationships in the new combinations of genres afforded by the digital environments, paying special attention to processes of generic innovation through the use of multimodal elements, and processes of generic hybridization, and appropriation of non-scientific discourses.
You can visit our website for more information: http://genci.unizar.es/
Aiming at a better understanding of research writing and academic literacy development in different L1 contexts, this conference will host international contributors working in the fields of genre analysis, Languages for Academic Purposes, literacy studies and rhetoric and composition. Topics that will be discussed include:
Qualitative inquiry methods in ethnographic research
Use of mixed-methods in ethnographic research
Qualitative methods for situated learning of scholarly writing
Ethnographic approaches to bi-/multiliterate research communication
Needs analysis methods and research writing
Ethnographic studies in support of EAP instruction at a graduate level
Ethnographic enquiry into advanced scholarly writing literacies
Ethnographies for the study of academic and digital skills literacy
Ethnographic approaches to scholarly publishing issues
Ethnographic studies on the impact of language policy
Check the abstracts of our six fabulous plenary speakers
https://genresandlanguages.org/en/conference-plenary-speakers
More soon on the fabulous conference programme
This is a project funded by the Spanish Ministry of Economy and Competitiveness and by the European Social Fund (EU) (FFI2015-68638-R MINECO/FEDER, UE). The aim of the project is to understand genre-mediated activity in academic and research settings and identify the repertoires of genres that scholars use to communicate locally, transnationally and internationally. It is also our aim to understand ecologies of genres in relation to linguistic ecologies. To do so, we draw on the theoretical perspectives of genre analysis, rhetoric and composition, social linguistics and academic literacies (Bazerman & Prior, 2004; Berkenkotter & Huckin, 1995; Gee, 2012; Johns, 1999).
We have designed some prototypes of analytical tools to identify the roles that genres and academic languages (English and other languages) in contemporary academia. We want to understand current and changing social interaction practices contextually and determine the parameters that make genres and languages ecologies evolve across academic and research communities of practice.
