Academic Writing in Additional Languages (Lx): Teaching, Research, and Emerging Technologies (EBOOK)

The volume is a collection of works devoted to teaching academic writing in additional languages (Lx) and academic discourse, presented from the perspective of four languages: English, Portuguese, Italian, and Spanish. It serves as a valuable source of both theoretical knowledge for scholars studying discourse in academic contexts and practical knowledge for teachers. Particular focus is placed on the impact on the teaching process of linguistic theories (like functional linguistics and metadiscourse theory) and emerging technologies (like large language models, artificial intelligence, and gamification).

The publication is licensed under the Creative Commons Attribution 3.0 Unported (CC BY 3.0) (full license available at: https://creativecommons.org/licenses/by/3.0/legalcode).

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Pisanie tekstów akademickich w językach obcych (Lx). Dydaktyka, badania i nowe technologie

Tom stanowi zbiór prac poświęconych nauce pisania tekstów akademickich w językach obcych/drugich (Lx) oraz dyskursowi akademickiemu z perspektywy czterech języków: angielskiego, portugalskiego, włoskiego i hiszpańskiego. Jest cennym źródłem nie tylko wiedzy teoretycznej dla badaczy dyskursu akademickiego, lecz także praktycznej dla nauczycieli. Szczególny nacisk położono na wpływ na proces nauczania teorii lingwistycznych (jak lingwistyka funkcjonalna, teoria metadyskursu) oraz nowych technologii (duże modele językowe, sztuczna inteligencja, grywalizacja).

Publikacja na licencji Creative Commons Uznanie autorstwa 3.0 Polska (CC BY 3.0 PL) (pełna treść wzorca dostępna pod adresem: https://creativecommons.org/licenses/by/3.0/pl/legalcode).

Słowa kluczowe: pisanie akademickie, języki obce/drugie, dyskurs naukowy, edukacja językowa, wspomaganie nauczania języka przez sztuczną inteligencję.

Compared to other publications on academic writing, such as Eli Hinkel’s Teaching Academic L2 Writing (2020) and Ramona Tang’s Academic Writing in a Second and Foreign Language (2012), the strength of Testa and Figueira-Cardoso’s work comes from the diversity of languages addressed, the variety of contributors’ professional background, the overall unity of approach across chapters, the accessible explanations of theories and technical terms, and the detailed descriptions of pedagogical activities. While most publications on academic writing relate to the areas of English as a Foreign Language (EFL), English as a Second Language (ESL), and Teaching English to Speakers of Other Languages (TESOL), Testa and Figueira-Cardoso’s volume effectively embodies the multilingual perspective its authors advocate, with contributions directed at instructors of Portuguese, Italian, Spanish, and English as additional languages.
Marcela de Oliveira e Silva Lemos, Utah State University

An important issue is of course the presence of Artificial Intelligence and the temptation to use it in academic writing. For some time now, this topic has stirred emotion among university teachers, there is therefore a need for texts treating AI not merely as an enemy but also presenting possibilities of its beneficial implementation, since it is a new reality that no longer can be avoided. (…) The book contains material that can be used by university teachers to improve the quality of instruction and come up with solutions to modern challenges in academic writing. It can also serve as a source of inspiration for original research, not just in the languages analysed by the authors. The latter possibility concerns university teachers as well as graduate students and doctoral candidates preparing theses in linguistics and applied linguistics.
Natalia Czopek, Jagiellonian University