Macrogéneros en la formación académica en el área de ingeniería: una cartografía para la descripción textual del español académico

Textual genres produced by university students have begun to receive greater attention given their relevance and diversity of functions in disciplinary learning (Parodi, 2010). Thus, this work is framed in the field of the study of genres in Spanish (Navarro, 2018) and uses the analysis of situated genre (Swales, 2018; Pérez-Llantada, 2015) as a methodological platform. The objective of this study is to configure a map of training genres based on a textual corpus of learners in engineering collected in an ecological way and, on the other hand, based on this mapping, to propose a pedagogical model for the teaching of academic and professional Spanish as a second language. In this way, linguistic research and description are linked to the pedagogical needs in languages with specific purposes (Breeze and Sancho Guinda, 2017) and consider the actual practices in the communities, as well as the writers in these disciplines (Curry and Hanauer, 2014). Finally, implications for the configuration of specific didactics in Languages for Specific Purposes are discussed.