ABSTRACT

BOOKLET
18th WORLD CONGRESS OF APPLIED LINGUISTICS
INNOVATIONS AND EPISTEMOLOGICAL CHALLENGESIN
APPLIED LINGUISTICS
18 CONGRESSO MUNDIAL DE LINGUSTICA APLICADA
INOVAES E DESAFIOS EPISTEMOLGICOS NA LINGUSTICA APLICADA

18 CONGRESO MUNDIAL DE LINGSTICA APLICADA

INNOVACIONES Y DESAFOS EPISTEMOLGICOS EN LINGUSTICA APLICADA

Windsor Barra Hotel & Centro de Convenes

23 28 julho de 2017 I Rio de Janeiro, Brasil

Congress Website
Site do Congresso I Sitio web del Congreso
www.aila2017.com.br

CONTACT
Contato i Contacto
contact@aila2017.com.br

Hosting Institutions
Instituies Promotoras/Instituciones organizadoras:

INTERNATIONAL ASSOCIATION OF APPLIED LINGUISTICS (AILA)

Site: http://www.aila.info/en/

ASSOCIAO DE LINGUSTICA APLICADA DO BRASIL (ALAB)

Site: www.alab.org.br

UNIVERSIDADE FEDERAL DO RIO DE JANEIRO (UFRJ)

Site: www.ufrj.br

Public Funding
Fomento pblico/Fomento pblico:

COORDENAO DE APERFEIOAMENTO DE PESSOAL DE NVEL SUPERIOR

Site: http://www.capes.gov.br

CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTFICO E TECNOLGICO

Site: http://www.cnpq.br
Congress Chairs Clarissa Rodrigues Gonzalez
Universidade Federal do Rio de Janeiro
Carla Lynn Reichmann
Universidade Federal da Paraba

Coordenao Geral Carmen Muoz Lahoz

Glenda Cristina Valim de Melo
Coordinacin general Universidad de Barcelona
Universidade Federal do Estado do Rio de Janeiro.

Paula Tatianne Carrra Szundy Carmen Rosa Caldas-Coulthard

Janine Maria Mendona Pimentel
Universidade Federal do Rio de Janeiro / ALAB Universidade Federal de Santa Catarina
Universidade Federal do Rio de Janeiro

Rogrio Casanovas Tlio Carolina Scali Abritta

Marcel Alvaro de Amorim
Universidade Federal do Rio de Janeiro / ALAB Universidade do Estado do Rio de Janeiro
IFRJ/Universidade Federal do Rio de Janeiro

Ctia Veneziano Pitombeira

Paulo Cortes Gago
Academic Chairs Universidade Federal do Rio de Janeiro
FATEC Praia Grande

Coordenao Acadmica
Coordinacin acadmica:
Branca Falabella Fabrcio
Universidade Federal do Rio de Janeiro
Rodrigo Borba
Universidade Federal do Rio de Janeiro
Christine Nicolaides
Sylvia de Ftima Nagem Frota
Universidade Federal do Rio de Janeiro
Universidade Federal do Rio de Janeiro
Clarissa Rollin Pinheiro Bastos
Valdiney da Costa Lobo
Universidade Federal Fluminense
Pontifcia Universidade Catlica do Rio de Janeiro
Colette Despagne
Wagner Rodrigues Silva
Benemrita Universidad Autnoma de Puebla
Universidade Federal do Tocantin / ALAB

Dnie Marcelo Jesus

Universidade Federal do Mato Grosso

Regionalization of Program Reviewers Daniel Silva

Applied Linguistics in Avaliadores das Submisses Universidade Federal do Estado do Rio de Janeiro

Latin America Evaluadores de trabajos Danielle Cristina Mendes Pereira

Universidade Federal do Rio de Janeiro
Regionalizao da Lingustica Aplicada na Alison Johnson
Diana Pinto
Amrica Latina University of Leeds
Universidade Federal do Estado do Rio de Janeiro
Regionalizacin de la Lingstica Aplicada Ana Cristina Ostermann
Universidade do Vale do Rio dos Sinos Durk Gorter
en Amrica Latina University of the Basque Count
Ana Flvia Lopes Magela Gerhardt
Hilario Inacio Bohn Universidade Federal do Rio de Janeiro Dylia Lysardo-Dias
Universidade Federal de So Joo del-Rei
Marilda do Couto Cavalcanti Ana Frankenberg-Garcia
Erez Levon
Telma Nunes Gimenez University of Surrey
Queen Mary, University of London
Pedro de Moraes Garcez Ana Paula Marques Beato-Canato
Universidade Federal do Rio de Janeiro Eva Alcn
University Jaume I

Local Organizing Anderson Carnin

Fernanda Coelho Liberali
Committee
Universidade do Vale do Rio dos Sinos
Pontifcia Universidade Catlica de So Paulo
Andra Rodrigues
Comisso Organizadora Local Universidade do Estado do Rio de Janeiro Garold Linwood Murray
Okayama University
Comit Organizador Local
Anise Ferreira
UNESP Cmpus Araraquara Gary Barkhuizen
Ana Flavia Lopes Magela Gerhardt University of Auckland

Universidade Federal do Rio de Janeiro Anna Fina

Georgetown University Gibson Ferguson
University of Sheffield
Ana Paula Marques Beato-Canato
Antonio Ferreira da Silva Jnior
Universidade Federal do Rio de Janeiro Hilario Inacio Bohn
CEFET/Rio de Janeiro
Universidade Catolica de Pelotas
Christine Nicolaides
Ariovaldo Lopes Pereira
Ineke Vedder
Universidade Federal do Rio de Janeiro Universidade Estadual de Gois
University of Amsterdam

Daniela Cid de Garcia Branca Falabella Fabricio Ins Kayon Miller

Universidade Federal do Rio de Janeiro Universidade Federal do Rio de Janeiro Pontifcia Universidade Catlica do Rio de Janeiro

Dilma Maria de Mello Brian Paltridge Ins Signorini

University of Sydney Universidade Estadual de Campinas
Universidade Federal de Uberlndia / ALAB
Irene Fonte Mara Valentina Nobla Siderlene Muniz-Oliveira
Universidad Autnoma Metropolitana Universidad de Buenos Aires Universidade Tecnolgica Federal do Paran

Isabel Cristina Rangel Moraes Bezerra Marilda do do Couto Cavalcanti Silma Ramos Coimbra Mendes
Universidade do Estado do Rio de Janeiro Universidade Estadual de Campinas Pontifcia Universidade Catlica de So Paulo

Jacqueline M. Widin Marlia dos Santos Lima Talita de Oliveira

University of Technology Sydney Universidade do Vale do Rio dos Sinos CEFET, Rio de Janeiro

Joana Plaza Pinto Marlia Giselda Rodrigues Tess Fitzpatrick

Universidade de Franca Cardiff University
Universidade Federal de Gois

Josef Schmied Marlia Ucha Cavalcanti Lott de Thiago O. Motta Sampaio

Chemnitz University of Technology Moraes Costa Universidade Estadual de Campinas
Universidade Federal do Rio de Janeiro
Juscelino Pernambuco Tommaso M. Milani
Universidade de Franca Maristela Botelho Frana University of the Witwatersrand
Universidade Federal do Estado do Rio de Janeiro
Ktia Nazareth de Abreu Tony Berber Sardinha
Universidade do Estado do Rio de Janeiro Maximina M. Freire Pontifcia Universidade Catlica de So Paulo
Pontifcia Universidade Catlica de So Paulo
Kees de Bot Valria Campos Muniz
University of Pannonia Miguel Perez-Milans Instituto Nacional dos Surdos
UCL Institute of Education
Koen Van Gorp Vally Lytra
Michigan State University Moacir Lopes de Camargos Goldsmiths, University of London
Universidade Federal do Pampa
Liana de Andrade Bihar Vera Lcia Lopes Cristvo
Pontifcia Universidade Catlica do Rio de Janeiro Nadja Pattresi de Souza e Silva Universidade Estadual de Londrina
Universidade Federal Fluminense
Llia Santos Abreu-Tardelli Vera Lucia Menezes de Oliveira e
UNESP So Jos do Rio Preto Nai Cmara Paiva
UNAERP/UNI-FACEF Universidade Federal de Minas Gerais
Liliana Cabral Bastos
Pontifcia Universidade Catlica do Rio de Janeiro Olivia Knapton Vera Lucia Teixeira da Silva
University of Birmingham Universidade do Estado do Rio de Janeiro
Lorenza Mondada
University of Basel Patricia Ferreira Botelho Vilson Leffa
Universidade Federal do Estado do Rio de Janeiro Universidade Catlica de Pelotas
Lucilla Lopriore
Roma Tre University Patricia Vasconcelos Almeida Walkyria Magno e Silva
Universidade Federal de Lavras Universidade Federal do Par
Luiz Paulo da Moita-Lopes
Universidade Federal do Rio de Janeiro Patsy Martin Lightbown Yun Xiao
Concordia University Bryant Univeristy
Marcia Oliveira
Universidade do Estado do Rio de Janeiro Paulo Gago
Universidade Federal do Rio de Janeiro
Maria Bernadete Fernandes de Oliveira
Universidade Federal do Rio Grande do Norte Paulo Roberto Nogueira de Andrade
Universidade Federal do Cear
Maria Cristina Giorgi
CEFET, Rio de Janeiro Pedro de Moraes Garcez
Universidade Federal do Rio Grande do Sul
Maria das Graas Dias Pereira
Pontifcia Universidade Catlica do Rio de Janeiro Richard Malcolm Coulthard
Universidade Federal de Santa Catarina
Maria de Ftima Fonseca Guilherme
Universidade Federal de Uberlndia Roberto Borges
CEFET Rio de Janeiro
Maria de Ftima Lima Santos
Universidade Federal do Rio de Janeiro Rodrigo Borba
Universidade Federal do Rio de Janeiro
Maria del Pilar Garcia Mayo
Universidad del Pas Vasco Rosinda Guerra Ramos
Universidade Federal de So Paulo
Maria Flvia Figueiredo
Universidade de Franca Sara Laviosa
University of Bari Aldo Moro
Maria Jos Coracini
Universidade Estadual de Campinas Shawn Lowen
Michigan State University
 REMIXTIVE INDEX
Contents C142-14541 C317-330125 C443-446255 C625-630319

C1-2211 C146-14942 C317-330 B158 C447-450256 C625-630 B339

C3-4242 C150-15343 C317-330 C202 C451-454258 C631-636319

C5-67 C154-15844 C331-344126 C455-458259 C631-636 B340

C9-1215 C159-16245 C331-344 B160 C475-476246 C637-642320

C13-1616 C163-16646 C331-344 C203 C479-492260 C637-642 B341

C17-2017 C167-17047 C345-358127 C479-492 B295 C643-648 B343

C21-2418 C171-18055 C345-358 B161 C479-492 C347 C649-654 B344

C25-2819 C171-180 B99 C345-358 C204 C493-506261 C655-660322

C29-3220 C181-19056 C359-372128 C493-506 B296 C655-660 B345

C33-3621 C359-372 B163 C493-506 C348 C661-666322

C181-190 B89
C37-4022 C507-520262 C661-666 B346
C191-20058 C359-372 C205
C41-4423 C507-520 B298 C667-672323
C191-200 B100 C373-386129
C45-4824 C507-520 C349 C673-684366
C201-21059 C373-386 B164
C49-5225 C521-534263 C673-684 B409
C201-210 B79 C373-386 C206
C53-5626 C521-534 B299 C685-696367
C211-22061 C389-392232
C57-6027 C521-534 C350 C685-696 B411
C211-220 B101 C393-394244
C61-6428 C535-548264 C697-708369
C221-23062 C395-398233
C65-6829 C535-548 B301 C697-708 B413
C221-230 B102 C399-400245
C69-7230 C535-548 C351 C709-720371
C231-24064 C401-404234
C77-8032 C549-562266 C709-720 B414
C231-240 B103 C405-406245
C81-8433 C549-562 B302 C721-732372
C241-25065 C407-410235
C85-8834 C563-576267 C721-732 B416
C241-250 B104 C411-412271
C89-9436 C563-576 B304 C734-746374
C251-26067 C413-416236
C95-9687 C577-590268 C734-746 B417
C251-260 B90 C417-418272
C97-10250 C577-590 B306 C747-758375
C261-264121 C419-422237
C103-10488 C577-590 C326 C747-758 B419
C265-274 B199 C423-424211
C105-11052 C591-604269 C759-770377
C275-278122 C425-426241
C591-604 B307 C759-770 B420
C115-119177 C279-288154 C427-42877
C605-606317 C771-782378
C120-121210 C279-288 B196 C429-430173
C607-608325 C771-782 B422
C122-12537 C289-302 B155 C433-434242
C611-612325 C783-78470
C130-13338 C303-316124 C437-4388
C613-618318 C785-78677
C134-13739 C303-316 B157 C439-44035
C613-618 B337 C787-788147
C138-14140 C303-316 C202 C441-44288
C619-624318 C789-790147
C791-796175 C919-920107 S17438 S62287 S111251

C791-796 B195 C921-924288 S18440 S63384 S112252

C799-800195 C929-930324 S19441 S64385 S113253

C801-802149 Plenary 3108 S20442 S65386 S120178

C803-804149 Plenary 4210 S21212 S66196 SIMPC19

C805-812176 Plenary 5243 S22213 S67387 SIMPC210

C805-812 B197 Plenary 6443 S23214 S68249 SIMPC311

C817-82668 Poster Session326 S24216 S69389 SIMPC412

C817-826 B105 REN 1168 S25217 S7096 SIMPC5248

C829-830358 REN 2140 S26219 S71390 SIMPC647

C835-836380 REN 3150 S27220 S72391 SIMPC749

C837-838358 REN 5116 S28221 S73198 SIMPC8364

C839-840359 REN 6139 S29222 S74392 SIMPC9309

C841-842359 REN 7187 S30223 S76355 SIMPC10290

C845-846381 REN 8189 S32224 S78394 SIMPC11363

C847-848360 REN 9166 S33226 S79108 SIMPC1274

C849-850360 REN 10193 S34227 S8093 SIMPC1371

C851-852423 REN 11148 S36229 S8198 SIMPC14313

C855-856361 REN 12173 S37231 S8278 SIMPC15311

C863-864399 REN 13171 S38131 S83151 SIMPC16315

C865-866400 REN 14132 S39395 S8495 SIMPC18246

C867-868400 REN 15183 S40109 S8684 SIMPC19144

C869-870401 REN 16185 S41110 S8783 W1106

C873-874401 REN 17135 S42112 S8882 W2209

C875-876402 REN 18134 S43113 S89179 W377

C877-878402 REN19181 S44114 S9080 W4106

C879-880403 S1396 S45115 S9194 W6210

C881-882273 S3397 S46118 ---- S92292 W7209

C883-884270 S4425 S48119 S93407 W8209

C885-886323 S5426 S49335 S94293 W9209

C889-8908 S7427 S50120 S9591 W10106

C891-89290 S8429 S51274 S9692 W11208

C895-896272 S9430 S52275 S98334 W12356

C897-900238 S10207 S53276 S99383 W14357

C901-902273 S11431 S54277 S10014 W15357

C903-906239 S12432 S55279 S101403 W16107

C909-912240 S13433 S56280 S102406 W17399

C913-914243 S14434 S57281 S103404 W18399

C915-916274 S15436 S60285 S104406 W19398

C917-918324 S16437 S61286 S110250 W20398

 Plenary 1
Time: Sunday, 23/Jul/2017: 5:30pm - 6:30pmLocation: Louvre
Queering Applied Linguistics: framing race and sexuality performativities
outside modernitys persistent delirium
Luiz Paulo Moita-Lopes
Universidade federal do Rio de Janeiro, Brazil
Despite the fact that Applied Linguistics (AL) research has included in its
agenda issues related to what late modernity and globalization are doing to
us, little investigation has pointed to issues of language, race and sexuality
in that connection. At a time when there are tremendous flows of people,
discourses and social movements across the world, continually disrupting
our certainties in an increasingly contingent world (Bauman, 1992), in which
pharmacopower has been changing our corporealities (Preciado, 2008), a
focus on race and sexuality performativities in AL seems crucial if our field
is to be responsive to the world in which we live. These relatively recent
phenomena have challenged traditional views of what we are or can
become and affected how our bodies are understood and controlled by
contemporary biopolitics (Foucault, 1997). However, these phenomena have
also generated anger, hate and crime in many parts of the world, which
refuse to accept alternative narratives to modernist colonial prescriptions for
our bodies. In this talk, I argue that we need to queer AL by 1) denormalizing
the traditional subject in the field (the student, the teacher, the listener, the
blogger etc.); 2) seriously taking bodies into consideration by racializing and
sexualizing them intersectionally beyond sexual and racial normativities; 3)
becoming aware of contemporary biopolitics and securitization, which have
transformed bodies into species; and 4) advancing research methodology
and theoretical-analytical frameworks which speak to emerging issues
in our late modern times. This perspective is particularly necessary if we
understand that doing social research is a way of constructing a discourse
about social life (Souza Santos, 2008) while trying to understand it. Such
a position can only be taken if we theoretically operate out of the scope
of what Mbembe (2013) has called modernitys delirium, which insistently
searches for purity and essence in a perennial coloniality process. I illustrate
such delirium with recent waves of hate and crime which are circulating
around the world as a consequence of fascist ideologies, which are found
in both party politics and in other institutions. In particular, I focus on the
murder of a gay black student on our campus by exploring how this sad
event was entextualized in the media, followed different textual trajectories
(Blommaert, 2005 ) across the web, and in such re-entextualizations indexed
hate discourses.
Plenary 2
Time: Monday, 24/Jul/2017: 9:00am - 10:00amLocation: Louvre
Situated and embodied expertise in social interaction: encounters between
food connoisseurs
Lorenza Mondada
University of Basel, Switzerland
This plenary deals with embodied knowledge and expertise as they
emerge, are displayed and negotiated in social interaction. These topics
are of wide importance for a range of research areas, tackling issues of
learning, socialization, and situated competences in interaction. They
also concern a variety of forms of knowledge and expertise especially
related to know how and not only know what. The paper discusses how
these forms of knowledge are made publicly observable and even
disputable in social interaction on the basis of a particular and original
data set: a rich comparative corpus of shop encounters between amateurs
and professionals buying and selling cheese in a diversity of European
cities. Issues of knowledge in interaction are currently widely discussed
in interactional studies, and particularly in conversation analysis (namely
in terms of epistemics). Despite large discussions on this topic, research
on embodied forms of knowledge, as well as on their relations to situated
expertise and skills as they are exhibited, established and renegotiated
within specific socio-cultural settings and activities remain less frequently
addressed. This paper tackles these questions through an empirical study
of a large corpus of shop encounters in the field of gastronomy. More
particularly, interactions between customers and sellers in cheese shops
constitute an exemplary setting to study lay and professional expertise. The
paper studies these encounters as an exemplary locus for tackling more
general issues regarding mutual displays of expertise, mutual adjustments
of relative expertise, and the achievement of the identity of expert and
connoisseur, which in turn occasion instructing, learning and socialization.
More generally, this opens up opportunities to study how expertise is
manifested and recognized in specific sequential environments within social
interaction, paying attention to the selection of linguistic resources but also
to embodied actions of gazing, touching, tasting and smelling, as they are
publicly treated by the participants.
C5-6
Time: Monday, 24/Jul/2017: 10:15am - 11:15amLocation: Queluz VI
10:15am - 10:45am
Viu? Consegui. Agora eu t firme. Narrativas orais e travessias identitrias
de pessoas cegas.
Claudia Lucia Lessa Paschoal1, Diana de Souza Pinto2
PPGMS/UNIRIO, Instituto Benjamin Constant, Brazil; 2PPGMS/UNIRIO,
1
Brazil; claudia.paschoal@uol.com.br
O estudo um recorte de pesquisa de doutorado e tem como contexto de
pesquisa a oficina de grupo Rodas de Conversa, que rene sete pessoas
cegas e trs com baixa viso, todos com mais de 55 anos, e que acontece
uma vez por semana no Instituto Benjamin Constant, desde maro de
2015. O objetivo deste recorte analisar as estratgias discursivas com
as quais duas participantes das Rodas de Conversa esto construindo
aspectos identitrios relacionados autonomia e independncia no
momento em que se referem cegueira. Usaremos a fundamentao
terica e metodolgica dos estudos interacionistas que relacionam
discurso e identidade (BAMBERG, 1997; SCHIFFRIN, 1994), principalmente, a
sociolingustica interacional (GOFFMAN, 1967, 1974, 1985; GUMPERZ, 1982)
e a anlise de narrativas (BASTOS, 2008; MISHLER, 2002) em interface com
os estudos sobre cegueira (MARTINS, 2006, 2013).
As narrativas analisadas revelam que os problemas relacionados s
condies de vida dessas pessoas so determinantes e impactam
diretamente a maneira de lidarem com os aspectos relacionados cegueira,
que, por sua vez, est sendo vivida como uma forma de resistncia situada
trivializao da excluso social em universos sociais organizados por uma
dinmica baseada na viso. A possibilidade de narrar suas histrias como
um processo ativo de construo de sentido tem servido para desestabilizar
e desnaturalizar a lgica esconsa da vitimizao, que vem sustentando a
construo identitria das pessoas que perdem a viso ao longo da vida.
10:45am - 11:15am
(De)colonialidade: histrias sobre lnguas e identidades na fronteira Brasil/
Paraguai
Adriana Lcia de Escobar Chaves de Barros
Universidade Estadual de Mato Grosso do Sul, Brazil; chaves.adri@hotmail.
com
Com este estudo procuro construir um dilogo entre as teorias ps-
modernas/coloniais e as histrias reconstrudas dos paraguaios fronteira
seca de Ponta Por, Brasil e Pedro Juan Caballero, Paraguai, a fim de buscar
conhecimentos sobre (de)colonialidade, lnguas de contato e identidades
hbridas. Esta uma pesquisa qualitativa e de carter transdisciplinar, por
meio da qual, procuro atravessar as fronteiras epistemolgicas das Cincias
Sociais, Cincias Humanas, dos Estudos Culturais e Sociolingusticos, na
inteno de investigar, de maneira interpretativa, intersubjetiva e situada,
valores, crenas, hbitos, atitudes, representaes e opinies sobre fatos
individuais e coletivos de paraguaios e brasileiros que vivem na fronteira
de seus dois pases. Considerando que o conceito de (de)colonialidade
possibilita a reconstituio das histrias silenciadas, destaco a narrativa
de uma paraguaia e a analiso sob a gide do ps-colonialismo, a fim de
desestabilizar a base das narrativas imperiais e subverter as estruturas
7
de subalternizao que mantm essas pessoas emudecidas, excludas e
desumanizadas. As perspectivas adotadas tomam por base teorias ps-
coloniais abordadas por autores como Souza (2010), Grosfoguel (2008),
Quijano (1997, 2010), Mignolo (2005, 2003, 2010) e Monte Mr (2002). As
discusses partiram dos excertos de narrativas sobre o cotidiano paraguaio,
na fronteira do Brasil e Paraguai. Destaca-se a relevncia deste estudo,
pois questionar criticamente o sistema mundo moderno/colonial, que
estabelece fronteiras, constri barreiras e exclui naes, ganha destaque,
ao intensificar crticas s patologias da ocidentalizao, que constroem o
outro por meio de uma lgica binria e de represso s diferenas.
C889-890
Time: Monday, 24/Jul/2017: 10:15am - 11:15amLocation: Catete
10:15am - 10:45am
Working in Partnership: Exploring a Higher Education Buzzword
Saskia Kersten, Karen Smith
University of Hertfordshire, United Kingdom; s.kersten@herts.ac.uk
Higher education is awash with buzzwords, partnership and partners being
two that have gained prominence in recent years. While partnership and
partners appear frequently within higher education learning and teaching
discourse, there is little consensus about what partnership is (Healey et
al. 2014). This presentation will highlight the results of an interdisciplinary
project which investigates the discursive profiling of partnership, using a
mixed methods approach using corpus-based methods within a framework
of Critical Discourse Analysis, following Mautner (2005).
In this project, we explore the word partnership from different perspectives.
Firstly, we try to establish a baseline of common uses of partnership in
everyday language using corpus-based methods and existing large-scale
corpora (specifically the BNC and ukWaC), which also help us to pinpoint
specialised uses of the term (e.g. Limited Liability Partnership or LLP).
Secondly, we analyse a specialised web-based corpus limited to academic
webpages to provide a more focussed insight into how the word is used in
this particular context. Thirdly, we discuss how the term partnership is used
within higher education through the analysis of focus group and in-depth
interviews with staff and students as well as key policies and guidance
documents on teaching and learning partnerships in the UK.
Using these three different sources for data and both qualitative and
quantitative methods for analysis, the discursive profile of partnership
in the higher education discourse is discussed, providing insights into
collocational patterns, differences between everyday uses of the term, how
it is used within higher education, and how it is understood by staff and
students, the specialised uses of partnership that inform students and staffs
understanding of the term, and finally the key motifs and rhetorical devices
associated with this buzzword.
10:45am - 11:15am
MARCAS DE GNERO PRESENTES NO DISCURSO POLTICO E MIDITICO DE/SOBRE DILMA
(E LULA)
Ana Paula Assumpo1, Luciane Martins2
Universidade Catlica de Pelotas, Brazil; 2Universidade Catlica de
1
Pelotas, Brazil; professora_anapaula@yahoo.com.br
Frente aos ltimos acontecimentos polticos envolvendo o governo
brasileiro, recorrente a imagem da Presidenta da Repblica, Dilma
Rousseff, estampada em capas de jornais e revistas. Contudo, o que nos
causa certa inquietao e motiva este trabalho a frequente associao
de sua imagem imagem do ex-presidente Lula, muitas vezes, expressa
atravs de uma composio visual peculiar que a coloca em primeiro plano,
mas sob a aparente vigilncia do olhar de Lula, normalmente em segundo
plano. A partir da observao dessas imagens, julgamos oportuno realizar
um estudo relativo ao discurso poltico e miditico sob a perspectiva de
gnero. Dessa forma, buscamos compreender o funcionamento do discurso
de Dilma em relao s posies-sujeito presentes nos discursos de posse,
assim como as posies-sujeito assumidas pela mdia frente presidenta,
considerando questes relativas ao feminino e masculino. Percorremos,
desse modo, o caminho terico calcado nos pressupostos da Anlise de
Discurso pecheuxtiana sobre o funcionamento do discurso de Dilma no
primeiro e segundo mandatos e sobre a formulao e circulao do discurso
da mdia em duas reportagens. Partimos do princpio de que a estratgia
marqueteira da campanha de Dilma, candidata do PT presidncia de 2010
e 2014, de vincular a sua imagem do ex-presidente Lula, seu principal
cabo eleitoral, reativou a memria da nao brasileira de que os feitos
do governo Lula no seriam interrompidos na sucesso, pelo contrrio,
haveria uma continuao. Nossa hiptese que, a partir do discurso de
continuidade, o discurso de Dilma inscreve-se na FD do discurso de Lula,
porm, ao assumir o lugar de Presidenta, nos dois mandatos, uma nova
posio-sujeito (re)significada. J o discurso da mdia apresenta posies-
sujeito, ligadas estabilizao de sentidos entrecruzados pela poltica e
pelo gnero, ou seja, temos a representao feminina historicamente
reforada por lugares marcados/definidos pela sociedade androcntrica.
C437-438
Time: Monday, 24/Jul/2017: 10:15am - 11:15amLocation: Alcazar
10:15am - 10:45am
Intercultural competence in practice and beyond
Melina Porto
Universidad Nacional de La Plata and CONICET, Argentine Republic;
melinaporto2007@yahoo.com.ar
In this presentation I will illustrate the concept of intercultural competence
in practice with a project about peace, designed as a case study and carried
out in an Argentine primary state school during the second grade English
lessons in 2011. Thirty boys and girls aged eight with a beginner level of
English (A1 in the Common European Framework of Reference) took part.
Data comprise posters for peace and task sheets produced by the students
and reflection logs written by the teacher, which were analysed qualitatively.
I will show the saviors in Byrams (1997) model at work in the project and I will
illustrate with student samples.
I will also focus upon recent developments in the theory of intercultural
competence that have led to the notion of intercultural citizenship in the
foreign language classroom (Byram, 2012, 2014a,b; Byram, Golubeva, Han
& Wagner, forthcoming). I will describe this theory, which proposes that
the aims and objectives of foreign language teaching can and should be
combined with those of education for citizenship. Building on the project
about peace, I will illustrate intercultural citizenship in practice.
References:
Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence.
Clevedon, Multilingual Matters.
Byram, M. (2012). Conceptualizing intercultural (communicative) competence and
intercultural citizenship. In Jackson, J. (Ed.). Routledge Handbook of Language and
Intercultural Communication (pp. 8597). Abingdon, UK, Routledge.
Byram, M. (2014a). Competence, interaction and action. Developing intercultural
citizenship education in the language classroom and beyond. En Xiaodong Dai and
Guo-Ming Chen (Eds.). Intercultural Communication Competence: Conceptualization
and Its Development in Cultural Contexts and Interactions (pp.190-198). Newcastle/
Tyne, Cambridge Scholars Publishing.
Byram, M. (2014b). Twenty-five years on from cultural studies to intercultural
citizenship, Language, Culture and Curriculum, DOI: 10.1080/07908318.2014.974329
Byram, M., Golubeva, I. Han, H. & Wagner, M. (Eds.) (forthcoming). Education for
Intercultural Citizenship Principles in Practice. Clevedon, Multilingual Matters.
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 10:45am - 11:15am
Language and Emotion: Stories of Immigrant Mothers Re-read by their
American Children.
Ana Christina Dasilva iddings
VANDERBILT UNIVERISTY, United States of America; CHRIS.DASILVA@
VANDERBILT.EDU
What happens when a mother raises her children across a language
boundary? How do these ties influence the development of bilingualism
and bi-literacy?
Much of the scholarly literature in second language acquisition relates
language development with different cognitive, sociocultural, and linguistic
factors, but little research relates language development to emotions
(Pavlenko, 2004). This paucity of research is especially relevant in the case of
immigrant populations, for whom there is possibility of rupturing or fracturing
emotional, sociocultural and linguistic connections to their extended families
left in the native land, making it difficult to pass on to their children valued
aspects of understanding the world (Gonzlez, Moll, & Amanti, 2005).
I interviewed 10 women and their children who have recently emigrated
to the U.S. from Brazil and who have American-born children 5 years old
or younger. The interviews with the mothers involved their telling of their
life histories from the time before and after emigration. The childrens
interviews focused on what they might know about their mothers histories
and experiences in native land. The children composed and read digital
storybooks using old photographs of their mothers extended family and
native land. Findings point to the importance of investigating immigrant
experiences and histories prior to the time of emigration by looking into the
ways families are interconnected through multiple sociocultural, linguistic,
and especially emotional factors. In efforts to re-produce the sociocultural
context of the native culture and land and provide opportunities for
emotional ties with extended family members the household often became
a third context involving a kind of contoured space, which was not merely
a sum of the parts, but a wholesome new. Although sociocultural contexts
were somewhat reproduced, the pertaining emotional connections with the
mother s native land, extended family, and tongue seemed remote, thus not
readily available for the children.
SIMPC1
Time: Monday, 24/Jul/2017: 10:15am - 12:15pmLocation: Queluz I
Innovations and challenges in Conversation Analysis
Organizer(s): Ana Cristina Ostermann (Universidade do Vale do Rio dos Sinos
(UNISINOS) e CNPq)
This symposium discusses the most recent developments in the rapidly-
growing field of Conversation Analysis (CA) as well some of its challenges,
by bringing together researchers from a variety of countries and research
interests on what concerns social interaction. Lorenza Mondada discusses
the consequences and challenges of putting the body at the center of
attention in studies of social interaction; in particular, the consequences of
the movement of overcoming a logo-centric conception of communication
and which considers the involvement of bodies in social interaction. Marja-
Leena Sorjonen reflects on the unique character of CA through examples
that tie together language and social action, and that show the deployment
of multimodality by the participants of interaction and the benefits of
multimodal analysis for understanding interaction. She also discusses some
of the contemporary challenges of CA e.g. universality vs. language (and
culture) specificity of interactional practices, and the relation of research
methodologies (e.g coding, quantifying, and experiments) to CA. Taking as
backdrop a scenario of CA analyses in which life worlds populated by passing
and fleeting people with heterogeneous histories have been overlooked,
Johannes Wagner explores how newcomers (e.g. migrants and L2 speakers)
become members. He discusses the methodological challenges arising
from life worlds where people with very different backgrounds meet, and
show how CA can bear on such data. Pedro Garcez and Ana Ostermann
offer an overview of the development of CA research in Brazil. Among a
9
number of challenges of conducting CA studies in the country, the scholars
highlight their applied linguistics agenda and show the double bind Brazilian
conversation analysts work in: they must address issues that are relevant to
practitioners in the fields of activity where the talk-in-interactional data they
study takes place while also creating and cultivating a discursive arena for
their work within disciplines focused on linguistic issues.
Details of the Symposium Papers
Challenges of Multimodality: sensoriality in interaction
Lorenza Mondada
University of Basel and University of Helsinki
This talk reflects on contemporary challenges emerging from the
study of language and the body in social interaction. There is a general
interest in language and the body across disciplines that has invited
a reconceptualization of broader issues relative to action, grammar,
cognition, culture, knowledge, social relations and identities, spatiality and
temporality. The study of social interaction focuses on how multimodal
resources including language and bodily movements are holistically and
situatedly used in building human action. This contribution discusses some
consequences and challenges of putting the body at the center of attention:
this concerns the role of language among other modalities, as one type of
resource among others; the analytical treatment of the body, considering
the involvement of entire bodies in social interaction, overcoming a logo-
centric conception of communication; and the critical interrogation of the
visuo-centric conception of embodiment often generated by video data.
These issues are developed by taking into consideration the sensoriality of
bodies in interaction, well beyond linguistic and visual cues only.
Conversation Analysis and social interaction: its kernels, boundaries and
limits
Marja-Leena Sorjonen
University of Helsinki, Finnish Language
Social interaction as members concerted achievement, its character and
concrete manifestation as indexical, reflexive and normative, and the
systematic outlining of basic building blocks of social interaction (most
notably turn-taking, sequentiality and repair practices, in their generality and
their simultaneous contextual flexibility) form central theoretical, methodic
and practical workings of Conversation Analysis (CA). In the paper I will
discuss some of these aspects as part of the unique character of CA through
some concrete examples that, on the one hand, tie together language and
social action, and on the other hand, show the deployment of multimodality
by the participants of interaction and the benefits of multimodal analysis for
understanding social interaction.
I will then take up some of the challenges of CA as I see them today. They
have to do with, for example, the question of universal vs. language (and
culture) specificity of interactional practices. This issue has been discussed
especially with respect to practices of answering questions and the display
of agency. I will also take up the more general issue of the relation of research
methodologies such as coding, quantifying and the use of experimental
frameworks, to CA.
Is there a natural history of interaction? Reflections about change and
development of social action
Johannes Wagner
University of Southern Denmark, Department of Design and
Communication
Conversation Analysis (CA) examines social interaction in the life world. CAs
main interest has been the study of members practices for sense making
and for creating order in naturally occurring interaction. The sequential
organization of talk is CAs main object. Some of the most visible, widely
known, and influential corpora in CA (e.g. the Newport Beach corpus, the
Holt corpus) are inhabited by white middle class, middle aged males and
females, living in secure life worlds where social practices are familiar. CA
research has over several decades published a large number of robust
studies in which the documented practices appear timeless. In other words,
CA studies do not outdate easily; the described practices are everywhere
and they are reliable.
CAs core methodological procedure, to base analysis and documentation
of interactional phenomena on collections of often very many instances,
presupposes that practices are highly repetitive and stable in the corpora.
On that base CA could claim the ubiquity of practices for fully competent
members. The success of CA hinges on the notion of member, somebody
who practices, recognizes, and recreates the normativity of interaction.
Life worlds populated by passing and fleeting people with heterogeneous
histories and backgrounds have not captured much of CAs imagination
(c.f. Sidnell & Stivers 2013). Newcomers to life worlds (children, migrants,
L2 speakers) might give a different picture of the orderliness of interaction,
but far fewer studies have documented how newcomers become members,
and shown the natural history through which members are made.
The paper will discuss methodological challenges arising from life worlds
where people with very different backgrounds meet, and show how CA can
bear on such data. It will draw on corpora from second language learning
in the wild, multilingual interactions in educational environments, and from
driving schools.
Formulating (the many) challenges and innovations(?) when doing
Conversation Analysis in Brazil
Pedro de Moraes Garcez1, Ana Cristina Ostermann2
1
Universidade Federal do Rio Grande do Sul (UFRGS) e CNPq,
Universidade do Vale do Rio dos Sinos (UNISINOS) e CNPq
2 present. The need for different corpora was driven by the need to answer
Conversation Analysis as practiced worldwide has been introduced and
developed in Brazil almost solely by researchers in Applied Linguistics in
the past two decades. In this presentation we offer an overview of research
dedicated to doing conversation analytic work in institutional settings in
Brazil by focusing on the contexts of education, health, and law. We describe
findings of research on formulations as a key interactional practice in the
accomplishment of actions in the three settings. We highlight the applied
linguistics agenda of these studies and point to the challenges involved
in doing applied work on institutional talk-in-interaction without the benefit
of previous work on ordinary conversation in Brazilian Portuguese. Thus
Brazilian conversation analysts work in a double bind: they must address
issues that are relevant to practitioners in the fields of activity where the
talk-in-interactional data they study takes place while also creating and
cultivating a discursive arena for their work within disciplines focused
on linguistic issues. This involves translating seminal texts, or illustrating
key concepts in light of Brazilian Portuguese data sets, which oftentimes
requires complex decisions to establish a conversation analytic research
lexicon in Portuguese, and adaption of conventions to transcribe talk in a
language rift with variation and served by a script that is removed from all
spoken varieties. In addition, ethnomethodological conversation analysis in
Brazil finds itself within an academic arena where partly overlapping and
often conflicting Anglo-American, Anglo-European, and Franco-European
intellectual strands and traditions often use the terms conversation analysis
and discourse analysis interchangeably. We discuss these issues in light
of recent work on formulations and argue that, despite the difficulties,
Conversation Analysis-cum-Applied Linguistics has been able to establish
itself as a viable research field while making contributions to teacher
education, improvement of health services and assessment of problems
and innovations in the legal professions.
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SIMPC2
Time: Monday, 24/Jul/2017: 10:15am - 12:15pmLocation: Queluz II
Innovations and challenges in corpus linguistics
Tony Berber Sardinha
Sao Paulo Catholic University
This symposium will showcase innovative research that looks at diverse
aspects of language use from a corpus perspective. Corpus Linguistics has
made important advances in our understanding of how language works by
challenging received wisdom on linguistic inquiry. Corpus linguistics relies
on corpora, or principled collections of authentic spoken or written texts,
and uses methods that explore the recurrent patterns found in the data. The
papers in the symposium take on challenging issues in Corpus Linguistics
by engaging with a range of social and linguistic themes, including the
use of English as a Lingua Franca, word frequency change over time,
persuasion in academic writing, and Applied Linguistics history. Mauranens
paper looks at key features in English as a Lingua Franca (ELF) by analyzing
the new academic ELF (WrELFA) corpus, collected by researchers around
the world. Shepherds paper explores the same corpus, with a view
toward understanding how authors from different L1 backgrounds employ
persuasion in academic writing. Connor-Lintons paper analyzes a one-
million word corpus of Internet texts, in order to determine the functional
dimensions underlying language use on the web as well as to assess the
linguistic and functional commonality between digital and non-digital texts.
Finally, Berber Sardinhas paper investigates a corpus of the complete
holdings of the major journals in Applied Linguistics in order to provide
a historical account of the field. The papers explore corpora of different
size, design, and historical periods. Both Mauranen and Shepherd analyze
WrELFA, a carefully-controlled corpus of Lingua Franca English containing
pre-publication drafts of contemporary academic writing. Connor-Linton
employs a corpus of Internet registers comprising five varieties commonly
found on the web. And Berber Sardinha relies on a historical corpus that
includes texts published in Applied Linguistic journals from 1946 to the
different research questions. Overall, the papers in the symposium make an
original contribution to Applied Linguistics by showing how major issues in
the field can be explored from different perspectives both synchronically
and diachronically through corpus-based tools and techniques.
Details of the Symposium Papers
ELF corpora - locating processes of change
Anna Mauranen
University of Helsinki, Finland
Part of the fast-changing global linguistic scenery are various hybridisation
processes, clearly visible in English in particular, as it is the most widely used
lingua franca in the world, and in complex contact with an enormous number
of other languages. This presentation seeks to detect some key features in
the nature and development of English as a Lingua Franca (ELF) as revealed
by corpus data. It is generally accepted that spoken language is the main
driver of language change, with the central processes revealed in spoken
interaction. This has been supported in analyses of the ELFA corpus (www.
helsinki.fi/elfa), a million-word database of spoken academic ELF at the
University of Helsinki. Findings show that approximations are an important
feature of both grammar and lexis, indicating fuzzy processing at the level
of cognition. At the level of discourse, ELF interaction is characterized by
enhanced explicitness. This is likely to drive grammar towards more explicit
and transparent structures. The potentially central role of multi-word units is
highlighted by the findings in carrying contact-induced lexico-grammatical
and syntactic change, and emphasising the importance of taking different
levels from the cognitive to the macro-social on board in analysing contact
and change. A new feature is the recent completion of the first written
corpus of academic ELF (WrELFA) at Helsinki, which allows testing the
hypotheses generated by the spoken ELFA data on a written database.
To what extent it is possible to detect similar processes at work in the two
modes? Major similarities suggest that principal processes are more general
and fundamental to language contact and thereby also to change than
those driven by the contingencies of on-line processing.
Concessive structures in research papers: the case of Science in English as a
Lingua Franca
Tania Shepherd
Rio State University, Brazil
Academic knowledge as constructed by a research paper has been
described as a socially accomplished, albeit tacit agreement between a
writer and a potentially skeptical audience (HYLAND, 1999: 342). As a result,
the research paper may be seen as the product of two needs, namely, the
researchers need to make their research public, but, more importantly,
their need to write persuasively. This latter task is significantly harder if the
research is to be shared in English in international journals by academics
whose L1 is not English. The question often asked is whether these research
papers present any homogeneity in terms of persuasive features regardless
of the writers L1, in order for them to be accepted for publication. Drawing
from Charles (2011) investigation into persuasive patterns within academic
writing produced in British universities, this paper focuses on a specific
linguistic feature which contributes towards the construction of arguments
in the presentation of research: signals of contrast/concession and
accompanying semantic sequences (Hunston, 2008 and 2011), i.e., patterns
of meaning elements . This study uses the SciEFL (Science as a Lingua
Franca) corpus as data. This was compiled by Mauranen and collaborators
(2015), and consists of 150 research papers written by L2 users of English.
The SciEFL papers have all been accepted for publication internationally
but have not undergone proofreading by native speakers of English. Given
that English as a Lingua Franca (or ELF), as posited by Seidlhofer (2012:
137) is a linguistic resource which is drawn on as a common means of
communication in the globalized world, this study hypothesizes that the
phenomenon of concessive structures may display similar quantitative and
qualitative features in the SciEFL corpus as those identified within the data
studied by Charles (2011).
Functional analysis of Internet language use: New or repurposed genres?
Jeff Connor-Linton
Georgetown University, USA
It is a tenet of linguistic theory that language changes to meet the changing
needs of its users. New technologies, like texting and the web, create and
address new audiences and purposes for language use. This paper compares
two Multi-Feature/Multi-Dimension (MF/MD) analyses of a one million word
corpus of internet language use to identify changes in functionally motivated
co-occurrence patterns. The first analysis compares and maps the stylistic
and functional characteristics of new genres of English language use to the
stylistic profiles of previously described genres described by Biber (1988).
The second analysis performs an independent factor analysis of just the
internet corpus, to determine dimensions of functional variation unique to
the five internet genres.
MF/MD analysis (Biber 1988, 2006) is based on the assumption that patterns
of co-occurrence among linguistic features are motivated by and indexical
of underlying communicative functions. Genres (including emerging genres)
can be characterized by their distinctive co-occurring uses of lexical and
syntactic tools to accomplish distinctive arrays of communicative functions.
Five domains of language use on the internet were chosen to represent
and describe a range of new genres of language on the internet: Tweets,
Blogs, Forums, Ads, and (pop culture) Articles. (Texts which are mainly/
merely repurposed from other more traditional genres (e.g., news) are not
included.) The dataset consists of 1,000,000 words, 200,000 words in each
of the five domains sampledlarge enough to express variation across the
domains and (perhaps) their subset sources.
A corpus-based history of Applied Linguistics
Tony Berber Sardinha
Sao Paulo Catholic University, Brazil
The goal of the research presented in this paper is to provide an outline of
the history of Applied Linguistics through a corpus-based analysis of texts
published in the major journals in the field. The corpus comprehends a 70-
year span of publications, containing the full collection of papers published
in the following journals: Applied Linguistics, IRAL, Language Learning, ELTJ,
and Tesol Quarterly. In all, more than 14 thousand texts were collected,
11
namely 1595 texts from Applied Linguistics (since 1983), 1335 from IRAL
(1963), 2261 from Language Learning (1948), 5190 from ELTJ (1946), and
4164 from Tesol Quarterly (1967). A multidimensional analysis was carried
out on the corpus, which identified the underlying dimensions of variation.
A multidimensional analysis takes as input a large number of linguistics
characteristics, and feeds the counts of these features into a factor analysis,
which groups them into correlated sets. A traditional multidimensional
analysis relies on major word classes, clause types and semantic categories,
and therefore the dimensions of variation correspond to the functional
parameters of variation across the texts. In the research presented here,
however, the multidimensional analysis relied on the lexical items found in
the texts, and therefore the dimensions represent the lexical parameters
of variation. The dimensions were determined via a factor analysis, which
found the salient clusters of words present in the texts. The factors were
interpreted in terms of the semantic preference or lexical fields indicated
by the loadings. The resulting dimensions reflected the major historical
periods in the field of Applied Linguistics. In the paper, the dimensions will
be presented and discussed, and the need for an increasing role of Corpus
Linguistics in social disciplines such as history will be highlighted.
SIMPC3
Time: Monday, 24/Jul/2017: 10:15am - 12:15pmLocation: Queluz III
Innovations and challenges in research and language policies in Latin America
Organizer(s): Rainer Enrique Hamel (Universidad Autnoma Metropolitana)
This symposium will function in Portuguese and Spanish. In an increasingly
globalised world, Latin America faces the challenge of having to define its
language policies (LP) with much greater clarity than in the past. Until a few
decades ago, the concern of LP focused, in each country separately, on
relations between the national languages, Portuguese and Spanish, and
the indigenous languages. A new dimension emerged with the expansion
of English as the only hyper-central language. English is in the process of
displacing super-central languages, such as French, Spanish, Portuguese,
German, and Russian, in their domains as languages of international
communication and is intruding national spaces, thus restructuring the LP
of foreign languages.
Two domains of strategic relevance to LP and applied linguistics showcase
this process: the field of sciences and higher education (SHE), and public
primary education where English is introduced as a foreign language. In the
first field we are faced with an historical quandary: we can transition from
the current multilingual model with a clear hegemony of English towards a
complete monopoly of English in the immediate future, including its discourse
structures and cultural models of science; alternately, we can reopen and
strengthen the previous long-lasting cycle of scientific development based
on a plurilingual model.
In public education a new phenomenon emerges with the introduction of
English in primary schooling in various Latin American countries. This policy
takes into account old research findings that second or foreign languages
are best learned at a young age. Moreover, it responds to the growing
need to learn foreign languages as a component of globalization. As an
issue of LP, it overrides two centuries of nation-state building based on a
monolingual ideal where the national language was considered to suffice
all communicative needs of mainstream population. Foreign LP is analysed
in Brazil, Colombia and Mexico. In all three countries, contradictions arise
either in the epistemic foundation of the curriculum, in assumptions of
language planning or in implementation.
These processes are discussed from a critical perspective on LP which
questions the traditional culture of literacy and its epistemic foundation in
order to identify political and scientific challenges in language research and
management.
 Details of the Symposium Papers
Language education policy and epistemological confrontation in Brazil
Lynn Mario T. Menezes de Souza
Universidade de So Paulo, Brazil
The less a given way of knowing knows the limits of its knowing about other
ways of knowing, the less aware it is of its own limits and possibilities
Sousa Santos 2009
This paper will be presented in Portuguese. It looks critically at the
epistemological bases of the Foreign Language component of the recent
National Curriculum (Base Curricular Comum) in Brazil in the troubled current
political context of Brazil, more specifically in the context of the recent and
current proposal by certain politicians for the neutrality of knowledge and
against political indoctrination in schools (Escola Sem Partido).
Whereas the National Curriculum seeks a 60% common core for the
nation, its Foreign Language component speaks of diversity, plurilingualism
and interculturality, already establishing a confrontation between the
epistemological concept of a common core of knowledge (independent
of corporality, locality and subjecthood) and knowledge of local relevance
(situated, located in specific bodies). Added to this confrontation is the
purported desire for plurality in the Foreign Language component. In
reality, the choice of the foreign language to be taught tends to uncritically
be English. In this epistemic confrontation between national (scientific,
neutral not context bound) knowledges and local knowledges, the
proposal for a politically neutral school looms large.
This presentation bases itself on concepts critical of unbodied, neutral
knowledge such as those of epistemic privilege and epistemicide
of Grosfoguel (2013), epistemic punto cero of Castro-Gomez (2007),
Education for hope and possibility of Freire (2009) and the concepts of
education for non-conformity and diatropic hermeneutics of Sousa
Santos (2009).
Language policy in the field of science and higher education in Latin America
Rainer Enrique Hamel
Universidad Autnoma Metropolitana, Mexico
Science and higher education (SHE) institute a privileged arena for observing
an outstanding constituent of globalisation: the expansion of English as the
only hyper-central, globalised language (de Swaan, Calvet). The Anglo-
Saxon empire in SHE spread a discourse that presents the advancement of
English as a natural and neutral phenomenon, with no agency and desirable
for all. They establish English as the only language of science and declare
non-viable any alternative model. These processes are part and parcel of
global governance which moves from the control of territories and borders
in the 20th century to the control of strategic flows in the 21st century. From a
language policy perspective, the imposition of a new imperial order is based
on the control of the communicative shaping of universal categorisations
through a single world language that is capable of deterritorialising world
interpretations in order to control flows of knowledge and information. In
SHE this control is exercised through procedures of selection, ranking,
exclusion, and the hierarchical structuring of the field in the digital era,
depending much more heavily on language than the prior schedules. This
system of rankings sustains the hegemony of English and its increasing
monopoly in SHE with extra-linguistic arguments which are auto-referential
and in part fallacious.
In Latin America the topic is of increasing relevance given the
internationalization of research and the growth of mobility in higher
education. There are strong arguments for opposing English monolingualism
and for reinforcing Spanish, Portuguese, and other languages in SHE.
Furthermore, the current questioning of the supposed universality of
Western scientific knowledge and the debate about indigenous knowledge
systems and epistemologies open new spaces for diversity. Finally, some
alternative options to integrate language and science policy are sketched
for Latin America, based on a series of plurilingual models developed by
Latin American universities.
12
The introduction of English in primary education in Colombia: Reality or
wishful thinking?
Anne-Marie de Meja
Universidad de los Andes, Colombia
This paper will be presented in Spanish. In 1994, the General Law of
Education decreed that, the acquisition of elements of conversation,
reading, understanding and the ability of expression in at least one foreign
language should be implemented from primary school onwards. Although
the law did not specify which foreign language should be taught, most
schools in the country opted for English.
However, in decreeing the introduction of the teaching and learning of
English from primary onwards, the authorities did not take into account
the limitations in the English language proficiency level of most primary
school teachers. Recently, the Colombian Ministry of Education has
been promoting the introduction of a programme involving the hiring of
international volunteers to try to remedy, among other things, difficulties
in the appropriation by primary school teachers of the foreign language
policies.
This presentation will discuss some of the results of the implementation
of this language and education policy, in relation to the convenience
of recruiting young native speakers of English to work with Colombian
teachers in the foreign language classroom. The debate will focus on the
changing role of the native speaker in the teaching of foreign languages.
The integration of English into primary education in Mexico
Peter Sayer
The University of Texas at San Antonio, USA
This paper will be presented in Spanish. As global English expands,
countries in Latin America increasingly feel the pressure that, in order to
remain globally competitive, they must increase the number of people with
English proficiency. In response, many national Ministries of Education are
now integrating English into the public primary school curriculum. These
educational programs, then, are directly connecting to expanding economic
opportunities.
Mexico adopted such a primary English language teaching (PELT) policy
in 2009 with the launch Programa Nacional de Ingls en Educacin Bsica
(PNIEB). Mexico has traditionally relied on a model of elite bilingualism, where
access to extended English instruction and higher levels of proficiency have
been restricted to students in private schools. The new policy represents
an enormous shift: English is now incorporated through the K-12 curriculum
(from three to 13 years, more than 400% increase in hours). When fully
implemented, the K-6 program, now called the PRONI (Program Nacional de
Ingls) will entail hiring 100,000 new English teachers to teach 17.2 million
children ages five to twelve.
On the surface, the PRONI represents a broad attempt at acquisition
planning that would level the playing field by significantly expanding
access to acquiring English among working class Mexicans and, so the
common refrain goes, opening new doors of economic opportunities.
Drawing on data from an impact study of the pilot phase of the program, and
from a variety of the programs stakeholders, the presenter looks at ways
that the reality of the programs implementation does and does not match its
aims. From an educational language policy perspective, this speaks to the
broader issue of how the rapid move to integrate English in public primary
education must engage with issues of access, equity, and social class.
SIMPC4
Time: Monday, 24/Jul/2017: 10:15am - 12:15pmLocation: Queluz IV
Innovations and Challenges in SLA pathology
Ianthi Maria Tsimpli
University of Cambridge
The Symposium brings together pioneering, international research on
child and adolescent bilingualism and SLA focusing on innovations and
challenges in language impairment in different populations, primarily
children with (Specific) Language Impairment and children with Autism
Spectrum Disorders. The talks will concentrate on a) the challenges and
successful outcomes of identification of language impairment in bilingual
learners at different stages of language development, b) the discrepancies
between different areas of language which may accentuate or attenuate the
indicators of impairment in bilingual children (lexicon, grammar, semantics,
pragmatics), c) the cognitive predictors which may be reliably used for
early alerts for bilingual children at risk of language impairment and d)
the different linguistic methodologies which can provide useful indicators
of language impairment which could tell bilingual children with or without
impairment apart from typically developing bilingual children (comparing
language processing with judgement or production tasks, comparing
different linguistic information obtained from narrative elicitation tasks).
Presentations will also focus on how the profiles identified for the different
groups are linked with oral and reading comprehension difficulties and how
these translate into academic challenges deserving special instructional
attention. Presentations will also propose solutions to the challenges of
accurate assessment with L2 children in order to reduce the incidence of
over- and under-identification. Emphasis on language impairment in children
with SLI but also children in the Autism Spectrum will be included. Moreover,
the children with language impairment will be further discussed in relation to
the age of identification of the impairment, distinguishing between early and
late emerging language impairment.
Details of the Symposium Papers
Late emerging Language Impairment in EL1 and ELL School Children
Methodological and Assessment Issues
Esther Geva1, Fataneh Farnia2
University of Toronto, Canada, 2Hincks Dellcrest Centre
1
We tracked the language and cognitive skills of a large sample of English
as L1 (EL1) and English as L2 (ELL) children from grade 1 to grade 6. We
identified a subgroup of children who had persistent problems with English
oral language skills grade 4 onwards. We refer to this group as late
emerging language impairment (LI). In order to minimize over or under
identification of ELLs as having an impairment we argue that this (and
other groups of learners) should be defined in relation to the means of
each reference group (i.e., separately for English L2 and English L1; Geva
& Herbert, 2013). Using this procedure revealed that a similar percentage
of early and late emerging language impairment ELLs was found in the ELL
and EL1 groups. The accuracy of classification of late emerging LI cases
was estimated at 93% and 95% for ELLs and EL1s, respectively, confirming
that we did not over- or under-identify LI. Next we examined a model for
identifying the predictors of late emerging LI in the EL1 and ELL groups.
Of the Grade 1 (early) cognitive predictors, working memory and speed
of processing reliably distinguished the groups with and without late
emerging LI, suggesting that regardless of L1-L2 status, it is possible to
identify children at-risk for developing late emerging LI as early as Grade 1.
Of the Grade 3 (late) cognitive predictors phonological short-term memory
and vocabulary knowledge reliably distinguished between the groups with
and without late emerging LI. These results suggest that the nature of the
cognitive predictors of the late emerging LI profile is developmental and
changes over time. From an applied perspective the results indicate that
it is possible to identify children with a late emerging LI profile rather early
among both L1 and L2 children.
Specific Language Impairment in sequential bilingual children: using
standardized assessments and on-line processing tasks
Theodoros Marinis
University of Reading, UK
In todays global society, bilingualism is gradually becoming the norm.
Children growing up with more than one language may have advantages
compared to monolingual children in the development of executive functions
(Bialystok, 2010). However, at an early stage of development when they
have limited exposure to their second language, sequential bilingual (L2)
children are often less accurate than their monolingual (L1) age-peers in their
second language in grammar and vocabulary (e.g., Paradis, 2005; Marinis
13
& Chondrogianni, 2010; 2011) and may make similar errors in production
to children with Specific Language Impairment (SLI) (see, Paradis, 2010 for
a review). Most previous studies on L2 children with SLI have employed
production tasks. In contrast to production tasks, on-line comprehension
task that measure the childrens ability to process grammatical violations in
real-time have demonstrated that L2 children with typical development are
sensitive to grammatical violations, but this is not the case in monolingual
children with SLI (Chondrogianni & Marinis, 2012; Marinis & Saddy, 2013;
Chondrogianni, et al., 2015). To date no studies have compared production
with on-line comprehension in bilingual children with SLI. In this talk I will
present data from four groups of primary school children, L1 and L2 children
with and without SLI, who completed a battery of standardised assessments
of grammar, vocabulary, and phonological memory and took part in on-line
sentence processing tasks. I will show that there are important differences
between production, off-line comprehension, and on-line sentence
processing tasks, as well as between the domains of grammar, vocabulary
and phonological memory. The data reveal important differences in the
pattern of these four groups and will be discussed in relation to indicators
of SLI in L2 children.
Children learning English as a second language with specific language
impairment: Development and differentiation
Johanne Paradis
University of Alberta, Canada
Cultural and linguistic diversity among the childhood population is widespread
and growing in Canada and in many other nations. While positive attitudes
toward bilingual development in children are growing, for children with
developmental disorders affecting language, it is widely believed that they
do not have the capacity for bilingual development. This belief in a limited
capacity for bilingualism in children affected with developmental disorders
leads in many cases to suppression of childrens learning of their L1/heritage
language, and thus, has serious consequences for their family relationships,
identity, and educational and economic opportunities. Furthermore,
because children from immigrant and refugee families are still in the process
of learning the societal L2 in elementary school, this poses challenges for
clinicians in differentiating children with language and learning disorders
among these L2 learners. Over- and under-identification of language and
learning disorders among bilingual children is a persistent problem. Over-
identification means that typically developing children receive un-necessary
services and possible stigmatization. Under-identification results in children
who are in need not receiving the services they require in order to optimize
their language and literacy development, and in turn, their academic
potential. This talk will provide an overview of studies from my lab that focus
on 1) the characteristics of language development in L2 children with specific
language impairment (SLI) developmental rates, patterns and sources of
individual differences, and 2) procedures and tools that enable clinicians
to discriminate between L2 children with typical development from those
with impairment. This research shows that children with SLI clearly have
the capacity to learn a L2, and many of their developmental characteristics
mirror those of their typically developing peers, but with some unique
features. This research will also show that solutions to the challenges of
accurate assessment with L2 children can be found, and thus, the incidence
of over- and under-identification can be reduced.
Bilinguals with ASD or with SLI: Can narratives describe their difference?
Ianthi Tsimpli1, Eleni Peristeri2
University of Cambridge, UK, 2Aristotle University of Thessaloniki,
1
GreeceBilinguals with ASD or with SLI: Can narratives describe their
difference?
Recent research (Hanley et al., 2014; Schaeffer, 2016; Schaeffer, van
Witteloostuijn, & de Haan, 2014) on the language phenotypes of children
with Autism Spectrum Disorder (ASD) and Specific Language Impairment
(SLI) have shown that the two groups strongly differ in terms of their non-
verbal cognition and narrow components of grammar (e.g. mass-count
nouns, subject-verb agreement), with children with SLI exhibiting more
problematic performance. Narratives, on the other hand, have emerged
as a tool to examine lexical and syntactic abilities, as well as more global
discourse skills that extend beyond the sentence level. Moreover, while it
is well established that bilingual children exhibit more efficient executive
functions, including working memory and inhibitory control than their
monolingual peers (Bialystok & Senman, 2004; Morales et al, 2013; Okanda,
et al 2010), the question of whether enhanced cognitive control may mitigate
sharp contrasts observed between children with SLI and ASD in grammar
remains largely unknown.
In this talk, we will present data from two groups of 60 8-year-old, bilingual
children with High Functioning Autism (HFA) and SLI, 60 age-matched
monolingual children with HFA and SLI, and an equal number of age-
matched typically-developing (TD) monolingual and bilingual children. All
children were tested on both micro- and macrostructural properties of their
narratives. Microstructural measures included lexical diversity and syntactic
complexity. Macrostructure was measured in terms of episodic structure and
use of internal state terms (ISTs). The narrative data highlight variability in
language performance across the children with HFA and SLI also revealing
important ways in which bilingual experience affects distinctions otherwise
found between monolingual children with HFA and SLI. Moreover, childrens
performances will be discussed in terms of the effect of their language
ability in the L2 as well as how this effect may interact with the childrens
narrative performance at the micro- and macrostructural level.
S100
Time: Monday, 24/Jul/2017: 10:15am - 12:15pmLocation: Queluz V
PROVAS DE REDAO E LNGUA INGLESA NO ENEM: EFEITOS RETROATIVOS NO ENSINO DE
LNGUAS
Organizer(s): Matilde V. R. Scaramucci (Instituto de Estudos da Linguagem /
UNICAMP), Fernanda Massi (Instituto de Estudos da Linguagem / UNICAMP)
Devido a sua grandiosidade enquanto processo seletivo para ingresso no
ensino superior, o Exame Nacional do Ensino Mdio (ENEM) vem batendo
recordes de inscrio nos ltimos anos. Em 2015, por exemplo, mais de
8,4 milhes de estudantes participaram do exame. Neste simpsio, nos
propomos a discutir a prova de redao e a prova de lngua inglesa no
ENEM e seus efeitos retroativos no ensino e aprendizagem de lnguas.
A prova de redao uma das mais importantes e exige dos participantes
um texto dissertativo-argumentativo, de at 30 linhas, sobre um tema
polmico, para o qual o redator apresenta uma proposta de interveno.
Munido de pouco tempo e textos de apoio bastante escassos, o participante
deve redigir um texto mediano para conseguir uma vaga no ensino superior.
A matriz de correo da redao composta por cinco competncias,
avaliadas em tambm cinco nveis (cada um valendo quarenta pontos), e o
maior objetivo dos participantes conquistar a famosa redao nota mil
(pontuao mxima), a qual pode garantir a insero do participante em
bons cursos superiores.
Por sua vez, a prova de lngua inglesa s foi inserida no ENEM em 2010,
atendendo poltica lingustica em vigor no Brasil. A partir de ento, so
elaboradas representaes do ensino de lngua inglesa por alunos,
professores e coordenadores de escolas pblicas e particulares, que
causam impactos nos processos de ensino e aprendizagem.
Diante desse cenrio, inevitvel que o Enem provoque efeitos retroativos
nos processos de ensino e aprendizagem de lngua portuguesa e de lngua
inglesa. Muitas escolas pblicas e particulares direcionam seus currculos
do ensino mdio para as provas do Enem em detrimento dos contedos
previstos nos PCNs. Alm disso, h muitos cursos e materiais preparatrios
especficos para o exame, voltados para alunos com potencial econmico,
que acentuam a disparidade entre os milhares de participantes.
Details of the Symposium Papers
O ENEM e o mercado de sites especializados no exame: um estudo de caso
Camila Della Pozza
Instituto de Estudos da Linguagem / UNICAMP
Esta apresentao tem como objetivo analisar, no mbito da Lingustica
Aplicada (LA), um estudo de caso acerca de um site dedicado ao Exame
Nacional do Ensino Mdio (ENEM) com textos, apostilas com contedo
pedaggico e questes resolvidas, simulados e um servio de correo
online de redaes enviadas por leitores, baseado na grade de correo
do exame. Inicialmente idealizado pelo Ministrio da Educao e pelo
Instituto de Estudos e Pesquisas Educacionais Ansio Teixeira (Inep), em
1998, a fim de avaliar o desempenho dos concluintes do Ensino Mdio
brasileiro com o propsito de contribuir para com a melhora do ensino
por meio da elaborao de polticas pblicas, o ENEM, ao longo dos anos,
teve sua abrangncia ampliada pelo Governo Federal e desde 2009 atua
como exame de entrada em instituies de ensino superior pblicas e
privadas em todo o pas por meio do Sisu (Seleo Unificada), do ProUni
(Programa Universidade para Todos) e do Fies (Fundo de Financiamento
do Estudante do Ensino Superior). Com esta mudana, um mercado de
sites especializados no ENEM surgiu, nos quais professores publicam
textos sobre as reas de conhecimento avaliadas no exame, especialmente
sobre a prova de redao que, por sua vez, gera grande expectativa nos
candidatos, nas escolas e na mdia. Neste estudo de caso, analisamos
como um determinado site, idealizado por dois professores do interior de
So Paulo, atua com colunistas e corretores que avaliam redaes enviadas
por leitores baseados na grade de correo do ENEM, pois h uma tenso
entre as questes mercadolgica e de audincia nmero de acessos
pgina, colocao da mesma nos sites de busca, valor das correes
dos textos, comentrios dos leitores, entre outros fatores e as questes
pedaggica e avaliativa, j que h contedo pedaggico e preparao para
o exame por meio das correes das redaes.
A matriz de correo da redao do ENEM e seus impactos na produo textual
Fernanda Massi
Instituto de Estudos da Linguagem / UNICAMP
O Exame Nacional do Ensino Mdio (ENEM) um dos maiores processos
seletivos para ingresso no ensino superior no Brasil e o segundo maior do
mundo o primeiro o chins gaokao, com 9 milhes de inscritos (2015).
Uma das provas mais importantes do ENEM a redao, responsvel por
parte significativa da nota geral. Desde 2005, o INEP divulga a matriz de
referncia para redao do ENEM, causando forte impacto no processo
de ensino aprendizagem de produo textual no ensino mdio brasileiro.
Alm de inmeros problemas em seus enunciados, a matriz de referncia
para redao do ENEM reduz diversos conceitos (norma culta, gnero/
tipo textual, coeso e coerncia) a partir dos nveis (0 a 5) estabelecidos
para cada uma das cinco competncias avaliadas na matriz. Os textos
de apoio da redao e a frase temtica so avaliados de maneira pouco
proveitosa na matriz de referncia, que no faz distines claras entre
leitura, compreenso, parfrase e cpia. Tal coletnea apresenta recortes
descontextualizados e pouco teis para a discusso em torno de uma
problemtica. O reducionismo dos conceitos na matriz de referncia incita o
ensino aprendizagem de frmulas e macetes para a produo de textos que
atendam, exclusivamente, ao que foi solicitado. Um dos efeitos negativos
desse sistema de correo a proliferao de cursos preparatrios para o
exame (dentro ou fora da escola), visando um treinamento especfico para
a prova de redao. Este trabalho prope uma ampliao das exigncias
feitas pela redao do ENEM, de modo que o estudante aprenda a produzir
bons textos em qualquer contexto de produo, e no apenas naquele
destinado conquista de uma boa nota para ingresso no ensino superior.
Assim, propomos uma reviso na matriz de redao do ENEM que traga
impactos positivos para o processo de ensino e aprendizagem de produo
textual.
O papel do Enem na poltica lingustica para o ingls no contexto brasileiro
Andrea Barros Carvalho de Oliveira
Instituto de Estudos da Linguagem / UNICAMP
O presente estudo objetiva descrever e discutir a poltica lingustica para
o ingls em vigor no Brasil, especificamente analisar os desdobramentos
da incluso do idioma no Exame Nacional do Ensino Mdio a partir de
2010. Visto que exames so considerados como mecanismos de poltica
lingustica (Shohamy, 2006), a pesquisa buscou compreender como o Enem
(reputado como exame de alta relevncia) legitima e ao mesmo tempo
14
alimentado pelas representaes acerca da LI que so compartilhadas
socialmente. Para tal, investiguei as representaes de estudantes, de
professores e de coordenadores da rede pblica acerca do Enem e da LI
bem como acerca do ensino e da aprendizagem desse idioma na escola.
Trata-se de uma pesquisa interpretativista de cunho etnogrfico em que
recorri entrevista semiestruturada como recurso metodolgico a fim
de fazer emergir espontaneamente as representaes dos participantes
acerca do tema proposto. O entendimento da representao como a
base da prxis social fundamenta a noo de poltica de representao
que abrange um conjunto de representaes sobre um dado tema que
circula (via linguagem e outras formas simblicas) em uma comunidade
discursiva (Ribeiro da Silva, 2011). Alm da perspectiva dos participantes, a
pesquisa tambm envolveu a anlise da legislao e de outras publicaes
relacionadas lngua inglesa. A contraposio do discurso oficial com a
fala dos estudantes e dos coordenadores visa compreenso da poltica
lingustica tanto em sua dimenso institucional quanto da chamada poltica
de fato (Shohamy, 2006), que engloba as prticas sociais relacionadas
lngua inglesa no contexto pesquisado.
C9-12
Time: Monday, 24/Jul/2017: 10:15am - 12:15pmLocation: Queluz VII
10:15am - 10:45am
#MultilingualismAsAResource
Soraya Abdulatief
University of Cape Town, Western Cape, South Africa; sabdulatief@gmail.
com
Changes in the student population from first language students to growing
numbers of English additional language and English Foreign Language
(EFL) students has increased the pressure on the higher education sector
to transform. In South Africa specifically, the 2015 student protests called
for decolonising the curriculum and for the transformation of institutional
and State financial and economic policy. Though student protests shut
institutions down, not much emphasis was placed on higher education to re-
examine its monolingual approach to literacy and language. In South Africa,
English is the official language of learning and teaching across all sectors of
education despite the fact that the majority of teachers and learners have
an African language as their home language. As a literacy and language
researcher in higher education, I argue that decolonising the curriculum
entails a shift institutionally and pedagogically from an English dominant
approach to viewing language and multilingualism as a resource. The aim
of this paper is to answer the question, What is the nature of the pedagogic
interaction and the classroom discourse when critical literacy and academic
writing practices, taught from the perspective of multilingualism as a
resource, are introduced to selected in-service teachers at a university in
South Africa? To address this question, I designed a series of critical literacy
and academic writing workshops for in-service teachers with English as an
additional language. I would like to show how my decisions as workshop
facilitator on the choice of classroom talk, content, sequencing of content
and the inclusion of multiple languages influenced the learning environment.
I also explore the experiences of students in order to learn when and why
higher education students found it enabling to use their home language as
a classroom resource.
10:45am - 11:15am
Innovative materials for learner engagement with feedback
Marinella Caruso, Sabine Kuuse, Nicola Fraschini
The University of Western Australia, Australia; marinella.caruso@uwa.edu.au
This paper evaluates an innovative approach to providing feedback to
foreign language learners, which was guided by the fundamental needs for
student engagement and student literacy in the feedback process. In second
language learning, feedback has been the subject of several studies in the
last few decades, all agreeing on its beneficial role in providing learners with
information that they can actively use to confirm, disconfirm, and possibly
modify the hypothetical, transitional rules of their developing grammars
(Ferreira et al 2007: 395). Research in this field also points to the specific
and complex nature of feedback, and the importance of further research to
inform more effective practice.
In the context of the recent explosion in languages enrolments at the
University of Western Australia, which has opened access to languages
study for students enrolled in all faculties, a priority was identified to re-
imagine the feedback process to ensure it becomes a means to learning
success. In 2016 new strategies and materials were developed, including: a
set of short videos designed to support student literacy about feedback; an
online interactive coversheet to be submitted by students with their written
assignment; and a data bank of feedback comments for on-screen feedback
on written work. The new materials have been initially incorporated into
intermediate courses of French, Italian and Korean. The project evaluation,
currently in progress, employs a quantitative and qualitative approach, with
student surveys and focus groups as research instruments. This paper
presents the major findings of the investigation and their relevance for
effective feedback.
Ferreira A., J. D. Moore and C. Mellish (2007), A Study of Feedback
Strategies in Foreign Language Classrooms and Tutorials with Implications
for Intelligent Computer-Assisted Language Learning Systems, International
Journal of Artificial Intelligence in Education, 17: 389 422.
11:15am - 11:45am
Develop critical thinking skills by incorporating content-based teachingin
the EFL course
Yue Peng
Guangzhou Academy of Fine Arts, Peoples Republic of China;
15975392281@163.com
In order to prepare college students for active citizenship and cultivate
their intellectual and cognitive literacy, development of critical thinking skills
should be emphasized in higher education. Without an critical understanding
of how theories and hypotheses operate in our lives, a student would be
incapable to grasp the technique of exploring the assumptions that guide
behaviors and choices, analyzing and solving the problems, and making
the reasonable judgments as well. Besides, in some extent, language
and thought are interrelated. As Jan Amos Komensky regarded, a foreign
language is a means of getting to know the world, the cultures, as well as
the different life situations and concerns. Learning the language through
content might have the advantage of allowing an integration with critical
thinking tasks, so that students are able to communicate about thoughts,
not just words. Thus, developing the critical thinking skills would be part of
the language classrooms responsibility, however, constructing a effective
teaching model and course materials that take the critical thinking skills
into consideration is comparatively challenging. In order to throw light on
this issue, the research mainly explores possibilities of developing college
students critical thinking skills by incorporating thecontent-based teaching
in the EFL course. From both of qualitative and quantitative perspectives,
three aspects are explored in research: 1. In the EFL class, which course
materials could be applied to develop the critical thinking skills ? 2. How can
the content-based teaching model be implemented into the EFL course?
3. How the content-based EFL course affect the development of students
critical thinking skills? The study tries to indicate that the teaching model
and course guided by content-based curriculum could help students narrow
down the gap between being proficient in language course books and
being capable to think critically.
11:45am - 12:15pm
Anlise de propostas didticas para o desenvolvimento da oralidade em PLE/
PL2: desafios epistemolgicos para inovao
Dansia Torres dos Santos1, Ana Catarina Moraes Ramos Nobre de Mello2
1
UFRJ, Brazil; 2UFRJ, Brazil; dandants@gmail.com
O objetivo deste trabalho fazer uma anlise das propostas didticas
voltadas para a habilidade de produo oral em PLE/PL2 (portugus lngua
estrangeira/ portugus segunda lngua) presentes em materiais didticos
impressos e em sites autoinstrucionais. Na primeira etapa da pesquisa,
realizou-se, portanto, o levantamento dos livros didticos publicados
no Brasil e no exterior e dos sites autoinstrucionais de acesso gratuito.
15
A segunda etapa da pesquisa foi dedicada delimitao do corpus
considerado na anlise propriamente dita e tentativa de se estabelecer
uma categorizao para as propostas didticas encontradas. Para tanto,
partiu-se do estudo do tratamento dado a essa habilidade em diferentes
abordagens voltadas para o ensino-aprendizagem de LE/L2. Alm disso,
com base em estudos como o de Oliveira (2015) e Paiva (2014) buscou-se
uma melhor compreenso dos aspectos envolvidos na produo oral, de
modo a se estabelecerem parmetros para a anlise dos materiais didticos
e dos sites. Consideraram-se, ainda, como norteadores para esta pesquisa,
os estudos sobre a conversao, de Kerbrat-Orecchioni (2006), e sobre os
gneros orais, de Farias (2009). Os dados analisados de modo preliminar
sugerem que tanto os livros didticos quanto os sites destinam uma ateno
muito precria habilidade de produo oral. Essa precariedade se
explicita, entre outros fatores, na fragmentao das propostas, descoladas
de uma viso mais contempornea de ensino-aprendizagem de lnguas, que
considera o desenvolvimento da oralidade por meio da fala-em-interao e
que destaca a integrao das habilidades lingusticas, a multimodalidade
dos gneros orais e as questes interculturais que perpassam toda e
qualquer interao humana. Nesse panorama, ganha especial relevncia,
para a inovao no contexto do ensino-aprendizagem de lnguas, o desafio
epistemolgico da formao de professores mais crticos no que concerne
anlise de materiais didticos e produo de alternativas ao que o
mercado editorial oferece.
C13-16
Time: Monday, 24/Jul/2017: 10:15am - 12:15pmLocation: Venezia I
(Res)significaes de prticas de letramentos acadmicos por tecnologias
digitais
Flvia Danielle Sordi Silva Miranda
UNICAMP, Brazil; flaviasordi@gmail.com
Esta apresentao pretende explorar reflexes sobre letramentos
acadmicos (res)significados por tecnologias digitais, focalizando o contexto
da Universidade Estadual de Campinas (UNICAMP), especificamente, da
disciplina LA071A-Estgio Supervisionado, oferecida ao longo do primeiro
semestre do ano letivo de 2013, para o curso de licenciatura em Letras
(diurno). As consideraes ora expostas so provenientes da tese de
doutorado, desenvolvida dentro do Programa de Ps-graduao em
Lingustica Aplicada da Unicamp, com financiamento do CNPq. Trata-
se de estudo qualitativo (LUDKE; ANDR, 1986) e inserido na Lingustica
Aplicada por buscar compreender, principalmente, prticas de letramentos
permeadas por tecnologias e decorrentes denotaes naquelas e no curso
em questo, revelando, assim, relevncia social e lingustica (MOITA LOPES,
2006). Desenvolvemos uma etnografia (ERICKSON, 1984; HEATH; STREET;
MILLS, 2008) no somente como mtodo ou metodologia, mas como
teorizao profunda, conforme defende Lillis (2008). Assim, o trabalho
dialoga intensamente com a temtica do congresso, a qual relaciona
poltica, teoria e prtica na Lingustica Aplicada, visto que letramentos na
esfera acadmica so marcados por diversos elementos poltico-sociais
que se refletem, tanto na estruturao dos cursos, quanto na elaborao de
discursos pelos atores envolvidos. Logo, o campo terico dos letramentos
acadmicos (LILLIS; STREET, 1998; LILLIS; SCOTT, 2007) foi eleito como
base terico-epistemolgica, juntamente com o quadro do dialogismo
bakhtiniano (BAKHTIN, 1929). Nesta investigao foram identificadas
e examinadas formas de desenvolvimento de prticas de letramentos
acadmicos no contexto estudado, bem como (res)signficaes que
tecnologias digitais imprimiram s noes de identidade, agncia e poder,
observando-se o qu ou quem estava envolvido por meio de pesquisa
histrico-documental e de observao participante, as quais propiciaram
cruzamentos de diversos dados, como entrevistas, gravaes das aulas
e acesso s produes acadmicas dos graduandos. Alm de evidenciar
elementos intrnsecos aos letramentos acadmicos (res)significados por
tecnologias, o estudo contribui para reflexes sobre prticas letradas no
que diz respeito formao docente.
Leitura de literatura e leitor protagonista: inovao e confronto
epistemolgico nos estudos de letramento
Ariane Mieco Sugayama
Pontifcia Universidade Catlica - So Paulo, Brazil; arianetec@hotmail.com
A leitura de literatura, em sala aula, quando atrelada a um modelo de
ensino-aprendizagem de tradio transmissiva e tecnicista (CEREJA, 2005),
silencia a voz interpretativa do leitor. Esse modo de agir norteado por
uma concepo de linguagem que tem como base os pressupostos da
epistemologia do monologismo. Em confronto a esse tipo de abordagem,
uma prtica inovadora de letramento, o Pensar Alto em Grupo (ZANOTTO,
2014a), foi construda e vem sendo delineada pelos pesquisadores do
grupo de estudos GEIM, a partir de outra epistemologia, no caso, a do
dialogismo (ZANOTTO; SUGAYAMA, no prelo). O Pensar Alto em Grupo,
ao propor uma discusso sobre o texto, em sala de aula, permite que os
leitores coconstruam e negociem suas prprias interpretaes no coletivo.
Assim, cada sujeito pode se posicionar de forma responsiva ativa, sendo,
portanto, protagonista no processo de ensino-aprendizagem. O objetivo
deste trabalho, portanto, : 1. analisar a coconstruo e a negociao de
sentidos da metfora do tecer no conto A Moa Tecel, de Marina Colasanti,
num evento de Pensar Alto em Grupo; 2. compreender de que maneira
ocorreu a apreenso dos leitores quanto a questes do feminino no conto,
a partir da projeo parablica da narrativa fonte (o conto) na alvo (contexto
de recepo dos leitores) (TURNER, 1996, 2009). Esse estudo se insere
num paradigma qualitativo (CHIZOTTI, 2008), de orientao interpretativista
(MOITA LOPES, 1994) e tem como instrumento metodolgico o Pensar Alto
em Grupo. Os sujeitos da pesquisa so agentes culturais de uma biblioteca
comunitria e bibliotecrios da rede pblica, de So Paulo. Os resultados
demonstraram que, ao darmos o direito de voz ao leitor para a construo
das leituras, possvel que ele compreenda a narrativa literria, como
sujeito protagonista, construindo um ponto de vista crtico, reflexivo, assim
como sensvel aos efeitos de sentido do texto potico-ficcional.
Oral language skills and the production of written text in young students
with reading difficulties
Christian Waldmann, Maria Levlin
Ume University, Sweden; christian.waldmann@lnu.se
Oral language skills relate to the ability to produce written texts. The
production of written text has proved to be challenging for many students
with language and reading difficulties. Language skills, verbal working
memory and phonological processing are central not only for automatized
processes in text production (spelling and punctuation) but also for higher
cognitive processes involved in text production (linguistic quality of the
text, text organization and text length). This presentation considers the
relationship between oral language skills, phonological processing, verbal
working memory, reading skills and the production of written text in a group
of 40 Swedish-speaking students in grade 3 (9-10 years old) who were
identified with reading and spelling difficulties in grade 2 (8-9 years old). The
students participated in a speech-language pathology (SLP) assessment in
grade 3 that included standardized tests related to phonological processing,
receptive and expressive language skills (lexicon, grammar and discourse),
short-term memory, verbal working memory, word-decoding, reading
comprehension and nonverbal problem solving. The students also wrote a
free narrative text in grade 3. The texts were analyzed focusing on measures
of the production of text on the transcription level (spelling and punctuation),
lexical level (lexical variation and density), sentence level (grammatical
complexity and morphological and syntactic errors) and discourse level
(text length). Based on the model Simple View of Writing and results from
previous research, the following hypotheses were formulated: (1) language
skills, verbal working memory, decoding and reading comprehension are
related to the production of text on word and sentence levels, and on
discourse level, and (2) phonological processing, decoding and verbal
16
working memory are related to spelling on the transcription level. Statistical
analyses were performed to illuminate relationships between variables in
the SLP assessment and the writing assignment. The findings are presented
and discussed focusing on methodological and theoretical aspects.
Structure and Quality of Expository Texts of Elementary Schools Children in
Israel: A Developmental Study
Anat Stavans1, Sara Zadunaisky Ehrlich1,2, Batia Seroussi2
Beit Berl College, Israel; 2Levinsky College, Israel; stavansa@beitberl.ac.il
1
Learning to write is a complex process entailing integration of multiple
individual abilities (e.g., notational, linguistic, communicative) and contextual
factors (e.g., teaching practices, parental input). We focus on expository
texts because their mastery, which is long and protracted, is the most
needed in the development of academic literacy at school. This paper is
part of a large scale study that traces a developmental model of writing
that (1) is explained by what is taught in classrooms, home literacy practices
and individual linguistic / notational / discursive skills; (2) offers a guide to
learning objectives and (3) provides tools to evaluate text quality.
This paper focuses on the specific abilities as reflected in the structure and
quality of expository text productions of 160 elementary school children in
2nd, 3rd, 4th and 5th grades in Israel. This paper will outline the features
that characterize the production of such texts and propose an explanatory
model of Text Quality. The participants completed a set of written and oral
tasks related to the potentially explanatory variables of text quality e.g.
notational and discourse abilities, vocabulary, reading comprehension,
working memory and handwriting fluency. The written tasks elicited
constituted the production of informative and argumentative texts in three
different forms (writing with pen and paper argumentative and informative
texts, using a Smartpen argumentative text, dictating an informative text
to the experimenter). Each child produced 4 texts. The texts were analyzed
for structure and quality in terms of lexical, syntactic, and discursive features
and by the global evaluation of external judges.
Results show developmental differences in the structure and quality of the
texts in terms of: components, genre appropriate support, discourse stance,
spelling, writing conventions and more. Moreover, there are age related
differences in the individual abilities (cognitive and linguistic) contributions
to text structure and quality.
C17-20
Time: Monday, 24/Jul/2017: 10:15am - 12:15pmLocation: Venezia II
10:15am - 10:45am
Academic literacy in internationalized times: the professors side of the
challenge
Nara Nlia Marques Nogueira
IFMG Betim/UFMG, Brazil; narinhaanogueira@hotmail.com
The present investigation analyzes English academic literacy practices
in the continued education of professors and examines the impact they
have on the internationalization of the Federal University of Minas Gerais
(UFMG). The data collection took place at the Workshop Researcher
Connect, a course designed to expand the professional development
of professors/researchers, improving their communication skills in
international and multicultural contexts. The workshop was organized
jointly by the British Council, the Brazilian research agency FAPEMIG, and
UFMG. Prior to the workshop, online questionnaires were applied in order
to comprehend the participants perceptions and previous experiences
related to internationalization, publication, and academic writing matters.
During the course, texts produced by participants were gathered and field
notes were taken. After the event, structured interviews were carried out
with participants. While seventeen people, including fourteen university
professors and three graduate students, were present at the workshop,
only a few participants had already published articles in English. Issues
related to publication in national and international journals including
academic requirements created by universities were raised and explored.
Moreover, the participants indicated several challenges concerning the
17
internationalization process and made suggestions related to how to refine
the teaching/learning of English academic writing in their specific contexts.
Finally, the reflections provoked by the workshop seemed to have had a
positive effect on numerous participants. We learned that initiatives such as
the workshop highly contribute to increased collaboration in producing and
sharing research, as they prepare professionals to be the actors of a more
effective and integrative internationalization.
10:45am - 11:15am
An Effective Literacy Program for Young EFL Learners
Mitsue Allen-Tamai
Aoyama Gakuin University, Japan; allentamai@cl.aoyama.ac.jp
In the past few decades, a substantial number of studies in L1 literacy
research have reported the importance of phonological awareness and
letter knowledge on developing subsequent vocabulary and reading
development (e.g. Adams, 1995; Goswami, 2003; Ehri et al., 2001). Along
with reviewing some bilingual research underpinning this claim, this
presenter will report on the effectiveness of her literacy program for young
Japanese EFL learners, ages from ten to twelve. She will also discuss how
English phonological awareness and letter knowledge affect their reading
development.
During the two years of the study, the participants (723 5th, 6th,and 7th
graders) were administered tests measuring their phonological awareness,
print knowledge, vocabulary knowledge, and reading ability twice in each
year, in addition to small quizzes measuring other skills. The presenter will
report on the effectiveness of the program by comparing them with the
control groups. The growth curve model was used to analyze the data for two
years and suggests that the participants in the treatment group increased
their vocabulary knowledge and phonological awareness significantly faster
than the control group, but there was not a significant difference in the
development of letter knowledge between the groups.
Structural equation modeling was used to analyze the influence of some
variables on their reading development in the treatment group. The model
suggests that their English literacy development is greatly affected by
phonological awareness, letter knowledge, vocabulary, and oral language,
although there are some degree differences of influence from each factor.
Validity of transferring L1 research findings to L2 contexts was proven, in
spite of the substantial differences between the English and Japanese
phonological and orthographic systems.
11:15am - 11:45am
Elementary intensive ESL learners scriptural practices and conceptions of
writing in first and target languages
Sunny Man Chu Lau1, Thomas Lynn2, Olivier Dezutter3, Cecile Sabatier4, Corinne Haigh1
Bishops University, Canada; 2Universit de Sherbrooke; 3Universit de
1
Sherbrooke, Quebec, Canada; 4Simon Fraser University, British Columbia,
Canada; sunnylaumanchu@gmail.com
Research in writing and literacy education (Cansigno, 2010; Cummins &
Early, 2011; Dabne, 1991) has demonstrated that students relationship with
writing may serve as brake or lever for the development of learning. In bi/
plurilingual contexts, schools should take into account students writing
experiences in first and additional languages, inviting them to reflect on
their scriptural practices and their image of writer (Delcambre & Reuter,
2002) in a pluralist and critical perspective (Dagenais, 2012) to facilitate the
development of literacy skills (Armand, 2011; Perregaux & Deschoux , 2007).
In this presentation, we share some findings of a larger ongoing multi-year into
the writing development Grade 6 intensive English-as-a second language
(ESL) students in Quebec, Canada, specifically their views of themselves
as writers and as communicators in two or more languages, their sense of
competence and the procedures they implement to develop their scriptural
practices and build plurilingual skills (Moore, 2006; Molini & Moore,
2012). Through a standardized writing test (WIAT) and student interviews
before, during and after the intensive ESL program, we uncovered different
dimensions of relationships to scripting (Barr Miniac, 2000) that these
students highlight including the declared practices and representations
that these students have forged during their writer lives, both through their
school experiences and in extracurricular activities. Students also show
different degrees in their metacognitive awareness of the writing traits and
that their mostly positive attitudes to writing were not correlated to higher
levels of writing skills but rather mostly to the types of writing activities that
they deem meaningful and that allowed them to invest their cognitive and
creative resources. We propose a broader reflection on the teaching and
learning of second languages programmes in bi/plurilingual contexts.
11:45am - 12:15pm
Fulano y su pandilla: quadrinhos (afro)latino-americanos no ensino de lngua
espanhola
Valdiney da Costa Lobo
Universidade Federal Fluminense, Brazil; valdineylobo@gmail.com
Essa comunicao tem como objetivo apresentar uma pesquisa de
doutorado em andamento no PIPGLA/UFRJ sobre a produo de tiras (afro)
latino-americanas de reexistncia e sua apropriao nas aulas de lngua
espanhola do Colgio Universitrio da Universidade Federal Fluminense
(Coluni UFF). Como aporte terico, utilizo os pressupostos tericos de
Hall (2006), Silva (2010), Ozella (2003) e Bock (2007) acerca de questes
identitrias. Alm disso, baseio-me na concepo de gnero discursivo
(BAKHTIN, 1997) tiras em quadrinhos (RAMOS, 2009). Na primeira etapa, h
a produo de tiras em quadrinhos bilngues da Turma do Fulano (Fulano
y su pandilla). Nelas, o personagem principal um adolescente brasileiro
e negro, com um posicionamento crtico sobre diversos acontecimentos do
cotidiano latino-americano, inclusive sobre o racismo, a partir de relaes
dialgicas com personagens juvenis latino-americanos hispanofalantes. Por
isso, o foco a problematizao do preconceito tnico-racial por meio do
empoderamento das vozes marginalizadas dos personagens (afro)latino-
americanos das tiras cmicas. Na segunda etapa, realizo uma proposta
pedaggica com as tiras do Fulano y su pandilla, elaborando atividades
de leitura crtica e letramento crtico, a fim de: fomentar um ensino de lngua
espanhola antirracista (FERREIRA, 2012); legitimar prticas de letramentos
de reexistncia (SOUZA, 2011) e ressignificar a heterogeneidade de vozes
dissidentes na Amrica Latina (KLEIMAN, 2013). Por fim, importante que os
alunos se apropriem de discursos antirracistas por meio de posicionamentos
reflexivos e crticos.
C21-24
Time: Monday, 24/Jul/2017: 10:15am - 12:15pmLocation: Venezia III
10:15am - 10:45am
Identities, emotion, and investment in multilinguals multimodal production:
Contrastive case study
Keiko Konoeda
Bates College, United States of America; kkonoeda@bates.edu
This paper examines the interrelationships among identities, emotion, and
investment in multilingual speakers multimodal production in multiliteracies
pedagogy (New London Group, 1996), drawing on a case study of digital
storytelling in a college language course.
Digital storytelling, which entails production of a short digital video where
the creator narrates a deeply personal story with the help of video or a
series of still images (Godwin-Jones, 2012, p. 3) is becoming popular
as a course project that encourages creative meaning making in target
languages. Emerging research studies suggest that such projects facilitate
learners agentic assemblage of diverse semiotic resources; however, these
studies tend to overlook the complex processes of multimodal (re)designing,
mediated by the identities (Norton, 2014) and the emotional responses of
multilingual subjects (Kramsch, 2009; 2010).
I inquire into the question How do identities, emotion, and investment
intersect in multiliteracies?, with the cases of two contrasting learners, out of
a larger study that explored the processes and products of digital storytelling
in a low-intermediate Japanese language course at a Northeastern US
college. The data include script drafts, final videos, written reflections, and
post-project semi-structured interviews. I analyzed the data with two tools:
18
content analysis (Emerson, Fretz, & Shaw, 1995) and Bakhtinian analysis of
interactional positioning (Davies & Harr, 1990; Wortham, 2001) that indexes
the identities of the speakers.
One of the two focal participants expressed pleasure and invested
enthusiastically in multimodal production, but the other felt estranged and
invested minimally. Comparing and contrasting the ways in which the two
reflected on their engagement with the project, triangulated with other data
sources, I discuss how their different capacities to imagine themselves
as speakers of the language impacted their emotion and investment in
digital storytelling. This paper contributes significantly to the research in
multiliteracies by highlighting the multilinguals subjective aspects in (re)
designing.
10:45am - 11:15am
A afirmao de estticas negras em ambientes educacionais e digitais:
desestabilizando discursos enrijecidos
Lda Maria Vieira Boaventura
Universidade Federal do Rio de Janeiro, Brazil; ledaboaventura@ufrj.br
O objetivo deste trabalho investigar processos de afirmao das belezas
de meninas negras em curso nos ambientes educacionais e digitais em
que circulo. Sobretudo, pretendo analisar um ensaio fotogrfico ocorrido
no ano de 2015 em uma escola bsica do municpio do Rio de Janeiro e a
circulao textual desse evento nas interaes face a face, no facebook e
em um grupo no whatsapp. Compreendo o uso da linguagem como ao
performativa (BUTLER 1997; MOITA LOPES, 2013; PENNYCOOK, 2007), por
meio da qual ns construmos realidades e subjetividades nas diversas
prticas sociais nas quais nos engajamos. Essa perspectiva possibilita
o questionamento dos discursos enrijecidos no caso especfico, os
padres hegemnicos de beleza feminina que circulam sobre os sujeitos
sociais, pois estes so compreendidos como construes scio-discursivas
instveis e sujeitas mudana. Nesse sentido, as vozes de afirmao das
belezas de meninas e mulheres negras, que ecoam em diferentes canais
miditicos, podem desafiar e desestabilizar significados engessados sobre
o que ser bela que circulam na sociedade e, sobretudo, na escola.
Adoto ainda a concepo de raa proposta pelas Teorias Queer (MELO
& MOITA LOPES, 2013; BARNARD, 2004), que colabora nas discusses
acerca a desessencializao do que ser negra e na compreenso de
que h muitos modos de ser negra, abordando suas nuances mltiplas e
contraditrias na vida social.
11:15am - 11:45am
Multiletramentos na formao inicial: o trabalho com tecnobiografias com
alunos de Letras e (re)construo identitria
Dorotea Frank Kersch
Universidade do Vale do RIo dos Sinos - UNISINOS, Brazil; doroteafk@
unisinos.br
No contato que temos tido com professores de lngua portuguesa da
rede pblica desde 2010 temos percebido que, de modo geral, parecem
estar pouco preparados para o trabalho com textos multimodais, de
modo especial os que circulam na esfera digital, bem como para o uso de
tecnologias em suas aulas. Isso nos desafiou a oferecer um seminrio de
estudos para alunos do curso de Letras de uma universidade privada do sul
do Brasil, sobre leitura e escrita de gneros multimodais que circulam na
esfera digital. Os alunos demonstravam usar bastante tecnologias digitais
para seu entretenimento, mas, a exemplo dos professores em ao, pouca
familiaridade pareciam ter com elas para produzir material para usar nas
aulas, ou seja, pouco se identificavam com as tecnologias para sua atuao
como professores. Uma das atividades introdutrias do curso foi a produo
de tecnobiografias (BARTON; LEE, 2015) nas quais, para a constituio de
sentido, tiveram de lanar mo de mltiplos modos. Nesses textos, mostram
como se veem (ou como gostariam de ser vistos) na cultura digital. Os
dados que se analisam aqui so provenientes de dez tecnobiografias,
e o relato dos alunos sobre o processo de produo desses textos. Os
dados so analisados luz dos estudos de letramento (BARTON; LEE,
2015), estudos sobre identidade (HALL, 2002), considerando-se o carter
social da aprendizagem no mbito de comunidades de prtica (WENGER,
2001). Os resultados iniciais mostram que a produo de tecnobiografias
oportuniza o trabalho com multimodalidade e permite o desenvolvimento
de uma identidade digital (CORREA GOROSPE et all 2015). A tecnobiografia
permite ainda que os alunos (re)construam sua(s) identidade(s), mostrando
que ela(s) decorre(m) de um processo de negociao e constituio da
experincia vivida dentro e fora da academia e da escola, e do que significa
ser professor numa sociedade caracterizada pela digitalizao.
11:45am - 12:15pm
Da pgina tela: anlise da produo de uma narrativa transmdia no Ensino
Fundamental II
Bruno Albanese
Universidade Estadual de Campinas, Brazil; brunocalbanese@gmail.com
Situada no campo aplicado de estudos da linguagem, esta comunicao
visa analisar a narrativa transmdia produzida por alunos do nono ano do
Ensino Fundamental II de uma escola da rede particular de ensino, a partir
da transposio do romance Senhora de Jos de Alencar para um curta-
metragem. Comparando-se obra de Alencar, com o roteiro escrito pelos
alunos e com o curta, buscou-se pelos momentos em que a adaptao
apresentava distines em relao ao texto original para a construo
dos dados. A comparao resultou na identificao de elementos da
telenovela articulados aos do romance de Alencar como soluo para a
transformao do texto em imagem e som pelos alunos. Os dados foram
analisados a partir dos postulados de Jenkins (2006) sobre o que seriam as
narrativas transmdia contrastando com a concepo formulada por Dena
(2009) sobre o mesmo fenmeno, que compreende que as adaptaes
so narrativas transmdia por serem fruto de um processo de interpretao
do adaptador com movimentos de retirada e incluso de contedos em
relao obra original. As anlises mostram que no processo de traduo
do texto literrio escrito para o curta-metragem, houve espaos em que
os alunos recriaram o texto, pois no era possvel uma transcodificao
da palavra em imagem e som. O uso intenso de msicas como trilha-
sonora para a substituio das longas descries sobre as emoes das
personagens presentes no romance um dos elementos mais presentes
no vdeo. Bem como a performance de algumas personagens remete
construes estereotipadas das telenovelas. Os resultados mostram,
portanto, que a adaptao dos alunos no somente uma duplicao do
enredo do romance em outra mdia, mas foi um processo de criao em que
se articulou elementos da obra de Alencar com elementos das telenovelas
para que fosse possvel a produo do curta-metragem.
C25-28
Time: Monday, 24/Jul/2017: 10:15am - 12:15pmLocation: Venezia IV
10:15am - 10:45am
A LINGUISTICA APLICADA E OS ESTUDOS BRASILEIROS: IMBRICAES TERICO-
METODOLGICAS PARA A EDUCAO LINGUSTICA NO BRASIL
Marcel Alvaro de Amorim
Instituto Federal do Rio de Janeiro, Brazil; marceldeamorim@yahoo.com.br
O cenrio que hoje se apresenta, na segunda dcada do sculo XXI, um
cenrio particular. Beck, Giddens e Lash (1997) apontam que vivemos em um
mundo mais propcio ao surgimento de reflexidade, uma vez que cada vez
mais somos circundados por discursos alternativos, que podem desmantelar
formas slidas de se compreender e ordenar o mundo, tornando instveis
as suas bases. Como aponta Moita Lopes (2006, p. 26), novos tempos
exigem novas formas de se teorizar; pode ser infrutfera a tentativa de se
enquadrar um novo cenrio social, poltico e econmico a partir de velhos
enfoques, velhas rotas. Com efeito, diversas campos de estudo e suas
agendas de pesquisa tm procurado se (re-)inventar a partir dos novos
discursos que emergem na contemporaneidade. Dentre esses campos, a
Lingustica Aplicada e os Estudos Brasileiros so reas que, recentemente,
tm passado por redescries em um movimento de contnua readequao
a um fazer cientfico responsivo e responsvel ao mundo contemporneo.
E, nesse movimento de redescrio, ambas as reas apostam em novas
epistemologias, novas lentes, que, sendo adequadas ao momento atual,
podem dialogar, contribuindo conjuntamente para construo de um fazer
cientfico sobre a educao lingustica que considere o contexto social,
econmico, poltico e cultural mais amplo no qual as pessoas vivem e a
pesquisa se concretiza, bem como os diversos saberes e habilidades
envolvidas nas mais diferentes prticas linguageiras, inclusive aquelas que
tm lugar no contexto escolar. Desse modo, objetivo desta comunicao
vislumbrar possveis imbricaes terico-metodolgicas entre as reas de
pesquisa mencionadas, observando tambm a possibilidade de dilogo
efetivo entre elas, num movimento de transfertilizao, isto , de benefcios
mtuos para as duas reas em destaque, que propicie ganhos e traga
contribuies para uma (re-)descrio da pesquisa no campo da Educao
Lingustica no Brasil.
10:45am - 11:15am
Atividade docente como objeto de formao do professor: a constituio de um
coletivo de trabalho
Llia Santos Abreu-Tardelli1, Carla Messias2
1
UNESP, Brazil; 2UNIGE, Sua; liliabreu@uol.com.br
Este trabalho apresenta os resultados parciais de um projeto de formao
e de pesquisa que demonstra a necessidade de se considerar a atividade
docente como um objeto de formao de professor em servio ou em pr-
servio. Esse projeto foi desenvolvido de 2014 a 2016 na rede pblica da
regio noroeste do estado de So Paulo e contou com a participao de um
coletivo de trabalho constitudo por professores de lngua portuguesa de
trs escolas. O procedimento metodolgico adotado constituiu-se de trs
etapas: a formao de um coletivo de trabalhadores; o acompanhamento
desses profissionais em aulas, sesses de instruo ao ssia,
autoconfrontao simples e cruzada; e a anlise lingustico-enunciativa
dos dados. Apoiamo-nos nos aportes terico-metodolgicos adotados
pelo ALTER-CNPq (Anlise de Linguagem, Trabalho Educacional e suas
Relaes) em treze anos de pesquisa, que alia o quadro epistemolgico do
interacionismo sociodiscursivo (BRONCKART, 1999) s teorias da Psicologia
do trabalho, mais especificamente, as desenvolvidas na Clnica da Atividade
(CLOT,2006), e nas bases tericas da Ergonomia da Atividade (AMIGUES,
2004; SAUJAT, 2004). Visando identificar a influncia do contexto e postular a
necessidade de um processo de formao que o considere, descreveremos
o processo de elaborao do coletivo, assim como as sesses de instruo
ao ssia e de autoconfrontaes e como esses elementos podem
constituir objeto de uma formao continuada. Apresentaremos tambm
os resultados das anlises lingustico-enunciativas de parte dos dados,
baseados no quadro terico-metodolgico apresentado. Como resultados,
observamos a influncia impeditiva do contexto mais amplo na realizao
da ao docente em sala de aula presente no discurso dos professores,
uma lacuna sobre o objeto de ensino ligada s dimenses lingusticas do
ensino da lngua, a necessidade de uma formao baseada no contexto
especfico de atuao dos professores, a problemtica de constituio de
um coletivo de trabalho e o desenvolvimento que esse coletivo possibilita
aos trabalhadores.
11:15am - 11:45am
Dilogos construdos nas prticas de reviso e reescrita: analisando uma
oficina de fanfictions na escola
Larissa Paris
UNICAMP, Brazil; larissagparis@gmail.com
Este trabalho apresenta parte das discusses realizadas em uma pesquisa
de mestrado qualitativa de base interpretativista em Lingustica Aplicada.
Seu objetivo investigar o modo como os dilogos com enunciados de
diferentes campos so construdos nas prticas de reviso e de reescrita
escolares e de que forma os sujeitos fazem uso das categorias de reviso e
das operaes lingusticas de reescrita nestes casos. Para tal, uma oficina de
produo escrita de fanfictions foi realizada com a participao voluntria de
alunos do primeiro ano do Ensino Mdio de uma escola do estado de So
Paulo. Na oficina, os discentes posicionaram-se como sujeitos escritores de
suas narrativas assim como revisores dos textos de seus colegas. O corpus
desta pesquisa foi gerado por meio das metodologias do estudo de caso e
da pesquisa-ao e se constitui pelos textos escritos, revisados e reescritos
pelos estudantes. A partir de uma perspectiva dialgica baseada na teoria
bakhtiniana, foi constatado que as revises e reescritas que dialogaram com
19
enunciados do campo escolar procuraram realizar melhorias em relao
escrita, especialmente na adequao norma padro da lngua portuguesa.
Como decorrncia, correes resolutivas e operaes de substituio foram
empregadas, respectivamente, nas revises e nas reescritas, viabilizando
uma nica possibilidade de reescrita traada pelo prprio aluno revisor. Por
outro lado, houve tambm a busca por uma adequao ao gnero fanfiction
nos textos que dialogaram com enunciados do campo do universo das
fanfictions. Nestes casos, foram empregadas correes textual-interativas
nas revises que instigaram o aluno escritor a refletir sobre seu texto no
momento da reescrita, possibilitando a ele encontrar solues, por meio de
operaes de adio, para aquilo que foi apontado como inadequado pelo
revisor. Os dados revelaram que o modo como a interao construda na
reviso influencia na forma como a reescrita realizada.
11:45am - 12:15pm
Proposta de matriz para avaliar a qualidade das atas na Cmara Municipal de
Belo Horizonte
Giovana de Sousa Rodrigues1,2
Cmara Municipal de Belo Horizonte (CMBH), Brasil; 2Universidade Federal
1
de Minas Gerais (UFMG), Brasil; giovanasousa@terra.com.br
Esta investigao, situada na rea da Lingustica Aplicada, tem como
questo central a formulao de uma matriz para avaliar a qualidade
das atas produzidas na Cmara Municipal de Belo Horizonte (CMBH).
Considera-se a ata como um gnero textual especfico que, no parlamento,
ganha novas particularidades, em decorrncia da necessidade de se
observarem os princpios da administrao pblica e o direito do cidado
informao em linguagem acessvel. So tomados como parmetros
para a avaliao das atas as normas da lngua padro, o Vocabulrio
Ortogrfico da Lngua Portuguesa, as recomendaes dos manuais de
redao oficial em circulao no Brasil, em especial o Guia Prtico de
Redao da CMBH, o conceito de compreensibilidade e a teoria tipolgica
de textos. Para a formulao da matriz, constituiu-se, inicialmente, um
corpus de atas em formato .doc, produzidas na Cmara por servidores
que demonstravam, entre si, diferentes competncias para a redao. As
atas foram revisadas no editor de texto Word, codificando-se no prprio
documento as alteraes promovidas. Por meio do programa AntConc,
obteve-se a lista de frequncia dos cdigos, ou inadequaes marcadas.
Das inadequaes mais frequentes, geraram-se os descritores, que foram
reunidos em grupos, os quais originaram os seguintes tpicos para a matriz:
Lngua Padro; Convenes Lingusticas do Guia da CMBH; ndice de
Compreensibilidade; Tipologia e Gnero. A aplicao da matriz possibilitar
demonstrar quantitativamente para os demais sujeitos do processo de
trabalho a desigualdade na qualidade da redao inicial das atas (percebida
at ento apenas pelos seus revisores), o que orientar intervenes para
a minimizao do problema e o monitoramento constante da qualidade
dos documentos. A matriz e a metodologia em comento podero contribuir
para a avaliao de textos em outros rgos ou setores, e seus descritores
podero estimular a gerao de anotaes para a criao de programas
computacionais de reviso textual pela administrao pblica.
C29-32
Time: Monday, 24/Jul/2017: 10:15am - 12:15pmLocation: Venezia V
10:15am - 10:45am
A complexity-informed approach to the development of Portuguese as an
additional language
Paulo Ott Tavares, Cristina Lopes-Perna
PUCRS, Brazil; pauloott@yahoo.com
Complexity theory (CT) is considered by many authors as a new, fitting
metaphor for language evolution, development, use, and learning, one
which accounts for the non-linearity, multidimensionality, decentralized
causality, dynamism, and emergence of language phenomena. Such
authors include Larsen-Freeman (1997, 2006, 2008, 2012), Kramsch (2012),
Horne (2008), Mercer (2012), among others. Drawing on these authors and
on the perspective of language development as a complex dynamic system,
this paper aims to present a dynamical description of the development of
fluency, accuracy and complexity in the oral production of four learners
of Portuguese as an additional language in Brazil. Through a time-series
design, participants (international students at a university in the south of
Brazil) were asked to tell the same story four times over a five-month time
period. Their oral production was recorded, transcribed, and analyzed
quantitatively (macro-level) and qualitatively (micro-level). Quantitative
analysis dealt with fluency, accuracy, and grammatical complexity, at group-
and individual-level. Qualitative analysis dealt with idea units, in order to
investigate how the stories varied each time they were told. This approach
provided a general view of learners development as self-organizing and
changing systems, as well as detailed accounts of language changes. This
study is based on a similar research carried out by Larsen-Freeman (2006)
on the oral and written production of Chinese learners of English, and it aims
to contribute to the establishment of CT as a mainstream tool to studying the
development of additional languages. It also places studies on Portuguese
as an additional language in the broad context of language researches.
10:45am - 11:15am
(TRANS)FORMAO IDENTITRIA DE PROFESSORES NA PRTICA DE ENSINO: DA
PARTICIPAO PERIFRICA PARA PARTICIPAO CENTRAL LEGTIMA
Michele Salles El Kadri, Atef El Kadri
State University of Londrina, Brazil; mielkadri@hotmail.com
Embora a importncia de se compreender os processos culturais e sociais
que medeiam a expanso da agncia de professores em formao vem
sendo cada vez mais reconhecida, o modo como o conceito vem sendo
definido na maioria dos estudos foca quase que exclusivamente no sujeito
da atividade. Assim, pouca ateno tem sido dada ao lado oposto do
conceito: a experincia de ser sujeito e ser condicionado s condies
contextuais (EL KADRI; ROTH, 2014). Desse modo, o objetivo do trabalho
demonstrar como novas formas de conscientizao e agncia emergem
para os professores em formao durante a prxis. Com o estudo de caso
de um professor em formao durante o momento de prtica de ensino
aliado ao Pibid, exemplifico como diferentes formas de participao na
escola geraram novas formas de conscientizao e desenvolvimento
agntico. Portanto, esta pesquisa est ancorada na perspectiva de
aprendizagem para a formao de professores da teoria socio-historico-
cultural (LAVE; WENGER, 1991; LEONTIEV, 1978; JOHNSON, 2009), em uma
viso ps-estruturalista de identidade (SILVA, 2004; WOODWARD, 2011;
BLOCK, 2007) e nos estudos de {ensino-colaborativo|dialogo cogerativo}
como referencial terico|metodolgico para a formao de professores
(ROTH; TOBIN, 2001; SCATLEBURY; GALLO-FOX, 2008). Os dados so
provenientes de dois anos de gravaes de dilogos cogerativos e so
analisados por meio de categorias da ADC (FAIRCLOUGH, 2003). Os
resultados da anlise demonstram que a agncia forjada pelas relaes
entre ser sujeito e estar condicionado s condies existentes. Alm disso,
demonstra que as identidades agnticas dos professores em formao
inicial so forjadas pela participao e so transformadas em seus modos
de agir, interagir, representar e ser quando condies mais dialgicas de
formao so fornecidas.
11:15am - 11:45am
A formao de professores de Lngua de Herana: o caso de Pedrinhas Paulista
Fernanda Landucci Ortale1, Giliola Maggio2
1
Universidade de So Paulo, Brazil; 2Universidade de So Paulo. Brazil;
ortale@usp.br
Esta comunicao tem como objetivo apresentar os resultados preliminares
de uma pesquisa que tem como foco a formao de uma professora de
Italiano como Lngua de Herana (ENNSNER-KANANEN, 2013). A pesquisa
foi realizada em Pedrinhas Paulista, ex-colnia italiana, fundada em 1952,
a partir de acordos bilaterais entre Brasil e Itlia. Na cidade, observa-se a
manuteno do italiano ou da variedade de Italiano Pedrinhense (CASTRO,
2002), no mximo, at a segunda gerao nascida no Brasil. A pesquisa de
cunho qualitativo-interpretativista e os instrumentos utilizados para a coleta
de dados foram: gravaes em vdeo de entrevistas semi-estruturadas a
membros da comunidade, gravaes de encontros entre os formadores e
a professora em formao e dirios dos participantes. Como base terica
para este trabalho foram utilizados: o conceito de lngua de herana, os
20
estudos sobre Polticas Lingusticas (PENNYCOOK, 1998; SOUZA, 2006;
OLIVEIRA, 2008, 2013; CANAGARAJAH, 2013, RAJAGOPALAN, 2013), sobre
a Era Ps-Mtodo (KUMARAVADIVELU, 1994, 2003, 2006, 2012) e sobre o
conceito de identidade (HALL, 1999; BAUMAN, 2002). Um dos resultados
da anlise dos dados foi o mapeamento das especificidades do processo
de ensino-aprendizagem de lnguas de herana e das contribuies da
Pedagogia Ps-Mtodo para esse contexto. Esta pesquisa poder contribuir
para a rea de formao de professores e, de forma especfica, para a
revitalizao/matenuteno da lngua de herana em ncleos familiares de
imigrantes e/ou de refugiados.
11:45am - 12:15pm
A histria dos mtodos e a pedagogia ps-mtodo na formao inicial de
professores de alemo
Drthe Uphoff
Universidade de So Paulo, Brazil; dorthe@usp.br
A histria dos mtodos de ensino costuma ocupar um lugar importante na
formao inicial dos professores de alemo no Brasil. O saber disseminado
a respeito da evoluo histrica do ensino da lngua baseia-se largamente
no manual de Neuner e Hunfeld (1993), cuja viso sobre os mtodos
encontra-se reproduzida em vrias outras obras introdutrias da rea
de Alemo como Lngua Estrangeira (ALE), abarcando principalmente os
mtodos chamados globais: mtodo de gramtica e traduo, mtodo
direto, mtodo audiolingual, ensino comunicativo e abordagem intercultural.
Com o avano da pedagogia ps-mtodo, no ensino de alemo, abre-se
uma lacuna relacionada descrio do desenvolvimento metodolgico
mais recente da rea, que a obra de Neuner e Hunfeld (1993), de 23 anos
de idade, no consegue fechar. No surgiu, at o momento, outra obra
com perspectiva histrica que consiga preencher o vazio deixado pela
crescente desatualizao de Neuner e Hunfeld (1993). Partindo dessa
situao, a comunicao tem por objetivo apresentar uma anlise de
diversos manuais de introduo rea de ALE lanados aps 2010, com
o intuito de investigar como a histria dos mtodos e a situao didtico-
metodolgica atual descrita. A anlise realizada at o momento aponta
para trs formas bsicas de apresentao dos aspectos em questo: a.
uma apresentao convencional da histria dos mtodos de ensino que
no procura sintetizar o panorama didtico-metodolgico atual; b. uma
apresentao integrada da histria que parte ou culmina na situao
atual, caracterizada como ps-mtodo; e c. uma forma de apresentao
que se concentra no desenvolvimento mais recente, iniciando pelo ensino
comunicativo, mas que no usa o rtulo do ps-mtodo. A diversidade
de enfoques indica a dificuldade de enquadrar o momento atual do
desenvolvimento metodolgico bem como uma crescente divergncia
quanto ao valor do olhar para a histria na formao inicial do professor
de alemo.
C33-36
Time: Monday, 24/Jul/2017: 10:15am - 12:15pmLocation: Ducale I
10:15am - 10:45am
ACONSELHAMENTO LINGUAGEIRO PARA SURDOS: COMO SE FAZ?
Eder Barbosa Cruz
Universidade Federal do Par, Brazil; ebarbosacruz@hotmail.com
O objetivo deste trabalho refletir sobre como o Aconselhamento
Linguageiro pode ser desenvolvido com aprendentes surdos. O
Aconselhamento Linguageiro uma modalidade de acompanhamento de
aprendentes de lngua em dificuldade, que visa lev-los a uma reflexo
sobre sua prpria aprendizagem, em vista de torn-los mais autnomos.
Mynard (2012) apresenta um modelo para o Aconselhamento Linguageiro
sustentado em trs eixos interconectados: o dilogo, os instrumentos e o
contexto. Magno e Silva, S e Matos e Rabelo (2015) buscam no aporte
terico do Paradigma da Complexidade os subsdios para mostrar que o
Aconselhamento Linguageiro no modelo de Mynard (2012) beneficia-se de
uma abordagem com a Teoria dos Sistemas Adaptativos Complexos. Uma
vez que, nossa reflexo se situa no quadro da expanso desse modelo
de Aconselhamento Linguageiro para atender surdos aprendentes de
portugus como segunda lngua e que se comunicam por meio de uma
lngua modulada no plano visuo-espacial, faz-se necessrio, ento,
discutir sobre como tratar o dilogo, os instrumentos e o contexto no
aconselhamento para aprendentes surdos. Neste estudo, sesses de
aconselhamento de aprendentes surdos de portugus como segunda
lngua foram filmadas para gerar os dados necessrios para a anlise.
Resultados parciais mostram que o Modelo do Dilogo, Instrumentos e
Contexto para o Aconselhamento Linguageiro (MYNARD, 2012), e sua
compreenso como um sistema adaptativo complexo (MAGNO E SILVA; S
E MATOS; RABELO, 2015), se repensados considerando as especificidades
da pessoa surda e de sua lngua de sinais, podem favorecer a prtica do
aconselhamento com aprendentes surdos.
10:45am - 11:15am
Language Learner Autonomy as an Open System
Annick Rivens-Mompean1, Timothy William Lewis2
1
Universit de Lille 3; 2The Open University, United Kingdom; Timothy.
Lewis@open.ac.uk
Traditionally, language learner autonomy has been viewed as an individual
psychological capacity, that is as a closed mental system for the management
(direction, planning, organization and assessment) of ones own learning. It
has been suggested that learner autonomy implies interdependence rather
than independence, but to date the relationship between autonomy and
interdependence has not been clearly explicated.
Work on the ecology of second language learning (Van Lier, 2004) and on the
social dimensions of learner autonomy (Murray, 2014) persuades the authors
of this paper to exlpore learner autonomy as an open, rather than a closed
system. A system is defined by the sociologist Niklas Luhmann in terms of the
relationship between whole and part, which he equates with `the difference
between system and environment (Luhmann, 1995, p.6). That relationship, for
Luhmann is inevitably one of dependence. But `autonomy, Luhmann writes,
`means choosing how one concedes dependence on the environment (p.204)
Whereas closed systems have finite energy and are subject to depletion,
open systems draw on sources in the environment which are effectively
inexhaustible. The implications of this view are that learner autonomy is often
developed in incidental learning activities and encounters. Its emergence
is not linear and its stability uncertain. Interdependency is however, at the
heart of Luhmanns thinking and he offers a convincing account of how it
operates in relation to autonomy.
What are the practical consequences of this view of learner autonomy? They
concern above all the kind of online environments in which autonomy is likely
to flourish. Broadly speaking these will be spaces in which rich opportunities
exist for learners to make choices about the level of dependence they are
able to tolerate. And it is in these choices that autonomy may be located.
The unavoidable implication is that open learning environments will do more
to foster learner autonomy than closed ones.
11:15am - 11:45am
E-Portfolios, a Tool for Promoting Learner Autonomy?
Chung-chien Karen Chang
National Taipei University, Taiwan, Republic of China; changcc@mail.ntpu.
edu.tw
In the past three decades, portfolios have been widely used in different
academic disciplines as an alternative form of learning assessment and a
tool for encouraging autonomous learning. Previous studies have shown
the practices of self-assessment and evaluation helped place learners at
the center of their learning and assist them to become autonomous. In many
EFL countries, writing is perceived by students as a challenge, for they
often lack either interest or readiness. In Taiwan, specifically, when students
enter college, they demonstrate varying levels of English proficiency.
Consequently, how to teach students for their optimal gain and assess their
learning has become a challenge. This study was carried out in a hybrid
writing course and the participants were sophomore students. This research
aimed at examining how the use of e-portfolios affected the students course
performance and investigating how the implementation of e-portfolios
21
helped these learners foster autonomy. Based on the principles of the
portfolio approach, the students were given the locus of control to choose
the learning activities and set the timelines for assignment completion.
Additionally, a process-oriented approach was adopted to provide students
with feedback to reflect on and improve their writing. That is, students
played a very active role throughout the entire learning process, covering
goal setting, activity selection, self-assessment, and assignment completion.
The data collection tools included surveys, e-portfolios, and interviews. The
results showed a significant correlation between the students autonomy
levels and their selection of writing projects, indicating that more autonomous
students would choose more challenging projects. Most importantly, the
students task completion levels indicated that they demonstrated a high
level of self-regulation in learning and time management. It is concluded
that, with guidance and training, students benefit greatly from e-portfolios to
improve their time management skills and develop stronger commitment to
their own learning.
11:45am - 12:15pm
Language teacher education for learner autonomy: the empowering potential
of case pedagogy
Flvia Vieira1, Manuel Jimnez Raya2
University of Minho - Portugal; 2University of Granada, Spain; flaviav@
1
ie.uminho.pt
If teacher education is to promote educational change towards pedagogy
for autonomy, it needs to focus on the experience of teachers and involve
them in the reconstruction of educational knowledge and practice. We
argue that case-based pedagogy can fulfil this purpose by highlighting the
situated nature of experience, the interrelationship between practical and
theoretical knowledge, and the political nature of teaching.
A case-based approach developed in a postgraduate language teacher
education course will be presented. In this course, theoretical input is
provided on reflective professional development, pedagogy for autonomy,
and classroom-based inquiry. This input is integrated in case analysis, i.e.,
interpreting teacher narratives of autonomy-oriented practices, and in
case construction, i.e., designing, implementing, interpreting and narrating
autonomy-oriented action research projects. An extensive analysis of
a corpus of teacher narratives was undertaken in order to understand
the meaning and impact of pedagogical inquiry towards autonomy, thus
entailing a consideration of how teachers interrogate pedagogical cultures
and reshape their practice, thereby transforming their own identity as
language educators.
The teachers stories show that case pedagogy creates an interspace
between reality and ideals, where dominant school cultures are challenged
and possibilities for collaborative professional empowerment and
educational change arise. In promoting learner autonomy, teachers find
the opportunity to enhance their own autonomy by developing a critical
view of education, managing local constraints so as to open up spaces for
manoeuvre, and exploring ways of centring teaching on learning.
Nevertheless, there are limits to teacher agency and the expansion of
educational change when autonomy represents a counter-discourse in
school settings. Furthermore, case pedagogy will find resistance in higher
education contexts where curricula are distanced from professional
concerns and an epistemology of practice is undervalued by research
regimes. A scholarship of teaching and teacher education needs to be
developed in a joint effort to challenge and transform realities.
C37-40
Time: Monday, 24/Jul/2017: 10:15am - 12:15pmLocation: Ducale II
10:15am - 10:45am
A mixed-method inquiry into Chinese learners motivation towards learning a
third language
Tianyi Wang
University of Cambridge, United Kingdom; tw403@cam.ac.uk
In an age of globalization, multilingualism has been accorded unprecedented
significance. Yet learners motivations towards learning a third language
(L3), though complex (Drnyei & Ushioda, 2011; Henry, 2011), have not been
sufficiently explored in empirical studies. Therefore, the present study aims
to investigate the complexity and dynamics of Chinese learners motivations
in learning an L3. The specific research purposes of the study are twofold.
Firstly, I will look at learners motivational trajectory in their L3 learning and
the underlying factors that influence their L3 motivations. The findings will
be discussed in relation to learners identities, an emerging theoretical
perspective that seeks to conceptualize language learning motivation in a
complex and dynamic way. Secondly, to enhance the pedagogical value
of the present study, an intervention will be conducted to explore the
motivational power of a motivating strategy designed to help learners develop
concrete imagined L3-using identities. To achieve these aims, I will carry out
a longitudinal study to probe into the L3 motivation of language majors in
one university in China. A mixed-method approach will be employed, where
questionnaires, interviews, classroom observation and journals will be used
to trace learners motivational trajectories and test the effectiveness of the
intervention. Finally, complexity theory would be adopted as the analytical
framework in order to offer an in-depth and systematic analysis into learners
L3 motivational dynamics. The study can make a theoretical contribution to
conceptualizing learning motivations towards multilingualism in relation to
identity and provide applicable pedagogical suggestions for L3 educators.
Reference:
Drnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd
ed.). Edinburgh: Pearson Education Limited.
Henry, A. (2011). Examining the impact of L2 English on L3 selves: A case
study. International Journal of Multilingualism, 8(3), 235255.
10:45am - 11:15am
Addressing the diverse English language needs of multilingual university
students: evaluation of a pilot program
Mira Kim, Emily Claire Edwards
The University of New South Wales, Australia; emily.edwards@unsw.edu.au
Multilingual university students for whom English is an additional language
(EAL) now make up a large proportion of the total student cohort at
universities in English speaking countries or where English is the medium
of instruction. Such high level study in English poses challenges for many
EAL students. While many universities offer a range of support services, in
most cases these do not yet sufficiently address students diverse language
needs (Arkoudis, 2015). In response to this issue, a new program of English
language enhancement has been piloted and evaluated at an Australian
university (based on Kim, 2014). The 10-week program aims to encourage
undergraduate and postgraduate university EAL students to enhance their
language skills holistically by equipping them with a reflective framework
that encourages autonomous learning, use of technology, teamwork and
peer presentation.
This paper firstly presents an overview of the English language enhancement
program, and then outlines a research study evaluating the pilot programs
effectiveness. Taking a mixed-methods approach, data collection included
student entry and exit surveys (n=150), and reflective written e-portfolios
students produced as the main course assessment task. Findings of the
study show how the program impacted on students linguistic confidence
and self-efficacy, as well as their language development and autonomous
learning skills. Results of this study will be relevant to course designers and
policy makers at any English-speaking universities that seek to support EAL
students in the on-going development of their language skills.
References
Arkoudis, S. (2015, April 20). More international students should mean more
support for communication and interaction. The Conversation. Retrieved
from: http://theconversation.com
Kim, M. (2014) Action Research on Advanced Bilingual Enhancement in
Translator Education, in K. Kunz, E. Teich, S. Hansen-Schirra, S. Neumann
and P. Daut (eds), Caught in the Middle Language Use and Translation,
Saarbrucken: Saarland University Press, pp. 195-213.
22
 11:15am - 11:45am
Enriching Chinese-English immersion programs with translanguaging: an
Australian case-study
Xuan Li
University of South Australia, Australia; xuan.li@mymail.unisa.edu.au
This paper reports on a study of the provision of a Chinese language
immersion program in one multilingual primary school in Australia. In the
program, Chinese language is used as the medium of instruction for two
days a week for students from Kindergarten to Year 6. The study addresses
the research question: what are the educational values/beliefs about
bilingual education in Australian school education, particularly in relation to
Chinese-background learners of English and English learners of Chinese
and how do these values/beliefs articulate with the Australian multilingual
context? This study incorporates qualitative approaches that include: 1)
ethnographic research as conceptualized by a number of researchers
(see Blommaert & Dong, 2010; Heugh, 2013), using classroom observation,
interview, and questionnaire; and 2) namely document collection and
analysis (see Ahmed, 2010), which allows triangulation with the ethnographic
data. Data are analysed through thematic analysis, focusing on the nature
of and pedagogical practices of Chinese language immersion education.
In the current context of super-diversity (Vertovec, 2007), the reality of
growing multilingualism in schools, the complexity of linguistic interactions
in classrooms, and the significance of translanguaging for bilinguals and
bilingual education (Garcia & Li, 2014), this study discusses the potential of
expanded Chinese-English immersion bilingual programs that go beyond
the conventional separation of two languages. Instead there is reason
to suggest that contemporary immersion programs can be enriched with
opportunities for translanguaging teaching and learning practices in ways
that respond to changing needs of contemporary multilingualism.
11:45am - 12:15pm
Language Awareness in a Canadian Primary School Context and Evolution of
Plurilingual Students Linguistic Repertoires
Marie-Paule Lory
UNIVERSITY OF TORONTO MISSISSAUGA, Canada; mariepaule.lory@
utoronto.ca
Focusing on equity and inclusive education, UNESCO is positioning itself as a
strong advocate for the promotion of linguistic diversity particularly in a school
context (UNESCO, 2010). While the benefits of a plurilingual education are
now well documented (Baker, 2011; Cummins, 2007; Garcia and Kleifgen, 2010
Hamers, 2005), this linguistic diversity is, still today, not valued by the school
system (Cummins, 2007; Garcia and Kleifgen, 2010). In Canada, especially in
the city of Montreal where linguistic diversity is salient, plurilingual students
are likely to experience varying degrees of power associated with the
languages in their environment (Armand Dagenais, Nicollin, 2008). Montreal
is a major city in the province of Quebec where a majority of immigrants
settle and where the French Language is the only official language. Most
students receive schooling in French, regardless of the other languages they
may speak. In fact, due to linguistic policies, the school system in Montreal
explicitly promotes the French language and culture at the exclusion of
others. In this context, we studied five students representations on languages
in order to better understand the issues related to linguistic diversity in the
school context of Montreal. We will present the results of our qualitative
research conducted over a period of two years during the implementation of
a Language Awareness Program named lodil (Armand, 2012), in a primary
school in Montreal. Most of these students are plurilingual because they come
from an immigrant background and through their speech (Maingueneau,
2007), we studied the evolution of their representations on the languages of
their repertoire (Castellotti & Moore, 2002).
C41-44
Time: Monday, 24/Jul/2017: 10:15am - 12:15pmLocation: Ducale III
10:15am - 10:45am
CALL e sua importncia durante a formao docente de um professor de lngua
estrangeira
Patricia Vasconcelos Almeida
Universidade Federal de Lavras, Brazil; almeidaufla@gmail.com
Computer Assisted Language Learning (CALL) uma teoria utilizada
para demonstrar a importncia de se promover um contato do aluno
de graduao, futuro professor de lnguas estrangeiras, com o ensino-
aprendizagem mediado pelo computador. Hubbard (2004) afirma que
existem vrios grupos de estudos que priorizam CALL. Tais grupos variam no
recorte que fazem da realidade a ser estudada, dos objetivos e concepes
tericas. Tendo o cenrio de formao docente, que prioriza a formao de
um professor reflexivo, bem como a conscientizao do que permeia esta
formao e a necessidade de preparar o futuro professor para um contexto
de ensino-aprendizagem de lngua inglesa que demanda o desenvolvimento
de conhecimentos tericos e prticos sobre CALL, como contexto de
investigao, o objetivo deste trabalho apresentar como os professores pr-
servio de uma Universidade no sul de Minas Gerais propuseram atividades
didtico-pedaggicas em micro ensinos, dentro de um laboratrio de
informtica, durante a disciplina de Aprendizagem de lngua inglesa assistida
pelo computador e como eles perceberam o processo global da utilizao
desta tecnologia em sua formao. Os dados foram coletados durante
um ano com duas turmas diferentes e analisados de forma qualitativa. Os
resultados mostraram uma evoluo na apropriao das redes sociais como
meio/ferramenta de promoo do ensino de lngua estrangeira.
10:45am - 11:15am
Action Reseach on the influence of gamification on learning IELTS writing
skills
Michelle Ocriciano
UNSW Institute of Languages, Australia; michelle.ocriciano@gmail.com
In 2015 The influence of gamification on learning IELTS writing skills was
one of the selected projects in the fifth English Australia Action Research
Project. English Australia (EA) is the national peak body for the English
language sector of international education in Australia. The initiative is
also funded and supported by Cambridge English Language Assessment
and has Professor Anne Burns as mentor. Whereas there are different
approaches to Action Research (AR)(Burns, 2010), this particular one is an
example of the institutional or the organizational approach focused on
continuous professional development. The initial idea for the AR derived
from a report by one of the most influential technology gurus. In 2014
Gartner mentioned that gamification had become an essential part of any
digital business or learning strategy as a way of digitally motivating people
and overcoming barriers. Following this gamification trend, the project was
conducted to investigate whether gamification could have an impact on
students writing skills for the IELTS exam. The project was conducted at
Kaplan International College Adelaide with 33 participants. It involved the
development of a platform using the learning management system (LMS)
Moodle, the design of online games, students choosing badges, initial
writing assessment, introductory lessons in the classroom, game playing,
weekly writing, individual feedback session and, at the end of each cycle
or when participants finished their courses, a 20-minute feedback session
comparing and contrasting their initial piece of writing with their last one.
The presenter will summarize the research outcomes which overall suggest
that learners writing improved significantly in four weeks and will also briefly
show the tools used throughout the project.
11:15am - 11:45am
Collaborative cmc: impact on emergence of voice and improvement of writing
quality of l2 learners
Jessica Turetken
McMaster University, Canada; turtkej@mcmaster.ca
This study explored the effects of collaborative Computer-mediated
Communication (CMC) on acquiring voice and improving writing quality
in English as a second language (L2) writing. The study further explored
whether the the synchronous or asynchronous elements of the collaborative
CMC would lead to improvements in voice and overall writing quality.This
paper is conceptually grounded in applications of socio-cultural theory to
language learning (Vygotsky 1978, 1981). Data were collected from 35 L2
students studying English for Academic Purposes as part of a bridging
program in an Ontario university. The data included writing samples over
three iterations during 13 weeks of both face-to-face collaborative writing
and collaborative CMC, interviews with a sub sample of students, and
a Technology Satisfaction Questionnaire. The focus of analysis was on
changes in the quality of voice and overall writing quality in the students
23
English writing over time. There was a change in voice intensity in their
writing over the course of the study as well as in the overall writing quality of
their samples taken; the use of the collaborative CMC was related to these
changes. Furthermore, the synchronous nature of the collaborative CMC
was influential in such changes. Implications are recommended for teachers,
students, and further research.
11:45am - 12:15pm
From imagined to enacted ethos in online trainee teachers multimodal
discourse
Marco Cappellini, Christelle Combe
Laboratoire Parole et Langage, France; christelle.COMBE@univ-amu.fr
In our digital era, it is common for future language teachers to learn to teach
online. Such experiences have been present for many years in various post-
graduate degrees of French as a Foreign Language (Dejean et Mangenot,
2006). Within this context, we decided to implement a telecollaboration
(Guth and Helm, 2010) between future teachers of French as a Foreign
Language (FFL), students at Aix- Marseille University, and learners of FFL
at the Open University. The distinctive feature of this telecollaboration is
that it takes place through different channels (text, video) and within three
digital environments: a Moodle platform, an Adobe Connect platform and
a closed Facebook group. Given that the trainee teachers had mostly little
or no experience in teaching (either in-class or online) and that they did
not know their learners before the telecollaboration, we are interested to
study the notion of ethos (Maingueneau, 2002) and more precisely tutoral
ethos (Combe Celik, 2012) which could be roughly defined as an identity
embodied in discourse. Which tutoral ethos did trainee teachers enact
before meeting their learners? Which tutoral ethos was actually enacted
during the online exchange? Were there some differences between ethos
in different environments? To compare the imagined and enacted ethos,
we triangulated different sets of data. For imagined ethos: questionnaires
administered at the beginning of the telecollaboration, trainee teachers
self-introduction videos as well as written pedagogical instructions on
Moodle. For enacted ethos : trainee teachers messages on Facebook,
opening and closing sequences of the videoconference meeting as well
as semi- structured interviews administered after the interactions. As for
methodology, we analysed data within a multimodal discourse analysis
perspective, focusing mainly on verbal enunciative markers, but also on
posture, mimics, gestures and scenic elements (Goffman, 1973; Develotte,
Kern and Lamy, 2011).
C45-48
Time: Monday, 24/Jul/2017: 10:15am - 12:15pmLocation: Ducale IV
10:15am - 10:45am
Mind the gap: A cross-linguistic study of research article introductions in
Brazilian Portuguese and English
Eliana Hirano1, Katia Monteiro2
1
Berry College, United States of America; 2Georgia State University, United
States of America; ehirano@berry.edu
This paper presents a comparative study of research article introductions
(RAIs) written in Brazilian Portuguese and in English. Using Swales (1990,
2004) CARS (Create a Research Space) model as an analytical tool, this
study compares the rhetorical moves in RAIs published in five different
journals in the field of applied linguistics: two Anglophone international
journals and three Brazilian journals. A complementary metadiscursive
analysis using corpus linguistics tools was also performed to explore the
use of boosters and hedges in these RAIs. Findings from this study have
identified important differences in RAIs written in Brazilian Portuguese and
in English both in terms of rhetorical organization and the use of boosters
and hedges. RAIs written in English in the Anglophone international journals
tend to follow the CARS model more closely whereas RAIs written in Brazilian
Portuguese or in English in Brazilian journals show a wider variation from
the model, particularly in regards to move 2 establishing the niche. In
addition, compared to the RAIs in the Anglophone journals, RAIs in Brazilian
Portuguese contain fewer boosters and RAIs in English published in Brazil
contain fewer hedges. The authors will discuss possible explanations to
account for these differences supported by ethnographic data from Brazilian
scholars. Contributions from this study are threefold: from a pedagogical
perspective, it raises awareness of academic writing differences in English
and in Brazilian Portuguese, which may benefit Brazilian scholars wishing to
publish in Anglophone international journals. From an analytical perspective,
it offers a complex lens to investigate cross-linguistic rhetorical differences
by combining rhetorical and corpus linguistics analyses with ethnographic
information. In addition, this study problematizes the moves identified in
the CARS model adding evidence that non-Anglophone RAIs tend to differ
rhetorically from Anglophone RAIs.
10:45am - 11:15am
The language of consolidated statements of profit or loss
Miriam Leibbrand
Vienna University of Economics and Business, Austria;
miriam.leibbrand@wu.ac.at
The internationalization of the economy and the advent of English as lingua
franca of business deeply affect business practices. Listed companies are
legally required to publish financial statements in accordance not only with
the relevant national but also with the international accounting standards.
This paper focuses on a highly specialized genre and deals with language
variation in the terminology of consolidated statements of profit or loss in
French. Conceptually, it draws on a business communication and specialized
discourse approach with a focus on financial communication and discourse.
The genre of the consolidated financial statement which embraces the
analyzed sub-genre of consolidated statements of profit or loss is part of
the genre-system of financial communication. Within this genre-system,
the genre of the consolidated financial statement belongs to the genre
repertoire of mandatory disclosures of listed companies financial discourse.
The paper analyzes the terminology of consolidated statements of profit
or loss used by listed companies in different French-speaking countries.
It investigates how the International Financial Reporting Standards have
been applied. For this purpose, a small specialized corpus of statements
from companies in Belgium, France, Morocco, Quebec and Switzerland has
been built. The results of the analysis show a high terminological variation.
They address manifold subjects within applied linguistics: terminology,
language variation, business discourse, financial discourse, and translation.
Inter alia, they can be useful for translator training since they inform about
terminological practice and deliver language data from authentic contexts
of usage. Moreover, they address research and pedagogy in the field of
specialized communication and help bridging the gap between professional
practice and academia. Additionally, the results address the status quo of
standardization and harmonization in financial disclosure, a core terminology
issue. The paper informs the language professions but also accounting
and management professionals about the state-of-the-art of normalization
processes in financial disclosure.
11:15am - 11:45am
Automated discourse analysis of financial narratives
Agnes Sandor
Xerox Research Centre Europe, France; agnes.sandor@xrce.xerox.com
My interest is around automated discourse analysis of narratives in financial
reports with the aim of supporting fine-grained qualitative studies relying on
deep expert insight, which at present executed at a small scale, and thus
do not give access to large-scale data analysis. NLP and corpus linguistics
have mainly been used in the automated processing of financial narratives
for sentiment and tone analysis and detecting topics. Widely used NLP
methods include POS tagging and the use of semantic tags (e.g. WMatrix),
which are used as features in machine learning algorithms. We propose
adding syntactic and semantic parsing in order to detect discourse patterns.
The approach that we propose for analyzing financial narratives aims at
detecting topics according to the discourse functions in which they are
embedded. For example, in Management Discussion and Analysis detect
which topics are described in terms of performance characterization, which
topics are explained, what kinds of explanations are given, which topics
24
are mentioned as part of the description of a wider context, in the forward-
looking statements etc. This method allows the experts to compare the
content of different documents.
11:45am - 12:15pm
Plurilingualism in Mexican SACs: findings from two research projects
E. Desire Castillo Zaragoza, G. Victoria Madrid Durazo, E. Nora Pampln Irigoyen
Universidad de Sonora, Mexico; edcastillo@yahoo.com
In 1993, the Mexican Ministry of Education decided to set up multilingual
SACs at public state universities. Since that date, the number of SACs has
increased significantly, and they have expanded well beyond the university
setting. Regarding foreign languages, Mexico has privileged English as the
foreign language to be taught in the educational system (Terborg, Garca
Landa & Moore, 2006). Despite this, and the fact that in Mexico there is
no explicit foreign language policy to develop multilingualism, the number
of Mexican learners interested in studying various foreign languages is
increasing (e.g. French, Chinese, German, Japanese, among others). With
this situation in mind, the interest on SACs and plurilingualism started
some years ago, exploring and portraying students who were building a
plurilingual competence in an autonomous setting (Castillo Zaragoza, 2011;
Castillo & Pampln, 2013). The aim of this talk is to present some of the
experiences that university learners have had learning several languages,
ranging from two to five at the same time. The data that will be shown
comes from two different research projects which look into plurilingualism
in SACs. Both research projects are qualitative in nature. The first one is
based on interviews, which were applied to 32 learners. The second is a
longitudinal study based on interviews, journals and observations of four
plurilingual learners. Some of the similarities found in both projects, which
will be discussed in depth, are related to the ideal self, languages attitudes,
beliefs about languages and language learning as well as to the hierarchy
and investment dedicated to each language. The aspects mentioned above
are very important in an autonomous learning environment as they will be a
guide for learners decisions regarding their learning project.
C49-52
Time: Monday, 24/Jul/2017: 10:15am - 12:15pmLocation: Ducale V
10:15am - 10:45am
Professional and non-professional interpreting in school settings: The case
of Finland
Sirkku Latomaa
University of Tampere, Finland; sirkku.latomaa@uta.fi
A number of studies have shown that parent participation is a strong
contributor to childrens academic achievement (e.g. Dyson 2001; Epstein
& Sanders 2009). Parental involvement in education is particularly
crucial for school children whose native language is not the medium of
instruction used at school. However, immigrant parents themselves are
likely to encounter difficulties of a linguistic nature in their new language
environment. Therefore, measures to ensure that information is passed on
efficiently between schools and families are essential.
Who, then, are suitable interpreters in this specific institutional context
(cf. Pchhacker 2004; Rudvin & Tomassini 2008)? In Europe, community
interpreting services are used in a variety of school-related situations,
but legislation and practices differ by country (Eurydice 2009). In Finland,
interpreting services are a statutory right for families with a refugee
background. With other families, the use of interpreters is strongly
encouraged by central authorities.
This paper addresses issues of equity and legitimacy amid on-going
linguistic diversification in Finnish schools by asking the following questions:
Do all immigrant students and their families receive interpreter services
when needed? Can immigrant teachers familiar with the school context be
considered legitimate providers of interpreting services? The paper reports
on some key findings from a study that investigated interpreting practices
adopted by the schools in a large city in southern Finland. The data consist
25
of web-surveys administered to teachers and interviews with municipal
officials responsible for providing and ordering professional interpreting
services. The study showed that, while the schools often used professional
interpreters, they nevertheless relied on non-professional interpreting as
well or did not use any interpreting services at all. This paper examines
the reasons behind the varying practices.
10:45am - 11:15am
What is interpreting? Lay bilinguals translatory activities in mundane
conversation
Katariina Harjunp
University of Helsinki, Finland; katariina.harjunpaa@helsinki.fi
Interpreting has been primarily studied as a professional activity in
institutional settings (e.g. Wadensj 1998, Bolden 2000). In recent years,
there has been an increasing interest in how lay bilinguals step into an
interpreter role in situations in which professionals are not available, for
instance, bilingual family members in medical encounters (see e.g. Baraldi
& Gavioli 2012). In terms of research, this has lead to problematizing what
it means to be a professional interpreter, and the consequences of (non-)
professionality.
In this paper, I draw attention to the importance of considering the particular
features of specific interactional settings, first, for how interpreting is
done, and second, for how interpreting is conceptualized as social action.
Our understanding of interpreting as an activity is heavily based on its
professional and institutional forms. Contexts where the professional and
institutional features are replaced by mundane environments and practices
render the activity itself in a different light: One the one hand, there is possible
difference between professionals and lay speakers. On the other hand, the
overall interactional motivations and circumstances for interpreting can be
quite different in professional and mundane situations, resulting in different
practices. This raises questions with regard to what constitutes interpreting,
or oral translation, in the mundane setting.
This study reports findings from an investigation of lay bilingual speakers
interpreting in mundane conversations among family and friends in Finnish
and Brazilian Portuguese. With a Conversation Analytic approach, the study
demonstrates how the practices of interpreting shade off into specific
kinds of conversational actions, such as asking and re-telling. Thus the
organization of interpreting overlaps with the organization of various kinds
of actions. More precisely, translatory activities can be seen as endogenous
products of the unfolding of the conversation, and organized as negotiations
of participation (Goodwin & Goodwin 2004) in the asymmetric, multilingual
interaction.
11:15am - 11:45am
An analysis of pragmatic strategies used by community interpreters
Julia Brenda Boyd
University of Salento, Italy; julia.brenda.boyd@gmail.com
This paper investigates the pragmatic strategies activated by community
interpreters in encounters between migrants and the authorities in Italy,
when English as a Lingua Franca is used as a means to bridge the linguistic
differences between the two parties involved.
The south-east coast of Italy is a popular border crossing for the migration
flows from Africa and the Middle East entering into Europe. This ever
increasing flux of migrants speaking a range of first languages has created
an immediate need for linguistic interpretation and cultural mediation that
facilitates communication between those arriving and the authorities of the
receiving country.
The aim of this study is to investigate interpretation and mediation between
migrants and public services: immigration office and police headquarters as
well as health and the educational services. The analysis will be conducted
by means of interviews and case studies involving the intervention of an
interpreter. It investigates to what extent language authentication occurs
- the process through which stakeholders adopt cognitive appropriation
and the pragmatic strategies of adaptation (Widdowson 1979). Instances of
accommodation and negotiation, or lack of it, are analyzed to verify how
effective it is in drawing the diverse socio-linguistic and pragma-cultural
schemata closer together in interpreted renditions which go beyond that
of transmitting information to encompass a co-construction of interactive
discourse (Pchhacker).
Kachrus notions of concentric circles (1985) are applied and contrasted with
the theory put forward by Graddol in connection with the varieties spoken
by migrants and community interpreters; this is also considered in the light
of the asymmetry of power (Rudvin 2005).
The findings are useful for the training of interpreters and a number of areas
will be highlighted which warrant further research in order to satisfy the
growing demand for linguistic interpretation and cultural mediation in this
ever expanding and challenging field.
11:45am - 12:15pm
Needs Analysis for the Training of Court Interpreters
Chung-chien Karen Chang
National Taipei University, Taiwan, Republic of China; changcc@mail.ntpu.
edu.tw
In Taiwan, court interpreting became a formal practice of the judicial system
in 2006. Although certified interpreters are required to meet a certain
level of proficiency in their chosen target languages and are provided with
basic training of the legal systems, the actual practice of court interpreting
during the past 7 years has been plagued by some internal and external
factors. The internal factors are mainly related to language and knowledge
competency of court interpreters. Meeting the language requirements set
by the governing authority does not mean that a certified interpreter can
handle different legal cases or work in different interpreting formats. The
external factors are associated with the expectations from the involved legal
professionals and their possible lack of knowledge about how an interpreter
should perform in court (Hale, 2004). This study attempted to address
the issue of insufficient training through examining and investigating the
learning needs of current, in-service court interpreters. Their learning needs
were examined from two angles: the interpreters themselves and the legal
professionals. The input from the former has provided insight into their
perceived training/learning needs, whereas the interview results from the
latter have shed light on the qualities and skills deemed important for a
court interpreter. The data collection tools included surveys and interviews.
The findings have indicated that future training should focus on cultivating
interpreters language competence (the acquisition of legal jargon,
vocabulary items related to different cases, and formulaic expressions
used in court), courtroom practice (procedures/protocols and the roles of
different parties involved), and practice of different interpreting formats
(sight translation, consecutive interpreting, and simultaneous interpreting).
Moreover, a task-based approach is suggested for training court interpreters
to complete different interpreting tasks.
C53-56
Time: Monday, 24/Jul/2017: 10:15am - 12:15pmLocation: Studio 1
10:15am - 10:45am
Discourse, reproduction and citizenship in appellate decisions about abortion
Dbora de Carvalho Figueiredo
Universidade Federal de Santa Catarina, Brazil; deborafigueiredo@terra.
com.br
This article is part of an ongoing research about the representations of
abortion produced by the Brazilian judicial system, from the theoretical
perspectives o Critical Discourse Analysis (CHOULIARAKI; FAIRCLOUGH,
1999; FAIRCLOUGH, 2010; VAN LEEUWEN, 2008), Systemic Functional
Linguistics (HALLIDAY, 2004), coupled with discussions from the areas of
feminist legal studies (EDWARDS, 1981; MACKINNON, 1989; SIEGEL, 2007;
SMART, 1989), post-structuralism (FOUCAULT, 1984; AGAMBEN, 2002) and
public health (GRIMES, 2003; KUMAR; HESSINI; MITCHELL, 2009). The
purpose of the present work is to present some initial reflections about
decisions of Santa Catarinas State Court (TJSC) on cases of pregnancy
termination, based on a set of 11 appellate decisions produced by TJSC
26
between 1991 and 2014. The analysis so far indicates that the criminalization
of abortion plays primarily a biopolitical role the control of womens
bodies, sexuality and reproductive capacities, aspects of womens lives
directly linked to their autonomy, political action and full citizenship. The
taboo and stigma of abortion also hide a central economic issue: for the
capitalist and patriarchal mode of production, it is essential that child-caring
and housework should be conceived as expressions of love inherent to the
essence or the nature of women, rather than as female work expropriated
by capital. From this perspective, we can say that it is in the interest of the
normative social establishment that abortion should be perceive socially as a
denial of the nurturing nature of women, therefore an almost monstrous act.
10:45am - 11:15am
Forensic Dialectology in Brazilian Portuguese
Dayane Almeida
Universidade Federal de Alagoas, Brazil; daycelestino@gmail.com
Forensic dialectology is the application of sociolinguistic knowledge to
create linguistic profiles in forensic circumstances. It is a branch of Forensic
Linguistics, field that has seen substantial growth lately. In forensic contexts
presenting anonymous texts (e.g. threatening letters, ransom notes), it is
commonly impossible to determine the sole author of a text; nevertheless,
sociolinguistic profiling helps to establish at least a group to which the
author belongs, narrowing the search for suspects. Another usage for such
profiles is creating a linguistic persona in investigations requiring policemen
to assume identities online (Grant and McLeod, 2013).
Sociolinguistic profiling relates to the core of Variationist Sociolinguistics
that seeks to correlate linguistic usages to socio-demographic variables,
e.g. sex/gender, social class, age, etc. (e.g. Labov, 1966 and 1972; Trudgill,
1974). Dialectal features can index social group membership.
This paper focuses on texts written in Brazilian Portuguese (BP), and aims at
presenting a worked example based on data gathered and analyzed for a
research project that seeks to create both a database of correlations (rooted
in the key sociolinguistic findings of previous works on BP) and a protocol
for using in profiling. Among those data one can find a range of linguistic
variables, such as verbal agreement, the use of diminutives, punctuation,
etc., linked to gender, education level and age.
Despite some successful application of sociolinguistic clues (e.g. Shuy, 2001;
Coulthard et. al, 2010) to forensic texts, seldom are there academic studies
on the topic Ninis 2015 thesis is the first comprehensive one. The situation
is not different in Brazil, where little research has been done in Forensic
Linguistics as a whole. Inasmuch as not ad hoc research is mandatory when
it comes to provide law agents with tools that are reliable, it is expected that
this work will be of great value.
11:15am - 11:45am
Multimodal information analysis of judges repetitive discourse in criminal
courtroom
Jinshi Chen
Guangdong University of Foreign Studies, China, Peoples Republic of;
chenjinshi@gmail.com
This paper, based on Legal Discourse Information Theory and multimodal
analysis theory, constructs a multimodal information analytical framework
to explore multimodal resources in judges courtroom discourse, analyzes
characteristics and functions of a judges repetitive discourse information
structures, and realization of judicial justice in the repetitive discourse. The
results show that in the interaction between the judge and the illiterate
appellant, multimodal resources in the judges repetitive discourse include
conversational features (prolonging key words, interrupting, repeating,
taking turns, and so on), acoustic features (ascending F0 for pitches and dB
for intensity, transition tracks between consonants and formants of vowels,
duration of some key words in repetitive sentences, and so on) and visual
characteristics (facing the defendant, facing the other parties, facing the
materials, and so on). Multimodal resources transmits much information,
which embodies their own features. So the judges repetitive discourse has
low information levels, specific information knots and sharing categories, falls
the functions of information verification, information confirmation, information
request, information reminding and information direction, and maintains
procedural justice, distributive justice and retributive justice. Therefore, the
multimodal information analytical framework will be employed to investigate
discourse in other institutional settings, appropriate repetitive discourse will
contribute to the present reform of judges discourse in criminal courtroom.
11:45am - 12:15pm
LNGUA PORTUGUESA COMO INSTRUMENTO DE EMPODERAMENTO NOS PROCESSOS
JURDICOS: UM OBSTCULO AO ACESSO JUSTIA.
Letcia Granado Gross
Centro Universitrio Ritter dos Reis, Brazil; lgg03@hotmail.com.br
O presente trabalho tem por objetivo estudar a Lngua Portuguesa como
instrumento de empoderamento e liderana por parte dos operadores do direito
frente s peties e decises proferidas nos processos jurdicos brasileiros,
com nfase nos julgados gachos, o que dificulta o acesso justia (direito
garantido pela Constituio Federal - artigo 5, inciso XXXV) da populao
brasileira. Acesso justia que se torna quase impossvel devido falta de
domnio do idioma e da nomenclatura jurdica, o que mantm os recorrentes
margem das movimentaes e decises proferidas pelos juzes, mantendo-
os refns do profissional (advogado). Partindo de estudos que correlacionam a
Lngua Portuguesa e o Direito, vislumbra-se um distanciamento entre o Direito
e a linguagem usada para comunicao que, no campo jurdico, se caracteriza
pelo excesso de rebuscamento e terminologias de difcil compreenso, aliados
falta de domnio da Legislao e da lngua tornam-se um dos principais
motivos do (des)acesso justia. Vislumbra-se que a lngua e a linguagem no
servem somente como instrumento de comunicao, mas se prestam como
ferramentas de empoderamento se utilizadas como recursos separadores de
classes: contratantes x contratados; operadores do direito x leigos. Denota-se
que cada profisso detm vocabulrio tcnico, e no direito no diferente, pois
atravs dos documentos legais que o advogado poder defender o direito
do seu cliente, e o juiz poder fundamentar seu posicionamento (deciso).
Partindo da anlise de peties e julgados, pretende-se analisar os textos
jurdicos buscando compreender a necessidade dos operadores do direito em
elaborar seus escritos de forma rebuscada com o objetivo de demonstrar seu
ilibado saber jurdico, mas, ao mesmo tempo, assegurando a necessidade de
seu trabalho na sociedade, liderando o andamento e entendimento das lides
das quais patrono.
C57-60
Time: Monday, 24/Jul/2017: 10:15am - 12:15pmLocation: Studio 2
Anlise de sobreposio de falas e mecanismos de tomada de turno entre
guardas e motorista
Rony Ron Ren
PUC-RIO, Brazil; ronyronren@gmail.com
O objetivo do trabalho examinar o papel da sobreposio de falas na
construo de relaes assimtricas, tendo como base os preceitos terico-
metodolgicos da Anlise da Conversa Etnometodolgica (Garcez, 2008;
Sacks, Schegloff e Jefferson, [1974] 2003). Dentro do sistema de organizao
de tomada de turnos percebe-se que, majoritariamente, uma pessoa fala
por vez e que falas sobrepostas costumam ser breves (Sacks, Schegloff e
Jefferson, [1974] 2003). Contudo, h a possibilidade de as sobreposies
se tornarem um obstculo para as aes dos interagentes e perdurarem
por um tempo maior que o de costume, gerando um embate que, segundo
Shegloff (2000), revelaria a existncia de interesses externos troca de
turnos da fala. Nos dados analisados, encontrados em vdeo publicado no
youtube, um motorista, multado por ter estacionado indevidamente em vaga
destinada a idoso, discute com dois agentes de trnsito sobre o porqu
de ter sido multado e a aparente injustia da ao. A interao analisada
foi transcrita com base em Sacks, Schegloff e Jefferson ([1974] 2003), a
anlise data-driven (Ostermann, Oliveira e Souza, 2015) e feita a partir
da perspectiva dos interagentes e das aes que eles tornam relevantes
durante a interao. A partir dela, pde-se no s apontar mecanismos de
(tentativa de) resoluo de sobreposio empreendidos pelos interagentes,
mas tambm perceber como o motorista subverte a assimetria que poderia
ser esperada em uma interao entre motorista e agente de trnsito.
Percebe-se que ele raramente cede seu turno e constantemente sobrepe
sua fala dos agentes. Os embates pelo piso conversacional entre os
interagentes demonstram como as relaes de poder so (des)construdas
e como a autoridade dos agentes deslegitimada na interao.
Aspectos metodolgicos de uma anlise de necessidades de ingls para pilotos
da Esquadrilha da Fumaa
Ana Lgia Barbosa de Carvalho e Silva Silva
Unicamp, Brazil; analigiasilva@hotmail.com
A analise de necessidades (HUTCHINSON; WATERS, 1987; ROBINSON,
1990, DUDLEY-EVANS; St. JOHN, 2010), tem se apresentado, cada vez
mais, como o primeiro passo na elaboracao de cursos, syllabuses e
materiais didaticos para o ensino de linguas para fins ocupacionais. Cresce,
tambem, o interesse por estudos sobre linguas estrangeiras (LE/L2) no
ambito militar (THOMSON, 2015; PARK, 2015). O objetivo deste estudo
e demonstrar como a triangulacao de uma multiplicidade de fontes e
procedimentos metodologicos (LONG, 2005; SERAFINI; LAKE; LONG, 2015)
pode agregar confiabilidade e validade a uma analise de necessidades de
uso de ingles por um grupo de pilotos militares brasileiros pertencentes ao
Esquadrao de Demonstracao Aerea (EDA) da Forca Aerea Brasileira (FAB),
popularmente conhecido como Esquadrilha da Fumaca. Em uma pesquisa
qualitativa, realizada por meio de um estudo de caso, combinamos diversos
procedimentos entrevistas nao estruturadas e semiestruturadas, grupos
focais, analise documental e observacao participante , e varias fontes
pilotos veteranos e em atividade, alem de professores de ingles da
Academia da Forca Aerea, onde os pilotos sao formados. Esperamos que
o percurso metodologico trilhado possa ser replicado em novas pesquisas,
em grupos militares ou nao, de modo a auxiliar na identificacao das
necessidades de uso de uma LE/L2 em situacoes de trabalho diversas.
Atividade de Trabalho e Narrativas de Agentes Comunitrias
Clarissa Rollin Pinheiro Bastos
Pontifcia Universidade Catlica do Rio de Janeiro, Brazil; clarissa@
cosmevelho.com.br
Este trabalho tematiza a inter-relao entre atividade de trabalho na
promoo da sade e histrias contadas por agentes comunitrias da ONG
Instituto Vila Rosrio, situada no municpio de Duque de Caxias, Rio de
Janeiro, em reunies de trabalho. Concebendo a narrativa como prtica
social (De Fina, 2006; De Fina; Georgakopoulou, 2008), a anlise se centra
num nmero de narrativas topicamente relacionadas atividade de trabalho
de busca ativa de sintomticos respiratrios (BSR), orientada a detectar
precocemente pessoas com tosse por trs semanas, consideradas com
suspeita de tuberculose pulmonar (TB), visando descoberta dos casos
bacilferos. Trata-se de tarefa central, segundo as normas antecedentes da
instituio, preconizadas pela Organizao Mundial da Sade (WHO, 2009).
Este estudo, de base etnogrfica, adere Sociolingustica Interacional
(Goffman, 1981; Gumperz, 1982) para anlise do discurso, em articulao
com perspectiva ergolgica de Schwartz (2012; 2010) para se pensar
o trabalho. Os dados foram gravados em udio e transcritos segundo a
Anlise da Conversa (Atkinson; Heritage, 1984), incorporando smbolos
sugeridos por Schifrin (1987) e Tannen (1989). Na anlise, observam-se
criticamente, na dinmica interacional, a construo e a organizao das
narrativas a partir do clssico modelo de Labov (1972; Labov; Waletzky,
1967), o que possibilita no apenas desvendar, no mundo da histria, os
encontros e o que acontece, do ponto de vista das agentes, como tambm
ligar os eventos narrados a aspectos mais amplos do contexto social. Em
relao atividade de busca ativa, a anlise aponta para o compromisso
das agentes comunitrias com atividade desempenhada; a ateno e o
cuidado na relao com o morador/paciente; as tenses na sua realizao
e a superao/ou no de barreiras criadas pelos indivduos e pelo sistema
de sade. Cada ao implica uma escolha e parece que as agentes fazem
todo o esforo no combate TB, embora no haja sempre sucesso.
27
10:15am - 10:45am Warning: The presentations finish prior to the end of the session!
A construo do conhecimento na Lingustica Aplicada em seu incio no Brasil
Orlando Vian Jr
Universidade Federal de So Paulo/CNPq, Brazil; orlandovianjr@gmail.com
Como forma de compreender como o conhecimento foi construdo
na Lingustica Aplicada (LA) brasileira, este trabalho analisa, a partir da
perspectiva da Lingustica Sistmico-Funcional de Halliday e do Realismo
Social de Maton, introdues de textos produzidos na dcada de 1986-1996.
O ponto de partida a noo de conhecimento proposta por Bernstein
(1996) e sua ampliao na Teoria dos Cdigos de Legitimao (Maton,
2014). O corpus de pesquisa composto pelas Introdues de seis textos
considerados seminais na LA no Brasil e, a partir de uma abordagem quali-
quantitativa (Drnyei, 2007), utilizamos o Sistema de Avaliatividade (Martin e
White, 2005) para caracterizar os elementos lingusticos que constroem os
sentidos recorrentes nos textos com foco nos mecanismos de Engajamento,
como forma de identificar o gerenciamento das vozes nos textos,
possibilitando, assim, a caracterizao da relao entre o conhecimento
e os conhecedores que o produzem. A compreenso das realizaes
lingusticas, em nvel lxico-gramatical, possibilita a anlise dos sentidos
construdos, em nvel semntico-discursivo e, consequentemente, com
base nos cdigos de legitimao, torna possvel a anlise das Constelaes
e das Cosmologias (Maton, 2014) da LA brasileira. As Constelaes referem-
se aos agrupamentos de prticas, ideias e crenas dos atores sociais em
relao a um determinado campo da cincia; conjuntos de Constelaes
formam as Cosmologias de uma rea. Os resultados da confluncia entre os
elementos lingusticos e os cdigos de legitimao permitem compreender
a LA inicial no Brasil construda com base em estruturas de conhecimento
horizontal (Bernstein, 1996), atribuindo o conhecimento aos conhecedores,
neste caso, aos linguistas aplicados brasileiros, que utilizam para tanto suas
prprias experincias e as relaes entre a LA como cincia emergente e
sua insero nas cincias, ao lado de seus fortes laos com a Lingustica
e seu dilogo inicial com o campo de ensino de lnguas, bastante
caractersticos dessa fase inicial.
C61-64
Time: Monday, 24/Jul/2017: 10:15am - 12:15pmLocation: Studio 3
10:15am - 10:45am
ESCOLHAS LINGUSTICAS, MULTIMODAIS E TRANSCULTURAIS NA MDIA: RECONSTRUINDO
IMAGENS DE (I)MIGRANTES NO BRASIL
Nara Hiroko Takaki
Universidade Federal de Mato Grosso do Sul, Brazil; narahi08@gmail.com
Investigar como as complexidades concernentes s lnguas/linguagens
na Internet e em tecnologias mveis possibilitam compreender os
interesses polticos de instituies e de grupos sociais traz inovaes na
LA se o conceito de ciberespao como lugar de democracia, de regimes
autoritrios de verdade (Curran, Fenton, Des Freedman, 2012) ou de ambos
os aspectos em contextos especficos constantemente questionado. Essa
caracterizao parte de uma pesquisa sobre o trabalho das mdias a respeito
dos imigrantes recentes no Brasil. Ela est sendo desenvolvida em contexto
de Curso de Letras de uma Universidade Federal e, metodologicamente,
salienta a natureza etnogrfica (Heller, 2011) com abordagem multimodal na
investigao da ecologia de sentidos. Inovaes nos modos de responder
s simultaneidades e temporalidades, como fluxos contnuos, assinalam os
desafios em meio s complexidades. Para tanto, a fundamentao terica
inclui estudos de imagens, sons e animaes que requerem habilidades
interpretativas para alm do senso comum (Kress, 2010). Distanciando do
antagonismo entre mdia dominante e mdia alternativa, este trabalho aponta
para processos que podem orientar intrpretes pela heterogeneidade (de
estilos, contribuies, perspectivas transculturais e polticas) e pelo carter
polissmico (Bakhtin, 1999) na organizao, produo e disseminao
de ideias pela mdia. O foco desta apresentao traz construes
indexicalizadas (Bloemmart, 2005), generalizaes e valores que figuram
os imigrantes como sendo quase sempre problemticos (Windle, 2008).
O resultado parcial da pesquisa enfatiza a noo de crise na mdia mais
do que a problematizao da questo imigrao. Refora a importncia
de conscientizar estudantes de Letras sobre as diferentes formas de dar
visibilidade aos imigrantes (Campos, 2015). Ainda, instancia discursos
alternativos e ticos que se propem a coexistir com mltiplas realidades
(Braidotti, 2006) recontextualizando, portanto, constelaes transculturais
(Pennycook, 2007) por meio de interpretao crtica de significados (Mattos,
2016) e atitude scio-lingustica-cultural-educacional na sociedade.
10:45am - 11:15am
Facilitators introduction of lay speakers during publicly held press
conferences of an immigrant protest movement.
Sara Elisabeth Keel
University of Basel, Switzerland; sara.keel@unibas.ch
Whereas research on the interactional organization of publicly held press
conferences has generally focused on the ways the hosts interact with
the journalists and organize the question-answer session of the press
conference, research on public speaking more generally has mainly looked
at speakers discourse itself and its capacity (or lack of capacity) to mobilize
audiences approving responses.
In contrast, this paper focuses on how the different members of the
host party of a press conference interact with each other. By analyzing
different methods through which facilitators introduce lay speakers official
interventions during publicly held press conferences of an immigrant protest
movement taking place in Fribourg, Switzerland (2001), it shows that instead
of systematically aligning with the facilitators introduction, speakers might
take the opportunity to disalign and even subvert the facilitators introduction.
Based on audiovisual recordings of twelve publicly held press conferences
and adopting a conversational analytic approach which draws on
categorization analysis, the paper offers a detailed analysis of how the
introduced speaker might either go along with the facilitators introduction,
by for example taking up and elaborating on the categorization devices
used by the latter, or the speakers talk might imply a process of alienation,
for example through the (sometimes subtle) transformation and modification
of the categorization devices deployed by the facilitator. By going along
with the facilitators introduction, speakers constitute themselves as part of
a coherent overall project, which they contribute to establish and enforce.
However, by alienating from the facilitators introduction, the speaker makes
not only tensions between the different members of the protest movement
available for inspection, but gives also an insight into the difficulties that
protest movements face when their going public involves high democratic
standards: the participation of all members of the protest movement, even
of those that might held dissent voices.
11:15am - 11:45am
A Qualitative Approach to Metaphorical Seafaring Phraseology in Technical
Journals and EU Institutional Discourse
Silvia Molina-Plaza
TECHNICAL UNIVERSITY OF MADRID, Spain; silvia.molina@upm.es
The aim of this paper is to analyze English idioms and collocations of
seafaring, looking at the semantic network in English and the way they
are used in both technical journals and EU discourse. Corpus data is used
(the European Union website, the web as corpus and maritime journals like
http://www.sailingscuttlebutt.com/news/04/ras/) to reveal patterns of use
of twenty-five significant maritime phrasemes in two different contexts of
production (Technical reports for experts, EU Institutional Discourse).
The method of analysis aims to interpret the denotative and evaluative
meaning of these phrasemes. Some of them are metaphorical & metonymic
expressions and will be the focus of this presentation (Kvecses, 2002,
Wray 2002)
Idioms and collocations have been chosen with WORDSMITH TOOLS,
regarding frequency of use a key factor. Examples of English metaphorical &
metonymic phrasemes are cut and run, battening down the hatches, at the
helm, in the same boat, even keel, etc.
Results point out that these phrasemes are highly productive in oral and
written maritime discourse in English and worthy of investigation. They also
reveal that both denotative (in terminological collocations) and evaluative
28
meanings may be embedded in lexical-semantic structures. Metaphor is
also frequently used in Naval Engineering texts and terminology for making
the terms and concepts more accessible to users of maritime affairs texts.
Finally, the examples discussed provide evidence that naval idioms are not
only found in the maritime technical journals or EUs Maritime Affairs but also
in other EU Directorates (Agriculture, Environment, etc.) to add emphasis in
EU public discourse .
REFERENCES
Kvecses, Z. (2002). Metaphor: A Practical Introduction. Oxford: Oxford
University Press.
Wray, A. (2002). Formulaic Language and the Lexicon. Cambridge.
Cambridge University Press.
Eu website: europa.eu and http://www.sailingscuttlebutt.com/news/04/ras/
accessed 10/2/2016
11:45am - 12:15pm
Towards socio-quoting: Reconsidering the key role of quoting in public
discourse
Lauri Matti Haapanen1, Daniel Perrin2
1
University of Helsinki, Finland; 2Univerisity of Zrich, Switzerland; lauri.
haapanen@helsinki.fi
The basis of modern societies is that there is space for competing forces to
negotiate socially relevant topics in public discourse. Building on the work
of scholars who have addressed this function of media, we have identified
five cyclical steps in recontextualizing utterances in public discourse, both
as quotes from oral or written sources, or as comments in media items and
other social media takeups. Combining findings from large scale research
projects and explorative research, we explain the five steps and their
interplay.
The first three steps relate to mass media. In Step 1, journalists decide to
address a topical issue and identify the key societal forces pertaining to
that issue. In Step 2, journalists identify the agents who negotiate this issue
as representatives of these social forces. In Step 3, journalists quote these
agents to explain the issue and attract the audience. Additionally, quotes
clarify the interplay of the societal forces that are represented through
narrative roles such as the people concerned, decision makers and experts.
These steps are followed by two steps of uptake in social media.
In Step 4, an audience can introduce their opinions on this issue through
comment sections, and in Step 5, they can take up and comment on the
media item in social media. In these steps, social media users exploit media
items and their quotes in order to socialize themselves, that is, to display
their staged identity and connect to other social media users. We refer to
this practice of using quotes in social media as socio-quoting. By interacting
with the public discourse in society at large, the activity of socio-quoting
alters and is altered by the state of discourse in the public sphere. This
is how it affects subsequent loops of quoting as explained in Steps 1 to 5.
C65-68
Time: Monday, 24/Jul/2017: 10:15am - 12:15pmLocation: Studio 4
10:15am - 10:45am
Blurred lines and fuzzy borders Towards the loss of varieties in urban
language use
Arne Ziegler, Kristina Herbert
University of Graz, Austria; arne.ziegler@uni-graz.at
International urban language studies have already emphasised the
importance of viewing cities as highly dynamic linguistic entities that give
essential impulses for levelling processes that point in the direction of a
linguistic continuum rather than a fixed set of distinctive varieties in urban
areas (e.g. Kerswill/Williams 2002; Cheshire et al. 2011). For Austria, the
hypothesis of a linguistic continuum in urban language use has, however,
not yet been verified. In our talk, we will present our research project
Vienna and Graz cities and their influential force, which is a subproject
of the special research program German in Austria funded by the Austrian
Science Fund and focusses on the two largest agglomeration areas in
Austria. In order to scrutinise our thesis, the project follows three analytical
paths that combine structural with interactional methods: 1) Analyses of
discourse data of current language use in Vienna and Graz; 2) Analyses of
preferred variants with respect to the interaction of various speaking styles
and varieties; 3) Investigation of connections between spatial and social
mobility and language behaviour. Based on preliminary sample analyses of
grammatical phenomena, we will offer a first insight into some observed
tendencies and argue that specific markers of different varieties on the
dialect-standard-axis are merging and leading towards a change in linguistic
space that can be described as a continuum somewhere in between the
intended standard and dialect.
References
Cheshire, Jenny et al. (2011). Contact, the feature pool and the speech
community: The emergence of multicultural London English. Journal of
Sociolinguistics 15 (2). 151-196.
Kerswill, Paul & Williams, Ann (2002). Salience as an explanatory factor in
language change: evidence from dialect levelling in urban England. In Mari C.
Jones & Edith Esch (eds.) Language change. The interplay of internal, external
and extra-linguistic factors. Berlin/New York: Mouton de Gruyter. 81-110
10:45am - 11:15am
Keep calm and...: reinventando o conceito de lngua a partir de um artefato
cultural
Ricardo Almeida
Universidade Federal do Rio de Janeiro - UFRJ, Brazil; ricardo-
pinheiro2008@hotmail.com
No mundo contemporneo em que vivemos, tudo identidades, discursos,
informaes circula rpida e translocalmente (BLOMMAERT, DONG,
2010) graas informatizao de grande parte das atividades humanas.
Moita Lopes (2012) afirma que tal informatizao tornou o discurso central
em nossas prticas sociais cotidianas, e acrescenta que atravessamos
fronteiras por meio da linguagem nas prticas sociais de letramentos
digitais. Da nosso interesse em contribuir para o debate e a redescrio
de trs construtos tericos que tm pautado os estudos no campo da
Lingustica Aplicada na modernidade recente, levando em considerao o
mundo contemporneo em que estamos situados e com o qual estamos
em constante interao: um mundo globalizado marcado por incertezas,
fluxos, descentralizaes, superdiversidade e hibridizaes. Desse modo,
e a partir da anlise dos usos da linguagem no aqui agora (MOITA LOPES,
2013), preciso observar as prticas lingusticas interdisciplinarmente de
modo a dar conta da fluidez dos sujeitos e dos discursos, visando, tambm,
aos ganhos polticos, epistemolgicos e ticos (MOITA LOPES, 2013)
subjacentes a tal forma de estudar a linguagem. Assim, selecionamos memes
(artefatos culturais em rpida circulao pela internet) que parafraseiam e
parodiam um meme que os antecede, no qual se l: Keep calm and carry
on. Levando em conta a viagem ou trajetria (BLOMMAERT, 2005)
desses textos nas redes sociais globalmente conectadas, debatemos a
superdiversidade (VERTOVEC, 2007), a transidiomaticidade (JACQUEMET,
2005; MAKONI, PENNYCOOK, 2007) e a necessidade imperiosa de
reinveno do conceito de lngua (MAKONI, PENNYCOOK, 2007) para
reinvent-lo em outros termos. Para construirmos o debate e a redescrio
desses trs construtos tericos, alinhamo-nos a uma Lingustica Aplicada
Indisciplinar (MOITA LOPES, 2006) ou Transgressiva (PENNYCOOK, 2006)
de modo a pensar outras ferramentas analticas para dar conta do estudo
da linguagem e das prticas situadas na ps-modernidade, visando a abolir
fices lingusticas essencialistas e hegemnicas.
29
 11:15am - 11:45am
Anlise De Charges Na Perspectiva Da Sociolingustica da Mobilidade proposta
por Blommaert.
Daniela da Silva Vieira
UFRJ- Universidade Federal do Rio de Janeiro, Brazil; daniela.vieira40@
yahoo.com.br
Na viso de Jan Blommaert (2010) o mundo se tornou uma rede complexa
de vilas, cidades, vizinhanas e estabelecimentos conectados por materiais
simblicos que, frequentemente se unem de maneiras impensveis
(BLOMMAERT, 2010, p.9). Na perspectiva do autor, isso um dos efeitos da
globalizao, o qual est forando a Sociolingustica a desconsiderar velhas
bases e princpios clssicos e repens-la como uma sociolinguistica dos
recursos mveis, a qual estaria vinculada s redes, fluxos e movimentos. A
partir deste enquadre, o autor prope que tal corrente de estudos se torne
uma sociolinguisitca da globalizao. Partindo-se da noo de que no
contexto da globalizao, os recursos lingusticos mudam de valor, funo
e pertencimento, visto que eles esto inseridos nos padres da mobilidade
(BLOMMAERT, 2011, p.40), Blommaert apresenta ferramentas conceituais
que fornecem um enquadre descritivo para a anlise da linguagem na era
da mobilidade. Essas ferramentas so os conceitos de: escala, ordens de
indexicalidade e policentrismo. Pautada nos pressupostos deste enquadre
terico-metodolgico a presente pesquisa analisar algumas charges,
com o intuito de demonstrar como a mdia reportou o fato da agresso
dos policiais militares do Paran contra os professores da rede estadual
de Curitiba, em Abril de 2015. Metodologicamente priorizou-se as noes
de escala, ordens de indexicalidade e policentrismo para investigar
como foi feita a recontextualizao do fato. Conclui-se que tais categorias
permitem analisar que os contextos de comunicao so construdos
de forma particular (localmente) por produtores e, que o enunciado, ou
evento comunicativo foi construdo por uma multiciplicidade de recursos
visuais e verbais. Por fim, acredita-se que os conceitos de escala, ordens
de indexicalidade e policentrismo permitem uma percepo de que at
mesmo caractersticas atribudas socialmente a grupos especficos podem
ser desestabilizadas, isto , recontextualizadas atravs das interaes,
promovendo novos eventos comunicativos.
11:45am - 12:15pm
ESTRATGIAS DISCURSIVAS E CONTROLE SOCIAL NO MUNICPIO DE CANOAS: Uma anlise
semiolingustica do discurso poltico
Paloma Daudt
Universidade do Vale do Rio dos Sinos, Brazil; palomadaudt@hotmail.com
As polticas de participao popular so marcas das gestes da Frente
Popular, como o caso do municpio de Canoas. A atual gesto tem como
proposta fomentar espaos de participao democrtica, materializando-
se em polticas participativas, como o processo do Oramento Participativo
(OP). Este um espao que permite aos sujeitos envolvidos para alm da
participao na escolha de prioridades para seu municpio, o poder de
exercer o controle social. Isto em um perodo que de acordo com Santos
(2002), vivemos uma crise da democracia representativa, que faz parte
de uma globalizao neoliberal, e este um importante fator explicativo
dos processos econmicos, sociais, polticos e culturais das sociedades
nacionais. Por outro lado, segundo o autor, existe uma globalizao contra-
hegemnica organizada da base para o topo das sociedades, e o OP pode
ser enquadrado dentro deste movimento como um espao de resistncia
e tentativa de construo de uma democracia que tenha em seu horizonte
a formao para a cidadania e participao, assim podemos almejar uma
nova lgica na organizao do Estado. Neste cenrio, buscamos recuperar
possveis sentidos que se inscrevem na realidade discursiva e que permitem
uma melhor compreenso da organizao do controle social no OP e da sua
relao com uma conjuntura maior, na qual OP e linguagem esto situados.
Analisaremos os contratos de comunicao dos diferentes sujeitos (Eu
enunciador e Tu destinatrio), em reunies de comisses de obra a partir
dos estudos semiolingusticos sobre o discurso poltico. O marco terico
e metodolgico de anlise fundamenta-se na perspectiva semiolingustica
de Patrick Charaudeau (2012, 2015). possvel identificar preliminarmente
que os sujeitos envolvidos utilizam de estratgias lingusticas ao exercer
o controle social visando ao sucesso do contrato de comunicao, com
intuito de uma melhor eficcia da gesto pblica.
C69-72
Time: Monday, 24/Jul/2017: 10:15am - 12:15pmLocation: Studio 5
10:15am - 10:45am
Do segundo plano s incluses: professores como atores sociais no Programa
Ingls sem Fronteiras
Taisa Passoni
Universidade Tecnolgica Federal do Paran, Brazil; taisapas@gmail.com
O Programa Federal Ingls sem Fronteiras (IsF) foi criado em 2012 como
uma iniciativa complementar ao Cincia sem Fronteiras (CsF) no mbito da
internacionalizao das universidades brasileiras. Ao propor um conjunto
de aes relativas ao uso, aquisio e ao status das lnguas, o qual
regulamentado por atos oficiais e influenciado por elementos do contexto
scio-histrico, neste estudo IsF concebido como uma poltica lingustica
(RICENTO, 2000). Partindo do pressuposto de que polticas so sempre
incompletas, pois se constituem na dinmica que envolve proposies,
intenes, influncias e prticas em diferentes esferas (BALL, 1994), o
estudo visa analisar os papis desempenhados/atribudos aos professores
de ingls no IsF por meio de subsdios da Teoria dos Atores Sociais
(VAN LEEUWEN, 2008). A anlise enfoca um conjunto de 62 textos: 10
entrevistas com coordenadores de Ncleos de Lnguas das universidades
federais; 7 textos que regulamentam o Programa; e 45 notcias sobre o
IsF publicadas pela imprensa. As anlises evidenciam a predominncia
da colocao dos professores em segundo plano nas regulamentaes
e nas notcias, em paralelo com diferentes incluses destes atores nas
entrevistas com coordenadores. Tais apontamentos geram reflexes acerca
das peculiaridades dos gneros textuais analisados e das implicaes
ideolgicas subjacentes s representaes dos professores no IsF.
10:45am - 11:15am
Language policy in small narratives of policymakers in Timor-Leste: Why have
you chosen Portuguese?
Ildegrada da Costa Cabral
University of Birmingham, United Kingdom; ildegrada@gmail.com
The wider context for this paper was a major shift in language-in-education
policy on the independence of Timor-Leste in 2002, after 24 years of
occupation by Indonesia and after more than four centuries of Portuguese
colonial rule. On Independence, Portuguese and Tetum (the most widely
spoken local language) were adopted as co-official languages; all other
languages in Timor-Leste were defined as national languages; and English
and Bahasa-Indonesia were designated as working languages. The choice
of Portuguese and Tetum as official languages, in particular Portuguese, has
caused intense controversy among the East-Timorese, in the Australian and
Indonesian press, and in research circles in the early years of independence
(Leach, 2008; Taylor-Leech, 2008). Language debate about mother tongue
instruction also occurred (Cabral, 2013).
Fieldwork for the study was conducted in 2012 in Dili, the capital city. It
included classroom observation, note-taking, audio/video-recording of
classroom interaction, interviews with teachers and with policymakers. This
paper examines small stories (Bamberg and Georgakopoulou, 2008) in
interviews with East-Timorese policymakers. Using Bakhtins (1981) notion
of voicing, I examine the ways in which the interviewees enacted multiple
voices to describe the linguistic disagreements on the East-Timorese
language-in-education policy. Policymakers were asked to provide their
interpretation of extracts selected from different policy documents related
to Portuguese and Tetum as the official languages and bilingual education
based on the mother tongue. Narratives were a discursive resource used
spontaneously by the interviewees. The small stories were accounts of
personal experiences which were associated with their official and unofficial
roles. The scrutiny of the content and textual features of these stories reveal
how these policymakers used this discursive approach to substantiate their
views and to describe dynamics of the centre-periphery in relationship to
the language policy of Timor-Leste.
30
 11:15am - 11:45am
Perspectives on writing: rethinking an ESL writing course in response to a
low-vision student
Emma Player Rye
Universidad de Los Andes, Colombia; emma.rye@gmail.com
This study reports on the evaluation and re-design of an EFL academic
writing course in response to the needs of a low-vision student during
the first semester of 2016 at one university in Bogot, Colombia. Although
disability rights are receiving more and more attention in Colombia, practical
steps to integrate students with disabilities into higher education need to
be taken. Within the university context, there was very little knowledge
about the materials and technology needed to accommodate a student
with disabilities into the classroom. After several classes, it became clear
that the course design, materials and teaching methods were ineffective
and prevented the low-vision student from fully participating in most tasks
and activities. This study used an action research framework to evaluate the
course, collecting data through a reflective teacher journal, archived lesson
plans, student interviews and surveys. The data was then examined in light
of the interaction hypothesis (Long 1996), Krashens input hypothesis (2003)
and negotiating for meaning (Snyder and Ohta, 2005). The following themes
emerged and will be detailed during the presentation with examples: i) aural
and oral input and output became essential to the writing process making
it far more holistic and interactive; ii) students developed autonomy by
assuming the role of expert through a flipped-classroom approach and peer
editing; iii) lesson plans were designed to be revised and co-constructed by
both student and teacher during classes using Microsoft Word; iv) writing
conferences between students and teacher were integrated into the writing
process. Changes made to accommodate the low-vision student resulted
in positive changes for the writing course, a valuable learning experience
for the teacher and progress towards a more inclusive educational policy
at the university.
11:45am - 12:15pm
O ENSINO DE LNGUA ESPANHOLA NO SISTEMA EDUCACIONAL BRASILEIRO: POLTICA DE
ENSINO DE LNGUA ESTRANGEIRA
Valria Jane Siqueira Loureiro
UFS, Brazil; vjsloureiro.profe.ufs@gmail.com
A oferta do ensino de lngua espanhola no Brasil se modificou e obteve
status ao longo do tempo, devido, entre vrios fatores, a criao do
MERCOSUL (1991). A incluso e implementao da oferta de espanhol
como lngua estrangeira moderna para a educao bsica no setor
privado se estendeu muito e de forma rpida. Assim, se transformou na
lngua obrigatria a ser oferecida pelas escolas e optativa a ser escolhida
pelos estudantes no ensino mdio da rede pblica de ensino em mbito
nacional desde a aprovao da lei 11.161 (2005). Entretanto, a expanso do
espanhol no sistema educacional brasileiro encontrou e ainda encontra
alguns obstculos polticos como falta de recursos humanos e financeiros.
No obstante, tambm tem que superar alguns esteretipos enraizados
h dcadas na sociedade brasileira como o portunhol e a questo de
que o ingls uma lngua mais importante de ser aprendida, pois uma
lngua estrangeira de status econmico e social, alm de ser a lngua com
status de internacionalizao a nvel cientifico e acadmico. Nesta anlise
examinaremos as transformaes que o espanhol sofreu no sistema
educacional brasileiro nos ltimos anos, levando em considerao
criao do MERCOSUL em 1991, a aprovao da lei de Diretrizes e Base
da Educao Nacional de 1998, a aprovao da lei 11.161 de 2005 e a
elaborao das Orientaes Curriculares Nacionais para o Ensino Mdio de
espanhol de 2006, marcos importantes e documentos fundamentais para o
incremento da oficializao do espanhol como opo de lngua estrangeira
no Brasil. Em seguida a esta anlise, se prope algumas atitudes no que se
refere ao ensino de lnguas estrangeiras, em particular o espanhol, com a
finalidade de consolidar a sua posio como lngua estrangeira mais que
veicular, mas tambm como instrumento de assegurar a diversidade de
opes lingusticas no sistema educacional do ensino brasileiro.
C73-76
Time: Monday, 24/Jul/2017: 10:15am - 12:15pmLocation: Studio 6
10:15am - 10:45am
Academic publishing and ELF: an analysis of instructions for authors
Maiara Viegas
Universidade Federal do Rio Grande do Sul, Brazil; maiararv@gmail.com
The growing interest of academics and researchers in English as a Lingua
Franca (ELF) has been changing the paradigms of English language
teaching, since ELF supporters advocate for more acceptability of English
varieties and question the idea of native-speaker supremacy. In this theory,
English belongs to all of those who use it, and intelligibility and pragmatic
strategies are more important than nativeness (see JENKINS, 2011;
SEIDLHOFER, 2004). Although the ELF movement has been growing in
academic contexts (MAURANEN, 2012), it has not yet fully reached academic
publishing, since native speakers are privileged by several journals that
demand authors to conform to native norms, which goes against current
theoretical debates regarding ELF (OWEN, 2011). The objective of this
paper is to analyse instructions for authors of Applied Linguistics journals
in order to verify if there is tolerance regarding English varieties, since it is
expected that the journals which publish texts about ELF act in accordance
to its theoretical debates. Hence, the instructions for authors and content
published by 36 international journals were analysed. The results show
that, even within Applied Linguistics, several journals still position the native
speaker as the higher authority of the English language, and consider
American and British English the only accepted varieties for publication.
This contradiction between ELF theoretical discussions and what is being
practiced by linguistic stakeholders shows the urgent need to call literacy
brokers to the dialogue. In addition, the results and discussion presented in
this paper show how challenging this reality has become: on the one hand,
there is a movement towards the acceptance of English varieties and focus
on intelligibility. On the other hand, authors may not be granted access to
academic practices because their non-conformity to native norms are not
considered acceptable by stakeholders and journal editors.
10:45am - 11:15am
Developing intercultural learning capabilities: A case study in Higher
Education
Angela Scarino, Jonathan Crichton, Fiona ONeill
University of South Australia, Australia; Fiona.Oneill@unisa.edu.au
Knight (2004) identified over a decade ago the need for higher education to
deal with the intersect of the international and the intercultural in teaching
and learning. However, current approaches remain insufficient with respect
to the nature of learning in the context of linguistic and cultural diversity,
and inadequate to engage with the nexus of languages, cultures, and ways
of learning and knowing that such diversity brings to teaching and learning
(Liddicoat & Scarino 2013). In a world where linguistic and cultural diversity
and change is increasingly the norm, not only communicative, but symbolic
competence becomes a necessary capability (Kramsch 2009, 2011). In
line with this agenda, this paper reports on a semester long study which
has explored the experience of a group of local and international students
from multiple disciplines, and their teachers, in a core undergraduate
course of 600 students in which there is an orientation to learning,
teaching and assessment which seeks to develop students intercultural
learning capabilities. To capture the experience of learning, teaching and
assessment in a highly diverse Australian university, data was collected
over the life cycle of the course. The design was ethnographic, thematic
(Cresswell 2007) and collaborative, involving the research team, members
of the teaching staff and members of the universitys learning and teaching
unit. The data sets included interviews with students and teachers, students
written assessments, and observations of weekly teaching staff meetings.
The paper will be illustrated with analysed examples from the data. The
overarching finding of the study is that there is a need to rethink notions
of experience and engagement, specifically to attend to the central role
of language/s and culture/s in all students experience learning, teaching
and assessment to enable students to develop their intercultural learning
capabilities.
31
 11:15am - 11:45am
How varieties of language diversify
Raymond Kevin Hickey
University of Duisburg and Essen, Germany; raymond.hickey@uni-due.de
In a period of considerable globalisation new varieties of languages
are arising and stand in a certain relationship to existing ones with new
developments leading to continuous change and diversification. The
development of new varieties of language has been the subject of two
major models with regard to forms of English (i) Peter Trudgills New Dialect
Formation (NDF) model (Trudgill 2004) and Edgar Schneiders Dynamic
Model (Schneider 2008). Trudgills model is deterministic in nature and
sees the quantitative representation of features in early NDF as pivotal.
Schneiders model does not share these standpoints but concentrates more
on the swing away from an exonormative model towards an endonormative
one which it sees as quintessential.
As an alternative to these models, a third model of variety formation, the
Differentiation Model, is presented here. It consists of four identifiable
stages: 1) GENESIS through diversification; 2) internal DIFFERENTIATION
through social layering; 3) relative EQUILIBRIUM between vernacular and
supraregional varieties (Hickey 2013); 4) a final CONTINUATION phase which
can lead forward or return to an earlier phase, i.e. be cyclic in character. Key
to this model is the permanent operation of sociolinguistic factors and the
co-existence of several varieties at any one time and place.
In the current paper the details of the model will be presented and a set
of varieties examined which offer support for the model. In particular the
validity of the differentiation model in explaining developments in present-
day globalisation and language diversity will be highlighted.
References
Hickey, Raymond 2013. Supraregionalisation and dissociation, in: J. K.
Chambers and Natalie Schilling (eds) Handbook of Language Variation and
Change. Second edition. Wiley-Blackwell, pp. 537-554.
Schneider, Edgar 2007. Postcolonial English. Varieties around the World.
Cambridge: Cambridge University Press.
Trudgill, Peter 2004. New Dialect Formation: The Inevitability of Colonial
Englishes. Edinburgh: Edinburgh University Press.
11:45am - 12:15pm
Muslim gravescape in Denmark. Religious language practices in the (hidden)
periphery
Helle Lykke Nielsen
University of Southern Denmark, Denmark; hln@sdu.dk
Muslim cemeteries in Denmark belong to the periphery in at least two ways:
They are located in the diaspora of the Muslim world, and they are situated
outside the urban centers, to the extent that their geographical locations are
unknown to most Danes.
Muslim cemeteries in Denmark are interesting linguistic places, because
they illustrate a tension between an immigrant/ minority language space
where Arabic serves as the sacred language of Islam, on the one hand, and
a public space where the individual Muslim or Muslim family can choose
freely among language forms and content according to their own desires,
on the other. This tension will be illustrated by the way Arabic is used on
tombstones in two Muslim cemeteries in Denmark, one owned by a group
of Muslim organizations, and one established by the city of Copenhagen.
The paper will demonstrate that the use of Arabic in these cemeteries
shows a growing tendency to use the language symbolically, to foreground
a collective identity as Muslim and/or a sense of national belonging. At
the same time, the tombstones tend to assimilate linguistic and semiotic
features from the surrounding Christian gravescape, resulting in multilingual
practices and the use of symbols of a more secular nature than is traditionally
seen in Islam. This suggests that Muslim gravescape is undergoing a
transformation from a traditional sacralized perception of death towards
a more personalized and secular one. I hypothesize that this change in
religious language practices in the (hidden) periphery is a dynamic one
which will most probably be reinforced by the growing number of Muslims
who choose to be buried in the diaspora at the expense of the post mortem
mobility which used to bring Muslims back to their country of origin for burial.
32
C77-80
Time: Monday, 24/Jul/2017: 10:15am - 12:15pmLocation: Studio 7
10:15am - 10:45am
They do more things than my family: mobilizing affect in an ethnographic
interview in Cambodia
Benedict John Lewis Rowlett
City University of Hong Kong, Hong Kong S.A.R. (China); benedictrowlett@
me.com
Recent studies on manifestations of affect in interaction have revealed how
emotion may be mobilized in order to take action (Bucholtz, Casillas, & Li,
2016). In this talk I will therefore discuss affective performance in an ethnographic
interview with a self-identified gay Cambodian man as he describes the
relationships he has actively formed with men from the global north. The type
of relationship we discuss is indicative of sexualized practices established
in this setting between local and non-local men, through which the local has
much to gain in terms of social and economic mobility. However, rather than
foregrounding these aspects of the relationship, the interviewee speaks of the
emotional bonds that unite him with these non-local men. These are men whom
he positions as having a good heart and as being more like family to him than
his own family. Through a poststructuralist discourse analysis of this interaction,
grounded in the research aims of linguistic ethnography, I will demonstrate
how his affective performance succeeds in creating these emotional bonds by
drawing on powerful discourses circulating in the local setting. More importantly,
I will discuss how a reflective consideration of my own position in this setting as
a western gay male has been crucial in affording me insights into how affect
was mobilized by some of the young Cambodian men I came into contact with.
This succeeded in creating an emotional impact on me, especially with regard
to how I came to see and manage my relationships with them. This manipulation
of emotion through language is, I suggest, one significant aspect of a localized
competence needed to act in pursuit of the advantages that contacts with the
globally mobile in this setting offer.
10:45am - 11:15am
Transglossia and Liberated Women Identity in a Peripheral South Asian
Country: Bangladesh
Shaila Sultana
Department of English Language, Institute of Modern Languages,
University of Dhaka, Bangladesh, Peoples Republic of; shaila.sultana@
alumni.uts.edu.au
The paper contributes to the recent development in applied linguistics
research that has shown interest in transglossia, an endeavour to address
both the fluidity as well as the historical, social, cultural, and ideological
meanings in language. The data are drawn from an intensive three-
month long ethnographic research in Bangladesh and analysed through a
transglossic framework. The findings show that young women are engaged
in transglossic language practices in the virtual space, when they borrow
polyphonic voices through slurs, slangs, swear words, and taboo expressions
and other cultural semiotic resources in English and Bangla. Transglossic
language practices serve specific pragmatic functions for them. First, young
women challenge the linguistic appropriacy and propriety accepted from
them as women in the Bangladeshi society. Second, they seem to be in
control over their sexuality and claim empowerment for themselves. Thus
they discursively transgress the linguistic, social, and cultural boundaries
within the spatial dynamics of the virtual space. However, the paper also
identifies that the spatial realisation of transglossia and performance of
liberated identity attributes is relational - very much in organic relationship
with the real space. The pleasurable engagement with various linguistic and
cultural resources may allow them to temporarily disrupt the linguistic, social
and cultural norms, but they are continually conflicted and confronted by
linguistic, social, and cultural ideologies and values. At the end, the paper
concludes that transglossia, nevertheless, sheds lights on how young
women who are peripherally located in social hierarchies in a peripheral
South Asian country attempt to achieve more central position in their
everyday language practices. It also creates opportunities to develop a
nascent understanding of the tension that these young women face within
the blur boundaries of virtual and real spaces.
11:15am - 11:45am
O slam e a poesia oral reexistem ao/no mundo contemporneo
Cynthia Agra de Brito Neves
Universidade Estadual de Campinas (IEL/UNICAMP), Brazil;
cynthiaagrabneves@gmail.com
Um novo fenmeno de poesia oral cresce na cidade de So Paulo: so os
chamados slams - competies de poesias que do vez e voz a artistas da
periferia, os quais declamam as adversidades do seu cotidiano, abordando
temas como racismo, violncia, drogas, machismo, sexismo, sempre de
teor crtico e engajado, pois requerem a escuta, a reflexo e a politizao
do seu pblico-ouvinte. Trata-se de verdadeiras performances de poesia
ideodialgica, talvez dissesse Bakhtin (2003), o que lhe confere autonomia
e originalidade, embora tenha sempre estado presente nas praas da
antiga Grcia ou no Nordeste em um repente. Nos palcos, os slams renem
as vozes das margens (Hall, 2003), as vozes do Sul (Moita Lopes, 2006)
ou as vozes do corpo (De Certeau, 1994), desse modo, poetas e poetisas
competem com no mnimo trs poesias de sua prpria autoria, declamadas
para cinco jurados, geralmente escolhidos da plateia pelos organizadores
do slam. Ao vencedor(a), os livros! A prtica foi importada do Poetry Slams,
nos EUA, e trazida para o Brasil em 2008 pela poetisa Roberta Estrela
Dalva, que fundou o ZAP! Slam, em So Paulo. Na capital paulista tambm
fazem sucesso o Slam da Guilhermina e o Slam da Ponta, ambos na Zona
Leste. Assim como os raps, as poesias dos slams so modos de versar no
autorizados, desvalorizados, rejeitados porque ecoam uma cultura jovem,
popular, negra e pobre, de moradores da periferia, bem diferente do gosto
cannico e de classe mdia. Nesse sentido, pode-se dizer que os slams
atuam como agentes de letramentos de reexistncia, e no somente de
resistncia, para usar os termos de Souza (2011) em referncia ao rap, pois
reinventam, reformulam, redizem, praticam a poesia oral, imprimindo nela
sua identidade social e cultural.
11:45am - 12:15pm
Crculos de linguagem e resistncia da juventude da periferia: uma pesquisa-
interveno em pragmtica cultural
Claudiana Alencar
UNIVERSIDADE ESTADUAL DO CEARA, Brazil; claudiana.alencar@uece.br
Neste trabalho, apresento uma cartografia dos fluxos e processos da
construo coletiva do Programa Viva a Palavra, uma proposta de
interveno co-construda por jovens dos coletivos culturais e movimentos
populares da Serrinha, bairro perifrico de Fortaleza, e por pesquisadoras-
militantes da Universidade Estadual do Cear. O programa pretende atuar
na preveno da violncia e promoo de direitos da juventude, na luta
contra o extermnio da juventude pobre e negra da periferia de Fortaleza.
Nesta cartografia foram articulados os conceitos de palavra mundo, do
pensador brasileiro Paulo Freire, e linguagens como formas de vida, do
filsofo austraco Wittgenstein, para sugerir um desenho metodolgico
para a pragmtica cultural, proposta de pesquisa lingustica que procura
atravessar a rua que separa a academia das prticas e saberes culturais
e populares. A vivncia nos crculos de cultura na comunidade, baseados
no mtodo de educao popular de Paulo Freire, possibilitou, para alm do
desenho metodolgico, uma reflexo sobre uma perspectiva de pesquisa
lingustica interventora, que considere o carter teraputico e crtico da
linguagem na construo umas prxis dialgica, acadmica e popular,
de enfrentamento a questes nodais do nosso tempo. Como resultado
da cartografia tambm mostrado como a radicalizao do conceito
de significado como uso lingustico, associado ao conceito de prxis,
fundamental para a chamada Pragmtica Cultural. A pragmtica cultural ,
pois situada como ponte entre a pragmtica e a antropologia lingustica, com
o objetivo atender s problemticas que se estabelecem entre linguagem e
cultura. A linguagem vista enquanto prxis sociocultural, em que sujeitos
esto comprometidos com sua ao lingustico-social no cotidiano
C81-84
Time: Monday, 24/Jul/2017: 10:15am - 12:15pmLocation: Studio 8
10:15am - 10:45am
Childrens argumentative practices in group discussions results from a
mixed methods approach
Vera Mundwiler1, Judith Kreuz2
1
University of Basel, Switzerland; 2University of Teacher Education Zug,
Switzerland; vera.mundwiler@unibas.ch
Oral argumentation skills are crucial in learning contexts both as a goal in
language teaching and as a method for effective learning (e.g. Grundler/
Vogt 2009; Muller Mirza/Perret Clermont 2009). However, there is a lack
of empirical studies on childrens development of these competencies in
primary school. So far, most studies on oral argumentation focus on high
school students or preschoolers (e.g. Arendt 2015; Grundler 2011; Felton/
Kuhn 2001; Krelle 2014; Komor 2010; Zadunaisky-Ehrlich/Blum-Kulka 2014)
and/or they look at interactions between children and adults, e.g. between
students and teachers (e.g. Heller 2012; Spiegel 2006; Wild et al. 2012).
With our study we aim to fill this research gap by focusing on pupils
aged between 7 and 12 who engage in peer group discussions. Our
corpus consists of 180 videotaped discussions in German and the data
has been analysed within the theoretical and methodological framework
of conversation analysis, but and this is relatively new in the field we
have supplemented the qualitative approach with quantitative analyses.
Our coding scheme captures the childrens argumentative practices, such
as generating, supporting and evaluating (dis-)affiliative reasons, using
lexical markers to explicitly show argumentative relations etc. While these
quantitative results give valuable insights into age-related differences in
e.g. (explicit) practices of reasoning, the complexity of oral communication
can only be fully addressed in combination with qualitative methods, which
take into account the sequential unfolding of the discussion and the situated
meaning in the given contexts.
Since we are using a comparably large corpus to investigate argumentative
practices in different contexts (e.g. by varying age and topic), our research
contributes significantly to the understanding of the development of
argumentation skills and allows to reconstruct competence levels. These
findings are highly relevant to didactic decisions on training and assessment
of oral argumentation skills.
10:45am - 11:15am
Chinese University Students Acquisition of Pragmatic Skills in L2 Italian: A
Study on Classroom Interaction
Andrea Scibetta, Carla Bagna (Prof.)
University for Foreigners of Siena, Italy; scibetta.andrea@gmail.com
Statistical data show a constant increase of the total number of Chinese
university students in Italy in the past few years. A considerable percentage of
this number is represented by those who have taken part in the Marco Polo
Turandot Program, a project for L2 Italian intensive teaching addressed
specifically to Chinese learners, started in 2007 after a bi-lateral agreement
between Italian and Chinese governments. Several research studies have
been conducted since the beginning of the 1990s in order to analyze the
development of language and communicative skills in L2 Italian of Chinese
learners with different educational backgrounds (cf. Valentini 1992 and Banfi
2003 for applied linguistics, Diadori & Di Toro 2007, Rastelli 2010 for Second
Lnaguage Acquisition, and Rastelli 2013 for the input processing inter alia).
Nevertheless, relevant studies in the fields of pragmatics and analysis of
classroom interaction related to this category of students have not been
conducted, yet. On the basis of a theoretical background about discourse
analysis (cf. Labov & Fanshel 1977) and conversation analysis applied to
classroom interaction (Svennevig 2010, Kasper & Wagner 2014 inter alia),
interlanguage and intercultural pragmatics (Kasper & Blum Kulka 1993,
33
Kecskes 2010, 2014 inter alia) and Second Language Acquisition, the current
work aims at analyzing the results of a study concerning the development
of pragmatic skills of 80 Chinese B1 level (CEFR) students of L2 Italian.
First, some theoretical considerations about the applicability of discourse
analysis to classroom interaction will be introduced. Secondly, the main
results of the transcription of 100 minutes of audio-recordings related to oral
performances of the observed learners will be analyzed. The main purpose
of the analysis is to investigate Chinese learners generalized difficulties as
well as peculiarities in their pragmatic competence, particularly concerning
various kinds of pragmatic acts, pragmatic markers and metaphorical
expressions.
11:15am - 11:45am
Cultural Elements within the Iranian Coursebooks since the Beginning
Mahdi Dahmardeh1, Hossein Parsazadeh2, Abbas Parsazadeh3
1
The University of Tehran, Iran; 2Allame Tabatabaie University, Iran;
3
Kharazmi University, Iran; dahmardeh@ut.ac.ir
Painting a rosy picture, the glamour and glitter of Western culture has
undoubtedly aimed to dwarf other cultures. In such a predicament, it does
not seem odd to see unquestioning acceptance of Western culture in
a host of subjects and areas in general and an EFL context in particular.
Delving into a wide range of the cultural elements of the Western world,
the current study endeavoured to reveal the tortuous path the secondary
school English coursebooks have passed in Iran. To this end, the secondary
school coursebooks were diachronically investigated for the commonly
unnoticed side of Western culture i.e. the Perspective aspect of culture,
Western names, and images. In so doing, the above-mentioned elements
of culture in the coursebooks since the introduction of the first one into
the country in 1939 were scrutinised. The results suggested that not only
have cultural elements lacked a coherent framework to be translated into
English coursebooks, but they have also been an uncharted island on the
English coursebook authors map. More specifically, it could be stated in
the late 1970s the Western culture was moderately accepted at the outset,
but it was increasingly celebrated with the passage of time until the Islamic
revolution (1978) in which Western culture fell out of favour, and only some
of its cultural elements were to remain. Finally, from 1978 onwards, though
of partial inattention of Western culture, the local (or source) culture has not
acquired its true significance, with the partial exception of the series of 1987.
11:45am - 12:15pm
Engaging with editors and readers: Professional communication in academic
journals
Guangwei Hu, Mingjiao Luo
Nanyang Technological University, Singapore; guangwei.hu@nie.edu.sg
Despite its value for scientific researchers and its indispensable role as an
important platform for scientific communication, the genre of the Letter to
the Editor (LTE) has received scant research attention compared with other
academic genres. Research on LTEs with an interpersonal and evaluative
focus is even scarcer. Furthermore, extant research has addressed only
some surface discursive or linguistic features. To fill these research gaps,
this presentation reports on a corpus-based study informed by previous
research that has investigated the interpersonal dimension of other
academic genres from a comparative perspective. The study was designed
to investigate how four factors (i.e., LTE writers ethnolinguistic background,
time and venue of publication, and purposes of LTEs) may shape writer-
reader engagement in LTEs. To this end, a corpus was constructed to include
240 LTEs that were published in two prestigious scientific journals (i.e.,
Science and Nature) in two historical periods (the 1980s and the 2010s). Half
of these LTEs were authored by Anglophone academics, and half by non-
Anglophone academics. Drawing on a well established analytic framework
the engagement system of appraisal theory conceptualized by Martin and
White (2005), this study analyzed the use of engagement resources (i.e.,
different types of interaction that are realized by various linguistic resources
at the semantic level) in the sampled LTEs. All four investigated variables
were found to be associated with significant differences in the incidence
of various engagement resources. These differences are attributable to
educational traditions, socio-cultural factors, the evolution of the scientific
community, different editorial requirements, and the inherent needs of
34
different rhetorical purposes. The findings from the present study have
important implications for English for academic purpose researchers,
instructors of academic writing, novice researchers as well as expert
researchers.
C85-88
Time: Monday, 24/Jul/2017: 10:15am - 12:15pmLocation: Studio 9
10:15am - 10:45am
A escola e a rua: o que corpos discursivos revelam nas ocupaes do espao
pblico
Lia Schulz1, Aline Vanin2
1
UNILASALLE; UFRGS, Brazil; 2UFCSPA, Brazil; liaschulz@gmail.com
A escola contempornea tem se deparado com uma srie de movimentos
que apontam para uma reconfigurao de suas funes histricas. Alm
de serem retratadas e expostas na internet nos mais diversos modos
discursivos e miditicos, algumas escolas pblicas brasileiras passam,
desde 2015, por um processo de ocupao por parte dos seus alunos. Do
corpo estudantil disciplinado, que costumava se moldar a salas de aulas
tradicionais, tecnicistas e impessoais, e que inscrevia seu fracasso escolar
em dirios de classe, um novo corpo passou a ocupar os prdios escolares
e as ruas, defendendo as instituies e clamando discursivamente por uma
educao de qualidade. Tal movimento pde ser acompanhado em todo
o Brasil por meio da mdia, principalmente em diferentes redes sociais.
O objetivo deste trabalho fazer uma anlise discursiva e multimodal da
presena dos estudantes na escola e na rua, especialmente das marcas
discursivas e corporais que caracterizaram os movimentos de ocupao
das escolas paulistas e cariocas. A anlise feita a partir de dados
netnogrficos gerados por meio de observao participante em grupos e
perfis do Facebook. Os resultados dessas anlises apontam para mudanas
na tomada do espao escolar, tanto nos modos de movimentar-se quanto
de enunci-lo, em que se afirma uma recusa da repetio da ordem
vigente. Nesse sentido, possvel notar que as posies tradicionalmente
construdas para o corpo estudantil so questionadas e passam a exigir
mudanas no modus operandi das instituies reguladoras do ensino.
10:45am - 11:15am
Introducing the Linguistic Trickster: A Study of Dialectal Code-switching and
Language Authenticity in Popular Fiction
Jo Tyler
University of Mary Washington, United States of America; jtyler@umw.edu
This presentation addresses the following foundational questions: (1) How
can sociolinguistics contribute to an understanding of literary practices? and
(2) How can literature contribute to the study of authentic language in use? In
popular fiction, vernacular dialects have been commonly used to stereotype
characters, but in a series of 13 novels featuring the African American private
investigator Easy Rawlins, author Walter Mosley has created a protagonist
whose strategic use of multiple dialects breaks stereotypes and opens
new paths of inquiry. The setting is post-World War II Los Angeles, where
Rawlins moves among various social and ethnic communities, interacting
with criminals and officials, friends and strangers, young and old, black and
white, in a variety of situations for a variety of purposes.
Taking the novels as a case study in literary linguistics, this paper explores
Rawlins code-switching between his language of the street, the speech
ways of his rural southern origins, and more standardized varieties of
English. The dialogue is analyzed to uncover ways in which code-switching
is strategically employed to develop the Easy Rawlins character, reveal
his motivations, and advance plot and theme. This analysis introduces an
innovative literary trope of linguistic tricksterism, in which the protagonist
subverts his adversaries through manipulation of their racial and linguistic
prejudices.
The study further explores theoretical issues pertaining to the legitimacy of
popular literature as a source for language as an object of study. In order
to arrive at a heuristic for evaluating the linguistic authenticity of literary
dialogue, the analysis examines the novels fidelity to established features
of Southern American English and African American English, as well as to
such established sociolinguistic principles as accommodation and covert
prestige, in addition to examining the pragmatics of code-switching.
11:15am - 11:45am
Letramento visual na universidade: Integrando habilidades na leitura de
textos multimodais por alunos universitrios
Vnia Soares Barbosa1,2, Antonia Dilamar Arajo2
1
Universidade Federal do Piau, Brazil; 2Universidade Estadual do Cear,
Brazil; vaniasb@ufpi.edu.br
No sculo em que um emoji escolhido como palavra do ano, noes
tradicionais de letramento j no refletem as mudanas socioculturais
pelas quais tem passado a sociedade contempornea em consequncia
dos avanos tecnolgicos que favorecem a crescente exposio e uso de
textos multimodais por essa sociedade. Neste cenrio, novos letramentos
so necessrios para capacitar o leitor/consumidor destes textos a
interpret-los e consolid-los em eventos comunicativos. Entre esses
est o letramento visual e, como parte deste, a habilidade viewing, aqui
entendida como a capacidade de ler, entender e interpretar informaes
no verbais como elementos semiticos que agregam sentido ao texto.
Esta comunicao apresentar uma proposta de integrao da habilidade
viewing na leitura de textos multimodais em lngua inglesa, em um contexto
de Ensino Superior e formao de professores. Trata-se de uma interveno
pedaggica que teve como objetivo observar o processo de construo de
significados e a conscientizao do letramento visual de leitores/usurios
daqueles textos a partir da exposio destes Gramtica do Design Visual,
(KRESS; VAN LEEUWEN, ([1996], 2006), adotada como metalinguagem
para a leitura de imagens. Para esta apresentao, sero considerados os
feedbacks dados pelos oito participantes em duas atividades de leitura com
textos que instanciam o gnero multimodal picture book. Esses feedbacks
foram coletados em questionrios abertos e entrevistas em dois momentos
- antes e depois da exposio daqueles participantes GDV - e analisados
luz do modelo de Callow (2005, 2008) para avaliao do letramento
visual. Os resultados indicaram a aplicabilidade da GDV para o diagnstico
do papel da imagem na construo dos significados identificado nas
diferentes leituras dos mesmos textos por diferentes participantes. Como
implicao pedaggica, defendemos a integrao da habilidade viewing
s demais habilidades lingusticas e apresentamos a GDV como ferramenta
pedaggica de auxlio ao desenvolvimento do letramento visual de leitores
de textos multimodais.
11:45am - 12:15pm
Multimodalidade/construo de sentido: anlise da relao texto-imagem em
textos multimodais extrados de websites educacionais.
Denise Nogueira
Universidade Estadual do Cear, Brazil; denise217@gmail.com
Nesta comunicao nosso foco so os materiais didticos digitais, em
especial os textos multimodais da seo de habilidade de leitura extrados
em websites educacionais de Francs Lngua Estrangeira (FLE), uma vez
que eles possuem um variado potencial sistmico de recursos semiticos
multimodais que podem auxiliar na aprendizagem. A partir dessa ideia,
nos propusemos a descrever as relaes semnticas entre os aspectos
verbais e imagticos nas atividades de compreenso leitora em websites
educacionais destinados ao ensino de FLE, considerando as relaes de
(des)igualdade entre essas modalidades e o papel que elas assumem
na construo do sentido por estudantes dessa lngua estrangeira.
Para isso, o suporte terico ser baseado em dois sistemas o da Teoria
da Multimodalidade e a Gramtica Design Visual (GDV) de Kress e van
Leeuwen (1996) criada a partir da Gramtica Sistmico Funcional (GSF) na
semitica social de Halliday (1998) e do Sistema da relao imagem-texto
(SRTI) proposto por Martinec e Salway (2005). A metodologia adotada
no estudo foi descritiva em que analisamos e descrevemos 7 atividades
de compreenso leitora, cujos textos so compostos de imagem e texto,
extradas de web sites educacionais de FLE e a anlise foi dividida em
duas partes: a primeira uma analise de cada atividade baseada no SRTI;
a segunda a aplicao dessas atividades para 10 alunos, no qual eles
responderam os exerccios e um questionrio, para compreendermos como
se d a construo do sentido por estes estudantes de FLE. Os resultados
apontam que apesar da riqueza de aspectos multimodais nas atividades de
leitura, h pouca explorao desses recursos, e a consequncia que os
alunos tambm no conseguiram construir sentidos a partir da relao texto
imagem, ou seja, observarmos que o material multimodal poderia ser mais
bem explorados para um aproveitamento da aprendizagem desses alunos.
C439-440
Time: Monday, 24/Jul/2017: 11:15am - 12:15pmLocation: Alcazar
11:15am - 11:45am
Analyzing multimodal classroom interactions in multilingual settings :
challenging primary school teacher development
Nathalie {Christiane} Blanc
University of Lyon 1, ICAR UMR5191, France; nathalie.blanc@ens-lyon.fr
This paper aims at presenting a primary school teacher training program which
is run in the Lyon school district (France) and is built on research outcomes
at the intersection of educational sciences and applied linguistics. The main
goal of this program is to raise student teachersawareness of the role of
oral language in knowledge learning, in order to develop their professional
gestures (Bucheton & Soul, 2009). Training them to analyze classroom
videos (on subjects such as sciences and literacy) showing oral interactions
(Mondada, 1995) including multimodal aspects of teaching (Blanc, 2013 ;
Blanc & Griggs 2016), should help them to focus on the role of language,
especially if the teaching sequences take place in multilingual settings
(Blanc & al., 2012). Trying to understand the process of teaching children
who are schooled through an additional language (Porquier, 1984) should
be a means of developing professional skills relating to how to interact with
students (from verbal and non verbal perspectives) to encourage learning
in any context. This hypothesis guides the program design. The study
analyzes the impact of the program on the student teachers professional
development, with regard to their language awareness, through three sets of
data collected at three different times. We firstly collected audio recordings
of students studying classroom interactions as part of this Masters education
program. Then end of semester assessment papers were analyzed. Finally,
we conducted interviews with some of the students a year after graduation,
when they became new teachers. The results show that first, knowledge
about oral interactions and multimodality is constructed during group work
through video analysis; secondly that theoretical concepts can contribute
to the student teachers understanding of classroom actions and discourse;
and thirdly that this knowledge seems to transfer into real professional skills
in classroom language management.
11:45am - 12:15pm
Integrating the teaching of WE and ELF skills with content instruction in
higher education
Nobuyuki Hino1, Setsuko Oda2
1
Osaka University, Japan; 2Kinjo Gakuin University, Japan; hino@lang.
osaka-u.ac.jp
Reflecting the social needs for global communication, the past several years
have seen a flood of publications on pedagogy for global Englishes (e.g.
Matsuda, 2012; Bayyurt and Akcan, 2015). This new trend is remarkable,
considering the fact that the study of global Englishes, in both WE (World
Englishes) and ELF (English as a Lingua Franca) schools, used to remain
more theoretical than practical.
However, as many of the classes discussed in those publications tend to
focus on awareness-raising in the sociolinguistic reality of WE and ELF, there
is still a strong need to present lesson plans for actual WE and ELF skills. Such
pedagogy should help students to acquire receptive skills to comprehend
interlocutors varieties of WE and productive skills to express their own
cultural values in their respective WE varieties, as well as interactive skills
to accommodate and negotiate their Englishes in order to attain successful
intercultural communication in the fluid and dynamic contexts of ELF.
The present paper illustrates methodologies for teaching WE and ELF
35
skills in combination with content instruction in English, with examples
from Japanese universities. Whether they take a form of CLIL (Content and
Language Integrated Learning) in EMI (English-Medium Instruction) courses
or CBI (Content-Based Instruction) in ELT classes, the concurrent teaching
of content and global Englishes has a promising potential in many respects
including authenticity, motivation, cognition, and practicality.
For the development of pedagogy, the authors have been utilizing measures
such as reflective practice (Richards and Farrell, 2005) in the authors own
content classes, observations of various EMI courses, and questionnaires
and interviews with instructors and students in those courses. Approaches,
designs, and procedures (Richards and Rodgers, 2014) growing out of this
research for teaching WE and ELF will be discussed.
C89-94
Time: Monday, 24/Jul/2017: 1:30pm - 3:30pmLocation: Queluz I
1:30pm - 2:00pm
Designing a new assessment model for project-based English education
program in a Japanese university
Yukie Kondo, Syuhei Kimura, Tsukasa Yamanaka, Miho Yamashita
Ritsumeikan University, Japan; kimuras@fc.ritsumei.ac.jp
A key challenge confronting universities in an EFL environment is how they
provide students with global competency, or a set of skills and expertise so
that they can lead in a global society. To ambitiously address this challenge,
Ritsumeikan University started the Project-based English Program (PEP
hereafter) in the belief that it can serve as an accelerator for students to
foster their global competency through carrying out their own projects in
English. Although students in PEP have shown consistent improvement in
standardized language tests such as TOEIC, multimodal aspects of students
skills including both intra- and interpersonal communication skills cannot
be fully assessed by a language proficiency test alone. Thus, it has come
to our attention that PEP needs to design its own assessment model, the
Project-based English Program References (PEP-R hereafter), to assess the
skills the conventional English tests do not focus on. The implementation
of PEP-R on a trial basis has discovered that students communication
skills encompass the skills to acquire knowledge through searching for
information, to carefully plan and develop their projects and to apply the
outcome to identify the next challenges. Linguistic performance, without
doubt, is a vital aspect when students deliver their ideas; however, to assess
their development of communication skills in a much broader sense will lead
to enhanced self-efficacy and higher motivation. In the process of designing
PEP-R, we divided communication competency into three key concepts:
self, me, and connection. They are defined as higher dimensional
aspects to specific skills expected to be built upon in PEP. These skills are
assessed in a five point scoring rubric. PEP-R is presently used to describe
communication skills of more than 500 students in Ritsumeikan University,
but has the potential to be a standard model for active learning or project-
based English education programs in various institutes.
2:00pm - 2:30pm
Raising Prospective Teachers Awareness of Language Assessment Literacy for
Constructing Better Integrated-skills Test Items
Yuji Nakamura1, Adam Murray2, Kei Miyazaki3, Taiko Tsuchihira4
1
Keio University, Japan; 2Miyazaki International College,Japan; 3Tokai
University, Japan; 4Seitoku University, Japan; nkyj@flet.keio.ac.jp
The Ministry of Education, Culture, Sports, Science and Technology in Japan
has placed a great emphasis on the integration of four language skills in
English education to improve students communicative abilities.
Integrated-skills tasks are becoming popular and have been used in major
English proficiency tests. However, despite the call for implementing
integrated-skills assessment to promote effective learning and teaching,
many language teachers remain reluctant or are underprepared to do so.
This is partly because of the complex nature of integrated-skills assessment.
Also, the conceptualization of language assessment literacy (LAL) creates
addition problems.
As Taylor (2013) claims, in spite of the suggested eight dimensions of LAL,
such as knowledge of theory, technical skills, and language pedagogy,
classroom language teachers are more likely to demand training on
the practical skills needed for creating tests for the students rather than
measurement theory that enhances their conceptual understanding of
testing.
In this paper, the authors report on a 5-year longitudinal analysis of a
language teaching-assessment training workshop program intended to
raise prospective teachers awareness of LAL by emphasizing the creation
of effective integrated-skills test items based on such teaching. In the
workshop, the participants are first introduced to the theory of integrated-
skills assessment, followed by an explanation of the test-making process
including making test specifications and measurement criteria. Next, the
facilitators show examples of lesson teaching accompanied with different
types and levels of integrated-skills test items. Then, each participant is
guided through the process of making a test item and scoring rubric for their
students. Finally, participants share their ideas, prompted by the facilitators
advice.
In this presentation, the quantitative and qualitative analysis of the
questionnaire results for the past five years will be explained, which shows
how the participants attitude and awareness towards the integrated skills
testing have changed.
2:30pm - 3:00pm
Modeling explanatory factors of perceived foreign language proficiency and
its adequacy
Ari Huhta, Anne Pitknen-Huhta
University of Jyvskyl, Finland; ari.huhta@jyu.fi
The paper investigates factors that are related to, and possibly explain,
foreign language (FL) learners perceptions of themselves as users of the FL.
Specifically, we examine factors that relate to learners self-assessments of
their FL skills and their perception of the adequacy of these skills in general
and for specific situations.
The data come from two large-scale questionnaire surveys of English as
a FL in Finland in 2006 - 2007. Both surveys were based on statistically
representative samples of the target populations, mostly speakers of Finnish
as L1. The first survey focused on 14-15-year-old students (n=1720) in grade
9, i.e., the final grade of compulsory education. The target population of
the second survey was the whole nation (n=1495). The sample was post-
stratified according to gender, age (1524, 2544, 4564, and 6579)
and place of residence. Both surveys included questions that required
respondents to evaluate their skills in English with the help of a simple
scale. The second survey contained questions addressing respondents
perception of the adequacy of their English skills in general and in a range
of specific communicative situations and for different aspects of proficiency
(e.g. speaking, writing). The surveys also provided us with a wealth of
information about factors that potentially predict self-assessments: use of
English (situations, contexts, purposes, frequencies), previous learning,
attitudes to English and, for the students, their most recent language grades.
Structural equation modelling (with Mplus) was used to test to what extent the
hypothesized predictors or their combinations could explain respondents
perceptions of their English skills, and whether there were differences in this
across genders and age groups. The results increase our understanding of
the relationships between the key elements of language use and learning
and the way they contribute to learners views of their FL skills.
3:00pm - 3:30pm
Teachers evaluative turns in classroom interaction re-thinking the concept
of evaluation
Pilvi Ilona Heinonen
University of Helsinki, Finland; pilvi.heinonen@helsinki.fi
This paper investigates the ways in which teachers evaluative turns are
used as a pedagogical resource in classroom interaction. In evaluative turns
the teacher takes a stance or positions herself towards a students turn
or action. The evaluative stance is evidenced in lexical choices, syntactic
36
structures, prosody and other non-lexical means. In pedagogical interaction,
evaluation is considered as a highly relevant activity, particularly in teacher-
led IRE-sequences (see e.g. Knt 2010; Mehan 1979). In this paper,
however, teachers evaluative turns are examined both in student-initiated
question-answer-sequences and teacher-initiated instructional sequences.
The aim is to re-think the concept of evaluation: How evaluation as a social
action is implemented in classroom interaction (cf. Couper-Kuhlen 2014),
and what type of verbal and non-verbal resources are involved in evaluative
action.
The paper focuses on teachers evaluative turns, in which teacher positions
herself as an agent by using explicit person reference (I think it went little
bit wrong, I was wondering if you could focus on certain issue). I will show
how teachers evaluative turns may function as a resource for facilitating
student participation (cf. Thornborrow 2001). The evaluative turn is
constructed by using epistemic phrases (I think) or frames (I was wondering
if), which indicate evaluative action as tentative and negotiable. Students
orientation to evaluative action is evidenced in an expanded sequence:
student participation emerges in action and simultaneously promotes
meaningful learning opportunities. The data consist of videotaped lessons
from upper levels of Finnish comprehensive school (Grade 9, students age
15), and the method is conversation analysis.
C122-125
Time: Monday, 24/Jul/2017: 1:30pm - 3:30pmLocation: Queluz VI
1:30pm - 2:00pm
Evento de letramento numa escola de mecnica automotiva
Victor Corona2,3, Patricia Lambert1,2,3, Luci Nussbaum4,6, Laurent Veillard2,3,5
Ecole Normale Suprieure de Lyon (France); 2laboratoire ICAR (UMR 5191 -
1
CNRS, ENSL, universit Lyon 2) (France); 3LabEx Aslan (universit de Lyon);
4
Universitat Autnoma de Barcelona; 5Universit Lyon 2; 6GREIP (Grup de
recerca en ensenyament i interacci plurilinges); patricia.lambert@ens-
lyon.fr
No campo das pesquisas em lingustica aplicada educao, o estudo
do letramento (ou da literacia) na interao comunicativa em situaes de
educao profissional inicial constitui um terreno ainda pouco explorado.
A partir de dados etnogrficos coletados numa escola profissional de
mecnica automotiva francesa, na presente comunicao, indagamos um
evento de letramento (Brice Heath, 1983) em situao de formao prtica
na oficina. Os alunos, em pares, devem resolver um problema, auxiliados
pela Revue Technique Automobile (RTA) que combina diferentes modos
semiticos (textos, tabelas, figuras, desenhos tcnicos, vistas explodidas,
fotos, etc.), interagir com seu companheiro e com o professor, e finalmente,
eles devem preencher um documento explicando os passos seguidos.
O corpus selecionado inclui duas situaes de registro vdeo de trabalho
prtico feito em pares de alunos. Para as anlises utilizamos instrumentos
prprios da lingustica interacional, do estudo da multimodalidade
(Mondada, 2008) e da literacia (Fraenkel & Mbodj, 2010). Com o objetivo de
contribuir a uma compreenso mais detalhada da socializao comunicativa
e profissional de jovens que ocupam posies sociais dominadas, em
primer lugar, analisamos os diferentes artefatos para realizar a tarefa e,
em segundo lugar, e mais especificamente, estudamos a utilizao pelos
alunos do recurso plurisemitico RTA (esquiva, rejeio, uso individual
ou colaborativo). Os resultados da anlise questionam a transparncia
discursiva e visual deste documento tcnico/didtico e mostram alis a
mobilizao de competncias de literacia geralmente negadas maioria
dos alunos do nvel elementar de capacitao profissional.
Fraenkel, B. & Mbodj, A. (Eds.) (2010). New Literacy Studies, un courant
majeur sur lcrit. Langage et Socit, 133.
Heath, S. B. (1983). Ways with Words : Language, Life, And Work In
Communities And Classroom, Cambridge: Cambridge University Press.
Mondada, L. (2008). Production du savoir et interactions multimodales.
Une tude de la modlisation spatiale comme activit pratique situe et
incarne. Revue danthropologie des connaissances, 2(2), 219266.
2:00pm - 2:30pm
Campanha publicitria, tecnologias e (re)construo de identidades no espao
escolar - o design do PDG
Renata Garcia Marques
Universidade do Vale do Rio Dos Sinos- UNISINOS, Brazil;
re.garciamarques@hotmail.com
O presente trabalho, embasado na perspectiva de Projeto Didtico de
Gnero (KERSCH; GUIMARES, 2011, 2012, 2015), tem como foco de
estudo o ensino da lngua materna vinculado s prticas de letramento, aos
multiletramentos e ao processo de aprendizagem do aluno, a linguagem
como interao social, construo de significados e construo identitria
na sua comunidade escolar a partir dos gneros campanha publicitria
e as peas publicitrias (anncio publicitrio- impresso e online, lip dub,
flash mob e oficinas interativas). O projeto foi desenvolvido em 2015 com
alunos do nono ano de uma escola municipal, RS, localizada em uma regio
com muitas vulnerabilidades sociais. Esta pesquisa filia-se nos estudos
de Letramento (STREET, 2010, 2012; WENGER,2001; BARTON; LEE, 2015;
KLEIMAN, 2008/2012), aos Multiletramentos (BUZATTO, 2009; ROJO, 2012,
2013; XAVIER, 2009), e na proposta metodolgica de Projeto Didtico de
Gnero (KERSCH; GUIMARES, 2011; GUIMARES; KERSCH, 2012, 2015)
para o ensino da Lngua Materna. De natureza qualitativa, na pesquisa-
ao, em Tripp (2005) e Wells (2007), embasa-se este estudo. Os resultados
obtidos neste estudo permitem refletir sobre o design do PDG e o trabalho
com o gnero vinculado prtica social e s tecnologias, de forma que o
aprendiz seja um designer ativo, conduzido ao multiletramento crtico de
maneira interativa, negociada, em um trabalho cooperativo e colaborativo
no espao escolar. A pesquisa contribui, na perspectiva de Projeto Didtico
de Gnero (PDG), para aproximar o ensino da Lngua Materna s ferramentas
digitais, prticas discursivas mais eficazes, dinmicas e contextuais no
processo de ensino-aprendizagem da linguagem dos aprendizes nas
instncias do letramento escolar.
2:30pm - 3:00pm
Multiliteracies in Canada: A study of culturally and linguistically diverse
childrens literacy practices across domains
Xiaoxiao Du
Western University, Canada; xdu9@uwo.ca
Canada is a bilingual country with an influx of immigrants from over 105
countries. According to Immigration, Refugees and Citizenship Canada
(2015), there were 260,404 immigrants including 48,521 children under 15
years old in 2014 and 95,814 immigrants chose to settle in Ontario which
is the top destination for immigrants for the past decade. It is not surprising
to see a large number of students entering different levels of education
system in Ontario. It is certainly important to investigate childrens schooling
experience including their literacy learning. This paper is situated in
the multiliteracies framework (The New London Group, 1996) and views
literacy as social and cultural with 4M characteristics including multicultural,
multilingual, multimodal and multidisciplinary. Literacy is more than learning
to read and write but about meaning making and identity construction as well
as social and cultural literacies (Street, 2003). I conducted an ethnographic
case study (Yin, 2005) to examine Chinese childrens multiliteracies
practices at home, school and in the community. Data collections included
observations, semi-structured interviews with teachers and parents, informal
conversation with children, childrens literacy work and drawings as well
as pictures of literacy resources from home and school. All the collected
data were coded and analyzed using interpretational analysis approach
(Gall, Gall & Borg, 2007) from a constant comparative perspective. The
findings indicate that childrens literacy practices are syncretic reflecting 4M
characteristics (Gregory, Long & Volk, 2004). The participating children have
been constantly travelling among multiple linguistic and cultural worlds,
using available resources to make meaning of the world around them and
choose their own ways to express their ideas in words, drawings, actions
and music in both adult-organized and children-initiated activities. The
presentation will end with educational implications for educators, parents
and researchers regarding how to further support culturally and linguistically
diverse childrens multiliteracies learning.
37
 3:00pm - 3:30pm
Multimodal Literacies and Heritage Language Learning in a Pakistani-American
community: The Limits of Third Space
Tasha Lyn Darbes1, Romeena Kureishy2
1
Pace University, United States of America; Startalk, United States of
2
America; tdarbes@pace.edu
This paper reviews an Urdu immersion program based on the idea of
digital folklorists, in which students documented cultural practices using
multimedia. Studies have shown that language programs need to develop
appropriate curricula and approaches, and that such programs can provide a
third space where multilingualism, multiple identities, and multi-modalities
can be explored (Lee & Wright, 2014). A previous tendency to separate
multimodal literacies and multilingualism has shifted to examining these
complex processes in tandem (Lotherington & Jensen, 2011). This paper
reviews an example of multimodal heritage language learning: a community-
based Urdu program that integrated language instruction with training in
digital photography and audio recording. Students then collected photos
and audio of folklore, products, and cultural practices in their local community,
becoming digital folklorists. We will provide an overview of the program
and present a multimodal discourse analysis (Royce & Bowcher, 2007) of
student written work and their photos, audio and video recordings. The use
of multimodal expression encouraged the development of multiple literacies
-- digital, visual, audio and multilingual -- and created a third space where
students could also negotiate issues of identity and belonging. However,
there were tensions over how transforming Urdu and other community
languages through the use of multi-literacy practices challenged local
understandings of learning Urdu. We will discuss theoretical implications
for the study of multimodal literacies in heritage language spaces, such
as issues of community, heritage, and identity in socially and linguistically
complex contexts.
C130-133
Time: Monday, 24/Jul/2017: 1:30pm - 3:30pmLocation: Venezia I
1:30pm - 2:00pm
Exploring the discourse of IPOs by extracting evaluative words and
argumentative keywords from media coverage.
Andrea Rocci1, Carlo Raimondo1,2
1
University of Lugano, Switzerland; 2University of Bologna, Italy; carlo.
raimondo@usi.ch
Over the last few years, the financial literature devoted a special attention to
the role of media during the Initial Public Offering (IPO) process. Among the
others Liu et al. (2014) show how for an IPO to be mentioned more frequently
by media results in a better performance while Bajo and Raimondo (2016)
associated the effect of a positive tone of the coverage to a greater level of
first-day returns.
Quantitative text analysis has been increasingly popular among finance
researchers during the last decade, with applications to different genres of
financial disclosures (e.g. annual reports, quarterly earnings announcements,
earnings conference calls, IPO filings) as well as to media texts. In the case
of IPOs, where, by definition, no prior public trading data exist, textual data
acquire a special prominence.
Methodologically, straightforward sentiment analysis based on lists of words
signaling positive or negative tone is the prevalent method. Comparatively
little effort has been expended in the principled, systematic, creation of
wordlists adapted to different genres, and, once wordlists have proven their
predictive power they tend to be re-used and applied across genres and
contexts.
In addition, only a small attention has been devoted to referential news
content beyond tone in IPOs. A deeper analysis of the kind of news items
that are actually able to influence stock markets valuation and performance
of firms going public remains to be done. Are there any specific kinds
of reported situations or events that are more likely to correspond to a
positive market reaction? Are there any recurring arguments that correlate
with positive tone and influence performance? Which communication
technique could be implemented and applied in the effort to strength an
IPO performance?
2:00pm - 2:30pm
Trans/-Plurilanguaging Practices in Cross-Cultural Management Between
Japan and Canada: What Insights for Business Training?
Koichi Haseyama, Danile Moore
Simon Fraser University, Canada; koichi_haseyama@sfu.ca
The study explores the roles of plurilingualism and translanguaging as
mediation strategies in business communication between Japanese and
Canadian entrepreneurs. As the number of international partnerships has
increased, interpersonal and intercultural communication skills are key for
effective workplace practice and cross-cultural management for economic
success. Understanding Trans/-Plurilingualism in the workplace offers new
insights for worker empowerment because it takes into account all the
linguistic resources of the individual, instead of considering multilingual
repertoires as a patchwork of monolingual competences (Creese, Baynham
& Trehan, 2016 ; Ldi, Hchle & Yanaprasart, 2010). This shift of focus
on multilingual repertoires as resources (Apfelbaum & Meyer, 2010)
constitutes a powerful and appropriate conceptual framework to investigate
and promote the desirable multilingual, multisemiotic and multicultural
communication in this globalization era, and investigate the role of English
and digital communication within these complex new configurations of
business contexts (Maclean, 2006). Participants in this case study are
Japanese business consultants who mediate international partnerships
between local corporations in Japan and Canada. Data sources include
field notes, interviews, participant observations and audio recordings. The
findings suggest that the participants shuttled between languages and
semiotic resources as ways to optimize their communication needs, even
when engaging in business interactions with their Japanese peers. For
the participants, it was clear that while English remains the key language
of communication in their professional practice, pluri-/translanguaging is a
normalized practice that they bring back in their everyday interactions in
the workplace. The findings emphasize the role of pluri-/translanguaging
practices (including intersemiotic translanguaging in social media, SMS etc)
as innovative uses of languages in business, and question their potential
inclusion as skills to develop in business training.
2:30pm - 3:00pm
Using Problem Based Learning as a tool for entrepreneurial skills
development in Oman
Vindhya Sathya Singh
Sultan Qaboos University, Oman; vindhya@squ.edu.om
Problem Based Learning (PBL) has its applications across disciplines and
can be used to guide students to address different educational objectives
( Barrows, 2009).One such area is development of entrepreneurial skills in
Business students.Entrepreneurial skills development is essential in the 21st
century with unemployment,cross- border migrations and interdisciplinary
thinking paving way to the need for more innovative entrepreneurial
characteristics in new graduates.The business challenges in the changing
economic landscape shows the need to train graduates in effective
communication skills coupled with the confidence to innovate, experiement
and think out of the box.
The paper discusses how problem based learning (PBL) is used as a
student centered pedagogy to develop entrepreneurial skills in University
students in Oman. PBL has the potential to be used as an effective tool
to train Commerce,Business and Political Science students to develop
effective communication skills and workplace readiness skills. The four
modern insights into learning: constructive, self-directed, collaborative and
contextual (Dolmans,etal.2005) is seen in the light of the revised Blooms
Taxonomy(Anderson,etal. 2001) to see how the knowledge dimensions and
cognitive processes can be integrated into the English language learning
experience.
A range of skills are developed through an ill- structured problem which
enable them think critically to bridge the gap between the educational
context and real-life entrepreneurial situations. The paper explores the
38
how self-directed motivation (Viitanen,2014) enhances the student learning
experience ( Katoma,1980) and enables students to report on their learning
curve through group presentation,written report and self-reflection report.
The study will be backed by data from the voices of Commerce, Business
and Political Science students in Sultan Qaboos University who study
English as a Foreign/Second Language.
3:00pm - 3:30pm
Domestic Workers Communicative Resourcefulness and Language Competence
as a By-Product of their Situatedness in Space
Anne Ambler Schluter1, Kellie Gonalves2
1
Marmara University, Turkey; University of Bern, Switzerland;
2
schluteranne@gmail.com
Effective measures of language competence consider the functionality
of a speakers language repertoire in a given space rather than its
uncontextualized, open-ended potential (Blommaert, Collins, and
Slembrouck 2005 pg. 211). Furthermore, Pennycook (2014) emphasizes the
embedded nature of register, discourse, and genre within specific settings
(pg 14). This strategic fit between space and speakers language choice is
a key element of effective communication (Canagarajah 2007, pg 927). Such
a perspective builds on Goffmans Frame Analysis in its emphasis on place
rather than individuals as the primary influence on language practice.
The current study investigated the in-situ communicative practices of
Portuguese and Spanish-speaking migrant domestic workers [N=18]
employed in a Brazilian-run cleaning company in New Jersey, U.S.A.
Through observations and interviews with the employees, the company
manager, their language brokers, and their Anglophone customers, the data
provided insight into participants strategic use of their truncated English
language repertoire while situated within their customers homes. These
data also focused on the workers acquisition of accommodation skills in
their local multilingual ethnic communities and their deployment of these
skills with their English-speaking customers.
While most of the domestic workers described their English language
proficiency as limited, our findings suggest that employees ability
to communicate with their customers often exceeded performance
expectations based on these descriptions. In line with Pennycook (2014),
Canagarajah (2007), and Blommaert, Collins, and Slembrouck (2005),
experience with the language and procedures of the workplace context
allowed many workers to develop the linguistic and extralinguistic tools to
suit this setting. Furthermore, they were able to transfer the accommodation
skills they had developed as residents of bi- and multilingual communities
to the English-dominant workplace. These findings highlight participants
resourcefulness (Pennycook 2014) and strategic competence which
developed as by-products of their time spent in spaces with specific
language practices.
C134-137
Time: Monday, 24/Jul/2017: 1:30pm - 3:30pmLocation: Venezia II
1:30pm - 2:00pm
Por que a Traduo Brasileira dos Ttulos de Filmes Americanos Foge Tanto do
Original?
Marcelo Saparas1, Sumiko Ikeda2
1
UFGD, Brazil; 2PUCSP, Brasil; msaparas@uol.com.br
Esta pesquisa tenta elucidar problemas de comunicao que podem ter
etiologia diversa, e, dentre elas, poder-se-iam citar as diferenas culturais
devidas ao que se chamou de estilo conversacional. Vrias pesquisas
mostram a importncia desse fator, j que ele no meramente uma questo
lingustica de superfcie, mas envolve em si arraigados usos e costumes de
uma comunidade lingustica, que acabam se externalizando na comunicao.
As caracterizaes ligadas ao discurso intercultural no somente ajudam a
identificar possveis problemas de comunicao, mas tambm desvendam
predisposies provenientes de cada lado a julgar aqueles que no
aderem ao seu estilo conversacional. Nesse contexto, pode-se entender o
estilo conversacional como sendo um instrumento utilizado pelos falantes
na persuaso do interlocutor. Um fato que nos chamou a ateno foi a
recorrente diferena entre ttulos de filmes americanos e suas tradues
para o portugus: dos 91 ttulos examinados, apenas 4% receberam
traduo literal. Fato notvel que a traduo envolvia sistematicamente
o acrscimo de palavras inexistentes no original americano. Esse fato nos
levou a duas concluses: esses acrscimos tinham como meta a persuaso
do leitor brasileiro; esses acrscimos apresentavam regularidades que
pareciam remeter a expresses metafricas que culminariam na criao de
algumas metforas dominantes. Essa pesquisa tem basicamente o apoio da
Lingustica Sistmico-Funcional.
2:00pm - 2:30pm
A CULTURA TRADUZIDA E A CULTURA EM TRADUO: A LITERATURA BRASILEIRA
CONTEMPORNEA NA REVISTA GRANTA
Lilia Feres1, Valria Brisolara2
UniRitter, Brazil; 2UniRitter, Brazil; valeriabrisolara@yahoo.com
1
Em 2011, o governo federal lanou o Programa de Apoio Traduo e
Publicao de Autores Brasileiros no Exterior. Seu objetivo difundir cultura
e literatura brasileiras no exterior atravs de apoio financeiro a editoras
estrangeiras interessadas em traduzir e publicar obras brasileiras. Dados do
perodo 2010-2014 indicam acrscimo nos nmeros de pases participantes
e de obras publicadas a partir das bolsas, apontando para a importncia e a
repercusso de iniciativas desse porte. Paralelamente, em 2012, publicada
a edio inglesa n.121 da revista literria Granta The best of young Brazilian
novelists (2012b), traduzida a partir da edio n.9 da Granta em portugus
(2012a). O volume fruto do programa federal e objetiva apresentar os
melhores escritores brasileiros da contemporaneidade por meio de um
conto por autor. A anlise das tradues partiu dos elementos lingustico-
culturais para determinar se so mais domesticadoras ou estrangeirizadoras
(VENUTI, 1995). Os resultados indicam que, em geral, a traduo dos nomes
prprios mais estrangeirizadora, permitindo ao leitor se deparar com
outras culturas. Por outro lado, a traduo dos demais termos culturais
(substantivos, adjetivos, metforas, etc.), no geral, mais domesticadora;
as especificidades culturais so neutralizadas, impossibilitando o leitor
de conhec-las. Contudo, os mtodos de traduo no foram adotados
de forma consistente, mostrando que os tradutores, numa mesma obra,
adotam ora uma estratgia, ora outra, evidenciando falta de conscincia
do impacto e dos desdobramentos oriundos de suas escolhas tradutrias.
Ademais, grande parte das obras apresenta uma escrita estrangeirizadora
na prpria lngua de partida (portugus), sugerindo uma literatura brasileira
de repertrio universal. Assim, conclui-se que medidas que visem ao
incremento da participao brasileira no cenrio literrio mundial devem vir
acompanhadas de maior ateno para a forma como nossa literatura est
chegando ao outro, sob pena de fomentar esteretipos e divulgar discursos
inverossmeis sobre nossa cultura.
2:30pm - 3:00pm Warning: The presentations finish prior to the end of the session!
Palavras e imagens como lngua na traduo de Histrias em Quadrinhos.
Adriano Clayton da Silva
Instituto de Estudos da Linguagem - Unicamp, Brazil; drianovsk@gmail.com
Este trabalho busca refletir sobre como imagens e palavras em cada
sociedade afetam diretamente o modo como criada e traduzida uma
Histria em Quadrinhos (HQ). Por exemplo, uma HQ criada em portugus
conter palavras dispostas em linhas da esquerda para a direita e o balo
que conter tais palavras provavelmente ser horizontal e alongado. Isso
afetar diretamente o tamanho e a disposio das demais imagens de
objetos e personagens dentro da vinheta. Se a lngua utilizada for o ingls,
a forma dos bales ser mais quadrada, e novamente deve-se repensar a
disposio dos demais elementos. Sendo, porm, as imagens quase sempre
imutveis (seja pela questo de direitos autorais, seja pelo gosto do leitor
pela arte), restam ao tradutor raros espaos de liberdade para trabalhar na
HQ, e mesmo tais espaos j esto pr-determinados pela ortotipografia
da lngua original. Neste trabalho analisei alguns pares de quadrinhos
(original/traduo) da HQ norte-americana Habibi, de Craig Thompson,
traduzida para o portugus brasileiro, mostrando como o tradutor, rico
Assis, lidou com os obstculos acima descritos. A abordagem multimodal
foi essencial nesta anlise, de modo a conceber a HQ como um ambiente
39
multissemitico, no qual cada modo requer um tipo de interpretao do
leitor, mas o entendimento final vai depender da interao de todos esses
modos. Ao compreender cada um dos sistemas presentes na HQ, o
tradutor torna-se capaz de compensar a imutabilidade da imagem atravs
de estratgias e recursos dentro dos modos em que pode trabalhar, e isso
passa por um novo entendimento do que sejam as imagens e as palavras
trabalhando juntas como uma lngua. A anlise mostrou ser possvel traduzir
e preservar certos sentidos evocados pelas imagens atravs das escolhas
adequadas de palavras, letreiramentos e mesmo espaos em branco
dentro dos bales.
C138-141
Time: Monday, 24/Jul/2017: 1:30pm - 3:30pmLocation: Venezia III
1:30pm - 2:00pm
Prticas de Letramento Laboral no domnio do IBGE
Maria Aparecida da Costa1, Ana Maria de Oliveira Paz2
1
Universidade Federal do Rio Grande do Norte, Brazil; 2Universidade
Federal do Rio Grande do Norte, Brazil; aparecosta@hotmail.com
A presente investigao objetiva, sob o escopo da Lingustica Aplicada (LA),
identificar e descrever as prticas de letramento em atividades censitrias
desenvolvidas por tcnicos e agentes de pesquisa do Instituto Brasileiro
de Geografia e Estatstica (IBGE). Neste recorte, buscaremos caracterizar as
rotinas letradas atinentes ao contexto de trabalho dos referidos servidores,
observveis na realizao da Pesquisa Nacional por Amostra de Domiclios
(PNAD), contribuindo, desse modo, para a expanso das pesquisas que
versam sobre o uso da linguagem em contextos profissionais. Quanto
ao enfoque terico, tomamos por base os postulados dos Estudos
de Letramento como prtica social (STREET, 2014 [1995], 1993, 1984;
HAMILTON, 2000; KLEIMAN, 1995; OLIVEIRA, 2008; 2010), com nfase no
Letramento Laboral (PAZ, 2008), alm das contribuies de autores como
Bronckart (2008), Marcuschi (2002; 2008) e Koch (1996), dentre outros.
Partindo da concepo de prticas letradas advogada por Hamilton (2000),
as discusses empreendidas sugerem que o domnio discursivo do IBGE,
o qual se configura como uma esfera de trabalho bastante especfica, no
se restringe ao locus geogrfico a que se vincula. Isso porque, ao lanarem
mo dos recursos lingusticos e de expedientes retricos inerentes quele
domnio, os tcnicos e agentes de pesquisa ampliam os marcos discursivos
censitrios para alm do contexto institucional. Essa expanso se d,
sobretudo, durante as atividades de campo realizadas nos domiclios da
amostra, em que se observa a interao dos servidores junto aos informantes
quando da captao das respostas solicitadas nos questionrios do IBGE.
2:00pm - 2:30pm
Cross-disciplinary collaboration in research on a specific purpose language
test in the health setting
Tim McNamara1, Catherine Elder1, Eleanor Flynn1, Ute Knoch1, Elizabeth Manias2, Robyn
Woodward-Kron1, Sharon Yahalom1
1
The University of Melbourne, Australia; 2Deakin University, Australia;
tfmcna@unimelb.edu.au
Central to teaching and assessing languages for specific purposes is
collaboration between domain experts and applied linguists. While methods
guiding such collaboration between domain experts and applied linguists
have focused on needs analysis (Long 2005) and assessment (Douglas
2000), the complexity of what is involved has been too little documented.
A three-year research project involving collaboration between language
testers, applied linguists and health professionals in medicine and nursing
provided an opportunity for exploration of this complexity. The project
focused on inter-professional written communication about patient care,
which forms the basis of a writing task in the Occupational English Test
(OET), an English for Specific Purposes (ESP) test for health professionals.
The project aimed to identify criteria indigenous to the work setting (Jacoby
and McNamara 1999) in order to inform the criteria used by language
professionals in judging written performance on the OET. In this project,
health professionals were asked to judge the adequacy of examples of
40
written communication from health settings, specifically letters of referral
and discharge summaries, where care of the patient involves the handover
of the patients care to another health professional.
This paper examines the multiple decisions involved in designing the
collaboration and their effect on the validity of the research findings. The
decisions include the choice of workplace writing tasks to be the focus
of the study, health professional participants, the work settings targeted,
the written materials to be used as the stimulus to elicit views of writing
quality, the other medical records to provide context for the writing samples,
the mode of eliciting responses to the stimulus from the domain experts
and the personnel involved in the coding and interpretation of data. The
implementation of the research results in practice is examined, as well as the
studys broader implications for the methodology of ESP research.
2:30pm - 3:00pm
Assessing Suicidal Crisis in Counseling: Language Patterns, Cultural
Challenges, and Training
Yihong Gao1,2, Fengqin Liu1
Peking University, China, Peoples Republic of; 2The Maple Womens
1
Psychological Counseling Center, China, Peoples Republic of; gaoyh@pku.
edu.cn
Suicidal crisis assessment, which refers toprofessional evaluation of clients
suicidal probability in psychological counseling, may encounter cultural
difficulties whereas talking about death is a serious taboo. In a Chinese
context in particular, there are doubts about the cultural appropriateness
of such assessment discourse. The present action research, carried out in
a hotline counseling center in China, attempted to explore 1) counselors
crisis assessment situation and related difficulties, 2) language patterns
adopted in professional crisis assessment, and 3) crisis assessment training
from a sociolinguistic perspective. Two questionnaires were conducted on
hotline volunteer counselors and professional counselors respectively. The
questionnaire implemented among hotline volunteer counselors identified
major difficulties of crisis assessment, including cultural belief barriers and
the lack of verbal expressions. The other questionnaire, implemented among
full-time counselors and psychotherapists, elicited commonly used verbal
expressions in crisis assessment. Based on questionnaire results and their
analyses, a group training session was conducted among hotline volunteer
counselors. First, the cultural relativist view concerning crisis assessment was
critically examined. Culture was expanded from a static national perspective
to a more dynamic one, and to include a professional perspective. Second,
language patterns for crisis assessment were presented regarding suicidal
thoughts, intentions, plans, and actions. Third, a counseling case analysis
was carried out step by step, to reveal the assessment stages and related
language use, to evaluate the actual performance, and explore alternative
ways of assessment. Preliminary findings showed that beliefs about cultural
appropriateness were reconstructed considerably within a professional
framework, the volunteer counselors awareness of crisis assessment was
raised, and later practice of crisis assessment was improved.
3:00pm - 3:30pm
Talk in feminised occupations: exploring male nurses linguistic behaviour.
Joanne McDowell
University of Hertfordshire, United Kingdom; j.mcdowell@herts.ac.uk
It is widely accepted among scholars that gender is socially constructed.
Gender identity is not something one has but does, and language is one
resource that is crucial when constructing, maintaining and performing
ones identity. Recent sociolinguistic research has illustrated that a speakers
linguistic behaviour can be shaped by their surrounding context, and one
such ever-growing area of study is that of workplace discourse, especially
within jobs that could be classified as gendered. Scholars have focused
mainly on womens linguistic behaviour in non-traditional employment
(e.g. engineering). To date, there has been relatively little research into the
linguistic behaviour of men working in occupations
seen as womens work (e.g. primary school teaching). To address this
gap, this article focuses on mens discursive behaviour in the occupation
of nursing to investigate whether they utilise language to perform a
masculine identity in line with hegemonic characteristics, or whether they
use the language indexical of the feminised environment in which they work.
Empirical data collected from three male nurse participants within nurse
nurse interactions while at work in a Northern Ireland hospital are explored
using discourse analysis and the community of practice paradigm. Results
indicate that the male nurses discursive
behaviour does not differ from that which sociolinguistic literature has
repeatedly classed as feminine. It is then argued that the nurses language
fulfils discourse tasks essential to the work role. In short, the men are doing
being a nurse.
C142-145
Time: Monday, 24/Jul/2017: 1:30pm - 3:30pmLocation: Venezia IV
1:30pm - 2:00pm
Alteridade e identidade: o sujeito no contexto de ser-estar entre lnguas e
culturas
Renan Kenji Sales Hayashi
Universidade Estadual de Campinas - UNICAMP, Brazil; renanhayashi@
hotmail.com
O objetivo desse estudo analisar o processo de (de)formao de
identidades de professores de lngua japonesa em curso de formao
superior em uma universidade pblica brasileira. O problema de pesquisa
aventa a hiptese de que o complexo contexto de ser-estar entre lnguas e
culturas (CORACINI, 2003) pode no estar sendo observado devidamente
pelos cursos de formao de professores de japons. Dessa forma, a
constituio do sujeito ocorre de maneira fragmentada, deslocada e errtica,
sem a correta problematizao da (de)formao identitria nesse contexto.
O presente artigo abordar o problema de pesquisa mediante pontos de
vista da psicanlise (LACAN, 1998; 2005) e desconstruo (DERRIDA, 2002),
levando-se em considerao os estudos em anlise do discurso (PECHEUX,
1997), constituio do sujeito e identidade. Embora ocorram alguns estudos
sobre a constituio identitria em cursos de formao professores de
japons, mais notadamente exemplificado por Mukai (2010; 2011), nenhum
destes trabalhos se volta para a (de)formao identitria partindo do ponto
de vista da desconstruo e da psicanlise, questionando conceitos
estabilizados, como lngua estrangeira/materna ou autoimagem em dilogo
com o discurso no contexto aqui abordado. vista disso, esse estudo lana
mo da pesquisa qualitativa, por meio do estudo de caso naturalstico e
interpretativista (ADAMS; FUJII; MACKEY, 2005), coletando dados por meio
do uso de diversos instrumentos de pesquisa, com o intuito de analisar
a (auto)representao discursiva dos participantes. O resultado preliminar
aponta que o contexto discursivo da relao entre lnguas estrangeira/
materna possibilita o confronto e rupturas na constituio das subjetividades
e identidades dos participantes, os quais devem ser pauta nos cursos de
formao de professores em universidade pblicas. Esperamos propor
uma teorizao vlida para este processo complexo de desenvolvimento
de professores neste contexto de alteridade.
2:00pm - 2:30pm
AS CRENAS LINGUSTICAS QUE SUSTENTAM A PROMOO DE UMA MARCA: UMA ANLISE
DE MDIA PUBLICITRIA
Bruna Helena Rech Rocha
UNIRITTER, Brazil; BRUNAHELENARR@YAHOO.COM
: O presente trabalho tem como objetivo apresentar uma anlise das crenas
lingusticas envolvidas no discurso presente no marketing de cursos de
Lngua Inglesa em mdias publicitrias, tendo como objetos de anlise o site
e as mdias publicitrias do curso de Ingls online Open English disponveis
na internet. Desta forma, procura-se demonstrar de que maneira as crenas
lingusticas reforam a promoo de uma marca de curso de Ingls como
lngua adicional por meio da construo da identidade do falante nativo
como professor por ser um falante autorizado. Essa concepo gera a
desconstruo da identidade de professores no nativos no mercado
lingustico do ambiente de aprendizagem, deslegitimando-os. A obra de
Pierre Bourdieu tomada como aporte terico para delimitar o conceito
de mercado lingustico, entendendo o ambiente de aprendizagem como
mercado, e as trocas lingusticas e simblicas que se do nesse contexto,
excluindo a ideia de neutralidade lingustica e assumindo que os discursos
so permeados de intencionalidade. A questo da identidade cultural em
seu sentido mais amplo estudada com base nos decentramentos que
Stuart Hall prope como configurao da ps-modernidade. Kanavillil
Rajagopalan suporte para o estudo da identidade em termos especficos
dos sujeitos envolvidos no processo de aprendizagem de uma lngua
adicional e das crenas lingusticas que os envolvem.
2:30pm - 3:00pm
Back and Forth: Childrens linguistically motivated sojourning
Andrea Schalley1,2, Susana Eisenchlas2, Pei-Shu Tsai3
Karlstad University, Sweden; 2Griffith University, Australia; 3National
1
Changhua University of Education, Taiwan; andrea.schalley@kau.se
This project investigates the experiences of Taiwanese and Australian
Taiwanese-background children who, respectively, sojourn to Australia or
Taiwan for short periods of time in order to improve their skills in the host
countrys language. Although this phenomenon has become increasingly
frequent in the Asia-Pacific region, there is still little research on the
development of these newly formed wild geese communities (as they are
called in the Australian media), and on the impact these bring to both the
Australian and the Taiwanese societies. In our study, we explore social and
linguistic factors related to the sojourn experience of primary school aged
children, focusing in particular on how the linguistically motivated sojourn
experience and the childrens at times arduous journey into bilingualism
impacts on their identity formation.
Our presentation reports on a study using a mixed methods approach. For
the purposes of this talk, we will focus on the following: (i) questionnaire and
semi-structured interview data (collected from children, parents/carers and
teachers taking part in the study), generating information of family histories
and participants backgrounds, family language policies, parental attitudes
and expectations towards the languages involved, and their perceptions
of childrens experiences and challenges, and (ii) selected case studies,
focusing on experiences of particular families followed by the researchers
at different times of their sojourn and resulting in in-depth, contextualized
insights into the factors at play.
We will present the multifaceted outcomes, specifically discussing the
effects of childrens bilingual upbringing on their identity. While it is difficult
to draw general conclusions at this stage, we expect that structured reports
on our insights will help stakeholders to maximize childrens benefits in their
sojourning experience and help societies (and within them, educational
institutions) deal with the phenomenon of wild geese families in an informed
and confident way.
3:00pm - 3:30pm
Coconstruo de identidades em narrativas com crianas
Roberto Perobelli Oliveira1, Mayara de Oliveira Nogueira2
Universidade Federal do Esprito Santo, Brazil; 2Pontifcia Universidade
1
Catlica do Rio de Janeiro, Brazil; robertoperobelli@gmail.com
Produzir narrativas uma prtica social, ou seja, uma atividade histrica
e culturalmente situada. O presente trabalho versa sobre dois temas de
grande relevncia para os estudos discursivos e interacionais: narrativa e
identidade. Se, por um lado, individualmente, contar histrias concebido
como uma ao verbal que organiza socialmente a experincia humana,
por outro, coletivamente, por meio das narrativas que se torna tambm
possvel construir identidades. A partir da anlise de dirios de campo,
produzidos por crianas atuantes em um projeto de iniciao cientfica
jnior, o propsito deste trabalho investigar como os membros de uma
associao de Congo coconstroem suas identidades por meio de narrativas
relacionadas ao agrupamento do qual fazem parte. A anlise desse tipo de
interao, especificamente, reveladora de um modo bastante caracterstico
com que os membros sociais (adultos, em geral) se orientam para contar
histrias. Por isso, este trabalho pretende ampliar a discusso, abordando a
construo de identidades sociais atravs de narrativas cotidianas. Desse
modo, nossa proposta investigar como as narrativas de adultos voltadas
41
para crianas apresentam marcas de coconstruo de uma identidade
marcada pela condio histrica e cultural dos contadores e dos ouvintes.
Os resultados apontam para sequncias interacionais marcadas por trocas
de turnos semelhantes s do contexto escolar formal (e.g., sala de aula), e
as consequncias dessa percepo apontam para um engessamento da
cena interacional, que se reflete na performance dos participantes.
C146-149
Time: Monday, 24/Jul/2017: 1:30pm - 3:30pmLocation: Venezia V
1:30pm - 2:00pm
Acquisition of Modality by Advanced Learners of English and German FL
Nadia Mifka-Profozic1, Anita Pavic Pintaric2, Leonarda Lovrovic2
University of York, United Kingdom; 2University of Zadar, Croatia; nadia.
1
mifka-mprofozic@york.ac.uk
Although modal verbs have been investigated extensively, little is known
about second language acquisition of modality in its variety of semantic
and pragmatic meanings. Researchers generally agree that modality refers
to non-factual, subjectively viewed action of speaking (Palmer, 1990),
involving the speakers opinions, beliefs or attitudes via the epistemically
shaped judgement or deontic expressions of permission and obligation.
The present study makes an attempt to investigate how advanced Croatian
learners of English as a foreign language and German as a foreign language
(CEFR level C1) comprehend and use a selection of modal verbs, namely
can and may in English, and knnen, drfen and mgen in German. These
two sets of modal verbs in English and German are investigated in their
epistemic and deontic (root), meanings, i. e. expressing on the one hand
beliefs, subjective knowledge or possibility, and on the other hand the need
to act or the ability.
Two groups of students, one learning English and the other learning German
(each consisting of 20 participants) have completed a grammaticality
judgement task and a self-paced reading task for comprehension, the former
used as a measure of the participants explicit knowledge and the latter
tapping more into the implicit grammatical knowledge. An oral discourse
completion task is administered to measure the participants proficiency in
oral production. The advanced learners performance is then compared with
the two native speaker control groups (German and English native speakers,
each consisting of 10 participants). The results indicate that as far as the root
(deontic) meaning of the modal verbs is concerned, advanced L2 learners
perform at the level of a native speaker. However, the epistemic meaning
presents a much more challenging task which is difficult to achieve even for
L2 learners at an advanced level.
2:00pm - 2:30pm
AVALIATIVIDADE E APRENDIZAGEM DE LATIM NA UNIVERSIDADE PBLICA: um olhar para
a subjetividade
Rita Moreira de Sousa
UNIVERSIDADE REGIONAL DO CARIRI - URCA, BRASIL;
MOREIRASOUSA1990@BOL.COM.BR
As concepes ps-modernistas de linguagem tm se revestido de
princpios que reconhecem a importncia da esfera scio-histrica (MOITA
LOPES et al., 2013; RAJAGOPALAN, 2006; PENNYCOOK, 2006). Esses
posicionamentos remetem afirmao da subjetividade nos discursos
verbais humanos por meio do sistema lingustico. Para isso, preciso
reconhecer que a negociao de significados mediada pela linguagem se
d a partir de organizaes ideolgicas, textuais e interpessoais (FUZER;
CABRAL, 2010). Adicionados a essas concepes tem-se em vista trabalhos
como os de Arruda (2009), Miotti (2006) e Longo (2008) que enfatizam a
problemtica acerca do ensino/aprendizagem de Latim nas universidades
pblicas (um contexto de realizao interpessoal) apresentando importantes
aspectos inerentes ao estado atual dessa lngua nas instituies de ensino
superior como, por exemplo, as consequncias de ser denominada lngua
clssica e seu espao (insuficiente) que vem sendo reduzido nos cursos
de Letras do pas. Toma-se como pressuposto o fato de se existir uma
relao entre a produtividade do estudo de latim e como ela avaliada
pelos seus aprendizes. Assim, este trabalho tem como objetivo central
verificar os posicionamentos avaliativos, notando o nvel lxico-gramatical,
adotados pelos alunos do curso de Letras diante da disciplina Lngua Latina
I especialmente quanto instncia Apreciao presente no subsistema
Atitude da Avaliatividade (MARTIN; WHITE, 2005). Para isso, foi preciso
percorrer os caminhos da Lingustica Aplicada acolhendo os estudos
apontados pela Gramtica Sistmico-Funcional (MATHIESSEN; HALLIDAY,
2004), a relao desta com a Avaliatividade (MARTIN; WHITE, 2005) e,
posteriormente, admitir a possibilidade de verificao de posicionamentos
discentes e seus reflexos na aprendizagem de latim. Foram mostradas
avaliaes positivas e negativas (intensificadas ou no) e sua relao com
concepes colonialista gerando, assim, a necessidade de um tratamento
ps-colonialista para a disciplina, a nvel terico-metodolgico.
2:30pm - 3:00pm
Situao de Rua no Rio Grande do Sul (Brasil): uma Anlise de Discurso Crtica
Dcio Bessa, Samara Oliveira Silva
Universidade do Estado da Bahia - UNEB/Campus X, Brazil; karinapetri@
yahoo.com.br
Crises econmicas acentuam o desemprego, a fragilidade de laos
familiares e o uso de substncias psicoativas provocam, muitas vezes, a
situao de rua. De acordo com pesquisa do Ministrio do Desenvolvimento
Social e Combate Fome (META/MDS, 2008), essas foram as trs principais
razes que levaram cidados e cidads do Brasil a utilizarem logradouros
pblicos e reas degradadas como espao de abrigo e de sobrevivncia. O
objetivo desta pesquisa investigar essa problemtica social no Rio Grande
do Sul, utilizando referencial terico e metodolgico da Anlise de Discurso
Crtica (ADC), principalmente por meio da abordagem dialtico-relacional
de Fairclough (2001, 2003). Para as anlises, foram selecionadas quatro
notcias de dois jornais de maior circulao do Rio Grande do Sul: Zero Hora
e Correio do Povo. Ao analisar a intertextualidade, pde-se notar a presena
de relatos diretos e indiretos, porm, percebe-se a ausncia de voz das
pessoas em situao de rua. Em relao a escolhas lexicais, destacam-se:
filho da rua, pessoas que vivem nas ruas, quem mora em vias pblicas,
moradores da matriz. Esses termos constroem uma naturalizao da
circunstncia. Uma opo lexical mais apropriada seria pessoa em situao
de rua, pois se trata de uma situao que pode ser revertida por meio de
polticas pblicas eficientes e com aes da sociedade da qual fazemos
parte assim como as pessoas em situao de rua. Quanto representao
de agentes sociais, observa-se que os resultados encontrados indicam
a incluso, em uma das notcias, dessas pessoas como agentes sociais,
ativos, pois esto reivindicando seus direitos como participantes da
sociedade; nas outras, como passivos, pois seriam afetados quando se trata
de um evento natural, como o frio extremo. Uma anlise de discurso crtica
de notcias possibilita a percepo de mudanas que esto ocorrendo e
que deveriam ocorrer nas perspectivas discursivas e sociais.
3:00pm - 3:30pm
From reason-based persuasion to emotion-oriented appeals: Corporate
branding discourse in Singapores higher education sector
Carl Jon Way Ng
City University of Hong Kong, Hong Kong S.A.R. (China); carl.jw.ng@cityu.
edu.hk
This paper looks at corporate branding discourse in the context of
Singapores publicly funded higher education sector, consisting of
corporatized universities now run as private companies, and polytechnics
which retain the status of public organizations. Drawing on elements of critical
discourse analysis and genre analysis, the qualitative analysis investigates
the discursive strategies employed by these higher education institutions
to engender favourable audience dispositions towards themselves as part
of the work of corporate branding. The textual analysis draws on a data set
consisting of academic prospectuses produced by eight higher education
institutions from 2007 to 2014; in a context of increasing market orientation
in Singaporean higher education, these texts have become important
organizational brand artefacts directed primarily at a prospective-student
audience now recast as customers or clients.
42
The analysis detects three main discursive approaches to branding
employed by the organizations namely, characterizing the brand;
positioning the brand; and personalizing the brand which, in that order, can
be regarded as moving from more fact/reason-based to more experience/
emotion-oriented approaches. These approaches are semiotically realized
in and through particular uses of language devices and features like positive
evaluation, colloquial language and metaphor. In addition, the results
suggest a positive correlation between the degree of organizational market
orientation and a proclivity for experience/emotion-oriented approaches, as
well as a discernible diachronic progression towards experience/emotion-
oriented approaches in the branding discourse of Singapores higher
education sector as a whole.
C150-153
Time: Monday, 24/Jul/2017: 1:30pm - 3:30pmLocation: Ducale I
1:30pm - 2:00pm
Disciplinary apprenticeship: teachers pragmatic use of critical thinking to
support disciplinary discourse in the classroom
Lynne Jane Isham
Kings College London, United Kingdom; lynne.isham@kcl.ac.uk
Whilst an examination of the research literature provides a clear consensus
on Critical Thinking being valued goal of education, empirical studies appear
to indicate that is far from a reality in the classroom. The research study
featured in this paper is located in the space that appears to exist between
Critical Thinking as a desired outcome and actual classroom practice that
aims to promote such thinking. The focus of this paper is to explore how a
small group of teachers across different curriculum areas have internalised
and translated into practice a Critical Thinking programme based on Richard
Pauls model of Critical Thinking. The purpose of the programme was to
support teachers in fostering greater intellectual engagement and associated
academic discourse amongst 17 and 18 year old students from an ethnically
and socially diverse population in preparation for entrance to university. This
study used an ethnographic approach to a classroom research context,
drawing on a micro-ethnographic approach to the discourse analysis of
classroom language. Findings from the study suggest that Critical Thinking
in the hands of these teachers is subservient to the curriculum demands of
the discipline. In other words, teachers appear to draw on Critical Thinking
pragmatically to facilitate their students appropriation of the disciplines
associated academic literacy requirements as embodied in their exam
specifications. As a result, Critical Thinking in this study does not appear
to be a fixed body of knowledge or skills to be taught but rather a complex
interplay between pedagogic and disciplinary concerns. The presentation
will use examples of classroom interactions to illustrate such interplay in
operation and the development of what might be described as students use
of an embryonic disciplinary discourse.
2:00pm - 2:30pm
Estrategias argumentativas en artculos de opinin en japons
Raquel Rubio
Universidad de Santiago de Chile, Chile; raquel.rubio@usach.cl
El objetivo de este trabajo es describir las estrategias argumentativas en
artculos de opinin en japons, referidos al tema de la reforma constitucional
que se debate en ese pas. El enfoque terico son los estudios sobre retrica
(Hinds, 1983; Kaplan, 1988; Kubota, 1992) en el campo del debate poltico en
japons. El estudio es de carcter cualitativo y el corpus de anlisis est
compuesto por diez editoriales de peridicos escritas en japons entre
los aos 2014 y 2016. El criterio de seleccin implica distintas perspectivas
polticas de la lnea editorial de los peridicos. El anlisis de las estrategias
se inserta en una dimensin tanto social como cultural para determinar lo
que implica convencer y persuadir en una cultura que se caracteriza por
el colectivismo y la ambigedad. De este modo, se contar con evidencia
emprica para problematizar los posibles estereotipos sobre los modos de
argumentar que se han generado en torno a esta cultura. Los resultados
se utilizarn para un posterior trabajo de retrica contrastiva que considera
un corpus de editoriales de peridicos chilenos de diversas lneas polticas
sobre el mismo tema de la reforma constitucional que se debate en Chile.
Este trabajo pretende llenar un vaco en esta rea puesto que no existen
estudios de la argumentacin que comparen las estrategias usadas en
japons y en espaol. El anlisis se encuentra en su etapa preliminar, por
lo que no es posible establecer conclusiones. No obstante, cabe indicar
que es un trabajo funcional a la formacin de traductores especializados
en lengua japonesa.
2:30pm - 3:00pm
A EJA E A LINGUSTICA APLICADA: DE QUE TRATAM OS ESTUDOS NESTA INTERFACE?
Laura Lima1,2, Maria Inz Lucena1
1
UFSC, Brazil; 2IFSC, Brazil; llima1256@gmail.com
Neste artigo propomos apresentar um levantamento, ainda que no
exaustivo, sobre dissertaes e teses produzidas na rea de Lingustica
Aplicada (LA) que envolvem a modalidade Educao de Jovens e Adultos
(EJA) no contexto de ensino e aprendizagem de lnguas, especialmente
de espanhol. A partir de uma anlise documental e bibliogrfica, essa
pesquisa, de base interpretativista, busca ilustrar a abrangncia que
tal relao tem tido. Foram analisados resumos e textos na ntegra
de trabalhos publicados entre 2005 e 2015 em programas de ps-
graduao stricto sensu de universidades brasileiras. Alinhadas com
a LA interdisciplinar (c.f. MOITA LOPES, 2006) e com a literatura da EJA
(c.f. HADDAD, 2002; DI PIERRO, 2005), apontamos para caractersticas
que merecem ser ainda mais exploradas nessa interface. Destacaram-se
como principais temas abordados no entrecruzamento das duas reas:
o estudo das representaes, a constituio discursiva de identidade, os
estudos do letramento e os gneros do discurso. Este artigo indicou como
abordagens emergentes os temas: anlise de necessidades e interesses
de aprendizagem, materiais didticos e TIC aplicadas ao ensino de lnguas.
Por fim, com relao s possveis inspiraes para pesquisas futuras,
registramos aqui a demanda de mais estudos que focalizem o ensino e a
aprendizagem de lnguas estrangeiras na modalidade de EJA.
3:00pm - 3:30pm
Evaluation in moves: An integrated appraisal and move analysis of Chinese MA
thesis literature reviews
Jianping Xie
Guangdong University of Foreign Studies, Guangzhou, Peoples Republic
of China; zdqxjp@163.com
The ultimate communicative purpose of literature reviews is to convince the
reader of the worthiness of the writers research, which is realized stage
by stage and evaluation plays an important role in achieving this end.
However, concerns about evaluation demonstration in novice academic
writers literature reviews have been repeatedly voiced in the academic
circle. Therefore, how to improve students ability in expressing evaluation in
academic writing remains a challenging issue in EAP pedagogy. This study
conducts an integrated analysis, combining an appraisal analysis applying
Martin and Whites (2005) appraisal theory and a move analysis based on
Kwans (2006) model of the move structure of thesis literature reviews, of
25 Chinese English-major MA thesis literature reviews of the discipline of
Applied English Linguistics. The objectives of this study are to examine how
Chinese students utilize evaluative resources in different rhetorical stages
in the thesis literature reviews and whether in a way that facilitates building
a coherent argument for their own studies.
Results show that the Chinese students generally use evaluative resources
in a way that is beneficial for realizing the purposes of different rhetorical
stages in their thesis literature reviews. For instance, they are able to well
manipulate the positivity and negativity of evaluations for different rhetorical
purposes, and they grade up or grade down the construed values to
strengthen or weaken their evaluations when necessary. However, they
also have problems in deploying generic structures and demonstrating
evaluative positions in the literature reviews, such as disproportionate
deployment of different rhetorical stages in length, inadequate evaluation
when arguing for a need for new knowledge in the extant literature, as well
as bold and empty negative evaluations. These findings provide implications
for teaching English thesis writing in China and in other L2 contexts.
43
 C154-158
Time: Monday, 24/Jul/2017: 1:30pm - 3:30pmLocation: Ducale II
1:30pm - 2:00pm
Avaliao de redaes de vestibular: da teoria prtica
Marcela Fossey
Unicamp/Vunesp, Brazil; marcela.ff@gmail.com
Provas de redao esto presentes nos vestibulares nacionais desde
a promulgao do Decreto no. 79.298, de 24 de fevereiro de 1977, que
as tornou parte obrigatria nos processos de seleo para vagas nas
universidades pblicas e privadas do Brasil. Desde ento, a escrita dos
vestibulandos tornou-se objeto de estudo lingustico (Pietri, 2007). No
entanto, os estudos feitos ao longo desses quase 40 anos da redao
concentram-se na descrio ou dos fenmenos lingusticos observados
nos textos dos vestibulandos, ou dos reflexos das provas de redao nas
decises de ensino de escrita em sala de aula. O aspecto seletivo da prova
frequentemente desconsiderado nessas pesquisas. Considerando este
cenrio, o presente trabalho apresenta os resultados de um estudo de caso
do processo de implementao da atual metodologia de correo aplicada
na avaliao das redaes de vestibulares realizados pela Fundao para
o Vestibular da UNESP Fundao VUNESP. Nesta pesquisa, buscou-se
descrever o processo de correo de redaes de vestibular, considerando
todas as variveis presentes nesse processo, tantos as lingusticas (que se
apresentam, em especial, na necessidade de definir critrios lingusticos
que consigam categorizar de maneira consistente e confivel, por meio da
atribuio de notas, uma grande quantidade de textos que se apresentam
de maneiras muito diversificadas), quanto as no lingusticas (que se
materializam nas estatsticas da correo, como nmero de redaes
corrigidas e de avaliadores envolvidos, percentuais de discrepncia entre
diferentes avaliadores, distribuio de notas, entre outros). O arcabouo
terico mobilizado foi aquele oferecido pela Lingustica Textual (Koch, 1984;
1989; Koch & Travaglia, 1990; Antunes, 2005; 2010; Abaurre & Abaurre,
2012; Marcuschi, 2008), para anlise dos elementos do texto. Para a anlise
dos dados estatsticos a respeito do processo de correo de redao, foi
feita anlise estatstica descritiva para o fornecimento de resumos simples
sobre a amostra definida para a referida pesquisa.
2:00pm - 2:30pm
Benefits and challenges of eye-tracking triangulation in language
assessment research: Evidence from two studies
Ruslan Suvorov
University of Hawaii at Manoa, United States of America; rsuvorov@hawaii.edu
Recent years have witnessed a burgeoning interest in the use of eye
tracking in second language (L2) assessment research, especially in
research on L2 reading assessment (e.g., Bax, 2013; Brunfaut & McCray,
2015). While eye tracking enables researchers to record and examine
participants eye movements, eye-tracking data yield only measurements
of L2 learners oculomotor behavior during their completion of assessment
tasks, but not direct evidence of their mental attention or perceptions. The
ensuing implication is that eye-tracking measures should be triangulated
with other types of data, such as performance data and verbal data (Godfroid
& Schimdtke, 2013; McCray, Alderson, & Brunfaut, 2012). While some recent
studies have implemented eye-tracking triangulation in the context of L2
assessment research (e.g., Brunfaut & McCray, 2015), the epistemological
potential and challenges of this methodology have not yet been thoroughly
examined.
This presentation will discuss some benefits and challenges of using eye-
tracking triangulation for L2 assessment research discovered during two
eye-tracking studies. In both studies, eye-tracking data were triangulated
with test performance data and retrospective verbal report data. Study
1 used eye-tracking triangulation to explore 33 L2 learners use of visuals
during the Video-based Academic Listening Test (VALT). In Study 2, eye-
tracking triangulation was employed to investigate test-taking strategies
used by 15 L2 learners during their completion of 58 multiple-choice items
from the Michigan English Test (MET). Evidence from both studies suggests
that combining eye-tracking measures with data from retrospective verbal
reports can furnish more compelling validity evidence to help stakeholders
better understand and interpret L2 assessment outcomes. Meanwhile,
the studies also revealed several methodological challenges related to
the recording, selection, and calculation of eye-tracking measures for
triangulation with verbal report data and test performance data.
2:30pm - 3:00pm
Evaluacin de la competencia intercultural de estudiantes universitarios con
base en escalas internacionales
Maria Leticia Temoltzin
Benemrita Universidad Autnoma de Puebla, Mexico; letytemoltzin@
hotmail.com
Este estudio analiza el desarrollo de la competencia intercultural de estudiantes
universitarios de ingls como lengua extranjera que son futuros maestros de
ingls. El propsito de este programa es formar estudiantes competentes que
se comprometan en los procesos de enseanza-aprendizaje de la lengua
extranjera de manera reflexiva de acuerdo con lo que plantea el modelo
curricular actual de la universidad, basado en el Marco Comn Europeo de
Referencia (MCER) para las lenguas. En esta universidad, localizada en el
centro de Mxico, el objetivo es desarrollar tanto la competencia lingstica
como la competencia intercultural, pero no se especifica cmo se desarrolla
ni cmo se evala la competencia intercultural. Por lo mismo, este estudio
tiene como objetivo analizar el nivel de interculturalidad alcanzado por treinta
estudiantes de diferentes niveles de suficiencia: A1, A2 y B1 de acuerdo con
el Marco Comn Europeo de Referencia (Consejo de Europa, 2002) para las
lenguas. El nivel de interculturalidad se determinar a travs de un instrumento
desarrollado especficamente para este estudio con base en los niveles del
Marco de Referencia para los Enfoques Plurales de las Lenguas y de las Culturas
(Candelier, Camillieri-Grima, Castellotti, De Pietro, Lrincz, Meiner, & Molini,
2012) y la escala de competencia intercultural desarrollada por Chao (2014).
Adems, se hace un anlisis crtico de la adaptacin del MCER en el contexto
universitario mexicano en el que se da el proceso de interculturalidad de los
estudiantes por lo que se estudian las relaciones de poder en las percepciones
hacia la cultura local y la cultura extranjera. Este tipo de anlisis se ha hecho en
otros pases donde el ingls como lengua extranjera o segunda lengua tiene
un papel dominante, pero no existe un antecedente de que un estudio similar
se haya hecho en el contexto mexicano.
3:00pm - 3:30pm
Measuring semantic knowledge in a second language: A confirmatory factor
analysis
Leslie Redmond1, Louisette Emirkanian2
1
Memorial University of Newfoundland, Canada; 2Universit du Qubec
Montral, Canada; leslie.redmond@mun.ca
Research has shown that second language learners struggle with mastering
different senses of highly polysemous verbs, which incidentally are often
very frequent (e.g. Lennon, 1996; Altenberg & Granger, 2001; Csbi,
2004; Berthaud & Antonijevic, 2012; Saji & Imai, 2013; Cadierno, Ibarretxe-
Antuano, & Hijazo-Gascn, 2016). However, these studies have used a
variety of different measures of semantic knowledge, and what is purported
to be measured by different tasks is not always clear.
The current study examines different ways of measuring semantic
knowledge in an L2, using the example of the French verb prendre (to
take). In order to describe the polysemy of the verb prendre, we propose an
abstract core sense which is present in all of the verbs senses. Differences
between the senses are explained using the cognitive semantic concept
of the windowing of attention (Talmy, 2000). This semantic analysis was
operationalized in an experiment composed of three different measures
of semantic knowledge: an offline acceptability judgment task, a guided
production task as well as metalinguistic questions regarding the verbs
meaning. 75 French as a second language learners participated in the
experiment and proficiency in French was controlled for using a multiple-
choice cloze test.
A confirmatory factor analysis shows the contributions of the respective
measures to the creation of a latent variable of semantic knowledge as well
as the relationships between them. Results also highlight the contribution of
proficiency to the semantic tasks.
44
We will discuss the relationships between the different measures of
semantic knowledge and what is actually being measured by each task.
Multiple measures provide a clearer picture of the types of knowledge
underlying performance on tasks reputed to measure semantic knowledge.
By and large, the difficulty of tapping into semantic knowledge will be the
focal point of our discussion.
C159-162
Time: Monday, 24/Jul/2017: 1:30pm - 3:30pmLocation: Ducale III
1:30pm - 2:00pm
The Effects of In-Class and Out-of-Class Reading on the Incidental Acquisition
of Vocabulary
Barry Lee Reynolds
University of Macau, Faculty of Education; barryreynolds@umac.mo
Methodologies used to investigate the incidental acquisition of second
language (L2) vocabulary through reading dictate that participants
must read a text and then receive unexpected assessment(s) of target
vocabulary that occur within the text read. Some researchers investigating
the incidental acquisition of vocabulary through reading have claimed the
necessity of participants completing reading tasks in a controlled classroom
or laboratory environment to ensure that assessment outcomes can be
attributed to incidental exposure and not intentional learning. However,
such a technique 1) delimits selection of target texts to those short enough
to read in one sitting; and 2) fashions a reading context that is markedly
anomalous to L2 readers in that it does not mimic more naturalistic extensive
reading situations. To empirically investigate whether environment affects
the incidental acquisition of vocabulary through reading, an approximate
replication of Reynolds (2015) was conducted by recruiting a participant
sample from the same population following the same methodology using
the same 49 target words occurring in the 36,711-token target text with the
caveat of requiring all reading to be completed within six hours of class time
instead of allowing the freedom to read in and out of class. Independent-
samples t-tests were conducted finding the in-class (n=48; M=7.29; SD=3.57)
and the out-of-class (n=32; M=10.44; SD=4.13) groups showed a statistically
significant difference on their productive (t=3.63, p=.001, df=78) and receptive
incidental vocabulary acquisition assessments (t=20.22, p<.001, df=78; in-
class M=7.30, SD=3.57; out-of-class M=25.38, SD=4.40). Further investigation
indicated that the higher acquisition results for the out-of-class group might
have been due to the repeated reading of the target text and thus additional
exposures to the target words (increased frequency) instead of the use of
extra textual references. Implications of this studys results will be discussed
in relation to incidental vocabulary acquisition methodologies that utilize the
reading of paper texts.
2:00pm - 2:30pm
What do morphological awareness tests really measure ?
Rosalie Bourdages, Denis Foucambert
Universit du Qubec Montral, Canada; bourdages.rosalie@uqam.ca
The ability to localize and to manipulate the morphological structure of
words contributes to vocabulary development (Muse, 2005) as well as
to reading (Carlisle, 2000) and writing performance (Green et al., 2003).
Despite the importance of morphological awareness and of morphological
sensitivity (Col, Royer, Leuwers, & Casalis, 2004; Roy & Labelle, 2007) for
the development of higher-order abilities which contribute to academic
success, there is confusion in the literature surrounding the measurement
of these different constructs, especially with regard to the tasks used to
mesure them and what types of abilities these tasks mobilize.
In fact, the different tasks measure different kinds of units (flexionel or
derivational), operations (production of derived words, identification
of morphemes of the same family, substitution, deletion, or addition of
morphemes, grammaticality judgement) and levels of control (explicit
or implicit) (Casalis, Mathiot, Bcavin, & Col, 2002). In order to move
beyond the confusions caused by this methodological issue, we propose
to experimentally test what unites and differentiates these confounded
45
measures in a population of 50 francophone primary students. Participants
were subjected to 8 different tests which purport to measure morphological
awareness.
Results of confirmatory factor analyses show the way in which the different
tasks group together and allow us to paint a clearer picture of the
abilities which are mobilized during tasks traditionnally used to measure
morphological awareness. Our analysis allows us to highlight not only the
type of mental operations which underlie performance on these tasks, but
also the morphological unit as factors which can differentiate the tasks from
each other.
2:30pm - 3:00pm
Which language component(s) can best predict oral language abilities in
preschool-year-old bilingual French dominant children?
Aurelie Takam
University of Toronto, Canada; aurelie.takam@utoronto.ca
Language acquisition theories have made a major contribution in the
language evaluation by offering different approaches to the concept of oral
language. The question of the factors that influence the development of
language is the sticking point of these theories. The main currents evaluated
in this study are nativism, constructivism and the usage-based theory. These
three theoretical approaches define language by proposing each of the
following aspects as fundamental to the development of language: the innate
knowledge of grammatical rules, the primacy of cognition, the preeminence
of the socio-cultural use of language. However, we already know that each
of these aspects plays a role in language development, either monolingual
or bilingual. However, the question in this study is to determine the weight
of thelangue components related to these factors in order to determine the
best predictor(s) of language competence for preschoolers. We evaluated
93 French dominant bilingual children from 4.00 to 5.11 years old. This
sample consisted of 49 girls (52.7% of the sample) and 44 boys (47.3 % of
the sample). Was used an extensively testing Battery called BATEDA for the
assessment of oral language and auditory working memory. The analysis
was done using SPSS Version 23. Factor analysis and and linear regression
show similar results regardless of sex and age group: lexical tests appear to
be the best language skills prediction tools. We discuss the results in light
of the target theories.
3:00pm - 3:30pm
Diagnosing academic writing in English: Investigating Q-matrix with Coh-
Metrix
Qin Xie
Hong Kong Institute of Education, Hong Kong S.A.R. (China); qxie@ied.edu.
hk
The educational value of diagnostic assessment (DA) is widely embraced,
yet surprisingly little research has been conducted to understand the
construct of DA or to develop instruments for DA. This project represents
one initial attempt to fill in this research gap. The study integrated the
strengths of Cognitive Diagnostic Modelling and corpus-based computation
instruments (e.g. Coh-Metrix) to develop and validate a coherent suite of
language assessment instruments to diagnosis undergraduates relative
strengths and weaknesses in writing academic essays in English. The suite
consists of a fine-grained diagnostic checklist, a set of textual indicators, and
a pool of discrete-point items. The project firstly developed and validated a
diagnostic checklist based on the Empirically-Derived Descriptor checklist of
Kim (2011). With this checklist, 372 essays were marked and the item scores
were analysed with the reduced RUM model. The underlying Q-matrix of the
checklist were verified and refined to generate individual learner profiles
on five writing attributes. From these learner profiles, major deficiency
patterns among these students were identified. Afterwards, the essays were
subjected to automated linguistic measures to identify and compute their
linguistic features and to manual error tagging and analysis. Subsequently,
key linguistic indicators differentiating major deficiency patterns were
identified, based on which, we developed a pool of discrete-point items
for indirect diagnosis of the component skills of academic writing. The
project can potentially contribute to diagnostic assessment of writing and
automated essay evaluation.
 C163-166
Time: Monday, 24/Jul/2017: 1:30pm - 3:30pmLocation: Ducale IV
1:30pm - 2:00pm
An erotics of signs: a ethnographic study of semiosis in cruising apps
Gleiton Matheus Bonfante
Universidade Federal do Rio de Janeiro, Brazil; supergleiton@gmail.com
In this paper I explore what I have termed an Erotics of Signs, i.e. the
ethnographic study of signs related to both gay male subjectivity and
their desires performed in cruising apps in Rio de Janeiro. An Erotics of
Signs is largely inspired by a hybrid and interdisciplinary methodology that
trusts bodily affections and sensations as legitimate sources of data, and
produces sensual ethnographic narratives i.e., dense and subjective
texts deeply concerned with eroticism and desire focusing on semiotic
practices as the main analytical approach. I argue that the erotic aspect is
central to the investigation of cruising apps in three different ways: because
of the intimate-spectacular nature of the performances which, at different
levels, touch and affect the body of the other; because of the researchers
inevitable erotic involvement with his field, during the process of data
generation; and, because of the meaning-effects concerning sensuality,
nearness and intimacy involved in analytic reconstructions of sexual
practices. I also call for the recognition of the researchers subjectivity,
desires and body as very relevant inflections in the process of knowledge
production. This perspective, however, demands the reinvention and
unlearning (Fabricio, 2006) of classic ethnographic concepts, such as field,
objectivity, ethnographic authority, participation, credibility, and community.
Moreover, it solicits an ethical commitment that recognizes the ideological
feature of the researchers and of participants actions, and which relies
on freedom, the ontological condition of ethics(Foucault, 1984: 267), as a
relational (and not individual) value.
2:00pm - 2:30pm
Discourse on-stage, backstage, and front-of-stage: event ethnography as
messy methodology
Joseph Comer
University of Bern, Switzerland; joseph.comer@ens.unibe.ch
On March 3rd 2016, The Economist hosted Pride and Prejudice, a global
LGBT conference aimed at igniting debate on the costs of discrimination,
a 24-hour event spanning three cities (London, Hong Kong and New York).
Using this corporate event as a case study, this methodology-oriented paper
introduces a new threshold for linguistic ethnography and discourse studies
through a discussion of events as texts. In response to a lack of discourse-
analytical engagement in the multi-scalar production of large events, and
nascent ethnographic engagement within event research (Holloway et al.
(2010); Jaimangal-Jones (2014)), this paper exhorts our field to increase the
attention paid to the genre of events, and suggests innovative approaches
for doing so, based on my own attendance at Pride and Prejudice. This
paper shows how event ethnography queers discourse studies (Thurlow
2016) encompassing the linguistic, visual, multimodal, but much more.
My approach is grounded in (autoethnographic) participant observation,
but also combines multimodal discourse analyses of the online material
promoting the event and the physical texts distributed there with semiotic
landscape analysis of the venue hosting the event and the city outside,
and an analysis of the digital communication overlapping and informing
the event (e.g. hashtags). I assert that event ethnography, as a messy
(Law and Urry 2004) combination of discourse-analytical and ethnographic
methods, can attend to the affective, material and entextualizing (Jones
2009) features of discourse and digital practices in the contemporary
world, enhance our understanding of contexts like Pride and Prejudice,
as well as account for the increasingly digitised nature of such events
how they occur simultaneously and interactively across three global cities.
Responding to the complexity of Pride and Prejudice, this paper advocates
for methods that embrace the new ordinariness of complexity (Blommaert
2013), explaining how they best account for the world on the move.
46
2:30pm - 3:00pm
Quando o campo e o corpo esto na rede: investigaes etnogrficas na Web 2.0
Eduardo Martins
UFRJ, Brazil; eduardoebmartins@gmail.com
Neste trabalho, busco discorrer sobre as contingncias epistemolgicas
surgidas no desenvolvimento de uma etnografia online (HINE, 2001, 2005,
2012) sobre processos de subjetivao em performances discursivo-sexuais
no Cam4, rede social adulta na qual pessoas de toda parte do globo se
exibem de maneira ertica a outras por meio de uma webcam. Uma vez
que, tradicionalmente, a pesquisa etnogrfica compreendida como uma
descrio densa de um saber nativo interpretado pelo pesquisador, que
vai a campo e se deixa contaminar pelo olhar do outro (GEERTZ, 2008;
HAMMERSLEY & ATKINSON, 2007), reflito ento sobre como tais categorias
precisam ser reformuladas para abarcar uma investigao realizada na
web, a qual possui uma outra configurao de tempo, espao e presena,
categorias pontuais em uma pesquisa de cunho etnogrfico. Alinho-me
produo do conhecimento que toma o discurso enquanto prtica social
(AUSTIN, 1990; PENNYCOOK, 2007, 2010) e que visa criar inteligibilidades
sobre fenmenos ocorridos em sociedade utilizando a linguagem como
norte de investigao. Assim, partindo de uma Lingustica Aplicada de
carter socioconstrucionista e INdisciplinar (MOITA LOPES, 2006), seleciono
alguns perfis de usurios da rede social supracitada e analiso como
questes que envolvem tempo, espao e presena podem ser articuladas
em uma investigao etnogrfica que visa compreender a complexa rede
de interaes que constitui a experincia humana diria. Concluo que o
campo que instiga uma constante reformulao dos arcabouos terico-
metodolgicos que embasam as pesquisas que desenvolvemos em
Lingustica Aplicada, principalmente face a um mundo contemporneo de
intensos fluxos sociais, culturais, polticos, histricos e semiticos.
3:00pm - 3:30pm
Teachers challenging supervisors powerful identities during post
observation feedback
Helen Donaghue
Sheffield Hallam University, United Kingdom; h.donaghue@shu.ac.uk
Most institutional discourse involves power asymmetry (Drew and
Heritage, 1992, Sarangi and Roberts, 1999) and the post observation
feedback meeting between observers and teachers is no exception. This
presentation will report on findings from a linguistic ethnographic study of
the construction and negotiation of professional identities in one to one
feedback meetings between supervisors (observers) and experienced,
in-service English language teachers. The presentation will use empirical
data (recorded feedback meetings, interviews and post-analysis participant
interpretation interviews) to show how supervisors powerful identities are
claimed, challenged and contested.
Previous research related to language teacher identity and post observation
feedback has focused on pre-service teacher, either while on teacher
education courses or during the first few years of teaching. Perhaps because
of this, studies often describe supervisors enacting powerful identities
through interactionally dominant moves such as initiating topics, controlling
the floor, taking longer turns and interrupting. While this behaviour is also
present in the study reported, turn by turn microanalysis of feedback talk
will show that powerful identities can shift within a single conversation, even
in pairings where one interactant has higher institutional status. In-service
teachers both challenge supervisors powerful identities and claim powerful
identities for themselves. In addition, identities are co-jointly constituted,
highlighting the crucial role of the interactional partner.
 C167-170
Time: Monday, 24/Jul/2017: 1:30pm - 3:30pmLocation: Ducale V
1:30pm - 2:00pm
Rethinking language testing regimes for migrants in Brazil
Ana Luiza Krger Dias, Joana Plaza Pinto
UFG, Brazil; kruger.analuiza@gmail.com
This paper aims to analyze language testing regimes for migrants in Brazil,
and its relationship with language ideologies. Recent studies on language
policy (BLACKLEDGE, 2009; EXTRA et al, 2009; KUNNAN, 2012; PILLER,
2001; SHOHAMY, 2006) show that tests have become a requirement for
migrants entry, residency and/or citizenship in many countries worldwide,
working as a gatekeeper of the national order, in a correspondence
between language and nation. Following these premises, we identified
three kinds of language tests for migrants currently in Brazil: the Brazilian
Certificate of Proficiency in Portuguese for Foreigners (Celpe-Bras); the
Portuguese test for foreign physicians within the federal government
program More Doctors for Brazil; and the verification of Portuguese literacy
in naturalization processes. However, the analysis of this corpus reveals
several discrepancies between theoretical framework and the studied
scenario, putting the notion of language testing regimes into perspective.
Brazilian testing regime does not properly work as a gatekeeper, in a sense
of preventing migrants from entering/settling in the country. On the contrary,
its main goal seems to be promoting/selling the national language (alongside
its attached cultural features) around the globe especially around Global
South leading to a metalinguistic knowledge about Brazilian Portuguese
and an affirmation of autonomy in managing this language in the international
geopolitical scenario (DINIZ, 2010). Nonetheless, the concept of test remains
an element of access to scale mobility in the negotiation of desirable
and undesirable migrant identities in institutional and non-institutional
situations (BLOMMAERT, 2014; COD, 2008). Our analysis indicates that,
underlying national language policies, there are several overlapping and
contradictory language ideologies, which require expanding theoretical and
methodological resignifications on this field of study.
2:00pm - 2:30pm
Silent Voices that Make Educational Policies Work: A Bottom-Up Perspective
about Teachers Classroom Micro Practices
Carmen Helena Guerrero, Alvaro Quintero
Universidad Distrital, Colombia; helena.guerrero.ud@gmail.com
This paper is aimed at presenting an alternative perspective in the
understanding of how educational policies are implemented. In most parts
of the world educational policies follow a top-down approach where policy
makers design them and teachers are simply implementers. Generally this
approach does not take into account teachers and their communities needs
and interests, resulting in monolithic ideas of what communities need. On
the contrary, teachers are constructed as problematic and uncooperative
towards government initiatives. In this study we intend to show that such
a perception is not accurate because in fact what teachers do whatever
it takes to make polices work; they adapt policies in order to better serve
the needs of their communities. These actions go unnoticed because they
happen inside their classroom, in what we have called micro-practices and
defined as everyday actions teachers make in order to, on the one side,
comply with governmental regulations, but on the other, serve their students
and their communities needs.
The analysis of the data, collected through eight focus groups over a period
of an academic year with elementary schools teachers of public schools in a
large city, led us to conclude that teachers engage quietly in micro-practices
to make education policies work regardless of their quality and feasibility.
We categorize these micro-practices as motivated by acknowledging 1) the
human dimension of students; 2) that students are at the core of policies;
and 3) situated practices. We conclude that teachers are proactive; these
micro-practices are more common that one would think, and thirdly that
teachers play a quiet yet effective role in the implementation of policies.
The knowledge, expertise and contributions of teachers should regarded
as a cultural capital even if, as in many cases, this form of capital is not
institutionalized (Bourdieu, 1986, Foucault, 1972).
47
2:30pm - 3:00pm Warning: The presentations finish prior to the end of the session!
Bilingual Colombia in the classrooms
Norbella Miranda
Universidad del Valle, Colombia; norbella.miranda@correounivalle.edu.co
As English has become the only fully globalised language (Hamel, 2005,
p. 3), language policies that privilege its learning prevail in many parts of the
world. Colombia has embarked on such a trend too. The Bilingual Colombia
Program (BCP) (MEN, 2004, 2016) sets English proficiency levels, establishes
educational standards, recommends teaching methodologies, offers
guidelines for curriculum development and proposes teaching materials.
But, how do all these explicit policies relate to what really happens in the
classroom? Following Ricento who states that language policy must be
evaluated not only by official policy statements or laws on the books but by
language behavior and attitudes in situated, especially institutional contexts
and drawing on the ethnography of language policy (Johnson, 2009) and
classroom discourse analysis (Martin-Jones, 2015), this paper will share an
ongoing research project aimed at understanding the Colombian foreign
language education policy in the practice of two schools located in vulnerable
neighborhoods in the city of Cali. The presenter will situate the BCP within
the international landscape of language education policies, present the
theoretical framework and research design of the project and share some
findings. The audience will become acquainted with the role of English in
Colombia and the reality of English language education in the country.
SIMPC6
Time: Monday, 24/Jul/2017: 1:30pm - 4:30pmLocation: Louvre I
Innovations and challenges in research cultures in Applied Linguistics in
South America
Organizer(s): Claire Kramsch (UC Berkeley, USA), Paula Szundy (Univesidade
Federal do Rio de Janeiro, Brasil)
This 3 hour symposium is meant to give a glimpse of the advances made in
Applied Linguistics in Brazil, Colombia, Guatemala, and Uruguay - the specific
challenges encountered in Uruguay regarding the status of the field itself vis-
a-vis older disciplines, the opportunities offered in the study of indigenous
languages in Guatemala, the role of bilingual education in Colombia, the
overwhelming concern of Brazilian applied linguists that the important
research they publish in Portuguese remains invisible and lost to the rest
of the world in an English-dominated scientific field, the interdisciplinary
turn in the area in Colombia, the state of the art in Brazilian research in the
field of Applied Linguistics and the epistemological routes that characterize
an indisciplinary approach to Applied Linguistics . The symposium is
integrated by five presentations of six South-American Applied Linguistics:
To be or not to be an applied linguist (Beatriz Gabbiani), The (in)visibility of
Brazilian Applied Linguistics research: whats publish or perish for applied
linguists in Brazil? (Pedro de Moraes Garcez), Learning from the others:
constructing new approaches and strategies in contexts of indigenous
language revitalization (Luis Enrique Lopez-Hurtado), The Interdisciplinary
Turn in Applied Linguistics Research in Colombia (Anne-Marie de Meja),
A partial overview of Brazilian research on Applied Linguistics: ongoing
debates (Ins Signorini) and Applied Linguistics and INdisciplinarity in Brazil:
dialogues, transgressions and challenges in research epistemology (Paula
Tatianne Carrera Szundy and Branca Falabella Fabrcio). After a five minutes
introduction, each presenter will have 20 minutes followed by 5 minutes
discussion. The discussant will have 15 minutes to respond to the paper,
followed by 40 minutes of general discussion.
Details of the Symposium Papers
To be or not to be an applied linguist
Beatriz Gabbiani
Universidad de la Repblica, Uruguay
In 2002 I wrote an article (in Spanish, published in Mexico) with the title
Applied Linguistics in Uruguay: The journey of an anonymous existence,
where I analyzed how a strong positioning against the use of the term
Applied Linguistics in Uruguay made researchers work in the field of AL
under other names within other disciplines. Cavalcanti (2006) took this
metaphor to describe the situation in other countries of South America and
expanded it to imply working in the shadow, that is, when researchers do AL
under the label of other disciplines that they see as more prestigious. Since
the situation hasnt changed much in Uruguay (and as far as I know, neither
in other countries of South America, with the exception of Brazil, where AL is
a consolidated area), I find it interesting to discuss possible reasons for this
state of affairs. It is important to mention that in Uruguay there is a tradition
of studies in the area of language teaching and learning (mother tongue,
foreign and second languages), bilingualism, sign language, translation,
language policies, language in institutional contexts, natural language
processing, forensic linguistics, language therapy. Most of the researchers
doing these kinds of works consider themselves as doing sociolinguistics,
psycholinguistics, discourse analysis, deaf studies, clinical linguistics or just
linguistics. The questions I will try to answer are a) how do researchers view
the relationship of linguistics to language education, language policy and
planning, the study of language in everyday life, the social and political
issues of the time? And b) why dont they see this relationship in the scope
of AL? I will use examples of research projects and narratives from linguists
to discuss how we develop our disciplinary identities.
The (in)visibility of Brazilian AL research: whats publish or perish for
applied linguists in Brazil?
Pedro de Moraes Garcez
Universidade Federal do Rio Grande do Sul, Brasil
The objective of this presentation is to offer a personal reflection on the
research and publishing ethos in which Applied Linguistics is practiced in
Brazil by addressing the question of what publish or perish may mean in
the Brazilian Applied Linguistics academic market. For that, an introduction
on how Applied Linguistics features in the official breakdown of academic
fields according to Brazils (federal) funding agencies is followed by an
inventory of graduate programs that have visible Applied Linguistics
research groups. In addition, a list of Brazilian journals publishing Applied
Linguistics research reports is discussed in terms of how they are situated in
the larger language studies and social science academic landscapes. Finally,
an overview of publications by applied linguists currently holding National
Council for Scientific and Technological Development (CNPq) scholar status
shows how much of their output is domestic or international, in Portuguese,
other languages, or English, and what research themes and directions are
emphasized. Playing out in a nearly continental space, which holds a large
market functioning mostly in a single language (Portuguese), shared only with
a few, distant areas of the world, Brazilian academia in social scientific fields
such as Applied Linguistics may function largely as a self-sufficient realm.
While attentive to the latest international theoretical advances, especially
those developed in the Global North, Brazilian Applied Linguistics is often
driven by concerns related to regional or even local development needs.
This insular dynamics produces idiosyncratic demands, pressures, and
criteria for academic prestige that are reflected in a large body of research
reported almost entirely in Portuguese through a myriad domestic journals,
with few scholars producing internationally visible publications. I argue that
knowledge of this research and publishing ethos is crucial for understanding
the research culture in Applied Linguistics in Brazil.
Learning from the others: constructing new approaches and strategies in
contexts of indigenous language revitalization
Luis Enrique Lopez-Hurtado
San Simn University, Bolivia
For almost two decades there has been growing concern in different
indigenous communities regarding the attrition and loss of their patrimonial
languages. This period in Latin America has also experienced increased
indigenous visibility and resurgence, and the work of linguists -including
socio- and applied linguists- in indigenous communities has often been
interrogated. Working with endangered languages and their speakers
many times requires approaches and solutions different from those used
in industrialised contexts and with languages that enjoy generalised social
prestige. Such is the case, for example, of language teaching approaches
and methodologies historically constructed in contexts and for social
situations radically different from those typical of indigenous communities
and societies. Nonetheless, such approaches have been transposed
48
uncritically to contexts in which indigenous bilingual programmes including
the teaching of indigenous languages vis-a-vis a European one.We argue
that contemporary first and second language methodologies ought to be
revisited in light of the nature and current vulnerable state of most indigenous
languages and also to account for a sound sociolinguistic understanding
of the conditions in which languages are learned and used in indigenous
societies. This is particularly true of such situations in which the aim is
cultural and linguistic revitalization in response to the political desire of the
speakers themselves to preserve and develop their patrimonial languages
in order to reinforce their indigenous identity. Hence, there is need for
cooperative work between mainstream academics and indigenous leaders
and intellectuals in order to devise and implement culturally appropriate
approaches and methodologies.
The Interdisciplinary Turn in Applied Linguistics Research in Colombia
Anne-Marie de Meja
Universidad de los Andes, Colombia
The field of Applied Linguistics has managed to highlight and reflect upon the
role of foreign language learning in current societal dynamics. Concretely,
Pennycook (2001: 3) characterises the field in the following manner, applied
linguistics is an area of work that deals with language use in professional
settings, translation, speech pathology, literacy and language education
and draws on areas such as sociology, education, anthropology, cultural
studies and psychology. There is one publication in Colombia, Colombian
Applied Linguistics Journal, specifically dedicated to Applied Linguistics.
Over the last five years some of the main areas in which the journal has
published articles have been: Foreign language teaching and learning
(particularly English), literacy, intercultural competence, sociolinguistics
related to Indigenous and Creole languages, bilingualism, discourse studies,
teacher and learner identities, and gender. This, thus, exemplifies, to a great
extent, Pennycooks characterisation of the field and points to a particular
concern with sociolinguistic and cultural issues. The aim of this presentation
is to discuss how this interdisciplinary focus plays out in the Colombian
language and education context, particularly in relation to bilingualism and
multilingualism in both so-called international and community language
contexts. I will examine how studies in bilingualism and bilingual education
in both scenarios have helped to increase understanding of some of the
key issues in this complex field, such as pedagogical practices, teacher
education, intercultural relations and curricular development (Hamel, 2008;
Kramsch, 2003; Norton, 2013). In this way, I will endeavour to show how,
although these concerns are not always explicitly recognised as Applied
Linguistics in the Colombian context, they do, in fact, help us to see how the
field has developed over the last twenty years.
A partial overview of Brazilian research on Applied Linguistics: ongoing
debates
Ins Signorini
Universidade Estadual de Campinas, Brasil
The aim of this paper is to present a partial overview of the state of the
art in Brazilian research in the field of Applied Linguistics. Starting off
with a sample of studies published over the last decade in two well
known Brazilian journals focused on Applied Linguistics, it examines
some typical examples of applied research in three relevant subareas: (1)
literacy sudies; (2) multicultural/multilingual studies; and (4) language and
technology studies. Concerning the general domain of qualitative research
in these three subareas, the paper begins by highlighting current trends
and debates and by offering illustrative cases from published research.
Regarding (1) and (2), the two most traditional areas of research, the paper
focuses on the issues that have emerged recently in the field. The second
general topic addressed is related to the challenges of transdisciplinary
Applied Linguistics. The paper sketches out local developments that are
confronted with socioanthropological programs emanating from Anglo-
European, Anglo-American and Franco-European developments. It argues
that seemingly progressive applied linguistic studies aim to consolidate a
local post-modernist debate and connect it to a post-colonial condition.
In this way the focus of research inquiries tries to shift (a) from an interest
in language products, individual capacities and abilities to carry out social
practices, to ongoing processes and individual and collective performances
and mobilities; (b) from a linguistic to a sociosemiotic notion of language,
e.g from scriptural modalities to transmodalities, and (c) from research
as representation to research as social intervention. Finally, the paper
also sketches out some prospects for future research and argues that a
productive way of materializing this agenda is through a more systematic
discussion about national/local priorities against the background of global
and globalizing political and economic trends, and against the major social
changes that have taken place over the last decade in the country.
Applied Linguistics and INdisciplinarity in Brazil: dialogues, transgressions
and challenges in research epistemology
Paula Tatianne Carrera Szundy, Branca Falabella Fabricio
Universidade Federal do Rio de Janeiro, Brasil
Since the publication of the book For an INdisciplinary Applied Linguistics
by Moita Lopes et al in 2006, many Brazilian applied linguists have connected
their research with an indisciplinary view of Applied Linguistics. While a
considerable number of studies which are identified as indisciplinary
keeps very clear disciplinary borders and remains connected to traditional
ways of doing applied language studies, others do challenge crystallized
ideologies in the field of Applied Linguistics, thus constructing transgressive
comprehensions about the heterogeneous semiosis and identities in
flow in our contemporary world. Focusing on the radical transgression
advocated by the Indisciplinary Applied Linguistics as an epistemological
alternative to overcome analysis that essentializes languages, identities and
contexts, this paper is oriented towards two interrelated aims: to outline
the epistemological routes that characterize an indisciplinary approach
to Applied Linguistics and to draw a reflection on the implications of this
approach to research in this field in the Brazilian academic context. In order
to accomplish these aims, we a) sketch the dialogues that the Indisciplinary
Applied Linguistics has been establishing with epistemologies that contest
modernist linguistic ideologies and worldviews; b) contextualize the
ideological settings in which the indisciplinary view is inscribed and outline
possible research agendas; c) illustrate items a and b with some examples of
studies conducted by Brazilian graduate students at the Federal University
of Rio de Janeiro. Finally, we conclude our presentation with an overview
of the epistemological (re)orientations that have been informing and
transforming the indisciplinary perspective of Applied Linguistics in Brazil
as well as the challenges and shortcomings that still need to be faced by
applied linguists affiliated with this perspective.
SIMPC7
Time: Monday, 24/Jul/2017: 1:30pm - 4:30pmLocation: Louvre II
Innovations and challenges in English as a Lingua Franca
Organizer(s): Alessia Cogo (Goldsmiths), Jennifer Jenkins (Southampton)
While the phenomenon of English as a Lingua Franca has existed for
centuries, research into the phenomenon is relatively recent. During its
short history, empirical ELF research has evolved from a focus on linguistic
features to one on transcultural communication processes, and most
recently to a stronger recognition of multilingualisms central position. At
each stage, the innovations involved have met with challenges, not least
the objections raised by those engaged in research within other research
paradigms, as well as from ELT/TESOL practitioners. Despite these
challenges, ELF research has forged ahead with its innovative approaches
to the English language in a range of contexts and settings. And as human
beings have become increasingly mobile, so ELF research has focused
on the linguistic, ideological, and political results and implications of this
mobility, both temporary and permanent migration. In these respects, two
of the main recent interests of research have been firstly, ELF in higher
education and in particular, the implications for universities that have diverse
international staff and student populations, and secondly, ELF in immigrant/
refugee situations. It is these two areas of recent ELF research that are the
subject of our panel, with three of our speakers Jo Angouri, Alessia Cogo,
and Katrijn Maryns, exploring ELF in relation to migration, and two, Anna
Mauranen and Kumiko Murata, in respect of English medium instruction in
university settings. All five report innovative research that approaches ELF
from a strong multilingual perspective.
Jenkins will introduce the symposium and outline the main issues under
discussion.
Angouri will explore the politics of language in accessing the workplace.
The paper will discuss current work on migration and the labour market.
Cogo will explore the practices of giving advice to refugees and asylum
seekers in an ELF charity context. The paper will discuss current work on
migration and multilingualism and examine conversational and interview
data.
Maryns will explore the the ambivalent position of ELF as an interview
language in the Belgian asylum procedure.
Mauranen will explore multilanguaging in academic ELF conversations from
the ELFA corpus of spoken academic ELF.
Murata will explore EMI practices at institutional and governmental policy
levels as well as classroom interactional level in the East Asian context,
especially Japan.
Details of the Symposium Papers
Introduction to the symposium
Jennifer Jenkins
Southampton
While the phenomenon of English as a Lingua Franca has existed for
centuries, research into the phenomenon is relatively recent. During its
short history, empirical ELF research has evolved from a focus on linguistic
features to one on transcultural communication processes, and most
recently to a stronger recognition of multilingualisms central position. At
each stage, the innovations involved have met with challenges, not least
the objections raised by those engaged in research within other research
paradigms, as well as from ELT/TESOL practitioners. Despite these
challenges, ELF research has forged ahead with its innovative approaches
to the English language in a range of contexts and settings. And as human
beings have become increasingly mobile, so ELF research has focused
on the linguistic, ideological, and political results and implications of this
mobility, both temporary and permanent migration. In these respects, two
of the main recent interests of research have been firstly, ELF in higher
education and in particular, the implications for universities that have diverse
international staff and student populations, and secondly, ELF in immigrant/
refugee situations. It is these two areas of recent ELF research that are the
subject of our panel, with three of our speakers Jo Angouri, Alessia Cogo,
and Katrijn Maryns, exploring ELF in relation to migration, and two, Anna
Mauranen and Kumiko Murata, in respect of English medium instruction in
university settings. All five report innovative research that approaches ELF
from a strong multilingual perspective.
The politics of language in accessing the workplace
Jo Angouri
Warwick
Multilingualism and the use of global languages has been widely discussed
in relation to the workplace. Employees in almost any professional setting
need to be able to and are expected to operate at the interface of linguistic,
geographical or professional boundaries while employers have access to a
growing international talent pool. And while the global market place is also
portrayed as providing opportunities for career progression and personal
financial reward, accessing the workplace for those who migrate to escape
violence, poverty and secure a better life is far from uncomplicated. This
paper has two aims: a) I draw on recently completed and ongoing work
and reflect on current understandings and theoretical approaches to
multilingualism and use of English at work. The paper also b) discusses
current work on migration and the labour market and focuses on the
linguistic challenges associated with accessing the workplace drawing on
public discourses and interview data. Discourses of multilingualism cannot
be understood outside the matrix of politics, ideology and hegemony
and I close the paper by revisiting the concept of language as well as the
importance of contextually appropriate methodologies for studying and
interpreting language use at work.
49
 Giving advice in advice/advocacy sessions for asylum seekers
Alessia Cogo
Goldsmiths, University of London
This paper develops from the research work I am carrying out in partnership
with a local charity supporting refugees and asylum seekers. The aim of
the project is to investigate one of the main activities of the charity, that
is providing advice services for migrants, mainly refugees and asylum
seekers, who need advice on a range of aspects, such as accommodation,
education, funding, etc. Advice/advocacy sessions are interesting contexts
of intercultural negotiations as the migrants need to explain and justify their
needs, while the advisors need to understand their priorities and assess their
cases. The paper aims to explore the kind of communicative resources and
practices used during the advice sessions, and the negotiation work carried
out by the interlocutors. The methodology used is linguistic ethnography
within community-based practices, which involves collaboration with
the participants/volunteers as novice researchers. The data consist of
observations, recordings of advice sessions, interviews with the advisors
and advisees and the staff at the charity.
ELF as a multilingual strategy in the asylum interview
Katrijn Maryns
Ghent
This paper explores the ambivalent position of ELF as an interview
language in the Belgian asylum procedure. Although English has no official
status in Belgium, it has become common practice for asylum officers to
conduct the interview in English in cases where either the asylum seeker
or the interpreter can express themselves in English. In accordance with
the language legislation, the asylum officer in such cases has to translate
between the interview language (English) and the official language of the
written procedure (Dutch or French). Besides the fact that these officers
are usually not trained and qualified to perform such complex inter-
and intralinguistic translations, little attention is paid to the intrinsically
multilingual nature of ELF. While being selected as a strategy to overcome
language barriers, ELF is in itself a fluid resource, immersed in the language
repertoires it belongs to, with concomitant variability in linguistic forms,
functions and competences. On the basis of linguistic-ethnographic
data from within the Belgian asylum procedure, this paper examines ELF
practices in this particular setting, where specific contextual parameters are
at stake, including greater power disparities, the prominence of accuracy
and the replicability of discourse.
Multilanguaging in academic ELF conversations.
Anna Mauranen
Helsinki
Environments where English is used as the lingua franca are inherently
multilingual, because participants have different language repertoires. Most
of the time, speakers seem to hold on to the matrix language, which is set
to be English in the academic events or study programmes analysed for this
presentation. In addition, they also mobilise their other linguistic resources,
as can be expected in bilingual behaviour. Non-English resources are taken
up either for transactional reasons, i.e. to get the business done, or for
social reasons, to maintain or construct social cohesion in the group. Less
often, speakers use non-English items for apparently cognitive reasons to
boost fluency in order to continue the discourse, or to flag problems. The
linguistic resources besides English that are brought into the situation are
not necessarily the speakers first languages. This paper draws on data from
the ELFA corpus of spoken academic ELF.
Challenges in the suppressed multilingualism in the promotion of EMI in Japan
(and East Asia)
Kumiko Murata
Waseda University
English-medium instruction (EMI) has increasingly been introduced or
promoted in higher education the world over in the context of accelerated
globalization to attract international students and to make home students
more international or rather global (Cheng 2012, Cho 2012, Dafouz & Smit
50
2016, Doiz, Lasagabaster & Sierra 2013, Hu 2009, Hu & McKay 2012, Jenkins
2014, Mauranen 2012, Park 2009, Piller & Cho 2013, Smit 2010).
This paper, by investigating EMI practices at institutional and governmental
policy levels as well as classroom interactional level in the East Asian
context, reveals and questions the hidden monolingual assumptions crept
in the policies behind the practices, which by default deal with multilinguals
from different linguacultural backgrounds and necessitate the use of English
as a lingua franca. The paper focuses on a specific EMI context in Japan,
where the
majority of international students are from neighbouring Asian countries,
such as
China and Korea, and where EMI practices are very different from the ones
often reported
in the European context. It also investigates how students are affected by
these assumptions and practices through interviews and questionnaires.
Lastly, the paper also explores the ways in which EMI could effectively and
successfully be conducted, exploiting students multilingual resources and
backgrounds.
C97-102
Time: Monday, 24/Jul/2017: 1:30pm - 4:30pmLocation: Queluz II
1:30pm - 2:00pm
Discurso multimodal em prticas interativas no WhatsApp: uma anlise verbo-
visual
Roberta Caiado1, Renata Da Fonte2
1
Universidade Catlica de Pernambuco, Brazil; 2Universidade Catlica de
Pernambuco, Brazil; r.caiado@globo.com
Esta pesquisa prope analisar a natureza do discurso multimodal em prticas
interativas presentes em dispositivos mveis, no aplicativo WhatsApp,
objetivando refletir sobre a relao entre texto verbal e visual e sobre
os papeis da imagem na constituio multimodal do discurso na tela. As
reflexes sero respaldadas na perspectiva da semitica social, proposta
por Kress e Van Leeween (2001), na qual o discurso multimodal, uma vez
que constitudo por modos semiticos que se articulam na construo de
sentido da teia discursiva. As tecnologias digitais mveis permitem mesclar
diferentes modos de representao: a imagem pode ser combinada ao
texto escrito, ao som e ao movimento (KRESS, 1998) e a maneira como
esses modos so combinados pode reforar a mesma ideia, desempenhar
papis complementares ou hierrquicos, nos quais um determinado modo
semitico predomina em relao ao outro (KRESS; LEEUWEN, 2011). As
anlises sero embasadas nas contribuies de Santaella (2005) sobre a
matriz visual, a verbal e suas modalidades, considerando as linguagens
hbridas; Santanella e Nth (1997) sobre a relao imagem, texto e contexto;
Martinec e Salway (2005) sobre a classificao do status do sistema de
relao entre imagem e texto; em estudos de Fonte e Caiado (2014, 2015)
que revelam a imagem enquanto modo semitico privilegiado para a
construo de sentido do discurso na tela mvel e suas implicaes para o
letramento digital na contemporaneidade. Acreditamos que as tecnologias
digitais mveis favorecem a mescla de diversos modos semiticos, sejam
de natureza verbal, por meio de sons ou da escrita, sejam de constituio
visual, como o caso da imagem; as prticas discursivas multimodais so
favorecidas nos telemveis, a partir dos recursos disponveis no WhatsApp,
e a mixagem dos discursos depende do contexto e do propsito da
interao, do grau de intimidade dos sujeitos e do tempo de uso do
aplicativo.
2:00pm - 2:30pm
LEITURA E MULTIMODALIDADE: OS GNEROS MULTIMODAIS NO ENEM
Mauriceia Silva de Paula Vieira
Universidade Federal de Lavras, Brazil; mauriceia@dch.ufla.br
O ensino da lngua portuguesa insere-se em um campo complexo de
investigaes, uma vez que diversas variveis interferem nesse objeto
de pesquisa. O contexto atual traz uma variedade de termos como leitura,
livro didtico, ensino-aprendizagem, gneros textuais etc. que esto em
franco dilogo com outros conceitos e paradigmas, tais como letramento(s),
multiletramentos, tecnologias, proficincias, avaliaes sistmicas, dentre
outros. H uma multiplicidade de gneros que circulam, seja atravs da
mdia impressa, seja atravs da mdia on line e que apresentam mudanas
no formato, no estilo, no suporte, na combinao dos recursos multimodais
e nas vrias semioses. Trata-se, como proposto por Kress (2010) e Kress e
Van Leeuwen (2001; 2006) de uma guinada para o visual e os gneros
multimodais possibilitam modos de leitura distintos daqueles modos de
leitura circunscritos ao modelo de leitor centrado no papel. nesse cenrio
em que a presente proposta se insere. Assim, os objetivos do presente
trabalho so (i) discutir a leitura em um contexto de mltiplas linguagens,
(ii) analisar as potencialidades de gneros multimodais para o ensino da
leitura e desenvolvimento de habilidades leitoras e (iii) analisar a presena
de gneros multimodais na avaliao de Lngua Portuguesa da rea de
Linguagens e suas tecnologias. O quadro terico advm dos estudos de
Coscarelli (2012), Arajo (2011), Kress (2010), Kress e Van Leeuwen (2001;
2006) e Santaella (2003; 2007). Foram analisadas as avaliaes aplicadas
nos ltimos 10 anos com vistas a inventarias as questes propostas e as
habilidades de leitura solicitadas. Os resultados indiciam uma presena
significativa de itens avaliativos embasados em gneros multimodais, mas
ainda circunscritos explorao de determinadas habilidades de leitura.
2:30pm - 3:00pm
Metaphorical perceptions about learning English through captioned images: a
longitudinal study
Maria del Mar Surez Vilagran
Universitat de Barcelona, Spain; mmsuarez@ub.edu
This study aims at exploring the metaphorical constructions by EFL
learners about their relationship with English through captioned images in
a multimodal environment. The participants, 30 freshman students, were
asked to express their feelings towards English metaphorically through an
image of their choice and a caption explaining the rationale behind their
choice, both at the beginning and at the end of the term. These tasks are
compulsory for the English subject e-portfolio. The first image and caption
appear alongside an essay explaining the students relationship with English
until the beginning of the academic term. The second image appears in the
last step of the portfolio alongside an essay explaining the students views
on the subject and their EFL learning process during the term. The data
are analyzed considering the interaction between the texts, the images and
their captions taking into account the types of metaphors emerging from the
images and their semantic, pragmatic and intermodal semiotic relationships
with the texts (Nth 2001).
The results show that most students choose redundant or complementary
images rather than with a higher degree of symbolism. The metaphors
conveyed through the images, with minor changes comparing the ones
used at the beginning and at the end of term, tend to coincide with the
metaphors found in Ellis (2001): learner as sufferer, problem-solver, traveler,
struggler or hard-worker. The students also express their relation with English
as a means to communicate in real-life trips and as a tool to understand
audiovisual material.
The results are discussed in terms of their implications for language
teaching practice considering the students interest to learn EFL as well
as the students difficulty to express their language learning experiences
through metaphors, thus avoiding image/text redundancy.
3:00pm - 3:30pm
REPRESENTAES DE IDENTIDADES SOCIAIS NO ANNCIO AUDIOVISUAL: HISTRIAS REAIS
DO PRIMEIRO ENCONTRO DA SAMSUNG
Roziane Keila Grando
Universidade Estadual de Campinas, Brazil; kekegrando@yahoo.com.br
Nem sempre os textos publicitrios buscam ser informativos para tecer
argumentos explcitos ao consumidor. Algumas vezes deixam a cargo do
leitor do anncio decidir do que se trata, tendo esse de tomar por base
a informao que l e interage para atribuir significados. Ao considerar
a comunicao enquanto um trabalho semitico, este trabalho volta o
olhar para as relaes de identidade de gnero presentes em anncios
audiovisuais veiculados no YouTube. Para tanto, escolheu-se analisar o
anncio publicitrio intitulado Histrias reais do primeiro encontro do
eletrodomstico Samsung Lava e Seca, no qual, por meio de uma narrativa
envolvendo uma mquina de lavar, a campanha convida o pblico para
assistir a histria de trs casais. Partindo de um pressuposto que testa a
memria masculina sobre datas de relacionamentos, a propaganda retrata
e reproduz, por meio da linguagem, noes do senso comum dominante
acerca da masculinidade e feminilidade. Considerando que os anncios
constituem-se de prticas sociodiscursivas, e, por isso, mdia e sociedade
preconizam e incutem comportamentos, valores e atitudes acerca de um
ou outro gnero nesses discursos, importa entender quais estratgias
indexicais e sugestivas so utilizadas pela agncia e pela produtora para
vender/divulgar o produto. Dessa forma, faz-se um trabalho emprico por
meio de uma anlise multimodal da propaganda, tendo como abordagem
terico-analtica a Semitica Social Kress; Van Leeuwen (2006), bem como
as pesquisas de Santaella (2010) e de Penafria (2009). A fim de contribuir
com a discusso, mobiliza-se autores que discorrem sobre a noo de
gnero, tais como: Butler (2003), Benhabib (1986; 1999), Cameron (2010) e
Moita Lopes (2003; 2006). Os resultados do trabalho corroboram a promoo
da leitura crtica em uma sociedade visual, informatizada e digitalizada, de
forma que os modos visual, sonoro e verbal contribuam para a (re)construo
de significados e das representaes de identidades sociais.
3:30pm - 4:00pm
SELF, UM DISCURSO MULTIMODAL DAS PRTICAS SOCIAIS NA HIPERMODERNIDADE
Jonathas Souza
Universidade do Estado do Amazonas, Brazil; jonathas.federal@gmail.com
Este trabalho tem por finalidade investigar a construo imagtica, por meio
do gnero multimodal self, texto esse que revela a necessidade extrema
de as pessoas mostrarem-se em redes sociais em forma de espetculo
Debord (1997). A comunicao na atualidade multissemitica, criando
uma auto-imagem que passa a ter efeito ideolgico na forma como a
vida e os comportamentos podem ser conduzidos, de acordo com Kress
e van Leeuwen (2006[1996]). Com isso percebe-se na sociedade ps-
moderna que a construo de identidades fragmentada Hall (2011) e
que os comportamentos sociais se adequam ao que o socilogo Bauman
(2001) conceitua de liquidez. A princpio, essa definio uma crtica ao
contexto social em que se vive, principalmente pela inconstncia, fluidez,
volatilidade. O conceito firmado pela estrutura atribuda ao lquido, no
qual se adapta forma ou ao espao em que se moldam e pela facilidade
de locomoo, com isso desenvolve um processo de construo de
aparncia que o psiclogo Rogers (1985) define como self, ou seja, uma
forma de apresentar sua idealizao pessoal. Para o trabalho, analisa-
se duas selfs com orientao metodolgica da Gramtica do Design
Visual pelas metafunes composicional e interacional, oriudas da teoria
sociossemitica de Halliday (1994), adotadas por Kress e van Leeuwen
(2006[1996]) e tambm por Fairclough (2001[1992]). Observou-se pela
anlise que as composies sociais esto passando por transformaes
e isso repercute no comportamento discursivo falado, escrito e visual.
Percebe-se tambm que a imagem no construda de modo inocente
ou sem teor ideolgico. Sob esse vis, a mdia tornou-se o meio mais
importante para a operao da ideologia na sociedade Thompson (2009),
colocando em operao novas prticas sociais. Assim, entender as novas
manifestaes miditicas entender o prprio funcionamento discursivo da
sociedade e sua adequao s mudanas que a tecnologia impe a todos
os indivduos.
4:00pm - 4:30pm
if u can hear me raise yr hand: Challenges of transcribing multimodal CMC
data
Francesca Helm1, Melinda Dooly2
1
University of Padova; 2Autonomous University of Barcelona; FRANCESCA.
HELM@UNIPD.IT
Rapid technological advances in recent years have heralded an era of
multiple and simultaneous modes of communication, with a growing
emphasis on audio and video synchronous interaction. As social media, in
51
all its variants (text and video chats, tweets, etc.) becomes integral to our
daily lives, educational practices are increasingly adopting these forms
of communication for teaching and learning. This has opened up a wide,
but complex, arena for data compilation and analysis of geographically
distanced language learning. Research challenges include, although they
are not limited to, dealing with the combination of spatiality (e.g. chatrooms
with multiple speaking features and multiple videostreaming of each
individual), temporality (e.g. turn-taking that mixes audio and textual chats;
speaker buttons that give the floor), and gestuality (e.g. the use of semiotic
gestuality such as emoticons alongside real-virtual gestures such as
corporal movements seen in screen-recordings).
Taking into account the affordances and constraints of Computer-Mediated
Communication (CMC), this presentation will examine the process of
transcribing data collected from an online meeting room designed for
transcultural experiences. The meeting room is considered to be a glocal
space where the global and local intersect one another in a hybrid and
simultaneous manner (Messina Dahlberg & Bagga-Gupta, 2014). The
participants have access to other participants local physical surroundings
(via webcams) while interacting in a global space that has a culture and
norms of its own. Using examples of multimodal data (text and oral chat
transcripts, screenshots) we discuss the ways in which the multiplying
effect of different semiotic modalities affect representations of time and
space, turn-taking, and silence in online spaces and how to integrate these
in transcriptions.
Messina Dahlberg, G., & Bagga-Gupta, S. (2014). Understanding glocal
learning spaces. an empirical study of languaging and transmigrant positions
in the virtual classroom. Learning, Media and Technology, 39(4), 468487.
C105-110
Time: Monday, 24/Jul/2017: 1:30pm - 4:30pmLocation: Queluz III
1:30pm - 2:00pm
Multimodal corpus analysis to co-gesture speech by EFL learners of different
proficiency levels
Yen-Liang Lin
National Taipei University of technology, Taiwan, Republic of China; ericlin@
ntut.edu.tw
Current methodologies in corpus linguistics have revolutionized the way we
look at the spoken discourse. However, most corpora are limited in scope
since they only have the provision for presenting data in a single format,
providing little opportunity for exploring non-verbal, gestural features of
discourse. This study will address the key methodological challenges faced
in the development of the Multi-modal Corpus of Intercultural Communication
(MCOIC). The data that form the basis of MCOIC were collected from casual
face-to-face conversations involving 12 university EFL learners of advanced
and low-intermediate proficiency levels from Taiwan, India, and Indonesia.
The participants attended regular face-to-face meetings and were video
recorded. The multimedia data collection resulted in approximately 24 hours
of recorded conversations, amounting to a total of approximately 200,000
words in MCOIC.
The study applies a multi-modal approach to corpus linguistics and further
examines how such techniques can be used to facilitate our understanding
of gestures and their corresponding speech in intercultural conversation
by examining their frequency of use, forms, and discourse functions. The
first issue concerns co-gesture speech and explores the extent to which
participants preferred to gesture particular semantic and part-of-speech
categories of information in their speaking. The gesture-speech relation
will then be examined based on Colletta et al.s (2015) classification
system, including reinforcements, integrations, supplements, complements,
contradictions and substitutions. The use of each gesture and its
corresponding lexical items were examined in the original discourse context
to identify the primary function it serves in MCOIC.
Furthermore, the cultural/functional differences in the use of gestures
among participants of different English proficiency levels are explored. The
52
results from this investigation have revealed some key findings regarding
the patterns of co-occurrence and the collaborative nature and relationship
of speech and gestures, which will enhance and extend what is already
known about intercultural interaction.
2:00pm - 2:30pm
A Lingustica de Corpus e o desenvolvimento de material didtico digital
Thereza Cristina Lima, Dane Silva, Izabel Araujo, Gisele Thiel Della Cruz, Dinamara
Pereira Machado
Centro Universitrio Internacional - UNINTER, Brazil; tcslcristina@gmail.com
A era digital tem, inegavelmente, causado uma grande revoluo em muitas
reas do saber, como por exemplo em relao Lingustica de Corpus,
cujas pesquisas podem contribuir significativamente para diversos tipos de
investigao, entre os quais os estudos voltados para o letramento crtico
e a formao de professores. Este trabalho, de natureza investigativa,
tem como objetivo a formulao de diretrizes que possam auxiliar futuros
professores na elaborao e no desenvolvimento de material didtico
digital baseado em corpus. Espera-se tambm investigar de que modo tais
estudos podem ser contemplados na Educao a Distncia, de maneira a
contribuir no desenvolvimento da autonomia do estudante. Para tanto, com
base em Sales (2005), Santos e Silva (2009), Rossini (2012) Moreira (2013),
Rocha (2013), consideram-se a interatividade, a colaborao, a autonomia,
a avaliao e a autoria como alguns dos requisitos fundamentais para a
formao de professores. Com a finalidade de verificar se tais aspectos
seriam abordados com recorrncia, com base em Berber Sardinha (2004),
compilou-se um corpus de pesquisa formado por artigos cientficos que
abordam tais temas, disponveis online, publicados nos ltimos quinze anos.
Como procedimento metodolgico e para processamento eletrnico, fez-
se necessrio, primeiramente, que todo o corpus fosse compilado e salvo
em linguagem txt. A seguir, utilizou-se o software WordSmith Tools, verso
4, criado por Mike Scott, cujas ferramentas so a Wordlist, a Concordance
e a Keyword. Com os resultados alcanados, almeja-se verificar se os
vocbulos considerados como fundamentais na presente investigao, ou
seja, a interatividade, a colaborao, a autonomia, a avaliao e a autoria
seriam tambm recorrentes e poderiam ser considerados palavras-chave,
de modo que possam servir de parmetros para as diretrizes com vistas
elaborao de material digital para a rea da linguagem.
2:30pm - 3:00pm
Give thought or just think? Metaphors in the language of Lithuanian
learners of English
Rita Jukneviciene, Inesa Seskauskiene
Vilnius University, Lithuania; rita.jukneviciene@flf.vu.lt
Second language acquisition invariably involves struggling with words and
collocations carrying non-literal meanings, sometimes very different from
the learners mother tongue. Many of such figurative meanings are based
on metaphor, or understanding one, usually more abstract, domain in terms
of more concrete (Lakoff and Johnson 1980/2003; Lakoff and Johnson
1999). A number of metaphors overlap across different languages and
cultures but metaphorical reasoning could also be rather different at the
level of conceptualisation and/or expression. In L2 production, learners tend
to transpose words and meanings from their mother tongue to a foreign
language. While this process might sometimes be treated as creative
(Nacey 2009), it is seldom advantageous, as it might lead to failures in
communication. Apparently, the production of metaphors in L2 is hindered
by a lack of cognitive flexibility (Littlemore 2009) or misinterpretation
(MacArthur et al. 2015).
In this study, an attempt is made to investigate high-frequency English verbs,
also known as delexical, such as make, have, give and take. They are often
employed in such metaphors as give thought to, take responsibility, give
guidance, make a decision, etc. To verify the competence of Lithuanian
speakers of English to produce non-deviant metaphors with the above
verbs, we conducted a corpus-based analysis of linguistic metaphors
with delexical verbs in written and spoken English produced by advanced
Lithuanian EFL learners. Our preliminary findings reveal a number of
Lithuanian metaphors in L2 English. Moreover, learners attempts to deal
with English figurative expressions are often dubious due to failure to
appropriately conceptualise underlying metaphors and choose accurate
expression. Obviously, the teaching of English at advanced levels, university
contexts in particular, could be better tailored to address the specific needs
that proficient learners face.
3:00pm - 3:30pm
Gnero Gramatical e Biolgico dos Substantivos do Portugus do Brasil: uma
pesquisa baseada em corpus
The DFA showed that the majority of the articles could be correctly classified
into their original decade of publication. Overall, the results suggest that
Applied Linguistics (as represented by TQ) has a history marked by particular
vocabulary choices, and the distinct time periods are differentiated by the
prominence of particular lexical sets. More generally, the findings highlight
the important role that corpus linguistics can play in delimiting the major
periods of time in the history of science from a textual perspective.
4:00pm - 4:30pm
Helping users learn collocations: incorporating lexical dimensions ina
corpus-based dictionary
Telma de Lurdes So Bento Ferreira1, Tony Berber Sardinha2
Corpus Linguistics Research Group (GELC/PUCSP/CNPq), Brazil; 2So
1

Daniel Leo Paulo Catholic University (PUCSP),Brazil; telma.ferreira@corpuslg.org

PUCSP, Brazil; leaodd@gmail.com This paper will present a corpus-basedcollocations dictionary of Brazilian
Portuguese that was enriched withinformationobtained from a lexis-based
Este trabalho investigou a relao entre o sistema gramatical de gnero dos
multidimensional analysis. Thedictionary lists the collocations for the most
substantivos do portugus Brasil e o gnero biolgico de seus referentes
frequently used words in Brazilian Portuguese, according to the Brazilian
a partir da viso da linguagem como sistema probabilstico (Halliday,1991),
Corpus (CEPRIL, Fapesp, CNPq, PUCSP), a one-billion-word collection
com base na Lingustica de Corpus. Investigou-se a frequncia dos gneros
ofwritten and spoken language. Inthis paper, an analysis of the top 10,000
dos substantivos na lngua portuguesa escrita e falada no Brasil e a relao
most frequent words in the corpus will be presented. A number of word
entre o sistema de gnero gramatical e o gnero biolgico dos substantivos.
forms were removed from this initial list, including malformed strings and
Embora o gnero gramatical dos substantivos seja um aspecto abordado
foreign words. For each of the remaining words, the 2,000 most typical
em todas as gramticas da lngua, a grande maioria dos estudos possui
collocates were extracted from thecorpus based on the statistical strength
base em uma viso fixada pelo uso da norma (Bechara, 2013). Isso significa
between the node word and the collocates as indicated by the LogDice
que, possivelmente, no haja estudo acerca do tema que reflete a lngua
statistic. The collocates were obtained through the SketchEngine API,
em uso de maneira probabilstica (Halliday 1993), conforme os pressupostos
which enabled direct queries to the onlinecorpus hosted on SketchEngine.
da Lingustica de Corpus (Berber Sardinha, 2004). Para a consecuo deste
co.uk through a python script. These collocateswere drawn from a random
objetivo, a pesquisa se sucedeu da seguinte maneira: (i) foram extrados
selection of up to 20,000 concordance lines for each word. The most
todos os substantivos de um corpus (o Corpus Brasileiro de Variao de
frequent collocates across all the words were computed, providing the
Registros - CBVR); (ii) os substantivos foram transferidos para uma base
collocational profile of each word. These collocates werethen entered in
de dados em planilha; (iii) foi feita a classificao manual de cada um dos
a factoranalysis, which identified sets of correlatedcollocations in the data.
substantivos quanto ao gnero gramatical e gnero biolgico, seguindo os
These factors were interpreted as collocationaldimensions,and the major
critrios descritos na metodologia deste trabalho; (iv) foi feita a contagem
dimension in which each word participated was notedin the dictionary. The
de quantos substantivos foram classificados para cada uma das categorias
dimensional information is intended toprovide extrahelp for users of the
descritas e; (v) foram extradas as frequncias e calculadas as probabilidades
dictionary as it enables them to see how individualcollocations can actually
para o sistema. Espera-se que esta pesquisa tenha contribudo para
form part of largercoherent lexical sets. We want toargue that MD analysis
oferecer uma nova perspectiva acerca do tema. Espera-se tambm esta
has a place in lexicography, and that MD-derived information can benefit
metodologia possa ser replicada para outros estudos similares.
dictionary users

3:30pm - 4:00pm
Applied Linguistics history in TESOL Quarterly: A corpus-based timeline C126-129
Tony Berber Sardinha Time: Monday, 24/Jul/2017: 1:30pm - 4:30pmLocation: Queluz VII

Sao Paulo Catholic University, Brazil; tony@corpuslg.org 1:30pm - 2:00pm

In this paper, I will present the results of a diachronic corpus-based analysis A multimodalidade em sala de aula: uma proposta dialgico-enunciativo de
of the major historical periods in TESOL Quarterlys (nearly) fifty years of
Lngua Portuguesa via gnero cano
history. I collected a 14.2 million-word corpus containing all the material Andressa Aparecida Lopes
published in the journal from 1967 through 2014 and identified the lexical Unopar, Brazil; dressalopes@hotmail.com
dimensions of variation across the texts. Lexical dimensions of variation
O presente estudo objetiva refletir a respeito da prtica de ensino-
are the underlying historical parameters of variation among texts from
aprendizagem de linguagens sob o vis dialgico-enunciativo. Tal pesquisa
particular registers; they are the vocabulary-based correlates of dimensions
oriunda de uma prtica docente realizada no nono ano do ensino
of register variation (Biber, 1988), which in turn are the functional parameters
fundamental da rede pblica, a qual consiste na didatizao do gnero
underlying register variation. I determined the lexical dimensions through
discursivo cano, com a finalidade de que haja um processo qualitativo
a factor analysis that used the most frequent lexical words in each volume
de ensino-aprendizagem de linguagens verbais e no verbais. Para tanto,
as variables. The factor analysis suggested the presence of nine factors in
o trabalho vigente alicera-se nos preceitos da Lingustica Aplicada, por
the corpus, which I then interpreted in terms of the overall subject matter
meio das consideraes de Moita Lopes (1996, 2006), Signorini (1998) ,
of the texts. Each dimension corresponded to a major thematic paradigm
Pennycook (1998, 2001, 2006). Contempla, ainda, os arcabouos tericos
in applied linguistics, reflecting distinct time periods in TESOL Quarterlys
de Bakhtin (2009, 2010), acerca dos gneros discursivos e da teoria
history. A comparison of the timeline derived from this corpus-based analysis
dialgico-enunciativa, e a multimodalidade discursiva via Dionsio (2011),
with a previous major hand-and-eye analysis (Liu & Berger, 2015) showed a
Rojo (2012-2013) e Cope & Kalantzis (2009, 2011). Dessa forma, abordam-se
high level of agreement, thereby lending validity to both the method and
os conhecimentos que constroem o escopo deste estudo e refletir-se- as
the dimensions. I also ran a discriminant function analysis (DFA) using the
prticas de linguagem multimodais que permeiam a realidade discursiva
dimension scores as predictors of the era in which the texts were published.

53
dos sujeitos-discentes em formao. Tambm, discute-se como inserir a
multimodalidade s prticas de linguagem na escola via gneros discursivos.
Sabe-se que a multimodalidade tem sido cada vez mais incorporada ao
ensino e a reflexo em pauta traz uma viso dialgico-enunciativa de uma
prtica de ensino-aprendizagem que se utiliza de diversas linguagens que
produzem efeitos de sentido especficos. As observaes tecidas trazem
as abordagens pedaggicas referentes s prticas de leitura e anlise
lingustica contextualizadas. Dessa forma, discute-se a necessidade de
intervenes qualitativas para auxiliar nas pesquisas em Lingustica Aplicada
de modo a transformar e tornar a sala de aula dialgica e adequada s
condies socioculturais distintas, tornando a tarefa de formar cidados
letrados em mltiplas prticas socais.
2:00pm - 2:30pm
Culturas juvenis, novos letramentos e currculo
Jacqueline Barbosa
UNICAMP, Brazil; jacbarbosa@gmail.com
A crise pela qual passa o ensino mdio no Brasil devida a fatores de
diferentes ordens. Dentre esses, destaca-se a falta de sintonia entre os
currculos ainda enciclopdicos e centrados nos letramentos da letra
as demandas sociais e os sujeitos a quem se destinam. 50% dos jovens
brasileiros entre 15 e 17 anos no esto cursando o ensino mdio ou esto
fora da escola ou esto cursando outros nveis de ensino. Dentre os que
esto cursando ou cursaram, a maioria no desenvolve habilidades bsicas
de leitura e escrita e no v sentido no que ensinado na escola.
Partindo de uma discusso sobre jovens e culturas juvenis, ancorada
nos estudos de Martn-Barbero, Reguillo, Canglini, Urteaga, Quevedo,
Feixa e Borelli, e de suas mtuas determinaes em relao aos novos
e multiletramentos com destaque para as novas mentalidades e novos
ethos (LANKSHEAR; KNOBEL, 2007), no primeiro caso, e para a diversidade
de linguagens mdias e culturas (Cope & Kalantzis, 2000) no segundo
caso , o presente trabalho tem o objetivo de apresentar a anlise de
documentos curriculares de lngua portuguesa brasileiros e de programas
atuais destinados chamada inovao do ensino mdio. Tal anlise
buscou determinar a concepo de jovens presente nos documentos, a
considerao (ou no) das culturas juvenis, dos novos e multiletramentos
e apontar caminhos para que currculos possam tramar articulaes entre
essas culturas, letramentos e os demais contedos curriculares.
2:30pm - 3:00pm
Jogos educacionais digitais: novas prticas na aprendizagem de ingls como
lngua adicional
Rosinda Guerra Ramos1, Marcus de Souza Arajo2
Universidade Federal de So Paulo, Brazil; 2Universidade Federal do Par,
1
Brazil; rramos1@uol.com.br
As tecnologias digitais da informao e comunicao proporcionam novos
modos de ensinar e de aprender lnguas estrangeiras atualmente. As
escolas precisam, tambm, acompanhar essas mudanas, no sentido de no
mais fornecer contedos totalmente descontextualizados dos miditicos,
mas fomentar habilidades para a reflexo, na tentativa de encontrar
respostas inovadoras, instigar a curiosidade do aluno e sua capacidade
de aprender, alm de proporcionar a busca de solues para problemas.
Nesse contexto, os jogos educacionais digitais constituem-se relevantes
interfaces para definir e determinar problemas desafiadores para os alunos-
gamers, tornando o ensino-aprendizagem de ingls imbricado em prticas
sociais vigentes. Isso posto, esta comunicao tem como objetivo analisar
sites de jogos digitais em ingls com propsitos educacionais. Como
fundamentao terica e para a anlise dos dados, foram adotados os
pressupostos terico-metodolgicos de jogos digitais (Arruda, 2014; Gee,
2003; Mattar, 2010; Prensky, 2012) e de tecnologias digitais da informao
e comunicao (Braga, 2013; Coll; Monereo, 2010; Gmez, 2015; Ramos,
2009, 2014; entre outros). Os resultados da pesquisa apontam que os sites
analisados proporcionam uma aprendizagem baseada em diferentes nveis
de desafios e resoluo de problemas, caractersticas estas tpicas dos
jogos, tornando as aulas mais motivadoras. Ademais, os jogos analisados
apresentam um nmero infinito de contedos para o ensino-aprendizagem
de ingls que pode ser explorado pelo professor de diferentes maneiras e
interesses de assuntos, respeitando as necessidades e os diferentes estilos
de aprendizagem dos alunos. Os jogos educacionais digitais analisados
tambm conduzem a uma aprendizagem mais situada para crianas,
adolescentes e jovens, nativos-gamers que, em geral, esto sempre
conectados. Assim, uma aprendizagem baseada em jogos educacionais
digitais pode agregar sala de aula o mundo midiatizado em que vivem
esses alunos e tornar o ensino de ingls mais desafiador, motivador e
adequado ao novo paradigma educacional da era digital.
3:00pm - 3:30pm
Ensino de escrita e letramentos: as propostas curriculares da Prefeitura
Municipal de Juiz de Fora
Tnia Magalhes
Universidade Federal de Juiz de Fora, Brazil; tania.magalhaes95@gmail.
com
Este trabalho apresenta os resultados de uma pesquisa desenvolvida
entre 2014/2016. Analisamos nove propostas curriculares para o ensino
fundamental, divulgadas em 2012 pela Secretaria de Educao da
Prefeitura de Juiz de Fora MG. Utilizamos, como embasamento terico,
o Interacionismo Sociodiscursivo (ISD) e os Novos Estudos de Letramento
(NEL), teorias que reconhecem a importncia da dimenso social da
linguagem. Consideramos, conforme Street (1993; 2014), que as prticas
de letramento envolvem vrios modos de significar e representar a escrita
nos diferentes contextos sociais, inclusive na escola. Nesse sentido,
investigamos, tambm, as possveis implicaes dessas prticas e suas
relaes com os gneros textuais (BRONCKART, 1999; DOLZ e SCHNEUWLY,
2004), mais especificamente com a produo escrita, foco deste trabalho,
uma vez que a escola uma importante agncia de letramento (KLEIMAN,
2007) e a construo do conhecimento perpassada pela linguagem.
Utilizamos a anlise documental para avaliar as propostas curriculares
a partir da descrio de questes como sees, eixos e contedos. Os
dados apontam que vrios gneros textuais escritos esto na base do
aprendizado de diversas disciplinas, demonstrando o papel central da
linguagem na construo do conhecimento e na ampliao dos letramentos
discentes. Assim, verificamos que a) a concepo de escrita est bastante
centrada nas atividades pedaggicas avaliativas, nas diferentes disciplinas,
na circulao de saber no interior da prpria instituio; b) poucas so as
atividades de circulao de gneros textuais numa perspectiva social; e
c) a escrita est centrada nas disciplinas, e no num vis interdisciplinar.
Considerando o carter interdisciplinar das atividades de ensino e das
aes humanas, essencial a investigao dessas prticas como uma
etapa de pesquisa desenvolvida inicialmente para, ento, propor aes
que envolvam atividades pedaggicas no vinculadas apenas ao ensino
de Lngua Portuguesa, como tradicionalmente feito, mas a todos os
componentes curriculares.
3:30pm - 4:00pm Warning: The presentations finish prior to the end of the session!
Different understandings and meanings of the concept independence in higher
education in Sweden and Russia
Jenny Magnusson
Sdertrn University, Sweden; jenny.magnusson@sh.se
Since the Bologna Declaration in 1999, independence is a concept that has
gained increased attention and importance in higher education. Through the
Bologna agreement, a common European framework has been developed,
which includes goals concerning general learning outcomes and competences
for different examination levels. Within this framework, independence is a
central concept that is primarily used to describe progression.
The independent project at the undergraduate level (also called bachelor
essay or degree project) has a prominent role when it comes to ensuring
the stipulated learning outcomes, and is therefore of particular relevance in
relation to the idea of independence.
54
As a consequence, independence has also been given increasing
importance within higher education practice in Europe. Due to different
epistemologies within as well as between countries, the different
understandings of independence are, however, both varying and complex
and need to be examined further. The complexities and variations also stem
from a more general tendency of implicitness rather than explicitness in
higher education, for instance regarding independence.
The aim of this paper is thus to study how independence is constructed in
practices relating to independent projects, in two different countries, Russia
and Sweden, and in two different educational programs, teacher education
and journalism education. These practices will be examined through
studying local steering documents, as well as how supervisors and students
understand and reflect upon the concept of independence.
National and local steering documents relating to the independent project
are collected in a corpus, and then analysed and compared. Opinions
and understandings are collected through focus group-interviews with
supervisors and students.
The theoretical framework of the study is based on a socio-cultural and
dialogical perspective which proposes that learning and understanding
develop in context, and that the role of language is important when it comes
to constructing epistemologies and academic knowledge.
C171-180
Time: Monday, 24/Jul/2017: 1:30pm - 4:30pmLocation: Studio 1
1:30pm - 2:00pm
Avaliao da proficincia oral no Exame Celpe-Bras: algumas reflexes sobre
validade e confiabilidade
Natlia Moreira Tosatti, Jernimo Coura-Sobrinho, Liliane Neves
Centro Federal de Educao Tecnolgica de Minas Gerais, Brazil;
nataliatosatti@yahoo.com.br
A parte oral do Exame para Certificao de Proficincia em Lngua
Portuguesa para Estrangeiros (Celpe-Bras) consiste em uma entrevista, com
durao de vinte minutos, envolvendo dois examinadores (Entrevistador e
Observador) e um examinando. Ao longo dessa interao face a face, o
entrevistador busca engajar o examinando em uma conversa similar s que
ocorrem na vida cotidiana, de modo que o texto produzido nesta situao
seja suficiente para acessar o nvel de proficincia lingustica do candidato
ao Celpe-Bras. Ao final da interao, o entrevistador, com base em uma
grade holstica de avaliao, atribui uma nota ao examinando. Ao segundo
avaliador, cabe a tarefa de observar a interao e, com base em uma
grade analtica, atribuir cinco notas ao examinando, referentes aos critrios:
compreenso, competncia interacional, fluncia, adequao lexical,
adequao gramatical e pronncia. Com base nos estudos de Messik (1993,
1998), McNamara (1996, 2000) e Brown (2005), apresentaremos neste
trabalho os resultados de uma pesquisa que teve como propsito levantar
e analisar aspectos relativos atribuio de notas da interao face a face.
Entendendo que a conduta do entrevistador pode interferir no desempenho
do entrevistado, selecionamos interaes do exame Celpe-Bras para que
fossem reavaliadas por terceiros avaliadores, que assumiram a figura de
um rater. Nessa reavaliao buscou-se compreender que aspectos da
interao influenciaram as notas conferidas por esse rater. Com o intuito
de contribuir para as discusses sobre validade e confiabilidade do Celpe-
Bras, pretendemos com esta pesquisa propor algumas discusses sobre:
a conduo da entrevista e o entendimento dos avaliadores a respeito da
grade de avaliao e do construto do exame.
2:00pm - 2:30pm
Exploring the Effect of Feedback on the Lexical Richness in Chinese College
Students EFL Writing
Ai qiong Huang , Wen xia Zhang , John Read , Nathan Thomas
1 2 3 4
1
Tsinghua University, Beijing; 2Tsinghua University, Beijing; 3The University
of Auckland,New Zealand; 4King Mongkuts University of Technology
Thonburi; salinawong@163.com
Vocabulary is recognized as one of the major elements for writing.
Vocabulary plays a significant role in the assessment of the quality of written
work (Nation, 2001). Feedback provision on students writing can both raise
students awareness of good writing (Inoue, 2007) and scaffold the writing
process, engage learners in meaning negotiation and generally promote
their writing development (Gielen:2010). Components of lexical diversity,
accuracy, sophistication and collocation are explored within integrated
feedback context: teacher feedback, peer and self-assessment, AWE
(Pigai&TRP).Based on theoretical background of process writing approach,
formative feedback and dynamic assessment by Vygotsky(1978),the basic
aim is to investigate the relative effectiveness of different forms of feedback
in improving the lexical quality of Chinese college students argumentative
and story writing, making analysis of students motivation and strategy of
vocabulary use in writing. The significant importance attributes to a better
understanding the difficulties for how students activate and use their
vocabulary in their essays. And what feedback may affect vocabulary use
in writing, and its relationship with writing competence. The participants are
college students from two intact classes with 16 weeks at a Chinese top
university. A pilot study is designed to qualitatively approach to a better
design for the main study. Data are drawn from students multiple revisions
of online assignments, interview and questionnaire, final reflective report.
Instruments of AntConc3.2 and SPSS19 are used to analyse quantitatively the
frequency, distribution and the significant difference of the vocabulary use in
essays. It is interesting to find that the students prefer teacher feedback on
content and organization, while peer feedback on vocabulary use and AWE
feedback. Students with strong motivation would have seriously attitude
together with strategy towards vocabulary use and revising more according
to modes of feedback provided, while few revisions from students with less
motivation and strategy use.
2:30pm - 3:00pm
Factors Influencing ELT Teachers Decisions when Designing Tasks to Assess
Student Writing
Khaled Barkaoui, Antonella Valeo
York University, Canada; kbarkaoui@edu.yorku.ca
This qualitative study examined the factors that influence ELT teachers
decisions when designing tasks to assess students writing abilities. Relevant
literature focuses largely on guidelines for developing writing tasks for
large-scale assessment or guiding teachers on how to design writing tasks.
Consequently, little is known about how language teachers actually design
and use writing tasks to assess their students writing abilities. This study
addresses this gap by investigating and comparing the decision making
processes of 12 ESL teachers teaching in three language teaching contexts
for adults in Canada: immigrant settlement programs, university academic
preparation programs, and undergraduate credit-bearing ESL programs.
The three contexts vary widely in terms of learner characteristics and goals,
program policies, and institutional culture. In this study, each teacher was
interviewed about his/her educational and professional background and
experiences, as well as their beliefs about learning, teaching and assessing
writing. They were also asked to share samples of writing assessment tasks
they had designed and discuss the rationale, considerations, and processes
involved in developing and using each task as well as their evaluation of
the effectiveness of the task in assessing students writing abilities. Data
analysis examined teachers decision making processes when developing
writing tasks and the factors that influenced their decisions, including their
beliefs concerning the nature of writing, how writing is learned and should be
assessed, and contextual factors and constraints at play in their instructional
settings. Findings suggest that a variety of individual and contextual factors
shape how teachers design writing tasks and that certain aspects of context
have a greater impact on teacher decisions than others. The findings
contribute to our understanding of teachers writing assessment practices
and how they are influenced by teachers beliefs and contexts, and have
implications for classroom practice and writing theory and research in
multilingual contexts.
55
 3:00pm - 3:30pm
INSTITUTIONS, ACADEMICS AND STUDENTS ON THE NATURE AND FUNCTION OF WRITTEN
ASSESSMENT OF LEARNING
Maria Eugenia Witzler DEsposito1, Iain McPhee2
1
Faculdade Cultura Inglesa; 2University of the West of Scotland;
eugeniadesposito@yahoo.com.br
The ability of both students and teachers to engage in new and novel
ways of assessing learning on and off campus in conventional, online and
hybrid contexts is increased by technological advances (Larreamendy-
Joerns, & Leinhardt, 2006). However, despite these advances, academic
writing remains a key factor in assessment of academic achievement
and one of the challenges in teaching in conventional, online and hybrid
contexts in higher education institutions, being considered a central aspect
of assessment of academic success (DEsposito & McPhee, 2015). Building
on previous research investigating the purposes of assessment from a
student perspective (DEsposito & McPhee, 2015), this research explores
teachers insights on the nature and purpose of written assessment using
electronic means, in particular the use of virtual learning environments
(VLEs), once assessment is at the core of formal higher education (Angus
& Watson, 2009) and it is a crucial element for effective learning (Bransford
et al., 2000). It also focuses on formative e-assessment (Pachler et al.,
2010) and the positive role technology plays in student learning (Bakerson
& Rodriquez- Campos, 2006). Using a mixed methods research design a
questionnaire was created based on previous research tools and emailed to
teachers familiar with information communication technologies in education
(ICICTE) from various parts of the world. In-depth semi-structured interviews
were conducted with seven randomly selected participants. Results indicate
conflict between academics, higher education institutions (HEIs) and
students perceptions on the nature and function of written assessment.
3:30pm - 4:00pm
Investigating the use of a screening tool for recommendations regarding
compulsory academic English language courses
Morena Dias Botelho de Magalhaes
The University of Auckland, New Zealand; m.magalhaes@auckland.ac.nz
At the University of Auckland, all first-year students have their language
ability assessed by the Universitys post-entry Diagnostic English Language
Needs Assessment (DELNA). While most students complete only an initial
online Screening, as their scores indicate that they are proficient users
of English unlikely to require further assistance, about a third proceed to
a more thorough assessment of reading, listening and writing skills, the
DELNA Diagnosis. From 2016, students admitted to bachelors degree
programmes may also be asked to meet the Universitys Academic English
Language Requirement (AELR), which is a measure complementary to
DELNA, addressing in particular the academic literacy needs of students
matriculating from New Zealand secondary schools. AELR is met through
entry qualification (e.g. high school results) or by passing an approved
academic English language course in the first university year.
This study investigates the potential of the online Screening as a means to
predict whether students should be required to take an academic English
language course in their first year. The study traces the Screening results of
the students who met AELR by taking an approved language course and
their grade point average (GPA). The same is done for the students who
met AERL through entrance qualification. Previous research about DELNA
has shown that students who are directed to the Diagnosis are those likely
to need assistance with their language skills; therefore, their chances of
succeeding academically would probably increase if they took an academic
English course. However, only students who still need to meet AELR after
admission are required to take a course regardless of their DELNA results.
The study intends to examine the effectiveness of this policy and to discuss
whether resources are being allocated appropriately so as to ensure that
the students who need language support the most are able to access it.
56
4:00pm - 4:30pm
Discourse Studies and Professional Practice
Lubie Grujicic-Alatriste
City University of New York, College of Technology, United States of
America; lalatriste@citytech.cuny.edu
Does our research matter outside of academia? Do the practitioners in
professional institutions care to learn about our discourse studies findings?
The past decade has produced a substantial number of volumes focusing
on real-world language problems (e.g., Behrens & Parker, 2010; Heritage
& Clayman, 2010; Mahboob & Knight, 2010; van Leeuwen, 2008). There
has been an expansion of single-setting research focusing on workplace,
courts, medical institutions, or on issues such as gender discourse, disability
discourse, and workplace discourse (e.g., Frignal, 2009; Gunnarsson,
2009; Hale, 2004; Koestler, 2010; Williams, 2011). However, few have
engaged real-life application of the research findings and even fewer
have addressed reflexivity in professional institutions (Candlin & Sarangi,
2011). Engaging the places of practice is neither easy nor straightforward
(Candlin & Sarangi, 2004; Stubbs, 1983). Typically, institutions have their
own discourse mechanisms that allow them to function and carry out their
mission and goals. Many discourse studies have been conducted using
such institutional data (e.g., from medical, educational or news institutions)
but often the results are reported to the academic community but not shared
with the places of practice. This presentation looks at academic, political
and news institutions via the Framework for Application (Grujicic-Alatriste,
2015). It showcases how different institutional settings can engage reflexivity
and collaborate with discourse analysts to solve existing communicative
problems or identify new ones. The presenter will outline the Framework
for application and share plans for engaging institutional practice in order to
achieve relevance and reflexivity in the field of discourse analysis.
C181-190
Time: Monday, 24/Jul/2017: 1:30pm - 4:30pmLocation: Studio 2
1:30pm - 2:00pm
Multilingual discourse in an educational setting
Jochen Rehbein1, Meryem elikkol2, Angelika Redder3, Jonas Wagner4
1
University of Hamburg, Germany; 2University of Hamburg, Germany;
3
University of Hamburg, Germany; 4University of Hamburg, Germany;
rehbein@uni-hamburg.de
Our hypothesis is that multilingual discourse in educational settings can
push processes of reasoning, e.g. mathematical reasoning in the multilingual
classroom (Prediger et al. 2012, 2013).
Data: The study is based on recorded classroom discourse of German Maths
classes (7th grade) in which the use of Turkish as instructional language is
increasingly employed. The data comprises 4 Turkish-German bilingual
teachers giving 6 lessons each to about 54 children aged 12 to 14 with a
multilingual history, none of whom has received mother-tongue education
before in a German school.
Method: Applying pragmatic discourse-analytic transcript analysis, we argue
for the integration of code-switching and code-mixing into the discourse
used in educational settings which might lead to societal multilingualism
across institutions and professions (Rehbein 2013). In the study at hand,
multilingual classroom discourse, with its institutional purpose to generate
mutual understanding on knowledge, constitutes a core constellation with
respect to functional code-switching (Rex et al. 2009; Zhu Hua et al. 2007).
Aim/preliminary results: Our unorthodox linguistic approach consists (i) in
clarifying the methodological format of code-switching during knowledge-
processing in teaching discourse and (ii) in identifying the strategic access
to the respective multilingual repertoires of the students in order to boost
their motivation. (A preliminary statistical analysis of the project has indeed
revealed an amelioration of the students mathematical reasoning.)
Discussion: Multilingual discourse relies on multilingual individuals who
make use of linguistic resources in several languages in order to verbalize
and to comprehend common topics and purposes (House & Rehbein 2004;
Ldi & Py 2009). Functional code-switching in classroom discourse, then,
can be seen as a means to instigate mental processes, like mathematical
reasoning, under the condition that two or more languages are activated
and used simultaneously by the interactants (zdil 2010).
2:00pm - 2:30pm
Doing Solidarity: Storytelling in L2 Conversation Groups
Carol Hoi Yee Lo
Teachers College, Columbia University, United States of America;
carolhylo@gmail.com
This paper demonstrates how a group of English as a Second Language
(ESL) speakers from different cultural and language backgrounds foster
solidarity through storytelling while practicing English in a conversation
group outside of class. While the main purpose of the conversation group
is to provide learners a platform for learning language in the wild and
conversations for-practicing English, it is observed that conversation group
is also a site where L2 speakers from various backgrounds do different sorts
of interpersonal work. Building solidarity through storytelling is a case in
point.
Data for the study come from video-recordings of a conversation group that
took place in the library of an institution that offered ESL classes. Participants
were adult ESL learners originally from East Asian countries. Drawing on
Conversation Analysis (CA), this paper analyzes episodes of storytelling,
focusing on how these stories are occasioned, constructed/co-constructed,
and treated by co-participants. The analysis shows that (1) story tellers may
embed recipient-oriented questions in the story preface to establish some
cultural common ground before launching the story; on the other hand,
(2) story recipients may also align to the tellers by showing strong affiliation
indexing understanding and empathy, which often leads to post-expansion
of the story.
Besides explicating how solidarity is discursively co-constructed, this study
has several important implications: storytelling is one of the most pervasive
forms of talk, and can thus effectively serve as a window into L2 speakers
interactional competence. Moreover, analyzing how adult L2 learners
interact in the target language in the wild can shed light on the process of
L2 language socialization for adults.
2:30pm - 3:00pm
Ecolinguistics: From Thessalonika to Rio and Beyond
Robert Edward Poole
Texas A&M University-Corpus Christi, United States of America; robert.
poole@tamucc.edu
While language ecology may indeed be traced to Haugen (1972) and
beyond, ecolinguistics and ecological discourse analysis gained significant
momentum following M.A.K. Hallidays seminal AILA keynote address
in 1990 in Thessalonika, Greece. In the talk and concomitant publication,
Halliday asserted that the environmental crisis is not a problem for only the
biologists, physicists, and those in the sciences to engage and hopefully
resolve, but that applied linguists also have an important role to play
(Halliday, 1990/2001). Similarly, Harre, Brockmeier, and Mlhusler several
years later added that ecological and environmental studies need to take a
linguistic turn (1999, p. 1) for this most urgent of crises is at root a discursive
phenomenon (p. 3). In the 25 years since Hallidays talk, ecolinguists
continue to reveal and critique prevailing discourses which reflect, normalize,
and perpetuate unsustainable and destructive conceptualizations of and
actions toward the environment. Research in ecolinguistics has investigated
discursive representations of animals, explored issues such as climate
change, analyzed ecologically-relevant linguistic patterns in large corpora,
as well as many other environmental topics through a variety of approaches.
Approximately 25 years after Hallidays AILA talk, this presentation will
discuss recent developments within ecolinguistics while also exploring the
challenges and opportunities for continued exploration and investigation for
ecolinguistics in the next 25.
Halliday, M.A.K. (1990/2001). New ways of meaning: the challenge to applied
linguistics. In Fill, A. & Mhlhusler, P. (Eds.), The ecolingusitics reader, (p.
175-202). London: Continuum.
57
Harre, R., Brockmeier, J., & Mlhusler, P. (1999). Greenspeak: A study of
environmental discourse. London: Sage Publications.
Haugen, E. (1971/1972). The ecology of language. The Linguistic Reporter,
Supplement. 25.19-26. Reprinted in A.S. Dil (1972)(Ed.) The ecology of
language, (325-339). Stanford: Stanford University Press.
3:00pm - 3:30pm
Epistemic stance markers in WrELFA texts: specific features and pragmatic
functions
Irina Shchemeleva1,2
1
National Research University Higher School of Economics, Russian
Federation; 2University of Helsinki, Finland; ishemeliova@hse.ru
In the last decades there has been conducted a considerable body of
research in the field of English as a lingua franca in academic settings
(ELFA). Nevertheless, the majority of studies are devoted to the speaking
mode of ELFA. The present paper investigates written ELFA (WrELFA) texts.
It will present the analysis of epistemic stance markers used by non-native
speakers of English in research articles in social sciences and humanities.
The study draws on part of the SciELF corpus compiled at the University of
Helsinki, a 750 000-word database of original scientific papers written by
authors for whom English is an L2 (second, foreign, or additional). The texts
included in the corpus have not been proofread or edited by a language
professional or/and a native speaker of English.
The analysis is based on a broad definition of epistemic stance that covers
a range of meanings used to present speaker comments on the status of
information in a proposition (Biber et al., 1999, p. 972). In my talk I will first
describe the repertoire of epistemic stance markers common to all papers
in social sciences and humanities from the corpus. Then I will analyse
clusters of epistemic stance markers expressing certainty and uncertainty in
propositions, with special attention paid to pragmatic functions the clusters
have at a text level. Finally, the analysis of non-conventional multi-word units
employed by non-native speakers of English to express epistemic stance
will be presented.
3:30pm - 4:00pm
Interactional Pragmatic Strategies in the Business English language
classroom: an alternative methodology to study understanding
Maritza Maribel Martnez-Snchez
Universidad de Quintana Roo, Mexico; maritza.ms@icloud.com
Classroom interaction has been studied from differente perspectives in
applied linguistics. There exist plenty of interactional frameworks such
as negotiation of meaning by Varonis and Gass 1985 and repair plus
by Smit 2010 which show talk-in organization to different purposes. The
former, for example, focuses on exploring how to reach mutual meaning
(e.g. about vocabulary) and the latter to repair language (e.g. self-inititated
self-repair). Nonetheless, there is still a latent need to know more about
interactional tactics that support communication. In this respect, several
tactics has been observed within conversations that help interactants to
reach mutual understanding, suggesting there is another way to explore
language behavior. Interactional Pragmatic Strategies (IPSs) that include
actions of repetition, rephrasing, repair, and code-switching, represent an
alternative methodology to analyse talk-in interaction. It includes a Problem
Indicator (PI) and a Result (R) that shows the tactical path speakers use in
order to reach understanding. The question to be answered under this
interactional framework is one: Which IPSs intervene along the process
to reach mututal undestanding? How? Anwers have come through a set
of 3-hour transcriptions analysis of Business English classroom interaction
in which IPSs have evidenced their complex nature. Moreover, the way in
which the various phenomena behave to reach mutual understanding may
bring implications to both pedagogy and learning.
 4:00pm - 4:30pm
The 3-minute thesis presentation as an academic genre: A cross-disciplinary
perspective
Yanhua Liu1,2, Guangwei Hu2
1
Yibin University, China, Peoples Republic of; 2Nanyang Technological
University, Singapore; nie15688@e.ntu.edu.sg
Previous genre research has examined various written academic genres in
disciplinary contexts and established that academic writers communicate
their research in discipline-specific discursive practices (Hyland, 2004, 2009,
2012). By contrast, much less attention has been given to spoken academic
genres; consequently, it is not clear to what extent the observations made
of different genres of academic writing can be extrapolated to academic
speech (Swales, 2004). This presentation reports on a study that set out to fill
this research gap by investigating an increasingly prominent but unexamined
academic speech genre, Three-Minute Thesis (3MT) presentations. Such
presentations are delivered at the now popular and fast spreading 3MT
competition events across universities in the world, where postgraduate
students are challenged to present their theses or dissertations in just three
minutes to a non-disciplinary audience.
Informed by genre theories (Bhatia, 2004; Swales, 2004), this study
aimed to establish the generic structure of 3MT presentations and its
possible disciplinary variations by analyzing a systematically sampled
corpus of 140 presentations by PhD students from 80 universities around
the world. The corpus has been designed to represent four disciplines
(i.e., Biological Sciences, Mechanical Engineering, Education, and History)
chosen to operationalize two distinctions: hard/soft and pure/applied
disciplines. A scheme of rhetorical moves informed by relevant research
and verified against iterative analyses of the dataset was used to identify
and code all the moves in the 3MT presentations. Quantitative analyses
were then conducted to determine if there were differences among the
disciplines in the presence, frequencies, and lengths of specific moves
as well as the sequential combinations of moves. Several clear cross-
disciplinary differences were observed and are attributable to the distinct
epistemologies underlying disciplinary inquiry. The presentation concludes
with a discussion of the implications of these findings for postgraduate
students, EAP instructors and materials writers.
C191-200
Time: Monday, 24/Jul/2017: 1:30pm - 4:30pmLocation: Studio 3
1:30pm - 2:00pm
Entre redes de discursos e de pesca: performances narrativas de mulheres
pescadoras
Maria Aparecida Gomes Ferreira
IFRJ, Brazil; magfer26@gmail.com
A presente trabalho tem por objetivo analisar diferentes modos de
encenao e legitimao de performances narrativas de mulheres
pescadoras em Arraial do Cabo, considerando os performativos de gnero
existentes no municpio e na literatura sobre as atividades de pesca
profissional (FONTENELLE, 1960; MARENDINO; CARVALHO, 2013). Esse
objetivo desdobrado na seguinte pergunta: como diferentes mulheres
negociam relaes de gnero, encenando e legitimando performances
narrativas de pescadoras profissionais em Arraial do Cabo? Para
desenvolver estas reflexes, destaco a perspectiva indexical de linguagem
e discuto as sociabilidades de percadorxs como performances narrativas
(MISHLER, 1999). Na anlise, meu olhar se volta para as micronarrativas
(GEORGAKOPOULOU, 2007b) de pescadoras que costuram performances
de gnero (BUTLER, 1990) com performances culturais (BAUMAN, 1986)
do ethos da pesca. Desse modo, esta trabalho um estudo de narrativas,
geradas a partir de entrevistas (MISHLER, 1986; GUBRIUM; HOLSTEIN,
2003) realizadas com quatro pescadoras, das quais trs ganham destaque.
O instrumental terico-analtico adotado abarca ndices, registro e pistas de
contextualizao (GUMPERZ, 1972/2002; AGHA, 2005), footing (GOFFMAN,
1979/2002), assim como escalas Tempo-Espao e ordens de indexicalidade
(BLOMMAERT, 2010; no prelo). A anlise ilustra como as pescadoras se
localizam em ordens de indexicalidade e escalas Tempo-Espao muitas
58
vezes contraditrias e outras vezes liminares e paradoxais (MINH-H,
1992; SCOTT, 2000). Esse paradoxo discutido e compreendido luz
da teoria da performatividade (BUTLER, 1993), que explica a convivncia
de indexicalidades pressupostas e emergentes (SILVERSTEIN, 1998) nas
performances analisadas, mas igualmente aponta para desestabilizaes
de performances de gnero/pescadxr e para transformaes sociais em
andamento nas culturas de pesca em Arraial do Cabo.
2:00pm - 2:30pm
A CONSTRUO DISCURSIVA DE PERFORMANCES VIOLENTAS: JUNHO DE 2013 E A
PRECARIDADE DOS CORPOS
Douglas Sanque
Universidade Federal do Rio de Janeiro, Brazil; dknupp@gmail.com
Este trabalho tem por objetivo estudar como a violncia policial construda
no contexto do Rio de Janeiro, baseado na circulao de uma faixa erguida
por moradores do Complexo da Mar em uma manifestao em protesto
Chacina da Mar, mltiplas vezes recontextualizada em sua trajetria
discursiva pela internet. Apoio-me nos conceitos de precariedade e
precaridade (BUTLER, 2009) e fala do crime (CALDEIRA, 2003) para criar
inteligibilidade sobre a atuao policial violenta e a legitimao dessa
prtica por diferentes setores da sociedade. Este trabalho se baseia em
uma viso de linguagem como performance (BUTLER, 1990; MOITA LOPES,
2013; PENNYCOOK, 2010, entre outros), o que significa que as verdades
so construdas discursivamente no momento da enunciao. A partir da
compreenso de que as verdades sociais so construdas na performance,
esse estudo est orientado por um paradigma interpretativista qualitativa
de pesquisa (ERICKSON, 1984; MOITA LOPES, 1994), cujo foco no
processo de construo lingustica das verdades sociais com as quais
operamos. A anlise empreendida atravs das ferramentas terico-
analticas de entextualizao (BAUMAN; BRIGGS, 1990; FABRICIO, 2014b),
indexicalidade (FABRICIO, 2013), ordem indexical (SILVERSTEIN, 2003) e
ordem de indexicalidade (BLOMMAERT, 2005; FABRICIO, 2013), os quais
possibilitam uma anlise voltada circulao dos discursos atravs de
incontveis reentextualizaes. Os resultados indicam que h um discurso
da guerra s drogas, orientador para diversas performances que legitimam
execues sumrias de populaes faveladas, pobres e negras. H,
entretanto, perspectiva de resistncia, cuja principal estratgia disputar
os significados mobilizados pelo signo polcia, ou seja, disputar a ordem
indexical do signo.
2:30pm - 3:00pm
ARQUIVOS, IDENTIDADES/SUBJETIVIDADES E LINGUAGEM: APONTAMENTOS SOBRE
LEITURAS DE DOCUMENTOS DE REPRESSO
Daniela Palma
Universidade Estadual de Campinas (UNICAMP), Brazil; daniela.palma2@
gmail.com
A proposta da comunicao apontar alguns caminhos que ajudem pensar
possveis sentidos para documentos oficiais de arquivo pela lente dos
estudos de linguagem. A proposta aqui analisar alguns itens ou sries de
documentao de polcia produzidos durante a ditadura militar brasileira,
pensando nas possibilidades de extrair, desses tipos de textualidades,
interpretaes que poderiam engendrar processos de reinscries ou
releituras histricas de identidades de vtimas e de agentes do estado.
Interessa-nos compreender os discursos contidos nesses textos como
rastros do ato de represso, o que inclui tambm suas fissuras e seus
esgaramentos. Primeiro, tomamos o documento como resultado de um
confronto entre a estrutura fortemente normatizada e uma prtica policial
cotidiana, que aponta para o papel e as inseres identitrias dos agentes
envolvidos na aplicao das normas e dos enquadramentos, no contexto
especfico de polticas de controle social estrito. Em um segundo momento,
desfiamos outros questionamentos: seria possvel ler na documentao de
represso as vozes que eram justamente o alvo do processo a gerou? As
ofensivas de apagamento ou negativao de presenas podem produzir
o contrrio, ou seja, podem deixar rastros daquilo que pretendiam ocultar
ou desqualificar como instncia de discurso? Para seguir por essa trilha,
o sentido de documento precisaria ser ampliado, o sentido de arquivo
precisaria incorporar em si o prprio anacronismo, ou seja, ser visto como um
feixe de temporalidades, e isso s possvel no movimento interpretativo.
na interpretao que o material de arquivo passa, ento, a ser tomado como
potncia: de narrao, de significao e de memorao das vtimas.
3:00pm - 3:30pm
Biopolticas para pretos e pobres em xeque nos meios virtuais
Jlio Cesar Salles Boaventura
Universidade Federal do Rio de Janeiro, Brazil; julio_boaventura2@yahoo.
com.br
Este trabalho tem como objeto de estudo a construo discursiva de pretos
e pobres nas redes sociais que emergiu a partir do episdio ocorrido no
Rio de Janeiro, em 23 de agosto de 2015,no qual jovens moradores da
periferia carioca foram impedidos de circular na Zona Sul da cidade. A viso
de linguagem como ao performativa (Austin, 1998; Butler, 1997; Moita
Lopes, 2013) e como prtica social local (Pennycook: 2007) fundamentam
as presentes prticas investigativas. A noo foucaultiana de biopoder
(Foucault, 2014) e a ideia de sacralidade matvel e insacrificvel formulada
por Agamben (2004)tambm so fundamentais para estruturar este
trabalho cuja preocupao central com a subjetivao da vida que no
merece viver nas redes sociais. Alm desses conceitos, utilizarei tambm
a noo de biopoltica como biopotncia de Peter PlPelbart (2009).
Seguindo o pensamento de Foucault, Pelbart afirma que, na sociedade
do controle, o poder penetrou e colonizou todas as esferas da vida e
as colocou em funcionamento criativo permanente. O carter produtivo
das relaes de poder no apenas regimenta a vida coletiva e privada,
mas, sobretudo, fomenta a construo criativa de novas subjetividades
e formas de existncia.Sob essa perspectiva, a intensa circulao de
diversos e matizados signos, significados e prticas socioculturais na
contemporaneidade e os variados modos de interpretao e apropriao
dos mesmos em difusos e instveis contextos sobretudo os digitais tm
contribudo para o acirramento dos conflitos entre regimes de verdade e
para o advento de novos e subversivos modos de significao. Focando
sobre esses embates discursivos, que emergem nas participaes de
internautas, possvel perceber a centralidade das prticas lingusticas na
desconstruo de vises essencializadas do que ser pobre e negro em
uma metrpole marcada pela desigualdade na distribuio e no uso de
espaos e bens materiais e simblicos.
3:30pm - 4:00pm
Construo de identidades de gnero em narrativas de experincias pessoais
Adriana Rodrigues de Abreu, Adriana Nogueira Accioly Nbrega
Pontifcia Universidade Catlica do Rio de Janeiro, Brazil;
adrianarodriguess@yahoo.com.br
Este trabalho tem por objetivo analisar como participantes de um Grupo
de Pesquisa estruturam, negociam e constroem identidades ao longo de
histrias contadas, observando como lidam com questes de gnero. Para
tal, analisaremos as relaes entre linguagem e gnero a partir de um
arcabouo terico-metodolgico crtico voltado para a interrelao entre
gnero (BUTLER, 2003), identidade (MOITA LOPES, 2003; BUCHOLTZ,
1990; SAWIM, 1990; DUSZAK, 2002) e narrativa (BASTOS, 2004; DE FINA,
2008; DE FINA e GEORGAKOPOULOU, 2008; MOITA LOPES, 2001). A
concepo terica aqui adotada segue uma perspectiva no essencialista
das identidades de gnero e argumenta que, em vez de uma realidade dada,
pronta e acabada, as identidades emergem de contextos socioculturais e
s podem ser compreendidas como efeitos de performances corporais e
lingusticas. Analisaremos uma reunio de um Grupo de Pesquisa, de uma
universidade particular do estado do Rio de Janeiro, situada na zona sul
da cidade, cujo tpico do encontro versava sobre a discusso de textos
tericos sobre a Lei Maria da Penha. Ao olhar para a dinmica interacional da
narrao, focaremos na construo de identidades de gnero que surgem
ao longo da narrativa contada, enfatizando a fala de uma das participantes,
no momento em que a mesma conta uma agresso fsica sofrida em seu
ambiente familiar. Para alcanar o objetivo proposto, utilizaremos uma
abordagem metodolgica qualitativa e interpretativa (DENZIN e LINCOLN,
2006). Resultados parciais indicam que a narradora principal se constri
identitariamente como guerreira, corajosa, justiceira, juza e independente,
em oposio ao seu irmo, que construdo discursivamente como fraco,
machista, choro, fuxiqueiro e nervoso. Alm disso, foi possvel observar
como, muitas vezes, somos influenciados por padres machistas e
estereotipados com os quais no concordamos, mas reforamos por foras
ideolgicas maiores.
4:00pm - 4:30pm
Discursos de identidade, agncia e o ensino de portugus como lngua
adicional para refugiados
Renata Franck Mendona de Anunciao
Universidade Estadual de Campinas, Brazil; renatafma@gmail.com
Considerando a relao intrnseca entre poder, lngua e identidade
(SILVA, 2000; EDWARDS e USHER, 2002), esta pesquisa tem por objetivo
compreender como refugiados de diferentes nacionalidades, alunos
do projeto de extenso Portugus Brasileiro para Migrao Humanitria
(PBMIH) da Universidade Federal do Paran, (i) constroem e (re)negociam
suas identidades e (ii) representam sua autonomia/agentividade, ou
impossibilidade de autonomia/agentividade, no novo contexto social,
lingustico, cultural e poltico no qual se encontram inseridos. O referencial
terico utilizado inclui consideraes acerca (i) das polticas contemporneas
de integrao de migrantes e refugiados no Brasil (MOREIRA, 2014); (ii)
dos processos de construo discursiva de identidades da perspectiva
ps-estruturalista (HALL, 1997; CANAGARAJAH, 2004; BHABHA, 2005;
NORTON, 2013; PENNYCOOK, 2013) (iii) do ensino crtico e emancipatrio
de lngua adicional em contexto de vulnerabilidade social (MORGAN, 2002)
e (iv) da relao entre identidade lingustica e aprendizagem de lnguas
adicionais (VITANOVA, 2005). A pesquisa em questo se justifica quando
se considera que, at o momento, a literatura especializada sobre o ensino
de portugus para migrantes e refugiados no Brasil extremamente
escassa (AMADO, 2011; BIZON, 2013). Os procedimentos metodolgicos
adotados para a coleta de dados dessa pesquisa qualitativa incluem
dirio de campo, feito a partir de observaes etnogrficas, aplicao de
questionrio, realizao de entrevistas semiestruturadas e gravaes em
udio de interaes em sala de aula (CARSPECKEN, 2011). Os resultados
dessa investigao podem contribuir para a conduo de um ensino de
lngua portuguesa mais relevante e menos conflitivo, no apenas para os
prprios sujeitos da pesquisa em pauta, mas, tambm para outros grupos
de refugiados no Brasil.
C201-210
Time: Monday, 24/Jul/2017: 1:30pm - 4:30pmLocation: Studio 4
1:30pm - 2:00pm
OFICINA DE FERRAMENTAS TECNOLGICAS NA/PARA A TERCEIRA IDADE
Marta Maria Silva de Faria Wanderley
PONTIFICIA UNIVERSIDADE CATLICA DE SO PAULO - PUC-SP, Brazil;
fariamar@gmail.com
O presente artigo, submetido linha temtica Linguagem e Letramentos,
objetiva discutir o resultado do trabalho de incluso digital realizado por
meio de relato de experincia da oficina Um Clique na Melhor Idade:
surfando na internet, oferecida pela Universidade Aberta Terceira Idade
(UATI), da Universidade do Estado da Bahia (UNEB). O trabalho justifica-
se pelo crescente interesse mundial pela longevidade e insero social
do idoso. Partiu-se do seguinte problema: as oficinas de ferramentas
tecnolgicas contribuem para aprendizagem e bem estar dos idosos? O
objetivo consistiu em analisar a contribuio da oficina de ferramentas
tecnolgicas para a aprendizagem e bem estar dos idosos, com vistas
incluso social. A metodologia seguiu uma abordagem qualitativa, um
estudo de caso, com foco nas prticas centradas no uso do computador.
Foram desenvolvidas atividades de informtica com idosos alfabetizados,
com encontros semanais de trs horas, durante trs meses. O trabalho foi
subsidiado teoricamente por Castells (1999) com a comunicao em rede,
Silveira (2001) e a incluso digital, Nunes (2010) com a incluso social na
vida das pessoas, Delors (1999) Freire (1996), Kenski (2001) a educao e a
formao de professores, e legislao sobre a vida humana: Constituio
da Repblica Federativa do Brasil (1988) e Declarao Universal dos
Direitos Humanos (1948), dentre outros. Os resultados permitiram constatar
59
o interesse dos participantes pelas Tecnologias Digitais de Informao e
Comunicao, designadamente a Web, com nfase nas pesquisas on
line, na utilizao do correio eletrnico, do Facebook e redes sociais. As
possveis implicaes do estudo indicaram que o uso das ferramentas
tecnolgicas podem ter servido para aprendizagem, satisfao e relaes
estabelecidas entre os participantes e da importncia e necessidade de
investimento na formao do professor para o trabalho com tecnologia na
terceira idade, por se tratar de um pblico que exige uma metodologia de
ensino distinta e especfica.
2:00pm - 2:30pm
Controllers values and beliefs, a Brazilian perspective.
Beatriz Faria Arago
ICEA ( Instituto de Controle do Espao Areo), GEIA (Grupo de Estudos em
Ingls Aeronutico), Brazil; biaaragao@yahoo.com
Since the ICAO (International Civil Aviation Association) has made ammends
to Annex 1- Personnel Licensing, pilots and controllers must demonstrate
their ability to speak and understand the language used in radiotelephony
communications. As a consequence, a rating scale was developed to
measure the English language proficiency of air traffic controllers and pilots.
Nevertheless, this scale has brought several arguments concerning its
criteria and in turn it has raised discussions both in the academic and
operational fields. Partly, this is owned to the high stakes involved in this
context.
Several year has passed and we still have divergent opinions about the
rating scale.
In order to understand the values and beliefs of the stakeholders involved
in this assessment, some Brazilian controllers were asked to give their
opinions on this issue, specially about what they consider to be a good
parameter to measure their proficiency.
The values that they share and apply when analysing a communication
event in which language has played a major role was delimited by asking
them what are the main aspects that contributes to the succes of an event.
Eventhough the scope of this study may be considered small, it is believed
that it might be representative of this highly specific context, since it
comprehends different controllers with different proficiency levels, with
varying levels of experience coming from different operational facilities in
Brazil.
In order to conduct this investigation focal groups and field observations
were conducted.
2:30pm - 3:00pm
Changing social value of languages in Lithuanian urban areas
Meilute Ramoniene, Loreta Vilkiene
Vilnius University, Lithuania; meilute.ramoniene@flf.vu.lt
The sociopolitical changes in Lithuania after regaining independence in 1990
led not only to the new language policy, but also to substantive changes of the
social value of various linguistic codes. These changes included the changed
status of the Lithuanian language, changed importance of Russian, whereas
the opened borders and globalization increased communication in English.
The aim of this paper is to analyze the changes in social value of the most
widely used languages in Lithuania (Lithuanian, Russian and English) in urban
areas of Lithuania during period 19902010, their usage in different spheres,
and the language attitudes of various ethnic groups. The paper focuses on
the direct use value and existence value of the Lithuanian language and
analyses changes in the direct use value of English and Russian. Findings
reported in this paper are based on 4 representative sociolinguistic surveys:
1) survey of Southeast Lithuania, 2002, 622 respondents; 2) survey of
Vilnius, 2004, 1000 respondents; 3) survey of Vilnius, Kaunas and Klaipda,
20082009, 2037 respondents; 4) survey of smaller Lithuanian towns, 2010,
2660 respondents. In all the surveys multi-stage random sampling of the
participants was adopted. The analysis shows the increasing use value and
60
existence value of the Lithuanian language in towns and cities of Lithuania
since 1990. The social value of English and Russian is also changing and
here a clear intergenerational language shift can be noted.
3:00pm - 3:30pm
Racism: resistance or resilience from those who suffer it and the English
language as empowerment
Sabrina Hax Duro Rosa
Instituto Federal de Educao, Cincia e Tecnologia do Rio Grande do Sul
(IFRS), Brazil; sabrina.rosa@riogrande.ifrs.edu.br
Racism is a complex and polemic theme, and it deserves attention in order
for us to reach a better understanding on Brazils race educational Quotas
Law instituted in 2012. Therefore, in this paper, race/racism is discussed
within the perspective of social science postulated by Guimares (2009); we
question if black students are resistant or resilient; Symbolic Competence
(KRAMSCH, 2010) is proposed to collaborate for black student to have a
critical discourse while learning English as an Additional Language (EAL),
hence empowering them. If the black community realizes the political repairs
as a way to place them into a group of the society which has been denied
to them, they may find strength to fight for their right to be there. The society
is divided between those who support the Law and those who think it is
another device for segregation, humiliation and prejudice, though raising the
following question: Have black students, living under this impasse, become
resistant or resilient? We intend to discuss this matter using the analysis of
an interview aiming at verifying if the students of IFRS Campus Rio Grande
are resistant, that is, were admitted to school through racial quotas but are
reluctant to changes, struggling for being there under those conditions; or
if they are resilient, having the capacity to return positively to their state of
mind, overcoming prejudice felt for being race quota students. Symbolic
Competence in teaching EAL allows students to express their subjectivity,
bring up their historicity, perform on different realities, and reframe their
thoughts and actions, considering also the thoughts and actions of others. It
is common sense that students are not able to learn EAL at schools in Brazil
and adding to this fact the prejudice black quota students suffer keep them
even more marginalized in this globalized world.
3:30pm - 4:00pm
A argumentao em contexto de formao superdiverso
Camila Santiago1, Maria Cristina Meaney2
1
Universidade Metodista de So Paulo / GP LACE - PUC-SP, Brazil; 2Stance
Dual School / GP LACE - PUC-SP, Brazil; santiago.camila@gmail.com
O objetivo deste trabalho analisar se a organizao da linguagem em
discusses realizadas em um encontro do Projeto Digit-M-Ed Brasil
potencializa ou no o entrelace de culturas diversas. As possibilidades de
participao social e cultural no mundo contemporneo vm se ampliando
consideravelmente pela utilizao de ferramentas multimiditicas cada
vez mais acessveis e, em decorrncia desse fenmeno, os limites que
determinam uma cultura tornam-se cada vez mais difusos, visto que os
sujeitos constituem-se de forma cada vez mais diversa e complexa. Ao
invs de buscar formas de simplificao ou grupamentos por afinidades
ou similaridades, entendemos o fenmeno da superdiversidade como uma
possibilidade de desenvolvimento humano. Por isso, no Projeto Digit-M-Ed
Brasil, buscamos unir participantes dos mais diversos contextos educacionais
e discutir temas controversos, de modo que sentidos diferentes sobre um
mesmo objeto possam ser levantados e debatidos e novos significados
compartilhados criados. O projeto tem buscado, com base na Pesquisa
Crtica de Colaborao (MAGALHES, 2009-2012), caminhos para que
seus participantes gestores, educadores, alunos (surdos e ouvintes) e
pesquisadores , oriundos de instituies pblicas e privadas, assumam
igualmente a responsabilidade pelo desenvolvimento de si e dos outros e
criem propostas curriculares que aproximem a escola da vida que se vive
(MARX; ENGELS, 1845-46/2006). Na perspectiva da Lingustica Aplicada,
os dados, gravados em udio e vdeo em um encontro de 2015, foram
analisados luz de categorias que consideram o desenvolvimento dos
sujeitos na argumentao, que, com diferentes tcnicas, pode possibilitar
a expanso colaborativa, a partilha e a confrontao dos sujeitos (LIBERALI,
2013; SANTIAGO, 2013). Os resultados demonstram que a organizao da
linguagem potencializa o entrelace entre culturas diversas e apontam para a
necessidade de se assumir uma organizao argumentativa no autoritria
e colaborativa, que aponte diferenas entre pontos de vista sem exclu-los.
4:00pm - 4:30pm
Multidiverse language use or English only in academia? Opinions of staff at
Finnish universities
Sabine Ylnen, Emmi Heimonen
University of Jyvskyl, Finland; sabine.ylonen@jyu.fi
The strategic internationalisation of academia has had an important impact
on the development of English as the lingua franca in all areas (research,
teaching, services and administration) and disciplines of universities
worldwide. In this paper, the attitudes of university staff in Finland toward
the use of Languages Other Than English (LOTE) will be analysed. The
data for this study stems from one question in a survey conducted in
2009: As far as foreign languages are concerned, English is often seen
as sufficient in Finnish university contexts. Can you think of any reason
why other languages should be used? 1995 open ended answers to this
question will be analysed: First, by means of qualitative inductive content
analysis, and second, the distribution of the answers to categories will be
analysed quantitatively. Preliminary results indicate that the vast majority
of the respondents answered this question positively, indicating that other
languages should or could be used for reasons such as necessity or
advantage in research, networking or career prospects, as well as politeness
toward international students and staff. However, some ten percent of the
respondents held the opinion that English would be sufficient for work at
a university. A third group of respondents expressed a differentiated view
(yes and no, depending on the circumstances), discussing the field, the
profession, or the time and resources for foreign language use. Special
emphasis will be on the question of whether the opinions differed according
to the discipline of the respondents and in which respect. The results will
be compared to discourses of languages in Finnish society and language
policies at Finnish universities.
C211-220
Time: Monday, 24/Jul/2017: 1:30pm - 4:30pmLocation: Studio 5
1:30pm - 2:00pm
Policy interventions to regulate multilingualism in the South African health
sector: a critical discourse analysis
Konosoang Sobane, Chanel Van der Merwe
Human Sciences Research Council, South Africa; ksobane@hsrc.ac.za
In South Africa, multilingualism is a socio-linguistic features that has roots
in the countrys segregated past. In response to the existence of several
languages which have different historical statuses, the post-apartheid era
has seen the formulation of several policies meant to promote multilingualism
and help increase the use of previously disadvantaged languages across
all sectors. Many of these policies reside in service delivery departments
such as the health sector, where there is a need to regulate language
use between service providers and clients. In the health sector, the need
for policy interventions is further exacerbated by the long acknowledged
language barrier between healthcare providers and patients, which has
implications for effective communication and achievement of positive health
outcomes. Various case studies have demonstrated and reinforced the need
for regulating multilingual interactions in healthcare settings. However, there
has been a neglect of critical linguistic analysis of health policy texts for the
practices it enables and disables facilitating language and communication.
61
This paper uses Faircloughs dialectical-relational approach to analyse
selected policies in the South African health sector. This analysis involves
a three-dimensional framework that takes into account the policy text,
discursive practices relating to the production and consumption of the text,
and the broader South African context. This results will form a basis for the
development of a broad and inclusive policy analysis framework.
2:00pm - 2:30pm
Problematizing the notion of language: the perspective of a native Brazilian
teacher
Terezinha Machado Maher
State University of Campinas, Brazil; tecamaher@gmail.com
This paper aims at presenting and discussing data generated in an ongoing
teacher education project in occidental Amazonia. One of the purposes of
this project is to engage and supervise a group of indigenous teachers in
ethnographic investigations so that they can gather information that will help
them establish local linguistic policies and planning that will strengthen or
revitalize the traditional languages of their communities. These teachers-
researches are members of nine different indigenous peoples: Asheninka,
Manchineri, Yawanawa, Huni Kui/Kaxinawa, Shawandawa, Apurin, Katukina
Jaminawa and Poyanawa. I will focus specifically on the oral research
report presented to me by a young HuniKui/Kaxinawa teacher. I will try to
demonstrate that, although he has never been in contact with the arguments
of many researchers in the fields of Applied Linguistics, Sociolinguistics and
Linguistic Anthropology who, defying one of the dominant epistemological
notions of modernity, have been problematizing the concept of language
as an independent entity, this indigenous teacher has also, quite intuitively,
come to believe that some of the people in his village think of the languages
of their linguistic repertoire as communicative resources at their disposal,
rather then as autonomous entities with rigid frontiers established between
them. I will claim that some of his metapragmatic comments are evidence
that, as Gumperz put back in 1965, although terms like Language X and
Language Y can be useful to determine categories for academic purposes,
they are not necessarily considered by people in their communicative
practices
2:30pm - 3:00pm
Structural changes and languages education in Australian universities and
beyond
Joshua Brown, Marinella Caruso
The University of Western Australia, Australia; marinella.caruso@uwa.edu.
au
Structural changes to degrees and university language departments
in recent years have had a huge impact on how language teaching is
delivered, and who studies modern languages. A persistent problem in
Australian university courses has been how best to create space in students
degrees to study a language, when this is not the primary focus of their
area of study. Previous attempts have sought to address this problem by
allowing students to take a Diploma of Languages, the creation of so-called
tagged degrees (e.g. BA Languages) and enrolment in two degrees at the
same time. Recent research by Brown & Caruso (In press) suggests that
university-wide reform to degrees at the University of Melbourne and the
University of Western Australia has met with substantial success in opening
up languages to all students. A recent review of the state of the Arts,
Humanities and Social Sciences disciplines in Australian universities notes
the wide benefits to languages specifically by reforming structural issues
(Hajek 2014). This paper details these reforms, with evidence of increases
in enrolments across all languages at both the Universities of Melbourne
and Western Australia. The findings presented here have implications for
structural changes and university curricula for all universities, in Australia
and beyond.
Brown, J. & Caruso, M. In press. Access Granted: Modern Languages and
Issues of Accessibility at University. A case study from Australia. Language
Learning in Higher Education, 6, 2.
Hajek, J. 2014. Languages snapshot. In: Turner, G. & Brass, K. (eds.) Mapping
the Humanities, Arts and Social Sciences in Australia. Canberra: Australian
Academy of the Humanities, pp.22.
3:00pm - 3:30pm
Talking about languages, making them count: an interactional analysis of
language questions in a census
Philippe Humbert
University of Fribourg, Switzerland; philippe.humbert@unifr.ch
The aim of this paper is to discuss the processes of categorisation that
lead to a quantification of speakers in language censuses. In many aspects,
linguists have challenged methods of language quantification. Some have
contested issues of relevance around the way the questions were framed
or the languages were classified (Busch, 2016; Fishman, 1969; Jha, 1994),
others have pointed at the serious socio-political consequences of the
quantification of mother tongue(s) or language(s) spoken at home,
due to the statistics that had been produced by the census (Busch, 2016;
Haarmann, 1979; Leeman, 2004; Moore et al. 2010; Urla, 1993; Zentella et
al. 2007). In this paper, I will argue that both methodological and ideological
tensions emerge at the core of the census, that is, the negotiations and the
interpretations of the language questions. To demonstrate this, I had access
to recordings of computer assisted phone interviews (CATI) gathered by the
Swiss Federal Statistical Office (FSO). Thus, I analysed interactions between
interviewers asking questions about the respondents language practices,
the answers provided orally by these same respondents and the answers
inserted in the computer by the interviewers. These interactions show that
processes of language quantifications are subject to several issues of
interpretations on both sides of the phone call, like who counts and who
makes one count as a legitimate speaker, for instance. Besides, languages
are per se fluid categories that are constantly negotiated on both parts. To
conclude, I will argue that quantifying speakers and their language practices
cannot be a mere neutral act: it undergoes processes of categorisation
which show that languages cannot be fully grasped and that some speakers
sound more legitimate than others.
3:30pm - 4:00pm
UMA LEITURA DO ENSINO DE LNGUAS PARA MIGRANTES: O PROCESSO COMUNICATIVO NO
(DES)ENCONTRO EPISTEMOLGICO
Francesca DellOlio
Universidade de So Paulo, Brazil; francesca_dell@hotmail.com
Uma das questes atuais relevantes das sociedades ocidentais o dilema
pluralista na educao (BULIVANT,1981). A partir dos anos Setenta, o
multiculturalismo era a proposta institucional, jurdica e poltica para lidar com
a diferena, enquanto, no comeo desse sculo, aos gritos que aclamavam
a morte do multiculturalismo, apareceu o termo interculturalidade. As
polticas para migrantes na Europa se definem interculturais e tm
como objetivo a integrao do migrante (UNCHR, 2016) na sociedade
envolvente, mas esse processo integrativo frequentemente consiste em
(des)encontros e monlogos que se baseiam na exaltao da diversidade
ou em dilogos que resgatam uma suposto universalismo. Este trabalho
oferece uma leitura possvel do papel do ensino da lngua da sociedade
envolvente como meio de comunicao e integrao de acordo com os
conceitos de capital cultural e capital econmico de Bordieu (1994) com o
intuito de mostrar que as polticas lingusticas analisadas (RAJAGOPALAN,
2013) frequentemente encobrem relaes de poder e criam espaos
sociais como espaos de no-cidadania. A partir da analise documental e
pesquisa etnolgica (GEERTZ, 1973), ressalto e discuto o papel da lngua
como meio de integrao, atravs de uma leitura de duas experincias de
ensino de lngua para migrantes, no Brasil e na Itlia, com o objetivo de
discutir a diferena entre um ensino baseado na concepo de lngua como
meio de comunicao neutro ou como sistema de signos com valor social
62
e ideolgico (BAKTHIN, 2004). Essa trabalho, portanto, indaga, atravs da
observao e anlise crtica das polticas lingusticas para migrantes e seus
atores, as interaes comunicativas em sala de aula como (des)encontros
entre sistemas epistemolgicos.
4:00pm - 4:30pm
Japans English medium instruction initiatives and the globalization of higher
education
Heath Rose1, Jim McKinley2
1
The University of Oxford, United Kingdom; 2The University of Bath, United
Kingdom; heath.rose@education.ox.ac.uk
The intertwined nature of Englishization and internationalization (see
Kirkpatrick, 2011) has seen English Medium Instruction (EMI) boom in higher
education worldwide. The sudden emphasis on EMI poses challenges for
policy makers regarding the implementation of internationalization policy in
a sustainable manner. This presentation will provide an analysis of a recent
initiative of Japans Ministry of Education, which aims to increase the number
of EMI courses at Japanese universities, and to internationalize higher
education. The initiativethe Top Global Universities Project (TGUP)
has emerged on the foundations of the oft-criticized Global 30 project
(see Hashimoto, 2013). The rationale for this policy relates to the perceived
positive influence of internationalization on universities reputation, research
quality, teaching quality and graduate employability (Delgado-Mrquez, et
al., 2013), as well as a means to attract international student numbers, and
to prepare Japan to use English in a globalized world. The presenters will
use data collected from project-relevant policy documents at all 37 TGUP
universities, in order to gain insight into policy implementation. To add depth
to the data, fieldwork was conducted at two of Japans participant global
traction universities in order to illustrate the impact of internationalization
on curriculum, students, and faculty members. Data were collected through
interviews with university stakeholders (professors and students), and
classroom observations. Results of the analysis show that while the original
Global 30 project mimicked a no frills and highly commercial approach
to internationalization, typical of English-speaking nations (Forbes-Mewett &
Nyland, 2012, p. 191), the TGUP is more comparable to higher education trends
in Mainland European countries, where the rationale for internationalization
is deeply embedded in academic, rather than financial incentives (Frlich,
2006). The study, however, points to barriers to success, which include
adherence to native-speaker yardsticks in curricula and assessment.
References to citations will be provided at the presentation.
C221-230
Time: Monday, 24/Jul/2017: 1:30pm - 4:30pmLocation: Studio 6
1:30pm - 2:00pm
English language policy and planning in education: in the context of
postcolonial Bangladesh
Rubina Khanam
University of Regina, Canada; khanam3r@uregina.ca
This paper examines English language policy and planning in the context
of Bangladesh. Bangladesh is a South Asian country with a long history of
British colonization. 98% of the Bangladeshi people speak Bangla as their
first language (Hamid, Jahan, and Islam, 2013) but English is still used to
educate the people due to the long lasting effects of colonization. English
creates a hierarchy between English and Bangla. English has the power to
secure jobs and the literacy of the people is determined by their knowledge
of English (Hamid, Jahan, and Islam, 2013). This research paper investigates
the historical and structural factors that lead to English language policy
in Bangladesh and how it sustains systems of inequality that impact the
students lives. The study combines historical-structural analysis (Tollefson,
2015) and ethnography of language policy (McCarty, 2015) to collect and
analyze the data. The data consists of Bangladesh Education Commission
Reports, laws, and newspaper articles about English language policy.
Findings demonstrate that: ongoing colonial process and English language
policy are intertwined; this relationship reproduces class-based power and
inequality; and English language proficiency determines students access to
learning and attending prestigious schools and universities.
Hamid, M. O., Jahan, I., & Islam, M. M. (2013). Medium of instruction policies
and language practices, ideologies and institutional divides: voices of
teachers and students in a private university in Bangladesh. Current Issues
in Language Planning, 14(1), 144-163.
McCarty, L. T., (2015). Ethnography in language planning and policy research.
In Hult, M. F. Editor & Johnson, C. D. Editor (Eds.), Research Methods in
Language Policy and Planning: A Practical Guide (81-93). John Willey & Sons.
Tollefson, W. J., (2015). Historical-structural analysis. In Hult, M. F. Editor &
Johnson, C. D. Editor (Eds.), Research Methods in Language Policy and
Planning: A Practical Guide (140-151). John Willey & Sons.
2:00pm - 2:30pm
Have-not English Users in Japans Discourse of Globalization: A Narrative Study
Akiko Katayama
The University of Tokyo, Japan; katayama9akiko@gmail.com
This study examines the life histories of three outlier English users in Japan,
where English proficiency is not for real use but mostly symbolic capital
(Bourdieu 1986) owned by limited elites. Each of the participants grew up in
a family of modest means in a suburban or rural area, did not go to college
or university, but learned to speak English outside the school system,
and currently uses English in a job which requires direct interactions with
people from abroad. The long and multiple interviews revealed complex
and situated trajectories these outliers have taken to have a not so fancy
life in English.
Terasawa (2015) statistically profiled that a typical Japanese users of English
were city-dwelling males with tertiary education in their 40s in businesses.
For a great majority of the Japanese, English proficiency is not invest-worthy
capital which one can accumulate and trade with financial capital (Bourdieu
1986). On the other hand, Terasawa (2015) also confirmed that there were
a very small number of Japanese who did not belong to any of the social
categories typical of the profiles of English users yet somehow were making
money by using English.
The present study adopts Foucaults conceptualization of discourse
and attempts to explain how the three outlier English users sometimes
adapted and other times rejected Japans discourse of globalization
while using English in Japan with people of various nationalities. The lived
experiences of the three atypical English speakers highlight the discourse
of monolingualism in Japan, which rejects, and at the same time defines,
the discourse of globalization. The outlier narratives also reflect the false
promise of English (Pennycook 2007); in other words, the discourse of
globalization in which the value of English has been systematically spoken of
by the nations businesses and school education alienates a great majority
of Japanese.
2:30pm - 3:00pm
Polticas lingusticas praticadas atravs de respostas transformativas em
entrevistas com linguistas
Minia Frezza
Universidade do Vale do Rio do Sinos (UNISINOS), Brazil; mineiafrezza@
hotmail.com
A variedade de discursos sobre as lnguas e seus usos gera o que Faraco
(2011, p. 38) nomeia de guerras culturais ou guerras discursivas em torno
da lngua. Este artigo visa a tratar da guerra gerada em torno do uso dos
estrangeirismos no Brasil, atravs da anlise de entrevistas com linguistas
acerca do Projeto de Lei contra estrangeirismos n 156 /2009, proposto pelo
ento deputado estadual do Rio Grande do Sul Raul Carrion (PcdoB). Ao ouvir
as entrevistas, notou-se que os professores entrevistados frequentemente,
em resposta s perguntas feitas pelos entrevistadores, oferecem respostas
transformativas, que, conforme Stivers e Hayashi (2010), so aquelas que
resistem s imposies da pergunta ao ajust-la retroativamente. O foco
do estudo est em observar como os professores entrevistados, atravs de
suas respostas, reparam elementos equivocados contidos nas perguntas
realizadas pelos entrevistadores e, consequentemente, praticam polticas
63
lingusticas. Seguindo a proposta de Bonacina-Pugh (2012), que sustenta
a ideia de que polticas lingusticas so praticadas no turno-a-turno das
interaes, a perspectiva terico-metodolgica da Anlise da Conversa
(Sacks; Schegloff; Jefferson, 1974) foi utilizada a fim de descrever como o
uso de respostas transformativas endossam a teoria de Bonacina-Pugh
(2012). Atravs das respostas transformativas que informam tanto aos
entrevistadores quanto populao que acompanhou as entrevistas, os
professores disseminam conceitos baseados no conhecimento cientfico
construdo atravs de estudos sobre como a lngua usada por seus
falantes, e no em como algum deputado aspira que a lngua seja. Ao
difundir esse conhecimento, os entrevistados praticam polticas lingusticas.
Logo, as respostas transformativas mostram-se como fenmenos relevantes
nessas interaes, uma vez que geram o espao interacional necessrio
para que reparos de elementos contidos nas perguntas dos entrevistadores
sejam feitos.
3:00pm - 3:30pm
Multilingualism as national threat or natural resource? Marketing language
policy to California voters
Noah Katznelson1, Katie A. Bernstein2
1
Graduate School of Education, University of California at Berkeley, United
States of America; 2Mary Lou Fulton Teachers College, Arizona State
University, United States of America; noah.katznelson@gmail.com
This paper considers the way language is used to construct particular
realities. Using the methods of critical discourse analysis (Fairclough, 2013;
Chouliaraki & Fairclough, 1999; Fairclough, 2003; Blommaert, 2005), we
examine California Proposition 227 English Language in Public Schools
(1998) and its proposed repeal, California Education for a Global Economy
Initiative, set to appear on the California ballot in November 2016. We argue
that the language used within each of these legislative texts constructs a
worldview premised on particular ideologies: English-only and monolingual
language ideologies on the one hand, human capital development and
elite bilingualism on the other. Drawing a link between the micro and the
macrothat is, between the linguistic texts and the socio-political contexts
from which they emergewe show how, in recent years, discourses of
globalization and neoliberalism have infiltrated the educational arena, and
have served to reframe debates around language education. Through
these texts, we illustrate the discursive shift from bilingual education as a
threat to childrens (and by proxy the nations) well-being and economic
advancement to multilingual education as key to maintaining the U.S. global
economic advantage, ensuring national security, and advancing international
diplomacy. We use the case of California to raise questions about whether
policies framed within one discursive regime (i.e. neoliberalism and global
human capital) can eventually serve the aims of another (i.e. equity, plurality,
social justice), or whether discourse is destiny in policy-making. The
presentation will also address the outcome of Californias 2016 election and
examine these results within the larger context of U.S. language education
policy.
3:30pm - 4:00pm
The performance of air traffic controllers in radiotelephony
communications in English: analyzing EPLIS
Natalia de Andrade Raymundo
Brazilian Air Force/ UNICAMP, Brazil; nandraderay@gmail.com
This study aims at presenting initial research on the on-going validation
process of the Brazilian Air Force English proficiency exam for Air Traffic
Controllers, named EPLIS. EPLIS is a performance test developed by
language teachers and aeronautical subject matter experts in Brazil,
in compliance with the International Civil Aviation Organization (ICAO)
requirements, the language policy that all member states should follow.
EPLIS, which is considered to be a high stake exam because of its relevance
for society, assesses the performance of Brazilian ATCOs in communicating
in non-routine situations within an international community of users of the
English language. This exam has been going through validation studies
conducted by language testing experts so as to attest its reliability and
validity. In this presentation, we will bring into question some criticism of
the exam and of the very framework it set out to follow, by making a parallel
between what the ICAO rating scale considers as operational in Air Traffic
Control regarding English proficiency and what language skills Brazilian Air
Traffic Controllers need in order to deal with language complications. We will
analyze a 5-hour-sample of a ground-air interaction in English of a controller
who has achieved the operational level in EPLIS, in order to observe if
controllers who have been considered to be operational by the ICAO
English Proficiency Requirements can communicate in situations in which
phraseology is not enough. In addition, we will analyze how supervisors
of air traffic facilities construct discursively the operational controller. First
results have shown that the controller level 4 may not be able to deal with all
the complications that he/she might face during a work shift.
4:00pm - 4:30pm
Nonnative English Teachers and Native English Teachers Representations
in Colombian newspapers: A critical discourse analysis
Doris Correa1, Adriana Gonzlez1, Ivn Flrez1
Universidad de Antioquia, Colombia; doris.correa@udea.edu.co
In an effort to appear more competitive in the global economy, many Latin
American countries have issued language policies that set English as the
foreign language to be taught in schools and universities. To implement
these policies, the countries have launched several programs, such as the
English Teaching Fellowship Program, and other volunteer programs, the
main purpose of which is to bring Native English speakers to co-teach with
local English teachers in public elementary and high schools.
The purpose of this presentation is to share the results obtained from a
critical discourse analysis (CDA) of news reports published in three major
Colombian newspapers between 2011 and 2015 about this and other
Volunteer Programs. The analysis used appraisal theories (Martin &
White, 2005) and focused on identifying the representations of the so-
called Nonnative English Speaker Teachers (NNESTs) and Native English
Speaker Teachers (NESTs) in these articles and their implications.
The CDA suggests that in spite of efforts made by scholars in the field of
English language teaching (Llurda, 2005; Mahboob, 2010) to convince
interested parties across the globe of the contributions and the important
role played by NNESTs, the above-mentioned newspapers often portray
these teachers as largely the ones to blame for the low proficiency level
of most students. Conversely, they portray NESTs as more prepared and as
NNESTs saviors. By doing this, newspaper writers and the policy makers that
they cite not only disregard the complexity of the issue but also contribute to
the discrimination of NNESTs (Meadows & Muramatsu, 2007), perpetuating
the dominant native-speaker prejudice (Kramsch, 1997), and disregarding
the enormous benefits of having NNESTs in the educational system (Llurda,
2005), among other aspects.
C231-240
Time: Monday, 24/Jul/2017: 1:30pm - 4:30pmLocation: Studio 7
1:30pm - 2:00pm
Ensino de ingls atravs de materiais didticos baseados em filmes
Leonardo Parisi
Kings College London, Reino Unido; leonardolparisi@gmail.com
Avanos em tecnologia e acessibilidade a filmes motivaram a pesquisa
e a composio desse trabalho. O objetivo principal foi desenvolver um
conjunto de critrios para ajudar a elaborao de materiais didticos
baseados em filmes com o fim de aperfeioar a aprendizagem da lngua
inglesa em um curso de conversao no Brasil. Dado que o propsito
deste curso, voltado para adultos, aprimorar as habilidades de fala dos
alunos, uma investigao foi conduzida sobre o ensino da fala. A discusso
da literatura refora, atravs de uma investigao sobre as vantagens que
filmes podem oferecer, os motivos para que o uso deles deva ser incentivado
no ensino de lngua estrangeira. Princpios relacionados aprendizagem de
lngua estrangeira, desenvolvimento de material didtico, e estudos atuais
sobre o uso de filmes proporcionaram maior conhecimento sobre como
filmes podem ser aproveitados de maneira mais eficiente. A partir desses
princpios, um conjunto de critrios foi criado para guiar o desenvolvimento
de materiais didticos. Finalmente, eu apresento um exemplo prtico de
como esses critrios podem ser aplicados em uma lio, alm de sugestes
para futuros estudos sobre como filmes esto sendo usados em sala de aula
e uma possvel pesquisa sobre a eficcia de materiais didticos baseados
em filmes.
2:00pm - 2:30pm
Gamification e o ingls sem fronteiras na UFS: preparao de materiais em foco
Elaine Maria Santos, Rodrigo Belfort Gomes
Universidade Federal de Sergipe, Brazil; elainemaria.ufs@gmail.com
O Programa Ingls sem Fronteiras, lanado pelo Ministrio de Educao no
final de 2012, vem desenvolvendo aes objetivando o desenvolvimento
lingustico dos alunos das IES desde ento. Os cursos presenciais do IsF
tiveram seu incio no final de 2013 na Universidade Federal de Sergipe,
com um leque de cursos com cargas horrias variveis (16, 48 e 64 horas).
As aulas desenvolvidas no NucLi da UFS so baseadas na perspectiva
de estabelecimento de dimenso intercultural do ensino (BYRAM et al.,
2002), sem o foco em um nico mtodo, como verificado nos trabalhos
de Kumaravadivelu (2006) sobre o atual momento do ps-mtodo, e no
empoderamento dos alunos atravs de um ensino baseado nos fundamentos
do letramento crtico, defendido por tericos como Cervetti; Pardales;
Damico (2001) e Norton (2007), colocando o aluno como sujeito ativo e
transformador da sociedade. Em 2016, cursos de 16 horas voltados para a
discusso sobre questes culturais e o ensino de LI foram disponibilizados,
inserindo-se conceitos de gamification, baseados em trabalhos de autores
como Groh (2012) e Caponeto (2014). objetivo deste trabalho, dessa forma,
descrever o processo de preparao de materiais entre coordenao
e professores-bolsistas do programa, destacando os elementos de
gamification inseridos nas aulas e o modo pelo qual as caractersticas
comuns aos cursos do IsF/UFS foram mantidas, principalmente no que se
refere s dimenses interculturais do ensino e ao letramento crtico. Para
auxiliar na anlise dos objetivos atingidos, a percepo dos professores-
bolsistas e dos alunos envolvidos foram tambm analisadas atravs da
aplicao de questionrios e anlise dos dados colhidos.
2:30pm - 3:00pm
O MATERIAL DIDTICO NO ENSINO-APRENDIZAGEM DE INGLS PARA ALUNOS SURDOS:
REFLEXES E PROPOSTAS SOBRE AVALIAO.
Monique Vanzo Spasiani
Universidade Federal de So Carlos (UFSCar), Brazil; moniquespasiani@
gmail.com
Apesar do crescente reconhecimento lingustico, pedaggico e
poltico sobre as questes da surdez, o ensino de Lngua Estrangeira
(LE) para surdos no Brasil ainda apresenta problemas, sobretudo no que
tange ausncia de profissionais formados para trabalhar com esse
pblico, o que o faz baseado em intuies, no intrprete educacional ou,
principalmente, no livro didtico (LD) adotado pelo professor. Assim, este
trabalho pretende investigar de que modo os LDs utilizados na disciplina
de Lngua Estrangeira Moderna (Ingls), no segundo ciclo do Ensino
Fundamental da rede pblica de ensino, consideram as necessidades
de aprendizagem de alunos surdos. Inmeras pesquisas apontam para
a importncia do material didtico no processo de ensino-aprendizagem
de uma LE (CUNNINGSWORTH, 1984, 1995; LEFFA, 2003; RAMOS E
ROSELLI, 2008; SHELDON, 1987; HUTCHINSON & WATERS, 1987; etc.) e
para a questo de que sua escolha deve ser consciente e perpassar por
rgidos critrios de avaliao e elaborao a partir do grupo de alunos que
se tem e de suas necessidades. Ademais, por meio de uma metodologia
qualitativa-interpretativista, busca-se avaliar como o professor, em contexto
de escola inclusiva, procede na sua utilizao em sala de aula. Deste
modo, este estudo visa estabelecer parmetros de avaliao para esses
materiais, considerando as necessidades educacionais dos alunos surdos,
e defender o ensino de lngua inglesa nesse contexto como um meio de
incluso social, uma vez que atualmente os alunos surdos esto sendo
inseridos no espao escolar do ouvinte, mas no lhes tm sido permitido
o acesso aos recursos que poderiam facilitar o seu aprendizado e sua
autonomia (PELUSO E LARRINAGA, 1996). Entende-se que os resultados
aqui alcanados podem em muito contribuir para o ensino-aprendizagem
de LE a alunos surdos no pas, orientando as prticas pedaggicas de
profissionais da rea e fazendo-os refletir sobre o papel do material didtico
para esse contexto especfico.
64
 3:00pm - 3:30pm
Material design for an ESP classroom from a systemic-functional perspective
Carla Cristina de Souza1,2, Monica da Costa Monteiro de Souza1,2
Pontifcia Universidade Catlica do Rio de Janeiro, Brazil; 2Instituto Federal
1
de Educao, Cincia e Tecnologia do Rio de Janeiro, Brazil; wscarla@
hotmail.com
At the intersection of applied linguistics (Vian Jr., 2013; Moita Lopes, 2013)
and systemic-functional linguistics (Halliday, 1978; Halliday & Matthiesen,
2014; ), interdisciplinary areas whose concerns include the teaching of the
English language in different contexts, encompassing material design for
English for specific purposes (Vian Jr. and Lima-Lee, 2005: 45), this work
aims at investigating the production of pedagogical material in an ESP
classroom. In order to do that, a selected text, originally a news feature, is
moved from its original context of culture and inserted into the pedagogical
context. Having become a learning instrument, the text acquires a different
purpose, namely, to teach a lexicogrammatical aspect, develop language
skills, discuss a specific topic in chemistry and promote critical awareness.
From a systemic-functional perspective, using the concept of genre
according to a teleological approach (Martin, 1997; Eggins, 2004; Martin,
2005; Vian Jr. and Lima-Lopes, 2005), this investigation, therefore, suggests
it is through the stages (tasks) with their communicative purposes (present,
practice, discuss, etc.) that the learning instrument unfolds in the ESP class
as part of the process of co-construction of knowledge (Mercer, 1994, 2009)
and as a key element in the dynamics of social interaction between teacher-
researchers and students with the purpose of learning.
3:30pm - 4:00pm
Representations of family models in textbooks for language teaching: do they
meet real social practices?
Ariovaldo Lopes Pereira
Universidade Estadual de Gois, Brazil; arylopes_br@yahoo.com
This paper presents the results of a research which was carried out at the
State University of Gois (UEG), Brazil. Following a qualitative/interpretative
approach (Mason, 1997; Erickson, 1988; 1991), the study investigated how
families are represented in Brazilian textbooks for mother and foreign
language teaching. It was an attempt to shed light on the Brazilian social
reality seeking to identify the implications of the use of didactic materials
in educational contexts and the (mis)conceptions these materials can
convey. The main objective of the research was to analyze critically how
family models are represented in textbooks for Portuguese and English
teaching in public elementary schools in order to identify the discourses
underlying such representations and how they are linked to the reality of
the Brazilian society. Studies such as Pereira (2007; 2013; 2014) have shown
that changes and evolutions occurred in social institutions such as the family
are not easily absorbed and reproduced by instructional materials. These
materials usually express stereotypes of social categories which do not
reflect the complexity of contemporary western society (Corson, 1993; Rojo,
2013). In the first stage of the research some texts of Portuguese and English
coursebooks were analyzed following the principles of Critical Applied
Linguistics (Fairclough, 1992; 1995; 2001; 2003). The second part was a field
research conducted in elementary schools through classes observation
and interviews with teachers and students about their family structure and
how they feel about the families represented in the textbooks they use in
class. The results showed that not rarely the family models represented in
textbooks do not portray the real families of the Brazilian society. They also
pointed out the need for conscious and critical use of didactic materials, so
that the teaching process becomes more linked to reality and committed to
cultural and social changes.
4:00pm - 4:30pm
A didatizao de materiais para o ensino do italiano lngua estrangeira na
pedagogia ps-mtodo
Daniela Aparecida Vieira
Universidade de So Paulo, Brazil; daniela.apvieira@usp.br
Neste trabalho, nosso objetivo consiste em apresentar reflexes, de cunho
terico e prtico, sobre a didatizao de materiais para o ensino do italiano
como lngua estrangeira (LE) luz da pedagogia ps-mtodo, proposta por
Kumaravadivelu (2006). Os materiais so, indubitavelmente, os principais
instrumentos que ns, professores de lnguas, utilizamos para facilitar a
aprendizagem da lngua-alvo por nossos discentes. Por isso, a seleo e/ou
a elaborao de materiais deveria, sempre que possvel, procurar atender
65
s especificidades dos alunos, a saber: seus interesses, necessidades,
estilos e estratgias de aprendizagem. Embora ao tratar da pedagogia ps-
mtodo, Kumaravadivelu no discorra, diretamente, acerca dos materiais,
podemos depreender, de seus postulados, como podem ser os materiais
ps-mtodo: como o autor enfatiza, nessa pedagogia, a tomada de
deciso compartilhada, entendemos que os materiais ps-mtodo devem
ser didatizados de maneira compartilhada, contando com a participao
ativa do professor e dos aprendizes. O processo de didatizao desses
materiais alicera-se nos trs parmetros da pedagogia ps-mtodo: a
particularidade, a praticabilidade e a possibilidade. Em nossa pesquisa de
doutorado em Letras (Lngua, Literatura e Cultura Italianas), desenvolvida
junto Universidade de So Paulo (USP), procuramos didatizar materiais
para as nossas aulas de italiano LE fundamentando-nos nos postulados
desse autor. A pesquisa foi realizada, no primeiro semestre de 2015,
em uma turma com dez alunos de nvel elementar (A1 de acordo com a
nomenclatura do Quadro Comum Europeu de Referncia para as Lnguas)
do Italiano no Campus, curso de difuso cultural da Faculdade de Filosofia,
Letras e Cincias Humanas da USP. Uma anlise preliminar dos dados
coletados parece indicar que o processo de didatizao de materiais foi
realizado com a participao ativa de nossos estudantes e atendeu, em
larga medida, s particularidades deles.
C241-250
Time: Monday, 24/Jul/2017: 1:30pm - 4:30pmLocation: Studio 8
1:30pm - 2:00pm
Fostering intercultural understanding in English language classrooms: an
Iranian context
Samaneh Zandian
University of Warwick, United Kingdom; samanehzandian@gmail.com
In recent years, Iranians inside and outside of Iran have come to closer contact
to a wider range of cultures than ever before. Recognizing the importance
of fostering intercultural sensitivity, there is a growing need to introduce
intercultural learning into the Iranian educational curricula. The first step in this
involves understanding current levels of awareness of children in Iran and the
potential for creating opportunities for intercultural learning. This talk reports
on my recent research project which attempted to explore how primary
level children in Iran make sense of intercultural interaction and adjustment.
Drawing on Andersons Obstacle Model to cultural adaptation, the study
consisted of three phases: designing child-friendly research instruments, data
collection, and sharing the data with the child-participants. The data collection
was via 294 child-friendly questionnaires and five group interviews in five
primary schools in Tehran with children of age 10 to 12. The use of innovatory
data collection techniques revealed aspects of Iranian childrens perceptions
of intercultural encounters and transitional experiences that call into question
assumptions about the levels of awareness among children at this level.
The findings revealed childrens ambivalent feelings about experiencing
intercultural encounters. Schooling, friendship, and language were found to
be the key influential elements in childrens understanding of intercultural
interaction and adjustment. These findings contribute towards developing a
model which incorporates childrens views about cross-cultural adjustment
in a more comprehensive way. The talk will conclude with some practical
guidelines for how foreign language teachers can develop critical cultural
awareness and intercultural competence in primary pupils.
2:00pm - 2:30pm
Language ideologies and intersections between teachers beliefs and the
English language coursebook
Jssica Martins Carvalho
Universidade Federal do Rio de Janeiro, Brazil; jessica.mcarvalho@hotmail.
com
In the face of the dynamic interaction flows in the late modernity, the English
language plays a fundamental role in the dialogical remodeling between the
local and the global (Kumaravadivelu, 2006), allowing innumerous vibrating
(re)combinations and confrontations of persons, identities and texts (Fabrcio,
2013). In this ever-growing scenario of hybridity, it has been increasingly
difficult to maintain modernist categorizations of social, political and linguistic
entities (Blommaert, 2010; Jacquemet, 2005). Within the English teaching
industry, the so-called international English language coursebook stands out
as a powerful agent in the circulation of anglocentric idealizations of culture,
values and perspectives of the world (Tomlinson, 2013). Usually written and
published by professionals who have English as their first language, (Gray,
2002), the coursebook exports what is supposed to constitute good teaching
methods and practices, maintaining privileges, ideologies and interests of
the so-called English-speaking culture (Canagarajah, 2013; Kumaravadivelu,
2003), whereas people around the world mobilize their repertoires in
unpredictable ways, resignifying and resisting certain interests (Blommaert,
2005; Canagarajah, 2013). Taking such tensions into consideration, this
paper aims at investigating the language ideologies (Irvine and Gal, 2000;
Kroskrity, 2004) that underlie the beliefs of two English teachers who work
at a public bilingual school (Portuguese and English) of Rio de Janeiro, with
regard to the intersections between such beliefs and the English language
coursebook. The study centralizes a critical positioning as for the teaching
of English in the contemporary world, mainly by pointing to the decentering
of the native speaker. The language ideologies will be investigated by
means of the analysis of the coursebook and of interviews conducted with
the teachers. This work intends to contribute to desessentializing constructs
such as language, English, and English-speaking culture in the field of
English language teaching, and encourage English teachers to position
themselves critically in the contemporary world.
2:30pm - 3:00pm
Teachers beliefs and practices of culture in the elt classroom: an analysis
through eil lens
Engin Kaca
Middle East Technical University Northern Cyprus Campus, Turkey;
enginkaca83@gmail.com
The use of English as an international language (EIL) has profound
implications for the representation of culture in English language teaching
(ELT). The dominant representations of Anglo-American cultures in the
classroom fail to serve the various needs of learners resulting from the
globally diverse contexts where English is used to fulfill an array of functions.
This brings about the need to include local and international perspectives of
culture in teaching in order to promote a sphere of interculturality (Kramsch,
1993). Using this argument as its foundation, the aim of this study was to
examine teacher beliefs and practices regarding cultural content in the
ELT classroom in an Intensive English Program (IEP) at a higher education
institution located in the Turkish Republic of Northern Cyprus (TRNC). To this
end, this mixed method descriptive case study made use of a questionnaire,
in-depth interviews, classroom observations and post-observation
interviews to collect data. The study yielded findings regarding teachers
beliefs on the importance of cultural content in language teaching, the
objectives and content (subject-matter) of culture teaching, as well as the
source of cultural content in the classroom. The study also provided findings
on the actual classroom practices of teachers regarding their handling of the
cultural content of the textbook, the criteria in their use of cultural content,
how and for what purposes they use cultural content and finally the source
and subject-matter of cultural content. The results of the study also reveal
the extent to which teachers beliefs and practices about the use of cultural
content in the ELT classroom correspond to EIL assertions regarding the
use of cultural content in the classroom. Finally, the study presents how far
teachers stated beliefs and their actual classroom behavior match.
3:00pm - 3:30pm
The issue of culture in teaching English as a lingua franca
Jssica Martins Carvalho1, Victor Brando Schultz2,3
UFRJ, Brazil; 2Colgio Pedro II, Brazil; 3UFRJ, Brazil; victor.schultz@yahoo.
1
com
It has long been claimed that language is inextricably tied to culture; therefore,
the latter has become a crucial feature of language teaching and learning
as a way of understanding different mindsets and constructions of reality
of specific communities (Kramsch, 2000). However, the deterritorialized
character of English in the contemporary world (Siqueira, 2011) and the
constant (re)signification of the resources that are seen as characteristic of
66
this language, which is far from being a unified whole (Jacquemet, 2005),
prompt us to rethink traditional understandings of culture and practices and
to ask ourselves what cultural aspects may be pedagogically relevant. In
view of this challenge, this paper aims to discuss principles for selecting
cultural aspects to use in English classes. The reflection is oriented by the
status of English as a lingua franca (Graddol, 2006; Seidlhofer, 2011) and
by a view of languages as hybrid and unstable sets of semiotic resources
(Blommaert, 2005, 2010; Pennycook, 2007). This implies a non-essentialist
understanding not only of languages but also of nations and cultures
(Anderson, 1983; Irvine and Gal, 2000; McKay, 2002). We argue that two key
considerations for dealing with culture in contemporary English language
teaching are transcultural competence (cf. Hyde, 1998; Canagarajah, 2007)
and pragmatic usefulness.
3:30pm - 4:00pm
Transformative professional development for in-service mathematics
teachers of English language learners
Jennifer Holdway
University of Hawaii, United States of America; jennifer.holdway@gmail.com
This paper explores the linguistic ideologies and transformative learning
experiences of 30 grades K-12 in-service teachers during five 15-week,
online, asynchronous, professional development courses focused on
theories and methodologies to address a simultaneous focus on English
language development and academic mathematics content instruction for
English Language Learners. Informed by transformative learning theory
(e.g., Cranton, 1994; Mezirow, 1991) and analyzed using Hults (2010) theme-
based approach, this paper describes how participation and self-reflection
in a long-term professional development course led to the transformative
learning of mathematics teachers linguistic ideologies while acquiring new
strategies to better work with their ELLs. Primary data includes teachers
personal comments on weekly course prompts through written reflections
in two of the main mediums of participation: weekly discussions in a public
forum allowed for peer feedback and comments, and summaries submitted
directly to the instructor. These total 60 written posts of between 150-
600 words per teacher-participant and 900 core posts in all. This paper
discusses three of the fourteen weekly themes comprising the course
(a) the language of math; (b) integrating literature to improve math
comprehension; and (c) translanguagingand confirms the importance of
long-term professional development in providing opportunities to confront
and negotiate linguistic ideologies leading to critical transformative learning
by teacher-participants. It additionally contributes to current research by
citing the need and benefit of professional development courses focusing
on theories and methodologies to address a simultaneous focus on English
language development and academic mathematics content instruction
for English Language Learners, an area of research only recently being
addressed.
4:00pm - 4:30pm
English or no English? Perceptions of Pakistani Madrassah teachers and
students towards English Language
Muhammad Abdullah
Forman Christian College, Pakistan; muhammadabdullah@fccollege.edu.pk
Madrassahs and Islamic education system is a reality that cannot be ignored
considering Pakistans socio-religious set-up. At the same time, there is a
need of re-examination and modernisation of Madrassahs infrastructure
in order to bring reconciliation between Islamic ideology and progressive
thought. Teaching of languages especially English language has a potential
to help them connect with a global world and eventually reshape their world
view. English in Indo-Pak has rich roots ranging from its introduction/induction
during colonial India to recent nativised, Islamised, indigenous versions both
in content and form. Despite all the socioeconomic advantages English
language had to offer, resistance from religious orthodoxies, especially
Muslims, in British India towards English has been a continuous characteristic
that still seems to be prevailing in post-partition Pakistan. The
 C251-260
Time: Monday, 24/Jul/2017: 1:30pm - 4:30pmLocation: Studio 9
1:30pm - 2:00pm
Mediation in linguistically and culturally diverse contexts: updating the CEFR
descriptors
Brian North1,2, Enrica Piccardo3,4
1
Eurocentres Foundation, Zurich, Switzerland; 2Eaquals (Evaluation and
Accreditation for Quality Language Services); 3OISE-University of Toronto,
Canada; 4Universit Grenoble-Alpes, France; bjnorth@eurocentres.com
The notion of mediation, crucial for casting light on phenomena implying
contact between the social and the individual and bridging between
different elements and spaces has been studied in psychology, pedagogy
and the social sciences. In the socio-constructivist/socio-cultural view of
learning, mediation is central to all aspects of knowledge (co)construction.
Beyond education, the term is used to describe arbitration and counselling
activities. Mediation was introduced in the Common European Framework of
Reference for Languages (CEFR, 2001) as the fourth mode of communication
to complement reception, interaction and production.
As language acquisition is increasingly seen in todays mobile world as [s]
ocialization into communities of practice through the mediation of material
signs (Kramsch, 2002: 6), the Council of Europes Education Department
launched a three-year research project (201416) to produce a set of
illustrative descriptors for different types of mediation, as part of the process
of updating and complementing the existing CEFR. Following a conceptual
framework that differentiates between relational and cognitive mediation,
and using the discussion of mediation in the literature as a starting point,
draft descriptor scales were developed. A Type 1 developmental research
project (Richey & Klein, 2005) was conducted in three phases with some
1300 participants. In the first phase, categories and formulations were
validated through qualitative analysis and the resulting 22 descriptor scales
were calibrated to the CEFR levels with the Rasch Model in phases two and
three through two complementary standard-setting methods.
After outlining interpretations of mediation and reporting on the methodology
followed, the presentation will discuss the relevance of the descriptor scales
to different educational contexts and their potential to inform pedagogical
reflection and curriculum renewal.
Kramsch, C. (2002). Language Acquisition and Language Socialization.
Ecological perspectives. London: Continuum.
Richey, R. & Klein, J. (2005). Developmental Research Methods. Journal of
Computing in Higher Education 16(2), 23-38.
2:00pm - 2:30pm
Spreading linguistic diversity in Europe: Regional minority languages in
Germanys foreign language classrooms
Manuela Pohl
University of Potsdam, Germany; mpohl@uni-potsdam.de
Minority rights especially in the area of culture and language are well
protected in Europe. The European Charter for Regional or Minority
Languages supports the promotion of all affected languages, but the linguistic
reality is still far from being overtly diverse especially in the public sector.
That is why, Europes national states have the legal obligation to promote all
recognised regional or minority languages especially in schools. Despite
common agreements concerning the inclusion of minority topics into each
subjects curriculum, the question of how to do that is not answered by the
authorities in a satisfying way.
That is why, this paper is presenting an example of how this could be
achieved. An ideal starting point for such an endeavour seems to be the
foreign language classroom. One very promising approach in this regard
seems to be using intercomprehension in the foreign language classroom.
Therefore, this paper is presenting an example of how to integrate the
regional minority language Sorbian into a German Russian as a Foreign
Language classroom. As Sorbian and Russian belong to the same Indo-
European language family, there are many linguistic similarities to be
discovered not only on the phonetic and lexical level. By uncovering
these similarities, learners are enabled to understand the meaning of texts
in a language they have (sometimes) never heard of before. This not only
extends their language awareness, but at the same time develops their
intercultural competence.
Thus, this presentation first introduces the situation of the minority in
question, briefly explains the benefits of the intercomprehension approach
and further suggests hands-on materials developed for learners of Russian
as a Foreign Language.
2:30pm - 3:00pm
The Multilingual Mind as Potential for Pedagogic Innovation(s) in
Language Education
Rohini Nag
Jawaharlal Nehru University, India; rohini.ng@gmail.com
Apropos the title, Multilingual Education (MLE) is the site for this study that can
be directed into two questions: 1) the question of having ones own Theory of
Mind (ToM) across cultures that lead to the roots of knowledge transmission
through linguistic communication (Tomasello, 1999) erstwhile manifested in
bridging the classroom and (indigenous) community knowledge systems in
MLE pedagogy.
In this paper, methodological challenges in early childhood education
(MLE pedagogy) are thus addressed to map the developmental stages in
language acquisition as if naturally evolving from mother-tongue based
education to simultaneous, traverse and diagonal use of diverse linguistic
repertoires. Essentially in MLE cultural artifacts and community experiences
are juxtaposed with academically appropriated content in teaching-learning
materials where language gets mediated through the childs praxis and the
concept of the childs delimited mind gains precedence. The multilingual
mind thus refers to a cumulative ToM that is culturally, cognitively and
linguistically inferred from the everyday existence of children speaking not
one but many languages explicitly translanguaging (Garcia, 2009) however,
2) translanguaging in MLE as a pedagogic practice remains underexplored.
This paper undertakes a theoretical study of pedagogic possibilities in a
functional and systemic language use framework to explore translanguaging
in practice to be potentially deliberated in the MLE paradigm with evidences
from Indian multilingual classrooms. The design of this paper is to find if
translanguaging as a dynamic tool increases the following: syntactic and
semantic coherency between languages, fosters critical thinking, facilitates
linguistic creativity, conviviality and empathy among peers. The presentation
unfolds interrelationships between language and mind in praxis in order to
explore pedagogic innovations in multilingual settings.
References
Tomasello, M. (1999). The cultural origins of human cognition. Cambridge,
M.A Harvard
University PressGarcia, O. (2009) Education, multilingualism and
translanguaging in the 21st century. Multilingual education for social justice.
New Delhi: Orient Blackswan
3:00pm - 3:30pm
The opportunities of learning English in English Medium Instruction (EMI)
science classes in China
Jiangshan An
University of Oxford, United Kingdom; jiangshan.an@education.ox.ac.uk
Teaching academic subjects through English in countries where English is
not an official language has become a rapidly rising global phenomenon.
In China, driven by the increasing demand from Chinese students to study
abroad at the university level and a growing population of foreign teachers, a
special EMI program has emerged. It entails foreign native English speaking
teachers teaching a homogenous student body of Chinese students a
foreign high school curriculum (e.g. A-level). This context presents a unique
67
EMI model, which has not been discussed so far in the literature, because of
the native English speaking teacher population, whose English proficiency
is up to standard but can not use students L1 in their teaching. This may lead
to a different classroom discourse, compared to the heavily researched EMI
classroom discourse with bilingual non-native English speaking teachers.
Underpinned by the Interaction Hypothesis (Long, 1996), this study explores
the foreign teachers and Chinese students beliefs about teaching and
learning English in EMI science classes through teacher-student verbal
interaction. Their beliefs were then compared with their actual interaction
in class. 9 schools in China were visited, involving 18 foreign science
teachers, and 400 students. 41 lessons were video recorded. Analysis of
the questionnaires, pre- and post-lesson interviews and lesson recordings
suggest that most teachers recognized the role of comprehensive input,
feedback and students output in English learning, while the majority of
students did not. Effort of providing comprehensive input (e.g. repetition,
using synonyms) was clear whereas providing feedback and eliciting
students output were scarce. The impact of the absence of the students
L1 as a potentially beneficial teaching tool is also discussed. The different
beliefs teachers and students hold is considered to be an important factor
impeding teachers successful use of interaction to facilitate the learning of
English and the language of science.
3:30pm - 4:00pm
The teaching of local languages in secondary education classes in
multilingual Cameroon
Prosper Djiafeua
Ministry of Secondary Education, Cameroon; djiafeua1@yahoo.fr
Cameroon, a multilingual and multicultural country in Central Africa with
more than 239 national languages, is a linguistically atypical country
that went through two different colonial ideologies, assimilationist French
approach, and the British laissez-faire approach. This resulted in the
adoption by Cameroon of a policy of French/English official bilingualism
against a pluralistic linguistic society. Consequently, during the early years
of independence in the 60s, Cameroon national languages were prohibited
in the formal education system. But, as from the 2000s, due to changing
attitudes and discourses, both at the national and international levels, in
the line of revitalization of the worlds minority and endangered languages,
the Cameroons ministry of secondary education decided to teach local
languages in schools. But the goal of the program was not to teach specific
local languages in the first classes of secondary education (Forms I and
II) but to focus on Cameroons linguistic diversity, the General Alphabet of
Cameroonian Languages, and some structural and grammatical features of
Cameroonian languages based on the national languages of the students
in any given class. The pedagogic theory underlying this program is the
Competence Based Approach. Having multiple languages as teaching
targets in a language class brings a lot of constraints on the teachers since
they are not dealing with or having an ordinary language class with one
language to teach (mother tongue or second/foreign language) or two
languages (bilingual education). The present paper will discuss the genesis
of the program, its curricular elements (programs of study, schemes of work,
teacher-learner interactions, teacher training ) and the challenges faced in
its implementation.
4:00pm - 4:30pm
Trilingual education in Hong Kong primary schools: medium of instruction
issues in multilingual settings
Lixun Wang
The Hong Kong Institute of Education, Hong Kong S.A.R. (China); lixun@
eduhk.hk
As a multilingual society, three major languages co-exist in Hong Kong:
Cantonese, English and Putonghua. After the political transition in 1997,
the Hong Kong government adopted the biliterate and trilingual policy,
with the aim of enabling Hong Kong citizens to become biliterate in written
68
Chinese and English, and trilingual in Cantonese, Putonghua and spoken
English. Although the policy is now guiding the curriculum design in Hong
Kong language education, there are no clear government guidelines on the
medium of instruction (MoI) to be used in primary schools. As a result, Hong
Kong primary schools do not have an agreed approach for implementing
trilingual education. In order to gain a clear picture of how trilingual education
is implemented in different Hong Kong primary schools, a large scale
survey was carried out among primary school principals on how trilingual
education was implemented in the schools. Based on the survey results, it
is found that individual primary schools have adopted their own MoI policies
in teaching different subjects. However, these policies are decided by the
school policymakers, mainly by the principal and the senior management
team in the schools. The students, being one of the stakeholders in school,
usually do not play a role in the decision-making process. In order to find
out whether these MoI policies facilitate students trilingual learning, another
questionnaire survey on students perceptions of trilingual education was
administered in three of the previously surveyed 155 schools, and follow up
focus group interviews were carried out. The findings suggest that students
views towards the use of different MoIs vary, and their ethnic backgrounds
affect their perceptions. It is hoped that this study will help us to gain a better
understanding of trilingual education in Hong Kong, and how MoI policies
should be made in the best interests of the students.
C817-826
Time: Monday, 24/Jul/2017: 1:30pm - 4:30pmLocation: Catete
1:30pm - 2:00pm
Formal and informal learning: The many challenges of teaching english in a
diverse classroom
Anette Svensson
Jnkping University, Sweden; anette.svensson@ju.se
Despite a Language Act (2009) that protects the Swedish language (SOU
2009:600), influences from English are increasing on a regular basis much
due to the Internet, movies, and TV. Young people grow up as digital
natives (Prensky 2001) and learn English in an informal context at a very
young age (Cabau 2009). However, not all young people watch movies in
the English language and partake in participatory cultures, for example, read
and write blogs, take an active part in discussion forums online, or write
English fan fiction. As a result of the discrepancy between those students
who use English to a great extent through, for example, frequently playing
computer games and those students who do not use the English language
at all outside a school context, a Swedish classroom contains students of
highly diverse knowledge concerning the English language, in this paper
referred to as diversity and the diverse classroom. English teachers are thus
required to juggle an exceedingly diverse class.
The study presented in this paper aims to explore in what ways teachers at
upper secondary level (grade 10-12) work in a heterogeneous classroom with
particular focus on the students diverse knowledge of the English language.
Presumably, this phenomenon does not differ that much from the situation
in other countries where English is taught as a second language and is a
highly influential language. Hence, this study has implications for teacher
educators and teachers of English as a second language on a global scale.
References
Cabau, Batrice (2009). The Irresistible Rise and Hegemony of a Linguistic
Fortress: English Teaching in Sweden. International Multilingual Research
Journal, 3:2, 134-152.
Prensky, Marc (2001). Digital Narratives, Digital Immigrants. On the Horizon,
9(5), 1-6. (http://www.marcprensky.com).
SOU 2009:600. Language Act. Accessed at www.regeringen.se
 2:00pm - 2:30pm
From Teaching Practices of Foreign Language Teachers to Teacher
Development: An Ethnographic Case Study
Juanjuan Zhao1, Gulbahar Beckett2
University of Cincinnati, United States of America; 2Iowa State University,
1 atividades do estgio; uma escrita que contribui para o fortalecimento
United States of America; juanerzhao@gmail.com
This proposal is a part of a dissertation study that intended to explore and
understand the teaching experiences and classroom practices of foreign
language teachers in secondary American schools from a sociocultural
perspective.The ultimate goal of the study was to inform teacher education
and professional development programs of appropriate curriculum and
program design and offer support for second/foreign language teachers
with foreign educational backgrounds. Chinese native speakers who teach
Chinese as a foreign language (CFL) in secondary American schools were
selected as a case.
Although Mandarin Chinese has become the fastest growing modern
language worldwide, there has been a severe lack of research concerning
Chinese language teachers experiences and teaching practices.Using an
ethnographic case study design, this study collected data from multiple
sources including: semi-structured interviews, classroom observations,
and artifacts. A total of 23 junior and senior high school teachers were
interviewed and five of them were observed in their classroom teaching
over a one-year period. A sociocultural framework based on a synthesis
of Bourdieus concepts, Confucian educational ideology, neo-patriotism,
cultural identity, and Cultural Historical Activity Theory (CHAT) guided the
interpretation of the findings.
Findings of the study challenged the deficit perspective prevalent in the
literature that saw only challenges and difficulties encountered by foreign
language teachers in cross-cultural settings. The teacher participants
showed to be active agents and social transformers who reflectively
engaged in diagnosing the sources of their challenges and initiated actions
to remedy their disadvantages in a new field. They reconciled contradictions
and transformed their teaching practice into a flexible implementation of
blended philosophies and practices by enriching their cultural and social
capital. This has significant implications for school administrators and
teacher educators who should position these teachers in ways that would
empower their experiences and knowledge so as to benefit multilingual and
multicultural education.
2:30pm - 3:00pm
FORMAS LINGUSTICAS QUE INSCREVEM O OUTRO NA ESCRITA DE RELATRIOS DE ESTGIO
DE LNGUA INGLESA
Lvia Chaves Melo
Universidade Federal do Tocantins, Brazil; liviachavesmelo@hotmail.com
Considerando os estudos dialgicos da linguagem, no presente trabalho
investigamos as formas lingusticas que inscrevem o outro e o si-mesmo na
enunciao e os seus acontecimentos discursivos na escrita de Relatrios
de Estgio Supervisionado de Lngua Inglesa (RES), principalmente quando
as prticas acadmicas de citao de literaturas cientficas e no cientficas
so divulgadas nesses documentos. Tambm analisamos outras vozes que
perpassam os complexos oracionais nessa escrita e suas implicaes para
o letramento acadmico do professor em formao inicial. Nosso interesse
em investigar as referidas formas lingusticas que inscrevem o Outro e o
si-mesmo nos RES se justifica pelo desejo de caracterizar a escrita desses
documentos. Os RES investigados foram produzidos por professores
em formao inicial de uma licenciatura em Letras, pertencente a uma
universidade pblica brasileira. Esses documentos so produes escritas
de carter mais narrativo, elaborados ao final das disciplinas de estgio.
Essas produes so consideradas o principal instrumento avaliador da
disciplina e nos permite identificar os diversos eus-outros que povoam as
reflexes dos enunciadores, empregadas para endossar as afirmaes e
concluses tecidas. Assumimos a abordagem da pesquisa qualitativa para
caracterizar o tratamento dado aos documentos pesquisados. Os resultados
da investigao nos mostram que as formas lingusticas que inscrevem
o Outro e o si-mesmo na enunciao geralmente so mobilizados nos
RES como estratgias argumentativas para assegurar a confiabilidade de
informaes; buscar reconhecimento acadmico; esclarecer conceitos
tericos; formas de oferecer e sugerir mtodos de ensino; influenciar
aes pedaggicas; introduzir pontos de vista; marcar voz alheia e prpria;
entre outras funes. Nessa escrita, os enunciadores possuem a liberdade
de expressar desabafos, sentimentos, questionamentos, compartilhar
descobertas e decises, e at mesmo realizar denncias relacionadas as
da profissionalizao inicial do professor e o encorajamento da prtica
reflexiva a respeito das aes docentes.
3:00pm - 3:30pm
Italiano como lngua adicional, uma lngua de cultura na escola
Daniela Norci Schroeder
Universidade Federal do Rio Grande do Sul, Brazil; daniela.norci@ufrgs.br
Lngua cultura. Cultura entendida como o conjunto de conhecimentos,
crenas, costumes, manifestaes artsticas e hbitos estabelecidos pelo
homem na vida em sociedade, e que pode ser manifestada atravs da
lngua. O conceito de lngua intil apresentado por Balboni (1994) assim
como o questionamento a respeito da utilidade dos saberes ditos inteis
proposto por Ordine (2016) trazem tona a importncia da introduo
da lngua italiana, historicamente negligenciada nos currculos escolares,
como lngua adicional no ensino fundamental e mdio. Documentos
oficiais que balizam o ensino de lnguas contemplam a necessidade
de trazermos a cultura do outro para a sala de aula visando no s o
conhecimento do diferente como tambm um melhor entendimento sobre
a nossa prpria cultura. Neste sentido podemos remeter aos conceitos
de alteridade (Parmetros Curriculares Nacionais Lngua estrangeira,
1998); conhecimento de mundo, conhecimento sociocultural e conscincia
intercultural (Quadro Europeu Comum de Referncia para as Lnguas -
Conselho da Europa, 2001) e ao prprio conceito de lngua adicional em
contraste com a designao lngua estrangeira (Referencial Curricular
Lies do Rio Grande: Linguagens, cdigos e suas tecnologias, 2009). Esta
comunicao analisa os projetos de estgio obrigatrio de docncia em
lngua italiana do curso de Licenciatura em Letras da UFRGS (Universidade
Federal do Rio Grande do Sul) que vem sendo realizados sistematicamente
desde 2014 nas turmas de Ensino Fundamental do Colgio de Aplicao
da UFRGS, como atividades extracurriculares. Os resultados apresentados
at o momento corroboram a importncia de um ensino de lnguas que,
ao cotejar diferentes lnguas adicionais, permite uma formao multi e
intercultural aos nossos alunos.
3:30pm - 4:00pm
Letramentos em um curso de Letras Ingls a distncia: repensando a relao
sujeito-linguagem-espao virtual
William Tagata, Cristiane Brito, Simone Hashiguti
Universidade Federal de Uberlndia, Brazil; wtagata@gmail.com
Esta comunicao, fruto de uma pesquisa em andamento, tem por objetivo
tecer reflexes crticas sobre uma experincia de ensino e aprendizagem
em um curso de licenciatura em lngua inglesa do PARFOR (Plano Nacional
de Formao de Professores da Educao Bsica) na Universidade
Federal de Uberlndia, realizado na modalidade a distncia. A partir de
nossas perspectivas enquanto professores formadores/conteudistas
responsveis por algumas disciplinas e enquanto coordenadora geral do
curso, respectivamente, nossa hiptese de que, para alguns alunos, as
dificuldades em desenvolver o conhecimento da lngua inglesa, podem ser
compreendidas como vinculadas a processos imbricados de letramentos
mltiplos: os letramentos digitais e os letramentos acadmicos. Em nosso
estudo, compreendemos que a combinao sujeito, lngua estrangeira,
mquina e espao virtual, no contexto da educao superior, engendra
relaes, situaes e prticas discursivas e sociais complexas que podem
ser explicadas por esse cruzamento de letramentos acontecendo em
espaos virtuais e numa discursividade eletrnica.O corpus de anlise
se constitui de excertos de discusso em fruns na plataforma MOODLE,
trechos de gravaes de videoconferncias, avaliaes de tutores e alunos.
Resultados parciais sugerem que o desenvolvimento na lngua inglesa
parece estar atrelado dificuldade dos alunos de ocuparem, por meio das
diversas prticas de letramento instauradas no curso, o lugar de professor
pr-servio - lugar esse que os interpela a assumirem a posio no de um
69
mero usurio da lngua e das tecnologias, mas de um sujeito capaz de se
apropriar dos saberes universitrios e problematiz-los, engajando-se em
prticas scio-histrico-discursivas que promovam deslocamentos e (trans)
formao em sua constituio como (futuro) professor de lnguas.
4:00pm - 4:30pm
Livro didtico de ingls do PNLD e formao de professores: problematizaes
e construo de sentidos
Srgio Ifa
Universidade Federal de Alagoas, Brazil; sergio.letras@gmail.com
Esta comunicao objetiva discutir e problematizar os resultados das
experincias em que eu, professor-formador, e os/as alunos/as de Estgio
supervisionado de lngua inglesa investigamos o uso de um livro didtico,
recm-aprovado no edital do Programa Nacional do Livro Didtico (PNLD),
de 2017, do Ministrio da Educao (MEC), em sala de aula de dois contextos
distintos: escolas da rede pblica de Macei e em projeto de extenso
denominado Casas de Cultura no Campus (CCC/FALE/UFAL). Como os/
as alunos/as atribuem significados em relao ao contedo disponibilizado,
aos objetivos de formao crtica cidad estabelecidos pelo programa e s
atividades propostas pelo livro didtico? Dados sero coletados durante
a anlise, a elaborao de planos de aulas, a ministrao das aulas e nas
sesses de socializao de experincias. O arcabouo terico que embasa
este estudo investigativo est voltado discusso e problematizao
do livro didtico no contexto de ensino-aprendizagem de lngua inglesa
(CANAGARAJAH, 1999; 2005; PENNYCOOK, 2001; MOITA LOPES, 2005),
s orientaes de letramento crtico (MONTE MR, 2013; JANKS, 2010,
2014; MCLAUGHLIN; DEVOOGD, 2004), s discusses sobre justia social
(DOBSON, 2006, RIZVI, 2004), s discusses sobre poltica de educao
(RIZVI; LINGARD, 2010) e proposta de ecologia de saberes (SANTOS, 2006).
A apresentao enfocar a interpretao dos dados por meio do dilogo
constante entre os conceitos tericos acima apresentados, os significados
construdos e as experincias vividas e vicrias de todos/as participantes.
C783-784
Time: Monday, 24/Jul/2017: 1:30pm - 4:30pmLocation: Alcazar
1:30pm - 2:00pm
CONVERSACOES INDISCIPLINARES AO ENSINO DE LINGUAS E A FORMACAO DE
PROFESSORES NA LINGUISTICA APLICADA BRASILEIRA(2005-2015)
Dsire Motta-Roth, Helena Vitalina Selbach, Jane Aparecida Florncio
Universidade Federal de Santa Maria, Brazil; helenaselbach@gmail.com
Desde os anos 80, estabelece-se um movimento afirmativo da Lingustica
Aplicada (LA) como rea de estudos implicada com problemas sociais
nos quais a linguagem possui funo constitutiva (KLEIMAN, 2013; MOITA
LOPES, 2006). Temas como Ensino de Lnguas, Formao de Professores,
Teorias de Gneros e Discursos, Tecnologias e Letramentos, por exemplo,
bem como a diversidade de aportes tericos mobilizados e a busca por
vencer limites disciplinares evidenciam seu carter INdisciplinar. Essa
heterogeneidade terico-metodolgica da articulao de diferentes
teorias para problematizar, examinar e explicar a centralidade da
linguagem na experincia humana em sociedade parece representar vigor
epistemolgico. Buscamos desenhar uma cartografia social (GOROSTIAGA,
2010), parcial, transitria e localizada, fazendo uma anlise crtica de
artigos publicados em peridicos brasileiros de LA, entre 2005 e 2015,
disponveis gratuitamente online, avaliados como Qualis A/CAPES. Em
nossa cartografia, tentamos captar Conversaes (GEE, 1999) circulantes
em artigos publicados na rea para identificar temticas e autores adotados
em relatos de pesquisa de linguistas aplicados brasileiros voltados ao
Ensino de Lnguas e Formao de Professores de Lnguas. Os dados
apontam diversos rumos nas Conversaes quanto a nfases dadas em
diferentes aspectos. O ensino de lnguas inclui temticas como gramtica,
leitura e produo textual, bem como oralidade, dislexia/dficit de ateno,
surdez, tecnologias, letramentos, polticas educacionais, geopoltica,
subjetividade e alteridade. J a formao de professores aborda temticas
como formao terico-crtica do docente, devir de professor, currculo da
licenciatura, tica, responsividade e crenas. Metodologias utilizadas nas
pesquisas abrangem perspectivas diversas como a positivista, qualitativa,
heurstico-fenomenolgico-hermenutica, (micro)etnogrfica, cartogrfica,
estudo de caso e autoconfrontao, por exemplo. A representao da LA
por seus membros apresenta-se como mais fragmentada do que monoltica,
caracterstica talvez desejvel a uma rea que se quer crtica, questionadora
e que adota uma perspectiva de cincia como uma narrativa temporria em
vez de uma verdade absoluta, imutvel, perene.
2:00pm - 2:30pm
Ensino de Lnguas e Tecnologia: uma proposta de interao no Ambiente Virtual
de Aprendizagem Wiggio
Limerce Lopes
Instituto Federal de Educao, Cincia e Tecnologia de Gois, Brazil;
limercelopes@yahoo.com.br
Essa comunicao visa apresentar um projeto que foi desenvolvido
no Instituto Federal de Educao, Cincia e Tecnologia de Gois (IFG),
Cmpus Goinia, inicialmente com o Curso Tcnico Integrado de Controle
Ambiental e Curso Superior de Licenciatura em Histria, na disciplina de
Lngua espanhola. Nosso objetivo foi o de utilizar o Ambiente Virtual de
Aprendizagem (AVA) Wiggio, durante o ano letivo de 2014/2015, como
um espao de aprendizagem interacional e assncrona. Esse AVA (Wiggio)
disponibiliza diversas ferramentas que contribuem para a realizao de
atividades online, tais como: conferncia, gravao de vdeos, fruns,
calendrio compartilhado, mensagens de texto, compartilhamento de
arquivos, chat etc, alm de fomentar a interao entre professor/aluno e
aluno/aluno. Para as discusses tericas, retomamos, dentre outros, os
autores Masetto (2009), Rojo (2012), Garcia (2011), Prez e Castillo (1999) que
discutem sobre a importncia das Novas Tecnologias nas prticas de sala
de aula, bem como a formao do docente para o trabalho com as mesmas.
Deste modo, ao trmino de cada sequncia de atividades realizadas no
AVA, eram aplicados questionrios semiestruturados, a fim de elencar no
discurso dos alunos, as contribuies desta plataforma no processo de
ensino aprendizagem de lngua espanhola. Ao analisar estes discursos,
conclumos que o ensino da lngua espanhola, atrelado tecnologia,
contribuiu em diversos aspectos, dentre eles: para o letramento digital, para
uma maior motivao em aprender sobre cultura e lngua espanhola, para
uma aprendizagem mais efetiva no tocante ao cumprimento dos objetivos
previstos na ementa do curso e, por conseguinte, para a integrao das
novas tecnologias no dia a dia de sala de aula.
2:30pm - 3:00pm
Teaching French in Israel: How to overcome challenges related to the French
past tense system?
Silvia Adler, Isabelle Dotan
Bar-Ilan University, Israel; silvia.adler@biu.ac.il
For Hebrew-speaking learners of French, the comprehension and effective
correct usage of tenses are especially challenging since the Semitic source
language and the Roman target language have radically different verbal
systems. One of the most demanding topics for Hebrew-speaking learners
of French is most likely related to French past tenses, in particular the
distinction between the perfective and the imperfective aspects, since the
imperfective aspect does not exist per se in official Modern Hebrew. This
state of affairs is a threatening obstacle for learners of French as a foreign
language.
Our paper deals with the challenges related to the acquisition of the French
70
indicative mood tenses by Hebrew-speaking learners in an academic
environment, and focuses mainly on methods of teaching the past tense
microsystem. We shall present the basic differences between the two verbal
systems and the discrepancies related to the expression of perfective and
imperfective aspects of the verb. Secondly, we shall analyze the way Israeli
handbooks for French learning overcome if at all the different issues raised
above. Thirdly, we shall propose tools and paths (a) for helping students fill
the gap between Hebrew and French tense divergences ; (b) for improving
students awareness of the active use of diverse tenses and aspects ; (c)
for helping students become accustomed to a system where aspectual
nuances are expressed grammatically instead of lexically (for instance, by
means of adverbs). Thus, we wish to build a bridge between theoretical
linguistic research and the didactical existing solutions for Hebrew-speaking
learners of French as a second foreign language. Furthermore, we hope that
the innovative and practical solutions we suggest may be of use to teachers
of French in other countries as well.
3:00pm - 3:30pm
The role of mentoring in an EFL teacher development programme
Marilisa Shimazumi
Faculdade Cultura Inglesa So Paulo, Brazil; marilisa.shimazumi@gmail.com
This study aims at reporting a teacher development research project whose
main objective was to describe and interpret the phenomenon of mentoring
among EFL teachers, and propose a working model for teacher mentoring.
This study involved 20 teacher-mentors and over 200 experienced EFL
teachers from a private English language institute over a period of a year.
The mentoring scheme consisted of modules of collaboratively work
organised by cycles of lesson planning, lesson execution and post-lesson
critical reflection sessions. This study aimed at investigating the nature of:
(1) the challenges faced by mentors while working with teachers in their
local contexts; (2) the mentors interventions in the classroom practices of
those teachers; (3) the mentors actions and reflections upon their mentoring
practices throughout the programme.
This study draws, amongst others, primarily on the works of Freeman (1989,
1998), Kolb (1984), Schn (1987) and Luft (1969) in the areas of teacher
development and reflective teaching practices. As for the works in mentoring
and adult education, it relies on Chu (2014), Hall and Simeral (2008), Zachary
and Fischler (2009), Herman and Mandell (2004) and Clutterbuck and Lane
(2004).
Although a lot has been researched in the areas of mentoring and
coaching in the business professional arena, this present study has sought
to make a contribution to the development and better understanding
of this professional development practice in the EFL area by describing
and presenting a working model for a mentoring programme in a teacher
development context.
3:30pm - 4:00pm
Pre-service English teachers in southern Brazil: identity expectations,
investment and language teaching
Elisabete Longaray1, Marlia Lima2
Universidade Federal do Rio Grande (FURG), Brazil; 2Universidade do Vale
1
do Rio dos Sinos (UNISINOS), Brazil; elongaray@gmail.com
This paper reports part of a study conducted in the context of preparing
teachers of English as an additional language in southern Brazil. The study
reveals the participants prospects for the future and explores factors
affecting the processes of construction of their professional identities.
The prospective teachers wrote about their previous experiences with the
English language in school and in life in order to try and anticipate what kind
of teachers they believe they would become once they embarked upon their
careers. In this way, the narratives produced by these pre-service teachers
shed light on the question of the building up of their professional identities
as well as on their personal investment in learning English as an additional
language. The study was strongly influenced by the work of Bonny Norton
(Norton Peirce, 1995; Kanno and Norton, 2003; Norton and Early, 2011; Early
and Norton, 2012; Darvin and Norton, 2015) and by the research carried
71
out by Chang-Kredl and Kingsley (2014). The findings of the Brazilian study
described here suggest the participants rely on their prior experiences
when asked to envision themselves as in-service teachers of the English
language. The study also reveals emotional dimensions associated with the
process of becoming a teacher. More than being recognized and valued
as professionals, the student-teachers manifest their desire to become
teachers who care, professionals open to whatever is new, eternal
students, flexible and humane.
4:00pm - 4:30pm
Developing language learners intercultural communicative competence:
Addressing the challenges of an innovative construct
Martin East1, Jocelyn Howard2, Constanza Tolosa1
1
University of Auckland, New Zealand; 2University of Canterbury, New
Zealand; c.tolosa@auckland.ac.nz
Intercultural Communicative Language Teaching (ICLT) involves the
fusing of language, culture and learning, as fundamentally interrelated
components, into a single educative endeavour (Liddicoat et al., 2003,
p. 43). ICLT is aimed at developing learners understandings of their own
language(s) and culture(s) and enhancing their skills in relating effectively
across cultures.
The interconnected nature of language and culture is acknowledged in
international literature as a key component of contemporary languages
programmes (see, e.g., Borghetti, 2013). However, culture in the language
learning classroom has often been viewed as an interesting addendum that
focuses on facts about target countries and their peoples. An integrated and
reflective approach to culture is innovative and unfamiliar to many teachers
of languages, and its implementation presents significant challenges.
In the New Zealand context that is the focus of this presentation, the
development of students intercultural capability is not only an expectation
of languages programmes but is also considered to be an increasingly
important component of 21st century education (Ministry of Education,
2014). This paper explores how teachers in four New Zealand schools were
supported to develop students intercultural capacity through language
learning. Drawing on data from classroom observations, teacher interviews
and student focus groups, the paper documents how learning opportunities
were created for students to reflect on cultural similarities and differences,
and the extent to which these were successful in enhancing learners
intercultural capability. Recommendations to enhance the effectiveness of
ICLT are made.
Borghetti, C. (2013). Integrating intercultural and communicative objectives
in the foreign language class: A proposal for the integration of two models.
The Language Learning Journal, 41(3), 254-267.
Liddicoat, A. J., Papademetre, L., Scarino, A., & Kohler, M. (2003). Report
on intercultural language learning. Canberra, Australia: Department of
Education, Science and Training.
Ministry of Education. (2014). International capabilities. Wellington, NZ:
Ministry of Education.
SIMPC13
Time: Monday, 24/Jul/2017: 2:30pm - 7:00pmLocation: Louvre III
Innovations and challenges in digital language practices and critical
language/media awareness for the digital age
Organizer(s): Jannis Androutsopoulos (Universitt Hamburg)
In the on-going mediatization of communication (Lundby 2014), digital
language practices gain prime importance in all fields of private and
professional communication (Jones/Chik/Hafner 2015). Research on digital
language offers evidence for rapidly changing language practices with
increasing autonomy of visual semiotic resources in strategies of digital
writing. However, insights into digital language awareness are still scarce.
For example, little is known about how digital writers orient to innovative
semiotic features, select between digital communication modes and
written-language registers, or reflect on the way algorithms constrain our
communicative options.
The aim of this symposium is to discuss the relationship between digital
language practices and critical language/media awareness in terms
of theory, methods, findings and pedagogical implications. It brings
together researchers from various world regions with a background in
socio and educational linguistics and multimodal discourse analysis. The
papers present research findings on various types and sites of digital
communication, including practices of self-presentation, multimodal genres,
and digital interaction between organisations and audiences. Our joint point
of departure includes the assumption that media choice is an integral part
of all semiotic action and digital language practices are closely linked to
specific media affordances as much as media ideologies (Gershon 2010).
We therefore aim to integrate research on digital language practices with
critical language awareness (Fairclough 1992, Alim 2010, Cope/Kalantzis
2009) and critical media awareness (Kellner/Share 2005).
Questions for discussion include the following: (1) How can we, as researchers
and educators, bring research on language practices and language/media
awareness together? (2) How do we position ourselves towards the tension
between institutional and vernacular communicative norms? Is it possible
to teach digital language competence in ways that take up authentic digital
language practices instead of marginalizing these practices? (3) How can
we transform research findings into awareness-promoting resources for
language and literacies pedagogy?
Details of the Symposium Papers
Critical media awareness in a digital age: how beliefs and perceptions shape
digital language practices
Caroline Tagg, Philipp Seargeant
Open University, UK
This panel addresses the timely question as to how research into digital
language practices can contribute to building a critical language/media
awareness for the digital age. In our paper, we examine how people make
sense of online interactions and how this awareness shapes the type and
nature of their online interactions. We conceptualise critical awareness as a
fluid, constantly developing process which exists in a mutually constitutive
relationship with peoples interactional experiences; that is, peoples ideas
about digital language practices develop dynamically over time in response
to their interactions with an online site and other factors, while the nature
of the online communicative space is itself interactively co-constructed
as people explore, negotiate and contest ideas regarding the developing
norms of the site.
Our paper draws on a survey of 140 Facebook users and a number of
follow-up interviews. The study aimed to illuminate Facebook users ideas
about the social network site, to explore the extent to which users felt that
they could act on these ideas, and to trace how their awareness of the site
developed over time. The survey included open-ended questions which
asked, for example, whether users had ever offended or been offended on
Facebook, what they had done in response, and how their experiences had
changed their behaviour. The elicited data, which was analysed thematically,
revealed often complex understandings of Facebook as a communicative
space which shaped behaviour in often unexpected ways, and the important
role that this understanding plays in peoples approach to and organisation
of their online communication. In relation to the question raised by the panel,
we argue that the role of peoples evolving language/media awareness in
shaping online experiences needs to be taken into account by researchers
wishing to effectively build a critical awareness for the digital age.
Why are you texting me? Emergent communicative practices in spontaneous
digital interactions
Maria Grazia Sindoni
University of Messina
Digital environments have shaped unprecedented configurations of
spontaneous interactions (Herring 2013), thus giving rise to emergent
72
patterns of language variation. The borders between spoken and written
language have been further blurred by the presence of other semiotic
resources (Sindoni 2013), and to the point that traditional ideas about spoken/
written variation with related implications in language teaching/learning
have been challenged, ultimately calling for new models of interpretation.
Research suggests that young people are not fully aware of the spoken-
written language usage and that they tend to reproduce digital dynamics in
contexts (school, university, etc.) that conversely require fine-tuning of the
spoken-written cline, along with other semiotic resources (Sindoni 2011).
Building on the notions of mode-switching (which paraphrases code-
switching, Heller 1989, and draws on Hallidays register component of
mode, 1978) that describes the alternation of speech and writing during the
same communicative event, and resource-switching, which accounts for
the orchestration of other semiotic resources (e.g. language, visuals, music,
etc.), this paper will discuss the impact of these interactional changes on
education, with an emphasis on cross-cultural contexts, where English is
used as a lingua franca.
Drawing on a corpus of multimodal data (c. 800 hours of video-recordings
of one-to-many Camfrog interactions and 48 one-to-one Skype videocalls),
this presentation will illustrate examples of mode-switching and resource-
switching by expanding on conversation analysis theories. Findings show
that speakers successfully adapt to these new patterns on a basic level,
but their lack of metapragmatic skills may produce linguistic or cross-
cultural misunderstandings, failed repairs, obsessive self-monitoring, use
of redundant or elliptic messages, etc. (Sindoni 2013, 2014). In conclusion,
aprioristic language normativity will be challenged with suggestions on
how critical awareness of these patterns in video-based and spontaneous
communication can be incorporated in teacher training, syllabus design, and
institutional learning contexts.
Digital punctuation: practices, reflexivity and enregisterment in the case of
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Jannis Androutsopoulos, Florian Busch
Universitt Hamburg
The mediatization of communication comes along with an increasing
presence of writing in daily life (Brandt 2015). Whereas written language was
traditionally associated to monologic and formal contexts, new practices of
interactive and informal writing become apparent in digital media. Thus, this
mediatized sociolinguistic change in writing concerns two aspects: Firstly,
the diffusion of writing in new domains, by new non-professional writers,
with new communicative functions. Secondly, these new social contexts
of writing lead to realizations of new written forms aside of standardized
orthography and punctuation.
Our paper focuses on the emergence of these digital practices in terms of
the differentiation of written-language registers, based on non-standardized
literacy norms. In this regard, written-language registers can be grasped as
ascriptions of particular materialized practices to values of metapragmatic
awareness (Agha 2007). Using the example of the use of the period in
interactive computer-mediated communication, we illustrate the intertwining
relation of linguistic choices in written communication and the metapragmatic
reflexivity about writing norms and their social indexicality.
Drawing on a methodological integration of chat-log analysis and
ethnographic interviews we broach the issue of how the period becomes
incorporated to informal registers and how its function changes through
recontextualizations (Gunraj et al. 2016). While chat-log data offer a view
on periods changing functions by means of interactional microanalysis,
the interview data focus on the backgrounding metapragmatic awareness,
how particular written signs are associated to particular literacy norms,
communicative appropriateness, and social identities.
Rethinking (the) vernacular in digital language and literacies research
Alexandra Georgakopoulou
Kings College London
Digital literacies research has come a long way in consolidating a focus on
digital language & media-afforded practices (e.g. Jones & Hafner 2012),
within the 3rd wave of CMC / CMDA. It has also been vital, along with
sociolinguistic studies, in advancing our understanding of online language
as repertoires of multi-semiotic resources that are often drawn upon, and
reworked creativity, as part of the participatory culture (cf. vernacular
creativities, Burgess 2008.). In my ongoing work on small stories and
social media (www.ego.media.org), however, I have been arguing for
a place of story-making and -sharing practices in digital language &
literacies work, for their importance for both users self-presentation online
and their engagements with everyday socio-political life. In particular,
I have shown the significance of narrative stancetaking in initial posts,
be it on Facebook, YouTube or Twitter, for how mediatized incidents are
circulated (Georgakopoulou 2014). I have also argued that satire and
play in mashup, remixes and spoof videos extends beyond the creative
manipulation of semiotic resources to rescripting, a densely intertextual
re-storying of political life, that creates new associations and alternative
ways of making sense of news (2015). Drawing on insights from this work,
in this presentation, I will engage critically with the key-conceptualization
of digital literacies as vernacular communication practices, often taken to
mean, linguistically non-standard, self-regulated (outside of school-based
environments), yet valued reading and writing practices online (see Barton
& Lee 2013). For sociolinguists to play an important part in critical media
literacy programmes, I will argue that vernacular/ digital literacies need
to become attuned to (small) storying communication processes in their
intersections with social media affordances & constraints, as a point of
entry into awareness. Awareness, I will show, includes: audience-aware
subject-hood, affective & knowing participation (Georgakopoulou 2016),
and media savviness.
Youth digital practices in Asian peripheries: transmodality, relocalization and
metapragmatic awareness in a language classroom
Sender Dovchin1, Shaila Sultana2
University of Aizu, 2Dhaka University
1
This paper seeks to reveal youth digital language practices in the Asian
peripheral countries such as Mongolia and Bangladesh, the contexts that
have been rarely addressed in previous research. Drawing on sets of
Facebook data produced by the university students in both countries, this
paper makes three main arguments.
The paper shows how processes of relocalization - a form of language
repetition that creates difference give new meanings to digital transmodal
practices of these students as they draw on different modalities from
different linguistic and non-linguistic resources. Understanding the ways in
which diverse language resources are meshed with other semiotic modes
also requires an appreciation of the ways in which language practices
are relocalized. This process further produces new spoken and written-
language registers and new linguistic possibilities in their different spaces
of interaction. We argue that these digital users metapragmatically claim
sociolinguistic awareness in terms of their own transmodal practices as
opposed to other colliding language ideologies such as linguistic dystopia.
These multiple claims of awareness, however, differ profoundly depending
on the users own often diverse and critical criteria and ideas. These
perspectives further provide us with a significant insight into the multiple
existences of digital sociolinguistic awareness. These digital transmodal
practices, complemented by multiple metapragmatic awareness, have
educational implications for foreign language pedagogy that should draw
on language learners creative linguistic practices in all its scope. The notion
of transmodal practice may contribute to the overall foreign language
education system in both countries in terms of considering the possibility
that foreign language learning in the classrooms do not necessarily fit
into restricted entities and that all forms of languages have meanings to
be conveyed and negotiated. Language policy-makers should encourage
learners knowledge of both standardized language and vernacular
possibilities to critically negotiate their differences and similarities.
73
The text is reading you: Language teaching in the age of the algorithm
Rodney H. Jones
University of Reading
Most accounts of the way digital technologies have changed practices of
reading and writing have focused on surface aspects of digital texts (e.g.
hypertextuality, multimodality, development of new registers). There are,
however, less visible aspects of digital communication environments that
have had an even more profound effect on reading and writing -- the
algorithms that lie behind digital texts, which make many aspects of digital
writing automatic, and which monitor the actions of readers and alter the
form and content of texts offered up to them in response to these actions.
Algorithms have the potential to affect not just local communication
practices, but also broader social practices, as they work to encourage and
reinforce ideological formations related to language, communication and
consumption.
Under these circumstances, language teachers must prepare students with
new kinds of literacies, including (1) the ability to better control the ways
their everyday actions result in the production of texts (often without their
awareness), (2) the ability to second guess how algorithms might operate on
the texts they write, altering, distributing and recontextualizing them (in often
unanticipated ways), and (3) the ability to form inferences about the meaning
and purpose of texts that are increasingly authored by algorithms designed
by corporations whose main agenda is to channel readers and writers into
patterns of communication that encourage them to divulge more and more
personal information.
Drawing on a two-year long ethnographic project examining the digital
reading and writing practices of university students in Hong Kong and US,
this paper presents a framework for helping students to develop these
new literacies by engaging them in reflecting on the communication and
inference forming practices they already engage in when reading and
writing online, and inviting them to develop interventions that help them to
exercise more agency in their online communication.
From hip-hop pedagogies to digital media pedagogies: thinking about the
cultural politics of communication
Ana Deumert
University of Cape Town
Drawing on data from a long-term digital ethnography (2008 to present), I
focus in this paper on everyday media ideologies in South Africa, and the
ways in which an awareness of these ideologies (and practices) can be
helpful for thinking about language and literacy pedagogies. In developing
these ideas I draw on existing work in the field of Critical Hip-Hop (Language)
Pedagogies, CHH(L)Ps. These in turn draw on Paolo Freires work on critical
practice, i.e. the interplay of reflection and action in pedagogical practice
(e.g. Alim 2007, Akom 2009; also Freire 1970).
The concept of media ideologies was developed recently by Ilana Gershon
(2010) and links closely with Webb Keanes (2004) discussion of semiotic
ideologies. Critical theorists have long treated mass media with suspicion,
and these academic discourses have been integrated, to varying degrees,
into popular discourses about new media as tools for diversion that
alienate us from our authentic desires, thoughts and feelings (Horkheimer
and Adorno 1944; Marcuse 1964; for present-day discourses see Thurlow
2006). In my paper I will move away from these, grand dystopian ideologies,
and consider how young (and older) South Africans as well as the South
Africa media talk about new media as tools not simply of oppression
(often articulated through discourses of addiction), but importantly also
of opportunity and change. Akin to the positioning hip-hop pedagogies
as liberatory, new/digital media pedagogies allow us to bring new
perspectives into the classroom, and to address the old tension between
institutional (school-based) and vernacular communicative norms (see panel
description) in the context of minoritized linguistic forms and resources.

Discussion
ToBeConfirmed ToBeConfirmed
ToBeConfirmed
Discussion, led by invited discussant -- tbc
SIMPC12
Time: Monday, 24/Jul/2017: 2:30pm - 7:00pmLocation: Louvre IV
Innovations and challenges in literacies studies in Latin America and beyond:
implications for Academic Literacies
Organizer(s): Brian Street (Kings College, London, UK), Maria Lucia Castanheira
(Universidade Federal de Minas Gerais, Brazil)
In this symposium, presenters explore theoretical and methodological
concepts from Literacy as Social Practice (LSP) approach to examine
reading and writing in university settings. In this perspective, they
address innovations, implications and challenges of Academic Literacies
approaches in the context of Latin America and beyond with reference for
instance to University expansion; internationalization of universities, the
role of indigenous people in standard education systems; and reading and
writing across different disciplines and levels in both school and university.
As part of their presentation, the researcher will make visible their reflexive
processes underlying their epistemological approaches. By including
multiple theoretical and epistemological approaches the symposium
provide opportunities for researchers to develop broader understanding of
the complex phenomena of academic literacy across cultural and national
contexts. The symposium will be presented in two sessions. First session
will focus on exploring academic literacy and recent practices in Latin
America (Brian Street); the role of indigenous language in the context of
Higher Education in Peru (Virginia Zavala); theoretical and pedagogical
challenges of academic literacies in the Brazilian context (Raquel Salek
Fiad); and academic literacies practices with non-traditional students in a
Brazilian public university (Gilcinei Teodoro Carvalho). The second session
will explore academic literacies in innovated programs in higher education,
focusing on: hidden features of writing by non-traditional students in higher
education settings (Maria Lucia Castanheira); discursive construction of
academic literacy in a global educational course (Judith Green and Yun
(Daisy) Dai); how members of different community of practices construct
their activity systems across disciplines (Visual Arts, Publicity, Robotics, and
English) (Dsire Motta-Roth); and how teacher and students joint action that
helps or hinder student involvement in literacy practices and in disciplinary
knowledge construction (Paula Carlino). In developing Academic Literacies
studies across contexts, continents, languages, and disciplines, presenters
take a reflexive stance that aims, simultaneously, to construct a better
understanding of the phenomena under study as well as to contribute to the
creation of new landscapes for learning academic genres and engaging in
academic practices.
DETAILS OF THE SYMPOSIUM PAPERS
Academic Literacies in global contexts including Latin America
Brian Street
Kings College, London, UK
I will attempt to follow through some of the implications of the theory and
method laid out in new approaches to literacy, and relate these to approaches
entitled Academic Literacies (AcLits). The Literacy as Social Practice
approach focuses not so much on skills, as in dominant discourse, but on
local contexts and meanings. Key concepts in the field include Autonomous /
Ideological Models; Literacy Events and Literacy Practices and the adoption
of an Ethnographic Perspective. In relating this to the Academic Literacies
approach, we draw on research by Lea and Street (1988) in the UK which
examined student writing against a background of institutional practices,
power relations and identities involving three models of student writing -
study skills, academic socialisation and academic literacies. In a graduate
course on Literacy at the University of Pennsylvania, student participants
identified hidden literacy skills that were being required, such as voice
and stance. In the US also, Composition Studies developed terms such as
genre and rhetoric, addressing issues of writing in disciplines - WiD; and
writing across the curriculum WaC. In recent years institutions have drawn
upon varieties of English, as in English for Academic Purposes (EAP). Also
globalization has altered the face of social, cultural and linguistic diversity in
societies all over the world, what Vertovec (2007) calls super-diversity and
74
the implications of this for how we see and analyse writing in educational
contexts are just being explored. Developments in theory and method
signalled above have been applied in a number of context, including Latin
America, where as we will see there is reference for instance to: University
expansion; the role of Indigenous people in standard education systems;
and reading and writing across different disciplines and levels in both school
and university.
Academic literacies and the role of indigenous languages in higher education:
Reflections from Per
Virginia Zavala
Pontificia Universidad Catlica del Per, Peru
Around the globe, higher education is now being sought massively by a
diverse student body, which has brought different ways of thinking, acting,
valuing and speaking, clearly in conflict with one other. In Per, this is
especially salient in the case of students from indigenous and multilingual
backgrounds, who constitute the first generation in their families accessing
higher education. In this symposium I will address the literacy trajectories
of indigenous students specializing in Intercultural Bilingual Education in a
university in the capital city of Lima, thanks to a scholarship granted by the
State known as Beca 18. I will look at the tensions between the role of
Quechua literacy in the university courses and the way that the students
appropriate literacy in the indigenous language, use it within a variety
of social practices and link it to their professional identities. The talk will
nurture from the field of the New Literacy Studies, Youth and Multilingualism,
Translanguaging, and Language and Globalization.
Some theoretical and pedagogic challenges in academic literacies studies in
Brazilian context
Raquel Salek Fiad
UNICAMP/CNPq, Brazil
We can say that, in Brazil, studies about literacies have developed in the
last three decades and have been dedicated specially to what happens in
the first school years, that is, to childrens writing and reading acquisition in
a social perspective. There is a tradition of studies about school reading
and writing based on text and discourse theories and we can say that
these theories have influenced reading and writing teaching in the last
three decades. Literacies studies have been incorporated to this tradition
and this attempt is a discussed theme in Brazil. As to academic literacies
the theme of this symposium we can say that studies about academic
literacies are quite recent, especially those based on New Literacy Studies
and on the Academic Literacies model. I will develop, in this presentation,
three challenges that can be considered in these recent studies. The first
one is a more theoretical challenge: is it possible to incorporate theoretical
and methodological contributions from the Academic Literacies Model to a
tradition of studies based on text and discourse theories as developed in
Brazil in the last decades to analyse written texts produced by university
students? The second one is a consequence of the previous: if possible, how
can we build pedagogic models based on these two different theoretical
basis? Finally, due to the internationalization process that is being carried on
in the academic Brazilian context, how can we critically incorporate in our
academic literacy practices the demand for publishing in English, especially
in social and human sciences research?
Non-traditional students and literacy practices at university
Gilcinei Teodoro Carvalho
Universidade Federal de Minas Gerais, Brazil
What often counts as literacy in the university is narrowly conceived and is still
oriented toward a structural approach that privileges pedagogical activities
based on a fixed model of language. From this perspective, a false idea
emerges that writing is homogeneous across disciplines, autonomous from
social and historical factors, and local and global relationships. In opposition
to this view, a pedagogical perspective inspired by Academic Literacies
(AcLits), a model proposed by Lea and Street (1998), is sensitive to power
relations and ideologies in which institutional practices are embedded. From
this perspective, academic communities, students and teachers actions,
and reading and writing practices are seen as influenced by social, political,
and cultural discourses. In this presentation, we examine political and
historical dimensions influencing the development of a Pre-service Teacher
Program for Indigenous Education at the University Federal of Minas
Gerais, Brazil. In this way, we mean to challenge current views of academic
literacy as homogenous and examine the challenges of constructing a
critical, interdisciplinary, social, and historical oriented curriculum. In order
to do that, we will examine ways of labelling students (e.g. traditional, non-
traditional), pedagogical innovations, and institutional debates that take
place when an interdisciplinary course model brings a broader notion
of literacy practices that values both orality and written culture. We will
also demonstrate ideological positions about knowledge, language and
language diversity, students expectations in relation to university, and an
attempt to adopt an interdisciplinary perspective inscribed in the entrance
test taken by indigenous students. Furthermore, we will contrast students
voices to faculty responses to call for a view of literacy practices that take
into account a multimodal approach in the aim of expanding narrow views of
language, discourse and text.
Hidden features in undergraduate writing across disciplines and settings
Maria Lucia Castanheira
Universidade Federal de Minas Gerais, Brazil
In the last decades, Brazilian educational policies aiming to democratize
higher education contributed to some degree of inclusion of non-traditional
students in Brazilian public universities. Such accomplishment, however,
was followed by a discourse of blaming. Often, undergrad students that
come from public schools, low income social groups, and are speakers
of a non-prestigious variety of Portuguese are blamed for not meeting
academic demands and expectations. While this discourse of blaming is
old (it has been heard over the years across different levels of schooling),
recently, the exploration of the Literacy as Social Practice (LSP) approach to
higher education settings brought an alternative perspective for examining
what goes on in with reading and writing in Brazilian university context.
This presentation explores the LSP approach to examine how a group
of undergrad students experienced, responded to, and reflected about
reading and writing demands and expectations they faced at the University.
Data construction resulted from an action research in which people involved
ten students and a university teacher engaged in a series of reading and
writing workshops, interviews and notetaking. As participant of an affirmative
program that offers financial support to evening program students, these
students worked as research assistants in different disciplinary research
groups (e.g. sociology of education, early childhood). They elected to reflect
on characteristics, possibilities and constraints for reading and writing across
disciplines, social and educational settings. Participation in this process
was not officially required or graded. In this process, research participants
explored a communicative approach to text, and took up different roles (e.g.,
writer, critical reader). Data analysis made visible the interplay of cultural
and epilinguistic knowledge in text production and interpretation, and myths
and hidden features of academic practices to those that are initiating their
academic life.
Academic literacies as discursive construction: an interactional
ethnographic telling case
Judith Green, Yun (Daisy) Dai
University of California, Santa Barbara, USA
In this paper, we present a telling case (Mitchell, 1984) of an Interactional
Ethnographic study of academic literacies as discursive constructions in a
No Distance Education (NDE) undergraduate General Education Course. By
tracing how and in what ways the instructor engaged an interdisciplinary
groups of students (20 at each site -- China, USA, Taiwan) in constructing
knowledge of both design thinking and intercultural communication
in Engineering for global innovation, we explore how differences in
interpretation of the task by each national group made visible different forms
of academic literacies practices undertaken by each group. This telling case
traces the discursive construction of three inter-related phases of a common
task in this ongoing course - what the instructor called the Second Cultures
Assignment. The Second Cultures Assignment Day began with each
national group presenting their findings related to a design problem they
identified in their local university context. By tracing the ways in which the
instructor designed these inter-related phases of the cultures assignment,
we explore how the instructor turned the talk and actions of the student
presentations into opportunities for students to explore a range of literacies
as social practices. The analyses presented make visible how the instructor
transformed the everyday social, cultural and intercultural practices in
his class into texts that supported students in exploring how academic
literacies are talked and acted into being in, and across, times, spaces,
and configurations of actors in this interdisciplinary course. It also makes
visible how such differences in the social, cultural and linguistic practices
are related to presuppositions about literacy practices that participants from
differing national contexts bring to, and draw on in common tasks.
75
Academic literacies research at LABLER/Universidade Federal de Santa Maria
(Brazil)
Dsire Motta-Roth
Universidade Federal de Santa Maria/CNPQ, Brazil
The presentation offers an overview of the academic literacies studies
developed by a research team at The reading and writing lab LABLER-
Laboratrio de Pesquisa e Ensino de Leitura e Redao, at the Universidade
Federal de Santa Maria, Rio Grande do Sul, Brasil. The research program
adopts an Applied Linguistics perspective, considering an interdisciplinary
framework. We focus on the academic literacies practices of different
disciplinary communities in order to generate contextual data that allow
us to describe and interpret how various communities of practice construe
and construct their knowledge production systems from the point of view
of their members Legitimate Peripheral Participation (Lave & Wenger). In
order to explore the activity system in connection to discursive practices, we
combine Critical Discourse Analysis (Fairclough), Sociorhetoric (Bazerman,
Devitt), and Systemic Functional Grammar (Halliday) principles. This
interdisciplinary approach has been developed in an attempt to account for
different contextual features that arise in the communities whose academic
literacies we have been investigating in Visual Arts, Publicity, Robotics, and
English Departments at the Federal University of Santa Maria, Brazil. We aim
at generating data about how members of different academic communities
understand their reading and writing practices as a way to subsidize
academic literacies pedagogies. Theory and methods will be discussed as
well as research data and pedagogic approaches, with concentration on
challenges and possible contributions offered by this research team.
SIMPC17
Time: Monday, 24/Jul/2017: 2:30pm - 7:00pmLocation: Queluz IV
Innovations and challenges in gender, language and society
Organizer(s): Carmen Rosa Caldas-Coulthard (Universidade Federal de Santa
Catarina)
This symposium, which brings together an outstanding collection
of internationally recognised researchers from 5 continents, aims at
recontextualizing some of the first questions raised by feminist thinkers
40 years ago and at discussing how their thinking contributed to the
transformation of many social practices.
Gender and Language, as an area of applied discourse studies, has evolved
tremendously in the last decades and our research has contributed in many
ways to the dissemination of awareness about gender and discourse issues,
focusing specially on the discursive constructions of the social. Many of
the issues discussed in the 70s and 80s, however, still continue to be a
problem and sexism, racism and ageism in discourses in different private
and institutional contexts have not disappeared. In many parts of the world,
there is a considerate backlash in terms of conservative views on gender
issues, materialised in semiotic resources and a growing political influence
which aims at tightening restrictions on abortion, gay marriage and secular
education, health, among many others.
Researchers have now extensively discussed that in post-modern societies,
gender inequalities continue to exist and violence is practiced against
minorities on a daily basis. Although we cannot deny that significant
advances have been achieved through the work of many different social
movements, there are many examples of domination and exclusion based
on peoples gender identities in our societies.
This symposium therefore will address these important issues taking into
consideration the questions What has changed? What still needs to be
changed?
The individual papers will discuss both practical and theoretical topics,
focusing on specific issues related to gendered discursive constructions of
social practices through macro and micro analyses of different public and
private situations and contexts. Their innovative approaches contribute to
the understanding of not only epistemological and complex questions linked
to human diversity, but also how to challenge the continuing discrimination
realized in discourses.

Details of the Symposium Papers
Sexism in Language
Alice F. Freed
Montclair State University , USA
In 1922, Otto Jespersen devoted a chapter of his well-respected book
Language: Its Nature Development and Origin to the language of The
Woman, treating womans speech as different from the norm. Then in
1973, Robin Lakoff sparked the interest of feminist linguists by being among
the first to discuss womens language in the context of the second wave
womens movement that was taking place in the west. The treatment of many
of the topics that these two linguists addressed has evolved dramatically in
the subsequent years and some of the issues raised have been resolved
or abandoned. What has not changed is that the English language media
continues to treat women as a special category when it comes to language.
News stories are often filled with stereotyped discussions of speech
characteristics erroneously attributed to women, womens speech continues
to be scrutinized and monitored, and evidence of sexism in language
continues. A discussion of these phenomena reveals both how far we have
come and how much things have stayed the same.
Iterability and the gendered subject: evidence from the interaction order
Tim McNamara
The University of Melbourne, Australia
Iterability and the gendered subject: evidence from the interaction
order
Is the poststructuralist account of the operation of discourses
of gender (e.g. Butler 1990) compatible with what is known of
the operation of the interaction order (Goffman 1964, 1983)? This
paper examines this issue through a micro-analysis of data from a
discussion of the performativity of gender among male and female
students in a first year university tutorial.
Sexual violence and social media: blurring the boundaries between
public and private
Susan Ehrlich
York University, Toronto, Canada
This paper considers the changing nature of legal cases involving
sexual violence in late-modern societies where new media has
increasingly blurred the boundaries between the public and the
private. Adjudication has often turned on he said/she said battles
in sexual assault cases. With the advent of social media, however,
the blending of virtual public spaces with users private spaces
has resulted in private and intimate events becoming available to
wider audiences. In this paper I use the Steubenville (Ohio) rape
trial as a case study in order to show how social media may increase
accountability in rape cases.
Sexisms different faces: the media, Daesh/Isis and women
Surinderpal Kauer
University of Malaya, Malaysia
The international Islamist motivated terror group, the Islamic State
of Iraq and Al-Sham (ISIS, also known ISIL, IS, or DAESH) has
attracted many women sympathisers who sneak into Syria and
Iraq in order to join them (Neumann, 2015) or simply support their
cause through other ways and means. Much has been said about
the inherent sexism that is apparent in DAESHs rigid ideology and
its treatment of women. On the other hand, media reports about
the female sympathisers of DAESH too can be sexist and very often
76
focus upon these women in ways that are specifically related to their
gender as well as their perceived gendered roles (Sjoberg & Gentry,
2008; Stenadori 2007). This paper investigates the divergent yet
possibly similarly sexist, representations of female sympathisers of
DAESH through three lenses in DAESHs communications (their
online magazine Dabiq as well as the manifesto by the Al Khannsa
Brigade); in media reports in various newspapers in the world (both
English and Arabic); and in the discourse of female sympathisers
of DAESH on online media platforms. By viewing gender through
these multiple lenses, this paper intends to explore the existence
of sexism in, through and by the multiple representations of gender
and terrorism.
The transgressive and the traditional: discourses of
grandmothering and ageing
Rosamund Moon 1, Carmen Rosa Caldas-Coulthard 2
1
University of Birmingham, UK, 2UFSC, Brazil
There has been comparative neglect of age as a factor within gender
studies. Our own research concerns the multimodal representation
of older women, and combines critical social semiotics and corpus
methodologies to examine the conflicted position of women as they
age.
Grandmother is one social category associated with ageing. Not
many public discourses address this category but those examined
here (magazines for grannies, websites addressed to grandmothers)
show that women are essentialised as carers because they are
old. Grandmothers are contextualised in two ways: sharing semiotic
resources of childhood contexts; or presented as transgressive
actors, located in incongruous situations or performing inappropriate
behaviours for their age.
Where women bridge cultures as immigrants? Brazilian womens
access to healthcare centers in the US
Branca Telles Ribeiro
Lesley University, Boston, USA
Since the 1990s Brazilians have immigrated in large numbers to
Massachusetts, specifically to Boston. Throughout this process
women have actively played a major role in establishing links
between the community and the clinic (the process of puberty,
pregnancy and motherhood often make women access the clinic
in distinct and specific ways). Men follow their lead under extreme
circumstances. I will discuss how women display, gain, lose a sense
of self and agency in complex intercultural interactions at the clinic.
Affirming who they are and how they view health and clinical care
point to ways in which women assert themselves and their rights as
immigrants.
Fatal masculinities: a Fanonian analysis of the campaign against
rhino poaching
Scott Burnett
University of the Witwatersrand, Johannesburg
In this paper a Critical Discourse Analysis framework based on Frantz
Fanons psycho-existential exposition of race in Black Skin, White
Masks (1967) is elaborated, and applied to the campaign against
rhino poaching in Southern Africa. Such analysis uncovers the raced
and gendered construction of poachers, protectors, and purchasers
as locked into specific fatal power-difference couplings (Gilmore
2002). Applying these powerful Fanonian tools to contemporary
texts contributes to the broader aim of producing theory from the
South.
 C427-428
Time: Monday, 24/Jul/2017: 3:30pm - 4:30pmLocation: Ducale III
3:30pm - 4:00pm
Between conformity and critique: Dangerous pedagogies and the teaching of
volunteerism in EAP
Brian David Morgan
Glendon College, York University, Canada; bmorgan@yorku.ca
In the Genealogy of Ethics, Foucault (1997) stakes out an epistemological
stance essential for citizenship practices: My point is not that everything is
bad, but that everything is dangerous, which is not exactly the same as bad.
If everything is dangerous, then we always have something to do. So my
position leads not to apathy but to a hyper- and pessimistic activism (p. 256).
This sense of danger is especially relevant for the teaching of volunteerism
in a content-based, university English for Academic Purposes (EAP) course.
For numerous reasons, the teaching of volunteerismwithin a larger focus
on acative/critical citizenshipreflects curricular content precariously
positioned between conformity and critique (Monte Mr & Morgan, 2014). In
the context of internationalized EAP programs, volunteering and community
engagement (re)introduces privileged EAP students to issues of inequality
and difference. In researching local practices, these same studentsif
encouraged as critical ethnographersmay generate comparative insights
no longer apparent to habituated citizens. Volunteerism, thus, can be seen
as a counter-strategy to youth apathy and a disengaged clicktivism. Yet,
the dangers are many: in the form of post-altruistic volunteering and
the fashioning of cool cosmopolitan lifestyles (Jefferess, 2012), or as
CV-enhancement for elite MBA programs. Such developments also align
volunteerism with neoliberal discourses of self-reliance and reduced social
responsibilities for government. The final part of this paper describes an
EAP assignment on volunteerism. Titled Get Involved, the project asks
students to research and analyze a Non-Governmental Organization doing
development work in Toronto. Selected projects will be presented in order
to illustrate the ways in which they corroborate the dangerous (cf. Foucault)
aspects of volunteerism, noted above, as well as address the academic
language needs of EAP students.
4:00pm - 4:30pm
Negotiating multilingual spaces in preschool contexts
Janet Hilary Enever
Ume university, Sweden, Sweden; janet.enever@umu.se
This study critically examines the affordances offered for the development
of multilingual identities in the context of Shanghai preschool settings where
municipal policy positions Putonghua (Mandarin Chinese) as the medium of
instruction.
Drawing on Cummins & Persads (2014) conceptualisation of multilingual
school environments the paper discusses the potential to teach through a
multilingual lens, a procedure that may facilitate the integration of childrens
home/heritage languages throughout the curriculum. Here Cummins argues
that this approach may contribute to affirming childrens identities and
ensure the maintenance / strengthening of their home/heritage languages.
Evidence from classroom observations in this study highlights some critical
moments that may be indicative of the potential for an enhanced multilingual
approach.
Within the Shanghai municipality a policy requirement of Putonghua as the
medium of instruction throughout the curriculum is currently maintained
in kindergartens (for children aged 3-6 years). Adopting a socio-historical
approach this study analyses the responses of children, teachers and
school principals to a centrally controlled policy in a country with many
spoken languages yet only one written script. The paper draws on rich data
collected through observations and interviews, offering an intriguing glimpse
of the range of solutions found in a context with a strongly centralised
policy mechanism. Discussion of the findings raises questions related
to perceptions of the bounded nature of languages and the affordances
offered by the semi-structured nature of the preschool environment for
children to develop a less static view of languages, exploring the potential
77
for translanguaging, even within the confines of a monolingual language-in-
education policy.
W3
Time: Monday, 24/Jul/2017: 3:30pm - 4:30pmLocation: Ducale IV
Exploring multimodal texts in learner-oriented language teaching
Max von Blanckenburg, Thorsten Merse
Munich University (LMU), Germany; max.vonblanckenburg@lmu.de
Todays language learners find themselves surrounded by an increasing
number of texts and text types as part of the socio-cultural discourses they
participate in. More and more, these texts exceed the scope of a traditional,
written and page-bound structure and include multiple modes of meaning-
making. In this sense, visual, auditive as well as all multimedial texts can be
considered semiotic systems that introduce new or impact on established
forms of textual communication. Against this background, the ability to
understand, produce and critically reflect on multimodal texts becomes a
paramount learning goal for language teaching. Furthermore, from a learner-
oriented perspective, it is worth asking how and under what circumstances
multimodal texts can be a benefit to the language classroom by making
learning processes more individual, relevant and engaging.
Drawing on a broad notion of text and the concept of multiliteracies, this
workshop seeks to
1) practically explore how meaning is created through different kinds of text
2) offer room for reflecting on and discussing the role the individual (learner)
plays in meaning-making processes.
More specifically, by working with an ensemble of texts, such as graphic
novels, picture books, images, video and non-linear texts, participants gain
knowledge about the competences required to make sense of multimodal
texts and reflect on individual and shared experiences within this process.
What is more, in a second phase the group will get a chance to also produce
multimodal texts in order to explore practices of encoding meaning in
various textual modes.
Thus, the workshop aims to render visible the potential of putting learners
in the centre of teaching and empowering them to create, consume and
critically examine multimodal texts and their forms of textual communication.
C785-786
Time: Monday, 24/Jul/2017: 3:30pm - 4:30pmLocation: Ducale V
3:30pm - 4:00pm
The effects of an research-evidenced oral fluency approach: Learning English
from video clips
Yi-hui Chiu
National Taipei University of Business, Taiwan, Republic of China; flo.ntub@gmail.com
With the emergence of internet-based resources and increasing interaction
globally, oral communication skills have become the most essential skills in
international exchanges. Oral fluency, in particular, has gained prominence
in the second language acquisition due to the needs. Factors affecting oral
fluency are closely related to L2 pronunciation and learners perceptions.
Despite the impact of English as a lingua franca (ELF), learners do not
necessarily regard native-speaking pronunciation as the criteria but EFL
learners seem to consider native-like oral fluency as the ultimate goal (Ren,
et al., 2016).
This study investigates the role of informal learning in second language
(L2) acquisition. Participants were 125 native speakers of Mandarin Chinese
taking the course English Listening and Speaking Practices and having
out-of-class video-based oral fluency tasks as partial course requirements
for two semesters. The muted native-speaking video clips of given movies
provided input enhancement for participants to imitate oral skills, particularly
intonation, stress and automaticity of lexical access. Instructional tips were
offered to empower learners to notice specific features and produce
satisfactory outcomes. The study examines oral fluency gains as measured
by the holistic assessment, including segmental and suprasegmental
features. The study also looks at the oral gains specific to lexical acquisition
and fluency as measured by speed and efficiency of imitating the video
clips. The learners perceptions of such an informal context help explain the
individual differences of conducting the tasks.
The results show the interrelatedness between the video-based tasks,
oral fluency and contextual variables. Further investigations of the results
also help understand individual differences in learning outcomes and
instructional effects.
By means of innovative instructional modes and informal practices, the
study confirms that EFL learners acquire better improvement in the video-
based informal oral fluency tasks. The findings hope to shed light to second
language acquisition and pedagogy.
4:00pm - 4:30pm
From meaning to knowledge in online learning spaces
Regine Hampel, Ursula Stickler
The Open University, United Kingdom; regine.hampel@open.ac.uk
Online communication provides the researcher with a plethora of data,
much but not all linguistic, and recorded in ever-increasing detail. So it is
tempting to choose quantitative approaches, collecting as much detailed
information as possible and relying on automated data analysis and
interpretation processes (e.g. learning analytics). Based on an empiricist
or neo-empiricist epistemology, it makes sense to trust in the increasing
accuracy of measurement and build in safe-guards against a contamination
of data by observer-bias (i.e. the observers choices about time, width,
density and depth of data that already create implicit interpretations) and
observer-influence (i.e. the observers presence that already changes the
observed).
Many researchers in the field of education, particularly those in language
learning, however, work from a socio-constructivist episteme. Transferring
this well-established approach to online spaces for communication and joint
meaning-making has its own challenges: the same processes that can be
observed, described and analysed in face-to-face communication (e.g. in
language classrooms) might take different shapes and necessitate different
tools for observation as well as different mechanisms for checking common
understanding and negotiating meaning. For example, the bodily presence
crucial for creating intersubjectivity and inter-thinking opportunities cannot
be taken for granted in physically dispersed online spaces. In such
environments shared sensory input is limited, and shared perception of
phenomena such as proximity and gaze can also not be taken for granted.
This paper will present examples from studies of language learning and
teaching in online spaces that show how the claim for knowledge becomes
less robust if the construction of a shared understanding takes place in an
environment where factors taken for granted in face-to-face communication
such as gaze direction or background noise/smell are not present or need
to be re-negotiated because of the difference in shared, partially shared and
separate experiences in the communicative space.
S82
Time: Monday, 24/Jul/2017: 3:30pm - 6:00pmLocation: Queluz VI
Languages without Borders Program: Shifting foreign language teaching and
learning policy in Brazil
Organizer(s): Denise Abreu-e-Lima (Ministry of Education, Brazil)
In the context of the internationalization of Brazilian universities and the
increased presence of Brazilian researchers and students abroad, the
development of and investment in foreign language proficiency has
become central to the academic community. The Languages without
Borders Program (LwB) was launched in 2012 in order to reach the goals
78
established by the Brazilian federal government in this respect. This
initiative was conceived, implemented, and managed by Applied Linguistics
specialists with an understanding of it as an opportunity for foreign language
teacher professional development, and became so despite initially arising
in response to the linguistic demands presented by specific international
mobility programs, such as Science without Borders. Today, the Program
provides pre-service and in-service teaching-track English major experience
in internationalization as stand-alone teachers at federal government
sponsored language learning centers. In this symposium, we will present
the panorama of the Program as well as three fundamental elements of
its teacher development character: 1. the development of administrative
skills for Applied Linguistics specialists and for the English majors who are
the classroom teachers, demonstrating and valuing entrepreneurship and
innovation; 2. the partnerships between different countries with distance
learning and face-to-face courses for specialists and teachers who are
involved in the Program; and 3. the pedagogical and methodological
development for internationalization carried out by the local coordinators
for the pre-service and in-service English majors. Public institutions of higher
education from every region of Brazil participate in the Program and more
than 800 English majors and 200 English language-teaching specialists
have been a part of it. LwB Program constitutes and represents in and of itself a
structural proposal for the design of public policy in relation to foreign language
teaching and learning in Brazil. Furthermore, it promotes actions related to
internationalization across the country both within its borders and beyond.
Details of the Symposium Papers
Languages Without Borders: the concept and the state-of-the art
Denise Abreu-e-Lima
Ministry of Education, Brazil
The English without Borders Program (EwB) was created in 2012 in order
to support the internationalization of Brazilian public institutions of higher
learning. Later, the Program was expanded to include 7 more languages
(French, Italian, Spanish, German, Japanese, Mandarin and Brazilian
Portuguese for foreigners) and became Languages without Borders (LwB).
The Program was designed by a working group of 20 specialists in English
language teaching and distance learning from 10 Brazilian universities,
and currently is discussed, implemented and managed by more than 100
specialists from around the country. In agreement with the demonstrated
linguistic needs of the internationalization process, the EwB working group
indicated three primary actions to be carried out: I. the administration of
internationally recognized proficiency tests, whose results would serve as:
a) a diagnosis of the foreign language proficiency levels of the countrys
university students; b) placement levels for the face-to-face EwB classes
offered at the universities, and c) measures of proficiency for Brazilian
foreign exchange students at universities that use English as a medium
of instruction. II. On-line courses in order to provide self-study resources
for students, especially those at lower levels of proficiency because of
limitations on human resources and infrastructure for such a large-scale and
pressing demand. III. Face-to-face classes in order to allow intermediate
level students to improve their English language abilities, especially their
oral and written production skills because on-line self-study courses lack
such components. This presentation aims to trace the panorama of the EwB
Program, its most significant numerical results and indicators and make
explicit how it structures itself as a multilingual, transcultural (Biseth 2008,
Lewis 2002), and inclusive public foreign language policy.
LwB Program as a means to entrepreneurship and innovation in Foreign
Language Teaching Education
Waldenor Moraes Filho
Federal University of Uberlandia, Brazil
In order to implement and manage a national program such as Languages
without Borders in a country with continental dimensions, it is necessary to
create tools and resources that allow for interaction between stakeholders.
Such instruments should permit them to share data, monitor the flow of
processes and evaluate results so that the proposal may be consolidated
into a national public policy. In this way, the LwB Central Management Group
in partnership with the Information Technology team at the Federal Ministry
of Education engineered and constructed diverse solutions that enabled
them to develop within the public sector an atmosphere of entrepreneurship
and innovation, often associated with private enterprises. The focus on
teamwork, problem solving, and the development of collective intelligence
(Levy, 1997) were made possible through specific resources dedicated to
these aims: an on-line platform where the Programs Applied Linguistics
specialist managers could Interact; a learning management system that was
designed and developed specifically to monitor and manage the Programs
3 primary actions (language proficiency tests, on-line courses, and face-
to-face classes); a website, which serves as a news hub for the Program;
a cellular phone app, as well as others. This presentation demonstrates
how these resources were utilized to motivate the Applied Linguistics
specialists and teacher-track English majors who carry out the Program at
the universities in their digital literacy development, especially in relation
to their ability to manage programs, develop projects, and improve their
classroom management skills.
LwB EnglishTeacher Education Program: the power of partnerships to improve
outcomes
Avram Blum
University of Brasilia, Brazil
The Languages without Borders (LwB) Program has as one of its pillars
the development of agreements and partnerships with foreign countries
that bolster the field of foreign language teacher education in a way that
includes Brazilian and foreign specialists in a joint process of strengthening
Applied Linguistics research and the production of knowledge. As such, the
LwB Program has offered a series of unique opportunities for professional
development both in face-to-face and distance-learning formats. Among
the partnerships established by the Program in the area of English teaching
and learning there have been memoranda of understanding with the British
Embassy, which provides courses on preparing students for academic
culture in Great Britain and workshops for teaching test preparation classes;
a partnership with Languages Canada to develop research and the sharing
of pedagogical solutions between Canadian and Brazilian English teaching
specialists; and one with the Embassy of the United States, which involves
several actions including the distribution of English teaching resources,
as well as guidance and support for the Programs pedagogical activities,
specifically an on-line teacher development course for its teachers facilitated
by Brazilian and U.S. specialists. This presentation aims to demonstrate how
the latter was implemented and its impact on the process of professional
development of the Programs English language major pre-service and
in-service teachers, with a focus on how technological resources can be
used to eliminate borders between states and countries during such a
collaborative process (Nunan 1992, Kern & Warschauer 2000).
Language without Borders: the English preservice teacher training
experience at NucLis
Virgilio Almeida
University of Brasilia, Brazil
The specific demand from the Science without Boarders Program for
improving the language proficiency of Brazilian undergraduate students
produced a side effect which has become key to the Language without
Borders Program: the development of pre-service teachers. According
to the Terms of Agreement the teachers sign in order to take part in the
Program, they are to participate in pedagogical sessions for five hours
every week, at which they debate issues related to teaching methodology,
teaching-learning theories, syllabus development, classroom management,
among others. The meetings are supervised by a Pedagogical Coordinator
specialized in the area of Applied Linguistics and teacher training. In
institutions where there is no such professional, the teachers have the on-
line support of two specialists who not only provide feedback on specific
needs related to didactic-pedagogical issues, but also propose readings
and stimulate debate about classroom practice. In this presentation, the
79
results of the monthly questionairres that the teachers answer will be
discussed as evidence for the impact of the Program in their professional
lives. Furthermore, details will be brought forth in relation to the practice of
teacher development at one university language learning center (NucLi) as
an example of guidance carried out by Applied Linguistics specialists with
their group of teachers so that these pre-service and in-service teachers
may develop their pedagogy, the process of critical reflection about their
classroom performance (Contreras, 2002; Kumaravadivelu, 2003).
C201-210 B
Time: Monday, 24/Jul/2017: 3:30pm - 6:00pmLocation: Studio 4
3:30pm - 4:00pm
SIN ORIGEN, SIN PROYECCIN: PICHAES E SUPERDIVERSIDADE NA PAISAGEM
SOCIOLINGUSTICA DE UMA CIDADE BRASILEIRA
Mariana Schuchter Soares, Ana Claudia Peters Salgado
Universidade Federal de Juiz de Fora, Brazil; marischuchter@yahoo.com.br
O objetivo deste trabalho discutir, sob a abordagem qualitativa, questes
relacionadas superdiversidade (VERTOVEC, 2006; BLOMMAERT, 2010)
na cidade de Juiz de Fora/MG, atravs de fotografias de sua paisagem
sociolingustica (BLOMMAERT, 2013), mais especificamente do gnero
pichao. Consideramos, neste contexto, que os recursos lingusticos so
mveis, assim como as pessoas (KROON, DONG & BLOMMAERT, 2011), e
que esses recursos so absorvidos pelo meio ambiente sociolingustico,
adaptados a ele e influenciados por grafias j existentes, formas locais de
pronncia, padres pragmticos ou poticos dominantes etc. (BLOMMAERT,
2012). Nesse sentido, falamos de linguar (SHOHAMY, 2006; MAKONY
E PENNYCOOK, 2007; GARCA, 2009), das prticas que esto nas ruas,
longe das instituies que propagam as formas normativas, e que esto
muito mais ligadas agentividade e criatividade lingusticas. As evidncias
encontradas e registradas (at o momento em aproximadamente 200
fotografias) apontam para a presena de manifestaes plurais de lnguas
diversas (como italiano, latim, espanhol, francs, ingls, entre outras) e de
lookalike language. Apesar de existirem pichaes espalhadas por toda a
rea de 1.435,664 km2 da cidade, inclusive em bairros perifricos, o estilo
delas geralmente se difere de So Paulo. Em vez de cdigos, i.e., smbolos
grficos do tag reto, encontramos em Juiz de Fora, com mais frequncia,
pichaes em forma de palavras que podem facilmente ser lidas por um
leigo, por algum que est fora da cultura do spray. Neste contexto, alm
de agredir a sociedade, a pichao tambm se comunica com ela.
A ideia protestar sim (uma vez que a propriedade privada utilizada),
mas tambm compartilhar com uma audincia (WARNER, 2002) e marcar
presena na cidade
4:00pm - 4:30pm
Promoting societal multilingualism: reflections on the Language and
Competitiveness project
Beverly-Anne Carter
The University of the West Indies St Augustine Campus, Trinidad and
Tobago; Beverly-Anne.Carter@sta.uwi.edu
It is almost a truism to suggest that the growth of English as a lingua franca
presents more of a challenge than an opportunity for foreign language
educators in English-speaking countries like Trinidad and Tobago. A sense
of complacency about the importance of learning foreign languages is
especially acute among those who believe that English is enough to
engage in intercultural communication. Although researchers like Crystal
(1987) have long sought to counter what is inherently a normative view of
monolingualism, it remains true that multilingualism is seldom aggressively
promoted when such thinking prevails. A recently concluded project
entitled Language and Competitiveness: Positioning Trinidad and Tobago
for Sustainable Development sought to counter assumptions around the
primacy of English and raise societal awareness about the role of foreign
languages in individual and country competitiveness.
Drawing on research by Foreman-Peck (2007), Grin (1994; 2001) and
Hagen et al (2006), the Language and Competitiveness project was
an investigation into language use in and by the society as it pertained
to economic competitiveness. The project consisted of five studies that
explored 1) Spanish/English bilingualism in minors; 2) the role of French in
the workplace; 3) linguistic and cultural factors in trading with China; 4) the
inclusion of an international communications strategy in business strategies
and 5) linguistic diversity among non-native speakers of English resident in
the country.
The two-year project was innovative, not only because it was the first of its
kind, but also because of the multidisciplinary nature of the research team
and the engagement of a variety of stakeholders beyond academia. In this
presentation, the focus will be on discussing some of the main findings of
the research project and on the conceptual and instrumental impact of the
research from both academic, and social and economic perspectives.
4:30pm - 5:00pm
Varieties of Kurmanji Turkish multilingualism
Orhan Varol1, Jochen Rehbein2
Yuzuncu Yil University of Van, Turkey; 2University of Hamburg, Germany;
1
rehbein@uni-hamburg.de
Turkey has started important and radical changes on its education system in
the last decade. Athough these innovations admit of restricted education of
community languages other than Turkish, these revealed some challenges
together. Kurmanji Kurdish has the largest speaking community among
Turkeys community languages (Clyne 1991), (except than Turkish) in Turkey.
The leading question of our project funded by the European network
AMuSE, project was to find out in how far multilingualism can develop in
a fully-fledged manner in spite of these hampering conditions. The data
gathered in different regions of Turkey(Istanbul, Antalya and in Southeastern
Anatolia) comprise classroom interaction (1st, 4th grade), break-time talk,
and discourse experiments. The stages of Turkish-Kurdish multilingualism
are categorized according to an index of dominance, an index of the stylistic
level(register) and an index of language contact. These three indices with a
4 rank scale each allow for measuring multilingualism on an individual and
a societal level.
Contrary to expectations, the findings do not show a ready correlation
between areal factors and multilingual competence. To start with, all children
have a good knowledge of Turkish.Concerning the index of dominance, the
students showed different levels in verbalizing: Children from the Southeast
and Antalya demonstrate remarkable hesitance to employ Kurdish in school
surroundings whereas in Istanbul they openly conversed in Kurdish. In all
places, individual differences of multilingual abilities could be observed.
Therefore, social and individual variations constitute a challenge to the
arealistic concept of minority languages. Based on our language contact
index we raise the question. If languaging indicates an approximation
process among the languages by which speakers create new varieties of
communicative multilingualism (Jrgensen 2004) on a societal level.
5:00pm - 5:30pm
FORMACIN DE DOCENTES DE L2/L.E. EN LA DIMENSIN INTERCULTURAL: UNA PROPUESTA
COMPARATIVA ENTRE FRANCIA-COLOMBIA
Paola Gamboa-Daz1, Anne-Marie Truscott de Meja2
1
Universit Sorbonne Nouvelle Paris 3, France; 2Universidad de los Andes,
Colombia; atruscot@uniandes.edu.co
Recientemente el inters por integrar la competencia intercultural en la
enseanza-aprendizaje de las lenguas extranjeras y segundas (L2/LE) se ha
intensificado (Byram et al., 2002). La globalizacin econmica, la movilidad
laboral, la internacionalizacin de la educacin y las nuevas tecnologas
permean las dinmicas de intercambio y comunicacin entre las personas.
Dicho fenmeno incita a instituciones y gobiernos a avanzar polticas
educativas que contemplen la dimensin intercultural en clase de L2/LE.
Adems de las realidades social, lingstica y educativa, la competitividad
frente a la globalizacin conlleva a pases como Francia y Colombia a
instaurar acuerdos acadmicos, comerciales y laborales, incrementando
las necesidades de formacin bilinge y multi-plurilinge. Igualmente, estos
pases afrontan situaciones de migracin y/o post-conflicto que conducen
80
a repensar las relaciones humanas desde el entendimiento del otro para
avanzar en sociedad. A pesar de esto, los currculos de los programas
de las instituciones de educacin superior pareceran no contemplar una
dimensin intercultural de las lenguas enseadas; evidenciando pocas
propuestas pedaggicas explcitas sobre este tema (Gamboa-Daz, 2014).
Esta ponencia presenta hallazgos derivados de una investigacin entre dos
universidades (en Francia y en Colombia) cuya meta es analizar el efecto de
implementar una propuesta curricular de investigacin-accin-formacin-
colaborativa explcita en la dimensin intercultural para dos grupos de
futuros docentes de L2/LE estudiantes en dos programas de maestra.
Hallazgos preliminares reafirman la clase de L2/LE como un espacio
esencial de encuentro e intercambio de experiencias y punto de apoyo
de la dimensin intercultural. Las lenguas y las culturas locales y no-locales
abordadas dan origen a una situacin de alteridad en la que los participantes
toman consciencia de la necesidad de establecer un distanciamiento
objetivo, verbal y no verbal, entre s mismo y el otro (Abdallah-Pretceille,
2008), una reflexin esencial para construir paz desde el aula de clase.
5:30pm - 6:00pm
Glocal languages: A critical and decolonial approach to language in
education and scientific research
Maria Manuela Duarte Guilherme
University of Coimbra, Portugal; mariaguilherme@ces.uc.pt
This paper will put forward a new conceptual profile for global languages,
that of glocal languages which has been introduced and theorized during
the Glocademics project (2014-2017), a Marie Curie Research Fellowship,
carried out both in Brazil and in Portugal. The focus will be on English,
Portuguese and Spanish. This paper will present an interdisciplinary
theoretical and conceptual framework that supports this terminology and
will draw on the project outputs, mainly resulting from the empirical study
carried out in three high-profile universities in Brazil. This concept addresses
languages from a critical, decolonial perspective, taking both their historical
and social background into account and the new potential of their diverse
developments. Examples of different approaches in higher education
language teaching and learning as well as the roles they are playing in
scientific research, with a focus on Social Sciences and Humanities and
Life Sciences research groups, will be provided. Without discarding the
possibility of common understanding and language use in global spheres,
both by native and non-native speakers, this presentation will highlight
language diversity, both synchronically and diachronically, with regard to
the above-mentioned three European languages most spoken around the
world, whose dissemination was carried out through colonial expansion.
Therefore, a critical approach to such language use, as it happens today,
entails an analysis of the relations of power at stake in the historical and
social developments that set the backloth of glocal languages which form
the core of this presentation. Generally understood as an illusive neutral
tool, a lingua franca as the most dominant languages are generally called,
this presentation will give examples of a glocal language approach and
raise questions about the complexities of plurilingualism and intercultural
communication/interaction in international scientific research.
S90
Time: Monday, 24/Jul/2017: 3:30pm - 7:00pmLocation: Venezia I
Creativity, Professionalism and Generosity: Sharing Christopher Candlins
Legacy in Mexico
Organizer(s): Elin Emilsson (Universidad Pedaggica Nacional, Mexico)
This Symposium is intended as a small homage to one of the pillars of Applied
Linguistics to language teaching, Professor Christopher Candlin, who left
us too early, last May, 2015. The scope and depth of his work are a great
inspiration to those of us who work in this field. His contributions to what is
now a solid, professional discipline, are numerous. His active participation
in giving shape to the Communicative Approach, to Task Based Language
Teaching and to English for Professional Purposes, among other topics,
has been groundbreaking. At the center of his inquiry, lies his interest in
achieving an ever greater understanding of how language interacts with the
social context establishing a mutual influence on each other, and, as a result,
being able to work on ways to address issues in areas including language
teaching and professional communication. His work as teacher, teacher
trainer, researcher and editor has been instrumental to the development
of the field. In addition to the solid scholarly pursuit that characterized his
work, Professor Candlin was known for his amazing ability to encourage
others in doing collaborative work as well as for his immense generosity
and friendliness. Indeed, he touched the hearts of countless colleagues and
students worldwide.
The Mexican community of applied linguists is no exception. Through his
involvement with a collaborative program between Macquarie University
in Sidney, Australia, where he worked, and the Benemrita Universidad
Autnoma de Puebla, as well as other actions, the impact of his presence
is easily felt. In this Panel, we will discuss this impact, drawing on the direct
experience of those who participate in it. After a short introduction on
Candlins life and work, each panelist will discuss an aspect of their research
projects that has been influenced by Candlin, followed by a discussion
on how these are intertwined with Mexicos advancement in the field of
language teaching.
Details of the Symposium Papers
A Tribute in Honour of Christopher Candlin
Carmen Contijoch
Centro de Enseanza de Lenguas Extranjeras, UNAM, Mexico
For the Foreign Language Teaching Centre Christopher Candlin embodies
the vivid image of an expert and knowledgeable scholar. He pioneered the
work on a multitude of themes that have left a memorable trace in the history
of applied linguistics and language teaching. In Mexico and all over the
world, he is well known for his work on communicative language teaching,
task based learning, curriculum design, professional and discursive
practices, academic writing, to mention only a few. He visited the Language
Teaching Centre at UNAM in Mexico on several occasions freely sharing his
vast knowledge with the academic community and generously providing
counselling and his experienced guidance in numerous projects always
offering his best. Professor Candlin showed interest for the work developed
in the applied linguistics department and acknowledged the efforts made
in the different areas of research. Eleven years ago, he embarked on one
of the most challenging endeavours when he launched the Doctor of
Applied Linguistics Program from Macquarie University in Mexico. Together
with some of his distinguished colleagues (Anne Burns, David Hall, Jack
Richards, Kathleen Bailey, Geoff Brindley, Stephen Ross) he led the program
and mentored those who had the privilege to participate in it. Professor
Candlin showed his interest in the research projects of every member of
this Applied Linguistics Program and in many occasions provided relevant
comments and guidance to each one of us. Personally, I felt particularly
honoured when he and Professor Anne Burns proposed a joint publication
related to my thesis topic: Beliefs, Discourses and Perceptions: A Study of
Online Tutors Feedback and Learners Perceptions from an Online Diploma
Course in Mexico. The idea resulted in a book chapter, which synthesized
the major findings of my work.
For all of us, Professor Candlin represented academic excellence and most
importantly, was a most unforgettable and generous human being.
Literacy and motivational relevance
Patricia Preciado
Benemrita Universidad Autnoma de Puebla, Mexico
This contribution addresses the manners in which the work developed by
Christopher N. Candlin enriched the current discussion concerning literacy
and education in countries undergoing a process of radical change such as
ours. Candlins research involving discourse analysis clearly draws from the
principles of Critical Discourse Analysis in unveiling the social causes that
underlie the problems of literacy as a social practice.
The over- reaching purpose of this participation is to celebrate the
experience of research under the guidance of Chris Candlin. For this in
the proposed panel of discussion, this paper will provide a general view
of issues surrounding state policy in education, as it is currently discussed
81
in Mexico. As a special focus, the notion of motivational relevance on
sociolinguistic practice will be illustrated in the current context of Mexico.
Through this report and discussion I hope to accomplish the double
objective of celebrating and sharing outcomes of research based on
guidelines pointed out by Chris.
In MemoriamMexican Presidential Campaign Billboards: A Multimodal
Analysis
Teresa Castineira Bentez, Michael T Witten
Benemrita Universidad Autnoma de Puebla, Mexico
This study analyzed the political discourse (Chilton, 2004; Fairclough, 1992)
of the multimodal texts that the three major political parties involved in the
2006 Mexican presidential elections produced and extensively distributed
through the medium of billboards. We investigate how these parties express
their particular ideologies, construct and convey social identities as well
as construct power relationships (Bourdieu, 1991; Foucault, 1980) between
themselves and the consumers of political billboards. The analysis revealed
that within a larger campaign, billboards are released in semiotic waves
that are used to construct a narrative, facilitating the construction of a
candidates social identity, and through the use of sophisticated intertextual
links, plays a significant role in defining the agenda of the larger campaign.
These texts are hyper-multimodal in nature (Kress & van Leeuwen, 2006),
lending themselves to multiple reading paths and interpretations by the
consumers. The study reveals the important role that billboards play in
the construction and dissemination of political propaganda in Mexico, and
provides a discussion of what constitutes this genre and the implications of
how social actors make use of these multimodal texts in order to accomplish
particular goals within the sociopolitical context.
Content-Based Language Instruction and Disciplinary Discourse
Elin Emilsson
Universidad Pedaggica Nacional, Mexico
Professor Christopher Candlins work has always been in the horizon of
any activity I have undertaken, from course design, to political discourse
or to content-based language instruction. His intense dedication to all
aspects of language in use, covers a wide range of themes. Specifically, in
this presentation, I will discuss the work we are developing at the National
Pedagogical University in Mexico City regarding the implementation of a
content-based project for a variety of majors related to education. Serving
a population of 5000 students, we have developed a syllabus based on a
characterization of the discursive logics underlying the disciplines in question
and on an exploration of their intrinsic social practices. An analysis of types
of texts both oral and written, such as classic seminal work, recent research
based articles or lectures of known exponents, has been undertaken, based
on specialists recommendations. These corpora constitute the substance
of the pedagogical work, which is being developed in materials uploaded
onto a platform, as well as on site printed materials. This brief presentation,
within the Symposium honoring Christopher Candlin, will offer descriptors of
the corpora, the materials designed and preliminary results of this project,
among which, we can observe changes in perspective and an expansion of
identitarian horizons on the part of students.
Christopher Candlins influence, generosity and professionalism
Vernica Snchez Hernndez
Benemrica Universidad Autnoma de Puebla, MEXICO
Chriptophers Candlins contribution in the areas of communicative
language teaching and professional communication has definitely given
us, professionals inappliedlinguistics,greater understanding of the role of
language and other forms of communication in differentsocial contexts. We,
theones who had the opportunity andhonorto be his PhD students,will
never forget his sense of service, commitment, energy and generosity to
our academic community.
Personally, I highlight his influence to see my professional practice as teacher
trainer from another perspective. That is, Candlins conceptualization of
professional discourse as a social practice which is institutionally embedded
(Candlin & Sarangi, 2011), has raised my interest to analyze the dialogues
between teachers supervisors or mentors and practitioners. In particular,
Candlins valuable influence has driven my attention to investigate how
supervisors and practitioners use language to carry out a number of tasks by
looking at some concepts involved in the process of joint thinking (Candlin
& Sarangi, 2011; Mercer, 2000). According to Mercer (2000), interaction
of minds or interthinking is a joint coordinated intellectual activity which
people regularly accomplish using language. This activity can be perceived
during the post-observation conference where the trainer and practitioner
are engaged in a dialogue that guides practitioners towards reflection of
their teaching performance. This analysis has allowed me to reconceptualize
the importance of the interaction between the supervisor or mentor and their
practitioners for their and, very importantly, my own professional growth.
S88
Time: Monday, 24/Jul/2017: 3:30pm - 7:00pmLocation: Venezia III
Raciolinguistic approaches to the analysis of language and identity
Organizer(s): Jonathan Rosa (Stanford University, USA), H. Samy Alim (Stanford
University, USA), Mary Bucholtz (University of California Santa Barbara, USA),
Angela Reyes (City University of New York, USA)
Recent conceptualizations of language and racialization have demonstrated
the powerful insights that emerge when race and language are analyzed
together as dynamic processes rather than fixed objects (Alim and Reyes
2011; Dick and Wirtz 2011; Chun and Lo 2016). For example, this scholarship
has shown how particular discursive patterns function as covert forms of
racialization, how race and language bundle together intersectionally with
other identities and practices to organize social life, and how categories
of language and race are constructed across scales of interaction and
spacetime. By continuing the project of racing language and languaging
race, this symposium contributes to the theorization of raciolinguistic
perspectives on ideologies, practices, and identities (Alim, Ball, and Rickford
Forthcoming; Flores and Rosa 2015). It brings together scholars analyzing the
co-naturalization and denaturalization of language and race across a range
of societal, historical, and institutional contexts. Papers explore principles
for a raciolinguistic framework that challenges previous approaches to
analyzing racial and linguistic identities and inequalities; the educational
experiences through which linguistic and racial identities are constructed
and contested; the heterogeneous, transracial ways in which racial
identities are counterhegemonically transformed through language; shifting
conceptions of language and race in the context of colonial encounters;
and ideologies of linguistic and racial hybridity in the construction of figures
of elite postcolonial personhood. Collectively, these papers point to the
analytical importance of interrogating rather than reifying linked racial and
linguistic boundaries. The symposium will conclude with comments on the
papers from Mary Bucholtz and a question and answer period with the
audience.
Alim, H. Samy and Angela Reyes. 2011. Complicating race: Articulating race
across multiple social dimensions. Discourse and Society. 22(4): 379-384.
Alim, H. Samy, Arnetha Ball, and John Rickford (eds.). Forthcoming.
Raciolinguistics. New York: Oxford University Press.
Chun, Elaine, and Adrienne Lo. 2016. Language and Racialization. In
Routledge Handbook of Linguistic Anthropology, ed. Nancy Bonvillain. New
York: Taylor and Francis. Pp. 220-233.
Dick, Hillary P., and Kristina Wirtz. 2011. Racializing discourses. Journal of
Linguistic Anthropology. 21(S1):E2-E10.
Flores, Nelson, and Jonathan Rosa. 2015. Undoing appropriateness:
Raciolinguistic Ideologies and Language Diversity in Education. Harvard
Educational Review. 85(2):149-171.
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Details of the Symposium Papers
Conceptualizing raciolinguistic ideologies across contexts
Jonathan Rosa1, Nelson Flores2
Stanford University, USA, 2University of Pennsylvania, USA
1
The intertwining of racial and linguistic ideologies has powerful implications
in a range of societal domains, including education, migration rights,
policing, labor, and popular representations. Building on our theorization
of raciolinguistic ideologies in relation to language learning in education
(Flores and Rosa 2015), this presentation proposes a set of principles for
raciolinguistic approaches to the analysis of language and identity across
institutional settings. These principles include: (1) redirecting analytical
focus from communicative practices of minoritized subjects to perceiving
practices (Inoue 2006) of majoritized subjects and the ideologies through
which they construe signs (they could be individuals, institutions,
instruments of measurement, etc.); (2) continuing efforts toward moving
beyond a distinctiveness paradigm in sociolinguistics (Alim and Reyes
2011; Chun and Lo 2016), deploying instead a raciolinguistic enregisterment
approach that analyzes the co-naturalization of racial and linguistic forms;
(3) privileging a raciolinguistic rather than ethnolinguistic perspective
that tracks the (re)production of societal hierarchies historically and
genealogically by drawing on critical race theory to denaturalize language
and post-structural approaches to language to denaturalize race; and (4)
shifting from an asset-based theory of change that focuses on proving
the skillfulness of minoritized subjects and nonstandardized language
practices to a race radical theory of change that focuses on dismantling
White supremacy in its various institutional and intersubjective forms. We
illustrate these principles with examples from popular representations of
race and language, instances of racial and linguistic profiling in different
institutional settings, and our ethnographic research focused on language
and race in various educational contexts. These principles and examples
show how a raciolinguistic framework can contribute to broader efforts
toward challenging the stigmatization of disparate language practices and
ethnoracial identities across institutions.
Raciolinguistic perspectives on identity in an urban elementary school
classroom
Ramn Antonio Martinez
Stanford University, USA
Diverse urban schools are key sites for exploring both transcultural contact
(Orellana 2016) and the interactional co-construction of identity (Bucholtz and
Hall 2005). In this paper, I draw on raciolinguistic perspectives (Alim, Ball,
and Rickford Forthcoming; Flores and Rosa 2015) to explore how language
and race were perceived, constructed, and invoked in a diverse urban
elementary school in Los Angeles, California. Drawing on ethnographic
and interactional data from my research in a Spanish-English dual language
classroom at this school, I illustrate how raciolinguistic ideologies (Flores
and Rosa, 2015) mediated the construction of racialized subjectivities
and reified forms of language among a diverse group of multilingual
children and their teachers. I contrast the dynamic translingual practices
(Canagarajah 2014; Garca and Wei 2014) of these children with the static
notions of both language and race that predominate in the discourse around
educational diversity. By foregrounding the relationship between language
and racialization (Alim and Reyes 2011; Chun and Lo 2016), I highlight the
processes by which these childrens forms of semiosis were variously
displayed, ignored, (mis)construed, and recruited in the construction of
particular racialized identities. I conclude with a consideration of practical
implications for pre-service teacher preparation in diverse urban schools.
In particular, I address the role of an analytic focus on childrens linguistic
practices and ideologies in the larger project of exploring and disrupting
teachers perceptions of and encounters with diverse students.
 Language, race, and phenotype: Transracialization as a counterhegemonic
political project
H. Samy Alim
Stanford University, USA
In this paper, I argue for a new way of thinking about and disrupting race
transracialization. Expanding upon previous research, I analyze Barack
Obamas linguistic styleshifting as well as my own raciolinguistic practices
(an autoethnographic account of being racialized nine different ways
over the span of five days) in order to demonstrate that rather than stable
and pre-determined racial identities can shift across contexts and even
within specific interactions (Bailey 2000; Bucholtz 1995). Analyzing these
raciolinguistic practices allows us to imagine the possibilities for destabilizing
hegemonic and oppressive processes of racial categorization. Drawing
on Pennycooks (2007) reworking of linguistic theories of translation and
Pollocks (2005) analysis of race talk dilemmas, I put forth the transracial
subject as transgressive because crossing borders becomes central
to disrupting the ontologies upon which definitions of race rest. Rather
than doing away with the concept of race altogether, however, thinking
transracially necessitates the alternative subversion and maintenance of
racial categorization. I conclude by considering the linguistic and educational
implications of this new way of theorizing race in a changing, evolving racial
and ethnic landscape.
The mediatization of the linguistically incompetent Chinese speaker of English
Adrienne Lo
University of Illinois at Urbana-Champaign
This paper examines the ways in which race and language became
conjoined in depictions of Chinese as incompetent speakers of English.
Looking at accounts of encounters with China that circulated in Europe from
the 16th-19th centuries, it investigates how Chinese people went from being
portrayed as competent, even florid speakers of a high register standard, to
being framed as speakers of a broken form of English or pidgin.
The supposed moral duplicity of the Chinese became emblematized in
the invented features of pidgin, here understood not as a description of
actual features of Chinese speech, but instead as a discourse about British
anxieties about miscegenation. Pidgin got linked to the figures of the British
colonial who had gone local; the shady translator; the dishonest merchant;
and the thieving servant, illustrating how metapragmatic constructions of
linguistic and cultural hybridity became moralized (Chun forthcoming).
Through a historical examination of the role that this racialized vernacular
played in European constructions of standard language ideology (Silverstein
1996; Bauman and Briggs 2003), this paper contributes to research that
highlights the importance of the listening subject (Inoue 2006) in racializing
attributions of language (Reyes 2007, Hill 2008, Bucholtz and Lopez 2011,
Alim and Smitherman 2012, Flores and Rosa 2015).
Language, race, and the postcolonial elite
Angela Reyes
City University of New York, USA
Sociolinguistic studies of the postcolonial elitefrom Kong girls in Hong
Kong (Kang and Chen 2014) to D4 in Ireland (Moore 2011) to burgers
in Pakistan (Durrani 2016)interrogate the complex interrelations among
nation, modernity, and anxiety. This paper examines the Philippine conyo
elite to explore such interrelations where questions of language and race
figure centrally. In the Philippines, the term conyo labels both a kind of
person and a kind of languagea supposedly racially mixed elite youth and
linguistically mixed elite speech. This paper traces the invention of conyo
as both a social figure and linguistic registeracross sites of explicit and
implicit commentary, such as origin narratives, reported speech, and how-
to tutorials. To examine this, this paper is interested in conyo not so much
as real people but as figures of personhood (Agha 2005) taken up as
objects of discourse to be discussed, derided, parodied, and so on. As such,
this paper conceptualizes the listening subject (Inoue 2006) as central to
this imagining, and thus focuses on the overhearers (Rafael 1995) of conyo
as opposed to actual conyo. Considering a range of ethnographic and
83
media data, this paper explores how the meanings and borders of conyo are
managed through the iconicity (Gal and Irvine 1995) of linguistic forms
that is, likenesses that are created between speech characteristics and
person characteristics. Specifically, this paper examines how iconizations of
conyo mixedness and excessiveness are motivated by a range of listener
anxieties about nation, modernity, class, language, and race. The question
of conyo is ultimately a question of postcoloniality: how to be appropriately
modern, how to be sufficiently loyal to the nation, and how to imagine a
Philippine language and people that contends with the ongoing legacies of
Spanish and American colonialism.
S87
Time: Monday, 24/Jul/2017: 3:30pm - 7:00pmLocation: Venezia IV
Children and youth in indigenous language revitalization: Latin american
perspectives
Organizer(s): Frances Kvietok Dueas (University of Pennsylvania, USA)
What does it mean for children and youth to be speakers and learners of
Indigenous languages? How do they negotiate discourses of linguistic
pride, shame and authenticity in contexts of Indigenous language shift to
Spanish? And, how do children and youth negotiate ties to their cultural
heritage through their language practices within dynamics of globalizing
and localizing processes (Hornberger and McCarty, 2012)? This symposium
explores these questions through ethnographic research and findings
from Peru and Mexico. Together, our work engages with ethnographic
approaches to the study of language planning and policy (LPP) (Hornberger
and Johnson, 2007) as we consider children and youth as LPP actors
(Bucholtz, 2002) who influence the prospects of Indigenous language
maintenance and revitalization in contemporary Latin America.
As we accompany children and youth across formal and non-formal
educational domains, as well as in their homes and in their interactions
with peers, we specifically examine youth language practices and beliefs
in contexts of pro-Indigenous language policy and Indigenous language
education initiatives. Our various case studies merge longstanding
concerns in Indigenous language revitalization scholarship for studying the
intergenerational transmission of the threatened language within the family
(Fishman, 1991), as well as more current concerns for creating new language
users, uses and forms (King, 2001). We are also inspired by, and seek to
contribute to recent anthropological literature which positions youth at the
center of language revitalization efforts, and which is largely centered on
Native American experiences (Wyman, 2012; Wyman, McCarty and Nicholas,
2014). We share children and youths voices from the Peruvian region of
Cusco and from Quintana Roo and Oaxaca in Mexico, as they make
sense of their identities as Quechua, Yucatec Maya and Zapotec learners
and speakers. Findings seek to inform policy and educational initiatives
supportive of Indigenous language education in Latin America.
Our bilingual symposium is composed of five individual papers (18 min each)
and will be moderated by Dr. Virginia Zavala (PUCP, Per), who will make
introductory/closing remarks and facilitate audience discussion.
Details of the Symposium Papers
Archaeology is the excuse; language revitalization is the aim
Aldo Anzures Tapia
University of Pennsylvania, USA
Aldo Anzures Tapia explores the efforts undertaken by local activists in
Tihosuco, a Mayan community in the Yucatan Peninsula, to reverse the
language shift experienced in the community. This paper presents the
deliberate use of archaeology (Colwell-Chanthaphonh, C., & Ferguson
2007) as a trigger to open implementational and ideological spaces
(Hornberger, 2005) in the local communitys museum in order to have
conversations with children about tangible and intangible heritage, being
language revitalization and maintenance an area of utter importance in
these dialogues. The synergy of rap, comic books, museums and schools
is explored to show the interacting globalizing and localizing language
negotiations in this community (Hornberger & McCarty, 2012). Following
an ecological orientation (Haugen, 1972), this presentation puts into
conversations the ways in which Yucatec Maya and Spanish are linguistic
living beings that transform each other and generate language ecologies
where children and youth play an important role in the maintenance and
revitalization efforts commenced by the community activists. All in all,
this presentation responds to Johnsons (2015) call to make sense of the
multiple and potentially conflicting meanings, voices, and styles in the
countless domains, contexts, levels, layers, and scales of language policy
and planning. Through the childrens perspectives, this paper is an initial
response to that call.
Shifting language ideologies among young Maya professionals: overcoming
purism
Josep Cru
Newcastle University, UK
Language purism often emerges as a conspicuous phenomenon in
processes of language revitalisation. As an ideology that seeks to remove
from languages elements (often lexical) that appear to be foreign or lacking
in authenticity, linguistic purism is closely linked to the idea of legitimation
and standardisation, which has been researched in a number of works on
endangered languages in Latin America (see Hornberger and King 1998;
Howard 2007 for the Andean region, also England 1996, 2003 and Brown
1996 for Guatemala). In Mexico the seminal work by Hill and Hill (1986), which
explores the impact of purist attitudes on the use of Nahuatl, continues to be
essential to understand language shift in central Mexico. This presentation
will explore the narratives of young indigenous professionals from the
Yucatan peninsula which reflect a change in attitudes towards language
purism. I argue that a fundamental ideological change, triggered by higher
education and professionalization during a particular life stage, underpins
not only a process of re-ethnification among these young adults but also a
committed attitude towards the maintenance and reproduction of Yucatec Maya.
Learning and authority in Diidxaz education: Voices of young learners and
teachers in Oaxaca, Mexico
Haley De Korne
University of Pennsylvania, USA
Many youth in the Isthmus of Tehuantepec are more comfortable speaking
Spanish than they are speaking Diidxaz / Isthmus Zapotec, the language
which their grandparents prefer to speak. Although Diidxaz, like other
Indigenous languages of Mexico, has traditionally been excluded from most
education settings (Maldonado Alvarado, 2002), there are an increasing
number of education initiatives which promote the teaching and learning of
the language among youth and young adults (De Korne, 2016). This paper
draws on an ethnographic study of language education in the Isthmus of
Tehuantepec to explore narratives of youth who choose to participate as
students in Isthmus Zapotec education initiatives, as well as several young
adults who have participated as teachers. Noting that many youth are
insecure about their competence in Diidxaz, I analyze how the classroom
has the potential to serve as a space in which they acquire greater authority
and confidence, or in which their insecurities are reinforced. Based on
learners insights I discuss some of the practical and ideological challenges
which may prevent youth from identifying as authoritative Isthmus Zapotec
speakers. Finally I consider perspectives on centralized linguistic authority
in this context, a paradoxical concept which some learners actively desire to
see realized, while others view it as a threat.
Nios y nias dialogando con cario con los abuelos de la comunidad
Ingrid Guzmn
TAREA, Per
Las comunidades quechuas de La Convencin (Cusco, Per) hacen parte
de un universo cultural y lingstico que usa el quechua como lengua de
comunicacin desde la poca del asentamiento de la resistencia del Inka
Manko Inka en esa zona. En procesos de poblamiento y mestizaje sucesivos
84
se instalaron en la zona poblaciones castellano hablantes, generndose un
escenario de bilingismo.
Los nios y nias de estas generaciones ya tienen como lengua materna el
castellano, sin embargo todo su ambiente de vida est lleno de toponimios
quechuas y sus abuelos usan activamente la lengua quechua en sus
comunicaciones cotidianas en diversos espacios. En esta presentacin,
compartir nuestra experiencia desarrollada durante 5 aos, la cual ha
logrado establecer una comunicacin activa y profunda entre nios y nias
de escuelas primarias e iniciales y sus maestros con los abuelos y abuelas
de las comunidades. Por medio de articulaciones entre el aprendizaje en la
escuela con la vida de las poblaciones, a travs de actividades vivenciales
dentro del ciclo de vida del territorio, los abuelos muestran sus capacidades
como yachaq (experto local).
Describir como los nios aprenden a registrar estos saberes en videos y
a compartirlos a travs de un programa televisivo con otras escuelas y la
poblacin de la provincia. Ahondar en las maneras en las cuales los nios
y nias aprovechan los registros audiovisuales para seguir aprendiendo
en el aula, dialogando, escribiendo, investigando en base a la informacin
compartida, matematizando las situaciones vividas y aprendiendo a valorar
la sabidura de sus mayores en el cuidado de la biodiversidad local.
Reflexionaremos como estas actividades intergeneracionales han llevado a
que los nios y nias se constituyan en activistas en el cuidado de su medio
cultural y lingstico gracias a la comunicacin recuperada con sus abuelos.
Learning from and with Andean youth across schools and homes
Frances Kvietok Dueas
University of Pennsylvania, USA
Ethnographers researching the Andean region have long addressed the
promises and challenges of rural intercultural bilingual education (Garca,
2005; Hornberger, 1988; King, 2001; Valdiviezo, 2009), while pioneering
sociolinguistic ethnographies by Sichra (2006) and Zavala (2015) have
begun to explore Quechua teaching practices in urban schools of Bolivia and
Peru. Drawing on ethnographic fieldwork on youth and Quechua language
policy in the Peruvian Andes, this paper explores youth bilingualism and
identity across urban high schools where Quechua is taught as a subject
area and in students homes in Urubamba, a provincial capital of Cusco,
Per. Specifically, I analyze ethnographic vignettes and interview excerpts
from two focal participants of this study, attending to how these youth
negotiate discourses of linguistic shame and pride, as well as discourses
that emphasize the instrumental and sentimental value of Quechua in their
interactions with teachers, peers and family members. Following a multi-
sited lens, I consider the various ways in which youth come to embrace,
reject and ultimately make sense of their identities as Quechua language
learners and speakers. Finally, I reflect on the methodological implications
of conducting research with and on youth who are minoritized language
speakers and learners across public and private domains.
S86
Time: Monday, 24/Jul/2017: 3:30pm - 7:00pmLocation: Venezia V
Languaging Race in Classrooms
Organizer(s): David Bloome (Ohio State University, USA)
In the United States and elsewhere race is a ubiquitous topic in classroom
life, although ironically it is rarely officially acknowledged or part of the
planned curriculum. This symposium is concerned with how students and
teachers language race (how they use language to define race and racism
and how they use language to react to such definitions). The symposium
addresses the sub-rosa languaging of race (situations in which race is
implied but not an explicit or official topic of an instructional conversation)
and classroom conversations in which race is an explicit curricular topic.
The symposium explores issues of language use, silence, narrative,
social identity construction, argumentation and rationalities, and teacher
education, as students and teachers engage in talk about race. The papers
employ diverse theoretical frames including interactional sociolinguistics,
discourse analysis, critical race theory, Black feminist theories, and theories
of social identity grounded in social constructionism. Included are studies at
the elementary, secondary, and teacher education levels. The symposium
begins with a review of research on classroom conversations on race. This
is followed by three empirical studies. The first addresses the complexities
of silence in such conversations; the second explores social positioning and
social identity construction in classroom conversations on race. The third
examines argumentation and rationalities in classroom conversations on
race. The final paper is a critical review of research on classroom discussions
of race in pre-service teacher education programs in the U.S. Collectively,
the symposium contributes to explorations of (1) how race is languaged in
educational institutions, (2) how tensions are played out through languaging
of centripetal and centrifugal trajectories in classroom discussions of race
(i.e., between dominant and counter hegemonic ideological framings of
race and languaging), and (3) how and when classroom conversations on
race provide or deny opportunities for teachers and students to enhance
learning opportunities in the classroom.
Details of the Symposium Papers
Researching Talk on Race in Classrooms: A Review of the Research
Ayanna Brown
Elmhurst College, USA
This paper provides a review of scholarship on talking about race in
classrooms in the United States. Research shows that teachers and
students in the United States rarely discuss race in their classrooms. The
studies that have been done include situations in which the topic of race (a)
isexplicitly selected by the teacher for discussion and either focus on race
relations as they are manifest in a curriculum topic (e.g., history, literature) or
because the teacher wants to address a local issue (e.g., race relations in
the school community) and (b) are unofficial conversations among students
responding to events in the classroom (e.g., a peer conversation among
African-American students in response to a racist image in a textbook). Also
include are studies of the ways in which students and teachers use silence
and silencing as means to engage and disengage in discussions of race
while navigating the historical contexts for race that guide everyday life.
The extant studies have asked: Why are there so few discussions of race
in classrooms given the ubiquitous presence of race in all aspects of life
in the United States? What are the risks for teachers attempting to deepen
pedagogy by engaging in discussions of race? How is race defined in and
through classroom conversations on race? How might discussions of race in
schools disrupt the educational inequalities that schools promulgate based
on race? Also central to the review are findings regarding how the classroom
conversations index the historical contexts of race relations in the U.S., how
classroom conversations invoke and contest the extant cultural and social
ideologies surrounding race in the U.S., and how the language used by the
research studies themselves reflect particular cultural and social ideologies.
African American youth surviving education: Speaking through Silence
Stephanie Power-Carter
Indiana University, USA
This paper presents findings from a study that used sociolinguistic theory
and Black feminist theory to explore the classroom interactions of African
American female students in a required senior British literature classroom
in the United States. Sociolinguistic theory framed a research focus on
how the students interact in a given context and what those interactions
mean. This view encourages researchers to see classrooms as social
environments that engage in social practices and meaning making (Green
& Wallat, 1981; Gumperez, 1982; Hymes, 1974; Bloome, 1989). Black feminist
foregrounds how the interrelationship of whiteness and male superiority
has characterized African-American female identity (Collins, 1992; Fordham,
1993; Henry, 1994). Some black feminists argue that notions of whiteness
and male superiority have historically silenced African-American women
(Collins, 1992). Data presented in this paper is part of a larger qualitative
study where data was collected over a five-month period. The study used
discourse analysis to explore the gendered and racial challenges faced
by Black students. The corpus of data includes 306 hours of participant
85
observations and field notes, 18 audiotaped interviews with the teacher
and students, 26 classroom audiotapes, and 8 videotapes of 8 class
periods. The research used discourse analysis and was coded for recurring
themes, topics, and interactions within the event that centered on African-
American young women. Selected taped interviews, videotapes, and
audiotapes were transcribed and data was analyzed to explore: (a) How
African American young women navigated racialized discourse within
the classroom context; (b) How African American young women were
negatively positioned as a result of racialized discourse and classroom
interactions around the curriculum;(c) How power relations and whiteness
functioned within the British literature curriculum and classroom interactions;
and (d) how the African-American female students used silence to negotiate
institutional constraints.
Exploring Conversations on Race in 5th and 6th Grade Classrooms
Michiko Hikida, Patricia Enciso
Ohio State University, USA
This paper compares conversations about race in three classrooms. The
first classroom was a 5th grade classroom located in an elementary school
with a large Spanish-speaking immigrant population from a low-income
community; and two 6th grade middle school classrooms serving urban
white (60%) and Black (20%) Appalachian students and an immigrant and
refugee students (about 20%). The aim of this paper is to examine how
students in these three classrooms negotiated conversations around race
in school-based contexts. Ethnographic perspectives and methods were
used for data collection and analysis including video recording of classroom
events and teacher and student interviews. Data analysis involved an
ethnopoetic analysis (cf., Hymes, 1996), examination of indexicality (cf.,
Blommaert, 2005), and a discourse analysis based on Bucholtz and Halls
(2005) framework for analysis of identity in interaction. Central to the analysis
was how participants positioned themselves and others in conversations
when issues of race were central. Conversations on race can be difficult
because normative spaces, like schools, are filled with codes, customs,
rules, expectations, and so forth (Blommaert 2005, p.73) around sanctioned
topics. These norms, rules, and expectations are indexed through both
explicit and implicit evaluations of ongoing talk. Using discourse analytic
methods, we examined how immigrant and non-immigrant youth interpreted
race through oral storytelling and discussion-based literary analysis.
Arguing Race in Classrooms: Languaging Racialized Rationalities
David Bloome
Ohio State University, USA
This presentation explores the relationship among languaging (the use
of language in situ), the social construction of race, and definitions of
rationality within the context of classroom education in the USA. A year-long
ethnographic study was conducted of a racially, linguistically, and ethnically
diverse 10th grade language arts classroom in a working class urban area.
Across the academic year, the teacher focused on argumentative writing. In
this study, particular attention is paid to use of classroom language during two
6-week instructional units focused on race relations: the first unit examined
the American Dream from the perspective of racial and ethnic minorities; and
the second on events surrounding the Rwandan genocide. The theoretical
framing of the study involved interactional sociolinguistics (cf., Gumperz,
1986) and microethnographic discourse analysis (cf., Bloome et al, 2005) to
analyze how the teacher and students interactionally constructed definitions
of argumentation, knowledge, social identities and social relationships,
race and racism; Critical Race Theory (cf., Crenshaw, 1995) to examine how
the students used their everyday experiences and stories to interrogate
dominant narratives; and theories of communicative rationality (Habermas,
1984) and dialogic rationality (Gadamer, 1976) to examine the students
argumentation practices. Findings from analysis of video recordings
(triangulated with teacher and student interviews) showed differences and
tensions in how students interactionally constructed definitions of race, how
they warranted those definitions, and the rationalities they used to frame
their arguments about race. These differences indexed different cultural
ideologies and epistemologies that were not explicitly articulated. Relatedly,
there was a lack of uptake (responsiveness) by the students to each others
languaging about race and lived experience. Findings also suggest that
another source of tension came from the use of abstract, grand theories of
historical development in opposition to warranting grounded in students life
experiences and narrativized definitions of personhood.
Examining U. S. University Classroom Discussions Of Race Among Preservice
Teachers
Arlette Willis
University of Illinois, USA
Public schools in the U. S. have become increasingly racially diverse as
revealed by data from the National Center for Education Statistics (2015),
yet the majority of preservice teachers (PST) are female, middle-to-upper
class, monolingual, and White. There is substantial body of literature that
seeks to address how best to prepare PSTs to effectively teach the growing
numbers of minoritized students. This study reviews the extant literature of
discussions of race held in U. S. university classrooms among PSTs, 1950
2016, using electronic and manual processes. The review reveals: all
studies were conducted by women, some of whom self-identify as White
and middle-class, and acknowledge that they are similar their students in
terms of race and gender; most studies were conducted in the researchers
own classrooms amongst undergraduate students in education courses or
courses taught to support PST; data sources included artifacts (instructor
materials and student work), audio and videotaped small group and focus
group discussions, interviews, and observations; most studies were focused
on the emotions, experiences, engagement/lack of engagement, and
language (discourse, talk) used by White PST and not anti-racism, race,
or racism. Thus, Whiteness was re-centered by categorizing participants
feelings (anger, ambivalence, discomfort, guilt, fear) and resistance (color-
blindness, colorizisms, silence). Researchers discussions of the role of
PSTs emotions tended to supersede the data about classroom discussions
of anti-racism, race and racism. The deconstruction of anti-racism, race,
and racism remains incomplete, and White hegemony is re-privilege and
re-empowered. More research is needed that specifically examines anti-
racism, race, and racism from historical, ideological, institutional, and
structural perspectives. Research in university classrooms among PSTs,
where anti-racism, race, and racism are discussed should include the
emotions, experiences, engagement/lack of engagement of all students, in
U. S. and worldwide.
S85
Time: Monday, 24/Jul/2017: 3:30pm - 7:00pmLocation: Ducale I
New Perspectives on ESL/EFL Teacher Education
Organizer(s): Shen Chen (The University of Newcastle, Australia), Jennifer
Archer (The University of Newcastle, Australia)
As a result of economic globalization and technological innovation,
enhancing citizens English proficiency is a major concern of non-English
speaking countries, particularly, in Asian countries such as China, Indonesia,
Thailand, and Vietnam. Existing curricula for preparing ESL/EFL teachers in
these countries has been described as out-of-date and inadequate. How
can these curricula be improved? This symposium attempt to review the
evolution of three models of teacher education. Are these approaches to
developing ESL/EFL teachers effective? Current EFL classroom practice and
the knowledge-base for ESL/EFL teacher education are examined.
This presentation proposes a new model of curriculum for ESL/EFL
teacher education. It is a joint effort from ESL/EFL researchers and teacher
educators in Australia, Vietnam, Indonesia, Thailand, and Hong Kong, China.
It involves a shift from the traditional four elements to four domains: (1)
the educational domain, (2) the social-cultural domain, (3) the technological
domain and (4) the institutional domain. The contributors to this symposium
will address each of these domains.
First, the issue of ESL/EFL teacher education will be examined from an
educational perspective. Since language teachers have shifted their
attention from arguments over teacher-centred and learner-centred towards
learning centred, ESL/EFL teacher education should not be limited in
pedagogical concern but extended to a wider view of education in general
in this post-method era.
Second, the technological innovation has a strong impact on teaching
education and ESL/EFL teacher education is not an exception. A
technological perspective will enable ESL/EFL teachers to take advantages
of the new development of ICT and its application in ESL/EFL classrooms.
Third, it is essential to acknowledge the cultural nature of classroom
communication. A social perspective of ESL/EFL teacher education will
enable teachers to ensure greater learning productivity, as well as the
prepare students for becoming global citizens.
Fourth, ESL/EFL teacher education should be linked with schools. The
diverse ESL/EFL learners in terms of age, gender, social economic
background and ethnicity in different schools have led teacher educators to
form an institutional perspective: a new angle to explore the specific needs
of various schools, which has been overlooked in the traditional model in
ESL/EFL teacher education.
.
Details of the Symposium Papers
Rethinking models of ESL teacher education
Shen Chen
The University of Newcastle, Australia
As a result of economic globalization and technological innovation, raising
citizens proficiency in English (as the world language) is a major concern
of non-English speaking countries, in particular, Asian countries including
China, Indonesia, Thailand, and Vietnam. Existing curricula for preparing
ESL/EFL teachers in these countries has been described as out-of-date and
inadequate. How can these curricula be improved? As an introduction to the
symposium, this presentation will review the evolution of three models of
teacher education. Are these approaches to developing ESL/EFL teachers
effective? Current EFL classroom practice and the knowledge-base for ESL/
EFL teacher education will be examined.
The preparation of language teachers has produced three models: the craft
model; the applied science model; and the reflective model. In traditional
curricula for ESL/EFL teacher education, a knowledge-based framework
contains four elements teachers are expected to attain. These are (1) second
language studies, (2) second language learning and acquisition, (3) social-
culture context of language teaching, and (4) second language teaching
according to the fundamental concepts of language teaching(Stern,
1983). However, this knowledge-based framework has been subject to
considerable criticism. It is time to rethink the way programs for ESL/EFL
teacher education are constructed.
This presentation proposes a new model of curriculum for ESL/EFL teacher
education. It involves a shift from the traditional four elements to four
domains, namely, (1) the educational domain, (2) the social-cultural domain,
(3) the technological domain and (4) the institutional domain. The contributors
to this symposium will address each of these domains.
Educational Perspectives on ESL/EFL Teacher Education
Jennifer Archer
The University of Newcastle, Australia
Educational psychologists use the Information Processing Model (IPM) that
has understandings of how the human mind processes information and
how teachers can make use of the IPM to improve student learning. The
IPM has much to offer ESL/EFL teachers. It provides clear guidelines for
ways to structure lessons: getting students attention, checking students
relevant prior knowledge and bringing it back to consciousness; limited
capacity of the working memory; and the importance of executive control
and self-regulation. It is important that electronic media are used carefully
in the EFL and ESL classes, in a manner that accords with the IPM. Allowing
students uncontrolled access to electronic media does not produce good
results. Students can skip rapidly from one source to another, retaining little
86
important information because they are not paying careful attention.
The EFL/ESL teacher must ensure that their lessons are structured so that
the main message is reinforced multiple times. Lessons should begin with
a review of previous learning, new material should be introduced in small
steps, with frequent questioning to check understanding. Students should
have opportunities for guided practice as well as independent practice. Small
in-class tests can help students to learn. The aim is to develop automaticity
in the foreign/second language. That is, the students proficiency in the
language is developed to the extent that the students do not have to
concentrate on individual words and sentence construction. Their working
memory can be used for more sophisticated aspects of second language
acquisition.
These principles of learning can be used by designers of university
programs to prepare ESL/EFL teachers. The core courses of curriculum
design, models of pedagogy suitable for ESL/EFL student teachers,
educational psychology, educational sociology, syllabus analysis and lesson
preparation, and classroom management should all be structured using the
principles of learning that flow from the IPM.
An Institutional Perspective on ESL Teacher Education
Helena Hing Wa Sit
The University of Newcastle, Australia
Australian universities are keen to attract international students to English
language education programs that prepare English as second or foreign
language (ESL/EFL) teachers. Traditional models of ESL/EFL language
teacher education usually focus on knowledge-based transmission such
as second language acquisition, language learning, and methods of
teaching. However, recent research has demonstrated that teaching a
second language is a complicated process affected by the school context.
Institutional context includes the diversity of the student body (including age,
gender, social economic background, and ethnicity) and the promotion of
multicultural experiences for both teachers and students.
The preparation of ESL/EFL teachers for Australian schools and schools in
other countries is explored in this presentation. What is the best way for
student teachers to develop their skills? This presentation contains a case
study of student teachers practicum experience. There is an examination
of student teachers reflections upon the theory and practice of teaching,
curriculum design, assessment, and evaluation. The teaching staff
supervising the student teachers also are interviewed. The findings show
how institutional/school practices affect the preparation of student teachers.
Teacher professional learning should be school based and built into the
day-to-day work of teaching. In the school context student teachers can
address immediate problems and challenges and develop their knowledge
and skills.
Socio-cultural perspective on ESL teacher education
Oktavian Mantiri
Asia-Pacific international University
Technology has become an integral part of many educational activities.
This presentation explores how technology is transformation English as a
Second Language (ESL) or English as a Foreign Language (EFL) classroom
instruction. It considers the impact of technology on how we learn, when
we learn, where we learn, how we teach, and how we manage ESL/EFL
instruction. Blended learning and the flipped classroom are relatively
new approaches to teaching and learning. What impact will they have
on traditional ESL/EFL approaches and philosophies? Easy access to the
Internet intertwines technology with ESL/EFL education.
Given these rapid technological changes, the conventional approach to
ESL/EFL instruction must change. This presentation will consider ways in
which the internet and other electronic media can be used to enhance
ESL/EFL teaching. Staff in charge of ESL/EFL teacher education programs
must consider the most effective ways they can incorporate technology into
their programs. Poorly conceived use of technology (for example, allowing
87
students free rein in using the internet) will hinder rather than help learning.
Socio-cultural perspective on ESL teacher education
Thi Thuy Le
Vietnam National University of Hanoi
The field of second language teacher education has recently experienced
a shift from a cognitive perspective to a sociocultural perspective. This
perspective views learning and change primarily in terms of socially and
culturally mediated meaning construction, taking place through participation
in shared communities of practice (Vygotsky, 1978; Lantolf, 2000; Brandt,
2006). Consequently, priority is given to the social context and cultural tools
that shape the construction of human understanding and action. Adhering
to this perspective, studying the role of social and cultural environment and
the factors influencing second language teacher education is fundamental
to the preparation of second language teachers.
Given the importance of second language education, especially English
language teacher education in Vietnam, the author explores its current
state. The most pressing pedagogical issues faced by Vietnamese tertiary
English language teachers and teacher education, in the context of recent
educational reforms, will be discussed using the lens of socio-cultural theory.
As this theory is concerned with interactions between the individual and
others, the social aspects of learning and identity formation are becoming
an important matter for research into ESL teacher education. Phan Le Ha
(2004) argues that social and cultural contexts play a significant role in
identity formation. In this presentation, the changing sense of identity of
Vietnamese ESL teachers will be discussed.
This presentation will focus on a new model of ESL teacher-training drawn
from the researchers own experience and research activities. Based on
robust theories and a comprehensive analysis of the Vietnamese socio-
cultural context, the model is designed to meet the needs of ESL teacher
education in Vietnam. It is anticipated that the model will provide valuable
ideas for ESL educators and curriculum designers in other contexts as well.
C95-96
Time: Monday, 24/Jul/2017: 5:00pm - 6:00pmLocation: Queluz I
5:00pm - 5:30pm
The significance of epistemic communities, mediations and interactional
positionings for knowledge formation in health communication
Anna-Malin Karlsson1, Theres Bellander2, Mats Landqvist3, Ulla Melander Marttala1, Zoe
Nikolaidou3
1
Uppsala University, Sweden; 2Stockholm University, Sweden; 3Sdertrn
University, Sweden; anna-malin.karlsson@nordiska.uu.se
The project Health Literacy and Knowledge Formation in the Information
Society (www.nordiska.uu.se/forskning/projekt/health-literacy/) investigates
how pregnant women and their partners navigate through the information
resources offered by care givers, search engines, medical websites, private
blogs, online social networks and patient organisations, after receiving a
prenatal diagnosis of a congenital heart defect in their fetus. Through
linguistic ethnography, conversation analysis and multimodal discourse
analysis, it is studied how parents engage in different communicative
practices, how they search, value and produce information and how meaning
is made about the heart defect and its effects on their lives. The data is rich
and multifaceted and enables us to follow the multiple re-contextualisations
of knowledge, the complex intertextual relations between institutional, semi-
institutional and private interactional frames, as well as the intersections of
on- and offline literacy practices.
In this presentation we adopt a holistic perspective on the meaning-making
processes captured by the data and on the various formations of language-
based knowledge related to this complex diagnosis. How do institutional,
semi-institutional and private settings vary when it comes to community
building, mediational resources and interactional positioning? And what
does this variation mean for the possibility to develop different aspects of
medical and health-related knowledge?
Results indicate that the uncertain prognosis, combined with the pressure
of having to make a life-changing decision, create a need for diverse
information, with different perspectives and from different sources. Further,
patients gradually transform from information seekers to information
providers, sometimes adopting expert roles. This insights contribute both
to the clinical practice of providing information to couples after receiving
the diagnosis, and to the linguistic ethnographic field where the relation
between interactional contexts, mediational resources and meaning-making
is explored.
5:30pm - 6:00pm
What does data look and sound like in the midst of ethnographic fieldwork?
Janet Mairie Armitage
University of South Australia, Australia; janet.armitage@mymail.unisa.edu.au
This paper comes from an initial field trip to the Anangu Pitjantjatjara
Yankunytjatjara Lands of South Australia and the novice ethnographers
doubts and concerns over what information should be considered as data.
Through ethnographic methodologies such as observations over time and
guided conversations I planned to collect data. As every ethnographic
researcher may remember, the first PhD student field trip comes with
anxieties that the trip needs to provide useful data for a few chapters of
that all-consuming thesis. However, often in ethnographic research the
exact form of that data is not clear at the start of its collection. This paper
will inform interested researchers about one such experience of preparing
for a first field trip, what I imagined that trip and my data collection would
be about, what really happened and how my approach to ethnographic
methodology evolved through the journey. The audience will be taken on
part of a journey in listening. Most importantly I will be encouraging reflection
on the role of listening to participants responses, regardless of how well
they seem to fit the questions, and on the importance of understanding the
connections between the speaker and the listener in the process of the
telling of information and stories. If the researcher is prepared to listen rather
than guide, to be guided on the journey by participants into areas hitherto
unknown, the conversations may elicit unplanned data of great value. The
resulting emphasis is on participant agency and recognition of the entire
fieldwork event as data.
C103-104
Time: Monday, 24/Jul/2017: 5:00pm - 6:00pmLocation: Queluz II
5:00pm - 5:30pm
O Processo de Ensino-Aprendizagem de Ingls Instrumental em Cursos
Tcnicos sob a Perspectiva Sociocultural
Jssica Uliana
Universidade Estadual Paulista Jlio de Mesquita Filho - UNESP, Brazil;
jessica.esgoti@etec.sp.gov.br
notrio que a globalizao abrange vrios setores, dentre eles o
econmico, o tecnolgico e tambm a educao. Devido ao fato de tal
desenvolvimento social, percebe-se o grande crescimento do interesse
pela aprendizagem da lngua inglesa. Em razo da influncia internacional
em nosso pas, para se ter uma ascenso profissional faz-se necessrio
o conhecimento de tal lngua; porm, muitas vezes, os cursos regulares
de ingls no conseguem abranger as necessidades especficas de cada
profissional. pensando nisso, que muitos cursos, tanto superiores como
tcnicos, contemplam em seu currculo a disciplina de Ingls Instrumental
ou English for Specific Purpose (ESP) em seus cursos, com o objetivo
de preparar melhor esse futuro profissional para o atual mercado de
trabalho. Este projeto de investigao qualitativa de cunho etnogrfico
visa investigar como se configura o processo de ensino-aprendizagem
em aulas de lngua inglesa instrumental no curso Tcnico em Acar e
lcool oferecido por uma instituio pblica do estado de So Paulo. Tal
investigao ser realizada por meio de pesquisas bibliogrficas e leituras,
questionrio e bibliografia da professora e alunos, assim como observao,
transcrio e anlises das aulas. Os dados sero interpretados levando em
88
considerao os papis desempenhados pela professora e alunos luz da
perspectiva sociocultural (VYGOTSKY, 1989; JOHNSON, 2009; JOHNSON;
GOLOMBECK, 2011; LANTOLF; POEHNER, 2014), para que consigamos
alcanar melhoras no processo de ensino-aprendizagem, salientando a
importncia da coconstruo de conhecimento e no transmisso de
conhecimento. A investigao proposta tem como pressuposto que o
professor de Ingls Instrumental no s apresenta seus conhecimentos
lingusticos e pedaggicos, mas tambm interage com os alunos a fim de
despertar-lhes o interesse pela lngua estrangeira e a importncia dessa
para a sua ascenso profissional.
5:30pm - 6:00pm
O protagonismo discente em uma sala de Portugus para estrangeiros
Daniel Augusto de Oliveira, Denise Barros Weiss
UFJF/IF-Sudeste-MG, Brazil; danieloliveiro@yahoo.com.br
Na atividade de conversao de sala de aula de lngua estrangeira,
h jogos interacionais que exibem a institucionalidade do encontro e
que envolvem uma estrutura de poder na orientao e na execuo da
atividade. Objetivamos, com isso, estudar como alunos se engajam em uma
tarefa de prtica oral de uma sala de aula de uma disciplina de portugus
para estrangeiros, em uma Universidade pblica brasileira, e a medida em
que se orientam ao objetivo especfico desse encontro institucional. Para
tal, utilizamos a Sociolingustica Interacional e a Anlise da Conversa como
ferramentas metodolgicas. Recorremos ao conceito de Face (GOFFMAN,
1980), Enquadre (BATESON, 2002; GOFFMAN, 1974; TANNEN; WALLAT,
2002) e Papel (GOFFMAN, 1974; SARANGI, 2010). Alm disso, exploramos
as ideias acerca da interao institucional, principalmente a partir dos
escritos de Heritage (1997) e Arminen (2005). Ademais, como dimenso
da institucionalidade de encontros, apresentamos a noo de assimetrias
(LINELL; LUCKMAN, 1991) e assimetrias institucionais (HERITAGE, 1997) e
investigamos em que medida ocorrem suas redues. Para a compreenso
desse sistema de relaes em uma sala de aula como uma estrutura
dinmica, analisamos o conceito de poder, discutido por Foucault (1972).
Na anlise dos registros em udio, transcritos segundo o modelo Jefferson,
tal como apresentado em Loder (2008), observamos que, na execuo
da atividade proposta pela docente, os alunos exercem funes que so
tpicas do papel do professor e que essas funes envolvem trabalho de
face. Ainda que os alunos as desempenhem, os resultados sugerem que as
aes dos discentes no depem contra a institucionalidade da interao,
mas a favor de um ambiente de aprendizagem de lnguas no qual os alunos
esboam agncia e protagonismo.
C441-442
Time: Monday, 24/Jul/2017: 5:00pm - 6:00pmLocation: Ducale III
5:00pm - 5:30pm
Code-switching and symbolic power: Teaching symbolic competence through
translingual Chicano literature
Nevena Stamenkovic1,2
1
International Graduate Centre for the Study of Culture (GCSC), Germany;
2
Justus Liebig University Giessen, Germany; Nevena.Stamenkovic@gcsc.
uni-giessen.de
Working with literature helps learners to think beyond the denotative
function of language. Literary texts use various symbolic forms (language,
genre, multimodal forms) to produce meaning and to relate the text to its
political and historical context. Particularly multilingual writers play with
meaning and linguistic form with great flexibility and creativity because they
can draw on a larger variety of semiotic resources to produce what has
been called translingual literature.
This contribution will focus on translingual Chicano literature, hence
literature written by U.S. American authors of Mexican descent who use
English-Spanish code-switching to portray the U.S.-Mexican borderlands. I
will explore how this literature can encourage learners to engage in the
symbolic use of language by examining the notion of symbolic competence
(Kramsch, 2009). Symbolic competence has been conceptualized as both
an interpretative and a productive skill. It is an ability to interpret the way
symbolic forms, such as language, are used to demonstrate power or to
evoke memories or values as well as an ability to re-contextualize these
forms to create new meanings and thus explore new subject positions.
In Chicano literature, code-switching is often used to inscribe alterity and to
re-signify the existing power structures, but it sometimes also produces an
aesthetic effect and evokes synesthetic images. Through Chicano literature,
learners can explore the symbolic value of code-switching and learn how
to use sensory symbolic forms to re-negotiate meanings between their
languages and their multilingual selves, for example by creating their own
translingual texts.
To illustrate these assumptions, I will suggest various tasks and present
learner products from an empirical study conducted in EFL classrooms at
four high schools in Berlin, Germany. The tasks focus on poetry and youth
novels, including both analytical approaches and creative translingual
writing.
Kramsch, Claire (2009). The multilingual subject. Oxford: Oxford University Press.
5:30pm - 6:00pm
Innovating in multilingualism and multimodality with ScribJab.com
Kelleen Ann Toohey, Diane Marie Dagenais
Simon Fraser University, Canada; toohey@sfu.ca
This presentation concerns ScribJab.com, an innovative online multilingual
and multimodal iPad application (Toohey & Dagenais, 2014) that permits
users to digitally compose, narrate and illustrate stories in two languages.
We engaged in participant observation of Scribjab users in two Canadian
sites: an elementary minority-Francophone school classroom, and a
secondary English-as-an-additional language classroom, collecting
fieldnotes, video documentation, and interviews with students and their
teachers.
Scholars in feminist technoscience, philosophy, sociology, and recently,
education, reject Cartesian dualisms (such as body/mind), to argue that
material humans are enmeshed with material discourses and other objects
(Barad, 2007; Ingold, 2013). Our analyses draw on these new materialism
theoretical articulations and examine how the bodies of adult and youth
participants, their spatial environments, the technologies and devices
available to them, school language policies, assessment discourse,
political, educational and economic policies, and so on, are entangled
and perform together to create events or phenomena, and to shape
meanings.
As a material participant with children and teachers, ScribJab offered
new language learning possibilities as it drew on multiple languages and
modes, thereby legitimating multimodal and multilingual text production.
However, elements of the design of ScribJab, alongside other electronic
or paper-based modes of expression, and the environments of schools,
presented challenges as teachers and children struggled with sometimes-
conflicting ideologies, assumptions, conceptions of multilingualism,
assessment, and multimodality.
We begin this presentation by describing ScribJab and the classrooms
we observed, going on to explain our theoretical framework, recount the
research approaches we adopted in this study and identify themes that
emerged from our analysis. We conclude by arguing that to understand
the impact of innovations in language education, researchers must
move beyond analyses of social interactions to examine how human and
material participants in learning spaces co-construct these environments
and shape what is and can be learned in them.
89
C181-190 B
Time: Monday, 24/Jul/2017: 5:00pm - 6:00pmLocation: Studio 2
5:00pm - 5:30pm
A Cross-linguistic Analysis of Discourse Marker Use in Speech
Kazunari Shimada
Takasaki University of Health and Welfare, Japan; shimada-k@takasaki-u.
ac.jp
This study explored how the first language (L1) influenced discourse marker
use in the second language (L2) speech. Some studies (e.g., Liu, 2013;
Sankoff et al., 1997) addressed the issue of L1 transfer of discourse marker in
L2 speech and suggested that non-native speakers L1 use may influence the
frequency and usage of English discourse markers in their speech. However,
there have been only a few detailed studies investigating L2 learners
discourse marker use under their L1 influence. In order to compensate
the shortcomings, the present study was designed to examine Japanese
speakers L1 use has an influence on their use of English discourse markers
in speech. As for Japanese discourse markers, Shimada (2015) conducted
a comparative analysis using English-Japanese parallel corpus data and
revealed some correspondences between English and Japanese discourse
markers. Base on the findings, in the present study, three experiments with
Japanese college students were performed using a picture description
task, an interview task, and a short speech task. The participants performed
each task both in their L1 and L2, and their utterances were recorded with a
headset microphone. The results of the quantitative and qualitative analyses
suggested that the use of some Japanese discourse markers may be
transferred into the use of some English discourse markers such as and,
so, but, and because in each task. Additionally, especially in the picture
description task, the English discourse marker so was overused as filler,
while the corresponding Japanese discourse marker was frequently used
to pause to consider their words for narrating the story. Therefore, these
findings may indicate that L2 learners may use English discourse markers as
a result of their L1 influence.
5:30pm - 6:00pm
Learning science in English and Japanese: examining cultural aspects of
classroom discourse
Judy Noguchi1, Nilson Kunioshi2, Kazuko Tojo3
1
Kobe Gakuin University, Japan; 2Waseda University, Japan; 3Osaka
Jogakuin University, Japan; khb04356@nifty.com
With the strong global movement toward the use of English, many courses,
especially in science and engineering fields, are being taught in English
and methods such as CLIL (Content and Language Integrated Instruction)
are being advanced. It is often argued that students need to be able to
clearly and logically communicate using English. However, we have
been interested in exploring the relationship between language and the
construction of knowledge in the sciences. Interestingly, of the 24 Nobel
awards to Japan-born scholars, 21 were in the sciences: 11 for physics, 7
for chemistry and 3 for physiology and medicine. These scientists had
received their basic training in Japanese, a language often described as
being indirect and sometimes even illogical. If this were true, then how can
we explain the fact that so many Japanese scientists have been recognized
for their creative work in physics? Based on the premise that language and
culture deeply influence each other, we conducted analyses on classroom
discourse in science classes conducted in Japanese and in English. We
hypothesized that there would be differences in the discourse related to
cultural differences underlying the two languages. The data were transcripts
of university lectures in English and Japanese in science and engineering
fields given in the United States and Japan. The Japanese transcripts were
added to OnCAL (Online Corpus of Academic Lectures, http://www.oncal.sci.
waseda.ac.jp/) comprising transcripts of lectures delivered in English. The
system was redesigned to include lectures delivered in Japanese and to
allow searches in Japanese. The transcripts were analyzed for frequently
used lexical bundles, hint expressions, politeness markers, and other
features in order to find instances where cultural aspects were explicit in
the classroom discourse. We discuss how science pedagogy practices vary
according to local cultural and linguistic environments.
C251-260 B
Time: Monday, 24/Jul/2017: 5:00pm - 6:00pmLocation: Studio 9
5:00pm - 5:30pm
Writing of Plurilingual Identity Texts and Expressive Arts Theatre Workshops
Franoise Armand, Catherine Maynard
University of Montreal, Canada; francoise.armand@umontreal.ca
Every year, Qubecs francophone education system welcomes immigrant
students whose mother tongue is neither French nor English. According
to their needs, these immigrant students benefit from classe daccueil
whose aim is to facilitate linguistic, academic and social integration in
a regular French classroom. Among these recently arrived allophone
immigrant students, a non-negligible number of them are underscholarized
(three years behind or more, according to Quebec standards, upon their
arrival) and must be considered as being in academic integration difficulty.
Considering the variety of profiles of these students and their often difficult
life trajectory, learning to write in French as a second language is quite a
challenge, making it necessary to put in particular efforts (Leki, Cumming
and Silva, 2008; MacArthur, Graham and Fitzgerald, 2016). It is considerably
important to take into account psychological and affective dimensions as
much as those related to language and cognition development.
We therefore conceived of and trialed, through an action research (Armand
et al., FQRSC, 2012-2016), an innovative intervention aiming to allow these
students to improve their writing competence and engagement: Writing
plurilingual identity texts (Cummins and Early, 2011), supported by plurilingual
expressive arts theatre workshops (Rousseau et al., 2011; Armand et al.,
2013).
In total, twelve high school classes daccueil (170 students) participated
in the research (two experimental groups and one control group). Data
analysis (pretest and post-test in writing production; individual interviews
and participant observation with a number of targeted students- 48) shows
that the intervention led students to progress in several dimensions of
their writing skills, in addition to supporting the development of a greater
engagement and of a firmer and more nuanced feeling of competence for
writing in French as a second language (Maynard et Armand, 2016).
5:30pm - 6:00pm
Living and Learning with language diversity in Singapore
Kwang Guan D Chan1, Gilles Forlot2
1
National University of Singapore, Singapore; 2Institut national des langues
et civilisations orientales, France; daniel.chan@nus.edu.sg
In the 1960s, the Republic of Singapore was founded on the principles of
ethnic, religious and linguistic plurality, with English as a common language
both for inter-community communication and international development.
Half a century later, the country is known both for its multilingualism and
its debates on the legitimate use of different language and linguistic forms.
In the meantime, the teaching and learning of foreign languages has
gained significant momentum in Singapores education system, although it
is mainly restricted to an elite group of high-performing secondary school
students. Our research focuses on the dual role of language education in
Singapore, as language learning/teaching is grounded on both identity and
instrumental functions i.e. maintaining the cultural and linguistic heritage
of the various communities and being able to use those languages in the
context of globalization. Based on a large-scale questionnaire and interviews
administered in 2016 to students at the National University of Singapore, the
purpose of this study is to provide an analysis of students representations
of language diversity and the various ideologies surrounding local and
90
international language learning in Singapores multicultural and globalized
society. Specifically, our paper aims to show the new face of the debate
on the stakes of language diversity and the possible re-legitimization of
non-standard forms of language use, e.g. Singaporean Colloquial English
or so-called Chinese dialects in Singapore. The first stages of our fieldwork
tended to show that young Singaporeans do not necessarily reproduce the
official discourse on what Singapore multilingualism should look like.
C891-892
Time: Monday, 24/Jul/2017: 5:00pm - 6:00pmLocation: Alcazar
5:00pm - 5:30pm
Ethnolinguistic vitality in the linguistic landscape of Taiwan
Su-chiao Chen
National Taiwan University of Science and Technology, Taiwan, Republic of
China; suchiao@mail.ntust.edu.tw
This study explores the extent of the ethnolinguistic vitality that has
practiced in the linguistic landscape in Taiwan. Due to the call-for localization
since late 1980s, Taiwan has implemented local language policy, or the so-
called mother tongue language-in-education policy. The purpose for the
implementation is aimed at maintaining the local ethnic languages. However,
little attention has been paid to the investigation of how and to what extent
those local languages have been displayed in the linguistic landscape in
Taiwan. Linguistic landscape, an approach to display the ethnolinguistic
visibility on public signs is yet to be investigated in Taiwan. This study
attempts to do so, and guided by the following research questions:
1. What is the visibility of the local languages in the linguistic landscape in
Taiwans ethnic communities?
2. What is the social and cultural identity reflected in the display of
ethnolinguistic landscape?
3. What are the influential factors affecting the changes of ethnolinguistic
landscape in Taiwan?
Answers to these questions will be drawn from analyzing the data
(photographs of signs) collected through fieldwork photographing at several
special ethnic communities including Southern Min, Hakka, Aboriginal, and
New Taiwanese communities in Taiwan. Both quantitative and qualitative
approaches are adopted to furnish the ethnolinguistic landscape of Taiwan.
It is hoped that the results of the study can document the ethnolinguistic
landscape of Taiwan, fill the gap in the literature and can be used for
comparison with those cases in other countries.
5:30pm - 6:00pm
Social anxiety in a virtual world
Marjukka Ksm
University of Oulu, Finland; marjukka.kasma@oulu.fi
Participation in the massively multiplayer game World of Warcraft (WoW) can
be problematic for people with social anxiety a disproportional fear of
perceived social evaluation (Schlenker & Leary, 1982). In some cases online
interaction can alleviate this anxiety due to some of its affordances, such
as increased anonymity and control over self-presentation, and decreased
perceived social risk (Caplan, 2007). In most research the relief from social
anxiety provided by these affordances is seen as a risk factor for internet
addiction (Caplan, 2007; Lee & Stapinski, 2012; Wei et al., 2012). However,
preliminary results from this study suggest that nevertheless, playing WoW
often triggers social anxiety. The gameplay experience in WoW is very social
(Schiano et al., 2014; Ducheneaut et al., 2006; Yee, 2006), and players must
co-operate closely with one another in pursuit of common gameplay goals.
The usual affordances of online interaction outlined above may not fully
apply in this environment despite its virtual nature.
Equal opportunities to participate in gaming may promote over-all wellbeing
and societal equality in a number of ways, such as by increasing players
social capital offline (Trepte, Reinecke & Juechems, 2012) and allowing
players to become more comfortable using information technology in general
(Bertozzi & Lee, 2007). Therefore this study proceeds from the less often
considered perspective that the ability to participate in gaming is valuable in
itself. Understanding some of the challenges faced by socially anxious people
in online environments can guide their design towards inclusiveness. In order
to form this understanding of how players with social anxiety are enabled or
discouraged as they participate in the game, I use nexus analysis (Scollon &
Scollon, 2004) to explore WoW game culture and design.
S95
Time: Monday, 24/Jul/2017: 5:00pm - 7:00pmLocation: Louvre I
Dilogo, autodilogo e metacognio no ensino e na aprendizagem da escrita
universitria
Organizer(s): Sophie Bailly (Universidade de Lorraine, Capes-Cofecub,
France), Maria Angela Paulino Teixeira Lopes (PUC Minas, Capes-Cofecub,Brasil),
Juliana Alves Assis (PUC Minas / CNPq / Capes-Cofecub, Brasil)
O sucesso dos estudos universitrios forosamente condicionado
pela competncia para a escrita segundo normas que so prprias da
comunidade universitria. somente no momento das avaliaes de seus
conhecimentos que os estudantes podero comear a tomar conscincia
de seu grau de domnio do discurso universitrio e que podero ento
se engajar num processo de aprendizagem visando ao aperfeioamento
de seu desempenho. Nesse processo, os metaconhecimentos, definidos
aqui como os conhecimentos sobre si mesmo e os outros (aqui, sobre
os leitores) e os conhecimentos a propsito da tarefa a cumprir, parecem
desempenhar um papel importante. A qualidade das produes escritas
seria positivamente correlata da metacognio (ESCORCIA; FENOUILLET,
2011), em parte devido a caractersticas sociocognitivas do ato da escritura,
que se aparenta a uma atividade de soluo de problemas (HAYES,
FLOWER, 1980, 1986). Quando os que escrevem esto plenamente
conscientes dos objetivos a alcanar, dos meios para alcan-los e dos
critrios de avaliao dos resultados da atividade, a qualidade de sua
produo aumenta (ESCORCIA, FENOUILLET, 2011). Desse ponto de vista,
o dilogo consigo mesmo ou com outrem, quando visa reflexividade e
verbalizao dos objetivos e dos critrios de avaliao, aparece como um
meio de sustentar a metacognio dos que esto aprendendo a escrever.
No simpsio proposto, trs aspectos do dilogo, revelando ou sustentando
a metacognio no ato de escrever, sero postos em perspectiva atravs
do estudo de trs conjuntos de dados : (i) o dilogo entre professores e
estudantes por meio do feed-back corretivo de textos acadmicos pelos
professores ; (ii) o dilogo entre os textos redigidos pelos estudantes de
graduao e os pr-discursos de ordem cientfica, institucional e didtica
e (iii) o autodilogo dos estudantes sustentado por um questionrio e pela
verbalizao reflexiva em um dirio de bordo .
Details of the Symposium Papers
A interao professor/aluno na avaliao da escrita acadmica no Brasil e na
Frana
Juliana Alves Assis
PUC Minas / CNPq / Capes-Cofecub, Brasil
A comunicao a ser apresentada se insere nas discusses sobre a escrita
na universidade, em dilogo com a tradio socioantropolgica dos estudos
de Letramento (LEA; STREET, 2006; dentre outros) e com pressupostos
de orientao sociointeracionista (VOLOCHNOV,1991). A insero de
estudantes na universidasde pressupe a mobilizao de discursos, isto ,
de modos de dizer que legitimem sua vinculao a essa nova comunidade.
Nas situaes de interao vividas na universidade aulas, conferncias,
comentrios dos professores sobre os textos produzidos, por exemplo ,
os estudantes tomam contanto com parmetros, crenas e valores caros ao
discurso acadmico, o que lhes permite, pouco a pouco, mobilizar recursos
lingustico-discursivos para construir uma identidade acadmica (HYLAND,
2012). Assumindo, portanto, nos termos de Hyland (2012), que a identidade
de autor de textos acadmicos de um dado domnio disciplinar algo que
se (re)constri a partir das diferentes interaes de que os estudantes
participam na vida universitria, em seus diferentes nveis (graduao,
mestrado e doutorado), analisaremos as aes (critrios e expedientes) de
avaliao de textos acadmicos por parte de professores de graduao e
de ps-graduao, no Brasil e na Frana, discutindo provveis repercusses
desse feed-back no processo de letramento em curso, sobretudo no que
toca forma como o estudante constri, no texto, sua relao com a palavra
do outro.
A constituio do sujeito-autor em textos produzidos por estudantes de
Letras efeitos de polifonia
Maria Angela Paulino Teixeira Lopes
Capes-Cofecub,Brasil
Sob uma perspectiva interacionista e sociodiscursiva de anlise
(VOLOCHINOV/BAKHTIN, 1995; BRONCKART, 1997, 2006, 2008), com
a adoo de procedimento metodolgico de natureza qualitativa e
interpretativista, luz de estudos sobre gneros de discurso como
possibilidade de instrumentalizao (VYGOTSKY, 2003, 2005; SCHNEUWLY,
1988, 2004) e de participao dos sujeitos nas esferas de atividades
(BAKHTIN, 1984/2011), a comunicao objetiva expor resultados de uma
investigao sobre estratgias lingustico-discursivas emergentes nas/das
redes dos interdiscursos que agenciam enunciados outros trazidos pelo
locutor/licenciando para tecer a trama polifnica de sua ao discursiva, na
tarefa de elaborao de projetos de ensino para o estgio supervisionado.
As verbalizaes avaliativas dos estudantes sobre as atividades efetivadas
no campo de estgio permitem entrever e compreender a complexidade
de percursos de constituio de identidade acadmica e profissional
(HYLAND, 2012), que fazem emergir representaes, crenas e valores.
Metacognio e reflexividade na aprendizagem autodirigida da escritura
cientfica
Sophie Bailly
Universidade de Lorraine, Capes-Cofecub, France
Escorcia e Fenouillet (2011) puderam demonstrar experimentalmente
que a metacognio e as estratgias de autorregulao tm um impacto
positivo na qualidade dos textos produzidos por estudantes, confirmando,
assim, os resultados de outros estudos sobre o impacto positivo dos
metaconhecimentos sobre o desempenho (FERRARI; BOUFFARD;
RAINVILLE, 1998; VICTORI, 1999). Escorcia e Fenouillet concluem que
o sucesso no ato de escrever est ligado conscincia dos objetivos a
alcanar e utilizao consciente de critrios de autoavaliao quando
da reviso dos textos. Eles sugerem, alm disso, que mais importante
sustentar o desenvolvimento da metacognio dos que esto aprendendo
a escrever do que ensinar mtodos gerais supostamente capazes
de favorecer as performances na escritura de todos os escreventes,
indistintamente e preconizam a criao de espaos onde seja possvel
promover uma prtica reflexiva persistente na universidade (ESCORCIA;
FENOUILLET, 2011, p. 69). Baseando-se nessas proposies, um dispositivo
de aprendizagem autodirigido visando ao desenvolvimento metacognitivo
foi utilizado por estudantes de mestrado, na Frana, no quadro de sua
formao para a escritura cientfica. Apresentamos as ferramentas de
reflexividade e de autodilogo propostas (questionrios e dirios de
bordo ) e comparamos a atividade metacognitiva e as estratgias de
autorregulao dos sujeitos com os textos produzidos. De acordo com
Zimmerman e Kitsantas (1997) e Mongeau e Hill (1998), parece que o grau
de explicitao das estratgias varia de acordo com o grau de autonomia
lingustica: os estudantes mais competentes na atividade de escrever
tendem a verbalizar menos seu processo, enquanto que os estudantes que
declaram mais insegurana linguageira tendem a explicitar suas estratgias.
91
 S96
Time: Monday, 24/Jul/2017: 5:00pm - 7:00pmLocation: Louvre II
Engaging Language Policy from Macro to Micro Level: Migration and Language
in Europe
Organizer(s): Xiao Lan Curdt-Christiansen (University of Reading, UK)
This symposium is situated against the backdrop of the current migration
crisis in many EU countries. Focusing on language policy issues in school
context, the papers in this panel critically examine the role of language
in migrant childrens educational development, integration process, and
maintenance of culture and heritage language. To illustrate the powerful role
of schools in socialization, the papers investigate one of the most important
aspects of language policy: language policy engagement.
Engagement is a process that involves agents from different levels to
appropriate, interpret, negotiate and co-create a language policy (Johnson,
2014). As a starting point, it recognizes the unplanned language plans
(Egginton, 2002, p. 4) from various forces on different local levels. These
forces may or may not be congruent with the language ideologies ascribed
by policy makers, resulting from different language practices, language
attitudes, and language values in linguistic markets and political contexts.
Policy engagement takes into consideration the role of various policy actors/
agents (such as teachers, students) in the process of policy enactment. It
places the focus on policy actors as they interact with each other to make
sense of the linguistic environment, sociopolitical settings and educational
contexts in which the language policy occurs. The presentations in this
symposium explore how ideological beliefs are at work when policy actors
engage in policy making from different geopolitical contexts in Europe. By
looking at societal and institutional discourses influence on teachers and
students perceptions of migration and language, the papers provide an
insight into how macro language policies are interpreted and appropriated,
what micro language policies are created, and how such language policies
are manifested in school and classroom practices. In this panel we adopt
Kaplan and Baldaufs (1997) use of macro and micro level. Macro level refers
to national level or governmental level organization whereas micro level
refers to small organizations, such as a school or a classroom.
The presentations will contribute to the studies of migration and language
policy by providing timely informed evidence that have implications for both
the migrants future and that of the host society.
Details of the Symposium Papers
Policies and Practices: Tensions in teaching migrant children with English as
Additional Language
Xiao Lan Curdt-Christiansen, Naomi Flynn
University of Reading, UK
While there is a growing number of language policy studies from many
different countries, there are only few studies investigating language policy
issues related to immigrant students in the UK (Flynn, 2015; Foley et al., 2013;
Safford et al., 2013) and even fewer that focus on how explicit or implicit
government/institutional policies shape teachers perceptions and practices
when teaching students with English as an additional language (EAL). Despite
the rising number of primary school students with EAL, support for teachers
facing a changing pupil demographic has been declining. Addressing this
gap, our paper reports the findings of an inquiry exploring how teacher
ideologies and beliefs about EAL students are constructed through their
interpretations of evolving language and literacy policies in the UK. Involving
100 teachers from 11 schools in four local districts in South East England,
we present teacher accounts of policies, policy implementation (or lack
thereof), and practical realities concerning students with EAL. Data sources
include documents, official and unofficial policy texts, and questionnaires
administered to teachers.
The findings indicate that national expectations of assessment in English
create tensions between what teachers feel they should do for their EAL
students acquiring English and what they have agency to do within the
confines of policy-related drivers. The findings also suggest that declining
support for students with EAL will intensify the tension between daily
teaching practices and the needs of migrant students. Implications for both
practitioners and policy makers are discussed in relation to the teaching of
EAL to members of migrant families in the UK.
Educational Professionalism, Migration, and Multilingualism in Germany:
Minority teachers views on migration.
Jenna Strzykala1, Argyro Panagiotopoulou2, Lisa Rosen3
1
University of Cologne, 2University of Cologne, Germany, 3Osnabrck
University, Germany
This presentation reports on the results of a comparative research project
taking place in Canada (Montreal, Quebec), Germany (Cologne, North
Rhine-Westphalia), and Greece (Athens and Thessaloniki). The project sets
out to explore how minority teachers view migration-related multilingualism,
linguistic diversity and translingual practices. This paper presents the
initial findings from ethnographic observations we conducted in 2015 in
Welcome-Classes in Germany. Involving 54 teachers, the paper focuses on
the actual language policy in Germany which aims to integrate newcomers
through language assimilation in schools, and by doing so (re)produces the
monoglossic hegemony in place.
Thus, our research question is: Are the experiences gained by pedagogical
professionals in multilingually organized educational settings related to their
views on migration-related multilingualism, linguistic diversity and language
practices at school? If so, how?
Using the concept of tanslanguaging (Garca 2009; Garca/ Li Wei 2014),
we explore how teachers reflect and react to the official language policy
in classroom practices. Triangulating data sources from policy documents,
interviews and classroom observations, we found that teachers tend to
practice monolingualism in classrooms which reflects their understanding of
the official language policy.
Dynamic interplay of language policy, ideologies and pedagogy in a preschool
in Luxembourg
Claudine Kirsch
University of Luxembourg, Luxembourg
This presentation focuses on the relationship between the language policy,
language ideologies and language practices in a nursery class in trilingual
Luxembourg. Individual multilingualism is an educational goal in Luxembourg,
a small country in central Europe, and, thus, children learn Luxembourgish
from the compulsory nursery school, become literate in German in Year 1 and
learn oral and written French from Year 2 and Year 3, respectively. Currently,
62.4% of the children do not speak Luxembourgish on school entry (MENJE
2016). Many speak Portuguese, French or a language of the Balkans. As
a result, educational policies focus on the teaching of Luxembourgish
from preschool, sometimes at the expense of other languages. Gretsch
and Kirsch (2015) developed the app iTEO in order to promote innovative
teaching methods that capitalize on the childrens diverse language
resources and that promote a dynamic view of bilingualism. This ipad app,
which allows for the recording and editing of oral speech, was designed
with social-constructivist theories and Bakhtins theory of dialogism in mind.
This case-study presents the ways in which a preschool teachers ideological
beliefs influence a childs language use over a period of two years leading
to the childs understanding of the legitimacy of translanguaging. The
focus lies on the interplay between the educational policy focusing on
the teaching of Luxembourgish, the teachers language ideologies rooted
in her multilingual identity and in societal multilingualism, and the childs
experiences of separating languages at home (Kirsch, 2014). The data stem
from a qualitative, longitudinal study using a multi-method approach. The
study shows that dialogue between teachers, parents, children, policy-
makers and researchers can contribute to shifting ideologies and to opening
up dynamic languaging spaces.
92
 Finnish teachers as policy agents in a changing society
Mirja Tarnanen, sa Palviainen
University of Jyvskyl, Finland
Global changes during the last twenty years, and particularly the unexpected
flow of asylum seekers in 2015, have led to increasing diversification in Finland.
Finland as a nation has a long history of bilingualism where Finnish and
Swedish have the status of national languages. In 2014, the number of
registered mother tongue speakers of other languages than the national
languages (293 540, or 5.4 %) for the first time in the countrys history
exceeded the number of Swedish speakers (290 760, or 5.3 %) (Statistics
Finland 2015).
Finnish-medium as well as Swedish-medium schools in Finland have
thus experienced an increased level of diversification in students ethnic
and language backgrounds. The current curriculum for basic education
underlines the importance of language awareness, multilingualism and
multiliteracy. While the educational policy and ideology promote this
approach, studies have shown that students with migrant background have
lower educational achievement in comprehensive schools and this tends to
have a large effect on their final educational attainment (e.g., Kilpi-Jakonen
2011; Harju-Luukkainen et al. 2015).
In this paper, we focus on teachers as policy agents and as holders of and
(re-)producers of ideologies in Finnish- and in Swedish-medium classrooms.
We perform a meta-analysis of recent studies (n=6) on teacher beliefs and
discourses around teaching in multilingual and multicultural settings. In
doing so, we try to get behind the official policy documents (curriculum
and legislation) to understand how teachers are influenced by policies,
when policy is understood as a multilayered and multispatial, as well as a
locally informed, process where people produce and reproduce policies in
interaction with each other.
S80
Time: Monday, 24/Jul/2017: 5:00pm - 7:00pmLocation: Queluz III
Educating the Digital Language Teacher: New Literacies, New Competences, and
New Pedagogies
Organizer(s): Christina Gitsaki (Zayed University, UAE), Michael Carrier
(Cambridge English Language Assessment, UK)
The Symposium will address the developing and future trends in digital
language teaching and learning, the application of educational technology to
English language education, and what this means for Teacher Development.
Digital technologies continue to empower teachers and learners through
instant access to a wealth of resources and sophisticated apps. But
what does this mean for teachers and teacher educators? How does the
traditional role of the teacher need to adapt in order to complement and
enhance what teachers already do?
Much has been written about digital natives and digital immigrants, with
the implication that many teachers need to be re-trained to incorporate
the new technologies which learners expect. Research suggests that
professional development programs consistently prioritise digital skills in
their training sessions, and often overlook the need to enhance teachers
existing pedagogical skills. How should the gap between these two areas
be bridged? Should policymakers be doing more to ensure that teachers
are not disempowered and are therefore able to meet the expectations that
digital technologies bring?
The Symposium presenters will address the new digital knowledge,
competences and pedagogies that language teachers need to utilize
in todays classrooms, and analyse what digital literacies and classroom
methodologies teachers need in order to be empowered by, rather than
intimidated by, the implementation of educational technologies in the
language classroom. What digital learning tools, apps and websites can they
use to teach English better? What activities can they usefully develop with
these new tools? How do they need to update and modify their classroom
management strategies?
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Presenters will also address differentiation strategies in the classroom - how
the use of technology can enable teachers to give different tasks to different
students, facilitating their individual learning styles and helping them to
achieve their individual goals, as well as digital approaches to language
assessment, including adaptive learning and learning-oriented assessment
and their implementation in the classroom.
Finally, presenters will share examples of successful implementations
of digital technologies in the language learning classroom along with
measurements of their impact on teacher classroom pedagogies and
student language learning.
Details of the Symposium Papers
Mapping Teacher Competences
Michael Carrier
Cambridge English Language Assessment, UK
In this paper I will look at the detailed competences that teachers need for
digital learning and show the results of research into how teachers skills can
be mapped against a competence framework.
This framework of teacher competences, analysed according to different
categories and areas of teacher skill, can be used to underpin teacher digital
development programmes, integrating existing skills and encouraging
teachers to experiment with new techniques and technologies. Should such
a digital competence framework link to assessment, and if so, what form
should that assessment take and what exactly should be tested?
These questions will be explored in the workshop and participants will be
invited to comment on the draft framework. I will also involve participants in
sample self-assessment activities to identify their strengths and weaknesses
in these digital competence areas, mapping each individual participant
against sample areas of the digital competence framework.
Teaching Knowledge in the API Economy
Nick Saville
Cambridge English Language Assessment, UK
In living through the fourth industrial revolution, teachers need to consider
the impact of digital data and devices on their teaching practice. Already
toddlers use tablets in the same way as earlier generations used books
to carry out learning activities and to access information. There are clear
indications that these digital natives are now transferring their practices into
formal education and have expectations about how learning takes place
based on their out-of-school experiences.
In the world of assessment to date, the impact of technology has largely
been on large-scale testing organisations that have computerized their
earlier paper-based tests to introduce efficiencies in their testing systems.
This is now changing. The impact of the digital transformation means that
changes in the ways in which we think about teaching and learning will have
wider consequences for assessment practices.
The speaker will introduce the concept of Learning Oriented Assessment
(LOA), an integrated system where classroom assessment and external
large-scale assessment collaborate to contribute evidence both of and
for learning. Evidence is the basic currency of LOA, and digital technology
offers practical ways of generating and interpreting such evidence, and
feeding it back into further learning. There are already many online learning
environments which attempt in different ways to model learning, based on
the availability of big data that records the interaction of learners with the
system. Such systems use machine learning techniques to improve the way
they interact with the learner.
Evidence for learning based on big data is likely to become an
increasingly significant field in the coming years. Contrary to some views,
this transformative shift does not replace teachers but makes their role
increasingly important. This role, however, will change and will require
higher levels of assessment literacy and skills in using evidence from all
forms of assessment to support learning.
Pedagogical Shifts: What teachers need to know for teaching in online, mobile,
and blended contexts
Aga Palalas
Athabasca University, Canada
The changing needs of the 21st century language learner combined with
novel learning contexts and more flexible digital technologies require
reconsideration of the pedagogical practices in language education.
To better serve digital citizens, language education should focus on
preparing learners for the connected world and communication spanning
contexts, modalities, physical and virtual spaces. Thus, contemporary
CALL encourages the use of interactive technologies, multimedia, game-
like quests, problem-based learning, intelligent and adaptive applications
for feedback and assessment, web-based synchronous and asynchronous
communication, more learner-centric approaches resulting in heightened
engagement and motivation, and decentralized democratic attitudes that
promote collaboration, sharing and self-directed participation. Access
to a range of digital technologies facilitates such innovative pedagogical
approaches but also requires the teacher to develop new competences
and strategies as part of their shift toward innovative technology-assisted
teaching practice.
Before language teachers are able to incorporate these new digital
pedagogies in their classroom, they have to recognize the new teaching
and learning context and its main characteristics as well as identify the
possibilities and challenges of the digital classroom. The key shifts that
impact the process of language teaching in the digital age encompass
aspects of location, context, time, tools, learning and teaching approaches
and modes, social interaction, personalization, and gamification, among
many others. These shifts are discussed in the proposed presentation.
Teaching with Digital Technologies and their Impact on Student Learning
Christina Gitsaki
Zayed University, UAE
Over the past two decades, the use of educational technologies in the
language learning classroom has seen unprecedented growth primarily due
to student expectations and the immense interest of the teaching community
in digital technologies coupled with the ubiquity of digital devices and the
myriad of apps promising to make language learning fun and tear down the
boundaries between formal and informal learning. Furthermore, the advent
of the mobile tablet at the onset of this decade created even more interest in
mobile learning among the teaching community with large-scale adoptions
of mobile technologies in all levels of education. While digital technologies
feature prominently in a number of general education programs of study, in
the field of Second Language Acquisition (SLA) there have been only a few
cases of adoption to date and research on the effectiveness and impact of
digital technologies on language teaching and learning has been sparse. In
this session the presenter will share current examples of classroom-based
research on the implementation of digital technologies in the language
learning classroom as well as evidence of the impact of digital technologies
on teacher pedagogies and student learning. The session will conclude
with a discussion of how these examples of implementation of educational
technology can inform teacher professional development and teacher
education programs.
S91
Time: Monday, 24/Jul/2017: 5:00pm - 7:00pmLocation: Queluz VII
Corpo, performatividade e linguagem
Organizer(s): Luciana Lins Rocha (Colgio Pedro II), Maristela Botelho Frana
(Unirio)
Situamo-nos em um momento histrico social de questionamentos,
contestao de temticas da contemporaneidade, como as transformaes
nos mundos do trabalho, as questes de gnero, raa, sexualidade no
contexto on e offline, os embates polticos e partidrios etc. Podemos
nomear este momento de Modernidade Tardia em que observamos a
pluralidade da vida social e a reflexividade sobre ns mesmos. Neste
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contexto vertiginoso e incerto, o corpo compreendido como protagonista
e sua existncia ocorre na e pela linguagem. Na perspectiva butleriana de
que fazemos coisas com a linguagem e a linguagem aquilo que fazemos
dela, possvel dizer que ela faz nascerem corpos. Para alm disso, ela os
sustentando, ameaa sua existncia e legitima certos corpos em detrimento
de outros. Nesta perspectiva, a linguagem no est separada dos corpos,
ao contrrio, ela e os corpos se imbricam, se constroem e se constituem.
Aqui, consideramos a premissa de que os corpos so construdos pela
iterabilidade e citacionalidade da linguagem, ou seja, pela repetio
que tambm pode falhar no paradigma derridiano, surgindo, assim, a
performatividade. Em outras palavras, a repetio que traz o novo, o criativo
que tambm faz nascer corpos, mas aqueles nomeados e construdos
nas prticas sociais como transgressivos. Neste simpsio, visamos
discutir concepes de corpo, performatividade e linguagem; alm disso,
pretendemos reunir trabalhos tericos, metodolgicos e ou analticos no
campo da Lingustica e da Lingustica Aplicada, interseccionadas com reas
do saber como Filosofia, Psicologia, Estudos Queer, Anlise do Discurso,
que debatam as questes citadas, contribuindo, dessa forma, para ampliar
e aprofundar a discusso aqui pretendida
Details of the Symposium Papers
Performatividade e corpo si: um entrelaamento terico para pensar os
mundos do trabalho contemporneo
Maristela Botelho Frana
Unirio
Este texto se pretende o comeo de um ensaio sobre relaes possveis de
serem estabelecidas entre linguagem, perfomatividade e trabalho. Depois
de alguns anos dedicados a realizar intervenes/estudos em situaes
de trabalho, realando o lugar da experincia no processo dialgico de
transformao/conhecimento dessas situaes, adotamos como princpio a
mobilizao terico-metodolgica de dispositivos de fala sobre o trabalho,
mobilizadoras de um agir dialgico cujo centro so os protagonistas do
trabalho. Esse agir dialgico se assenta em uma materialidade lingustica
que a supera, convocando a reflexo sobre linguagem como forma de agir
sobre si e sobre o outro. Assim, a primeira empreitada desse ensaio visa
desenhar em trao largos uma perspectiva terica em que seja possvel
entrelaar o universo conceitual envolvido na ideia de corpo si em dilogo
com o universo conceitual de performatividade para pensar o(s) sujeito(s)
no trabalho como potncia de desenvolvimento do ser e do ofcio. O tema
principal constituir uma escritura terica sobre o desenvolvimento do
poder de agir sob a perspectiva performativa da linguagem. A segunda
parte do ensaio busca contribuir para pensar os aportes metodolgicos
em suas articulaes com os processos sociais que caracterizam a vida
contempornea brasileira, em especial no que concerne s relaes
vividas nos mundos do trabalho envolvendo questes de gnero, raa,
sexualidade, sob influncia das polticas econmico-sociais.
O corpo e a sexualidade de mulheres idosas na mdia
Heloisa Heloisa Monica Ajeje Gonalves1, Marlia Giselda Rodrigues2
1
GTeDi UNIFRAN/CNPq, 2Unifran
O corpo e as formas de subjetividade a ele associadas, sobretudo no
que diz respeito s questes da sexualidade, so sempre dados histrica
e discursivamente, influenciados pelas questes econmicas, polticas
e socioculturais de cada poca e cada sociedade. Os esteretipos que
circulam entre ns, notadamente nos meios de comunicao de massa,
propem ideais de mulher, que variam, certo, mas preponderante o
modelo de beleza da mulher branca, magra e elegante, independente, e que
busca cuidar-se para postergar, ao mximo, as marcas do envelhecimento.
Partindo de uma perspectiva que entende a lngua como prtica social
e que considera o carter performativo da linguagem e os possveis
efeitos e consequncias ticas e polticas de nossas prticas discursivas,
analisamos uma reportagem especial premiada, intitulada Sexo maduro e
sem tabus, que foi publicada pela Revista do Correio Brasiliense, como
matria de capa da edio 425/2013. Busca-se entender os modos como
a reportagem constri o corpo da mulher idosa e sua sexualidade, a partir
dos construtos terico-analticos de ethos e cenografia. Os depoimentos
de mulheres entrevistadas pela revista permitem ver os modos como
a repetio incessante de enunciados performativos concorre para o
processo de produo de identidades, como construes exigidas pelos
ritos convencionais, mas sempre possibilitando a (re)configurao das
identidades, ininterruptamente em deslocamento e transformao.
Por novas corporeidades e performances de gnero nas culturas de pesca
Maria Aparecida Gomes Ferreira
IFRJ
A literatura sobre as comunidades pesqueiras costuma caracterizar as
atividades de pesca como sendo hegemonicamente masculinas, em
virtude da fragilidade fsica natural feminina e pela necessidade da
mulher cuidar da casa, dos filhos, do marido e das tarefas domsticas
(LINSKER; TASSARA, 2005, p. 67). O que essa literatura, no entanto, no
problematiza a viso essencializada da pesca, perpetuada pelos discursos
performativos generificados sobre essa atividade, ignorando o carter
histrico e situado das relaes de gnero, assim como das sociabilidades
de pescadorxs. Partindo de uma viso ps-estruturalista da linguagem, que
entende linguagem como ao e performance (AUSTIN, 1962; DERRIDA,
1972; BUTLER, 1990), cujos discursos e efeitos se inscrevem nos corpos
materiais dos sujeitos sociais, o presente trabalho visa analisar os efeitos
somticos de discursos sexistas e performativos de gnero inscritos nos
corpos (BUTLER, 1990; LOURO, 2008) de mulheres pescadoras, como
forma de legitimar suas performances na pesca. A entextualizao de
performances de masculinidade ganha aqui contornos da repetio-
diferena (PENNYCOOK, 2010), porque, ao mesmo tempo em que ratifica
performativos de masculinidade como recurso para legitimar performances
de pescadora, essas recontextualizaes so ressignificadas, porque
inscritas, agora, em corpos femininos. Nesse sentido, tanto a inicial
hegemonia masculina na pesca, quanto a fico de feminilidade como
fragilidade so aqui contestadas, tendo como corolrio, ainda, uma possvel
redescrio das relaes de gnero na pesca. Alm de retirar as mulheres
pescadoras da invisibilidade, ainda promovida pela literatura existente, o
presente trabalho desestabiliza os performativos de gnero, muitas vezes
utilizados como justificativa para mitigar a insero da mulher nessa esfera
de atuao, apontando para performances de feminilidades mais hbridas e
plurais tanto na sociedade, quanto no universo da pesca.
Linguagem como performance: discursos que tambm ferem
Luciana Lins Rocha , Glenda Cristina Valim de Melo
1 2
1
Colgio Pedro II, 2Unirio
Se a linguagem nos fere, se uma ofensa nos causa uma sensao to
corprea quanto uma agresso fsica o faria, essa a prova inexorvel
de que somos seres da linguagem (Butler, 1997). Essa compreenso de
linguagem significa o afastamento de um modelo de lngua como sistema
para pensar que produzimos realidades com nossos discursos. Apesar de
produzirmos realidades variadas, algumas delas ganham status de regra
estabelecida por repetio de discursos ao longo do tempo. Nesses
universos normalizados, alguns corpos nascem e ganham o direito de existir,
enquanto outros so produzidos como abjetos, no humanos, impensveis.
Nas sociedades ocidentais, podemos apontar o estabelecimento de
um certo ideal de branquitude, masculinidade e classe assegurado por
sculos de repetio exaustiva desse padro. Neste trabalho, partimos da
compreenso de linguagem performativa, ou seja, do entendimento de que
a linguagem no descreve, mas produz aquilo de que se fala, para analisar
as trajetrias de alguns textos da mdia. A ideia de intencionalidade aqui
tambm colocada em discusso, pois muitos dos textos no foram produzidos
com os propsitos para os quais se prestaram, havendo consequncias
materiais significativas em decorrncia dessa extrapolao dos propsitos
iniciais. O foco na corporeidade se faz importante, pois a linguagem tem
papel central na produo de certas vidas como mais legtimas que outras.
Outro ponto relevante deste trabalho a produo e circulao de textos
proporcionada pelas redes sociais, que permite a rpida disseminao
de uma profuso de discursos que competem com o j mencionado ideal
ocidental de humanidade.
S84
Time: Monday, 24/Jul/2017: 5:00pm - 7:00pmLocation: Ducale II
Developing English oral skills mediated by digital technology
Organizer(s): Vera Menezes (Brazil)
Oral skills have usually been neglected in English language teaching
in Brazil and other countries, as revealed by narrative studies in Brazil,
China, Finland and Japan. Some teachers think it is difficult to deal with
listening comprehension and speaking activities with so many students in
the classroom and poor materials. Others feel uncomfortable because of
their difficulties with pronunciation and lack of fluency. On the other hand,
students are afraid of making mistakes and ashamed of speaking in front of
more fluent classmates.
It is our contention that we can help both teachers and students to overcome
emotional and motivational barriers with the help of digital technology.
Several web tools and apps have been developed to promote oral
production and teachers can find free technology on the web to develop
their students oral skills. The Web offers a lot of audio and video resources
for language teaching as well as free tools for audio and video recording to
create multimodal texts and promote online interactions.
In this symposium, the participants will present results of learning experiences
in two different contexts: undergraduate English courses with a focus on oral
skills and teacher-education experiences with mobile interaction. The topics
in this symposium include the identification of the affordances provided by
some digital tools for oral activities; the development of oral skills mediated
by digital tools; the identification of affordances of video and audio apps
for teacher education, and the impact of emotions on the experience of
speaking English in the online environment.
Details of the Symposium Papers
Tech2Talk: the affordances of digital tools for learning oral skills in English
Ronaldo Gomes Junior
Brazil
This presentation aims at discussing the affordances of some digital tools
used in activities to develop undergraduate students oral skills. According
to Gibson (1986), affordances are what the environment affords to the animal;
what it provides or offers. They are environments particular properties that
are relevant to organisms in that environment. Thus, affordances comprise
the perception of our interaction with the environment. This qualitative study
investigated an online course in a Federal university in Brazil designed to
develop oral skills in English. The learning space of this course was the
Moodle platform and the courses weekly activities involved the use of
some digital tools, such as Voki, Vocaroo, YouTube, VoiceThread, to mention
just a few. The content includes task-based lessons and is guided by the
principles of genre-based approach. The students enrolled in this course
were required to write a journal about their perceptions of the tools as well as
their experiences with practicing listening and speaking online. In addition,
they were invited to answer questionnaires designed to elicit affordances
of the digital tools and also to collect some personal information. After
repeated readings, the data was grouped and categorized according to the
regularity of the affordances perceived by this group of students.
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 Digital tools for the development of oral skills
Vera Menezes
Brazil
This presentation reports the results of research on the use of digital tools
by undergraduate students to develop their oral skills. The research was
carried out with a group of Letters students enrolled in a 60-hour online
optional course at Federal University in Brazil. The course was taught at
the Moodle platform with the aid of several free digital tools. The design
included task-based lessons and was supported by the complexity view
of language and language learning and by principles of genre-based
approach. The main objectives of the research were (1) to evaluate web
tools and test them in a pilot course on the development of oral skills and
(2) evaluate learning experiences. The study consisted of a pre-test on
some functions of the English language; pedagogical intervention with
teaching and learning mediated by digital tools; post-test to evaluate the
development of oral skills. The methodology also included, the analysis of
survey questionnaires, learning journals and participant observation. After
a brief description of the course, the presenter will discuss the results of
the research with emphasis on the advantages and disadvantages of the
digital tools avatars, recording tools, video and multimedia texts and on
the students performance during the course and their perception of their
achievements.
On the wings of mobility: a study on affordances in teacher education
Junia Braga
Brazil
Mobile applications are gradually being integrated in teacher education.
However, little empirical evidence exists on whether, or how, they facilitate
teacher development in the context of language teaching and learning.
Drawing on principles of ecological perspective, this paper reports on a
research that identifies affordances for teacher development involving
the use of mobile video and audio apps. It also discusses how teachers
experience in mobile environments, such as WhatsApp, may lead to
opportunities for shifts in teacher education towards more agile approaches
that integrate the use of mobile technology. The research context is a
teacher development course via mobile device offered to K-12 in-service
English teachers. The qualitative analysis of the study was based on both
the interactions in the course and the answers to a questionnaire on mobile
learning. The preliminary findings demonstrate that teachers find potential
meanings in the environment for both discussing mobile approaches and
developing their oral skills. The audio recordings that the participants posted
to accomplish the course tasks eventually turned out to be tools for developing
language skills. Playing the audio recordings several times for comprehension,
comparing accents and organizing ideas for producing language were some
of the actions the teachers used to improve their language skills.
Emotions and oral skills development with digital technologies
Rodrigo Arago
Brazil
Although the majority of students of English as a Foreign Language wish
to speak the language, many elements emerge as to defy those who long
to develop this language skill in Brazilian classrooms (ARAGO, 2005,
2008; BARCELOS, 2006; BRASIL, 2006; MICCOLI, 2010; PAIVA, 2005,
2007). In this presentation, I firstly set the theoretical framework and
indicate similarities and differences on the impact of emotions in oral skills
development by reviewing literature that has studied the phenomenon in
classroom context and with digital communication technologies in online
environments, using tools such as Voice Thread, Vocaroo, Skype and
others. Secondly, I aim to establish how some affective components in
Second Language Acquisition correlate with willingness to communicate
in English with digital technologies. Having these objectives in mind, I
discuss the revised literature that sheds light on empirical research and
explore the questions raised by those works. The participants of the study
were undergraduate language students enrolled in a semester course in
oral skills development with the use of digital technologies. Research tools
were on-line journals, visual representations of emotional experiences,
96
semi-structured interviews and a questionnaire. Data analysis makes use
of qualitative methodology to categorize, systematize and triangulate
interdependent emotional and cognitive phenomena that may influence the
dynamics of English language use with digital technologies. Some results
indicate that digital communication technologies display certain affordances
that may help some students to feel more motivated and less inhibited to
speak English. By flowing with these emotions, students may take more
risks in their language use. As a result, they increase their willingness to
communicate in the language.
S70
Time: Monday, 24/Jul/2017: 5:00pm - 7:00pmLocation: Ducale IV
Multiple literacy practices situated in diverse spaces and places: social
movements, classrooms, and communities.
Organizer(s): Judy Kalman (Centro de Investigacin y Estudios Avanzados
del IPN; Mxico)
This symposium brings together research that explores questions regarding
concepts of literacy, the development and use of multiliteracies, and how
reading and writing are accomplished and locally transformed. Across
distinct contexts in the Americasformal and informal spaces, teacher
education settings, community, home and schoolwe share an emphasis
on grasping the tensions that arise when participants confront and deal with
conflicting and often contradictory understandings and purposes in literacy
learning and use and how these might constrain or afford using literacy
in the social world. A common denominator for our research is that all of
the studies examine situations in which literacy is somehow promoted: for
adults in community based projects; in childrens emergent readings and
writings at home, in their community and school; and in teachers attempts
to understand technological innovations and the tenets of new literacies
for working in their classrooms. Our theoretical orientation in is best
described as sociocultural, using qualitative and ethnographic approaches
to research and analysis. These perspectives conceive literacies as multiple,
shaped by its purpose and situatedness within cultural and social spaces
and practices, in different languages, and modalities. Using New Literacy
Studies frameworks, where reading and writing are theorized as diverse,
contextualized, and multimodal (Kress, 2003) practices marked by power
relationships and institutional arrangements (Street, 1984), the papers in this
symposium analyze literacy events (Heath, 1984) and practices and their
relationships to different social phenomena such as the digital turn, power
relations, and primary schooling. The analyses center on how participants
construct their understandings with others, and in some cases, challenge
knowledge in their diverse situations and for their specific purposes. These
complexities within and across contexts together with participants stories
will be the focus of our discussion.
Our presentation will be multilingual: talks will be given in Spanish or
Portuguese and projected slides will be in English.
Heath, S.B. (1983). Ways with Words: Language, Life, and Work in Communities
and Classrooms. Cambridge: Cambridge University Press.
Kress G. (2003). Literacy in the New Media Age. London: Rutledge.
Street, B. V. (1984). Literacy in theory and practice (Vol. 9). Cambridge
University Press.
Details of the Symposium Papers
Literacy practices in a Landless Movement (MST) occupation
Lesley Bartlett1, Maria do Socorro Alacenar Nunes Macedo2
University of Wisconsin-Madison; US, 2Universidade Federal de
1
Pernambuco; Brasil
This presentation analyzes literacy events (Heath, 1983) and practices
(Barton and Hamilton, 2000) constructed by members of the Sem Terra
Movement (MST) living in one land occupation in Minas Gerais. The
theoretical perspective sits at the uneasy intersection of Freirean critical
literacy and New Literacy Studies, considering writing and reading as
multiple sociocultural practices that are culturally contextualized and marked
by power relations (Street, 1984). In addition, we draw on the concepts of
access to and availability of written culture (Kalman 2003, 2004), which
allow a broader comprehension of literacy as a social practice.
Drawing on ethnographic research, which includes photographs and
observations of literacy practices, as well as interviews with adults and
observations of a literacy program informed by the Cuban S Se Puede
campaign, we seek to answer the following questions: What is the concept
of literacy that informs MST politics? How is written culture present in MST
land occupations? How are MST members using writing in these spaces?
Barton, D. & Hamilton, M. (2000). Literacy practices. In Situated Literacies:
Reading and Writing in Context. (Eds) D. Barton, M. Hamilton, & R. Ivanic (pp.
7-15). London: Routledge.
Heath, S.B. (1983). Ways with Words: Language, Life, and Work in Communities
and Classrooms. Cambridge: Cambridge University Press.
Kalman, J. (2003). El acceso a la cultura escrita: la participacin social y la
apropiacin de conocimientos en eventos cotidianos de lectura y escritura.
Revista mexicana de investigacin educativa, 8(17), 37-66.
Kalman, J. (2004). A Bakhtinian perspective on learning to read and write
late in life (pp. 252-278). Cambridge: Cambridge University Press.
Street, B. V. (1984). Literacy in theory and practice (Vol. 9). Cambridge
University Press
Tramitologa y Transformacin Social: The Bureaucratic Literacy Practices
of Women Community Leaders in Northern Mexico
Erika Mein
University of Texas, El Paso; US
Drawing on sociocultural understandings of literacy as a social practice
(Heath, 1983; Street, 1984) as well as Freirean conceptions of emancipatory
literacy (Freire, 1970), this paper analyzes the literacy practices and
perspectives on social change of community leaders in Northern Mexico.
Based on nine months of ethnographic fieldwork with a Paulo Freire-inspired
popular education organization situated in urban colonas, this study looks
closely at the multiple literacy practices of underschooled women who
were recognized as leaders in their communities. In particular, the paper
focuses on the practice of tramitologa, or the completion of bureaucratic
paperwork (trmites), which the women valued and learned to master in
order obtain resources for their communities. Social transformation, for
these community leaders, meant (in large part) access to the written culture
of government institutions (Kalman, 2005) in order to secure resources
and services such as adequate garbage collection, green spaces, and
suitable drainage for their communities. The views of literacy and social
transformation held by these community leaders stood in contrast with those
held by with the Freirean popular educators with whom the women worked
closely; for the popular educators, social change was conceptualized not as
access but rather as transformation of these same governmental institutions.
The findings from this study point to larger questions about conceptions of
literacy and power, and the relationship between literacy and social change,
particularly in relation to the State.
Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.
Heath, S.B. (1983). Ways with Words: Language, Life, and Work in Communities
and Classrooms. Cambridge: Cambridge University Press.
Kalman, J. (2005). Discovering literacy: Access routes to written culture for
a group of women in Mexico. Hamburg, Germany: UNESCO Institute for
Education.
Street, B. V. (1984). Literacy in theory and practice (Vol. 9). Cambridge
University Press
97
Los alumnos s pueden: The tenets of new literacies and teacher learning
Judy Kalman
Centro de Investigacion y Estudios Avanzados del IPN; Mxico
There is a current push for teachers to take up digital technologies in
the classroom. Yet it seems little thought has been given to the kinds of
challenges teachers face how to accomplish this. This presentation
discusses the findings of a professional development project for teachers
based on the notion of new literacies (Knobel and Lankshear, 2014) and
participatory culture (Jenkins, 2009) designed by the Laboratorio de
Educacin, Tecnologa y Sociedad research group at the Centro de
Investigacin y Estudios Avanzados in Mexico City. Between 2012 and
2013 a group of twenty-one teachers participated throughout the school
year in professional development sessions that promoted certain tenets of
digital practices such as collaborative activities, the circulation and sharing
of resources, multimodal representations, the distribution of responsibilities,
resources and expertise, interactivity, and the collective construction of
teaching approaches.
During the year we documented teachers participation in workshop
activities and their attempts to understand the idea of multiliteracies and
rethink what they did in their classrooms through recording and transcribing
meetings, interviews, and classroom visits. Using a sociocultural/New
Literacy Studies (Street, 1984, 1999) framework, the analysis examines how
teachers incorporated digital technologies into their classrooms and how
they articulated and negotiated diverseand often contradictory factors
such as the tenets of new literacies, institutional demands, local conditions,
academic traditions, and long standing pedagogies when rethinking
classroom activities.
Jenkins, H. (2009). Confronting the Challenges of Participatory Culture:
Media Education for the 21st Century. Cambridge, MA: MIT Press.
Knobel, M. and Lankshear, C. (2014). Studying new literacies. Journal of
Adolescent and Adult Literacy. 58(2): 97101.
Street, B. (1999). Academic literacies. Students writing in the university:
Cultural and epistemological issues, 8, 193-227.
Street, B. V. (1984). Literacy in theory and practice (Vol. 9). Cambridge
University Press.
4. Understanding childrens construction of day-to-day sociocultural
literacy practices
Iliana Reyes, Esther Tapia
Centro de Investigacion y Estudios Avanzados del IPN; Mxico
In this paper we share research focusing on elementary school childrens
cultural and multiple literacy practices. From a New Literacies perspective
(Street, 1984), the purpose of our study is to describe and explain what
literacy practices, in two Mexican schools look like, one in an urban context
(Spanish only) and the other in a rural one (bilingual in Spanish and nhuatl).
We explore the interplay of literacy practices and activities at school with the
local knowledge children bring from their home and community (Reyes,
2009) and discuss the role of the teacher as a mediator in engaging children
in these literacy practices. The methodological approach used is qualitative
and ethnographic in nature; the analysis integrates a multimodal approach
to literacy (Kress, 2003) identifying the various media and forms that validate
childrens meaning making of literacy and also uses. In addition, childrens
verbal interactions are analyzed through sociolinguistics lenses (Gumperz
& Berenz, 1999) and critical discourse analysis (Blommaert, 2008). Our
findings on language and literacy focus no only on its functions, but also
on the contextual characteristics and situatedness of social and cultural
processes embedded during childrens interactions.
Blommaert, J. (2008). Grassroots literacy. Writing, Identity and Voice in
Central Africa. New York: Rutledge.
Gumperz J. & Berenz N. (1993). Transcribing conversational exchanges. En
Edwars, J. y Lampert, D. (eds.), Talking Data: Transcripcin anda coding in
discourse reserarch. Hillsdale, NJ. Lawrence Erlbaum Associates.
Heath, S.B. (1983). Ways with Words: Language, Life, and Work in Communities
and Classrooms. Cambridge: Cambridge University Press.
Kress G. (2003). Literacy in the New Media Age. London: Rutledge.
Reyes, I. (2009). An ecological perspective on minority and majority
language and literacy communities in the Americas. Colombian Applied
Linguistics Journal, (11), 106-114.
Street, B. V. (1984). Literacy in theory and practice (Vol. 9). Cambridge
University Press
S81
Time: Monday, 24/Jul/2017: 5:00pm - 7:00pmLocation: Ducale V
PERCURSOS CONTEMPORNEOS DE (PESQUISA EM) ENSINO-APRENDIZAGEM DE LNGUA
ESTRANGEIRA
Organizer(s): Cludia Hilsdorf Rocha (IEL/Unicamp)
Este simpsio rene trabalhos voltados formao docente e ao ensino-
aprendizagem de ingls como lngua estrangeira, sob a tica dos Novos
Multiletramentos (KALANTZIS et al., 2010) e tendo por princpio e objeto a
formao de cidados ativos e crticos (ROCHA, 2012; WINOGRAD, 2015),
sobre as bases de um olhar transdisciplinar (LIBNEO, 2010) e transcultural
(COX; ASSIS-PETERSON, 2007). A perspectiva dialgica de linguagem
(BAKHTIN/VOLOCHINOV, 2014 [1929]) orienta tanto o entendimento da lngua
como objeto de ensino como as anlises do discurso de pesquisadores e
participantes das pesquisas. Refletindo sobre o papel da lngua/linguagem
nas prticas sociais situadas na hipermodernidade, os trabalhos aqui
reunidos problematizam e pesquisam sobre questes metodolgicas e
onto-epistemolgicas, abrangendo inicialmente a anlise de possveis
implicaes paradigmticas frente caracterizao do ingls como objeto
de estudo e sustentao ou ruptura no que se refere a conceitos como
falante nativo, lngua materna e, at mesmo, lngua estrangeira. O foco
dos trabalhos se volta, tambm, para a presena das Tecnologias Digitais da
Informao e Comunicao (TDICs) no campo da educao lingustica crtica
(SELWYN, 2011; 2014) e, em perspectiva mais ampla, o debate segue em
direo ao questionamento do que se entende por criticidade e cidadania
no contexto globalizado atual (ROCHA E MACIEL, 2013). A diversidade de
contextos de pesquisa aqui reunidos permite uma reflexo abrangente das
implicaes do ensino-aprendizagem de lnguas em diversos segmentos,
desde o Ensino Fundamental ao Ensino Tecnolgico Profissionalizante, nas
esferas pblica e privada, propiciando um debate sobre as especificidades
e os desafios enfrentados em cada contexto na busca por uma formao
lingustica crtica e cidad. Em sntese, as discusses geradas por esses
trabalhos pretendem pensar em processos educativos mais efetivamente
alinhados s novas formas de organizao social e s mltiplas maneiras de
construo de conhecimento e produo de sentidos nas prticas sociais
contemporneas.
Details of the Symposium Papers
Paradigmas ps-modernos e a noo de certo e errado em prticas orais
em ingls
Airton Pretini Junior
IEL/Unicamp; LAEL PUC-SP; Escola Castanheiras
O presente estudo tem por objetivo investigar os sentidos de certo e
errado que professores trazem para a constituio de prticas orais
em ingls, e em que medida olhares paradigmticos e metodolgicos
mais contemporneos podem transform-los. A investigao apoia-se
nas discusses de Kumaradivelu (2012) e Reagan (2009) para traar um
panorama da formao de identidade e agncia na contemporaneidade, e
como tais questes revelam implicaes epistemolgicas e paradigmticas
na caracterizao do ingls como objeto de estudo e na sustentao
de conceitos como falante nativo e lngua materna. No que concerne
os aspectos metodolgicos de produo oral, os trabalhos de Xavier e
Balthazar (2011) e Mota, Schadech e Cardoso (2011) teorizam acerca das
prticas orais correntes, permitindo um olhar crtico sobre as mesmas.
Ilustrando propostas mais contemporneas, os estudos de Miranda-Zinni
e Weiler (2011) e Pretini e Liberali (2014) sobre performance (HOLZMAN,
1997/2009) propem uma possibilidade de organizao de prtica oral
em sala de aula que entenda a produo oral para alm da lngua mas
tambm como possibilidade de participao nas diversas esferas da
vida. Os dados sero produzidos a partir de reunies de formao com
professores de lngua estrangeira e observao de seu trabalho em sala
de aula. Entendendo o potencial transformador deste trabalho tanto para
o pesquisador como para os sujeitos pesquisados, adotar-se- a Pesquisa
Crtica de Colaborao (MAGALHES, 2009) como metodologia.
Lngua inglesa, cultura e transdisciplinaridade: percursos e representaes
docentes no Ensino Fundamental I
Joana de So Pedro
IEL/Unicamp
Esta pesquisa um estudo de doutorado que se aproxima de sua
concluso. Trata-se de um estudo de caso (YIN, 2010; ANDR, 2013) de
uma nica professora de ingls de ensino fundamental I, em uma escola
privada do interior do estado de So Paulo. Foram feitas observaes de
aulas no gravadas (a pedido da escola) ao longo de seis meses. Procurou-
se responder s seguintes perguntas de pesquisa: Quais so as vises da
professora-participante a respeito de transdisciplinaridade no fundamental I
e quais so as bases para um trabalho de natureza transdisciplinar no local
da pesquisa?; Quais so as vises da professora-participante a respeito
de lngua inglesa e cultura? Alm das observaes de aulas, entrevistas
semi-estruturadas (LDKE; ANDR, 1986) foram realizadas e serviram como
dados secundrios para o entendimento dos valores veiculados pela
professora com relao ao ensino de ingls para fundamental I. Os dados
foram analisados a partir da recontextualizao da proposta de Smyth
(1989) e Liberali (2012) de descrever (relatar o que aconteceu na aula),
informar (buscar as bases tericas que explicam a prtica); confrontar (trazer
os valores da professora veiculados em sua prtica) e reconstruir (trazer
novos olhares para essa prtica). Desse modo, a fase de reconstruo
serve ao objetivo final da tese de contribuir com esta pesquisadora em
sua tarefa de formas professores que iro atuar ensinado lngua inglesa
para o fundamental I. A partir de um vis reflexivo crtico, trago, ento, a
possibilidade e o potencial de que as aulas de ingls formem as crianas
como cidads ativas e crticas (ROCHA, 2012; WINOGRAD, 2015) e sobre
as bases de um olhar transdisciplinar (LIBNEO, 2010) e transcultural (COX;
ASSIS-PETERSON, 2007) e da lngua inglesa sob uma perspectiva dialgica
(BAKHTIN/VOLOCHINOV, 2014 [1929]).
Um olhar dialgico para TDICs e prxis no ensino de ingls na escola pblica
Eliane Fernandes Azzari
IEL/Unicamp
Na esteira das mudanas que as Tecnologias Digitais da Informao e
Comunicao (TDICs) imprimiram sociedade contempornea, encontram-
se (novos) desafios apresentados educao lingustica em esfera escolar,
posto que a produo, circulao e o acesso ao conhecimento no esto
mais constrangidos apenas aos livros didticos. Por conseguinte, mltiplas
e hbridas semioses e mdias, envolvida na construo de sentidos e
caractersticas de prticas sociais situadas na hipermodernidade, tm
instigado discursos favorveis a mudanas nas dinmicas de ensino e
aprendizagem, advogando prticas escolares que oportunizem as novas
tecnologias. Tratando especificamente do ensino de ingls na escola
bsica pblica, este trabalho relata minha pesquisa ainda em andamento
, realizada como parte dos requisitos para a obteno do doutorado em
Lingustica Aplicada e que tem por objetivo investigar, por meio da anlise
crtica e dialgica de discursos (BLACKLEDGE, 2014; PENNYCOOK, 2010),
com orientao bakhtiniana, possveis implicaes e brechas emergentes
mediante a presena de TDICs nos planejamentos e fazeres em aula de
um professor de ingls em uma escola estadual no interior do estado de
So Paulo. Adotando uma postura dialgica e exotpica, recorri primeiro
Pesquisa-ao com participao para a gerao dos dados (enunciados)
e, posteriormente, das conceituaes elaboradas por Bakhtin (1981) e seu
Crculo para categorizar e analisar discursos. Oriento-me pela suspeita
sistematizada, como advogada por Selwyn (2011, 2014) e Charlot (2013)
diante do papel das TDICs em processos educativos, retomando princpios
norteadores da educao conforme informa Biesta (2010). Meu relato
98
pretende, dessa forma, contribuir (em alguma medida) instigando discusso
acerca desse tema que permeia tanto orientaes curriculares quanto
programas de formao de professores de lnguas na atualidade.
Notas sobre o lugar do ensino de ingls no contexto da educao profissional
tecnolgica
Tiago Pellim
IEL/Unicamp; IFSP
Hutchinson e Waters (1987) localizam o surgimento da abordagem de
ensino de ingls como lngua especfica no perodo do ps-guerra, quando
o ingls emerge no cenrio mundial como lngua internacional do comrcio
e da tecnologia. Ao longo dos anos, o ESP se consolidou dentro dos
estudos sobre ensino-aprendizagem de lngua estrangeira. Atualmente, no
Brasil, comum encontrar disciplinas intituladas Ingls Tcnico ou Ingls
Instrumental nos currculos de cursos tcnicos e profissionalizantes de
diversas reas, cuja oferta tem crescido, principalmente, devido expanso
dos Institutos Federais de Educao, Cincia e Tecnologia. Resta-nos refletir
sobre o papel do ensino de ingls nesses cursos no cenrio contemporneo
marcado pela globalizao que, aliada s novas tecnologias, tm modificado
a natureza do trabalho (BURBULES; TORRES, 2000). Tem-se observado em
boa parte das prticas envolvendo ESP, uma nfase nos mtodos e aspectos
formais da lngua sem relao com questes sociais e seus aspectos
ideolgicos. Esse panorama nos leva a sugerir que se faz necessria uma
reflexo sobre o papel do ensino de lngua inglesa para fins especficos na
contemporaneidade globalizada. O presente trabalho pretende fazer uma
discusso do papel desse tipo de educao profissionalizante e o lugar da
lngua inglesa nessa formao. Para tanto, sero retomados os dados de
uma pesquisa feita com estudantes de uma disciplina de Ingls Tcnico
em um curso tecnlogo da rea de informtica que buscou analisar suas
percepes e anseios em relao ao contedo da disciplina. A reflexo
proposta considerar os referenciais tericos dos multiletramentos, novas
TICs, e gneros textuais em uma perspectiva discursiva bakhtiniana, alm
de refletir sobre as prprias noes de globalizao, trabalho, sociedade e
cidadania, j que uma educao que se pretenda crtica e cidad necessita,
antes de tudo, questionar justamente o que se entende por criticidade e
cidadania no contexto globalizado atual (ROCHA; MACIEL, 2013).
C171-180 B
Time: Monday, 24/Jul/2017: 5:00pm - 7:00pmLocation: Studio 1
5:00pm - 5:30pm
Advertising and Multilingual Repertoires. Experimental Evidence on
Differential Response
Marco Santello
University of Leeds, United Kingdom; m.santello@leeds.ac.uk
Research on advertising to bilinguals has uncovered some chief
mechanisms of interaction between language choice and response to
advertising. In particular, studies on Spanish English bilinguals in the USA
have demonstrated that ease of processing, caused by higher proficiency,
fluency or dominance in one of the two languages, may enhance response
to advertising in that language under certain conditions. However, more
recent studies have highlighted that the specificity of each sociolinguistic
environment and language pair should be taken into account when studying
bilinguals response to advertising. Drawing upon the work of Koslow et al.
(1994), Carroll and Luna (2011) and Santello (2015) this study presents new
data obtained through a between-subject controlled experiment with Italian
English bilinguals in Australia. The results show that a number of factors
lie behind certain patterns of response that bilinguals display. In particular
language attitudes can be thought to underpin differential response to
languages in advertising, and their role becomes evident especially when
attitudes are broken down into their distinct dimensions. Furthering the notions
developed in previous applied linguistic research, this paper will conclude by
discussing in what sense this role of language attitudes is consistent with the
symbolism found in advertising texts directed at bilinguals.
5:30pm - 6:00pm
Japanese language learners abilities to and thoughts on noticing their
spoken errors
Amanda Renee Toyoura
Griffith University, Australia; a.toyoura@griffith.edu.au
In previous research on the benefits of encouraging noticing in a foreign
language classroom, it was found that encouraging noticing leads to: better
performance on tests, a better understanding of what is to be learned, a
better understanding of an interlanguage and to being more motivated and
autonomous (Toyoura & Watkins, 2013; Toyoura & Watkins, 2014). For the
first known time, in the current study data was collected on the ability of
learners of the Japanese language to notice their errors and their thoughts
on participating in noticing activities. Over the course of a year six students
in a Japanese foreign language classroom were told that after completing
each speaking and written assessment item that they could listen and read
respectively back through what they had produced looking for errors and
when possible, making corrections, i.e. they participated in a noticing activity
after completing each spoken and written assessment item. They were told
that they would receive a higher mark on the assessment items if they were
able to find errors and/or correct them. Their abilities to notice their errors
and make corrections greatly depended on a range of possible factors,
including but not limited to, the assessment item, how many years they had
been learning Japanese, etc. Two students in particular showed exceptional
progress when participating in this activity and therefore, further data was
collected on their thoughts on participating in such an activity. It was found
that these learners benefited from participating in this activity as learners
had in previous studies.
6:00pm - 6:30pm
Trends of Research Methodology in Applied Linguistics since 2001: A
Comparative Study
Lin Lin
National Research Centre for Foreign Language Education, Beijing Foreign
Studies University, China, Peoples Republic of; 20666925@qq.com
This study builds on the growing line of inquiry into methodological practices
in the areas of applied linguistics and seeks to examine the methodological
changes over time in research between Chinese and international journals.
Four Chinese (Foreign Language Teaching and Research, Modern Foreign
Languages, Foreign Language World and Foreign Language Education) and
four international journals (TESOL Quarterly, Applied Linguistics, Language
Learning and ELT Journal) were surveyed concerning their use of research
methodology and design features from 2001 to 2015. The empirical
studies were carefully selected from these journals and then classified into
quantitative, qualitative and mixed methods research. Frequencies and
percentages of each feature were calculated and compared. The results
indicated numerous changes taking place in the field and differences
between Chinese and international journals: 1) quantitative methodology
serves as the dominant approach of research in mainland China while
qualitative methodology is used more frequently outside China; 2) with
respect to statistical procedures, both China and international journals
show heavy reliance on statistical significance; 3) in terms of specific
methods used, both Chinese and international journals show diversified and
interdisciplinary trend, and experiments play a leading role in the Chinese
empirical studies, while case study is the principal approach used abroad.
Based on the findings emerged, the study made suggestions concerning
useful paradigms, procedures for future research, and issues to improve the
quality of research in applied linguistics.
6:30pm - 7:00pm
Assessing English Proficiency in the EIL Classroom: Language and
Paralanguage Aspects
Yuji Nakamura1, John Lee2, Eliane Segati3
Keio University, Japan; 2University of Illinois at Urbana-Champaign,USA;
1
3
State University of Northern Parana, Brazil; nkyj@flet.keio.ac.jp
Assessment can serve various purposes. While standardized tests focus on
globally defined Inner Circle varieties of English based on Standard English
norms, classroom assessment primarily deals with a locally defined English
99
as an International Language (EIL) (cf. Brown, 2014). In the EIL classroom
assessment, Lowenberg (2012) includes an additional aspect of English
proficiency, which is the measurement of students readiness to engage in
interactions across the varieties of English (i.e., the paralanguage part of
proficiency in the EIL assessment).
Against this backdrop, this study seeks to address the following question: At
the micro level of the proficiency assessment in the EIL classroom, what kind
of assessment instruments would be effective for its classroom teacher?
To explore this question, 30 university students from eight countries (who
enrolled in the EIL course at a private university in Japan) took part in this
study in spring 2015. The EIL class aimed to explore the ways globalization
affects language policy and English teachers practices. For 14 weeks, the
researchers (both qualitatively and quantitatively) measured and analyzed
1) the paralanguage section of the course through the course evaluation
and questionnaire and 2) the language section of the course through the
participants term-end papers and oral presentations.
The data indicate that raising awareness toward diverse English is important
for designing classroom assessment instruments (that measure students
abilities to function effectively in the multilingual and multicultural English-
using world). The data also suggest that the EIL practitioners can also
include the possible sub-categories of these assessment instruments such
as awareness, attitude, spontaneity, interest, and readiness.
Theoretically, this study could challenge the primacy of standardized
tests whose ends mainly exclude the paralanguage skills. Practically, it
may provide grounds for the redesign of the conventional ELT curricula,
incorporating paralinguistic and social aspects of language use into their
instructional design.
C191-200 B
Time: Monday, 24/Jul/2017: 5:00pm - 7:00pmLocation: Studio 3
5:00pm - 5:30pm
Identity and patterns of heritage language use in three generations of
Lithuanian diaspora
Meilute Ramoniene
Vilnius University, Lithuania; meilute.ramoniene@flf.vu.lt
The data that forms the basis of this paper was drawn from two large
and complementary research projects funded to investigate the linguistic
behaviour, the maintenance of the heritage language and the links to
the Lithuanian identity of the Lithuanian communities abroad. Lithuania
(population of about 3 million) has had extremely high percentage of
emigration and according to Department of Statistics, more than half a
million people left the country since the independence in 1990. The new
wave of emigration has contributed to the Lithuanian diaspora in many
countries worldwide where Lithuanian communities of various sizes existed
since WWI and WWII. The linguistic behaviour, the maintenance of the
heritage language and the links to the Lithuanian identity of the Lithuanian
communities belonging to different emigration waves and different
generations in various countries was known to be rather diverse. Lithuanian
communities in some countries strongly maintain the Lithuanian language
that together with cultural traditions is passed on to the younger generation.
However there are countries where heritage Lithuanian language is quickly
shifted and the environment language takes over. The paper analyzes
the data of both quantitative survey and qualitative in-depth interviews.
The sample of the survey was 2000 respondents, 1000 of which living in
Europe (Germany, United Kingdom, Ireland, Spain and other countries) and
1000 in other continents. The in-depth interviews with Lithuanian emigrants
have been conducted face-to-face or via skype. The three emigration
generations will be analyzed in order to find out the strongest factors that
influence heritage language maintenance, patterns of language use and
the relationship with ethnic identity. The paper will consider the issues of
language choice by different generations, the role of reasons for emigration
in the maintenance of the heritage language and language attitudes.
100
5:30pm - 6:00pm
Multimodal layers in communication within a Vietnamese family in Australia
Howard Nicholas, Donna Starks, Xuan Thu Dang
La Trobe University, Australia; h.nicholas@latrobe.edu.au
There has been an increasing interest in migration and mobilities of migrants
and their associated communicative practices (Jrgensen et al. 2011;
Canagarajah 2012, Blommaert & Backus 2011), many of which involve how
people move within and across languages. There has also been a parallel
increasing interest in how verbal behaviours correspond with broader
features such as movement and gesture (Gullberg 2012). While much of
this research has focussed on individual migrants, little attention has been
given to broader interactions between family members in such contexts. In
this paper we reflect on one Vietnamese familys communicative practices
within their home in Australia. Using video data gathered via personalised
individual video cameras, we analyse a series of communicative moments
(Li Wei 2010). We explore the layered nature of the communicative practices
(language, gesture, positioning, touch, and their use of technologies) of the
four family members (mother, father, two daughters) in their home in meal
times, education-related interactions and television viewing. We show
how their communicative practices reflect complex (sometimes conflicting)
influences from and relationships both towards and away from Vietnamese
ways of being and doing. We show how this dual patterning, most evident
in the communicative practices of the two children, displays complementary,
inverse engagement with language and gesture. The findings demonstrate
that neither age nor generation is uniformly related to the communicative
features observed. Instead, communicative feature selection reflects a
complex interplay of cultural and momentary interactional influences.
The findings point to the complexity of analysing multimodal family data
and attempts both at particular moments and over time and some of the
challenges of associating such analyses with identity.
6:00pm - 6:30pm
New kids in town: Narratives of students entering a new Community of
Practice
Emma Player Rye
Los Andes, Colombia; emma.rye@gmail.com
The process of entering university and thus a new Community of Practice
(CoP) can be intimidating and challenging for most students. Often for Ser
Pilo Paga (scholarship) students, who come from small towns/communities
to large universities and even larger cities, the process requires entering
several new Communities of Practice at once. This study utilizes the
theoretical framework of CoP and a multiple case study approach to
document the experiences of five Ser Pilo Paga students in their first
semester studying language and culture at a university in Colombia. Data will
be collected using student journals, structured written narratives, interviews,
surveys and group discussions to document and analyze the process these
students undergo to define themselves and move from peripheral to central
participation in this new CoP both as students and as second language
learners (Lave & Wenger, 1991). We will be looking to see the following: i)
whether the use of journaling and written narratives help these students
navigate the process of becoming full participants in a CoP; ii) whether the
use of writing as a reflective, CoP building tool will make students more
self-reflexive as learners; iii) whether meeting with each other will allow the
students to enter into discussions, negotiate meaning, problem-solve and
thus create their own CoP (Casanave, 2004). Examining the complex, multi-
faceted experience of these students as they build new identities in a new
context will inform teachers and institutions on the needs of this particular
student population. This study reports on data collected during the second
semester of 2016 at the Universidad de los Andes.
 6:30pm - 7:00pm
QUEERIZANDO AS IDENTIDADES NO QUILOMBO!
Mabia Camargo
UFRJ, Brazil; camargomabia@gmail.com
Os modos como nossas prticas sexuais so constituidoras dos modos como
nos identificamos como sujeitos, tm sido discutidos por diversos tericos
da linguagem. Isso tem causado fissuras nas estruturas convencionais
sobre como performativamente construmos nossas subjetividades
(BORBA, 2006). Djankaw uma jovem trans quilombola, seus modos de
vida desviantes e sedutores me instigaram a conduzir esta pesquisa
de doutorado na tentativa de cartografar como ela discursivamente se
constitui enquanto sujeito e como atribui sentidos as subjetividades que
performa, na medida em que se desterritorializa em diferentes espaos-
tempo. Para tanto, o referencial terico est sendo construdo a partir da
Lingustica Queer (BUTLER (1990;1998); CAMERON (1992); PRECIADO (2014);
BORBA (2006), etc.) e da Lingustica Aplicada Indisciplinar (MOITA , LOPES,
2009). Outros intercessores sero convidados discusso no tocante a
desnaturalizao do gnero e da sexualidade e de outros marcadores
da diferena como classe social, raa e etnia. O contexto em que se
descortina a pesquisa o Quilombo Invernada Paiol de Telha localizado
no Distrito de Entre Rios, Guarapuava-PR, configura-se pela luta do povo
negro e resistncia contra a usurpao de seu territrio legtimo. Com a
chegada dos imigrantes europeus em 1945 expulsaram os quilombolas
de suas terras, tendo estas sido recuperadas por eles apenas em 2015
aps duas dcadas de disputa judicial. A possibilidade de desestabilizar
naturalizaes generalistas sobre raa, etnia, gnero e sexualidade neste
contexto, emerge como uma demanda terica, cultural e poltica. No
possvel ignorar que essas diferenas irrompem os limites identificatrios
de categorias estanques como identidade, homem, negro, quilombola, de
modo que elas reterritorializam a noo do ser, na medida mesma em que
sujeitos diferentes se afirmam em suas diferenas. Alm disso, a agenda
dos direitos humanos no para de ser alargada em relao s identidades
polimorfas, anormais, como so consideradas as identidades transsexuais.
C211-220 B
Time: Monday, 24/Jul/2017: 5:00pm - 7:00pmLocation: Studio 5
5:00pm - 5:30pm
Language Planning and Policy in a school site. A diachronic dimension.
Shaun Herbert Kemp
The University of Melbourne, Australia; kemp.shaun.h@edumail.vic.gov.au
This presentation engages with diachronic analysis as it relates to the field
of Language Planning and Policy (LPP) through a case study of a local
language problem: the introduction of Chinese language into an established
government school, over a 10 year period. Using cultural-historical activity
theory (Engestrom, 1987, 2001), the presentation identifies a narrative of
expanding learning cycles that unfold over time to understand the genesis
of activity systems that create, maintain, and resolve cyclical (re)iterations
of the problem in moving towards (and, at other times, away from) the
implementation of Chinese as a new language program within the school. In
doing so, the presentation highlights the dialectic between the macro/micro
domains of LPP using time as a key lens, and the convergence of cultural-
historic (the changing sociocultural context within which the language
planning problem is situated), ontogenetic (the development of decision-
makers and their identity across their life spans), and microgenetic (ongoing
instances in language planning and policy activity at the level of concrete
engagement) forces to produce, (re)shape, and enact policy in practice.
Finally the presentation considers the practical aspects of investigating long
term LPP problems by researchers. The case study illustrates that issues
of diachronic analysis, as it relates to LPP, can be divided into two major
categories: those that revolve around the language planning problem (i.e.,
empirical) and those that revolve around the research of language planning
over extended timelines (methodological).
101
5:30pm - 6:00pm
Micropolitics in Education: Changing Directions or Simbolic Resistances?
Ana Paula Duboc
School of Education - USP, Brazil; anaduboc@usp.br
Several scholars from the field of Critical Applied Linguistics have conceived
of minor pedagogical moves as potential as wider shifts in educational
policies. Morgan (2010), for instance, has advocated in favor of teachers
agency by legitimating those small spaces and moments in which we do
have wiggle room for re-interpretation. Pennycook (2004) has elsewhere
claimed for those critical moments as potential changes in the classroom.
In Brazil, several metaphors have popped up as a way to legitimate the
microlevel of education, such as the notions of curricular attitude in the
gaps (Duboc, 2012), small revolutions (Siqueira; dos Anjos, 2012); Minor
English (Zaidan, 2013) to name a few. Such metaphors seem to dialogue
with wider philosophical insights that similarly bring into the spotlight
the micro as a changing potential as the concept of clearing (lichtung)
in Heidegger (1927) as well as the well-known idea of minor literature in
Deleuze and Guattari (1977). By sharing some qualitative data gathered
through an exploratory study, this paper seeks to share some concerns with
regard to the potentialities of micropolitics in education. Considering the
harsh scenario in which regulatory and normalizing policies and politics of
neoliberal nature have been established in different parts of the world, one
might question: To what extent can micropolitics in education truly make
a difference? How do teachers and teachers to be conceive of their own
agency (Monte Mr, Jordo) and the potential of micro resistance? Would
such micropolitics call for changing directions or do they seem to base
themselves on a simbolic level?
6:00pm - 6:30pm
Warning: The presentations finish prior to the end of the session!
Problematizing the pattern of commitments in a university language policy:
insights from close textual analysis
Chanel Van der Merwe1,2
1
University of the Western Cape, South Africa; 2Human Sciences Research
Council, South Africa; chanelvander@gmail.com
The need for public texts such as language policy documents to be
critically analysed using in-depth linguistic analysis has been underscored
by several scholars especially since public texts often carry agendas they
conceal (Lo Bianco, 2009: 112-113). Hart (2014) endorses the call for such
an analysis in that it enable[s] systematic, theoretically-driven, comparative
approaches to analysis on the back of which well-founded observations
may be made (2014: 5). The need for in-depth linguistic analysis is apparent
in the context of South African Higher Education, where language policies
have been central to a wide range of debates which problematizes their
effectiveness in institutionalizing multilingualism in over two decades post-
apartheid. However, these debates have been restricted to the dominant
discourse that policy texts are adequately conceptualized, and the problem
lies within implementation.
Against this backdrop, this paper subjects the language policy of the University
of the Western Cape to a detailed linguistic analysis, drawing on experiential
analysis, demodalisation, activation, the use/non-use of conditional clauses
and modality. The analysis reveals that even though the policy expresses
unequivocal commitment to the countrys multilingual heritage and the
promotion of Afrikaans, English and isiXhosa, it betrays a pattern of differential
commitment to English versus Afrikaans and isiXhosa. For instance, whereas
the provisions concerning English are demodalised and therefore positioned
as non-negotiable (Iedema, 2000: 50), the provisions concerning Afrikaans
and isiXhosa are activated and placed in the realm of contestability. As such,
linguistic resources are used to weaken provisions for the non-preferred
languages, placing English in the default position. The close textual analysis
thus allows for the making of well-founded observations (Hart, 2014: 5) on
the conceptualization of the policy. This analysis is particularly unique as it
presents a linguistic approach to policy analysis by critiquing the policy text
from such standpoints as interest and ideology.
C221-230 B
Time: Monday, 24/Jul/2017: 5:00pm - 7:00pmLocation: Studio 6
5:00pm - 5:30pm
EMI as one of the universitys language policies: a survey among faculties
Camila Hfling
Universidade Federal de So Carlos, UFSCar, Brazil; cahofling@gmail.com
Over the last decade, English as a Medium of Instruction (EMI) has become
a growing phenomenon worldwide. In Brazil, with the success of the
Science without Borders Government Program (SwB), the country has
been on the agenda of several foreign universities, which realized that
Brazilian universities hold world-class researchers and faculty members,
and competitive undergraduate majors and graduate courses. For this
reason, Brazil would be an interesting place for incoming student mobility
as a non-English speaking country. However, the first issue related to
that is the language of instruction of those majors and programs. Even
having highly proficient faculty members, EMI is still not a common
practice in Brazilian universities and there is still a lack of research in this
area of Applied Linguistics. Based on the Jenkinss findings (2014) who
researched about English language policy and practices in international
universities worldwide, and Kremer and Valcke (2014), we administered a
questionnaire to the university faculty members of a public federal Higher
Education Institution in Brazil (So Paulo state). It focused on investigating
those faculties perceptions and point of view related to the use of EMI at
undergraduate/graduate levels. The results indicated that faculty members
were still in doubt of some issues related to their probable courses using
EMI, as the students proficiency level required, the content delivered
in the classroom, the outcome expected from the students, their level of
proficiency to be a successful instructor, among other aspects. For this
reason, in this presentation, we discuss the creation of language policies in
the university and the challenges and strategies needed to implement EMI
in our home institution, as well as the benefits and possible risks of offering
courses in English in undergraduate and graduate levels, once the adoption
of such policies marks a transition on teaching and learning practices.
5:30pm - 6:00pm
The ELT curriculum in transition
Sue Garton1, Kathleen Graves2
1
Aston University, United Kingdom; 2University of Michigan, USA; s.garton@
aston.ac.uk
The worldwide demand for English in a variety of fields suggests that
practical measures of success in English are determined not by exams or
certification of general English proficiency but by the ability to successfully
participate in contexts of use. This has led to major language-in-education
policy reforms in the state school sector in a number of counties in the
world as governments perceive the need to improve English levels among
their populations in order to compete in the global economy as well as to
contribute to national development through international exchanges. The
reforms have been both structural, with the introduction of languages into
the primary school curriculum, and in content, with the introduction of new
curricula to replace more traditional grammar-based approaches at both
primary and secondary levels. The latter raises a number of questions
about how classroom language learning is organized to prepare or support
students to participate in contexts of use.
This presentation explores three current, influential ELT curriculum
approaches at the primary and secondary level and how the theory of
each approach translates into curriculum practice. These approaches are
Communicative Language Teaching/Task Based Learning and Teaching;
102
genre- based pedagogy, and Content and Language Integrated Learning.
The theory of each approach will be briefly described according to a matrix
of curriculum factors including:
the view of language and language acquisition that informs the approach,
how learners needs and purposes are construed
the nature of the content and materials
the teachers role
how language is assessed
Examples from research on how these approaches are implemented in
primary and secondary education will be used to illustrate how and why they
do or do not succeed in preparing learners for contexts of use. Implications
for the future of curriculum development will be discussed.
6:00pm - 6:30pm
Introducing an ELF perspective in language policy and practice: an
epistemological challenge
Kumiko Murata, Masakazu Iino
Waseda University, Japan; murata@waseda.jp
With the advancement of globalization, English is increasingly used as a
lingua franca (ELF) in diverse communicative settings. This presentation
focuses on one such setting, academic, particularly where English is used
as a medium of instruction (EMI), drawing on data collected at a Japanese
university.
With the recent Japanese governments initiative in promoting EMI at
university by introducing such projects as the G30 and the Top Global
University (MEXT 2011, 2014), an increasing number of universities have
introduced or are planning to introduce EMI programs or courses aiming
at attracting more international students as well as enhancing Japanese
students communicative ability to make them future global human
resources.
For the past twenty years, EMI in higher education has drastically increased,
particularly in the European context as well as in some Asian countries,
while some Japanese universities also started introducing EMI programs or
courses even prior to the governments initiative. Under these circumstances,
however, the nature of the E of EMI has rarely been explicitly discussed,
it being taken for granted that it is naturally the E of native speakers of
English (NSEs).
This presentation, therefore, discusses that it is crucial to reconsider what
English communicative ability students are expected to acquire to become
truly global human resources. Here, the notion of ELF is relevant, and the
presentation argues that a paradigm shift from the traditional E of NSEs
to the E of ELF in EMI settings is essential in considering students future
use of English in the global context. This will be discussed based on the
data collected in the aforementioned EMI setting by conducting classroom
observation and recording, its discourse analysis, interviews with students,
and by administering questionnaires to students and instructors.
The result indicates that a paradigm shift from EMI to ELFMI is of paramount
importance.
6:30pm - 7:00pm
Language, identity negotiation, and intercultural learning in study abroad
contexts
Jane Jackson
The Chinese University of Hong Kong, Hong Kong S.A.R. (China); jjackson@
cuhk.edu.hk
Enhancing ones second language proficiency and making intercultural
friends are common goals for international exchange students; however,
sojourn outcomes are highly variable. While some students immerse
themselves in the host environment and accomplish their sojourn aims,
others avoid host nationals and experience little or no growth in intercultural
sensitivity or language proficiency. To better understand this phenomenon,
this presentation examines the identity negotiations of Chinese university
students who participated in a semester-long sojourn in an English-speaking
country. Rich qualitative interviews and sojourn emails provided insight into
the ways they positioned themselves in the host environment and responded
to ideas and attitudes that challenged their national sentiments and sense of
self. By cultivating constructive intercultural friendships, some gained ample
access to the host language and community. As they enhanced their English
language skills, many of these sojourners also took steps towards a more
open, intercultural mindset and expanded sense of self. In contrast, others
socialized almost exclusively with co-nationals using their first language.
Weak host receptivity and perceived threats to their national identity and
preferred image of China hindered intercultural dialogue and curtailed their
language and intercultural learning. Disillusioned, they returned home with
reinforced stereotypes and little desire to use English in social intercultural
interactions. The findings suggest the need for interventions to optimize
sojourn learning and promote meaningful interactions between local and
international students. As well as pre-sojourn language and intercultural
communication courses for outgoing international exchange students,
students in the host institutions could benefit from courses or workshops
that raise awareness of the connection between language, culture, and
identities (e.g., national, cultural, global, multiple, dynamic, negotiated,
relational, contested). While the data in this presentation centers on the
experiences of Chinese sojourners, the session will evolve to a wider
discussion of language and identity negotiations in study abroad contexts.
C231-240 B
Time: Monday, 24/Jul/2017: 5:00pm - 7:00pmLocation: Studio 7
5:00pm - 5:30pm
A Study of Chinese Character Teaching Material Available for iPhone in Apples
App Store
Yan Tian
Minzu University of China, China, Peoples Republic of; maggie-
tian2008@163.com
Research on teaching Chinese characters for students studying Chinese as a
foreign language has started to pay attention to the use of Apples App Store for
its providing rich teaching material and its strength in motivating student. But as
yet there has not been any systematic study of the problems in the new resource.
This study, based on statistical analysis, content analysis and case studies,
focuses on 10 Chinese character learning programs available on the
App Store for international students. The apps teaching methodology,
teaching content and exercises are examined. The study finds that the 10
programs adopt teaching methods primarily stressing Chinese characters
pictographic features and semantic categories, as well as words sharing
a common basic character. However, the apps neglect basic features of
Chinese character structure and pronunciation as well as the relationship
between the structure and pronunciation, and thus this study recommends
a more all-encompassing approach involving the full range of effective
teaching methods. It also finds that the 10 apps need to pay more attention
to difficulty level when arranging the sequence of the Chinese characters. In
addition, the study finds that there is not enough variety among the review
exercises in the apps, and therefore suggests a three dimension design
framework: pronunciation-structure-meaning, character-word-sentence
and knowing-writing-using.
5:30pm - 6:00pm
VivaPE: Entrelaando Lngua e Cultura para o Ensino de PLE
Danyelle Marina Araujo da Silva1,2, Maria Cristina Damianovic1
UFPE (Universidade Federal de Pernambuco), Brazil; 2ABA Global
1
Education, Brazil; danyelle.marina@gmail.com
A busca pelo Portugus como Lngua Estrangeira uma demanda crescente
por estudantes e profissionais de outros pases que vem at o Brasil. Por
outro lado, ainda h poucos estudos acerca do ensino de portugus
como Lngua Adicional e seus impactos interculturais. Este trabalho visa
apresentar os resultados do Projeto VivaPE Ensino de Portugus para
103
Estrangeiros no Recife. O VivaPE objetiva possibilitar a ressignificao
(VYGOTSKY, 1933) do Brasil e do ser brasileiro, por discentes de Portugus
como Lngua Adicional, por meio de atividades das mltiplas faces da
linguagem multimodal (COPE & KALANTIZ, 2009; ROJO, 2013, 2015)
scio-histrico-culturais (LIBERALI & FUGA, 2012). Este estudo discute
uma proposta didtica de imerso de 60h, com base na atividade social
(LIBERALI, 2013) ser um estudante internacional no Brasil. As atividades
acadmico-scio-culturais so realizadas em sala de aula, com material
didtico elaborado exclusivamente para esta proposta e em visitas a locais
histricos e culturais na cidade do Recife e cidades vizinhas, buscando
desconstruir ideologias lingusticas que frequentemente so apresentadas
em Livros didticos de Portugus como Lngua Estrangeira. Lus Gonzaga,
Caetano Veloso, Gilberto Freyre e Casa Grande e Senzala, Capibaribe e
Joo Cabral, Lenine e Chico Science so alguns dos personagens desta
viagem pelo Brasil, a partir do Nordeste, buscando assim ressignificar o Brasil
para o mundo. Trata-se de uma pesquisa qualitativa, cuja metodologia est
embasada na Pesquisa Crtica de Colaborao (MAGALHES, 2009) e os
resultados so analisados (gravaes das aulas, atividades de performance
e questionrios respondidos pelos alunos) a partir de categorias
argumentativas enunciativas, discursivas e lingusticas (LIBERALI, 2013). Em
termos de ressignificao, espera-se que os discentes ressignifiquem sua
viso do Brasil atravs do aprendizado da Portugus Brasileiro como uma
Lngua viva, internacional, hbrida, dialogada, superdiversa e multi-identitria
(MOITA LOPES, 2013).
6:00pm - 6:30pm
Sketching the CLIL instructor profile: The case of Greece
Marina Mattheoudakis1, Thomai Alexiou1
Aristotle University of Thessaloniki, Greece; marmat@enl.auth.gr
The recent pilot implementation of CLIL instruction in Greek state schools has
created a new type of school teacher, the CLIL instructor. By contrast to most
European countries, where CLIL instructors are mostly generalists or subject
teachers, in Greece, CLIL instruction has been assigned either to foreign
language teachers or to teams of foreign language and subject teachers.
Eight CLIL teachers (both language and subject specialists) in primary and
secondary schools in Thessaloniki, Greece, participated in the present study,
which aims to sketch the profile of the CLIL instructor in Greece. Based on
data of semi-structured interviews with the CLIL instructors, we are going to
present and discuss teachers views, reflections and suggestions regarding
their experience with this innovative teaching method. All participants
agreed that challenge, curiosity and interest for CLIL were the main reasons
behind their decision to embark on CLIL instruction. As to the learners
gains, all participants focused on the important affective impact CLIL seems
to have on learners since it helps them increase their motivation, self-
management, and self-esteem. Additionally, most teachers referred to the
linguistic gains and, in particular, to the academic language learners acquire
through CLIL as well as to the development of their speaking skills and oral
fluency. What is more impressive, though, is teachers reference to cognitive
and metacognitive gains. This seems to be a view shared by all teachers in
both primary and secondary education. Learners ability to think critically,
tolerate ambiguities, take risks when guessing and infer meanings based on
the context are only some of the skills learners are reported to develop after
being taught through CLIL. On the basis of teachers answers, we are going
to stress the need for CLIL training focusing on both language and subject
teaching methodology and for systematic collaboration between EFL and
subject teachers.
6:30pm - 7:00pm
A incompreenso em lngua inglesa para alm de problemas estruturais e de
vocabulrio
Juliana Cavallari
Universidade do Vale do Sapuca, Brazil; judu77@hotmail.com
O objetivo deste estudo salientar, com base em uma perspectiva
discursiva, a estreita relao existente entre lngua, cultura e ideologia e
o modo como tal relao incide na produo de efeitos de sentido e de
verdade que emanam de enunciados formulados em lngua inglesa (LI)
que, num primeiro momento, no foram compreendidos pelo sujeito-aluno,
mesmo quando, aparentemente, no parecia haver problemas atrelados
estrutura da lngua ou falta de vocabulrio especfico. Como material de
pesquisa foram analisados alguns enunciados retirados de livros didticos
(LD) importados e largamente utilizados em nosso pas e que produziram
certo efeito de estranhamento, durante algumas aulas de LI ministradas para
graduandos de uma instituio de ensino superior, cujo tema abordado era
entrevista de trabalho. A noo de ideologia como condio de existncia
do sujeito e do discurso, e a de cultura - entendida no s como crena
ou hbito, mas como marca simblica que aponta para aspectos do
mundo exterior j internalizados e scio-historicamente compartilhados -
permearam e embasaram nossas discusses, bem como a noo de lngua-
cultura, proposta por Coracini (2007). luz desses conceitos, a anlise dos
registros discursivos sugere que, em muitos momentos do processo de
ensino-aprendizagem de uma lngua estrangeira, quando esta intrnseca
relao entre lngua, cultura e ideologia no explorada ou sequer levada
em conta, alguns sentidos produzidos por enunciados veiculados nos/pelos
LD ficam silenciados e/ou incompreensveis, reduzindo a aprendizagem ao
nvel gramatical ou estrutural da lngua.
C241-250 B
Time: Monday, 24/Jul/2017: 5:00pm - 7:00pmLocation: Studio 8
5:00pm - 5:30pm
Following a new trajectory to challenge pedagogical conventions for
innovations: insights from classroom practice
Melissa Hui Yen Yu
University of Southampton, United Kingdom; melissa.yu28@gmail.com
English as lingua franca (ELF), World Englishes (WE) or other paradigmatic
counterparts have become a critical lens through which English language
education has been reassessed for over three decades. In the works of
these disciplines, the concepts of English Language Teaching (ELT) and
Second Language Acquisition (SLA) have been challenged theoretically
by the view that the lingua franca reality of English for communication, far
from being introduced to students or applied to classroom practice, was
not recognized and employed by ELT professionals. Scholars from these
disciplines have for some time commented that even though ELF/WE offers
teachers and students pedagogical alternatives, such perspectives are not
well-incorporated into curriculum development (Matsuda and Friedrich,
2011), ELT enterprise (Jenkins 2012) and teaching paradigmatic development
(Canagarajah, 2014).
Drawing on ethnographic methods, a three-month classroom observation
and interview results were analysed to illuminate university teachers
and students practice and rationales for English language teaching and
acquisition. The findings reveal the non-static nature in teachers and
students beliefs and practice for English to communicate internationally.
The findings also highlight that the teachers and students constantly (re)
framed their choices of teaching, learning and classroom activities that may
lead to or away from an ELF/WE perspective. It was common to see that the
teachers and students taught and learned English by skillfully and flexibly
interweaving the prescribed, the monolingual approach with an ELF/WE
perspective.
Hence, these results suggest that researchers should not assume the
stability in teachers and students epistemological beliefs in and teaching
and learning practices within a conceptual scope. Pedagogical innovations
come in the form of not only the teaching/learning paradigm shift and
adoption but also adaption and integration. ELF as innovative teaching idea
is not prescribed by ELF scholars but applied by ELT practitioners in their
contexts.
104
5:30pm - 6:00pm
Languaging content in CLIL; Emerging ideologies in CLIL language teacher
education
Lucilla Lopriore
1. Roma Tre University, Italy; lucilla.lopriore@uniroma3.it
Content and language integrated learning (CLIL) has emerged as a major
innovation for improving both language and content learning. But CLIL
requires a reconceptualisation of language from language learning per se
towards an integrated model which actively involves the learner in using
and developing language of learning, language for learning and language
through learning. Recent projects aimed at training teachers of subject matters
in teaching content through English have witnessed an unprecedented
number of teachers participating in order to meet a new and engaging
challenge. The acknowledged role of language as a means to sustain
cognitive reasoning as well as content learning has been the underlying
notion of most projects developed by new groups of language teachers
and learners. Emerging communities of practice of teachers of different
subject matters are learning to collaborate and explore implications of using
another languuage to widen the borders of their subject matter. Discovering
the potential role of language in teaching and learning (languaging) as well
as the key role of dynamic assessment in CLIL, represent the emerging
issues and represent a shift in perspective in teacher education, curriculum
development and linguistic. This paper will present findings and implications
of reflective practice adopted in CLIL classrooms and will discuss teachers
views of the role of language for learning.particularly when this laguage is
English, nowadys considered a Lingua Franca.
6:00pm - 6:30pm
An innovative pedagogical means to develop an English language course for
international communication
Melissa H. Yu1, Barry Lee Reynolds2
Newcastle University, United Kingdom; 2University of Macau, Faculty of
1
Education; barryreynolds@umac.mo
The international status and use of English has drawn scholarly attention
to develop innovative courses from the perspective of English as Lingua
Franca (ELF) (Rose and Galloway, 2014; Suzuki, 2011), World Englishes
(WE) (Chang, 2014). These courses were usually designed to foster Asian
students awareness of lingua franca English use for communication and
delivered by teachers who have acquired sufficient knowledge about ELF
and WE. The common outcome of offering ELF/WE-focused courses is
students attitudinal shifts in learning and understanding English from a NS
or monolingual to multilingual approach. One question arising from course
design is how ELF/WE as an innovative pedagogical perspective could be
applied to develop an English language course which aims to train students
for international communication.
To answer this question, this study investigated how ELF was applied to
develop an English language course for Taiwanese university administrative
staff in order to fulfill their job duties for international communication with
foreign students. To this end, content analysis technique was utilized to
analyse the video-recorded classroom practice, a reflective report by the
teacher, a questionnaire survey into staffs experience in using English and
interviews with the teacher and students about this course. The findings
reveal that an ELF perspective to teach and learn English for international
communication was not only an innovative pedagogical choice for the
teacher and students as Jenkins (2007, 2012) highlights but also for the
institute. The findings also indicate that ELF as an innovative learning
approach allows students to prioritize and select learning items and
materials that are most relevant and practical to their communication needs.
Lastly, authorized by the institute, the teacher applied ELF as a pedagogical
means through which he could grant students language learning and use
autonomy from the prescribed English language use and resources.
 6:30pm - 7:00pm
Informed decisions or linguistic ideologies? Political developments of early
foreign language teaching in Germany
Margit Hempel1, Markus Ktter2, Jutta Rymarczyk3
1
University of Duisburg-Essen, Germany; 2University of Siegen, Germany;
3
Heidelberg University of Education, Germany; koetter@anglistik.uni-
siegen.de
Early foreign language teaching (EFLT) in Germany seems to profit from rich
diversity: Each of the 16 federal German states works according to its own
highly idiosyncratic EFLT-curriculum. And yet When we asked some 50
eminent experts about selected aspects of current practice with regard to
EFLT as reflected in the curricular guidelines of their respective state, their
opinions very often did not only divert from the guidelines. Surprisingly, the
experts opinions often coincided in the same opposite direction.
As EFLT had not been well researched when the curricula were first
developed about 15 years ago, it seems to be justified to regard those
experts judgements as based on informed decisions (here: empirical
research) and to dismantle the seemingly attractive politico-educational
diversity as based on linguistic ideologies.
If we follow Irvine that linguistic ideologies constitute the cultural system
of ideas about social and linguistic relationships, together with their loading
of moral and political interests (1989: 255), scrutineering those social and
linguistic relationships as well as moral and political interests in EFLT is
waiting to be dealt with. Questions like the following arise:
Does EFLT from grade 1 on mean a chance or a burden for non-German
speaking migrant children? What about early immersion programmes?
Should assessment in EFLT be a factor in young childrens moving up?
Should a focus on form be part of EFLT or do we prefer a purely playful
approach?
In times of inclusion, does EFLT segregate struggling learners?
Based on the diverse and conflicting ideas and requirements that we found
in two surveys (Hempel, Ktter, & Rymarczyk, to appear), we would like to
identify issues to be addressed in the future. A discussion of best practice
bringing together international perspectives is our aim in order to design
new curricular guidelines in a more informed way.
C817-826 B
Time: Monday, 24/Jul/2017: 5:00pm - 7:00pmLocation: Catete
5:00pm - 5:30pm
MEMRIAS E HISTRIAS DE PROFESSORES DE ESCOLAS BILNGUES BRASILEIRAS
Antonieta Megale
UNICAMP, Brazil; antonietaheyden@hotmail.com
Nos tempos atuais, com o advento da globalizao, Blommaert e Rampton
(2011) explicam que o panorama social, cultural e lingustico de todo
mundo foi alterado. Nesse contexto, se fez evidente o crescimento das
escolas bilngues e internacionais no Brasil que tm como lnguas de
instruo o ingls e o portugus. A demanda de parmetros legais que
regulem e norteiem essas escolas torna-se cada vez mais premente face
ao aumento do nmero dessas instituies e, consequentemente, da
necessidade de formao de professores que atuam nesse contexto. A
partir dessa perspectiva, o objetivo deste estudo entender as trajetrias
de professores de escolas bilngues e internacionais de So Paulo, desde
seu processo de formao, at suas reflexes como docente. Para tanto,
objetivamos compreender da perspectiva dos professores participantes
(i) como eles reconstroem discursivamente suas carreiras profissionais e
explicam os fatores que os levaram a uma escola internacional ou bilngue;
(ii) quais as representaes de lngua(gem), bilinguismo, cultura e educao
bilngue que emergem em seus discursos ao narrarem suas trajetrias e
(iii) como se posicionam em relao ao seu repertrio lingustico. Os dados
deste estudo foram gerados a partir das narrativas produzidas por esses
professores e de seus retratos lingusticos (BUSCH, 2010). Para a anlise
105
das narrativas, o conceito terico de posicionamento (LANGENHOVE
e HARRE, 1999; DEPPERMANN, 2013a, 2013b) e as pistas indexicais
propostas por Wortham (2001) foram empregadas. Os resultados obtidos
apontam para necessidade da criao de cursos de formao para esses
contextos que construam com esses professores conhecimentos que
vo muito alm dos relacionados lngua alvo (CAVALCANTI, 2011, 2013)
e que, consequentemente, os levem a entender seus alunos no como
falantes monoglssicos deficientes, mas sim, como potentes narradores
heteroglssicos (KRAMSCH, 1994).
5:30pm - 6:00pm
O componente intercultural em documentos de cursos de formao docente
de lnguas estrangeiras (PLE-ELE)
Nildicia Rocha1, Fernanda Tonelli1,2
1
FCLAr/Unesp, Brazil; 2IFSP, Brazil; fertonelli@gmail.com
No contexto sul-americano, o ensino de lnguas estrangeiras tem sido
foco de estudos e prticas docentes. A partir desse lugar, desenvolvemos
uma pesquisa sobre a formao do docente de lnguas no que diz
respeito prtica de ensino comunicativo intercultural. Esta comunicao,
especificamente, tem como objetivo apresentar reflexes sobre anlise de
documentos curriculares dos cursos de Licenciatura em Letras Vernculas
e Lngua Estrangeira Moderna Espanhol, Licenciatura em Letras
Vernculas e Portugus como Lngua Estrangeira, ambos da UFBA (Brasil),
de Profesorado en Portugus e Licenciatura de Espaol Lengua Materna y
Lengua Extranjera, da UNC (Argentina), observando o tratamento do aspecto
intercultural, visto que essas carreiras se inserem em contextos de imerso
e no-imerso. Para isso, tomaremos como base os conceitos de educao
intercultural de Kramsch (1993), ensino comunicativo intercultural (BYRAM,
1997) e abordagem comunicativa intercultural (MENDES, 2004), que pautam
que o xito em uma interao entre pessoas pertencentes a diferentes
culturas no se d somente por meio do domnio do sistema lingustico,
mas depende tambm da capacidade de estabelecer-se uma relao
humanista entre seus participantes. Indica-se como resultados inicias que
os documentos relativos aos cursos de Portugus e Espanhol lnguas
estrangeiras abordam a cultura, sendo na UFBA esse contedo tratado de
modo mais incipiente, ao passo que na UNC a interculturalidade se mostra
de maneira mais consolidada por meio da presena de componentes
curriculares cujo foco central so as culturas s quais pertencem as lnguas
estrangeiras estudadas. Ressaltamos que esta primeira leitura analtica
ser aprofundada no desenvolvimento da pesquisa maior, comparando-a
com a observao de aulas e entrevistas com os egressos de cursos
de Portugus Lngua Estrangeira e de Espanhol Lngua Estrangeira das
instituies selecionadas.
6:00pm - 6:30pm
Locating learning in teachers professional learning community
Xiao Cheng
East China Normal University, China, Peoples Republic of; xcheng@english.
ecnu.edu.cn
This paper reports on a small part of a longitudinal study (from 2009 to
2012) of English language teachers professional learning community in a
secondary school in Shanghai, which explores English teachers learning
experiences and the trajectories of their professional development, as
well as the developmental stages of the teacher learning community and
the relationship between teachers professional development and the
development of the school as a whole. This paper will only focus on the
learning opportunities and knowledge construction in some regular events
of the teacher learning community. It explores the discourse of teacher
interactions in two types of typical events occurring regularly in EFL teachers
professional learning community, i.e. staff meetings for lesson planning and
staff meetings after peer observations. More specifically, by examining the
discourse moves, episodes, topics, and discourse structures (i.e. vertical and
horizontal discourses) (Bernstein, 1999), this study reveals the similarities
and differences of the discourse features between the two typical types of
learning events, and possible relationship between the discourse features
of teacher interactions and teacher learning opportunities. Special attention
is also paid to teachers roles in creating learning opportunities during these
interactions, as well as the discourse structures of the interactions and the
implying knowledge structures.
6:30pm - 7:00pm
Implementing CLIL in disadvantaged school contexts: impacts on student
motivation, self-efficacy, and autonomy
Shu Ohki, Russell Cross
University of Melbourne, Australia; ohki.shuichiro.s@edumail.vic.gov.au
This research was undertaken at a government secondary school falling
within the lower bands of overall academic achievement in the outer
Western suburbs of Melbourne, Australia. Although the school has a long-
established foreign language program that teaches Japanese, enrolment
numbers beyond the mandatory program have remained very low with
large numbers of students showing low levels of confidence and a negative
attitude towards language learning. To address this problem, Content and
Language Integrated Learning (CLIL) was adopted as a potential solution
to help improve the language teaching and learning issues the school had
been facing. Following Coyles (2007, 2008; Coyle et al., 2010) pedagogic
model for integrating content and language learning, the program taught
Environmental Science through Japanese as the students second language.
This small scale but qualitatively rich in-depth case study investigated the
influence of the CLIL model on students learning motivation, engagement,
autonomy, and self-efficacy, through an interpretive analysis of students and
teachers perspectives. Data included interviews with teachers, teaching-
peers, and students on learning attitudes, independence, and self-efficacy
during the CLIL program relative to the typical Japanese classes. The
further use of questionnaires and learning journals provided additional
contextual data to complement the primary data set.
Findings help describe the ways in which CLIL was contributing towards
improving students intrinsic motivation and engagement to complete
increasingly autonomously focused tasks. However, potential negative
influences on students learning intentionality were also identified within
the data, including a conflict in learners identities that translated into
increasingly passive, withdrawn behaviour in class, limiting their sense of
self-responsibility in learning.
W1
Time: Monday, 24/Jul/2017: 6:00pm - 7:00pmLocation: Queluz I
(RE)PRODUO E ADAPTAO DE MATERIAIS DIDTICOS NA NUVEM: ENSINO DE LINGUAS
ONLINE
Alan Ricardo Costa, Andr Firpo Bevilqua
Universidade Catlica de Pelotas, Brazil; alan.dan.ricardo@gmail.com
Atualmente, na Web, o professor de lnguas estrangeiras tem ao seu alcance
diferentes ferramentas de autorias (softwares usados para a produo de
arquivos digitais) e repositrios digitais de recursos educacionais online
(geralmente texto escrito, imagem, som e vdeo). Dentre essas, a ferramenta
Ensino de Lnguas Online (ELO) em Nuvem (http://www.elo.pro.br/cloud/),
alm de ser especfica para o ensino e a aprendizagem de lnguas, pode
ser empregada tanto como software de produo de materiais didticos
online por parte de professores quanto como repositrio aberto de
recursos e atividades j produzidas anteriormente por outros docentes.
Tendo em vista essas caractersticas de ferramenta de autoria e repositrio
digital, objetivo do workshop a apresentao do ELO em Nuvem, no
sentido de demonstrar de forma prtica como o professor pode produzir
materiais didticos online ou buscar materiais j disponveis no repositrio.
A considerar as demandas atuais do Ensino de Lnguas Mediado por
Computador (Computer Assisted Language Learning, CALL), sobretudo no
que concerne ao trabalho colaborativo e em rede, alm das perspectivas
emergentes de Educao Aberta e (re)produo de Recursos Educacionais
Abertos (REA), tambm se mostra necessria a apresentao da
106
capacidade de adaptabilidade dos materiais do ELO em Nuvem, nas quais
as potencialidades de ferramenta de autoria e repositrio digital parecem
se mesclar: o professor tem a alternativa, em um primeiro momento, de
acessar o repositrio de materiais do ELO em Nuvem para, em um segundo
momento, ao deparar-se com determinado recurso, modific-lo at que
atenda as necessidades do contexto educacional ao qual ser destinado.
Ao adaptar um recurso, o professor, no ELO em Nuvem, passa a ser um (co)
autor deste novo material.
W10
Time: Monday, 24/Jul/2017: 6:00pm - 7:00pmLocation: Queluz II
Corpus Linguistics: introduction to Multi-dimensional Analysis
Simone Vieira Resende, Ulysses Camargo Corra Diegues
So Paulo Catholic University, Brazil; simonevi@corpuslg.org
Multi-dimensional analysis (MDA) is one of the main innovative and
systematic approaches to linguistic variation investigations. Researchers
have been performing analyses in many different kinds of corpora for
decades (e.g., BIBER, 1992; BERBER SARDINHA, 2000; BRTOLI-DUTRA,
2010; CONDI DE SOUZA, 2012; VEIRANO PINTO, 2013; ZUPPARDO, 2014;
DELFINO, 2016). However, statistical analysis, like MDA, is still seen as a major
technological challenge among many linguistics and its complex detailed
proposal, while appealing to some, may seem a drawback to others, due
to all the tech-analytical demands and requirements. This workshop aims
at helping researchers to overcome these drawbacks. Our goal is to make
them become thoroughly familiar with the MDA procedures, using statistical
software and large data corpora in their own research field. Scholars will
be able to deal with large date corpora and follow strategies to interpret
the findings through practical and authentic exercises. According to Biber
(2004: 15), MDA is a methodological approach that applies multivariate
statistical techniques (especially factor analysis and cluster analysis) to the
investigation of register variation in a language. Through practical analysis
activitis on statistical software, we hope to provide an overview of how
powerful MDA is and how it can be applied to other study areas.
W4
Time: Monday, 24/Jul/2017: 6:00pm - 7:00pmLocation: Queluz V
LINGUAGEM E DIREITOS HUMANOS: PROPOSTA DE OFICINA DE ESCRITA CRIATIVA PARA O
ENSINO MDIO
Daniela Palma, Ana Paula dos Santos de S, Nayara Natalia de Barros, Rafael Salmazi
Sachs
Universidade Estadual de Campinas (UNICAMP), Brazil; daniela.palma2@
gmail.com
O objetivo deste workshop o de expor uma proposta de Oficina de
Escrita Criativa sobre questes relacionadas aos Direitos Humanos. luz
dos conceitos de narrativa, experincia e memria de Hannah Arendt,
bem como do modelo de curso ministrado pela autora em 1965 e do ciclo
oficinas, tambm inspirado na proposio arendtiana, oferecido em 2014
pela ctedra Unesco de Educao para Paz, Direitos Humanos, Democracia
e Tolerncia, este trabalho apresenta uma sequncia didtica voltada a
atividades de produo escrita para estudantes do Ensino Mdio, passvel
de ser aplicada tanto nas salas de aulas quanto em espaos extraescolares.
Com base em uma coletnea de textos motivadores verbais, no verbais
e multimodais previamente definida, a Oficina tencionar promover com
os estudantes reflexes acerca dos conceitos e das formas sociais da
diferena e da universalidade, bases para pensar os direitos humanos, a
fim de prepar-los para uma redao de vis criativo/ficcional em que haja
inverso de perspectiva autoral adotando-se o eu como enunciador de
um outro. Tal inverso justifica-se sobretudo atravs das consideraes
de Arendt acerca da narrativa, vista por ela como aparato propcio
sensibilizao e busca de uma mentalidade alargada, mais consciente
da alteridade e mais apta apreenso dos dilemas individuais e coletivos
do mundo contemporneo. A elaborao desta Oficina faz parte das
atividades do grupo de pesquisa em Linguagem e Direitos do IEL/Unicamp.
 W5
Time: Monday, 24/Jul/2017: 6:00pm - 7:00pmLocation: Queluz VI
T.I.M.E. Drama - An Effective ESL Interaction Booster
Nikolay Markov Nikolov
New Bulgarian University, Bulgaria; markonislc@yahoo.com
The dramatization of, and on, educational texts and theatrical performances
is a popular method of developing the communicative competence of foreign
language learners of different age groups. However, its implementation is
frequently connected with the mechanical memorization of the script with
dubious learning outcomes.
Because of this, in 2012 a PhD study was launched intended to test the
hypothesis that learners foreign language interactive speaking skills and
overall communicative competence could be significantly enhanced through
providing learners with instruction in professional acting techniques, along
with their participation in stage activities in the target language (English).
To do that, two groups of teenage ESL learners at level B1-B2 (CEFR) were
involved in an experiment. To achieve progress in their interactive ESL
communication the Experimental Group (EG) learners, interacting only in the
target language, actively participated in six distinct project phases: Play and
cast selection, Body exercises, Speech exercises, Acting exercises (based
on Stanislavskis System), Script analysis and text work and Stage work and
evaluation, all of which leading to the Final art product - a Play Premiere.
The analysis of the results showed a marked tendency of improvement
in the FL oral communicative competence of the EG learners. The major
outcome is the foundation of the Teenodrama Interactive Method in English
(T.I.M.E.).
The following general conclusions could be made about the method: T.I.M.E.
significantly enhances learners interactive speaking skills, developing
additional para-linguistic skills in learners. T.I.M.E. also enhances students
learning motivation along with developing learners language and artistic
performance (self-)evaluation skills. Besides, being practical and affordable,
T.I.M.E. practices application leads to sustainable learning outcomes.
The focus of the workshop will be a brief description of the method and
demonstration of some of the speech and acting practice exercises applied
throughout the T.I.M.E. experiment summarised above.
C919-920
Time: Monday, 24/Jul/2017: 6:00pm - 7:00pmLocation: Ducale III
6:00pm - 6:30pm
The profile of English language majors at the end of their course at UFPI
Beatriz Gama Rodrigues
Federal University of Piau, Brazil; beatriz@ufpi.edu.br
This presentation aims at presenting the profile of the graduating students
from the English graduation course at the Federal University of Piau in 2015.
This group of students was selected because it was the first one that took
the reformed curriculum. Our English graduation course was reformulated
in 2009, The analyzed data were obtained through a narrative text the
participants were asked to write at their seventh semester. In this paper,
they were supposed to reflect about their educational process as English
teachers during their undergraduation course. From these data, we have
tried to observe the students representations (Jodelet, 2001, Durkheim, 1898,
Moscovici, 2003) about languages teaching-learning and the relationship
between these representations and teachers development, besides their
interest in continuing studies and in their language fluency. In a previous
research (Rodrigues, 2014), we had observed the students profile at the
beginning of the course; therefore, it was very interesting to collect their
narrative in their last year at the undergraduation course to observe how
107
they observed their personal and professional developments, considering
not only their linguistic learning process, but also their expectations about
their future as English teachers. We hope this presentation may enhance
further discussions and researches with other students ad professors who
are interested in English as an Aditional Language Teachers Education.
6:30pm - 7:00pm
Um existir-evento interdisciplinar na escola pblica:inquietaes, incertezas
e (res)significaes
Claudia Maria Vasconcelos Lopes
CEFET RJ, Brazil; clmlopes13@gmail.com
A formao continuada que almeja capacitar os docentes a navegar por
prticas de letramento cada vez mais inter e indisciplinares e a tica de
educao como ato responsvel preconizada por Bahktin (SZUNDY,
2014) tm sido objeto de pesquisa amplamente problematizado e
abordado em diversas esferas acadmicas que se ocupam da melhoria
na educao pblica. A presente comunicao que se insere no escopo
da Lingustica Aplicada Indisciplinar (MOITA LOPES) tem como objetivo
buscar compreender em que medida trs docentes responsveis por
diferentes disciplinas em uma escola pblica do subrbio do Rio de Janeiro
encontraram obstculos na tessitura de um projeto interdisciplinar intitulado
Manual de sobrevivncia, fruto do ltimo mdulo de um projeto de formao
continuada intitulado PLIEP. Tal projeto foi idealizado pelo corpo docente do
Programa Interdisciplinar de Lingustica Aplicada e o mesmo foi dividido
em mdulos. Ao finalizar o projeto os docentes em servio participantes
da formao continuada tiveram como tarefa a elaborao de um projeto
que preconizasse o dilogo entre as disciplinas. Alm dos pressupostos
de multiletramentos (GEE, 2000; STREET, 2014, ROJO, 2009), este estudo
convoca a pesquisa colaborativa na perspectiva de Coulter (1999), a partir de
uma perspectiva ps-moderna (HALL, 2000). Para tanto, relaes de poder
na perspectiva de Foucault sero levados em considerao na hibridizao
dos discursos construdos em uma sesso reflexiva visando focar questes
mais micro e acreditando que a linguagem opera de maneiras diferentes
em contextos diversos. (BLOMMAERT, 2005).
W16
Time: Monday, 24/Jul/2017: 6:00pm - 7:00pmLocation: Alcazar
Melifa - a school-based plurilingual literacy development programme for the
whole family
Katja Schnitzer
PH FHNW, Germany; katja.schnitzer@fhnw.ch
The focus of the workshop is on activities connected to the Melifa Project
which has been an integral part of the study programme for ongoing
primary school teachers at the School of Education, University of Applied
Sciences North-Western Switzerland since 2013. Due to migration flows
over the past decades, individual plurilingualism has become on the whole
the norm in Swiss schools. This diversity in languages is acknowledged in
Swiss education policy. Melifa is one of several projects designed to valorise
and further promote individual plurilingualism. Although focusing on family
literacy, its particular field of activity is within the context of school language
curricula. The development of literacy generally begins before school, often
in monolingual settings. This competency can and should be developed
further in school, in particular within the language subjects (school, second
and foreign languages). Research on literacy (e.g. Nickel 2010) emphasises
the benefit of system sensitivity to plurilingual contexts for learners,
particularly as pre-school contact with literacy and well-developed writing
skills in the first language appear to be important indicators for overall
success at school.
Within Melifa, students develop concepts and material for Family Literacy
Events in places of relevance for education in general: in schools,
kindergarten, play groups, family centres and libraries, literature nights,
mother-child groups of specific language groups, and other public places.
The emphasis is on reaching parents where they are and using the
individual plurilingualism of the students to do this. The project is currently
conceptualising, implementing and evaluating a programme for plurilingual
literacy development in cooperation with a partner primary school. The
workshop is an opportunity to find out more about the project, to try out
materials (e.g multilingual picture books, literacy menus, media boxes,
posters for an interactive travelling exhibition on plurilingualism) and share
experiences and visions in this area.
Plenary 3
Time: Tuesday, 25/Jul/2017: 9:00am - 10:00amLocation: Louvre
Toward Sociolinguistic Justice for Racialized Youth
Mary Bucholtz
University of California, Santa Barbara, United States of America
Every year around the globe, students from linguistically subordinated
groups enter educational systems that are ill equipped to serve them.
For young people who are racially as well as linguistically marginalized,
schools may be particularly harmful, as hegemonic educational processes
perpetuate racist ideologies and structures while habitually undermining the
cultural and linguistic practices that are the very basis of students identities.
In response to this crisis of educational inequality, issues of social justice,
and especially sociolinguistic justice (Bucholtz et al. 2014), have come to
the forefront of research in applied linguistics and related fields. Language
researchers increasingly acknowledge that a commitment to social justice
is a basic ethical professional responsibility, and such scholars have been
prominent advocates for linguistic equality in schools and other institutional
settings (e.g., Avineri et al. 2015; Blackledge 2000; Corson 1993; Nieto
2010; Skutnabb-Kangas 2009; Wesely et al. 2014). Yet in challenging
the ideological dominance of monolingualism, standard languages, and
academic registers in educational settings, many researchers do not take
the next step: interrogating the more pervasive and hence less visible
educational practices that continue to make schools and classroomseven
those led by well-trained, well-intentioned educatorsunsafe spaces for
racially and linguistically minoritized youth. In this talk I identify four ways in
which such young people and their learning experiences are misconstrued
and misconceptualized, and in each case I offer an alternative strategy for
conceptualizing the education of youth of color in order to advance racial,
linguistic, and educational equity. My discussion is illustrated by data drawn
from a social-justice-centered academic outreach program that I direct,
which works with low-income Latina/o high school students to explore issues
of language, power, race, and identity in their own lives and communities
and to address these issues through original research or community action
projects. The examples point to some of the ways in which reconceptualizing
the education of youth of color can help advance sociolinguistic and
educational justice for racially and linguistically marginalized groups.
S79
Time: Tuesday, 25/Jul/2017: 10:15am - 12:15pmLocation: Queluz IV
Professional development for online language teaching: needs and means
Organizer(s): Ursula Stickler (The Open University, UK), Regine Hampel (The
Open University, UK)
The integration of information and communication technology (ICT) into
teaching and learning has the potential to fundamentally transform the
traditional classroom (Wertsch 2002). Online and blended approaches to
teaching are widespread today, with teachers using resources that range
from YouTube to Blabberize and communication tools from simple text chat
to multimodal web conferencing and social network sites. This is particularly
valuable in language learning contexts where the digital media allow
teachers to bring the world of the second language and culture into the
classroom. However, technology is not always used to best effect in class
by either students or teachers (Dahlstrom & Bichsel 2014). Thus research is
crucial. This symposium will focus on the question how we as researchers in
applied linguistics can a) support the necessary development of new skills
108
and perceptions, and b) gain new insights from looking at the changing
world of language teaching / language teachers.
The researchers presenting in this symposium have been collaborating over
the past nine years to encourage pedagogically sound integration of ICT
into language classrooms across Europe and North America. All members
of the team will contribute to the content of the presentations, with named
authors taking the lead. The first contribution presents the results of a survey
of needs and beliefs of language teachers and applied linguists as they face
the necessity to integrate ICTs into their teaching. The second contribution
focuses on the long-term impact of ICT-related projects and training
initiatives supported by the European Centre for Modern Languages. Next,
we explore methods best suited to investigate new forms of teacher training
and self-training taking place in social media online. The fourth and final
contribution presents an innovative ICT workshop format, based on socio-
constructivist learning theory and participatory forms of research.
The contributions together with the framework to the symposium provided
by the organisers form a coherent whole, with teacher training at its centre
and ideas, methods and theories continually developing around it. Socio-
constructivism and a firm commitment to participant-focused research
and training make this approach sustainable and transferable to most
contemporary contexts of language teaching and teacher development.
Details of the Symposium Papers
Language professionals beliefs and attitudes to integration of ICT in their
practice: a quantitative study
Joseph Hopkins1, Mateusz Milan Stanojevic2
1
Universitat Oberta de Catalunya, Spain, 2University of Zagreb, Croatia
Research findings on effective integration of ICT into language classrooms
do not always reach teachers in the classroom. At the same time, not all
researchers have a clear understanding of the obstacles and requirements
facing actual practitioners, as there may be discrepancies in the two
groups understanding of pedagogy and of needs. To document this
potential divergence we conducted a survey amongst approximately 60
full-time faculty members/researchers in the language departments of three
higher education institutions with a strong focus on technology-enhanced
language teaching: the Open University in the UK, the Universitat Oberta
de Catalunya in Spain, and Middlebury College in the USA. This survey was
also sent to practitioners, which included more than 500 part-time adjunct
faculty working at the three aforementioned institutions, as well as to over
400 practitioners working in primary and secondary schools in Europe and
North America.
This paper will present the quantitative results from the survey, comparing
and contrasting pedagogically founded beliefs of language teaching
professionals in different environments, from higher education departments
of language to compulsory education, and highlight discrepancies and
potential contradictions that might shed light on the obstacles to fully
integrating ICT into contemporary language teaching in a pedagogically
sound way.
Evaluating the long-term impact on language teachers of professional
development and training
Sarah Heiser
The Open University, UK
For the past nine years the European Centre for Modern Languages (ECML)
in Graz, Austria, has supported the integration of ICTs into language teaching.
A number of projects, targeting teachers, teacher-trainers, and policy makers
have been funded. Some 25 workshops have taken place across Europe
and beyond, involving over 440 participants. Those participants were self-
selected, hence already interested and motivated to engage with ICT.
However, they also represent the growing pressure on language teachers
to up-skill and become more confident and adventurous in using different
software applications in support of their language teaching.
Questionnaires prior to the workshops typically show participants with a
range of interest and confidence in the use of ICT. Responses show some
use computers more extensively than others in their everyday lives. Many
see their students digital literacy as an asset rather than a threat.
The ECML routinely surveys participants immediately following the events
and after 6 months, asking about ICT and OER use. The ICT-REV team
extended this impact evaluation of our training and development work by
conducting long-term surveys, interviews and observations with former
workshop participants, thus integrating qualitative and quantitative methods
of data collection. Here we will report on the results.
Innovative methods in researching online teacher professional development
Martina Emke
OHN, Germany, and The Open University, UK
Most language teacher professional development still takes place in
organised, formal formats, such as training workshops. However, this
format has been criticized for its lack of addressing teachers individual
learning needs and its focus on teachers skills acquisition rather than
supporting a holistic approach to professional self-development. In
contrast, fostering teachers self-directed informal learning can lead to
long-term transformation in teaching practice.
This symposium contribution will introduce the self-directed use of
social media for sustainable teacher professional development which
is guided by socio-constructivist principles of learning. Advantages
and challenges of informal learning on a social media platform will be
discussed against the background of a current research project that
has sought to investigate part-time language teachers self-directed
learning in an existing Community of Practice on Twitter by employing
methods combining online ethnography and social network analysis.
Interim findings support the notion of an existing tension between self-
directed and peer-led dimensions in language teachers learning, calling
for a stronger integration of informal professional development into the
occupational profile and development practice of language teachers. At
the same time there is a need to further develop adequate methods and
methodologies to investigate teachers informal professional learning
activities in social media platforms.
Planning in reflection: key principles in the design of successful
workshops for teacher development
Aline Germain-Rutherford1, Pauline Ernest2
1
Middlebury College, USA, 2Universitat Oberta de Catalunya, Spain
Professional development is more than a succession of workshops
and training courses; it is a reflective process that involves thoughtful
consideration of ones own experiences in applying knowledge to
practice (Schon, 1996). Moreover, [i]t is a process of learning how to
put knowledge into practice through engagement in practice within a
community of practitioners (Schlager & Fusco, 2004, p. 124). In order to
design effective professional workshops which support and nurture this
organic process of transformation, detailed planning is essential. This
paper will describe the structure of professional development workshops
on the integration of ICT in the language classroom which have been
offered to over 440 language professionals in 32 countries across
Europe since 2008. Grounded in participatory pedagogy (Askins, 2008;
Siemens, 2008), the design principles of the workshop format provide a
space for the participants to actively engage in the creation of their own
learning journey before, during and after the workshop. Feedback from
participants via surveys and narratives will show the impact of such a
design on their professional practice and teaching philosophy.
109
S40
Time: Tuesday, 25/Jul/2017: 10:15am - 12:15pmLocation: Queluz VI
TECNOLOGIAS DIGITAIS DA INFORMAO E DA COMUNICAO EM PRTICAS DE
LETRAMENTOS ESCOLARES
Organizer(s): Petrilson Pinheiro (Unicamp, Brasil)
As tecnologias digitais da informao e da comunicao (TDIC) tm
fortemente impactado a vida social e, em particular, tm permitido novos
letramentos que tm se distanciado cada vez mais das prticas de
letramento gafrocntricas tradicionais. Nesse contexto, a consolidao
da Web 2.0 tem permitido novos meios para a expanso das prticas
comunicativas no mundo digital, em que as pessoas no apenas recebem,
mas tambm publicam informaes no sistema, desconstruindo-se, assim,
as prprias categorias tradicionais de autor e de leitor. Tomando como
base essas consideraes, que esto no bojo dos estudos sobre os multi
e novos letramentos (NEW LONDON GROUP, 1996; COPE & KALANTZIS,
2000; 2006; 2009; LANKSHEAR & KNOBEL, 2007; 2008; PINHEIRO,
2010; 2014), este simpsio tem como objetivo aprofundar o conhecimento
terico-prtico acerca dessas questes, focalizando quatro pesquisas
empricas qualitativas que aliam discusses tericas a uma agenda prtica
no que concerne reflexo e ao uso de TDIC em prticas de letramentos
escolares, seja diretamente com os alunos, seja na formao docente. Ao
realizarem pesquisas que analisam e propem prticas que promovem multi
e novos letramentos em diferentes contextos de ensino e aprendizagem, os
trabalhos inscritos neste simpsio mostram que, mesmo diante de tantas
transformaes sociais, culturais e tecnolgicas, a escola, em geral, ainda
resiste a essas transformaes, pois opera com prticas de letramento que,
em geral, no refletem essas mudanas. Por isso, a instituio escolar se
encontra diante da necessidade de repensar sua funcionalidade, reavaliar
suas estratgias e (re)inventar suas prticas, com o fito de tentar responder
s exigncias multifacetadas dessa nova era digital, que se reorganiza de
forma cada vez mais dinmica e redefine novos papis institucionais cada
vez mais inter-relacionados com os usos das TDIC atuais.
Details of the Symposium Papers
NOVOS LETRAMENTOS NA PRODUO DE UM GNERO TEXTUAL VALORIZADO PELA ESCOLA
Rosane Felicio
Unicamp, Brasil
O conceito de Novos Letramentos implica em uma nova mentalidade a partir
do uso das Tecnologias Digitais da Informao e da Comunicao (TDIC).
Apresentamos aqui o recorte de uma pesquisa-ao, na qual as prticas
letradas realizadas fora da escola por alunos de uma turma de nono ano de
uma escola da rede pblica estadual do municpio de Piracicaba puderam
ser integradas ao trabalho em sala de aula durante a produo de um
gnero pblico formal oral: a exposio oral (ou seminrio). Em primeiro
lugar, analisamos o conceito de letramentos digitais, situando-o como um
aspecto dos Novos Letramentos, e o de remixagem, entendido aqui como
o processo pelo qual diversos modos como escrita, sons, imagem esttica
ou em movimento so recortados, misturados e recriados a partir dessa
mistura e do uso de ferramentas digitais. A discusso terica sobre isso feita
a partir de Lankshear e Knobel (2007; 2008) e Erstad (2008). Em segundo
lugar, analisamos, a partir da preparao e apresentao da exposio oral
de um dos grupos da turma de nono ano, como os alunos incorporaram
essas prticas letradas envolvendo remixagem ao processo. Por fim,
propomos uma discusso sobre como, no contexto atual, especialmente
no que concerne escola pblica no Brasil, possvel (seno necessrio)
integrar essas prticas de letramento digital que j acontecem fora da escola
instituio em um novo contexto marcado pela ascenso das TDIC. Os
resultados obtidos demonstram que os alunos, a partir dos letramentos que
j possuem, rapidamente se apropriam de outros, necessrios produo
dos novos textos multimodais da contemporaneidade que circulam em
ambientes mediados pelo digital na mdia impressa ou em ambientes
virtuais em funo do uso de ferramentas digitais capazes de manipular os
novos textos de carter multimodal da contemporaneidade.
 ALEGAES SOBRE MDIA DIGITAL NA LEI FEDERAL 10.639/2003, CONSCINCIA
LINGUSTICA CRTICA E FORMAO DOCENTE
Carlos Jos Lrio
Unifesp, Brasil
Este estudo tem como principal objetivo apresentar algumas alegaes
de carter crtico-discursivo sobre como as vias miditicas digitais podem
favorecer a formao de professoras(es) no mbito da Lei Federal
10.639/2003 e de suas Diretrizes Curriculares. Em razo da natureza
transdisciplinar deste estudo, o quadro terico selecionado traz, de um
lado, um aparato advindo das pesquisas sobre mdia digital (PERNISA
JNIOR; ALVES, 2010) e, de outro lado, os conhecimentos acerca de
(multi)letramentos (STREET, [1995] 2014; MOITA-LOPES, 2012; PINHEIRO,
2012). Alm do referido arcabouo terico so, tambm, mobilizados
conhecimentos relativos diversidade tnico-racial e educao (GOMES,
2005, 2007). A abordagem terico-metodolgica utilizada para articular
os arcabouos mencionados e alcanar o que aqui se pretende pode ser
caracterizada como crtico-discursiva (FAIRCLOUGH, 2009; CHOULIARAKI;
FAIRCLOUGH, 1999). Nesse sentido, uma decorrncia didtico-pedaggica
de carter crtico-discursivo seria, por exemplo, a considerao da relevncia
de conhecimentos sobre conscincia lingustica crtica (FAIRCLOUGH, 1992)
para uma formao docente (mais) ampla, calcada na vivncia de uma
tica da linguagem em ambientes virtuais e no reconhecimento da sua
necessidade, em especial (mas no somente) no que concerne educao
das relaes tnico-raciais.
OS MULTILETRAMENTOS NO PROCESSO DE ENSINO E APRENDIZAGEM DE LNGUA MATERNA:
ESCRITA NOS BLOGS
Sandro Silva
Unifesp, Brasil
O uso cada vez mais constante das novas tecnologias da informao
e comunicao tem influenciado mudanas em muitas atividades da
sociedade contempornea. No meio digital, as interaes sociais e a
linguagem se reconfiguram; transformam-se as formas de apropriao
e difuso do conhecimento; os textos ganham novas possibilidades de
formatao e, em consequncia, variam os usos e as formas de apropriao
da leitura e da escrita. Os letramentos, no contexto escolar, apontam, dessa
forma, para mais uma necessidade, a dos multiletramentos. A Internet, em
especial a Web 2.0, garante compartilhamento de informaes variadas
e promove a participao do usurio. Por meio de blogs, por exemplo,
possvel expor opinies, marcar e indicar eventos, passar informaes,
escrever dicas de livros, resenhas etc. Conectando a palavra imagem
esttica ou em movimento, as redes sociais se tornaram mecanismos de
comunicao poderosos e colocaram o texto em posio de destaque na
cena social: cada vez mais, preciso saber ler e escrever. Essas produes
digitais vo sendo aos poucos examinadas pelas pesquisas lingusticas
(BARTON; LEE, 2015), que as acolhem no ensino formal, renovando as
prticas pedaggicas e o material didtico. Tendo em vista dados empricos,
coletados por meio da observao de situaes vivenciadas na prtica
pedaggica, que apontam a existncia de habilidades especficas para
que o aluno possa lidar de forma eficiente com a escrita em ambientes
digitais, este trabalho discute sobre como prticas educativas baseadas na
pedagogia dos multiletramentos pode favorecer o processo de ensino e
aprendizagem de lngua portuguesa no cenrio pedaggico do sculo XXI.
Nas aulas de lngua materna, os espaos formativos combinam ambientes
(blended learning) (VALENTE, 2014) e utilizam recursos online para
diferentes estilos de aprendizagem (ARAJO; ARAJO, 2013). E-books,
jogos e aplicativos educacionais, livros didticos com propostas interativas
so exemplos de novos formatos para contextos formais ou informais de
ensino e aprendizagem.
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MULTI E NOVOS LETRAMENTOS EM UMA DISCIPLINA DE GRADUAO VOLTADA PARA
FORMAO DE PROFESSORES
Petrilson Pinheiro
Unicamp, Brasil
Tomando como base os estudos sobre os multi e novos letramentos (NEW
LONDON GROUP, 1996; COPE & KALANTZIS, 2000; 2007; LANKSHEAR
& KNOBEL, 2007; 2008; ROJO, 2009; PINHEIRO, 2014), amparados pelos
conceitos de design e agncia (COPE & KALANTZIS, 2011; EMIRBAYER &
MISCHE, 1998), esta comunicao individual tem como objetivo apresentar
resultados de um estudo emprico, de base qualitativa, em que foram
analisados os trabalhos finais dos alunos da disciplina de graduao
Estgio Supervisionado no primeiro semestre de 2015. A disciplina, que
obrigatria no currculo do curso de graduao em Letras da Universidade
Estadual de Campinas, voltada para formao de futuros professores
da educao bsica e inclui uma proposta de trabalho com multi e novos
letramentos em sala de aula. Mais especificamente, a anlise empreendida
visa investigar se os alunos procuram, de alguma forma, estabelecer ou
no relaes e intersees entre letramentos escolares grafocntricos
(tpicos de uma aula tradicional) e letramentos hipermiditicos. Nesse
sentido, o presente trabalho tem, por um lado, o potencial de trazer uma
contribuio epistemolgica para o campo dos estudos da linguagem,
uma vez que est calcado no desenvolvimento de inter-relaes prtico-
tericas, por meio de um movimento que parte da evidncia emprica para a
teoria, e no o contrrio (simplesmente aplicar uma teoria j pronta). Nesse
sentido, este estudo tenta entender as relaes entre teoria e prtica
como constitutivas de um processo de pesquisa, e no como categorias
estanques. Por outro lado, este trabalho visa a contribuir para o ensino e a
formao de professores, por meio da discusso e do uso de novas TIC no
contexto escolar, buscando intervir nas prticas de letramento dos futuros
professores, constituindo-se, assim, como uma pesquisa-ao que alia
pesquisa e ensino na formao de professores.
S41
Time: Tuesday, 25/Jul/2017: 10:15am - 12:15pmLocation: Queluz VII
Transforming language and teacher education through innovative asset-
oriented plurilingual pedagogies
Organizer(s): Sunny Man Chu Lau (Bishops University, Quebec, Canada)
Transnational migration and internalization of higher education have turned
todays urban classrooms into culturally and linguistically diverse learning
communities. This has posed a critical but healthy epistemological challenge
to the field of Applied Linguistics, with scholars and educators proposing
new theories and practices that recognize the complex intersections
between language, cultures and identities (Block, 2003; May, 2014; Norton
& Toohey, 2011), resisting the inequitable monolingual bias and its related
detriment to education (Cummins, 2007; Garca, 2009). To address this
complexity, plurilingual scholars (Hornberger & Link, 2012; Marshall &
Moore, 2013; Piccardo, 2013) advocate for curricula and pedagogies that
reflect, mobilize and strengthen students pluriliterate and plurilingual
identities and competence for greater social and academic engagements.
This symposium features four studies that respond to the need to transform
both language education and teacher education, advocating for creative
and critical plurilingual pedagogies that promote meaningful language and
content learning (Castellotti & Moore, 2010; Garca & Li Wei, 2014; Villegas &
Lucas, 2002a, 2002b).
First, Prasad and Galante will review the concept of plurilingualism,
highlighting the challenges between theory and practice documented in the
literature, and then present a range of classroom research and practices that
promote learners valuation of their plurilingual identities through creative
multimodal means. Next, Coelho and Ortega will address the impact of the
Awakening to Languages pedagogy on childrens language competence
and attitude through examining their own case studies in respective
preschool contexts including US/Canada, Colombia and Portugal. Our third
presentation by Marshall et al. from Simon Fraser University showcases
plurilingual pedagogies at the tertiary level that demonstrate how innovative
curricular collaboration among faculty members in education and other
disciplines has enabled students to employ their wealth of semio-linguistic
repertoires for meaningful social and academic engagements. Lastly, Lau
presents her study with student teachers in Quebec, Canada, engaging
them in examining their raw emotions and desires towards language and
identities using biographical narratives and language portraits (Prasad, 2012,
2014), which served as a springboard for positive changes in their attitudes
towards linguistic diversity and a more critical and intellectual engagement
with the broader sociopolitical connections about language education.
Details of the Symposium Papers
Isnt plurilingualism the same as multilingualism?: clarifying concepts and
linking the theory to practice
Gail Prasad1, Angelica Galante2
University of Wisconsin-Madison, USA, 2OISE/University of Toronto,
1 Simon Fraser University, Vancouver, Canada
Canada
With the Common European Framework of Reference for Languages
(Council of Europe, 2001) published more than a decade ago, the
concept of plurilingualism has been solidified in European countries and
has been gaining popularity worldwide. Although the broad concept of
plurilingualism is not new (Flores, 2013), other terms such as multilingualism,
translanguaging and code-switching have been interchangeably used
in the literature, so clarifying nomenclature may help reveal theoretical
assumptions and blind spots in Applied Linguistics research in education.
The disconnect between the theory of plurilingualism and its practice in
educational settings has generated a variety of concerns: although policies
in some educational contexts seem to encourage the plurilingual practice
by teachers and students, practical application remains a challenge (Pinho &
Andrade, 2009; Pauwels, 2014; Abiria et al., 2013). Both mainstream teachers
and language teachers seem unprepared to address linguistically diverse
classrooms (Ellis, 2013). This presentation aims first, to theorize the concept
of plurilingualism in language education by providing an examination of
theoretical and empirical studies carried out in this area; then, to present
practical applications to bridge the gap between theory and practice. These
include a series of reflexive representational classrooms practices that the
researchers have previously used with children and adult language learners
such as drawing, digital representations, self-portraiture, creative writing
and collage, among others (Prasad, 2014, 2016; Galante, 2015; in press).
Language learners creative process in multimodal representations of their
own plurilingualism allows them time and space to develop, deepen and
value their plurilingual identity.
Valuing plurilingualism in the early years: shifting the paradigms in early
language education
Daniela Coelho1, Yecid Ortega2
Higher Colleges of Technology, Al Ain, Abu Dhabi, United Arab Emirates,
1
2
OISE/University of Toronto, Canada
Plurilingual approaches are didactic approaches which include several
languages and cultures in the learning/teaching process (Candelier et
al., 2012). These approaches support the idea that the learners existing
linguistic repertoire and cultural knowledge, as well as their interest in
other languages and cultures, should be welcomed and respected in the
classroom as a valuable tool to assist and stimulate learning and to develop
a plurilingual and pluricultural (intercultural) competence.
One of the four plurilingual approaches developed by the Council of Europe
and the European Centre for Modern Languages is called Awakening to
Languages (Candelier, 2004). This approach is considered to contribute
significantly to the beginning of the process of awareness of others, their
languages and cultures, as well as to the development of a plurilingual
communicative competence at a young age (Andrade et al., 2012; Coste,
Moore & Zarate, 2009).
In this session, the presenters will show results of various international
research studies that adopted the Awakening to Languages approach for
language education with special focus on two studies developed by the
presenters themselves. First, one of the presenters will show preliminary
data of three case studies based on surveys of teachers experiences
111
when teaching different languages (Spanish, French, Italian, and Chinese,
among others) using a Language Sprinkles approach in the USA/Canada
and English in Colombia at different preschool locations. Lastly, the other
presenter will describe the results of a research study carried out with
two groups of Portuguese preschool children who worked on four foreign
languages (English, Spanish, Italian and French) for three months. The results
seem to indicate that exposing children to several languages can enrich
the language activities worked at preschool, creating an opportunity for the
children to practice and develop their linguistic skills, and contributing to
the foundation of a plurilingual communicative competence (Coelho, 2015).
Rethinking teaching and teacher training: case studies in plurilingualism in
higher education in Vancouver, Canada
Steve Marshall, Danile Moore, Valia Spiliotopoulos, Saskia Stille, Joel Heng Hartse
Research on academic literacy in Canada has traditionally avoided theoretical
discussions on the use of the first language (L1) as a potent learning tool
for teaching (in) second languages, notably in post-secondary education
where normative literacy practices are dominant (Canagarajah, 2011). Recent
evolutions of Canadian sociopolitical realities, the dramatic increase of
newcomers in Canadian urban centers, and the push for internationalization
in higher education have called to revisit educational ideologies built on a
strict separation of languages in academic contexts, while new conceptual
perspectives encourage to build on multiple L1s and the transfer of literacy
skills and learning experiences from home to school/university (Beacco &
Byram, 2007; Boun & Garca, 2015).
Bridging the frequent separation of home and academic language practices,
this collaborative paper articulates key processes in a plurilingual approach
to pedagogy that explicitly draws upon students multiple semio-linguistic
resources for developing learning in English- and French-medium academic
literacy classrooms in a Canadian university. We situate our work within
the plurilingualism/translanguaging frameworks in education that examine
how students negotiate social and academic identities (Garca & Wei,
2015; Li & Zhu, 2013), promote the idea that learners linguistic resources
and knowledge support learning (Marshall & Moore, 2013), and examine
the pedagogical conditions necessary for learners to employ their multiple
languages to construct knowledge and develop plurilingual competence
(Moore & Gajo, 2009). To illustrate, we draw on examples from case studies
of curricular innovation developed through interdisciplinary collaboration
between Applied Linguists in the Faculty of Education and faculty in Applied
Science, Business and Social Science. Findings suggest that all students are
in the process of learning how knowledge is created and communicated
in academic disciplines, and students rich linguistic repertoires serve
as resources for learning. Implications for instructional approaches and
institutional policies for language in higher education will be discussed.
Language, identity, and emotionality: engaging student teachers with language
portraits to foster appreciation for plurilingualism
Sunny Man Chu Lau
Bishops University, Quebec, Canada
Critical perspectives on language education advocates not only for the
validation and celebration of cultural and linguistic diversity but also for
active resistance against the symbolic violence monolingual and Eurocentric
discourses enact on students of minority languages and cultures (e.g., May,
2012; Skutnabb-Kangas, 1981). Scholars such as Lucas and Villega (2011) and
Chumak-Horbatsch (2012) draw our attention specifically to the urgency
of linguistically responsive and appropriate teaching to ensure language
inclusion that goes beyond culturally responsive teaching (Villegas & Lucas,
2002a, 2002b) to actively adopt an additive and dynamic approach (Garca,
2009) to plurilingualism, drawing on students diverse resources in order to
help their language and content learning.
Research on adult education and teacher training (Ball, 2003; Busch,
Jardine, & Tjoutuku 2006; Kearney, 2003; Kinginger, 2004) shows that
engaging adult learners and teachers in writing language biographies and/
or language portraits helps them rediscover and valorise their present and
hidden/suppressed cultural and linguistic resources and identities and
enhances their reflection of language practices that are necessarily tied to
different power relations, hence fostering a more positive attitude towards
plurilingualism. This presentation describes a study with pre-service teachers
to find out the extent to which language portraits (Prasad, 2010, 2014) -- the
mapping of ones language and cultural make-up on a body template -- help
improve their self-understanding towards language and identities, and their
critical reflection on their attitude towards linguistic diversity. Following the
(auto)biographical approaches to teacher education, this study examines
particularly how emotional engagement (Benesch, 2012) with student
teachers in their autobiographical portraits and narratives of language
learning experiences and practices has facilitated personal interrogation
of social assumptions and opened up possibilities for greater intellectual
examination of ideological issues that underlie additional language teaching
and learning.
S42
Time: Tuesday, 25/Jul/2017: 10:15am - 12:15pmLocation: Venezia I
A Instruo para a Compreenso
Organizer(s): Luciane Baretta (Universidade Estadual do Centro-Oeste)
A compreenso lingustica tem sido tema de investigao das mais diversas
reas do conhecimento humano, que, h dcadas, tm buscado desvendar
as complexidades envolvidas no processo de compreender textos verbais,
no verbais e mais recentemente, multimiditicos. Interessados nas diversas
etapas e componentes que envolvem a sofisticada tarefa de transformar
os traos escuros de uma pgina em grafemas, palavras e sentenas,
ou os diversos fonemas combinados que se convertem em mensagens
inteligveis, estudiosos tm se utilizado de diferentes mtodos para buscar
compreender como a compreenso se efetiva e, consequentemente, qual
a maneira mais eficaz de se ensin-la quando as diversas habilidades e
competncias so abordadas instrucionalmente em sala de aula de lngua
materna e/ou estrangeira. A proposta deste simpsio discutir os resultados
de pesquisas de cunho experimental e de abordagem psicolingustica, que
envolvem diferentes componentes implicados na compreenso em leitura
e na compreenso de um episdio de sitcom. As duas primeiras pesquisas
investigam a compreenso leitora de estudantes universitrios em lngua
materna, uma discutindo as relaes entre as estratgias de aquisio do
conhecimento lexical (competncia lexical) e outra analisando as relaes
entre os processos monitorados e verbalizados de leitura e a compreenso
do texto. A terceira pesquisa analisa o processo de inferncia, gerado
online, durante a leitura de textos em lngua estrangeira-ingls, realizado
por leitores universitrios proficientes, que tinham como objetivo ler
para resumir ou evocar o texto. A quarta pesquisa explora os efeitos de
legendas (intra- e interlinguais) na compreenso geral e especfica de
vdeo com udio em lngua estrangeira-ingls, de universitrios com
nvel intermedirio de proficincia. Sendo a compreenso a finalidade
natural para o desenvolvimento da interao social, os resultados dessas
quatro pesquisas so examinados, com vistas a propor alternativas para a
produo de materiais didticos que supram as lacunas de compreenso
mais profunda da informao, ainda reveladas pelo estudante universitrio
brasileiro.
Details of the Symposium Papers
Estratgias e Compreenso em Leitura de Textos Acadmicos Desenvolvidos a
partir de Metforas Pedaggicas
Ana Claudia Souza
Universidade Federal de Santa Catarina
O objetivo desta pesquisa investigar alguns dos processos implicados na
leitura de texto acadmico-cientfico elaborado sobre bases metafricas,
por 40 estudantes de curso de Letras, colocando em evidncia as
estratgias empregadas pelos leitores na produo de sentido e sua
relao com o produto da compreenso em leitura. Objetiva-se ainda
refletir sobre o ensino de leitura e a produo de materiais, considerando
os dados obtidos. As seguintes perguntas nortearam a pesquisa. possvel
112
observar comportamentos semelhantes entre os participantes frente
poro textual metafrica, em termos de emprego de estratgias de leitura?
Existindo formas semelhantes de abordagem do texto e considerando o
possvel agrupamento de participantes, as diferentes configuraes de
estratgias empregadas pelos grupos seriam indcios de diferenciao,
seguindo os mesmos padres, na pontuao geral em leitura? As
semelhanas nas estratgias de leitura empregadas esto relacionadas a
semelhanas na produo do sentido da metfora pedaggica? Ou ainda,
as estratgias empregadas revelam o nvel de compreenso da metfora?
Em caso positivo, quais seriam as possveis implicaes pedaggicas para
o ensino da leitura e para a produo de materiais instrucionais? Para
conduzir a investigao, foram aplicados dois instrumentos de coleta de
dados: Tcnica dos Protocolos Verbais e Teste de Compreenso Leitora.
Os resultados indicaram que os grupos de participantes com maior e
menor desempenho em leitura se constituram tambm de acordo com as
estratgias empregadas, sendo que aqueles cujo desempenho foi superior
empregaram estratgias de leitura eficazes compreenso, enquanto os
que obtiveram menor desempenho em leitura lanaram mo de estratgias
no eficazes produo do sentido textual. A partir dos resultados, sugere-
se o desenvolvimento de plano instrucional sistemtico de interveno
em sala de aula, apoiado em material pedaggico relativo ao ensino de
estratgias que se mostraram eficientes ao sucesso nas atividades de
leitura com vistas ao estudo e aprendizagem.
Monitoria e Construo do Conhecimento Lexical para a Compreenso Leitora:
Reflexes para o Processo Ensino-aprendizagem
Cludia Finger-Kratochvil
Universidade Federal da Fronteira Sul
De forma simples, metacognio tem sido definida como o pensar a
respeito do seu prprio pensar (HARRIS; HODGES, 1995). Um processo
inerente ao pensarmos o ensino-aprendizagem de qualquer disciplina
ou tipo de conhecimento. Por essas razes, a metacognio tem sido
considerada um aspecto crtico para o processo do desenvolvimento da
compreenso leitora e do processo de ensino-aprendizagem da leitura.
Contudo, o seu desenvolvimento parece ter sido negligenciado no
processo de instruo, ao observarmos as dificuldades reveladas pelos
resultados de vrias pesquisas, por exemplo, quando se mensura os
resultados da compreenso leitora, tanto no desenvolvimento de sujeitos
em fase escolar quanto de sujeitos adultos escolarizados. Esse trabalho
discute os resultados de um questionrio de avaliao de estratgias
metacognitivas, voltadas para a construo do conhecimento lexical, de um
teste de compreenso leitora e os Protocolos Verbais de onze participantes
universitrios, observando as continuidades e descontinuidades existentes
entre os trs fatores observados. A fim de focarmos o conhecimento lexical,
empregamos textos com pseudopalavras, situao que, em certa medida,
levaria a uma quebra de fluxo do pensamento do participante e, portanto,
o levaria a parar para pensar a respeito do processo, especialmente, o de
construo do sentido da palavra e seu conhecimento lexical. Os resultados
corroboram pesquisas que elucidam que os melhores desempenhos esto
relacionados aos participantes com bons resultados na compreenso
leitora e com capacidade metacognitiva desenvolvida de forma estratgica.
O processo de monitoramento de alta demanda cognitiva e concorre com
os processos de construo do sentido do texto. Dessa forma, exige do
leitor tratamento diferenciado para a informao que lhe impe restries
compreenso e, para isso, necessita-se que o seu ensino deliberado seja
trabalhado, oxal!, na escola.
Inferncia, Leitores Proficientes e Material Didtico: Uma Triangulao
Possvel?
Luciane Baretta
Universidade Estadual do Centro-Oeste
Inmeras pesquisas tm sido desenvolvidas nas ltimas dcadas buscando
elucidar os diversos fatores (diferenas individuais, gnero textual, tipo de
tarefa, lngua alvo), e os componentes (decodificao, compreenso literal,
compreenso inferencial, monitoramento), envolvidos no processo de
compreenso leitora. A proposta deste trabalho revisitar os dados dos
protocolos verbais da pesquisa de mestrado da autora, com o objetivo
de analisar a gerao de inferncias na leitura de dois textos informativos of languages and speaker under current conditions. Finally we will discuss
em lngua estrangeira-ingls. Os dados quantitativos sobre o processo how in these specific contexts our expertise on language and exclusion has
de inferncia (tipo e frequncia), gerado por oito leitores universitrios been appropriated and reinvested by actors and institutions and how this
proficientes, participantes da pesquisa, sero comparados aos dados appropriation has contributed to serve and legitimize specific agendas and
de outra pesquisa em andamento, que faz uma anlise de 980 tarefas political projects. This will help us to critically reflect about our own positions
de leitura oriundas de livros didticos adotados na Educao Bsica, em as authoritative producers of expertise on language and will force us to
escolas pblicas do Paran. O foco da anlise ser avaliar se o tipo de rethink the strategies of intervention that we develop to make a difference
inferncias geradas pelos leitores proficientes, ao ler textos informativos, in the everyday making and unmaking of society.
so de fato estimuladas nos 46.21% das tarefas de compreenso leitora

categorizadas como inferenciais e/ou que estimulam o leitor a ir alm
daquilo que est no texto, atravs da ativao de seu conhecimento de
mundo. nossa hiptese de que os tipos de inferncia geradas pelos
Details of the Symposium Papers
leitores proficientes no estejam contemplados nas tarefas de leitura
trazidas pelo material didtico analisado, haja vista os baixos ndices de
desempenho dos estudantes brasileiros em diferentes exames que avaliam
a habilidade leitora, reportados nos ltimos anos. Shifting the lenses: methodological and theoretical questions notes from the
South African battlefront

Ccile Vigouroux
Legendas Intralinguais, Legendas Interlinguais e Compreenso em L2: Um Simon Fraser University, Canada
Estudo Exploratrio com Aprendizes Brasileiros
Scholarship on language and migration produced in the global North has
Rafael Matielo extensively documented the multiple ways in which peoples geographical
Faculdade CESUSC and social mobility is regimented and in many cases impeded, for instance,
through language testing, asylum-seeking interviews, or work application
Esta fala reporta alguns dos resultados de um estudo de doutoramento
processes, etc. In the North, migrants have become the figure of the
que explorou os efeitos de legendas intralinguais e interlinguais na
subaltern subject par excellence, about which the host countries politics
aprendizagem de estudantes brasileiros de ingls como lngua estrangeira
of race and class, questioned by researchers, has been articulated. Such
(ILE). Mais especificamente, este trabalho aborda os efeitos de legendas
framing has to do partly with the fact that migration and its social or political
intralinguais e interlinguais na compreenso geral e especfica de vdeo
linguistics outcomes have been addressed mainly from the lens of South-
pelos aprendizes. Um total de 36 aprendizes, de nvel intermedirio de
to North migrations, which dominate in the production of knowledge in
ILE, matriculados nos Cursos Extracurriculares de Lnguas da Universidade
linguistics, and also in the heterogeneous field of migration studies. In my
Federal de Santa Catarina (UFSC), foram divididos igualmente em dois grupos
presentation, I shift the lenses of analysis by focusing on some linguistic
experimentais (legendas intralinguais e legendas interlinguais) e um grupo
dynamics associated with South-to-South migrations within Africa and
controle (sem legendas). Alm de informaes sobre seus perfis, tempo de
discussing them from the perspective of Africa. The ethnographic data on
estudo e de contato com ingls, hbitos e usos de vdeos legendados e
which this analysis rests were collected in South Africa among continental
outras informaes sobre seu histrico de aprendizagem do idioma, foram
migrants coming from the former Belgian and French colonies. Among the
coletados dados sobre o desempenho dos participantes por meio um teste
many questions I wish to address here are the following: 1) Are our theoretical
de compreenso geral e um teste de compreenso especfica de vdeo.
premises about the ways in which language may impede migrants mobility
Os dados foram analisados de forma quantitativa e qualitativa. Com relao
valid in African contexts? 2) Does language really matter in officially non-
aos efeitos das legendas na compreenso de vdeo, os testes estatsticos e
regulated labor context, which typically constitute the biggest part of African
anlises feitas indicaram mais efeitos benficos com legendas intralinguais,
national economies? 3) Is the social class axis of analysis relevant in the
ainda que o desempenho dos participantes nas condies experimentais
South African socioeconomic context? 4) Does the migrants race matter in
no tenha sido estatisticamente diferente entre si. Os resultados possuem
South Africa?
implicaes metodolgicas e pedaggicas, especialmente levando em
conta o papel que os vdeos legendados podem ter no desenvolvimento
de lngua estrangeira bem como na elaborao de materiais que faam
uso de vdeos legendados para aprendizagem de lnguas, dentro e fora do Intercultural communication and the government of migration
contexto instrucional. Alfonso Del Percio
University of Oslo, Norway
As a reaction to the increasing dissatisfaction with Europes refugee policy
S43 and urged by a concerned community of humanitarian organizations,
the European Union and the Italian state have currently implemented a
Time: Tuesday, 25/Jul/2017: 10:15am - 12:15pmLocation: Venezia II state infrastructure that enables the successful governance of migrations
flows to Europe. Along with a whole set of widely contested repressive
Re-politicizing language state technologies that hinder migrants to enter European territory, this
Organizer(s): Alfonso Del Percio (University of Oslo, Norway) infrastructure has involved the formation of an ensemble of institutions,
procedures, analyses and tactics that raise the efficiency of these
The field of applied linguistics has historically been concerned with the
institutions reception, integration or expulsion of the migrants. Expertise
analysis of alternative forms of speech as well as with problematizing the
on intercultural communication has been celebrated by political authorities
ways language intersects with social inequality. One of the objectives of
and humanitarian organizations as a key resource of this infrastructure.
our discipline has been to contribute, through the dissemination of critical
This body of knowledge has been used to democratize the selection and
expertise on language and speakers as well as through forms of political
legal classification of migrants to ease the states interactions with these
advocacy, to the empowerment of subaltern groups and their stigmatized
linguistically diverse publics and to simplify their integration into the labor
languages.
market.
This panel presents four case studies from different national contexts (Peru,
In this presentation, I draw on ethnographic data to investigate the status of
South Africa, USA and Italy) in order to reflect about the means by which, in
expertise on intercultural communication within an infrastructure managing
current times of accentuated inequalities and phenomena of socioeconomic
migration in Italy. I focus on the circumstances by which expertise on
exclusion, applied linguistics can continue being at the service of social
intercultural communication has emerged as a crucial technology of this
change. By doing so, we firstly aim to revisit the questions, concepts and
infrastructure, and on ways this knowledge contributes to the regulation
methodological tools that we as applied linguists have been using to explain
of migrants access to the life projects their migration stands for. By doing
social and linguistic inequality. Second, we will ask whether these lenses
so I contribute to an ongoing problematization of the ways our own
and tools are still appropriate to explain and challenge the suablternization

113
sociolinguistic expertise on language and diversity is appropriated by actors
and institutions of the state as well as civil society and how this serves
specific agendas.
Neoliberalizing bilingual education in the school district of Philadelphia
Nelson Flores
University of Pennsylvania, USA
In 1970, Richie Perez, a member of the Young Lords, a militant Puerto
Rican nationalist organization, wrote an article calling for a radical vision
of community control for racialized communities outside of the White
establishment. That same year, Milton Friedman, a University of Chicago
economic, also made a case for community control by arguing that parents
should become consumers who can choose schools from a marketplace of
options. In this presentation, I use bilingual education activism in the School
District of Philadelphia as a point of entry for examining the complex ways
that Perezs and Friedmans visions of community control converge in the
advocacy work of Latino community activists. In particular, I focus on the
work of ASPIRA of PA, a local branch of a national Latino organization that
a long history of advocacy for bilingual education. I examine the ways that
the advocacy work of ASPIRA of PA was politically incorporated as part of
a larger racial project that reconfigured race in the post-Civil Rights era in
ways that shifted the burden of responsibility of racial progress away from
the State and towards parents from racialized communities. The purpose
of this case study is not to criticize the actions of ASPIRA of PA. Instead, it
seeks to examine the limits of neoliberalism as a model for racial progress in
the hopes of re-imagining bilingual education activism in ways that combat
neoliberal relations of power.
Urban youth and Quechua in Per: reflections on language policies,
neoliberalism and social justice.
Virginia Zavala
Pontificia Universidad Catlica del Per, Per
In Per, urban youth are opening up ideological spaces in favor of Quechua
through music (such as hip hop and reggae) and popular culture (such as
animes). These young people have not attended a bilingual school that
legitimizes the indigenous language, most of them are heritage learners of
Quechua who are reclaiming their language in a creative and spontaneous
way, and live in endangered language settings where Quechuais oppressed
in relation to Spanish. Using a multilayered, ethnographic and critical
approach to language policy and planning, I will analize the tension that
exists between the youths support for hybridity and fluidity in language and
identity and two institutional domains that are also interested in Quechua:
1) Intercultural Bilingual Education programs that are only implemented in
primary schools and conceive language and identity in an essentialist way,
and 2) enterprises that seek to earn profit through the marketization of
the language in a neoliberal economy. While addressing the above, I will
discuss the complex processes of subalternization involved, I will situate the
problematic within issues of power and social justice, and I will develop a
self-reflexiveposition in order to raise questions about empowering research.
S44
Time: Tuesday, 25/Jul/2017: 10:15am - 12:15pmLocation: Venezia III
The centrality of teacher emotion in language teaching and professional
development: a path forward
Organizer(s): Paula Renee Golombek (University of Florida, United States), Ana
Maria Barcelos (Universidade Federal de Viosa, Brazil)
The powerful role of emotions in learning a language has long been
recognized in research in applied linguistics, focusing on issues such as
the impact of learner anxiety (Horowitz, 1986) and other affective factors
(Arnold, 1999); and, more recently, how multilinguals express emotions
(Pavlenko, 2005; Dewaele, 2008) and the unity of learner emotion and
cognition (Swain, 2013). In spite of teaching being recognized as an
emotional practice (Hargreaves, 1998), language teacher emotion has only
114
recently emerged as a salient research topic, including the role of teacher
emotion in professional development (Childs, 2011; Golombek & Johnson,
2004; Kubanyiova, 2012; Reis, 2011), language teacher educator emotion
influencing mediational practices (Golombek, 2015), and experienced English
as a foreign language teachers emotions towards their students, colleagues,
and teaching context (Cowie, 2011). This symposium addresses the centrality
that teacher emotions play in how teachers enact their instruction and
interact with students in ways that align with their ethical stance, identity,
and professional well-being and development. The papers presented offer
theoretical and practical insights into challenges and opportunities when
integrating teacher emotion into language teacher education programs and
activities. The first paper uses a transdisciplinary approach to theorize the
interface between the emotional and moral investment in language teachers
ways of knowing, specifically examining personal, cultural, and institutional
commitment to certain universal values. The second paper reviews research
done in Brazil concerning the complex relationships between teachers beliefs,
emotions, and motivation within specific contexts of practice. The third paper
presents the findings of a longitudinal study conducted in Finland concerning
how foreign language teachers emotions inform their identities in different
phases of their careers. The fourth paper uses Vygotskian sociocultural
theory and Noddings (1992) ethic of care to explore how language teacher
educators, experts in language teaching and learning, can address the
emotional needs of their teacher learners. Conclusions and implications will
end the presentation and sufficient time will be allotted for discussion with the
audience and panel participants.
Details of the Symposium Papers
Exploring the interface of emotional and moral dimensions in language
teachers ways of knowing
Magdalena Kubanyiova1, Gary Barkhuizen2
University of Birmingham, England, 2University of Auckland, New Zealand
1
Recent debates in the field of language teacher cognition, conceptualized
as language teachers sense making in action (Kubanyiova & Feryok,
2015), have put the previously neglected emotional dimension of language
teachers lives firmly on its research agenda (Barkhuizen, in press;
Golombek, 2015; Kalaja, Barcelos, Aro, & Ruohotie-Lyhty, 2015). In this paper
we reflect on the innovations and challenges within this domain of inquiry
by exploring the interface of emotional and moral investment in language
teachers ways of knowing. We discuss empirical data from a New Zealand
study which investigated language tutors working in one-to-one instructional
arrangements in which the tutors and their English learners, adult refugees
and immigrants, aim together to meet the particular language needs and
goals of the learner. Their work points to a prominent value-oriented facet
of language teachers emotional ecologies (Zembylas, 2007) which not
only shape the what, the how, and the why of language teachers work, but,
significantly, suggest powerful implications for students language learning
experiences.
By adopting a transdisciplinary approach to theorising this interface and
drawing on narrative, philosophy of education and sociolinguistics, we
endeavour to make a theoretical, methodological and pedagogical case
for the need to extend our current research agenda in language teacher
cognition to encompass the dynamism between the teachers (and their
institutions and wider societies) commitment to universal values, such as
inclusion and social justice, and their here-and-now emotional investments
in the moments of educational action.
The relationship between emotions, beliefs and motivation: a review of studies
in Brazil
Ana Maria Barcelos
Universidade Federal de Viosa, Brazil
Emotions are part of teachers knowledge and can influence their actions
much more than beliefs (Roziek, 2003). Several authors (Nespor, 1987;
Rosiek, 2003; Frijda, Manstead & Bem, 2000) have mentioned the need to
understand teacher emotions as they can influence how teachers learn and
use what they learn (Nespor, p. 324). Although there are plenty of studies on
teacher emotions in education (Gill and Hardin, 2014; Nias, 1996; Hargreaves,
1998; Zembylas, 2004; 2005), in Applied Linguistics (AL), emotions have not
been researched much, with a few exceptions (such as Kubanyiova, 2012;
Cowie , Golombek & Doran, 2014; Golombek, 2015; Johnson & Golombek,
2013; Johnson & Worden, 2014) and are still one of the least understood
aspects of research on teacher beliefs (Borg, 2006). In this paper, I wish
to answer the call for expansion on our knowledge about teacher beliefs
(Kubanyiova and Feryok, 2015) and discuss findings of studies conducted in
Brazil with both in-service and pre-service teachers of English. More specifically,
I will focus on the relationships between beliefs, emotions, and motivation.
The results have shown the diversity of emotions teachers experience in their
teacher education process as well as in their practices such as: anger, guilt,
sadness, frustration, joy and love. All of these emotions interact in dynamic,
interactive and complex ways with their beliefs about teaching English in Brazil
and their role in this process; and with their motivations on becoming a teacher,
teaching in difficult situations, dealing with indiscipline and disrespect from
students in Brazil. The results suggest that looking into the interrelationships
between emotions, beliefs and motivation can shed light in our understanding of
the teachers inner lives as related to the contexts of their practices. Implications
and questions for further research on the interrelationships between emotions,
beliefs and motivation will be discussed.
Insights into the emotional trajectories of foreign language teacher
identities
Maria Ruohotie-Lyhty
University of Jyvskyl, Finland
The study to be reported is a part of a longitudinal research project at the
University of Jyvskyl that focuses on the emotions, identities and agencies
of FL teachers.
This paper concentrates on how foreign language teachers emotions
inform their identities in different phases of their careers. Emotions are here
understood as both relational and personal phenomena that emerge and
are interpreted in a particular social context. The paper is based on two
different set of data that are collected 2004 2014 and 2013 2015. The
first set of longitudinal data consists of several in-depth interviews with 5 FL
teachers. At the time of the first interview they were newly qualified teachers
with an M. A. degree and at the time of the last interview they had from
nine till 10 years of experience of language teaching. The second set of
data consists of essays of 8 language teacher students over a period of
two years. The analysis of the teacher narratives concentrated on defining
in which different ways teachers use their emotions in making sense of their
experiences and forming their identities.
The language teacher educators challenge when addressing teacher
emotions
Paula Golombek
University of Florida, United States
The role of language teacher emotion in the learning-to-teach process has
received increasing attention in research on language teacher cognition
and development. An increasing number of studies in L2 teacher education
support Vygotskys (1987) notion that cognitive/emotional dissonance
functions as a catalyst that can, with appropriate mediation, create conditions
that support the development of teacher identity and teacher/teaching
expertise (Childs, 2011; DiPardo & Potter, 2003; Golombek & Johnson, 2004;
Kubanyiova, 2012; Reis, 2011). A fundamental conclusion that this research
advances is that language teacher educators need to ascertain what an
individual teachers conceptual thinking about teaching and instructional
abilities are, as well as what her/his lived emotional experience is (Vygotsky,
1994) and what particular emotions s/he may be experiencing at particular
times. This is undoubtedly challenging, especially as our own emotions as
teacher educators can influence the mediation we provide (Bullough, 2009;
115
Golombek, 2015). Given that language teacher educators may be experts in
language, language teaching, second language acquisition, and other areas
of applied linguistics, the question remains as to how prepared they are to
deal with the emotions inherent in teaching.
This paper using Vygotskian sociocultural theory and Noddings ethic of
care to theorize how language teacher educators can stay attuned to their
students subjectivities and their own in the emergent, relational interactions
they co-construct with teachers. It exemplifies through data the teacher
educators challenge: the moral imperative of addressing teacher emotions
and the lack of professional preparation that teacher educators face. It
concludes with implications for addressing this challenge.
S45
Time: Tuesday, 25/Jul/2017: 10:15am - 12:15pmLocation: Venezia IV
Translating culture in neoliberal times
Organizer(s): Hua Zhu (Birkbeck College, University of London), Claire Kramsch
(UC Berkeley)
Clifford Geertz once wrote: Translation is not a simple recasting of others
ways of putting things in terms of our own ways of putting them, but
displaying the logic of their ways of putting them in the locutions of ours [it
is] catching their views in our vocabularies (1983:10). This symposium aims
to investigate the challenges involved in translating local and global culture
through various symbolic systems (e.g. a language classroom, a multilingual
karate club, the workplace and machine translation). Culture is getting
both smaller and bigger and becoming increasingly denationalized,
deterritorialized and decontextualized (Kramsch & Zhu, 2016). It is no longer
the big C culture of literature and the arts, or the culture of anthropologists
or sociologists, but the local way of life and everyday behaviors, attitudes
and beliefs. Paradoxically, culture is also getting bigger, operates on a global
scale, connects through the affordance of technology, migrates with people
on the move and becomes a context-oriented process that has become
synonymous with historicity and subjectivity, structure and agency.
With the changing understanding of what culture is and is not, different
approaches to teaching culture in language education have developed.
These include, for example, teaching culture as mediation (Lantolf 2000), as
social semiotic activity (van Lier 2004), as symbolic practice (Kramsch 2009),
as identity construction, or as political activity (Park 2015). In the case of
English, the language is culturalized in various ways and to varying degrees:
as language of interest in or identification with Anglo-Saxon culture; as
language of aspiration with a multinational culture of modernity, progress
and prosperity; as language of communication within a global culture; as
a language of pure potential that comes with the devaluation of culture
ushered in by a neoliberal world order (Park, 2015). And when learning the
language of a former enemy, language is often taught as a code stripped
of any cultural association (Charalambous et al, in press). Whatever the
link between language and culture, intercultural understanding cannot be
achieved without the trans-lation of experience from one historicity and
subjectivity to the other.
Details of the Symposium Papers
Translation of experience as historical challenge
Claire Kramsch
UC Berkeley
A survey conducted by Lihua Zhang and Claire Kramsch of some 50
FL instructors across all campuses of the U of California and individual
one-hour interviews with 18 native and 17 non-native instructors revealed
the challenges faced today by instructors who are desirous to share
their personal experience as multilingual instructors but are impeded
by various pedagogical, cultural, political and moral constraints of a
local and global nature. Some instructors hesitate to bring in history and
politics in their classrooms for fear of antagonizing their students, or of
being misunderstood, or because of the low language proficiency of their
students. Most hesitate because the issues raised by history risk being
subjected to the black and white views of adolescent teenagers who
are not mature enough to understand the gray nuances of lived history
and memory. Communicative language teaching has given a voice to the
individual speaker with his/her individual memories, but these memories
are often unwelcomed when they go against presentist ideologies and
dominant versions of history. In addition, globalization having increased
the geographical, ethnic and socioeconomic diversity of American college
classrooms as well as their political polarization, instructors feel they have
to be extra cautious not to offend this or that student, especially at a time
when their job depends on student enrollments. Some feel that they are
up against the enormous American media machine that manipulates
human memories and interpretations of history. NS instructors feel that
their culture is often misrepresented, and that trying to counteract those
misrepresentations is a losing battle. Language instructors exercise an
enormous amount of self-censorship on social and cultural issues that
warranted learning the language in the first place. Based on data from
this study, the paper discusses some of the challenges presented by the
translation of experience in global times.
Whose Karate? Language and cultural transformation in a multilingual karate
club
Hua Zhu1, Wei Li2, Daria Jankowicz -Pytel1
1
Birkbeck College, University of London, 2UCL IOE, UCL
Translation is a way of thinking about how languages, people, and cultures
are transformed as they move between different places (Young, 2003, p.29).
This paper seeks to investigate how culture is transformed in a multilingual
karate club in an ethnically diverse area in East London. The club is led
by a 6th dan Polish Roma coach who speaks primarily Polish and Romani
and started learning Karate in Poland in his teens and moved to London
as an adult. The participants are local school children who speak a variety
of languages including Polish, Russian, Lithuanian, and English. Using data
collected through a 3-month linguistic ethnography, we found that there is
an intersectional layer of cultures which are referenced, reiterated, ritualised
or revered in coaching and learning practices. These include karate culture,
culture of learning, and culture of practice and their associated values such
as respect, hierarchical social order, competitiveness, learning through
modelling and repetition, and self-discipline. In the meanwhile, there is a
certain level of subjectivity in the perceived ownership and origins of these
cultures. The connection with Japaneseness (the origins to which karate
is often attributed) is lost in translation. Multiple languages are used in
coaching but for different purposes: although certain Japanese language
competence is required, the use of Japanese is limited to performativity and
rituals, as a technical code, as command, and occasionally as an indicator of
ones professional expertise. In contrast, Polish, English and other linguistic
and semiotic forms are used collaboratively as languages of instruction,
elaboration, disciplines or information. We argue that such dynamic
translanguaging practices contribute to the transformation of karate from a
national martial arts to a global one, which, paradoxically, capitalises on the
myth of karate as a Japanese martial arts.
Translating culture in the global workplace: language, communication, and
diversity management
Joseph Sung-Yul Park
National University of Singapore
Working in the multinational corporations (MNCs) of today involves learning
to communicate across cultures effectively. Even when communication takes
place through a common language such as English, employees constantly
need to negotiate and create meaning through language across social and
cultural boundaries. For this reason, employees communicative practices
routinely come under scrutiny by corporations regimes of performance
appraisal. But what does culture mean in the global workplace of the MNC,
in a time when the logic of neoliberalism increasingly treats every aspect of
116
the worker as a commodifiable resource, including the inalienable aspect
of language and identity? This paper considers how culture comes to be
conceived in the global workplace and what consequences this has for
employees, in order to critically examine the way culture is appropriated
under neoliberalism. In particular, it focuses on the corporate discourse
of diversity management, in which cultural diversity of the workforce is
understood as a resource for maximizing profit. The neoliberal workplace
often actively highlights the importance and value of culture, but conceives
of it in an essentialist way, presenting it as a manageable resource whose
acquisition can transparently facilitate communication across national and
social boundaries, thereby contributing to the corporations profit. This
paper argues that a critique of such corporate ideology should not simply
problematize the fact that cultural difference is exploited for economic
profit, but also pay attention to the ideological processes by which culture
comes to be seen as a decontextualized essence, dissociated from its
material, historical, and subjective grounding. To illustrate this point, this
paper looks at how the conception of culture under diversity management
had problematic consequences for Korean mid-level managers working
at MNCs in Singapore, as it tended to ignore the historical and material
conditions that motivated the particular communicative practices adopted
by the Korean managers.
Translating culture in the linguacene: On the politics of large-scale impact of
cross-linguistic data retrieval
David Gramling
University of Arizona
How can individual efforts at translation and intercultural negotiation
matter, when large-scale automatic discourse-translation platforms have
taken the lions share of meaning-making away from universities and
individual practitioners? Why do humanities disciplines shy away from
acknowledging the full-throttle shift in translation away from the university
into the localization industry? If we do live in a new era, in which discourse is
already pre-translated for us by corporate interests, what is the meaning of
multilingual political resistance? This talk presents and reflects on research
from computational engineering, drawing particular attention to how
these research sectors take a vastly different approach to the problem of
multilingualism and multidiversity than do applied linguists. This divergence
indicates the advent of an historical era I call the linguacene.
Ecologists and atmospheric chemists have referred to the most recent
epoch of geological timethe epoch since the first emissions of industrial
carbon in the early 18th centuryas the anthropocene. This epoch, so they
claim, is the first in the history of the planet where human agents have been
capable of altering the geological makeup of the planet, and with it, the
planets societies and histories. For applied linguistics, it is of note (and of
concern) that the scientific principle of the anthropocene since the 1980s
has strongly favored the idea of human activities, actions, and impacts
and has been relatively uninterested in the discourses and languages
that frame, perform, and translate those activities. For instance, industrial
fracking, deforestation, and aquaculture are local practices that nonetheless
aretodayoverwhelmingly translated practices from other contexts
of implementation. Flows of discursively mediated activities of industry,
however, often travel according to routes and protocols that have little truck
with the flow of literary and intercultural translation, as these processes are
often idealized in the human and social sciences.
REN 5
Time: Tuesday, 25/Jul/2017: 10:15am - 12:15pmLocation: Venezia V
Interlocutor and Instructor Individual Differences in Cognition and SLA
Organizer(s): Laura Gurzynski-Weiss (Indiana University), Avizia Yim Long
(University of Guam)
The AILA ReN on Interlocutor and Instructor Individual Differences in
Cognition and SLA provides a central forum for the systematic investigation
into relationships between interlocutor and instructor individual differences
(IDs), their cognitive processes, and behavior believed to mediate second
language acquisition (SLA). The long-term goals of the ReN are three-fold:
create awareness of existing and ongoing research on this topic; encourage
additional study and collaboration; and support the development and
exchange of ideas on projects that explore how interlocutor and instructor
IDs influence cognition and behavior believed to be essential for SLA, and
what this means for theory and practice.
Despite the central role that interlocutors and instructors play in determining
the input, interaction and output opportunities second and/or foreign
language learners are exposed to and interact with whether in laboratory,
quasi-experimental, or non-experimental classroom settings to date there
has not been a dedicated space for a central discussion of the IDs of these
individuals, no doubt due in part to the various foci of the existing studies and
the varied backgrounds of those who have or are conducting this research.
Extensive research has demonstrated that learner IDs influence their
perception and use of learning opportunities (book-length volumes include
Arabski & Wojtaszek, 2011; Drnyei, 2005; Pawlak, 2012; Robinson, 2002;
and Sheen, 2011). Much less research has been undertaken on the potential
influence of IDs of non-learner interlocutors--researchers and instructors-
-in relation to their cognition and behavior, despite the central role these
interlocutors play in determining L2 learning opportunities. The complex
nature of the relationships between (a) interlocutor and instructor IDs, (b)
cognition and/or behavior, and (c) opportunities for and resulting learning
requires additional, systematic study.
The purpose of this AILA ReN is to create awareness of existing and ongoing
research on this topic, to encourage additional study and collaboration, and
to provide support in the development and exchange of ideas on projects
investigating how interlocutor and instructor IDs influence cognition and
subsequent behavior related to SLA processes, and what this means both
in theory and practice.
Details of the Symposium Papers
Teacher individual differences and the provision of corrective feedback in
classroom interaction: Four case studies
Mirosaw Pawlak
State University of Applied Sciences; Adam Mickiewicz University
Although there has been much research on the effectiveness of corrective
feedback (CF), particularly with respect to its different types (e.g., explicit
vs. implicit, input-providing vs. output-inducing; see Ellis, 2010; Loewen,
2014, 2015; Pawlak, 2014), with a few exceptions (e.g., working memory),
little is still known about the mediating role of individual difference (ID)
variables in this respect. What is more, the bulk of the available research
has focused on learner individual differences rather than teachers (e.g.,
Gurzyski-Weiss, 2014), even though such factors can undoubtedly impact
the ways in which CF is provided and the effects it may have on learners
behavioral, cognitive and affective response. The present paper seeks to
partially address this gap by reporting the results of a multiple case study
that investigated the link between instructor IDs and their practices in
providing CF in conversation classes taught to Polish university students
majoring in English. The participants were four lecturers who differed
in terms of teaching experience, age and gender. Information was also
gathered concerning these teachers learning styles, beliefs and willingness
to communicate, using the tools designed by Cohen, Oxford and Chi (2001),
Pawlak (2014) and Mystkowska-Wiertelak and Pawlak (2017), respectively.
Two conversation classes taught by each of those teachers to the same
group of students (a total of eight with 14-16 students in each case) were
observed, audio-recorded and transcribed, with the transcriptions being
subsequently analyzed quantitatively and qualitatively with respect to
the occurrence of different CF types (i.e., recasts, explicit correction and
different types of negotiation of form), the impact of these CF moves on
output modifications as well as the instructors reactions to the occurrence of
modified output. Students perceptions concerning CF practices of the four
teachers were also tapped with the help of a specifically designed survey.
117
Exploring Chamorro language instructors characteristics in relation to
teaching beliefs and practices
Avizia Y. Long, Tamar Celis
University of Guam
The role of instructor characteristics has received growing attention in
instructed second language acquisition (SLA) research (e.g., Gurzynski-
Weiss, 2013, 2016, in press), as the instructorwho brings to the classroom
his or her own beliefs, attitudes, and previous experiencesis the learners
most common source of input and interaction in the target language
(Gurzynski-Weiss, 2013). Research has demonstrated the potential for
instructor characteristics to influence learners opportunities for input and
interactionfactors believed to facilitate second language (L2) acquisition
from an interactionist perspective (Gass & Mackey, 2007; Long, 2006; Pica,
1994)across a variety of classroom foreign language contexts. However,
the individual characteristics of instructors in non-Western language
classrooms have not been examined. This study offers an exploration of the
individual characteristics of instructors who teach Chamorro, an Austronesian
language that is spoken and taught in the Marianas Islands of the Pacific,
as well as how those characteristics may influence their teaching-related
beliefs and pedagogical practices.
Four university-level Chamorro language instructors (two male, two female)
participated in this study. In order to examine their individual characteristics
in relation to their teaching beliefs and practices, each instructor completed
a detailed background questionnaire and was videotaped teaching three
Chamorro language class meetings. Following the final videotaped class
meeting, the instructors participated in an interview with the investigators.
Following Gurzynski-Weiss (2016), qualitative analysis of the three data
sources will be conducted to identify themes in the beliefs reported by
instructors, as well as to explore and describe the relationship between
instructors characteristics and their observed teaching practices.
Mobile-Assisted Language Learning: Duolingo and Turkish
Shawn Loewen
Michigan State University
Mobile-assisted language learning (MALL) continues to increase, with a
proliferation of platforms such as Duolingo, Babbel, and Rosetta Stone.
Instructed second language acquisition (ISLA) researchers have begun to
take notice of this phenomenon (Reinders & Pegrum 2016); however, only a
few studies have investigated the second language (L2) learning that takes
place when students use these programs (e.g., Lord 2015). The current
study investigates the learning gains made by nine ab initio learners from a
large US university who used Duolingo to study Turkish. Participants were
involved in a graduate level seminar on ISLA, and as a class project, they
took up the challenge of using Duolingo for at least one hour a week over
one semester. Participants journaled the number of study hours, as well as
their thoughts, feelings and experiences while using Duolingo. The aim was
to see how far a group of motivated, highly linguistically aware students
could progress, especially given the claim that roughly 34 hours of Duolingo
study is equivalent to one semester of face-to-face L2 study (Vesselinov &
Grego 2012) No pretest was administered because none of the participants
had ever studied Turkish before. At the end of the semester (April 2016),
students will be given a final exam that closely follows the one used in the
universitys Turkish classes. A comparison of the number of hours and the
final exam scores will be made. In addition, a content analysis of the journals
will examine participants comments about learning an L2 on Duolingo,
especially as it pertains to grammar, vocabulary, and pronunciation. Finally,
an evaluation of the learning affordances of Duolingo, and other similar
MALL technology, will be provided.
Examining Cognitive Creativity as an Interlocutor Individual Difference
Ashleigh Pipes
Middle East Technical University
As research on individual differences such as age, emotions, and working
memory continues to develop and expand, cognitive creativity is quickly
emerging as another characteristic that is related to the processes and
outcomes of instructed second language acquisition.
This presentation will first provide a survey of existing work that has
investigated creativity as an individual difference. Strengths and
weaknesses of various means of assessing the multiple elements of
creativity, e.g. fluency, flexibility, originality, and elaboration (Torrance, 1969),
will be considered. Variables that have exhibited evidence of both positive
and negative relationships with cognitive creativity, e.g. course grades (Otto,
1998), narrative structure (Albert & Kormos, 2004, 2011), use of questions and
coordination (McDonough, Crawford, & Mackey, 2015), use of conjunctions
(Mackey, Park, Akiyama, & Pipes, 2014), and communication strategies such
as exemplification and circumlocution (Pipes, 2016), will also be reviewed.
Next, the presentation will report the results of a new study. Forty L2 English
university students in Turkey completed the Torrance Test of Creative
Thinking, which provided an overall creativity index as well as sub-scores for
distinct elements of creativity (Torrance, 2008). Participants also completed
an oral narrative task and an interactive speaking task, which prompted
use of communication strategies by requiring each participant to elicit from
a partner the name of a common object, person, or place by describing
the item. Results will be presented in terms of evidence of relationships
between creativity traits and output factors demonstrated in the three main
categories used in previous studies: course grades, narrative structure, and
communication strategy use.
This presentation will conclude by looking ahead to how cognitive creativity
might be systematically explored as an interlocutor or instructor individual
difference, with special attention paid to how creativity may be influenced by
and interact with other individual differences in a variety of contexts.
S46
Time: Tuesday, 25/Jul/2017: 10:15am - 12:15pmLocation: Ducale I
Performances identitrias em rede: tessituras de dominao e de emancipao
em ambientes virtuais
Organizer(s): Jlio Cesar Salles Boaventura (Universidade Federal do Rio de
Janeiro)
Este simpsio tem como objetivo reunir trabalhos que se debruam sobre as
dinmicas prticas identitrias tecidas em ambientes virtuais. Tendo como
fundamento terico a noo de linguagem como ao performativa (Austin,
1998; Butler, 1990; Moita Lopes, 2013) e como prtica social local (Pennycook,
2007), os trabalhos abordam a construo discursiva de diferentes sujeitos
em nuanadas interseccionalidades - entre as quais destacamos as de raa,
gnero e classe social a partir de debates travados nos espaos/tempo
de redes sociais na Internet. A configurao em rede das sociedades
contemporneas (Castells, 1999), possibilitada pelo uso criativo das novas
tecnologias da informao e da comunicao, tem franqueado o acesso de
participantes de redes sociais a variadas formas de existncia e prticas
semiticas advindas de localidades geograficamente distantes. Dispersos
geograficamente, mas conectados virtualmente por essas tecnologias, os
indivduos tm a possibilidade de se posicionar em relao ao mundo,
aos outros e a si mesmos, refletindo sobre os discursos de que dispem e
acerca dos que lhes so apresentados no meio digital. Nessas interaes,
os participantes transitam simultaneamente por nveis escalares diversos
(Blommaert, 2009), a todo o momento so instados por distintos centros
de autoridades, representados por diferentes ordens indexicais (Silverstein,
2003), e se vem posicionados assimetricamente conforme a economia
vigente dos recursos sociolingusticos (ordens de indexicalidade) e sua
capacidade de acesso aos mesmos (Blommaert, 2005). Os trabalhos que
compem este simpsio tm como eixo temtico a construo em rede,
sempre provisria e instvel, de performances identitrias que podem
apontar para desestabilizaes e rupturas de prticas e pensamentos
dominantes fundamentados na tradio e para a emergncia de prticas
coletivas que contemplem a transformao social.
Details of the Symposium Papers
Movimentos de transio capilar na web: performatividades de raa e gnero
em jogo
Aline da Silva Azevedo de Carvalho
Universidade Federal do Rio de Janeiro
Pesquisadores como MELO e MOITA LOPES (2014) asseveram que o
ambiente online pode contribuir para dar visibilidade s minorias, dentre
elas os corpos banos. Durante os ltimos anos, talvez em num esforo
de celebrao dos corpos e da esttica negra, crescente no Brasil
o numero de mulheres negras que aderem movimentos de transio
capilar, amplamente divulgados na web, atravs de vdeos, blogs e
diversas redes sociais.Passar pela transio significaria abrir mo dos
processos qumicos e libertar os cabelos tnicos dos resqucios de fios
alisados. Muitas das mulheres que aderem a esse movimento parecem
adotar um posicionamento discursivo politico de luta contra o colonialismo,
FANON (2005) e consideram conforme HOOKS (2006) que sucumbir aos
alisamentos as faria cmplices de uma politica de dominao que fere.Por
opo politica apostam em uma construo de raa fixa, baseada em uma
essncia e parecem engessar as possibilidades de uma mulher negra
se construir como tal. Como assevera Melo (2015) parecem essencializar
uma nica performance discursiva e apagam outras possibilidades de se
encenar performances identitrias no hegemnicas.Com a presente
comunicao, recorte de uma pesquisa em andamento, pretendo atravs
da etnografia dos ambientes virtuais HINE (2000, 2005) e LEANDER e
MCKIM (2003) mapear e compartilhar reflexes sobre as performatividades
(BUTLER, 1990; PENNYCOOK, 2007) de raa/gnero possibilitadas por tal
movimento.
A construo discursiva de performances violentas: junho de 2013 e a
precaridade dos corpos
Douglas Roberto Knupp Sangue
Universidade Federal do Rio de Janeiro
Este trabalho tem por objetivo estudar como a violncia policial construda
no contexto do Rio de Janeiro, baseado na circulao de uma faixa erguida
por moradores do Complexo da Mar em uma manifestao em protesto
Chacina da Mar, mltiplas vezes recontextualizada em sua trajetria
discursiva pela internet. Apoio-me nos conceitos de precariedade e
precaridade (BUTLER, 2009) e fala do crime (CALDEIRA, 2003) para criar
inteligibilidade sobre a atuao policial violenta e a legitimao dessa
prtica por diferentes setores da sociedade. Este trabalho se baseia em
uma viso de linguagem como performance (BUTLER, 1990; MOITA LOPES,
2013; PENNYCOOK, 2010, entre outros), o que significa que as verdades
so construdas discursivamente no momento da enunciao. A partir da
compreenso de que as verdades sociais so construdas na performance,
esse estudo est orientado por um paradigma interpretativista qualitativa
de pesquisa (ERICKSON, 1984; MOITA LOPES, 1994), cujo foco no
processo de construo lingustica das verdades sociais com as quais
operamos. A anlise empreendida atravs das ferramentas terico-
analticas de entextualizao (BAUMAN; BRIGGS, 1990; FABRICIO, 2014b),
indexicalidade (FABRICIO, 2013), ordem indexical (SILVERSTEIN, 2003) e
ordem de indexicalidade (BLOMMAERT, 2005; FABRICIO, 2013), os quais
possibilitam uma anlise voltada circulao dos discursos atravs de
incontveis reentextualizaes. Os resultados indicam que h um discurso
da guerra s drogas, orientador para diversas performances que legitimam
execues sumrias de populaes faveladas, pobres e negras. H,
entretanto, perspectiva de resistncia, cuja principal estratgia disputar
os significados mobilizados pelo signo polcia, ou seja, disputar a ordem
indexical do signo.
118
 Biopolticas para pretos e pobres em xeque nos meios virtuais
Julio Cesar Salles Boaventura
Universidade Federal do Rio de Janeiro
Este trabalho tem como objeto de estudo a construo discursiva de pretos
e pobres nas redes sociais que emergiu a partir do episdio ocorrido no
Rio de Janeiro, em 14 de agosto de 2015,no qual jovens moradores da
periferia carioca foram impedidos de circular na Zona Sul da cidade. A viso
de linguagem como ao performativa (Austin, 1998; Butler, 1990; Moita
Lopes, 2013) e como prtica social local (Pennycook: 2007) fundamentam
as presentes prticas investigativas. A noo foucaultiana de biopoder
(Foucault, 2014) e a ideia de sacralidade matvel e insacrificvel formulada
por Agamben (2004)tambm so fundamentais para estruturar este
trabalho cuja preocupao central com a subjetivao da vida que no
merece viver nas redes sociais. Alm desses conceitos, utilizarei tambm
a noo de biopoltica como biopotncia de Peter PlPelbart (2009).
Seguindo o pensamento de Foucault, Pelbart afirma que, na sociedade
do controle, o poder penetrou e colonizou todas as esferas da vida e
as colocou em funcionamento criativo permanente. O carter produtivo
das relaes de poder no apenas regimenta a vida coletiva e privada,
mas, sobretudo, fomenta a construo criativa de novas subjetividades
e formas de existncia.Sob essa perspectiva, a intensa circulao de
diversos e matizados signos, significados e prticas socioculturais na
contemporaneidade e os variados modos de interpretao e apropriao
dos mesmos em difusos e instveis contextos sobretudo os digitais tm
contribudo para o acirramento dos conflitos entre regimes de verdade e
para o advento de novos e subversivos modos de significao. Focando
sobre esses embates discursivos, que emergem nas participaes de
internautas, possvel perceber a centralidade das prticas lingusticas na
desconstruo de vises essencializadas do que ser pobre e negro em
uma metrpole marcada pela desigualdade na distribuio e no uso de
espaos e bens materiais e simblicos.
A afirmao de estticas negras em ambientes educacionais e digitais:
desestabilizando discursos enrijecidos
Lda Maria Vieira Boaventura
Universidade Federal do Rio de Janeiro
O objetivo deste trabalho investigar processos de afirmao das belezas
de meninas negras em curso nos ambientes educacionais e digitais em
que circulo. Sobretudo, pretendo analisar um ensaio fotogrfico ocorrido
no ano de 2015 em uma escola bsica do municpio do Rio de Janeiro e a
circulao textual desse evento nas interaes face a face, no facebook e
em um grupo no whatsapp. Compreendo o uso da linguagem como ao
performativa (BUTLER 1997; MOITA LOPES, 2013; PENNYCOOK, 2007), por
meio da qual ns construmos realidades e subjetividades nas diversas
prticas sociais nas quais nos engajamos. Essa perspectiva possibilita
o questionamento dos discursos enrijecidos no caso especfico, os
padres hegemnicos de beleza feminina que circulam sobre os sujeitos
sociais, pois estes so compreendidos como construes scio-discursivas
instveis e sujeitas mudana. Nesse sentido, as vozes de afirmao das
belezas de meninas e mulheres negras, que ecoam em diferentes canais
miditicos, podem desafiar e desestabilizar significados engessados sobre
o que ser bela que circulam na sociedade e, sobretudo, na escola.
Adoto ainda a concepo de raa proposta pelas Teorias Queer (MELO
& MOITA LOPES, 2013; BARNARD, 2004), que colabora nas discusses
acerca a desessencializao do que ser negra e na compreenso de
que h muitos modos de ser negra, abordando suas nuances mltiplas e
contraditrias na vida social.
S48
Time: Tuesday, 25/Jul/2017: 10:15am - 12:15pmLocation: Ducale III
Beyond the event: Trans-contextual and sociomaterial approaches in literacy
studies
Organizer(s): Catherine Kell (University of Cape Town, South Africa), Gabriele
Budach (University of Luxembourg, Luxembourg)
In what have been called third generation literacy studies scholars have
raised questions about the theoretical and conceptual framework of
the New Literacy Studies (NLS). While much research in literacy studies
continues to work with the concept of literacy as situated, social practice
and the notions of literacy events and practices, third generation studies
have raised a number of key questions. Symposium presenters probe
four sets of questions. First, they address the trans-contextual nature of
literacy - how it is conceptualized when it stretches beyond the situated
event in trajectories that stretch across time and space and within scaled
and layered orders of indexicality. Second, the increased mobility of people
and the circulation of their mobile texts have raised concerns about how we
continue to think about literacy as situated practice and placed resources.
Third, there are questions about the resources for writing and the stuff
of texts, their implacable materiality. At the same time however, there
are questions about the way in which the material is intertwined with the
immaterial and virtual, as digital texts and infrastructures open up different
ways of mediating engagements between people, objects and processes.
Finally, they consider the way in which the discursive, in the form of spoken
and written language, circulates around and amongst physical and material
objects and infrastructures, both creating and being shaped by these.
While over the past decade, research has started foregrounding the spatial
dimension of literacy, temporalisation has perhaps been less of a focus.
Presenters on the panel will therefore draw attention to the unfolding of
social meaning across time and space that emerges from moment-to-
moment interaction and to which both language (in its oral and written
form) and material objects contribute importantly. In this way, papers in
this symposium shed new light on how literacy is not only multimodal and
embedded in situated material conditions, but also stress that literacy needs
to be viewed as part of mobile complexes and assemblages of people, texts,
objects, and infrastructures. In this, they demonstrate that sociomaterial
approaches, as well as post-human theory and object-oriented ontologies
have much to offer literacy studies.
Details of the Symposium Papers
The object-ness of texts: Boundary objects, bounded objects and bonding
objects
Catherine Kell1, Gabriele Budach2
University of Cape Town, South Africa, 2University of Luxembourg,
1
Luxembourg
This paper examines the theoretical framework of the New Literacy Studies
(NLS), building on third generation studies and raising new perspectives
from post-human theories and the new materialism. In particular, it addresses
Budach, Kell and Patricks (2015) typology of ways of considering material
objects as boundary objects, bounded objects and bonding objects and
its consideration of the different ways in which each type of object elicited
and sustained talk. We also argue that the instrumental view of objects as
auxiliary devices for the spread and re-contextualisation of discourse has
blocked other ways of seeing objects. In this paper, we develop the above
typology with reference to multimodal texts as mobile objects and with a
particular focus on writing and the role scriptural practice plays in the creation
of multimodal objects and social meanings emerging from various contexts.
We consider the ways in which, as boundary objects, bounded objects
and/or bonding objects, multimodal texts fold in spatiotemporal framings at
the same time as they unfold moment by moment sequences of meaning
making. While the notion of indexicality generally references the larger scale
forces which are instantiated in the situated moment of communication, we
explore the ways in which texts as objects index, not larger scale forces, but
rather, other non-discursive objects which themselves form part of larger
infrastructures and mobile complexes.
Budach, G., Kell, C. and Patrick, D. (2015) Objects and language in
transcontextual communication. Social Semiotics 25 (4) 387 400.
Remitting Literacy: A Tri-Continental Study of Emotion, Economics and
Materials of Exchange in Transnational Families
Kate Vieira
University of Wisconsin-Madison, United States
This paper reports on a tri-continental study of how emigration shapes the
literacy learning of families left behind. While much research has examined
migrants literacy learning in host countries, this talk contributes to emerging
119
literature on migrants homelands (e.g. Meyers, 2014). Drawing from 60 in
depth qualitative interviews and three months of ethnographic participant
observation among migrants family members in Brazil and Latvia, and
migrants themselves in the U.S., I find that migration promotes homeland
literacy learning in three ways: First, via writing remittances (Vieira, 2016)
laptops, webcams, and digital literacy knowledge remitted from migrants
to homeland family to maintain contact; second, via the stockpiling of
literacythe frenzied language learning that often accompanies family
members preparations to migrate; and finally, via the affective pressures
put on family members by migrants, who are often laboring abroad with
the express purpose of furthering the education of those left behind.
Taken together, these findings reveal how the materiality of literacy as a
technology, economic resource, and investment interact with the affective
dimensions of transnational familial separation to promote literacy learning
in migrants homelands.
Meyers, S. (2014). Del Otro Lado: Literacy and Migration Across the U.S.-
Mexico Border. Carbondale: Southern Illinois University Press.
Vieira, K. (2016). American by Paper: How Documents Matter in Immigrant
Literacy. Minneapolis: University of Minnesota Press.
The (im)materiality of virtual play
Cathy Burnett, Guy Merchant
Sheffield Hallam University, United Kingdom
For some time now new literacies research has acknowledged that what
happens on-screen is best understood with reference to what happens
off-screen. However, less attention has been given to the ways in which
materiality and embodiment are significant to these new kinds of meaning
making, or for that matter how to conceptualise the slipperiness of
situatedness once we take these concepts into account. In contributing to
debates about the life of objects in literacy studies, this paper draws on
Laws techniques of the baroque to explore the multiple ways that bodies
and things assemble during virtual play, acting and enacting one another as
they do so. It takes as its starting point a series of stories based on a single
episode of childrens play in and around a virtual world accessed from a
primary classroom in England. As these stories, generated from different
points of view, are placed - or stacked - together, they illustrate how the
material and representational entwine. For example: classroom objects
held in place purposes, practices and policies originating in other times
and places; on and off-screen dialogue was inflected by the rhythms and
architecture of digital environments; and childrens interactions with things
produced or were shaped by the imagined and the felt. The stories together
with the gaps, contradictions, continuities and discontinuities between them,
evoke the affective intensities produced as texts, bodies, things and places
assemble in the moment of meaning making. They invite us to see literacy
as a coalescence of multiple (im)material relationships that play out across
various timescales and spaces but assemble in the moment of meaning-
making in different ways for different individuals. This leads to a generous
account of childrens literacy, and one that acknowledges the complexities
of virtual play.
Law, J. (2011). Assembling the Baroque. CRESC Working Paper: 109.
Retrieved from www.cresc.ac.uk
The material work of biographization: Telling, writing
and drawing across events
Clara Keating
University of Coimbra, Portugal
In previous research on collaborative story-telling by immigrants in Portugal,
I have used a literacy-in-action frame to follow the material traces left by the
circulation of objects, texts and communicative processes about a sexual
harassment narrative taken as an instance of migrant womens discrimination.
I considered how powerful discourses and subjectivities circulated in the
process of production of knowledge as people biographized themselves as
migrants, thus adding to the projects contributions to the use of biographical
approaches in migration studies. I expand the literacy angle in this paper to
focus on the reification of this narrative into a cartoon produced across the
120
same timeline. I trace the emergence of this cartoon in one interactional
moment of appropriation of the narrative by the cartoon producer, and
then its iterative materialization across a number of offline and online
contexts that culminated into a final academic event. The cartoons distinct
materialities and its corresponding assemblages with technology, spoken
and written language, places, bodies and indexicality orders helped me
identify how this personal narrative travelled across events as instance of
migrant lived and biographized experience, with embodied results for story-
tellers and the collective project. The paper ends by discussing how object-
oriented literacy approaches based on movement rather than stability and
on trajectories of human and non-human actors provides a material angle
to a dynamic understanding on repertoires, acting in the crossroads of lived
experience, interactional accomplishment and discursive subjectivity.
Busch, B. (2012). The Linguistic Repertoire Revisited. Applied Linguistics
2012: 33/5: 503523
Keating, Clara (2015). Desxenofobando: dinmicas materiais e movimentos
dos sentidos nas oficinas biogrficas. In Lechner, Elsa (coord.) Rostos, Vozes
e Silncios: uma pesquisa biogrfica colaborativa com imigrantes em
Portugal. Coimbra: Almedina
S50
Time: Tuesday, 25/Jul/2017: 10:15am - 12:15pmLocation: Ducale V
Communication for Cooperation: linguistic perspectives on Critical
Collaboration
Organizer(s): Peter E Jones (Sheffield Hallam University, UK)
The study of co-operation and collaboration is increasingly recognized as
key to our understanding of social life. Co-operation is now a common focus
in research on social activity, working practices, teaching and learning, social
cognition and linguistic and psychological development. Co-operation is
also seen as holding answers to fundamental questions about human
sociality, the human mind and the origins of humanity, stimulating dialogues
between researchers in evolution, psychology, anthropology, socio-cultural
activity, and linguistics. However, this intense cross-disciplinary interest in
co-operation has also exposed a profound theoretical faultline in regard
to communication generally and language more specifically. On one hand,
all scholars accept the intimate interdependence of communication and
co-operation in human history and child development and would concur
with Roy Harris that language facilitates forms of collective collaboration
that would be unknown in pre-linguistic societies. On the other hand,
scholars are sharply divided in their theoretical assumptions about
language and communication. As a result, the study of cooperation has
become fragmented under the influence of a variety of rival linguistic and
semiotic traditions and orientations. The aim of this symposium is to initiate
a discussion of the diversity of linguistic approaches currently applied to
the study of co-operation and collaboration and to demonstrate how one
particular perspective on language can be used to gain an understanding
of interactional patterns involved in critical collaborative work. The first
presenter, Ceclia Magalhes, considers the views of collaboration often
espoused (or aspired to) in school contexts and examines their main
characteristics and assumptions. The second presenter, Peter Jones,
offers an overview of current approaches to the relationship between
language and communication and co-operation, highlighting fundamental
differences (theoretical and philosophical) in perspective, and offering some
proposals for a way forward. Finally, Fernanda Liberali illustrates one way of
discussing critical collaboration in school activities through the analysis of
argumentation.
Details of the Symposium Papers
Perspectives on the language of collaboration in school contexts
Ceclia Magalhes
PUC-SP, Brazil
This presentation discusses views of collaboration usually presented/
aspired in school contexts, their main characteristics and the different
types of possibilities and means of collaborating that organize schools
relationship patterns. It describes collaboration as a) a comfortable
relationship (Fullan, 1996) based on a culture of individualism that cannot
break professional alienation, since teachers, principals, and students are
isolated and reciprocally neglected; (b) as critical collaboration - a construct
central to this presentation - which bases collective experiences by which
human beings are constituted and constantly transformed and, likewise,
transform their contexts of action. Collaboration is the process of building
with others in which the subjects, as agents, work together in understanding
and transforming themselves, others and the world (Magalhes, 2001, 2010,
2014). The focus is on the various forms in which individuals, schools and
communities transformation have been described, discussed, criticized and
reinvented throughout the years. It involves a dialectical movement between
voices socio-historically and culturally established that are responsible for
overcoming limitations, individualism and alienation (Marx, 1984). This has
been the basis for the work developed by the Research Group Language in
Activity in School Contexts, since Magalhes Doctoral dissertation in 1990.
In this type of research, the role of critical collaboration emphasizes the
process of participation in the construction of new possibilities of becoming.
The Language of Cooperation: Critical Perspectives
Peter E Jones
Sheffield Hallam University, UK
Most scholars would agree that language is fundamental to co-operative
social activity in human communities. Yet there are deep divisions, both
theoretical and philosophical, between linguistic traditions, resulting in
quite different perspectives on the role of language in co-operation and
on the nature of co-operation itself. This paper surveys the current field of
language study and examines the implications of particular traditions for our
understanding of co-operation. Four broad currents of language research
are identified:
A classical model in which language is an autonomous system of forms
and meanings and communication as transmission of mental content via a
shared code. Such a system may be a social institution (Saussure) or an
internal psycho-biological construct (Chomsky).
An instrumental tradition in which language is a culturally-forged tool
for sharing information between individuals. While cultural traditions and
context are acknowledged as factors influencing linguistic properties and
resources, language continues to be seen as a relatively independent
communicative code.
An intentionalist current in which the classical model is supplemented by
pragmatic principles based on Grices intention-based Co-operative Principle;
communication is seen as itself a co-operative enterprise relying on mind
reading processes guided by mutual intersubjectivity and shared intentionality.
An activity current, emerging from critical responses to the classical
model of language as well as to internalist models of the human mind;
languaging belongs to a continuum of creative, multi-modal sign-making
practices flexibly adapted to practical social coordination by embodied
agents; communication is a co-operative enterprise, but the role of individual
intention is replaced by an emphasis on the integrated character of joint
action or the distributed agency of co-operating teams.
The paper argues for the activity current as the most promising theoretical
foundation for further progress in our understanding of both language and
co-operation.
Argumentation in critical collaboration at the DIGIT-M-ED Project
Fernanda Liberali
PUC-SP, Brazil
Critical Collaboration (Magalhes, 2001, 2010, 2014) is understood as ways
to create with language (Holzman, 2009: 40). It implies understanding,
completing, expanding, contradicting others as well as being understood,
completed, and contradicted by others (Liberali, 2013). It focuses on
multimodal resources for the articulation of different points of views,
supports, counterarguments, conclusions and/or deals. Therefore, Critical
Collaboration involves not only jointly working with others but also
organizing dialectical relationships. This presentation focuses on the DIGIT-
121
M-ED Brazil Project, designed to enable critical collaboration among the
different participants involved in dialogue in meetings, workshops, and
virtual loci made available by apps such as WhatsApp and software such as
Skype. This project includes a group of principals, coordinators, teachers,
students and researchers, all working as teacher educators responsible for
triggering school transformation and community development. In order to do
that, argumentation is seen as an essential form of discursive organization
to trigger this process. In this presentation, data from eight workshops
organized during 2015 as well as from virtual apps will be used to exemplify
ways in which argumentation can help understand movements towards
Critical Collaboration. The data to be presented will reveal the ways in which
participants move towards a more open-minded, respectful, multivoiced,
multicultural and creative way of working together.
C261-264
Time: Tuesday, 25/Jul/2017: 10:15am - 12:15pmLocation: Studio 1
10:15am - 10:45am
Caim de Jos Saramago: contribuies da Lingustica Sistmico-Funcional
para um letramento literrio crtico
Odete Firmino Alhadas Salgado
PUC-Rio, Brazil; odete.letras@gmail.com
Inserido no mbito da Lingustica Aplicada (MOITA LOPES, 2011), por propor
uma investigao de cunho interdisciplinar, o objetivo deste trabalho
promover uma contribuio para um letramento literrio crtico, a partir
da anlise do discurso literrio de Jos Saramago, em sua obra Caim,
tendo como foco, mais especificamente, a discusso sobre o ensino crtico
e reflexivo de literatura no Ensino Mdio. Este estudo tem como bases
tericas a Anlise Crtica do Discurso (CHOULIARAKI & FAIRCLOUGH,
1999; FAIRCLOUGH, 2003), que mostra-se como suporte para realizar uma
leitura crtica dos textos e (des)construir as possveis ideologias que estejam
presentes, e a Lingustica Sistmico Funcional (HALLIDAY & MATTHIESSEN,
2004; EGGINS, 2004), visto que essa teoria concebe a linguagem
como um sistema de construo de significados contextualizados. Em
um alinhamento metodolgico com a pesquisa qualitativa (DENZIN &
LINCOLN, 2006), por ser um estudo situado em teorias de bases sociais
e interpretativas, este trabalho tambm utiliza procedimentos baseados
na Lingustica de Corpus (SARDINHA, 2004), por possibilitar um trabalho
com grandes quantidades de texto, como um romance, de forma rpida
e eficiente. O corpus selecionado parte de uma pesquisa maior que
investigou as representaes de Deus em todo o romance do autor. Neste
recorte, o enfoque est na perspectiva da representao de Deus segundo
o narrador e como as ideologias desse personagem contribuem para
a construo de sentidos do romance. Desse modo, compreendendo
a importncia do ensino de literatura e a relevncia do texto de Jos
Saramago em um contexto pedaggico, vejo a necessidade desse estudo
para a criao de uma conscincia crtica, o que uma das competncias
a serem desenvolvidas pelos alunos. Os resultados sugerem que a anlise
do texto literrio com base nas abordagens mencionadas pode contribuir
significativamente para a formao de leitores crticos.
10:45am - 11:15am
ANLISE DO DESENVOLVIMENTO DA ESCRITA POR MEIO DA PRODUO DE FAN-FICTIONS
Karen Dias de Sousa
Universidade Estadual de Campinas, Brazil; karen_kido@hotmail.com
Este trabalho investiga o processo de escrita de fan-fictions (ou fanfics),
narrativas ficcionais criadas por fs e publicadas geralmente em ambiente
digital, tendo como principal objetivo verificar como acontecem essas
prticas de produo escrita e de que maneira a publicao e leitura desses
textos se desenvolvem em complexas relaes dialgicas estabelecidas
em espaos virtuais. Partindo principalmente do conceito bakhtiniano de
dialogismo, a pesquisa, baseada em documentos e de carter qualitativa,
analisa um corpus formado por textos publicados recentemente em uma
pgina especfica na internet, alm das interaes entre leitores e escritores
e o prprio contexto de produo em que as narrativas so produzidas,
com a finalidade de compreender os processos de criao de textos e
da identidade de escritores dos sujeitos envolvidos. O mtodo escolhido
para a anlise, o paradigma indicirio, possibilita encontrar indcios que
mostram quais so as diferentes concepes de escrita presentes no
site selecionado para pesquisa e como os sujeitos dialogam com elas
dependendo da maneira como o site se estrutura, alm de como este
espao favorece ou no determinadas interaes, ao disponibilizar os
comentrios deixados pelos usurios aps a apreciao das fanfics. Os
sujeitos leitores-escritores parecem desenvolver todo seu processo de
escrita nas conversas virtuais que mantm uns com os outros e tambm nas
leituras de outras fanfics publicadas no mesmo site, inclusive apropriando-
se dessas outras vozes. O trabalho demonstra, desse modo, a importncia
da posio do leitor na constituio do escritor, verificando como cada
sujeito se apropria de outras fanfics com temticas prximas s suas e em
que medida essas relaes contribuem em sua formao. Esta pesquisa
colabora, dessa forma, com pesquisas em Lingustica Aplicada sobre o
desenvolvimento e aprendizagem da escrita em contextos no escolares e
sobre prticas inovadoras de escrita.
11:15am - 11:45am
Eventos de Letramento & Atividades de Retextualizao: dos Continuuns
Interacionais na Comunicao Mdico-paciente
Francisco Renato Lima Lima
Universidade Federal do Piau - UFPI, Brazil; fcorenatolima@hotmail.com
Neste estudo, que tem como foco a comunicao entre mdicos e
pacientes em contextos de consulta mdica, exploram-se duas categorias
de anlise: eventos de letramento e atividades de retextualizao. Para
tanto, consideram-se os seguintes questionamentos: a) Como se d a
compreenso na atividade comunicativa entre mdico e paciente, a
partir do modo como esses sujeitos representam o evento de letramento
consulta mdica? b) Quais as formas ou estratgias de retextualizao que
os pacientes utilizam para a compreenso da receita mdica? Do ponto de
vista metodolgico, constitui-se de um estudo qualitativo, realizado atravs
de pesquisa bibliogrfica, apoiada na concepo dialgica da linguagem
de Bakhtin (2009/2011); articulada aos Novos Estudos do Letramento (NLS),
propostos por Street (1984/1995); bem como Marcuschi (2010), ao tratar de
retextualizao; e Adam (1992), Bronckart (2012) e Dolz; Schneuwly (2004),
sobre gneros discursivos. E tambm, pesquisa de campo, realizada em
trs Unidades Bsicas de Sade (UBSs), constituindo um corpus de 48
entrevistas (3 mdicos e 45 pacientes). As exposies tericas aliadas
anlise do corpus orientam algumas concluses: i) mdicos e pacientes
representam o evento de letramento de modo distanciado em decorrncia
das diferenas nos seus nveis de letramento, o que acarreta gradaes nos
usos da linguagem; ii) o sucesso na compreenso depende do empenho
de ambos, no modo como respondem dialogicamente as estratgias
negociadas durante a consulta mdica; iii) as estratgias e/ou mecanismos
de retextualizao das receitas mdicas que os pacientes se envolvem,
constituem um continuum ideolgico de organizao das modalidades
de uso da lngua (oral ou escrita), mediada pelos gneros textuais; e iv) a
compreenso, que engloba todo o processo, tanto durante a consulta, como
fora dela, acontece, portanto, por meio de prticas interativas e dialgicas,
nas quais os letramentos sociais de cada sujeito lhes possibilitam uma
ressignificao dos papis e prticas sociais no mundo.
11:45am - 12:15pm
Ideologias Lingusticas no ENEM e a Poltica para a Lngua Portuguesa no Brasil
Ester Mendona
Universidade Federal do Paran, Brazil; estermachna@gmail.com
A presente proposta de comunicao tem como objetivo apresentar
os resultados obtidos na minha dissertao de Mestrado, que procurou
compreender o papel do Exame Nacional do Ensino Mdio enquanto uma
poltica lingustica para o ensino e avaliao da Lngua Portuguesa no Brasil.
Para isso, um conjunto de provas do ENEM (referentes aos anos de 2013,
2014 e 2015), o Guia de Redao do ENEM e o Manual de Capacitao
122
para Avaliao das Redaes do Enem 2013 foram considerados, a fim de
se depreenderem as ideologias lingusticas subjacentes ao exame. Alm
disso, comparamos essas ideologias s presentes nos documentos oficiais
que balizam o ensino de portugus no Brasil (mais especificamente, os
Parmetros Curriculares Nacionais). Entendemos que a compreenso das
ideologias lingusticas subjacentes s prticas sociais de uso da lngua (como
os exames, por exemplo) fundamental para compreender as polticas em
vigor no pas, uma vez que legislaes e prticas nem sempre esto em
consonncia. Basearam a discusso desenvolvida as propostas de Spolsky
(2004) e Shohamy (2006), uma vez que esses autores compreendem a
Poltica Lingustica como fruto no apenas de legislaes, mas tambm das
representaes que os indivduos tm sobre a lngua e das prticas nas
quais eles se envolvem socialmente.
C275-278
Time: Tuesday, 25/Jul/2017: 10:15am - 12:15pmLocation: Studio 2
10:15am - 10:45am
Contemporary literacies and Bakhtinian architectonics
Roxane Helena Rodrigues Rojo
UNICAMP, Brazil; rrojo@mac.com
The rising of contemporary new literacies brought up new challenging
discussion matters to Bakhtins theories, mainly to what concerns the
Discourse or Text Genres theories. Digital texts/utterances are organized
in new ways, as hypertext and hypermedia, multisemioticaly combining
a myriad of languages (static and moving images, aural, oral and written
language), but also new literacy reading and producing (produsage,
BRUNS, 2009) practices. Also, new literacy practices required by these
new digital utterances/texts comply a new mentality and a new ethos
(LANKSHEAR; KNOBEL, 2007). Such changes have brought new queries
to the Genre theories, which presently name those texts emergent genres
(MARCUSCHI, 2005), electronic, virtual or digital genres (for example,
XAVIER, 2006; PEIXOTO; LEDO, 2009; L, 2011), or just textual and
discursive genres (PIMENTEL, 2011; L, 2011, among others), pointing to an
expansion of the concept of genre and, as a result, of the genre theories
to the contemporary literacies in digital media.
Nevertheless, this theory has still to be sufficiently expanded. This speech
aims at rescuing the Architectonics concept in/of the Bakhtinian Circle
rethinking such a concept within High Modernity complex context, once the
Architectonics concept might be considered more flexible and broaden than
other proposed analytical concepts and theories. Along the (un)finished
theoretical path trailed all through this speech, the concept is presented as a
powerful category for methodological analysis, as it enlarges the possibilities
of examining digital utterances/texts and the correspondent contemporary
literacies related to them. As a means of illustrating the discussion, a brief
analysis of the social web Facebook and its functioning is presented. Lastly,
the present paper proposes to relate genres and architectonics when
approaching utterances in the digital context.
10:45am - 11:15am
Critical Literacy with two World War I Poems
Hugo Taam Dart
Instituto Brasil-Estados Unidos, Brazil; hugo.dart@gmail.com
This paper is about the development of critical literacy in English students
by means of teaching them the ways in which World War I English poets
Rupert Brooke and Wilfred Owen created their desired semantic effects
in the poems The Soldier and Dulce Et Decorum Est, respectively. The
linguistic analysis was carried out by me, drawing on concepts from the
Appraisal System (MARTIN; WHITE, 2005) that was developed within
Michael Hallidays Systemic Functional Linguistics paradigm (HALLIDAY;
HASAN, 1989). In a verse-by-verse investigation, I identified the choices
made by Brooke and Owen in the context of culture that they shared and in
the contexts of situation that set them apart from each other, which led me
to understanding how the appraising linguistic features put on display the
distinct positions of the two authors regarding the same event. The main
focus here is to develop students ability to read texts from a functional
perspective. As they are introduced to ways of understanding how Brooke
and Owen produced pieces of poetry which stand to this day as powerful
representatives of opposing points of view towards the idea of dying for
ones country, learners have the opportunity of reflecting on the social and
historical aspects of literacy. As Lemke puts it, the making-meaning process
that is carried out by readers is an active and complex one (LEMKE, 1998). It
requires them to go beyond their most immediate cultural references to try
and incorporate into their understanding a multitude of perspectives. That
is why the analysis of texts which are as seemingly distant from them as
century-old pieces of war poetry might help lead them to a macro way of
reading.
11:15am - 11:45am
Digital literacy in multicultural contexts Why we care and how to boost it?
Nhu Le, Abrar Alsofyani, John Liontas
University of South Florida, United States of America; nhuthiyenle@mail.usf.
edu
Today, learning is no longer limited to conventional formal settings as it has
gone beyond the four walls of the classroom owing to the development
of technology. The present generation of students, referred to as the
E-Generation, needs to acquire not only traditional literacy skills but also
digital literacy in order to effectively process and perform learning tasks
in various digital environments. As a result, digital literacy has emerged as
a new term defined as the ability to use information and communication
technologies to find, evaluate, create, and communicate information,
requiring both cognitive and technical skills (Visser, 2012, para. 2).
Kim (2015) extends the understanding of digital literacy by addressing
transcultural digital literacies the term reflecting the phenomenon in which
the E-Generation uses new technological affordances in order to learn,
imagine, and create knowledge that traverses national boundaries and
conventional cultural borders (p. 199). The findings of her study suggest
that teenagers consume and exchange information via digital tools and
social networks on a regular basis, constructing their own identity in various
cultural groups. The concept of transcultural digital literacies has opened
new understanding of how young people engage in learning and interacting
with others in our digital and globalized age.
Even though there is little doubt that the future of learning is digital
(Warschauer, 2007, p. 42), there still remain certain paradoxes pertaining to
the understanding, belief, and practice of digital literacy in the 21st century.
The major concern is what students need to learn about digital literacy and
how to teach it in the new digital multicultural classroom. Consequently, this
presentation, emphasizes the significance of digital literacy in language
education, especially in multicultural learning contexts; embraces its
potential for multicultural teaching and learning; and discusses ways to
enhance digital literacy practices outside the classroom employing specific
digital tools.
11:45am - 12:15pm
EFL writers use of linguistic repertoire when they write argumentative
essays
Tzu-Shan Chang
Wenzao Ursuline University of Languages, Taiwan; tzushanchang@gmail.
com
Recent L2 studies challenge that linguistic scholars or writing specialists
should stop viewing L2 acquisition as monolingual-like (Cook, 2007; Ortega,
2010, Kobayashi and Rinnert, 2013) because the language faculty is a
lot more complex and dynamic than dichotomous nativeness thinking can
allow us to imagine (Ortega, 2010). Bi/multilinguals should be identified
as multicompetent language users instead of deficient monolinguals
123
(Cook, 2007, 2012; Grosjean, 1989). Cook (2007) defines multicompetence
as knowledge of two languages in one mind. Rather than two separate
systems, L1 and L2 work as merged systems, and such merged systems
deserve further research (Cook, 2012). However, studies on L2 writers use
of L1 and L2 only in their L2 writing process might fail to indicate the extent
to which multicompetent writers L1 and L2 systems are merged.
Thus, this presentation aims to investigate how and to what extent EFL
writers, as multicompetent learners, use their linguistic repertoire, i.e. their
use of L1 and L2, when they compose argumentative essays in L1 and L2
respectively.
Quantitative data will be collected through think-aloud protocols. With the
same topic, 10 EFL writers will compose aloud on L2 and L1 argumentative
essays respectively to capture a detailed record of what is going on in
writers mind (Flower & Hayes, 1981). All the data will be transcribed. Another
coder and I will categorize the participants composing process revealed
from the think-aloud protocols. Problem codings will be discussed until we
reach agreement.
The investigation of EFL writers language repertoire helps identify its role in
contributing to their L2 writing development and the merged systems of L1/
L2. This study may help index a way for bi/multilingual writers to develop a
sense of empowerment by learning to write in more than one language and
allow them to write effectively and creatively across languages (Kobayashi
& Rinnert, 2013).
C289-302
Time: Tuesday, 25/Jul/2017: 10:15am - 12:15pmLocation: Studio 3
10:15am - 10:45am
Multilingual Inroads into Mainstream Maths Lessons A Positioning Analysis
Anne Reath Warren
Stockholm University, Sweden; anne.reath.warren@isd.su.se
This presentation shows how discourses associating English with academic
achievement and community languages (hereafter CL) with home and family-
related activities, are challenged by a multilingual mathematics teacher
in Australia. Drawing on data from a larger linguistic ethnographic project
investigating opportunities for the development of multilingual literacy in
community language schools in Australia, interviews with students, teachers,
parents and administrators were conducted. A thematic analysis revealed
a discourse which strongly connected English with academic success,
while on the other hand, identifying contrasting discourses surrounding
community languages. One of these equated CLs with deficit and
marginality, the other connecting to family, identity and culture. A positioning
analysis (Bamburg, 1997; de FIna, 2013) was performed on an story told
by a teacher of a community language who also teaches mathematics in
the mainstream school. Her positioning of recently arrived students as
active agents who seek academic support in their community language to
help them understand mathematics in English challenges local family and
marginalization discourses around CLs, and lends support to theoretical
conceptualisations of translanguaging (Garca, 2009; Garca and Li, 2014) as
a pedagogical tool which can help multilingual students develop knowledge
and language. The teachers positioning of herself as an multilingual agent
able to support recently arrived students in the languages they understand
best sheds light on the ways that those students can learn, if they are given
a choice, and how monoglossic discourses can be challenged in the context
investigated.
Bamberg, M. Positioning between structure and Performance. Journal of
Narrative and Life History,7 (1-4), 1997.
de Fina, A. Positioning level 3: Connecting local identity displays to macro
social processes. Narrative Inquiry, Volume 23, Issue 1, 40-61. 2013.
Garca, Ofelia. Bilingual Eduation in the 21st Century. Wiley-Blackwell, 2009.
Garca, Ofelia, and Li Wei. Translanguaging: Language, bilingualism and
education. Palgrave Macmillan, 2013.
 10:45am - 11:15am
Do I have to learn the language? Foreigners in small language country
Jogile Teresa Ramonaite
Institute of the Lithuanian language, Lithuania; jogileteresa@yahoo.com
In the context of globalization and social mobility the world has been
experiencing for quite some time, it is insightful to observe the situation
in countries that had been held away from the global processes for some
decades. These countries are catching up quickly but are still lagging far
behind. The iron curtain that separated Europe is still rather evident in the
mentality of the people of post-soviet countries making them more closed
to the outsiders also due to linguistic barriers.
Lithuania is a small country in Eastern Europe and its language, ancient and
extremely complex, is not considered to be a prerequisite if moving into the
country for business or similar reasons. Nevertheless, once here, a foreigner
is faced with a reality that the globalization has not yet reached a comfort-
level from the linguistic point of view with the big languages. The older
generation of Lithuanians were fluent in Russian and the young are quickly
advancing in English but is knowing either of those really enough to live in
Lithuania?
This paper presents the sociolinguistic perspective from a study conducted
on acquisition of Lithuanian L2. Only in the past couple of years there
has been some increase of foreign immigrants in Lithuania therefore the
qualitative data are collected both from new and old foreigners residing
in Lithuania. The data gives insight on linguistic behavior issues and is the
basis for the analysis of language attitudes and competences by foreigners
in this small language country.
11:15am - 11:45am
Literacy practices among immigrant children of parents with no or very
short education
Susanne Linna Duek
Karlstad University, Sweden; susanne.duek@kau.se
In recent years, an increasing number of immigrants with no education arrive
in Europe. Many of these adult immigrants have children at school age (The
Swedish National Agency of Education, 2014). Many researchers have
pointed to the impact of environmental factors on child literacy development;
in particular the impact of the home (see e.g. Barton, 2007; Street, 2000.)
Traditional Euro-Western literacy teaching is usually based on the assumption
that a child has a certain tradition of literacy events and literacy practices
already prior to entering school (Liberg, 1990). In this study, I investigate the
conditions for literacy development among children who grow up in homes
where the immigrated parents have very short or no education from their
home countries.The main aim of the study is to investigate what happens
at the intersection between home and school literacy practices and what
potential effect this may have on childrens literacy development. With
regard to methods, I adopt an ethno-methodological approach in which
everyday life in school as well as in the homes of six immigrant children
(age 4-10) is studied by use of observations (during one year) and interviews
(parents and teachers), focusing on literacy. The data are analyzed with
socio-cultural and New Literacy Studies theories through Qualitative
content analysis (Graneheim & Lundman, 2004). Findings show that a gap
between the literacy practices of the home and of the school occurs. The
childrens background knowledge and first language is scarcely recognized
or used at school. The children use different strategies to cope with the gap
that occurs between the different practices. The parents of the children in
the study do support the childrens literacy and education to a large extent,
but possibly not the way that is expected according to Euro-Western literacy
practice that the teachers are expecting.
124
11:45am - 12:15pm
Linguistic relativity effects in second language learning research: innovative
explorations and epistemological implications
Norbert Vanek
University of York, United Kingdom; norbert.vanek@york.ac.uk
This paper surveys some of the increasingly refined methodological advances
in the investigation of how learning a new language can have a pervasive
impact on the cognitive dispositions of an L2 learner. The aim is to assess
potentially serious threats to validity and urgent epistemological challenges
that these emerging data elicitation techniques face. In the first step, we
outline representative empirical tests from recent neurophysiological (e.g.
Flecken et al., 2015), psychophysic (e.g. Dolscheid et al., 2013), and (non)
verbal categorisation experiments (e.g. Park & Ziegler, 2014), the results of
which shape our understanding of linguistically-modulated changes in mental
representations. We comparatively evaluate the recurring epistemological
concerns these and similar methods pose for L2 learning research through
the results of studies on various cognitive categories including time, space,
motion and colour, and we focus on the validity of inferences about particular
mental processes and on the comparability of findings across populations
and domains. We advocate the adoption of a multi-layered approach, which
not only combines nonverbal tasks with their verbal analogs, behavioural
measures with brain responses, but also, crucially, extends the scope of
investigation beyond putatively bipolar lexical or grammatical contrasts in
the learners source and target languages. Informed by results showing that
relativity effects change as a function of variation in learners L2 proficiency
and intensity of L2 exposure as a gradient (e.g. Bylund & Athanasopoulos,
2015), we encourage future designs to also incorporate varying degrees
of lexical and grammatical contrasts across languages. Rather than merely
adding a new variable into an already complex mosaic of factors, we argue
that this approach will improve our attempts to defragment the growing
number of subareas in the field as well as enhance the ecological validity in
examining perpetual concept reorganisation in the bilingual mind.
C303-316
Time: Tuesday, 25/Jul/2017: 10:15am - 12:15pmLocation: Studio 4
10:15am - 10:45am
A PRODUO DE CONSOANTES OCLUSIVAS EM ONSET E CODA SILBICOS POR BRASILEIROS
APRENDIZES DE INGLS
Michael Douglas Silva Dias
Universidade Estadual do Sudoeste da Bahia - UESB, Brazil; maicondsilva@
hotmail.com
Partindo do pressuposto de que brasileiros aprendizes de ingls tendem
a transferir para a lngua estrangeira (L2) os padres de produo de
sua lngua materna (L1), o principal objetivo deste trabalho analisar as
diferenas entre a estrutura silbica do ingls e do portugus brasileiro,
no que concerne durao das consoantes oclusivas em onset e coda
silbicos. Foram realizadas anlises acsticas de palavras que apresentam
consoantes oclusivas nessas duas posies silbicas. Estas palavras
foram produzidas por falantes nativos do ingls, e informantes brasileiros
aprendizes de ingls como segunda lngua, divididos nos nveis inicial,
intermedirio e avanado. Nossas anlises revelaram que, para os falantes
nativos, as oclusivas apresentam maior durao quando esto em onset
do que em coda, ou seja, h produo da oclusiva em coda silbica sem
soltura audvel. Para os brasileiros, os dados mostraram que as oclusivas so
produzidas com soltura audvel em ambas as posies, e esse fenmeno
de produo se d de maneira idntica para os nveis inicial e intermedirio,
caindo um pouco no nvel avanado. No geral, esta constatao indica que
h, de fato, sobreposio das informaes fonolgicas entre a L1 e a L2 do
aprendiz brasileiro, sendo que tal informao poder dinamizar o ensino/
aprendizagem da lngua inglesa por brasileiros.
 10:45am - 11:15am
Anomia em um contexto de formao contnua de professores de ingls luz
da Complexidade
Neiva Cristina da Silva Rego Ravagnoli
PUC-SP, Brazil; nravagnoli@gmail.com
A formao contnua de professores um processo necessrio ao
desenvolvimento, aperfeioamento ou capacitao profissional, quer a
formao inicial seja considerada deficiente ou no. Embora, aparentemente,
os programas de formao contnua compartilhem do mesmo objetivo
dos professores-alunos que nele se inscrevem o desenvolvimento,
aperfeioamento ou capacitao profissional muitas vezes, as propostas
do programa no se coadunam com os reais objetivos dos professores-
alunos, ou por no se apresentarem de forma clara ou por no serem
totalmente compreendidas por esse pblico. Assim, quando inseridos
no contexto de um programa de formao contnua, esses profissionais,
ao perceberem que suas metas no esto acessveis ou so difceis de
atingir atravs do programa, eventualmente experimentam estados de
indeterminao que podem se manifestar na forma de incerteza, apatia,
indiferena, conformismo, resignao ou estados de inconformismo que
se expressam na forma de desejo de mudana ou ativismo social. Esses
estados so manifestaes de anomia. Este trabalho buscou descrever
e interpretar o fenmeno anomia revelado nas experincias vividas de
professores-alunos de um curso de formao contnua para professores
de ingls da escola pblica para compreender se e como a emergncia
desse fenmeno contingncia em face no conformidade entre os
objetivos de um indivduo e os meios disponveis para alcana-los
influencia na concluso ou desistncia desses profissionais do curso. O
estudo fundamenta-se teoricamente no conceito de Anomia apresentados
na Sociologia por Durkheim (1892/1999) e Merton (1968), sob uma releitura
proposta na Lingustica Aplicada por Ravagnoli (2012), que articula essa
viso com o Pensamento Complexo (MORIN, 2008). Metodologicamente, o
trabalho desenvolve-se luz da Abordagem Hermenutico-Fenomenolgica
Complexa (FREIRE, 2015; 2016), realizando entrevistas narrativas (SCHTZE,
1983; JOVCHELOVITCH; BAUER, 2000) e sistematizando procedimentos
que descrevem e interpretam a emergncia do fenmeno anomia e os
significados compartilhados pelos professores-alunos que intercorrem
nesse fenmeno e lhe outorgam identidade.
11:15am - 11:45am
Aprendizagem colaborativa e desenvolvimento de conceitos tericos na
formao inicial de professores de lngua adicional
Roberta Kolling Escalante
Universidade do Vale do Rio dos Sinos, Brazil; rokolesc@gmail.com
Este trabalho busca apresentar uma pesquisa-ao, a qual tem como objetivo
compreender o desenvolvimento de conceitos tericos sobre ensinar e
aprender lngua adicional de 11 alunas-professoras de espanhol durante o
estgio curricular supervisionado. A investigao, pelo vis da perspectiva
sociocultural (VYGOTSKY, 1981; LANTOLF e THORNE, 2006; JOHNSON,
2009), contribui na reflexo do estgio como ambiente de aprendizagem
colaborativa para o desenvolvimento e articulao de conceitos cientficos
e prticos do aluno-professor de espanhol, na autorregulao de
atividades instrucionais teoricamente e pedagogicamente embasadas. O
estudo qualitativo, longitudinal e a gerao de dados constituda por
instrumentos como entrevistas gravadas em udio, anlise documental
de planejamentos de ensino, de aulas e de relatrios, notas de campo de
observaes de aulas, sesses de formao e trabalhos orientados. Como
resultado, verifica-se que o contedo terico restringe-se s disciplinas de
Lingustica Aplicada (LA) ao ensino e aprendizagem da lngua espanhola e
de Fundamentos terico-metodolgicos do ensino da lngua espanhola, na
concepo de que cabe a LA a teorizao e a investigao sobre o ensino
e aprendizagem de lnguas, no havendo a insero dessas questes,
por exemplo, em componentes curriculares de lngua espanhola e de
estgio ao longo do curso. Ressalta-se a falta de conscincia terica das
licenciandas a respeito de critrios para anlise de material didtico, de
diferentes propostas curriculares em sua relao com conceitos de lngua,
de conhecimento e de pedagogia, assim como de planejamento de ensino,
uma vez que a definio do tema da aula, contedos, materiais e atividades
so feitas de forma aleatria, sem vnculo com o contexto de alunos e
viso informada que fundamente suas escolhas. Percebe-se, portanto,
a necessidade de repensar o estgio apenas como um lcus de prtica,
promovendo a discusso, reflexo e apropriao de conceitos tericos
vinculados a situaes reais do fazer docente para a aprendizagem
colaborativa.
11:45am - 12:15pm
Between teaching practices and social expectations: what is taught when
English is taught in Brazil?
Leina Juc
Federal University of Ouro Preto, Brazil; leinajuca@hotmail.com
This presentation aims at discussing two questions related to English
language teaching and its relation to English language teacher education in
Brazil: the teaching practices used in English classes and the expectations
that permeate the national collective imaginary about what should be taught
when English is taught in Brazilian (public) schools (JUC, 2016). The data
shared in this presentation include participants teaching e-portfolios and
oral interviews, and the researchers notes taken during the observation of
classes, part of an English language teacher education program, offered
by a well-known Brazilian federal university. The research results point to
the teaching of grammar rules as the main focus of the teaching practices
investigated, followed by a strong focus on the teaching of pronunciation,
both usually based on the view that being a successful English speaker / user
means having knowledge about and being able to use standard English, that
is, the grammatical rules and structures that define the language variety(ies)
considered legitimate and superior and, therefore, the one(s) to be taught
(CANAGARAJAH, 1999; 2006; KUMARAVADIVELU, 2012). Although teaching
practices focused on the teaching of standard English might no longer be
seen as a guarantee of successful interaction among English speakers in
the present global scenario, some participants rely on those practices for
multiple reasons, contributing to create a gap between the kind of English
taught in schools and the social (local and global) expectations related to
English teaching / learning. The research results highlight the need for
a review of the language ideologies that permeate Brazilian society
connected mainly to dynamics and needs defined by the market (BAGNO;
RANGEL, 2005) and, consequently, the need for a review of societys
understanding of language, of the aims of English language teaching, and
finally, of what it means to educate teachers to teach English in Brazil.
C317-330
Time: Tuesday, 25/Jul/2017: 10:15am - 12:15pmLocation: Studio 5
10:15am - 10:45am
MODELOS DIDCTICOS DE LA ENTONACIN DEL ESPAOL PENINSULAR PARA LA
ENSEANZA DE LA LENGUA
Francisco Jos Cantero Serena
Universidad de Barcelona, Spain; cantero@ub.edu
En este trabajo, presentamos los patrones meldicos del espaol peninsular,
su descripcin, los diversos contextos pragmticos en que aparecen
y propuestas para la creacin de materiales didcticos. Todos ellos
constituyen modelos entonativos para ser empleados en metodologas de
enseanza de la lengua oral, ya sea como L1, L2 o LE, que puedan favorecer
la adquisicin de la competencia comunicativa a los aprendientes de esta
lengua.
Para obtener los modelos nos hemos basado en un corpus de habla
espontnea constituido por 2.941enunciados, producidos por un total de
814 informantes (468 hombres y 346 mujeres). Para el anlisis, seguimos el
mtodo Anlisis Meldico del Habla, propuesto en Cantero (2002): Teora y
anlisis de la entonacin. (Ed. Universitat de Barcelona) y expuesto en forma
de protocolo en Cantero & Font-Rotchs (2009), en la revista Estudios de
Fontica Experimental, n 18, que ha sido utilizado en el anlisis de distintas
lenguas e interlenguas y considerado muy adecuado para investigaciones
de este tipo.
125
Los patrones meldicos de habla espontnea que presentamos son las
variantes tipo del espaol peninsular, que hemos encontrado asiduamente
en nuestro corpus y que fueron sometidos a pruebas de percepcin para
evaluar su rendimiento; se trata, por tanto, de las melodas tpicas de la
variedad estndar de esta lengua. Su formulacin es de especial utilidad
para desarrollar aplicaciones didcticas para la enseanza y aprendizaje
de la entonacin del espaol, no nicamente desde una perspectiva
lingstica de produccin, percepcin e interaccin, sino tambin desde la
propia complejidad de la competencia comunicativa en sus dimensiones
discursiva y sociocultural. Se trata, pues, de ofrecer modelos de entonacin
mltiples y complejos para dar respuesta a una de los aspectos menos
desarrollados en la enseanza de lenguas, mediante propuestas didcticas
adecuadas y especficas.
10:45am - 11:15am
LA ENSEANZA DEL MODELO DISCURSIVO ARGUMENTATIVO EN MXICO
Karina Paola Garca Meja, Luisa Josefina Alarcn Neve
UNIVERSIDAD AUTNOMA DE QUERTARO, Mexico; kpgm@hotmail.com
En Mxico existen serias deficiencias en la enseanza y desarrollo de las
habilidades discursivas de los estudiantes, que se han evidenciado en el
resultado de las pruebas escolares nacionales. Especficamente, existen
rezagos en la enseanza de la argumentacin. En las recientes Reformas
Educativas para el nivel medio, se propone que la teora de la argumentacin
que subyazga en los Programas y Planes de Estudio para su enseanza sea
la Pragmadialctica; sin embargo, sta no es la base de las actividades ni
de los materiales didcticos utilizados dentro del aula, sino que stos son
regidos por la Nueva Retrica; lo anterior muestra una falta de coherencia
entre la propuesta pedaggica-terica y la prctica dentro del saln de
clases. Por ello, se plantea como reto la definicin de los fundamentos
tericos que sostienen este modelo discursivo dentro de la currcula.
Para este trabajo se analizan y evalan el Plan de Estudios, los Programas y
libros de texto de Espaol para la Escuela Secundaria (que en Mxico abarca
3 grados, entre los 12 a los 15 aos), as como los Programas de Estudio,
las Planeaciones Didcticas de Lectura y Redaccin y libros de texto para
la Escuela de Bachilleres de la Universidad Autnoma de Quertaro (que
atiende a jvenes de entre 15 y 18 aos).
La propuesta final se sita en la reflexin terica de la elaboracin de un
nuevo modelo de enseanza de la argumentacin basado en combinacin
de dos pilares tericos: la Pragmadialctica y la Nueva Retrica, sin
oponerlos ni rechazar alguno, sino ms bien unificndolos y utilizndolos
como base tanto en los Programas y Planes como en las actividades
didcticas, con el fin de promover la enseanza de la argumentacin en la
Educacin Secundaria y Media Superior (Bachillerato) de manera coherente,
consolidada y orientada hacia fines sociales tiles y realistas.
11:15am - 11:45am
O artigo de opinio dentro e fora da escola: subjetividade, dialogia e produo
de textos
Guilherme Brambila
Universidade Federal do Esprito Santo, Brazil; guilhermebrambilamanso@
hotmail.com
O trabalho tem como objetivo desenvolver uma discusso em torno da
situao atual da produo de textos atravs de gneros discursivos
argumentativos no ensino regular contrapondo-se produo dos mesmos
na esfera no escolar a fim de traar parmetros que possam esclarecer
alguns requerimentos explicitados nos PCNEM (Parmetros Curriculares
Nacionais do Ensino Mdio). Foram realizadas entrevistas, via e-mail, a
professoras da rede pblica do Ensino Mdio e a um jornalista em atuao
na esfera no escolar e uma roda de conversa com estudantes do Ensino
Mdio, situados no terceiro ano e s vsperas de realizar o Exame Nacional
do Ensino Mdio (ENEM), para que tambm dessem seu parecer sobre
o assunto. A metodologia qualitativa inferencial utilizada no intuito de
refletir e refratar a realidade e baseia-se na perspectiva filosfica de Mikhail
Bakhtin e seu Crculo. Discute-se aqui o sujeito bakhtiniano que, apesar de
no ser radicalmente central no processo de enunciao, fundamental
na produo desses enunciados podendo, de acordo com suas escolhas
discursivas e posicionamentos scio histricos, traar, dialogar e contribuir
com horizontes diferenciados nos textos que produz. Este trabalho guia-se
sob a luz dos conceitos da alteridade, dialogia e dos gneros do discurso
para compreender as tenses discursivas que percorrem os trs grupos
observados no intuito de contribuir nos melhoramentos do ensino na
realidade escolar.
11:45am - 12:15pm
Os conhecimentos lingusticos e o ensino da produo e compreenso de
textos
Heloisa Sisla
Universidade Federal de So Carlos, Brazil; heloisasisla@gmail.com
Esta comunicao tem por objetivo indicar elementos recentes de pesquisas
sobre a prtica pedaggica que contribuam para uma anlise sobre os
processos de ensino e aprendizagem da produo e compreenso de
textos, considerando especialmente os conhecimentos lingusticos que
vm sendo indicados por tericos na perspectiva da teoria da enunciao.
Volta-se para anlises de pesquisas recentes sobre prticas pedaggicas
nos anos iniciais do ensino fundamental e debrua-se a manifestao
de elementos lingusticos, metalingusticos e epilingusticos nas prticas
de leitura e escrita. O estudo rene pesquisas de trs orientaes de
graduao. A primeira teve por objetivo analisar o ensino da produo
textual nos 3os, 4os e 5os anos, identificando as prticas, seus elementos e
incentivo autoria. A segunda buscou identificar em trabalhos recentes as
contribuies das atividades epilingusticas para as prticas pedaggicas
dirigidas para a compreenso e produo de textos, em particular para a
apreciao de literatura infantil. A terceira pesquisa vem se dedicando a
analisar a presena e ausncia de formas de manifestao dos diferentes
elementos envolvidos no processo de ensino e aprendizagem da
compreenso de textos nas pesquisas sobre prticas de professores dos
anos iniciais, indagando especificamente sobre os objetivos da leitura, os
conhecimentos de mundo, textual e lingustico de estudantes, as estratgias
de leitura e de processamento do texto, as interaes entre leitor/a e autor/a
e o papel do/a professor/a no ensino da compreenso leitora. Espera-se com
esta comunicao fazer uma sntese das discusses destes trs trabalhos
com a inteno de indicar novos e antigos aspectos que contribuem para
um ensino de leitura e escrita que considere as perspectivas da recente
produo da lingustica para o ensino e a aprendizagem de lngua materna
nos anos iniciais do ensino fundamental.
C331-344
Time: Tuesday, 25/Jul/2017: 10:15am - 12:15pmLocation: Studio 6
10:15am - 10:45am
SocialautonomyanddecisionmakinginL2groupwork
Diana Feick
University of Vienna, Austria; diana.feick@univie.ac.at
This paper presents an investigation into the socio-interactional nature of
learner autonomy in language learning groups. It is situated in the context of
a mobile phone video project with 13 Mexican adult learners of German as
a Foreign Language. The aim was to examine autonomy, heteronomy and
participation in L2 classroom negotiations in a group work situation. These
constructs have been shown to be highly influential to second language
learning in an institutional context (Lave & Wenger 1991, Little 2000, OLeary
2014, Schmenk 2008, Thornbury 2012). The analyzed corpus consists
of 620 minutes of audiovisual data on groups in the process of decision
making which is triangulated with 720 minutes of individual video-stimulated
recall protocols. Decision making episodes of three project groups were
analyzed from an interactional, participational and sequential point of
view. This analysis offers both an etic and an emic perspective on L2-
group negotiation processes and allows for the detailed reconstruction of
collective and cooperative participation mechanisms. It unveils a strong link
126
between individual interaction styles, different types of participation, group
discourse patterns and the display of group autonomy and/or personal
autonomy. Using video and transcript examples of the between-methods
triangulation for illustration, the paper presents an empirically grounded,
innovative theoretical model of social autonomy in the L2 classroom.
10:45am - 11:15am
Dynamics of L2 learner agency in context: Case study of three returnees in
Japan
Takumi Aoyama
University of Warwick, United Kingdom; tkm.aoyama@gmail.com
Agency in second language acquisition research, according to Mercer
(2011), is a complex phenomenon that is closely interrelated with
other learner and contextual factors and plays a central integral role in
facilitating autonomous, self-regulatory and goal-oriented strategic learning
behaviours (p. 429). The present study focuses on learner agency among
learners who have exceptional experiences in Japan, where we can
observe a distinction between insider and outsider. The learners under
focus are returnees, people who lived abroad in their childhood because
of unavoidable circumstances, such as their parents job transfer overseas.
Regardless of the length of stay, most of them come back to Japan after
a certain period and resume studying at local schools in Japan. However,
some returnees have difficulties or feel uncomfortable in their school life
because of the differences between the cultural context in Japan and
the countries they have lived in. Especially in English lessons, they may
experience great pressures from students and teachers around them. Also,
they may experience anxiety deriving from the discrepancies between
their actual English proficiency and other peoples expectations. Taking a
complex and dynamic systems perspective (Larsen-Freeman & Cameron,
2007), this study aims to explore how returnees agencies change in
language learning. It draws on semi-structured interviews conducted with
three Japanese university students who lived abroad during their childhood,
and the data will be analysed qualitatively. The approach adopted will be
based on the Trajectory Equifinality Approach (TEA: Sato, Hidaka & Fukuda,
2009) in cultural psychology, as well as Ushiodas (2009) person-in-context
relational view of L2 learners, leading to a systematic visual representation
of the results in a trajectory equifinality model.
11:15am - 11:45am
Learner beliefs in the primary foreign language classroom
Carin Maria Nilsson
Stockholm University, Sweden; maria.nilsson@isd.su.se
The present study is part of a larger project focusing on the development
of learner beliefs and willingness to communicate in the context of primary
foreign language instruction. Learner autonomy is an overarching goal
in most educational settings in general, aiming to foster responsible
and independent multilingual learners in increasingly heterogeneous
classrooms. A key concern in this process is for the teacher to help
learners develop functional strategies and metacognitive awareness. In
spite of the consensus on the long term effects of early language learner
experiences, the primary school context remains under-researched.
The participants were 70 learners in Swedish primary school, aged 9-11.
Classroom observations, questionnaires and recorded group discussions
were used to collect data on young language learners views on the learning
process and their attitudes towards communicating in the target language,
English. The design was aimed to encourage and empower children to
express themselves in the role of agents in language learning. Utterances
were categorized in relation to beliefs and higher-order conceptions of
quantitative vs qualitative language learning and then compared to learners
self-reported reactions and attitudes towards oral classroom participation.
Findings show that young language learners are willing and capable of
verbalizing a wide range of beliefs although this was not something they
were used to. Furthermore, learner beliefs appear to be related to language
anxiety, agency, strategy use and classroom behavior. Future research
topics and classroom implications are suggested.
127
11:45am - 12:15pm
Striving for learner autonomy within institutional binds
Nadja Tadic
Teachers College, United States of America; nt2315@tc.columbia.edu
Promoting learner autonomy in the classroom has long been a goal in
second language research and instruction (Benson, 2012; Holec, 1981).
Learner autonomy is seen as crucial in increasing engagement and
motivation and in helping students transfer their knowledge, skills, and
learning strategies to contexts outside the classroom. However, considering
the institutional and curricular constraints that teachers face in their lesson
preparation and implementation, learner autonomy can often be difficult to
achieve. This paper examines one elementary school teachers struggle to
encourage learner autonomy and still meet curricular demands. The data
for the study come from an hour-long video recording of a third-grade pull
out English as a New Language (ENL) class at a public school in the U.S.
As the teacher in the study faces the pressure of meeting Common Core
Standards and preparing his students for an upcoming State test, one of
the students express an interest to modify a task that the class is working
on. The teacher and the student subsequently engage in a negotiation
over task structure, with the former prioritizing institutional concerns
and the latter his own personal interests. The data was analyzed within
the Conversation Analytic framework, while drawing on insights from
Interactional Sociolinguistics. The study shows that learner autonomy in the
classroom can not only create tension between institutional demands and
students real-life needs and concerns, but can also impede task completion
and lesson progression. However, as the teacher and student try to strike a
balance between institutional requirements and learners personal interests,
student autonomy ultimately does prove to be a strong impetus to student
participation and task completion.
C345-358
Time: Tuesday, 25/Jul/2017: 10:15am - 12:15pmLocation: Studio 7
10:15am - 10:45am
Imigrao e Linguagem: um estudo sobre construo de identidade de crianas
bolivianas espanohablantes
Naiara Silva
UNICAMP, Brazil; naiarasiqueirasilva@gmail.com
Esta comunicao tem como objetivo discutir: (i) a noo de bilinguismo e
educao bilngue a partir de uma viso heteroglssica (BUSCH, 2012;
GARCIA, 2009) de lngua, (ii) a formao de identidades hbridas excludentes
(GARCIA-CANCLINI, 2001), de sujeitos bilngues bolivianos dentro de uma
instituio pblica de ensino/educao infantil no municpio de Carapicuba,
regio metropolitana de So Paulo e (iii) a noo de educao para a
interculturalidade (CANDAU, 2011; MAHER, 2007). Metodologicamente,
utilizamos a narrativa autobiogrfica (FERRAROTTI, 1998; LARROSA, 1994;
WORTHAN, 2001) como suporte para entender como so as relaes dessas
crianas espanohablantes com seu repertrio lingustico (BLOMMAERT, 2012;
BUSCH, 2012) e como essas crianas, ao se narrarem, constroem imagens de
si e do Outro (CUCHE, 1999; HALL, 2006, SILVA, 2000). Para tanto, os alunos
bolivianos dessa instituio, que tm entre quatro e cinco anos de idade,
foram convidados a participarem de conversas, aps o horrio regular das
aulas (com autorizao de seus responsveis), durante quatro meses, nas
quais relataram suas vidas no Brasil e fizeram desenhos sobre suas lnguas
e sobre suas respectivas rotinas com suas famlias e no ambiente escolar.
Os resultados apontam para a importncia de aes da gesto escolar e
aes pedaggicas para que no se formem identidades hibridas excludentes
com esses alunos bolivianos e que seja possvel uma educao pautada na
interculturalidade (CANDAU, 2011; MAHER, 2007). Alm disso, a educao
do entorno (MAHER. 2006) deve ser contemplada nas polticas lingusticas
(CANAGARAJAH, 2005; HORNBERGER, 2006; McCARTY, 2011; PENNYCOOK,
2006; RICENTO, 2006; TOLLEFSON, 2006) implantadas nesse contexto, pois
a implantao e regularidade dessas aes polticas lingusticas afirmativas
s sero possveis com a juno de aes pedaggicas, aes da gesto
escolar e aes com a comunidade escolar.
 10:45am - 11:15am
A (Re)Construo da Identidade do Aluno e as Prticas Sociais de Leitura na
Base Nacional
Cludia Maris Tullio
UNICENTRO, Brazil; claudiatullio31@yahoo.com.br
O presente trabalho busca refletir a respeito das dimenses do eixo da
leitura, rea de Lngua Portuguesa, na Base Nacional Comum Curricular
(BNCC), como prticas sociais possibilitadoras da (re)construo da
identidade do aluno. A metodologia empregada utilizou o mtodo
hipottico dedutivo, com a hiptese de que a identidade se constri a
cada momento, pesquisa qualitativa, bibliogrfica centrada em Woodward
(2000), Hall (2000), Fairclough (2003) e a Base Nacional Comum Curricular.
A anlise do corpus foi elaborada a partir dos postulados da Anlise Crtica
do Discurso, considerando-se as marcas ideolgicas, argumentativas e a
intertextualidade, e os Estudos Culturais quanto s noes de identidade
e diferena.Tambm se verifica o conceito e a concepo de leitura
demarcada na BNCC, os quais nortearo as atividades desenvolvidas em
sala de aula. Cabe ressaltar que os objetivos de aprendizagem em Lngua
Portuguesa presentes neste documento oficial encontram-se organizados
em cinco eixos que dizem respeito a prticas e a conhecimentos de
linguagem, sendo eles: apropriao do sistema de escrita alfabtico/
ortogrfico e de tecnologias da escrita, oralidade, leitura, escrita e anlise
lingustica, este ltimo transversal aos demais. Os resultados preliminares
demonstram ser a concepo interacionista da linguagem e da leitura que
embasa o ensino da lngua na BNCC, pois a leitura vista como processo e
o leitor/aluno responsvel pela construo de significados e compreenso
dos efeitos de sentidos provocados pelo texto, alm de reconhecer os
planos enunciativos e a polifonia.
11:15am - 11:45am
An Embedded approach: the design and Implementation of Tutorials in an
Academic Literacy course
Liqhwa Patience Siziba, Abigail Hleziphi Hlatshwayo
North West University , South Africa; Liqhwas@gmail.com
This paper will discuss how using embedded academic skills approach in
tutorial design can be a positive approach towards developing and improving
students Literacy skills at tertiary. The tutorial programme is designed as an
intervention method for students from a rural based University on a campus
with very diverse contexts in terms of socio-linguistic, socio-economic,
socio-historic, as well as socio-cultural diversities and disparities. First Year
Students are enrolled with poor or very low academic skills levels reflected
in a compulsory test for academic literacy levels written by first years. The
researchers thus seek to use an embedded approach to bridging the gap
of academic skills between the high schools and University. This embedded
approach will include an interactive teaching approach as well as a
technology driven tutorial system that will allow for integration of technology
into the Academic literacy curriculum. This will be done in an attempt to
use the students strengths of prior knowledge and experiences (technology
driven generation) to help develop their academic literacy skills. The
assumption is that if technology is integrated into the Learning context and
not used as an appendage of learning the students will be more engaged
in the learning process and this will allow for immediate feedback on most
assignments as well as develop their writing skills. Use of technology will
motivate the students during tutorial sessions as well as keep them engaged
throughout the session. The research uses Reflective teaching practice as
well as participatory action Learning and action research (PALAR) (Zuber-
Skeritt, O.,Fletcher,M.,&Kearney,J. ;2015). This method of teaching entails
reflective narratives of ones teaching experiences; the students teaching
experiences and practices. It is a method that allows one to interrogate their
teaching identity, perspectives as well as understand their students identity.
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11:45am - 12:15pm
Education for All in the 21st century: Technological Innovation Meets
Superdiversity in Swedish Schools
Kamilla Gyrgy Ullholm
Stockholm University, Sweden; kamilla.gyorgy.ullholm@isd.su.se
Education for all is a social innovation project in the intersection between
e-learning and multilingual education. The language project started 2015,
initiated by a little company specialized on educational technology in
cooperation with ten municipalities in Sweden and me as a researcher in
multilingualism.
The company provides short films (3-5 min/film) and quizzes accessible
online, targeting the age span 12-16 years, covering all school subjects in
the Swedish curriculum for grade 6-9. Originally developed for the special
needs of Swedish speaking pupils with concentration problems and/or
reading disorders, 2014 the company decided to widen the target group
and started to translate and dub their material to English, Arabic, Somali,
Tigrinya and Dari (the four largest immigrant languages in Sweden) involving
translators, actors, scriptwriters and animators in different parts of the globe.
The companys main aim for multilingualizing their site was to enhance the
inclusion of newly arrived migrant pupils in the ordinary Swedish education
system from the start. However, as it turned out, this task was more difficult
than the founders have imagined.
Developing a multilingual e-learning tool in 21st century actualizes many
questions of superdiversity, linguistic representation and struggles for
legitimacy. What counts as knowledge for whom and whose prior knowledge
is taken into account? What kind of language is represented in the teaching
materials? How should such a tool be designed in order to be accessible
for and empower migrant youth from diverse educational and linguistic
backgrounds? What kind of requirements have monolingual and multilingual
users on these kind of tools? Whose voice counts most? Using examples
from interviews with different categories of teachers and migrant pupils,
classroom observations and online dialogues between users and customer
service I will discuss some of the issues raised during the project and point
out some possible ways of development.
C359-372
Time: Tuesday, 25/Jul/2017: 10:15am - 12:15pmLocation: Studio 8
10:15am - 10:45am
Integration of a web-based AWE Tool into EFL Learners Production Skills
Development
Zhihong Lu, Man Yang, Xiangyue Diao
Beijing University of Posts and Telecommunications, Peoples Republic of
China; luzhihong@bupt.edu.cn
The effective design and implementation of automated writing evaluation
(AWE) tools in promoting English as a foreign language (EFL) learners
writing proficiency development and learner autonomy have remained
great challenges for AWE designers and developers, language instructors
and practitioners. Since 2004, a series of large-scale top-down reforms
on teaching of college English have encouraged instructors to apply
language technologies to pedagogical practices, and the computer- and
the classroom-based multimedia teaching model was greatly encouraged
in College English Curriculum Requirements (Chinas Department of
Higher Education, 2007). Until recent 10 years, some AWE tools have been
developed and implemented for assessment purposes in EFL teaching in
China. However, the rapid growth of AWE tool classroom implementation
has often accompanied with fierce discussion and opposition. This
presentation will demonstrate the effective use of the corrective feedback
function of the Pigai system (http://www.pigai.org, a web-based AWE tool
which has exceeded 10,000,000 users over 3,000 universities and schools
in China now) at the first presenters college English class. They will also
show the attendees how the AWE system has been integrated into this
CALL-based class from the following aspects: the system in actual use in
both classroom and off-class contexts; samples of formative track records
of different level students writing scripts collected from different teaching
sessions; a comparison between the data of the first presenters own class
with those of one million submitted essay writing on the same topic from a
national writing competition in 2015. Finally, some issues and problems with
the system design and development as well as teaching design reflected
from the system implementation will also be discussed. The presenters
hope to provide EFL instructors with pedagogical implications and to shed
light on the integration of EFL learners productive skills development into
task-based teaching design with effective use of AWE tools.
10:45am - 11:15am
Second Language Interactions in Face-to-Face and Computer-Mediated
Communication Contexts
Angelica Ramos Ribeiro, Zohreh R. Eslami, Nasser Jabbari
Texas A&M University, United States of America; ribeiro475@hotmail.com
Grounded on the Interaction Hypothesis (Long, 1996), research (e.g.,
Warschauer, 2013) shows that both face-to-face (FTF) and computer-
mediated communication (CMC) interactions in language classrooms are
beneficial for second language (L2) learning. Each communication mode
also has unique aspects that contribute to potential L2 development. CMC
provides adult L2 learners more time to process feedback and allows
them to refer to their interaction by scrolling back to review the text (Sauro,
2009). However, FTF context may promote more negotiation for meaning
(Lai & Zhao, 2006) due to the presence of both interlocutors and provision
of nonverbal cues. Despite the unique features of each context, there
are some controversies in FTF and CMC research findings, such as the
effectiveness of corrective feedback (CF) and what type of CF leads to more
L2 learning (Ellis, Loewen, & Erlam, 2006; Loewen & Erlam, 2006). To better
understand the effectiveness of various types of CF in L2 learning in FTF
and CMC contexts, this study investigates negotiation episodes in FTF and
synchronous computer-mediated communication (SCMC) between native
English speakers and nonnative English speakers. This study is guided by
the following research questions: (a) How do the modes of communication
(i.e., FTF and SCMC) differ in terms of type and frequency of negotiation
episodes and corrective feedback?, (b) Which mode promotes more L2
learning opportunities?, and (c) What are the L2 learners attitudes towards
each mode of communication regarding their impact on L2 development?
This study adds to the few studies which compare and contrast FTF and
SCMC interaction effects in L2 acquisition using the same participants.
11:15am - 11:45am
Understanding the phenomenon of online collaborative writing from the
perspective of complex thinking
Srgio Gartner
Centro Federal de Educao Tecnolgica de Minas Gerais(CEFET-MG),
Brazil; sergiogartner01@gmail.com
This presentation aims at describing and interpreting the nature of
collaborative writing in English as a foreign language (EFL) from the
perspective of complex thought. The research took place in an elementary
school in Belo Horizonte, Brazil. The main goals of the writing project were
to motivate group work, practise writing skills, develop creativity, promote
autonomy and motivate students to discuss and think about their life
experiences. The texts used for the interpretation of the phenomenon were
collected from four online questionnaires. Records and comments written
on students work also served as textual material to understand the nature
of the phenomenon studied.
This research is primarily based on Complex Thought or complex paradigm
(Morin,1990, 2009, 2010) which can be understood as an open, inclusive
and flexible thinking that sets a new look at the world, trying to understand
the constant changes of the real world. The new paradigm dialogues with
the opposite, with multiplicity, randomness, and uncertainty. Grounded on
Complexity as the starting point, other theoretical components are also
used to help the investigation, considering collaborative writing in teaching
L2, writing process model (White & Ardnt, 1991), and collaborative learning
(Onburia,Colomina & Engel, 2010). To conduct this research, a qualitative
129
methodology is adopted, specifically, the Hermeneutic-Phenomenological
Approach, according to Freires (1998, 2007, 2009, 2010, 2012) and van
Manen`s (1990) perspectives. This study reveals that the collaborative writing
in digital context is structured around three main comprehensive themes
environment, interaction, tasks. Based on the research undertaken it is
possible to assert that collaborative writing in the digital environment can
lead to new paths to a theory of writing in L2, engendering collaborative
projects focused on writing in a foreign language.
.
11:45am - 12:15pm
Vocabulary acquisition through captioned TV series: Are there any aptitude
and proficiency effects?
Maria del Mar Surez Vilagran, Ferran Gesa Vidal, Immaculada Miralpeix Pujol
Universitat de Barcelona, Spain; mmsuarez@ub.edu
Recent studies suggest that being exposed to subtitled audiovisual material
enhances vocabulary acquisition in a foreign language (Montero Perez
et al., 2014). It has also been shown that aptitude can predict FL learning:
memory and sound-symbol association are the aptitude components most
closely related to vocabulary learning (Kormos & Sfr, 2008). However,
the possible effects of aptitude and proficiency on vocabulary learning by
viewing captioned TV series have not been researched yet.
This study explores the role of both aptitude and proficiency on vocabulary
acquisition through viewing TV series with English subtitles. Sixty-two
freshman students with EFL proficiency ranging from A2 to C1 were randomly
divided in two groups (experimental and control). Both groups were pre-
taught several target words (TWs) over 8 sessions (one every week) and
tested on those words at the end of each session. The experimental
group was additionally exposed to an episode of a captioned TV series
containing the TWs. So as to assess the retention of TWs, all learners were
tested on both aural and written knowledge of TWs forms and meanings
at the beginning and end of treatment. Aptitude was measured with the
LLAMA test (Meara, 2005) and proficiency was calculated according to
the Oxford Placement Test (Allan, 2004) and receptive vocabulary size
tests. For analytical purposes, participants were subsequently divided in
two subgroups (high and low) based on both their language aptitude and
proficiency.
Results showed that aptitude was not a good predictor of vocabulary learning
through captioned video viewing. However, it was found that EFL learners
with a higher level of proficiency acquired a significantly larger number of
TWs when compared to lower-level participants, mostly in the experimental
group. Results are discussed in terms of how aptitude, proficiency and TV
viewing contribute to vocabulary acquisition.
C373-386
Time: Tuesday, 25/Jul/2017: 10:15am - 12:15pmLocation: Studio 9
10:15am - 10:45am
MODELOS DIDCTICOS DE LA ENTONACIN DEL CATALN PARA LA ENSEANZA DE LA
LENGUA
Dolors Font-Rotchs
Universitat de Barcelona, Spain; dolorsfont@ub.edu
En esta ponencia, presentaremos los ocho patrones meldicos del cataln,
su descripcin, los diversos contextos pragmticos en los que aparecen y
algunas propuestas para la creacin de materiales didcticos. Todos ellos
constituyen modelos entonativos para ser empleados en metodologas de
enseanza de la lengua oral, ya sea como L1, L2 o LE, que puedan favorecer
la adquisicin de la competencia comunicativa a los aprendientes de esta
lengua.
Para obtener estos modelos didcticos, nos hemos basado en un corpus
de habla espontnea constituido por 560 enunciados diversos y en el
que participan 160 informantes de ambos sexos y edades comprendidas
entre 18 y 70 aos de todo el dominio lingstico cataln. Para el anlisis,
nos hemos basado en el mtodo Anlisis meldico del Habla, propuesto
en Cantero (2002): Teora y anlisis de la entonacin. Ed. Universitat de
Barcelona y expuesto en forma de protocolo (Cantero y Font-Rotchs,
2009, en Estudios de Fontica Experimental, 18), el cual ha sido utilizado en
el anlisis de distintas lenguas e interlenguas y considerado muy adecuado
para investigaciones de este tipo.
Los patrones meldicos de habla espontnea que presentamos son las
variantes tipo del cataln, que hemos encontrado asiduamente en nuestro
corpus y que, por lo tanto, son representativos de las melodas tpicas de
esta lengua. Estos patrones o modelos nos son de especial utilidad para
desarrollar aplicaciones didcticas para la enseanza y aprendizaje de la
entonacin del cataln, no nicamente desde una perspectiva lingstica
de produccin, percepcin e interaccin, sino tambin desde la propia
complejidad de la competencia comunicativa en sus dimensiones discursiva
y sociocultural. Se trata, pues, de ofrecer modelos de entonacin mltiples
y complejos para dar respuesta a una de los aspectos menos desarrollados
en la enseanza de lenguas y tambin propuestas didcticas adecuadas
para poder aprenderlos.
10:45am - 11:15am
La inversin de la clase de Fontica y Fonologa: Por qu hemos tardado
tanto?
Maite Correa
Colorado State University, United States of America; maite.correa@
colostate.edu
Desde que se fund la Academia Khan en el 2006, se ha generado una
gran atencin alrededor las clases invertidas (en ingls flipped classrooms).
La clase invertida es un (nuevo) movimiento pedaggico que invierte el
paradigma tradicional de clase dictada y tarea. Este enfoque subordina
las clases dictadas (centradas en el/la profesor/a) a un segundo plano de
importancia y propone que esas clases deben realizarse fuera del horario
de clase en forma de video-grabaciones (screencasts) que los estudiantes
pueden ver en casa. Como consecuencia, el tiempo de clase se puede
utilizar para discusin, preguntas, y ayuda con actividades prcticas
significativas.
Dado que las clases de Fontica y Fonologa son inherentemente prcticas
(la mayor parte del tiempo se dedica a la prctica de la pronunciacin y
transcripcin fontica/fonolgica), en esta presentacin se explora cmo
el invertir el aula de Fontica y Fonologa puede involucrar, motivar y
empoderar al/a la estudiante subgraduado. Esta sesin va a: 1) definir lo
que es (y lo que no es) el aula invertida, 2) describir el proceso de diseo y
desarrollo de la inversin de una clase de Fontica y Fonologa (incluyendo
objetivos de aprendizaje), 3) mostrar cmo crear contenido para el aula
invertida, 4) ofrecer una muestra de estrategias y actividades para potenciar
el aprendizaje, y 4) discutir los desafos asociados con la inversin. Adems,
la presentadora reflexionar sobre su propia experiencia en el diseo,
implementacin y evaluacin de una clase invertida de F y F.
11:15am - 11:45am
Perspectives of Public School Teachers on EFL Materials Conceptualizations
and Uses
Patrcia de Oliveira Lucas1, Kathleen Graves2, Eliane Hrcules Augusto Navarro1
Universidade Federal de So Carlos, Brazil; 2University of Michigan, United
1
States of America; patdeoliveiralucas@gmail.com
Teaching materials have always been an important worldwide issue among
researchers who work with second and foreign language (SL/FL) teaching-
learning process, in multiple contexts (Graves, 2000; McGrath, 2013; Garton
& Graves, 2014). Besides, it is also known that materials play a crucial role
in teachers practices, being sometimes responsible for guaranteeing
130
students success.
Due to this fact, many studies have dedicated special attention to evaluate
materials (Richards, 1993; Tomlinson, 1998), as an attempt to understand
some of the impacts that they have within teaching-learning processes
(Harwood, 2010). Although the action of analyzing materials has strongly
contributed to the SL/FL areas, only few studies have focused on listening
to teachers voices in order to understand how they conceptualize and use
materials (Lucas, 2016).
In addition, Harwood (2014) advocates that studies that focus on the uses
that teachers make of materials are still rare, and further investigations
emphasizing this issue are needed to foster our comprehension of SL/FL
teaching and learning, specially according to the users views.
Although researchers observations play a considerable role in the research
process, they are not capable of fully capturing and interpreting teachers
thoughts. Therefore, what teachers know depends on an analysis of what
they say (Freeman, 1994, p.77). In this sense, conceptualizations and uses
may be misunderstood by someone who is not a user of these materials,
as this person may bring his/her own bias when establishing a pattern to
evaluate their efficacy.
Based on those assumptions, the aim of this paper is to share and discuss
some results regarding findings from a collaborative research in which
public school teachers reported their interaction with materials during their
practices, spotlighting how their attitudes about materials heavily influence
the way they conceptualize and use them. The tools used for collecting data
will also be discussed with the audience.
11:45am - 12:15pm
English for Research Publication Purposes Tutoring: Maximizing Impact at One
Colombian University
Gerriet Janssen, Silvia Restrepo
Universidad de los Andes-Colombia, Colombia; gjanssen@hawaii.edu
In 2015, one Colombian university began implementing an English
for research publication purposes (ERPP) tutoring program dedicated
specifically to PhD students who had articles that were almost ready to
publish. To document this programs success in its first semester, maximal
text histories (MTHs; Lillis & Curry, 2006) were collected and analyzed.
These consisted of multiple publication drafts, video-taped tutoring sessions
and post-tutoring interviews; they evidenced that: writers increased
expertise in research writing across multiple publication drafts, though not
necessarily publishing articles; different writers benefitted from different
types of feedback (content, organization, linguistic). These MTHs also
identified that: (a) a more flexible tutoring structure responding to writers at
all stages of writing will more broadly support the learning of writing (not only
the students with articles that are almost ready); (b) more tutors are needed
to meet the existing demand for support in the publication process; and (c)
university professors could benefit in their teaching and publications from
this same ERPP tutoring service.
This paper presents the results of second cycle of an action research project
implemented in the 20162017 school year. Several important changes
will made to the tutoring program: completely open admission into the
program of any PhD student or university professor, at any stage of writing;
the inclusion of tutors who are language professionals, but who do not
specialize in developing ERPP practices; the special focus on working with
university professors. This paper presents its analysis of MTHs, consisting
of publication drafts, video-recorded tutoring sessions and post-tutoring
interviews to examine how this second rendition of the ERPP tutoring
program especially impacted the universitys professors, not only in their
publications, but also in their teaching practices.
 S38
Time: Tuesday, 25/Jul/2017: 10:15am - 2:30pmLocation: Queluz III
Innovations and challenges in Content and Language Integrated Learning (CLIL)
Organizer(s): Mara Luisa Prez Caado (University of Jan, Spain)
In line with the overarching topic of the AILA 2017 World Congress, this
symposium seeks to focus on the innovations and challenges affecting
a teaching approach which has enjoyed a massive uptake over the past
two decades in very diverse educational settings: Content and Language
Integrated Learning (CLIL). The latter has undergone a very interesting
evolution since it first entered the European scene in 1994. It was initially
heralded as the potential lynchpin to tackle the foreign language deficit
on our continent and was embraced as a lever for change and success in
language learning. However, after this period of unbridled enthusiasm, over
the course of the past half a decade, a more critical attitude has emerged,
calling into question some of the core underpinnings of CLIL and shaking
CLIL advocates out of their complacency. As Paran (2013: 334) has put it,
we have moved from a celebratory rhetoric which saw CLIL as a near
panacea to dwelling almost exclusively on the problematic issues of CLIL.
This so-called pendulum effect (Swan, 1985: 86) which has characterized
language teaching history has just made itself conspicuous in the CLIL
scenario, leading to CLIL controversy on different fronts. Great debate has
been sparked off and contradictory opinions have been harboured vis--
vis pivotal aspects of CLIL characterization, implementation, research, and
teacher training, thereby creating the need to revisit some taken-for-granted
issues affecting this approach and constituting challenges to be addressed
in the present and very near future of CLIL theory and praxis.
It is precisely on these innovations and challenges that the present
symposium seeks to focus. It will identify these four key areas of current
contention in CLIL (characterization, implementation, research, and teacher
training), canvassing the innovations affecting them and the challenges
they have generated, and offering routes to address and overcome them
through the provision of concrete examples from experts, practitioners,
policy-makers, and researchers. The ultimate aim is to identify the chief
hurdles which need to be tackled in the future and to signpost possible
ways of overcoming them in order to continue advancing smoothly into the
next decade of CLIL development.
Details of the Symposium Papers
Innovations and challenges in CLIL implementation
Xabier San Isidro
Education Adviser, Spanish Embassy Education Office, Spanish Consulate
General, Edinburgh, Scotland
CLIL implementation has become the cornerstone of educational change all
around European countries, building on a reconceptualisation of language
learning as well as an innovative remodelling of pedagogical perspectives.
In a foreign-language-mediated CLIL scenario, different aspects of teaching
and learning are affected: curriculum development, task design, available
resources, language and content relationship, or translanguaging. This
has led teachers enrolled in multilingual educational programmes to
reconsider, rediscover and reinvent their practice. However, although
there exist methodological commonalities, the full significance of CLIL
implementation goes beyond methodology, since it develops out of the
synergy brought about by integrating different language learning methods
and methodologies related to the learning of other subject matter. CLIL is
more about a reconceptualisation, a philosophy of language learning, an
approach. There are two key motivations behind this paper. On the one
hand, it addresses the pedagogical implications of CLIL, as well as its impact
on remodelling teaching practice. On the other hand, it focuses on the
analysis of CLIL implementation, considering two cases which are at two
entirely different stages: 1) the Spanish case, whose implementation, mostly
in English, started at the end of the 90s; 2) and the Scottish case, which is
still at an embryonic stage in the introduction of CLIL through Spanish and
French.
131
Innovations and challenges in CLIL implementation in South America
Domingos Svio Pimentel Siqueira
, Federal University of Bahia, Brazil
Content and Language Integrated Learning has had an exponential uptake
in Europe particularly over the course of the past two decades and is at
present being increasingly adopted in South American countries as well,
where it has been embraced quickly and enthusiastically by stakeholders
(Lasagabaster & Doiz 2016: 1). Although CLIL practitioners and policy-
makers in this new context can learn from the valuable lessons derived from
CLIL practice and research in the European context, the CLIL situation in
Europe cannot be extrapolated to this new context, given the very different
circumstances surrounding language teaching in both continents. There
are, as Httner and Smit (2014: 164) put it, context-specific constellations of
factors that co-construct what CLIL looks like in a particular case. This article
thus focuses on the way in which CLIL is being practically implemented and
is working in the diverse South American countries which have embraced
its introduction in the official curriculum. The innovative traits of CLIL in this
new setting, the chief challenges faced by its application, and the main ways
forward for CLIL in the Latin American scenario will all be examined in this
article, which offers the South American perspective to CLIL implementation.
Innovations and challenges in CLIL research
Vctor Pavn
Associate Professor, Director of the Committee for Linguistic Policy of the
University of Crdoba, Spain
In the last decade the dual focus on achieving simultaneous content and
language learning outcomes has been influenced by multi-disciplinary
educational research and dialogue (Mehisto 2012). This has resulted in the
triple focus concept, whereby content and language goals are pursued with
understanding of student cognition, usually referred to as thinking skills
(Coyle et al. 2010).
Even though there is a common consensus on the benefits of bilingual
education programmes, whether immersion programmes or programmes
based on the integration of content and language in terms of social (Garca,
2009), cognitive (Marsh, 2013) or even financial gains (Mehisto and Marsh,
2012), there are still voices that claim that bringing the two languages into
the classroom might result in weaker academic results. The reason is that
students will learn both languages in a mixed and contaminated way, which
will interfere with their linguistic development. However, as Mehisto (2009:10)
points out, undisciplined thinking can generate myths that are presented as
fact, backed up with skewed logic, with circumstantial evidence, with the
use of false and unsupported assumptions. In this context, there is a real
need to search for substantial empirical evidence of the benefits of these
programmes.
In this talk, we will explore the results of bilingual education and CLIL
programmes in four different general areas: language policy, outcomes,
classroom interaction, and lesson pedagogy. More specifically, we will
present research-based data regarding evaluation of programmes,
language outcomes, content outcomes, affective domain, teachers beliefs
, parents and students perceptions, teacher training, use of L1 (code-
switching and translanguaging techniques), foment of pluriliteracies and
conceptual knowledge, teacher collaboration, methodological strategies,
use of language assistants, and the multicultural component, to name the
most important ones. We will finish by exploring the areas that are worthy of
being researched in the future.
Innovations and challenges in CLIL teacher training
Mara Luisa Prez Caado
Associate Professor, Vicedean of the Faculty of Humanities and Education,
University of Jan, Spain
The rapid spread of CLIL has outpaced teacher education provision. The
new and increased demands which the implementation of this approach
places on teachers have been largely overlooked and insufficiently
addressed, a situation which should be countered, as the key to any future
vision for bilingual education is held to be in teacher training (Coyle 2011): it
is where CLIL will stand or fall in terms of sustainability. This is precisely the
niche which the present talk seeks to fill. Given the heightened importance
of CLIL as the answer to Europes need for plurilingualism, it canvasses all
the research which has hereto been conducted on the most outstanding
training needs of pre- and in-service teachers in charge of implementing
CLIL programmes at the grassroots level.
The results of both quantitative and qualitative studies which have employed
questionnaires, semi-structured interviews, and direct behavior observation
to probe teachers, students, and parents views vis--vis teacher training
aspects at all educational levels are presented in order to paint a
comprehensive picture of the main challenges which practitioners currently
face in stepping up to the bilingual challenge and which affect five main
fronts: linguistic and intercultural competence, theoretical underpinnings,
methodological aspects, teaching materials and resources, and ongoing
professional development. The chief innovations which have resulted
from the afore-mentioned challenges are then examined and illustrated
with specific examples from diverse educational contexts. These include
modifying already existing undergraduate programmes, setting up new
bilingual degrees, offering specifically tailored courses for pre- and in-service
teachers, or creating new MA degrees. The updated research evidence
and concrete actions presented in this talk will provide a comprehensive
overview of where we stand and where we need to go in the area of teacher
training in order to guarantee a success-prone implementation of CLIL in the
European continent and beyond it.
Innovations and challenges in CLIL program evaluation
Nina Karen Lancaster
City Heights E-Act Academy
Content and Language Integrated Learning has had such an exponential
and rapid uptake across Europe that the adequacy of its grassroots
implementation in certain contexts has oftentimes been called into
question. Concerns for a rough-and-ready realization of CLIL due to
insufficient teacher training, theoretical grounding, and practical orientation
have frequently been voiced. This is why large-scale program evaluations
of the way in which CLIL schemes are playing out become paramount at
present, particularly considering that they have running for a full decade in
most monolingual areas or for two (or more) in certain bilingual ones. It is
thus the perfect time to stop and do some much-needed stocktaking into
the strengths, weaknesses, opportunities, and threats of these programs.
This final paper will seek to do precisely this. It will explore how program
evaluation has been approached and carried out throughout Europe and
will identify common trends in the chief assets and pitfalls of CLIL programs,
pinpointing those areas of successful practice on which we should continue
to capitalize and those challenges which still need to be addressed. Practical
orientations will be derived from this overview of program evaluations
pertaining to aspects such as methodology, materials and resources,
assessment, or coordination.
REN 14
Time: Tuesday, 25/Jul/2017: 10:15am - 2:30pmLocation: Catete
Researching digital games in language learning and teaching
Organizer(s): Hayo Reinders (Unitec Institute of Technology), Sachiko Nakamura
(King Mongkuts University of Technology Thonburi, Bangkok, Thailand)
Digital gaming is now the fastest growing sector of the global entertainment
industry and the most popular online activity among youth. Although
digital gaming and learning is becoming an established field in education,
it is still on the fringe of second and foreign language (SFL) teaching and
learning research. Thought there are recent collections addressing digital
gaming and SFL teaching and learning (see for example special issues of
ReCALL, 2012; Language Learning & Technology, 2014; Peterson, 2013,
and Reinders, 2012), this colloquium is based on the premise that digital
gaming must be better informed by SLA research. Digital gaming and SFL
learning and teaching is a particular intriguing research area because it
132
is frequently situated in out-of-class contexts (e.g. at home or at gaming
centres) and away from teachers and parental attention. Published studies
have shown that SFL digital gamers are creatively using digital gaming for
both SFL teaching, advising, and learning spaces and resources. Gamers
are also using both traditional and new strategies for literacy development.
So, research on digital gaming and SFL teaching and learning is anchored
in the emerging areas of informal SFL teaching and learning, but also has
its roots in research in autonomy and new literacies studies. The two main
questions the symposium will attempt to address are: 1) what impact does
digital gaming have on input and interaction in out-of-class settings, 2) what
role can digital games play in SLA research?
There are six presentations in this symposium, and each presentation will
address a different dimension of these two questions.
Details of the Symposium Papers
Merging the formal and the informal: language learning and game design
Leena Kuure, Salme Klkj, Marjukka Ksm
University of Oulu, Finland
Digital games are an established part of our everyday life. There is an
abundance of research available on their role in language learning and
teaching either in formal or informal settings but less focus has been on
environments where the two are intertwined. However, such settings do exist
both in and outside the language classroom. We study a group of 16-19-year-
old students in an upper secondary school in northern Finland. Aligning with
the new national curriculum involving a range of cross-curricular themes the
school offers a course on game design and production. On the course the
students work on their own game projects in groups, the course design
affording an informal setting inside the formal setting of the school. Because
English is the language of game design in Finland, it is used alongside
the main language of instruction, Finnish. Hence, the communication is
linguistically complex as the two languages are used creatively to negotiate
the design process. The study focuses on how the students engage in
the working process and how they use their multimodal communicative
repertoire as a resource. It is also an exploration of how language teaching
could be integrated in a setting where the language is being used naturally
to achieve an end goal such as producing a game. The data collection
methods include observation, reflective discussions and interviews as well
as video-recordings and artefacts from various phases of the project. The
research strategy draws on nexus analysis which takes into consideration
both the present network of actors and actions as well as changes over time
histories and potential futures of discourses and practices.
The Role of Digital Games in English Education in Japan: Insights from Teachers
and Students
Louise Ohashi
Meiji University, Japan
Digital gaming can provide language learners with a wealth of affordances
both inside and outside the classroom. Japans long history as a leading
producer and consumer of digital games makes it the ideal setting for
game-based learning, but with paper-based materials still the norm and
blackboards more common in classrooms than computers, digital gaming
has not found its niche in English language education yet. A meta-analysis
of 429 articles that appeared between 2012 and 2016 in four Japan-based
publications (The JALTCALL Journal, JALT Journal, The Language Teacher
and IAFORs Asian Conference on Technology in the Classroom Conference
Proceedings) shows that research into digital gaming in the Japanese EFL
context is rarely covered, appearing as a focal point in only 1% of articles.
This lack of attention by researchers seems to be echoed by low learner
uptake, with data from 125 first-year students in a womens university in
Japan in 2014 showing that while 67% had used online games in their mother
tongue, only 12% had done so in English. Although these figures suggest
gaming has not become an integral part of English language learning in
Japan, articles do not always accurately reflect practice, and data from one
university cannot speak for the nation. Therefore, in an attempt to more
fully understand this context, questionnaires were conducted with 215 EFL
educators and students throughout Japan in 2016. This session draws on
that questionnaire data to examine teachers and learners attitudes towards
digital games, including their interest in exploiting them as a learning/
teaching aids, and gives an overview of how they are used to teach and
learn English in formal and informal settings.
Technology in support of heritage language learning
Sabine Little
University of Sheffield, UK
This research documents perspectives and practices in the area of heritage
language and literacy development, among families (mainly) in the UK.
Through a qualitative and quantitative questionnaire, over 200 families
shared their thoughts on what the heritage language means to them and their
children, and how they support heritage language development at home.
While the research also covered books, DVDs and other more traditional
methods, the main focus is on technology use, including online apps,
multimedia games, online videos and technology-enhanced communication
(e.g. Skype). While some of the families also have access to locally organised
Saturday schools, many operate autonomously, with no background in
language learning or teaching themselves, and with varying goals or
ambitions for their childrens language development. Families from over 40
different heritage language backgrounds responded, giving some overview
of availability of resources. Families were asked for specific examples of
games and/or apps they use for both language and literacy development,
some of which will be highlighted as part of the presentation. The research
shows that some parents (particularly those with younger children, under the
age of 5) struggle with an inherent negative outlook towards technology as
being bad for their children, vs. their desire to support their childs language
learning. Furthermore, the research points towards frustration among some
parents regarding the technical &quot;know-how&quot; needed to support
their children successfully. The questionnaire was followed up with ten
interviews, exploring the themes
of the research in more depth. Where possible, children were involved in
these interviews, facilitating a family exchange around the topic of heritage
language development.
Game-enhanced third language development A case study of an 8-year- old
Arja Piirainen-Marsh, sa Palviainen, Mikko Kuronen
University of Jyvskyl, Finland
This paper brings together insights from social interactional (e.g. Kasper
&amp; Wagner 2011), multilingual (Ortega 2014) and multimodal (Block 2014)
perspectives on additional-language learning to investigate how a bilingual
childs practices for using English as a third language develop through
his experiences of playing a commercially available game. The analysis
elucidates how the game and the childs participation in attendant discourse
(Sykes & Reinhardt 2012) afford multilingual and multisemiotic resources
that are put to use in interactions with peers and adult speakers of English.
The case study is based on field observation and video-recordings the
8-year- old boys game-play and attendant interactions over a period of c. 6
months. The child had lived in a bilingual Finnish/Swedish family from birth.
At the point of data collection he had not taken part in any formal teaching
of English at school, but had played English-based computer games in
his spare time, and been exposed to English through TV, YouTube and
occasional informal contacts with English speakers. During data-collection,
he was actively learning to play Growtopia.
The analysis yielded two main results with important implications. First, the
boys language use was shaped by the specific structures and semiotic
resources of the game platform, which relies on the visual domain and
where players interact with each other mainly through reading and writing.
Yet, in spoken interactions with English-speaking adults, he was able to use
a range of resources to describe, explain and talk about about the game.
Second, detailed analysis of the linguistic resources he used in situated
133
interaction revealed complex relations between his three languages. Thus,
it points to multi-competence (Cook 1996) and that English was not simply
added on top of his two first languages Finnish and Swedish.
Designing for Situated language and literacy: Learning through mobile
augmented reality games and trails
Mark Pegrum
University of Western Australia, Australia
In order to capitalise fully on the technological and pedagogical benefits of
mobile devices, educators must design learning activities where the devices,
the learners, and the learning experiences are all mobile. This opens up
space for situated learning where students can leverage their everyday
environments to support the development of language and literacy skills.
This paper examines several mobile augmented reality language learning
projects, some in the form of games, others in the form of gamified learning
trails. These include the Mentira! Augmented Reality Game in the USA,
where students of Spanish move between the classroom and a local
Spanish-speaking neighbourhood in the search for clues to solve a murder
mystery; the MASELTOV Augmented Reality App in Europe, which supports
recent immigrants in learning the local language through a recommender
system which suggests contextually and developmentally appropriate
words and phrases to participants, before engaging them in a game where
they score points for recording their real-world language use; and the LDR
Augmented Reality Heritage Trails in Singapore, where multilingual groups
of students may cross between local and matrix languages in the process of
learning about their Singaporean heritage, while simultaneously developing
21st century communication skills and digital literacies.
We will consider how each project is carefully structured to enable students
to draw the greatest language and literacy learning benefits from authentic
interactions in real-world contexts.
Making sense of a holographic mobile-enabled play experience in place
Dongping Zheng, Yang Liu, Daniel Holden, Jared Tomei, Lin Zhou
University of Hawaii, Manoa, USA
Why do we need to bring learners to a place other than a classroom? What
can such a non-classroom place offer that a regular classroom is missing.
A better question might be what can a learner experience in another place
that cannot be experienced in the classroom. Experience is the overcoming
of perils (Tuan, 1979, p. 9). To experience in a place involves more than
reading and listening. In place, we acquire the feel of distance by the effort
of moving from one place to another, by the need to project our voice, by
hearing the dogs bark at night, and by recognizing the environmental cues
for visual perspective (Tuan, 1979, p. 16). Thus, place evokes learners effort
for making meaning and realize values through embodied action and sense-
saturated coordination.In this paper, we will provide an account of designing
a new learning space that has the potential of bridging sociocultural
material-laden spaces and school-classroom spaces. This new learning
space is mobile, agent-driven, literacy-focused, socioculural and ecological.
Mobile technology is an enabler of such a space. We use video examples
of language learners play within a mobile technology enabled, place-
based learning project, Guardian of Moo, to demonstrate how, by design,
language learners were able to turn abstract space into place of their own.
By using multimodal analytical tools and relationally constituted framework
(Ames, 2011), rather text-based and individual-processing- centered
approaches, we give na account of the process of how this transformation
takes place. Furthermore, drawing from Yi-Fu Tuan (1979), who essentially
depicts a philosophy of place that is experienced, we argue the necessity
for language learners to experience places so that they can also become
contributors in a community.
 REN 18
Time: Tuesday, 25/Jul/2017: 10:15am - 2:30pmLocation: Alcazar
Translating the news: Multilingual practices in todays glocalized new
mediascape
Organizer(s): Daniel Perrin (Zurich University of Applied Sciences), Geert
Jacobs (University of Gent, Belgium)
The panel of the AILA Research Network on Media Linguistics focuses on
inter- and intralingual translation in todays glocalized new mediascape.
The panel starts from the observation that the shift from relatively controlled,
paper-based news production to almost-instantaneous multimedia digital
communication seems to coincide with a dramatic intensification of the
multilingualism of the news from all over the world.
In our panel, we present empirical analyses based on data from current
multilingual newsflows in order to draw inferences about how all sorts of
news managers (from PR professionals and press officers to politicians and
researchers) as well as newsmakers (from journalists and copy editors to
bloggers and twitter pundits) mediate public discourse. In particular, we focus
on key stakeholders who need to cope with cross-linguistic communication
in their local and global processes of news production.
The symposium includes 6 presentations of original research. Each paper
draws on data covering widely underresearched media-linguistic aspects
and/or regions within the global media landscape. Paper slots include 20+10
minutes of presentation and discussion respectively.
NB: Just as with the AILA 2014 World Congress in Brisbane, a pre-conference
based on pechakucha presentations on Youtube offers researchers concise
answers to the questions of how they conceptualize and investigate the
phenomenon. Pechakucha (Japanese: ) is a succinct and fast-
paced presentation format in which 20 slides are shown for 20 seconds
each. The pechakucha format was developed in 2003 by Tokyo-based
architects Klein and Dytham.
The objective of the pre-conference is to initiate a preliminary exploration of
the panel theme, allowing for greater focus and enhanced synergy during
and after the conference. It is open both to researchers who participate
in the AILA World congress and to those who cannot make it to Rio. The
new pechakucha series goes live in spring 2017. For the 2014 pechakucha
series, focusing on Transwriting the news, see https://www.youtube.com/
user/transwritingthenews
Details of the Symposium Papers
Creating social realities by linguistic interaction
Aleksandra Gnach
Zurich University of Applied Sciences, Switzerland
Public communication has become increasingly participatory due to social
media. New communication models see the public not simply as consumers
of pre-constructed messages, but as individuals who are shaping, sharing,
reframing, remixing, and co-constructing media content. These individuals
are not isolated but act within communities and networks, which allow them
to spread, share and create content well beyond their immediate geographic
proximity (Castells, 2000; Jenkins, Ford, & Green, 2013; van Dijk, 2012).
In my presentation, I identify practices of creating social realities at the
borders between social media and new broadcasting on the one hand
and between languages and vernaculars on the other. By doing so, I show
how combining ethnographic methods with sociological and linguistic
frameworks can bridge the gap between micro and macro perspectives on
language and media use, virtual communities, and their interplay with social
realities.
I conclude my presentation by explaining why the concept of virtual
communities and their thorough investigation are crucial for
understanding the impact of language and social media on todays
technologically driven societies. Virtual communities allow their participants
to share a wide range of ideas, ideologies or social preferences. The
exchange and discourse between members of communities can be seen
as a constant co-construction process of meaning, which leads to a new
perception of social realities (Gnach, 2017).
Translingual quoting in journalism
Lauri Haapanen
University of Helsinki, Finland
Journalistic quotes and quotations have long been defined as more or less
exact repetitions of original discourse. However, recent research has shown
that, in global newsflows and real-life practices of quoting, this relation is
much more complex (e.g., Perrin 2013). As soon as interviews and published
articles involve languages different from one another, the original discourse
the quote is based on is translated during the process of quoting. We
have termed this process translingual quoting.In my presentation, I explain
and contextualize the phenomenon of transligual quoting (TQ). Based on
empirical data from a multilingual set of data corpora (Haapanen 2017), I
distinguish three types of TQ: In type 1 TQ, ready-made articles and
programs, including their quotes, are translated altogether into another
language. In the field of audio-visuality, this is realized with voice-over or
subtitles. In type 2 TQ, multinational news agencies and such institutions
produce material in certain languages, after which this raw material is
distributed to national broadcasting companies and translated into other
languages. In type 3 TQ, both interviewing and writing of media items is
conducted by a single journalist, but in a way that the interview is made in a
language different than the one on which the media item is then delivered
in. This is the case not only with foreign reporters working in (linguistically)
remote areas but also locally, especially due to the asymmetry of language
skills when interviewing immigrants. Despite the fact that TQ has become
a common practice in daily journalistic work, it is surprisingly absent in
journalistic guidebooks or in academic research. I therefore conclude my
presentation by discussing the concepts value added to understanding and
further developing contemporary news production.
News production and attribution construction inChinese local press
Changpeng Huan
Shanghai Jiao Tong University, Shanghai
My presentation undertakes a progression analysis (Perrin, 2003)to examine
the distinction in the wayslocal and national/international news isproduced
in Chinese local press. It takes online newswriting processes of Chinese
journalists as the analytical point of entry. This is different from other
research intojournalistic attribution that largely focuses on textualanalysis
of quotation markers (e.g. say) in news products (e.g. news stories) (see
Sleurs and Jacobs, 2003, for an exception).
Certainly, it is important to know how journalisticattribution is constructed
through that which is linguistically (semiotically) expressed in news texts.
However, it is equally important to understand howattribution is displayed
through that which is absent in news texts.
Based on ethnographic data collected in a Chinese local newspaper, my
presentation will present significant differences in the production of local
and national/international news in Chinese local press. Itis argued that such
differences are relevant to the ways attribution is constructed. Interviews
with Chinese journalists reveal that they foster distinctive strategies in
constructing attribution in accord with the kinds of news they work on.
Additionally, my presentation will explain that attribution constitutes
significantdiscursive resources through which journalists exercisepower in
news production.
An ethnographic look at the news production process in the Islamic Republic
of Iran
Reza Kheirabadi
Tarbiat Modares University, Organization for Educational Research and
Planning, Iran
With a population of over 80 million, Iran is the seventeenth-largest country
of the world and it is one of the leading Middle East countries in terms of
134
newspapers. Khiabany (2010:75) states that post-1979 Iran has witnessed
a massive increase in the number of publications which have found their
way to the newsstand. More than 10 news agencies in Iran are feeding the
newspapers and news websites, such as Islamic Republic of Iran News
Agency (IRNA), Iranian Student News Agency (ISNA), Iran Book News
Agency (IBNA) and Iran Sport News Agency (IPNA).
In my presentation, I analyze the news production process in Iranian news
agencies, especially the way Iranian news agencies select, gatekeep,
and translate international news. By doing so, I draw on data from the first
study using ethnography to scrutinize the on-going situation in newsrooms
of Iranian news agencies. In my approach, I have combined ethnographic
observation of a work day in an Iranian news agency (Perrin, 2013) with
semi-structured interviews with a group of ten Iranian journalists working in
various news agencies.
The findings show that working as a journalist or a translator in Iran is mostly
considered as a part time job and a number of journalists change their job
as soon as they can find a better permanent job. Most Iranian journalists are
young people between the age of 20 to 35. When reflecting international
events, referring to elite nations goes hand in hand with proximity news
factor (reflecting news about countries with higher geographical, cultural
and political proximity and relevance to Iran). I conclude my presentation by
discussing the potential impact of these practices on the way the global is
translated into the local in Iran.
Multiliteracies and multilingualism in mediated urban youth cultures in
Brazil
Eduardo de Moura Almeida
State University of Campinas, So Paulo, Brazil
We live a time when the paradox of globalization is that its universalization
sometimes produces diversification to the point of startling fragmentation
(Kalantzis and Cope, 2006/2000: 135). And global cultural diversity brings
on, as a local fact, the juxtaposition and the conflict between divergent
lifeworlds. This means that schools must teach students new competencies,
especially the ability to engage in the difficult dialogues that are an
inevitable part of negotiating diversity (Kalantzis and Cope, 2006/2000:
139). With regard to multiliteracies and media literacy, this implies interacting
with different languages, using English as a lingua franca, negotiating and
making sense of the growing number of language varieties and (mediated)
discourses present in everyday life.
In my presentation, I discuss data from a qualitative study aiming reflecting
upon the ways in which young Brazilians, members of Japanese pop
culture fans, produce, distribute and enjoy video clips created from
remixes of Japanese animation, called Anime Music Videos (AMVs). Living
on the outskirts of Brazilian urban centers, these young people engage
in multilingual practices and new literacies in order to edit audiovisual
productions.
By doing so, they create different synchronizations between music, song
lyrics and moving images, hybridizing different collections from American
and Japanese pop culture to materialize various categories of AMVs (horror,
drama, and action remixes). In many of their cultural productions, these
young Brazilians are drawing on a range of linguistic resources, including
Portuguese, Japanese and English.
Green discourse about nuclear energy in multilingual Swiss media
Marta Zampa
Zurich University of Applied Sciences, Switzerland
On March 11, 2011, the Fukushima accident raised global awareness of
nuclear risks. On May 25, 2011, the Swiss Federal Government launched
the Energy Strategy 2050, a program foreseeing a gradual closure of
the nuclear power plants and transition to renewable energy sources. The
135
Green Party reacted on November 12, 2012, by launching the federal popular
initiative for nuclear withdrawal, which criticized the slow pace prescribed by
the governmental program and demanded deadlines for closing each of
the five nuclear plants one of them being the oldest operating plant in
the world.
In my presentation, I focus on the influence of the Green Partys
communication about withdrawing from nuclear power on Swiss media from
the viewpoint of framing theory and argumentation (e.g., Goffman, 1975; Greco
Morasso, 2012; van Eemeren, 2010). Frames are schemes of interpretation of
reality that are part of the common ground knowledge of a community. Fitting a
message in a communitys frames is key to successful communication (Lakoff,
2004). Methodologically, I combine frame analysis with corpus linguistics.
First, I extract the Green Party frames from the press releases where the
party discusses action to be undertaken after Fukushima and announces the
initiative, then I check if and how they find correspondence in different media
products via digital corpora (swiss AL, Factiva).
The analysis features a comparison of framing both in different media and
in and across Switzerlands three official languages German, French and
Italian. The case study serves as an example for the investigation of frames
and their diffusion in media discourse. The analytical method applied here
can be reproduced for assessing the effectiveness on public discourse of
any social agents framing strategy.
REN 17
Time: Tuesday, 25/Jul/2017: 10:15am - 6:00pmLocation: Queluz I
Taking stock of achievements in early language learning
Organizer(s): Janet Hilary Enever (Ume university, Sweden)
With the recent introduction of additional languages to the first few years of
compulsory schooling continuing to escalate worldwide, this series of three
symposia takes stock of current issues across a range of contexts. Globally,
schooling systems now place emphasis on the importance of evidence-
based practice, yet often introduce policies for early language learning with
no pilot phase and little empirical evidence of how effective implementation
might be achieved. Histories of colonial language influence, positions of
minority and majority language status, alongside new patterns of increased
migration are converging to make questions of early language learning a
critical issue in many contexts. Despite the sometimes fragmented nature of
provision, arguably, language learning at primary school (especially English)
can now be said to
have come of age (Rixon, 2013, p.14), with evidence of revised policy
frameworks for the early introduction of additional languages now in place
in many parts of every continent.
Together, these symposia take stock of the current body of knowledge,
accumulated over less than a generation since the emergence of the field of
early language learning (age 3-12 years). We address the priorities for both
policy and practice through qualitative, quantitative and mixed methods
research, raising perspectives in need of extensive further investigation. In
the light of newly-emerging twenty-first century political challenges we also
hope to create a forum for discussion of new directions for research that may
contribute to defining the area as a distinctive field of enquiry, underpinned
by a robust theory of learning. Our aim through these symposia is to clarify
a research agenda that will inform future policy makers and practitioners,
to be
addressed during a second term of the AILA Early Language Learning
Research
Network.
 Details of the Symposium Papers
Global trends in ELL: PELT, EMI, CLIL and bilingual programmes for 3-12 year olds
Janet Enever
Umea university, Sweden
This paper focuses on policy implementation of English as an additional
language from the start of compulsory schooling, or before, in contrasting
European and Asian contexts. The paper adopts a socio-historical paradigm
drawn from International Relations theory, adapting it to facilitate a critical
examination of both the vertical and horizontal dimensions of power
enacted in the process of language-in-education policy formation within a
context of rapidly changing world orders. Significantly, a critical approach is
valuable in revealing both the origins of power relations, and the processes
of change that may have occurred. The selection of a range of country
contexts offers an opportunity to reflect on a global trend, considering the
diverse contextual features that have led to this large scale educational
reform where, despite the contrasting conditions, English is now deeply
embedded in each educational system (Enever, 2016).
Evidence drawn from each context highlights the varying positions
adopted by individual national/regional language policies in relation to
issues of foreign, regional and minority languages, responding dialectically
to perceived future economic advantage and, in the case of European
examples, to principles drawn from the open method of coordination which
operates as a tool for the convergence of language policies in Europe
(Lange & Alexiadou, 2010). The contrasting national/regional economies
are also highlighted as factors affecting policy implementation, together
with differing systems of governance. Against this background the paper
concludes with a short discussion of language achievements highlighting
the extent to which both vertical and horizontal dimensions of power may
have contributed to these outcomes.
ELL and language education policy: Considerations of early English programs
in Latin America
Peter Sayer
University of Texas at San Antonio
This paper examines the phenomenon of the spread of early English
programs in public schools from a language education policy perspective,
with a focus on Latin America. English is increasingly being included as
part of the primary level curriculum in public schools (Enever, 2012). This is
especially true in countries with developing economies, which have taken
a more and earlier approach (Hamid, 2010), augmenting the number of
hours and introducing English in lower grades. Sayer (2015) points out
that elementary-level English programs are often implemented as part
of broader reform efforts to modernize and improve the quality of the
education system. The arguments for expanding English are often based
on a discourse that equates greater English proficiency with allowing
the country to becoming more competitive globally, and to create more
economic opportunities for citizens. In Chile, for example, the program is
called English Opens Doors (Matear, 2008).
The assumed benefits of early English programs, however, have been
questioned. Knell et al (2007), writing from China, observe that at present
there is not an established research base for early EFL programs:
Instruction in English as a foreign language at an early is becoming more
common worldwide even though the effects of this early instruction are
not yet known (p. 395, and see Copland & Garton, 2014). Kaplan et al
(2011) document the many problems that the implementation early English
programs have faced in countries with weak educational infrastructures.
In short, public primary EFL programs are expensive to launch, difficult to
maintain, and their results have yet to be documented. Therefore, the author
argues that English programs in public schooling in Latin America should
be based on an education policy guided less by neoliberal discourse and
more by a sound analysis of a combination of practical considerations and
current research.
136
Perspectives on bi- and multilingual childrens participation and success in
preschools in four Nordic countries
Hanna Ragnarsdottir
University of Iceland
Findings of research have revealed how immigrant children are marginalized
and silenced in schools and their parents are not given opportunities to be
active agents in their childrens education (Brooker, 2002; Ragnarsdttir,
2008; Ragnarsdttir, 2012). However, there are positive indications that some
preschools in the Nordic countries are developing successful practices to
sustain active participation of immigrant children and collaboration with their
parents (Ragnarsdttir & Schmidt, 2014). The main aim of the paper is to
explore how the staff and parents in nine preschools in the Nordic countries
experience inclusion and social justice in their preschools and what learning
environments and practices seem to be instrumental for the childrens
participation and success. The paper introduces the findings of a survey
conducted in Finland, Iceland, Norway and Sweden as well as findings
from case studies in nine preschools in these countries. Theoretical and
conceptual framework includes writings on culturally responsive pedagogy
(Gay, 2000) and critical multicultural education (Banks, 2007; May & Sleeter,
2010). The paper also draws from research on language, multilingualism
and communication (Chumak-Horbatsch, 2012; Cummins, 2004; Nieto,
2010). Sampling is purposive in that preschools that have succeeded in
implementing social justice and creating inclusive learning spaces for all
children were chosen for data collection. Case studies in these schools
included semi-structured interviews with teachers, leaders and parents as
well as observation (Flick, 2006; Kvale, 1996). A survey was sent to all staff
in the preschools in the project. Findings indicate that the preschools have
succeeded in forming a collaborative and inclusive culture with parents and
children, actively building on their heritage languages. The preschools have
developed different strategies and practices in collaboration with parents
and in implementing inclusion and social justice. Examples of these will be
presented in the paper. However, some challenges and issues need to be
resolved.
Findings from the TEPS study: teacher characteristics, teaching quality and
primary EFL learners receptive proficiency
Eva Wilden1, Raphaela Porsch2
1
Vechta University, Germany, 2University of Mnster, Germany
This contribution presents the background, design, and first findings
from the TEPS study (Teaching English in Primary Schools). The study is
situated in Germany where primary foreign language (FL) education has
been compulsory since 2004, with pupils beginning FL education mostly
English as a FL (EFL) in either year 1 or 3. At the time of the introduction
of primary FL education there were hardly enough qualified primary FL
teachers available. Thus, the day-to-day teaching duties were largely taken
over by out-of-field teachers.
Generally this introduction of primary FL education has not been empirically
evaluated, in spite of various open research questions: 1) Do the differences
in learning time (length & starting age) impact on learners FL proficiency?
2) Do differences in teacher characteristics (e.g. qualification, self-
efficacy beliefs) affect their teaching quality and thus impact on learners
achievements? Prior studies (e.g., Demircioglu, 2010) gave first indications
that learners with an earlier start achieve better receptive skills; yet, findings
from these samples cannot be generalized. Studies are mainly based in
math and science education (e.g., Dee & Cohodes, 2008; Zuzovsky, 2009;
exception: May, 2006). However, they neither consider differences in
teaching quality nor are researching primary EFL education.
Thus, the TEPS study, situated in both FL education and educational
sciences, is addressing some of these research deficits by a) testing pupils
receptive EFL skills at the end of primary education in year 4 and b) surveying
teacher characteristics, teaching quality etc. The study is being conducted
in two federal states with different learning times (starting in year 1 vs. year
3). The main study will be conducted in summer 2017. In the presentation
preliminary research findings from the pilot study with 269 pupils in grade 4
being tested giving insights into the questions raised above.
 In search of best practice: Looking at ELL in Germanys 16 states
Margit Hempel1, Markus Ktter2, Jutta Rymarczyk3
1
University of Duisburg-Essen, Germany, 2University of Siegen, Germany,
3
Heidelberg University of Education, Germany
In spite of the fact that foreign language teaching (FLT) was made a
mandatory part of the German primary school curriculum more than a
decade ago, there continues to be considerable variety not only among the
curricula of the different federal states of Germany. Differences have also
been found with regard to issues such as training and qualification(s) of the
respective teaching staff, teaching materials, when to start (year 1 or year 3),
the respective roles and relevance of different language skills, assessment,
etc. (Diehr & Rymarczyk 2012, Ktter & Rymarczyk 2011, 2015).
We conducted two surveys in Germany in order to take stock of this
diversity. The first survey documents current practice with regard to early
FLT as reflected in the curricular guidelines of the 16 German states and the
second one presents the views of some 50 eminent German experts on
selected contrasting outcomes of the first survey. The aims of these surveys
mirror the two goals set out by the network, i.e., to take stock and to identify
issues to be addressed in the future. Based on our work to date (Hempel,
Ktter, & Rymarczyk, to appear), we would like (a) to present the diverse
and sometimes also conflicting ideas and requirements in Germany after
more than a decade of early FLT and (b) to outline and reflect upon what has
been achieved as well as the next steps that seem/need to be taken both in
the views of the experts we asked for their verdict and in our interpretation
of their results. It is our ultimate aim to convince the German government
to establish general standards for ELL to add to the reputation of ELL and
eventually to support teachers work.
Early foreign language learning a tale of two cities
Patricia Driscoll
Canterbury Christ Church University, UK
This paper reports on individual childrens response to Foreign Language
(FL) learning in an in-depth case study of one primary school in an area of
significant socio-economic challenge. The school has similar key drivers
to those identified in high performing schools in a three-year study of
40 schools in England which investigated classroom practice, childrens
attitudes and achievements (Cable et al, 2010): namely supportive
leadership, time for FL instruction and teachers with appropriate levels of
proficiency.
Language learning was made statutory in September 2014 in England,
therefore, all learners in state primary schools have a legal entitlement to
learn a FL, yet little is known about early language learning in areas of high
deprivation (Nikolov and Djigunovic, 2011) and there is limited evidence
about individual learner response to FL education.
Two areas of research and theory are central to this study: concepts of
inclusion that are responsive to diversity and value equally all learners and
their families (Booth, 2011) and literature on language learning including
target language communication (Mitchell & Myles, 1998) and appropriate
primary language learning methodology including songs, games and
stories (Cable et al., 2010).
Data was gathered within an interpretivist paradigm through in-depth
interviews with twelve learners: six in Year 4 (8 year olds) and six in Year
6 (11 year olds), focus groups of children across Key Stage 2 (aged 7-11),
interviews with teaching staff and the headteacher, interviews with parents
and/or carers and observations of lessons. All interviews were audio
recorded and names anonymised to ensure confidentiality. The analysis
has yet to be undertaken, however, it is clear that learning more about
individual childrens responses to FL learning is crucial if teachers and
policy makers are to ensure that language learning is inclusive and of
benefit for all.
137
Young immersion learners language use outside the classroom in a minority
language context
Pdraig Duibhir
Dublin City University , Ireland
All children in Ireland learn Irish in school for 30-40 minutes per day, typically
from age 4-18 years. This is part of Government policy to create a bilingual
English and Irish population and to promote greater use of Irish. Despite
this, achievement in Irish language learning tends to be very disappointing.
Approximately 6.5% of children attend Irish immersion primary schools,
however, and these children achieve a high standard of communicative
competence (Harris, Forde, Archer, Nic Fhearaile & OGorman, 2006). While
some small Irish-speaking communities still exist, recent research revealed a
continual decline in intergenerational transmission ( Giollagin & Charlton,
2015). If Irish is to survive as a living language, the school system needs to
generate greater numbers of active bilinguals to compensate for a decline in
native speakers. One source of such bilinguals are the immersion students.
This study investigated the views of a matched sample of Irish immersion
students (n=288) and their parents by means of questionnaires. Students
were asked about their attitudes toward learning and using Irish and what
opportunities if any were afforded to them to use Irish in and outside the
school context. Parents were asked about their language experiences
growing up and their current use of Irish with their children. Both students
and parents reveal very positive attitudes towards Irish. These positive
attitudes are not matched in practice with active use of Irish. Students report
minimal exposure to Irish outside the school context while parents report
reluctance on the part of their children to speak Irish at home. These findings
highlight the difficulty of normalising a minority language where the main
exposure to the language is confined to school (Thomas, Apolloni & Lewis,
2014). Authentic contexts for language use outside the school necessary to
complement classroom learning will be discussed.
English as key: Perspectives on language in a Swedish EMI program for young
learners
Jeanette Toth
Stockholm University, Sweden
As a global language with a high status in Sweden, English is commonly
used in Swedish business, media and education, with an increasing number
of Swedish schools offering English-medium instruction (EMI) at all levels.
While such programs often claim to improve students proficiency in English
through increased exposure to the target language, researchers have
raised concerns about possible implications for students development
of disciplinary literacy in Swedish. Many studies have investigated EMI at
the upper secondary level in Sweden; however, few have studied such
programs at the primary level in the Swedish context. This paper explores
stakeholders perspectives on languages of and for learning in a Swedish
EMI program for young learners, drawing on a content-based language
learning framework and the field of teacher cognition. The following
research questions are addressed:
1) What perspectives on languages and language use can be identified in
the narratives of participants in the EMI program?
2) How are the students available languages positioned as languages of
learning?
The present study represents part of a larger longitudinal case study of EMI
in a Swedish primary school. Data was collected in a class during grades
four through six using methods from linguistic ethnography that yielded field
notes, audio recordings and photographs from classroom observations
as well as interviews with a school leader, teachers and students. In the
present paper, thematic analysis was used for the transcribed interviews.
Findings indicate that while English is viewed as a means to access the
global arena through studies and employment abroad, Swedish is seen as
having limited potential internationally, although its importance for upper
secondary school studies in Sweden is emphasized. Students other
languages, meanwhile, are given marginal status, with little space afforded
them in the mainstream classroom.
Improvisation activities in the young learners classroom: Promoting creative
language use and interaction
Jana Roos1, Carmen Becker2
1
Potsdam University, Germany, 2Braunschweig University, Germany
Children naturally begin to experiment with their first language (L1) in self-
initiated games and role-play even with limited language at a very early age.
The communicative competence and the ability to use non-verbal cues to
complement communication that are developed here can also provide a
valuable resource for creative language use in improvisation activities in the
EFL classroom. According to Stinson and Winston (2011, 481), improvisations
involve spontaneous, active interactions that often simulate real-life events.
Research with older learners of EFL at secondary level shows that engaging
in creative improvisation and language play using the target language
can have a considerable positive impact on the language learning process,
improving the learners willingness to speak, and [] [their] readiness to
engage in a more autonomous and extended interaction (Kurtz 2011, 135).
However, little research has been carried out to examine the potential of
improvisation activities to promote creative and autonomous language use
and language play in the primary school context (e.g. Broner and Tarone 2001).
In this paper, we investigate how two classes of Year 4 and two classes of
Year 5 students enrolled in English language learning in Germany worked
with improvisation activities in the classroom. The activities were based
on posters that depicted various everyday life situations. They served as
a springboard for the 9 to 11-year-old students to spontaneously engage
in role-play and stage selected scenes that were video-recorded and
analysed.
We describe the young learners attempts at creatively and autonomously
using their developing English language resources and discuss improvisation
activities as opportunities for communication and interaction and for learner-
based EFL learning in the primary school context.
Literacy in the primary languages classroom in England: a challenge for
initial teacher education
Gee Macrory
Manchester Metropolitan University, UK
The introduction in September 2014 of primary languages from the age of
7 in England raises a number of issues. One such issue is the balance of
oracy and literacy in the languages classroom (Graham et al 2014). Recent
research in literacy, particularly concerned with teaching French, indicates
possible difficulties related to phoneme-grapheme correspondences (e.g.
Erler & Macaro, 2011; Woore, 2009, 2010), and suggests potential benefits of
a more systematic approach to this aspect of literacy.
By using ITE student teachers immersed in a school context, this small-scale
project seeks to investigate what is actually happening in primary schools
and what training is offered to student teachers. Questionnaire data, both
of a quantitative and qualitative nature, from a total of 55 (19 postgraduate
and 36 undergraduate primary MFL specialists) student teachers in an HEI
in England were collected along with interview data from focus groups and
individual student teachers (N=10). The aim was to explore their experiences
on placement of observing and teaching primary languages, including
phonics, their views of the value of phonics in the languages classroom and
their opportunities to develop their skills in this area.
There were three key strands to the findings: firstly, student teachers
reported variable experiences in primary languages generally. Secondly,
they themselves considered FL phonics had an important role to play in
primary languages learning and teaching. Thirdly, however, they had very
138
limited experience of either observing this on placement or receiving
training. It was afforded little priority by teachers, despite the importance
attached to L1 phonics. The implications of these findings have informed the
development of collaborative school-based tasks, and thrown light upon the
wider challenges of training primary languages teachers.
Accommodations for young English language learners with dyslexia on
national tests
Karmen Pizorn1, Judit Kormos2, Milena Koak Babuder1, Michael Ratajczak2
1
Ljubljana University, Slovenia, 2Lancaster University, UK
Although most national curricula for early foreign language learning tend
to promote assessment for learning, involving various types of classroom-
based assessments for
formative and diagnostic purposes, increasingly national tests and/or
various types of
commercial and international proficiency tests are proving more popular. As
highstakes
tests have become synonymous with standardised assessments of student
progress, it is therefore of vital importance to measure the performance of
all students in a valid and fair way, including those with specific learning
differences. While there is a considerable amount of research on test
accommodations in foreign/second language high-stakes testing contexts
involving adults, there are hardly any studies which report on effective
accommodations for primary foreign language learners with specific
learning difficulties, such as dyslexia. In our study 47 dyslexic and 233 non-
dyslexic Slovenian learners of English, aged between 11 and 12 completed
four language assessment tasks adapted from a standardized battery of
Slovenian national English language assessment tasks.
A native speaker of English read aloud all four tasks at a slow pace. In a
counterbalanced design all learners did two reading comprehension
tasks, one task with the read-aloud accommodation, and one task only in
the listening mode. For each task the participants also responded to six
comprehension questions. We used Generalized Linear Mixed Modelling to
estimate the effects of mode of administration, dyslexia status and task while
accounting for error variance due to random differences between students
and questions.
Results showed a significant main effect for dyslexia status, mode
of administration and task type, but no interaction between mode of
administration and dyslexia status. Dyslexic studentsachievements were
significantly weaker than non-dyslexic ones, and participants scored
significantly lower in the listening mode than in the reading and read-aloud
13 modes. The findings revealed no benefits of read-aloud compared to
reading only.
Challenges in English language learners aural comprehension development
in multilingual contexts: An Italian perspective.
Lucilla Lopriore
Roma Tre University, Italy
Listening is a complex, active process of interpretation in which listeners
usually match what they hear with what they already know, but listening is
also a reciprocal skill, as it is almost always part of an interactive process.
Listening is the primary source of language and learning at primary school
level, it provides the foundation for literacy development and is crucial in the
development of L2 competence over time. This is why investigating learners
development of aural comprehension is central for understanding their
second language development. It is even more so with younger learners
whose learning is closely linked to experiences based on a combination of
oral interaction and visual input. There is still insufficient research into young
learners aural comprehension processes, particularly of aural development
in multilingual classrooms. With respect to comprehension in the mother
tongue some studies show that many aspects of listening in the first language
are mastered at a very early age, particularly in conversational contexts but
when the listening tasks involve complex cognitive information processing,
children might encounter some problems because aural comprehension
involves a multiplicity of skills that are the result of both social, cognitive
and linguistic dimensions. This study investigates listening activities as
carried out in Italian primary schools where the school population is in
many cases multilingual due to the recent migration flows. The complex
discursive practice of plurilingual learners, their translanguaging habits and
the learners self-report on their comprehension have been used in this
research to investigate how in primary classrooms, learners multilingual
abilities favour learners aural comprehension development over time.
REN 6
Time: Tuesday, 25/Jul/2017: 10:15am - 6:00pmLocation: Ducale II
Learner autonomy in todays developed and developing world
Organizer(s): Kerstin Irene Dofs (Ara Institute of Canterbury, New Zealand),
Moira Hobbs (Unitec Institute of technology, New Zealand)
With many educational institutions around the world continuing to be
developed and re-shaped and in a continual state of flux, this symposium
will give delegates to this congress in a South American country, the
opportunity to explore and discuss learner autonomy in todays developed
and developing global environment. In many different countries of the world,
todays learning contexts are changing, particularly with the advent of digital
technology and a seemingly world-wide increase in research and practice of
online and blended learning to suit the changing living and studying styles,
and differing time availability, of learners. Many institutions are gradually
moving towards an anytime, anywhere, anything philosophy of course
delivery, to meet the needs of learning and retraining evident in our societies
today. This means that learners need to be adept at managing their own
time and have the ability to be responsible for their own learning, to enable
them to study both efficiently and effectively, and to be successful. With a
range of language learning centre experts and academic learning advisers
from around the globe coming together for this research symposium, the
papers and posters they are presenting will include a variety of sub themes.
Broadly, these will cover: Delineations and meanings of space and place
for autonomy; Assessing the presence, extent and benefits of autonomy;
Exposition of innovative educational practices as they impact on autonomy;
and South American autonomy aspects to research and practice. The
presenters at this Research Network symposium are all very interested in
Learner Autonomy and research into this field.
Details of the Symposium Papers
Plurilingualism and social class: two aspects to take into account in
autonomous language learning
Desire Castillo, Victoria Madrid, Nora Pampln
University of Sonora, Mexico
Recent research in the Mexican setting (Castillo, 2011, 2014; Castillo
& Pampln, 2013) has revealed two important aspects not previously
considered in literature related to Self-Access Centers (SACs) and
autonomy: plurilingualism and social class. Currently, there is an increasing
interest and need to learn English as well as other foreign languages, so it
is not surprising to find more plurilingual learners in the classrooms and in
the SACs. This bring us to think which services can be offered in a SAC in
order to help learners to better manage this kind of learning. On the other
hand, being Mexico, along with other countries in the World, and in Latin
America in particular, with a high discrepancy in the different social classes,
there is a need to include this social aspect in the reflection regarding SACs.
In this paper we will talk about this relation between autonomous language
learning, plurilingualism and social class.
Social autonomy and decision making in L2 group work
Diana Feick
University of Vienna, Austria
This paper presents an investigation into the socio-interactional nature of
learner autonomy in language learning groups. It is situated in the context
of a mobile phone video project with 13Mexican adult learners of German as
139
a Foreign Language. The aim was to examine autonomy, heteronomy and
participation in L2 classroom negotiations in a group work situation. These
constructs have been shown to be highly influential to second language
learning in an institutional context (Lave & Wenger 1991, Little 2000, O Leary
2014, Schmenk 2008, Thornbury 2012). The analyzed corpus consists of
620minutes of audiovisual data on groups in the process of decision
making which is triangulated with 720minutes of individual video-stimulated
recall protocols. Decision making episodes of three project groups were
analyzed from an interactional, participational and sequential point of
view. This analysis offers both an etic and an emic perspective on L2-
group negotiation processes and allows for the detailed reconstruction of
collective and cooperative participation mechanisms. It unveils a strong link
between individual interaction styles, different types of participation, group
discourse patterns and the display of group autonomy and/or personal
autonomy. Using video and transcript examples of the between-methods
triangulation for illustration, the paper presents an empirically grounded,
innovative theoretical model of social autonomy in the L2 classroom.
Phenomenologies of Autonomy and Agency in the South Caribbean: The case of
Trinidad and Tobago
Diego Mideros
The University of the West Indies, Trinidad and Tobago
This study presents the emerging themes of a phenomenological (van
Manen, 1984) exploration of autonomy and agency among undergraduate
Spanish majors in Trinidad and Tobago, an English-speaking Caribbean
country with close proximity to Spanish-speaking Venezuela. Students lived
experiences served as a vehicle to explore the opportunities students in
the inquiry had to exercise their agency as L2 learners. From sociocultural
(Lantolf, 2011) and identity (Norton, 2013) research perspectives, attention
was given to the different kinds of mediation that students were afforded
in their lived experiences as well as the access they had to practise the
language. Equally important was the issue of how students lived experiences
shaped their approaches to studying (Entwistle, 2002) the language. This
study argues that if both agency and autonomy are construed as enactment
(Murray et al., 2014), they are very much a matter of approach to studying in
L2 institutionalised learning.
Innovation and Challenges in researching a pedagogy for learner autonomy in
context
Christine OLeary
Sheffield Hallam University, UK
The multidimensional nature of current conceptualisations of learner
autonomy combined with the need to access both individual and social
constructions presents both ontological and epistemological challenges
when researching a pedagogy for learner autonomy.
This paper will discuss the benefits and methodological challenges of
exploring the development of learner autonomy and its implication for
practice from a postmodernist and social constructivist perspective, based
on a qualitative case study of the development of advanced specialist and
non-specialist foreign language learners and their teacher as a learner
practitioner-researcher, in a large Higher Education Institution in England. It
will show, in particular, how such methodology facilitates a dynamic research
design, providing an opportunity to adapt and use existing theories whilst
maintaining a strong emphasis on the learners voices, conclude with a set
of recommendations together with the limitations of such an approach.
Understanding curriculum: an actor network theory approach to learner and
teacher autonomy
Michael Carroll
Momoyama Gakuin University, Japan
This paper, attempts to use Actor Network Theory to describe a university
curriculum as a process in which human actors (teachers, learners,
administrators and others) interact with each other and with aspects of
their environment considered to have agentive roles similar to those of the
human participants (books, computers, desks, classrooms, physical spaces,
online spaces and so on), to form the networks which embody curricula and
curriculum change. As teachers or learners taking part in any curriculum
process, the knowledge we enact, the identities we take on, and the
behaviours we engage in are all influenced by these networks. Put simply,
this kind of approach is an attempt to understand why specific curriculum
changes are successful or unsuccessful, and how we can go about initiating
the process of change in rational and sensitive ways.
Developing English oral skills in virtually interconnected spaces
Vera Menezes, Ronaldo Gomes-Junior
Universidade Federal de Minas Gerais, Brazil
This presentation describes the results of an investigation on university
students autonomy in a network of virtual spaces for the development of
basic oral skills in English. A 60-hour course hosted in a Moodle platform
used digital tools such as voki, vocaroo, UTellStory, VoiceThread, padlet and
YouTube, (1) offered opportunities for asynchronous speaking experiences;
(2) provided opportunities for collaboration; (3) stimulated the use of
different genres; and (4) created equal opportunities for everyone to use
language, autonomously. The research methodology included interviews,
questionnaires, learning journals and participant observation. The first
manifestation of autonomy happens at the very moment of enrolment
because it is the students choice to include the course in their curriculum
and also to drop out. They must also deal with the choices offered by the
tasks and by time management.
The development of foreign language oral production through peer
collaboration and the use of ICT
Terezinha Maria Sprenger, Rosinda de Castro Guerra Ramos
Universidade Federal de So Paulo, Brazil
The paper will focus on the development of foreign language oral production
through peer collaboration and the use of ICT in a pre-service teacher
education program aiming at fostering learner autonomy. Our groups of
students are very heterogeneous concerning the command of the language,
and those who have little familiarity with the language have difficulty to keep
up with the classes, especially in the first terms of the course. In Brazil,
we hardly use English outside the university, and most of the learners do
not know what they can do to improve their skills beyond the classroom,
specially oral production. On the other hand, some are already fluent when
they enter the university, and since they want to become teachers, they
need to get engaged in and to think critically about the teaching and learning
process. This context is suitable to encourage collaboration. Besides that,
we have a laboratory for teacher development equipped with information
technology resources with no funds to pay for staff. Therefore, our aim is first
to describe the course of action we have designed for this context based
on the language learning autonomy literature and, more specifically, the
experiences of Heigham (2011) and Allhouse (2015). Next, we discuss the
development and partial results of the project.
Synergies between a pedagogy for autonomy and criticality development in
EAP in HE
Ana Ines Salvi
University of Warwick, UK
As part of a doctoral study (2013-2017) I have explored what is meant by
developing student criticality in the context of teaching academic English in
Higher Education in the UK via practitioner research. In the span of two years
in which I taught academic English to six groups of students my practice was
informed by both a pedagogy for autonomy and exploratory practice. My
belief was that by providing students with space to reflect on their learning,
to make choices about tasks and materials, to work collaboratively and to
share not only the results of the work done but also the insights gained
in the process of developing knowledge, among others, students were
developing their criticality.
140
Therefore, while developing my own theoretical understanding of criticality
(via reading the literature on criticality in EAP, CEAP and generally in
education and related disciplines), I collected data that consists of the
student-teacher communication via email and mobile phone, students
written reflection about their learning, students in progress and complete
written work, and their reflections on learning via painting. This data has
been analysed for emerging themes, which on a second analysis were
juxtaposed with meanings of criticality within the literature. Existing
meanings of criticality within the literature on EAP and CEAP are still not
deep and comprehensive enough. The overall study will bring about more
comprehensive insights into what is meant by criticality development
in EAP practice as well as into the synergies between a pedagogy for
autonomy and criticality development. This presentation will focus on the
latter with examples from one group of students.
Concluding remarks
Kerstin Dofs1, Moira Hobbs2
Ara Institute of Canterbury, New Zealand, 2Unitec Institute of technology,
1
New Zealand
This part of the symposium will briefly look at some past and current research
in learner autonomy in todays developed and developing world.
REN 2
Time: Tuesday, 25/Jul/2017: 10:15am - 7:00pmLocation: Queluz II
History of Language Learning and Teaching: perspectives on innovation
Organizer(s): Richard Smth (University of Warwick), Giovanni Iamartino
(University of Milan)
This is the first symposium at an AILA Congress to be organized by HoLLT.
net (http://www.hollt.net), a Research Network of AILA founded in 2015
to stimulate research into the history of language learning, teaching and
assessment within applied linguistics internationally. Work within HoLLT.net
is helping to further understanding of worldwide historical developments
and thereby furnish necessary historical perspectives for professional
reflection on how language learning, education and assessment are or
should be carried out today.
The title of the symposium, History of Language Learning and Teaching:
Perspectives on Innovation corresponds with the overall conference theme
of Innovation and epistemological challenges in applied linguistics. Of the
23 proposals submitted, 17 were selected for inclusion, according to criteria
of quality of historical research and relevance to the symposium theme, and
of these 14 have been confirmed for presentation.
The symposium will be introduced by Brazils most eminent applied linguist,
Prof. Francisco Gomes de Matos, who has been a keen supporter of HoLLT.
net since its inception, and the first session will also feature papers by two
leading Brazilian historians of language teaching, while one of the papers in
the second session will be on the British Councils history of English language
testing. We are very grateful to ABA Global Education for sponsoring
the participation of Professor Gomes de Matos, and to British Council
Assessment Research & Development for their generous sponsorship of
the symposium overall. Other papers will be given by specialists in various
areas of history of language learning and teaching, with a focus mainly on
historical developments in Europe, but also in Brazil and China.
The symposium is chaired by Richard Smith (University of Warwick) and
Giovanni Iamartino (University of Milan), who together with Nicola
McLelland (University of Nottingham) and Friederike Klippel (Ludwig-
Maximilians University, Munich) founded and co-convene the research
network.
 Details of the Symposium Papers
Monuments in the landscape: the state of History of Language Learning and
Teaching in Brazil
Jos Carlos P. Almeida Filho
University of Brasilia, Brazil
The New World, as the Europeans called the Americas, has a history of 500
years and a little longer. The history of other-language acquisition is part
and parcel of this history, particularly in the colonial period stretching over
three hundred years. Awareness of this history is much more recent, with
the first publications with a historical theme dating from the 1950s. The first
published books on the theory of language teaching and learning in Brazil
date from the mid-1930s. When Brazil celebrated the 500th anniversary
of its foundation in the year 2000, a book was published by the Catholic
University of So Paulo on the teaching of languages in the 19th century,
and a special discipline called Teaching Languages in Brazil was offered
in the postgraduate programme of Applied Linguistics at the University of
Campinas, State of So Paulo. This pioneering trail matured into a regular
discipline in the postgraduate Applied Linguistics programme at the
University of Brasilia in 2006. In that year, the HELB website (http://www.
helb.org.br) was opened to the wider public and with it came a historical
timeline for the five centuries of language teaching history in the country,
a journal of history of language teaching in Brazil, a bibliographical bank
containing relevant historical sources and a wealth of digital links to relevant
material of historical interest. In this paper an overview of the present state
of history of learning and teaching in Brazil is offered with the help of the
HELB website and a historiography of published contributions is attempted
as part of an analysis of the evolution of a discipline that has found fertile soil
in this part of the world.
Modern Portuguese: opting for the language of Brazil in the USA, from a
historiographical perspective
Jos Marcelo Freitas de Luna
University of Vale do Itaja, Brazil
This paper derives from historiographical research into the teaching of
Portuguese as a foreign language in the United States during the period
1915 through 1975. Following Koerner (1995), in particular his advocacy of
the principle of contextualization, and using, as primary sources, books,
periodicals and newspapers of the time found in the libraries of several
American universities, we describe the relationship between the Army
Specialized Training Program, known for the Army Method, and the
development of Applied Linguistics for the teaching of foreign languages
in the United States. Particularly, we describe the climate of opinion which
informed the development of Modern Portuguese: A Project of the Modern
Language Association (1966/1971), co-authored by applied linguists from the
U.S. and Brazil. This description allows us to interpret the climate of opinion
of the decades in question as favorable to Brazil and to the selection,
promotion and continued growth of the Brazilian variety for the teaching of
Portuguese in the United States. Examples will be given of the influence of
Applied Linguistics in the production of that pioneering textbook, showing
how: (1) applied linguists focus on describing language usage impacted
pedagogical explanations of grammar; (2) the centrality of the principle
of linguistic variation, especially of a sociolinguistic nature, influenced
classroom activities aimed at helping learners communicate appropriately
along the formalinformal continuum; and (3) an emerging computational
linguistics had an impact on textbook vocabulary selection.
Applied linguistics versus linguistique applique: innovation in language
learning/teaching research in France (1964-2013)
Shona Whyte
Universit Cte dAzur, France
In exploring developments in their field which pre-date modern conceptions
of applied linguistics and second language research, historians of language
141
learning and teaching have shown that the translation equivalents applied
linguistics and linguistique applique do not refer to exactly the same
constructs, theories, or disciplines. In recent years, second/foreign language
teaching research in France has been conducted under the banner of
language didactics (didactique des langues trangres, didactique des
langues-cultures), a field defined (a) in opposition to a narrow conception of
applied linguistics and (b) as a praxeological discipline separate from both
language teaching methodology and second language acquisition (SLA).
French language didactics focuses on theoretical models for language
teaching, recognising neither applied linguistics nor SLA as parent disciplines,
as shown in recent research conducted from a historical viewpoint (Lon,
2015; Linn, 2008, 2011; Smith, 2015), from a contrastive perspective (Berthet,
2011; Liddicoat, 2009; Vronique, 2009), and from an epistemological
standpoint (Carter & McCarthy, 2015; Vronique, 2009, 2010; Widdowson,
1980, 2000). This paper interprets this research into the history of second/
foreign language teaching and learning in the French context, showing the
influence of innovations ranging from the cognitive revolution heralded by
Chomskys attack on behaviourist views of language acquisition (Corders
seminal work on learner errors), to developments in linguistic theory
(Culiolis theory of enunciative operations), and education theory (Galissons
language didactology) in France. It considers the differential development of
research in English- and French-speaking contexts and evaluates the utility
of an umbrella discipline for this work within applied linguistics.
The British Council on the global stage: a history of innovation in English
language testing
Barry OSullivan
British Council, UK
This paper presents an overview of the British Councils engagement with
English language testing over the past 75 years. The story begins with the
signing of an agreement between the British Council and the University of
Cambridge Local Examination Syndicate (UCLES) in 1941 and ends with an
outline of the organisations current activities in the area.
The paper, based on a three-year project in which the research team had
access to the British Council and other key archives, traces the work of the
British Council in language testing from the 1940s through to the present
day, highlighting the quest for innovation and quality. Among the highlights
are the conceptualisation and development of the English Language Testing
Services (ELTS) test in the late 1970s. New information which emerged
from the archives calls into question current understanding of the origins
of this revolutionary and innovative precursor to the International English
Language Testing System (IELTS). Also highlighted are the organisations
later involvement with IELTS, and its move back into test research and
development in the first decades of the new century.
In addition to focusing on the ways in which the British Councils emphasis
on innovation contributed to the exploration of alternative approaches
to language testing, the paper will also emphasise the importance to an
organisation such as the British Council of knowing and appreciating its own
history, as well as the importance of a formally researched and objectively
told history to the field of applied linguistics in general.
Tartscriblitatortatortetortatortilha: a piece of cake! Acquiring lexis in
John Andrees (1725) Vocabulary in Six Languages
Giovanni Iamartino, Lucia Berti
University of Milan, Italy
Not much is known about R. J. Andree; very clear are, however, his
ideas on languages, their learning and teaching. Language allows us to
communicate and to convey knowledge, but the variety of languages can
hinder communication and the exchange of information between different
countries. Andree thus wants to promote the study of Italian, French,
Spanish and Portuguese by publishing his Vocabulary in Six Languages in
London in 1725.
The book stands out among other multilingual dictionaries of the time in that it
is based on a new and original method to ease the acquisition of vocabulary
in the four languages. Latin, which was widespread among the educated,
is in fact inserted in the dictionary with the aim of showing the reader how
Italian, French, Spanish and Portuguese are related to the former and are
thus similar to each other. As a result, by viewing and repeating a given word
in the five languages the learner should memorise it more easily. English, the
sixth language, provides translation equivalents. Andrees innovative ideas
and approach, and the addition of reading material, make the Vocabulary
in Six Languages a stimulating and entertaining learning book rather than a
mere reference tool. Yet languages change over time, and the loss, creation,
and semantic shift of words make the practical realisation of Andrees work
not that simple.
Our purpose is to investigate the Vocabulary in Six Languages as an
innovative example of joint cooperation between multilingual lexicography
and foreign language teaching. The strategies adopted by the author to
overcome lexicographic and language learning difficulties will also be
examined.
Teaching/learning phraseology in the nineteenth century: the role of
bilingual dictionaries
Stefania Nuccorini
Roma Tre University, Italy
Phraseology has long been associated with lexicography (Knappe 2004),
especially with bilingual dictionaries, which have traditionally had a didactic
perspective (Moon, 2000). The analysis of some nineteenth-century bilingual
dictionaries, among which Duvergers Comparison between the Idioms,
Genius and Phraseology of the French and English Languages (1810), and
Santagnellos Dictionary of the Peculiarities of the Italian Language (1820),
shows that phraseology, especially in the sense of word combinations
rather than proverbs and idioms, was then considered a fundamental issue
in learning a foreign language. The Royal Phraseological English-French,
French-English Dictionary (Tarver, 18451849) stands out for its lexicological
and lexicographical approaches, and for its pedagogical aim. Its author, a
teacher of French at Eton, is well aware of the profile and the needs of
foreign-language learners. In order to enable an Englishman to translate his
own language into grammatical, idiomatical, written, and colloquial French,
and to enable a Frenchman to do the same in English (1845: 9), he reports
in his dictionary an extensive phraseology to illustrate the proper manner of
using the words (1845: 6), with a great number of examples. His dictionary
includes no list of equivalents, but fixed phrases and combinations in
which the headword is used according to its different acceptations (i.e.
sense discriminators, given in parentheses); combinations are presented in
sub-entries and arranged according to explicit labels such as noun+verb,
noun+adjective, noun+preposition. The paper will show that this dictionary
is quite innovative: it adds to previous, comparable lexicographical works,
and it foreshadows later, especially twentieth-century, approaches to the
inclusion and treatment of word combinations in dictionaries designed for
foreign learners of English.
Literature textbooks in the Israeli EFL context: the interaction of innovation
and washback
Amos Paran
University College London Institute of Education, UK
This paper looks at the way in which the teaching of literature in EFL has
developed in Israel in the past 70 years through examining the EFL literature
course books and the testing of literature. Three main areas are examined:
the choice of works to be taught; the support materials that are provided for
the teacher (in the form of a Teachers Book, or as a clearly structured unit that
effectively constitutes a lesson plan); and the support explicitly provided for
the learner (eg glosses, background information in the student book, etc.). I
identify a number of trends: a move from anthology-like collections of literary
works with little or no support for the teacher, to highly explicit lesson plans;
a move of the locus of control from governmental and academic bodies to
publishers; a strong washback effect; a change in geographical spread, with a
move from a British bias to a US bias; the noticeable persistence of a core of
a number of literary works, which effectively form a canon, albeit with a slightly
more changing periphery of literary works; and the effective removal of non-
fiction from the curriculum. I attempt to understand these changes through
examining the ways in which innovatory moves interact with the curricular
heritages extant in the country and with the washback from the exam.
142
Beyond written texts: history told by the objects of two schools
Marta Banducci Rahe
Universidade Federal de Mato Grosso do Sul, Brazil
The archeological remains of the school, such as objects, texts and images
enable the researcher to ask questions about education in the past. Since
they are the empirical testimony of the thoughts, practices and the senses
of a period, they carry signs and leave traces of the internal logic of the
school. This research aimed to analyse the didactic objects and artifacts
used in the foreign language classes of two Secondary Schools, in Campo
Grande, a Brazilian city, from 1931 to 1961, and to compare them with the
official sources, such as government policies and new methodological
approaches, trying to examine whether and how they helped to shape
teachers daily practices. In Brazil, these years are considered the period
of modernization, industrialization, urbanization, and when new concepts
and objectives of education emerged. Although textbooks are the main
sources for researching foreign language teach ing in Brazilian schools, the
documents found in the archives of the schools pointed to the purchase
of records, record players, tapes and flashcards, showing that there was
an attempt to follow the successive reforms proposed by the Ministry of
Education and Health. These artefacts and the field of Material Culture are,
therefore, a new kind of source to disclose traces of the culture and the
symbolic meanings of foreign language classes and a new perspective to
be considered within Applied Linguistic Historiography.
Innovation in Chinese as a foreign language teaching and learning: the late
Qing period
Mariarosaria Gianninoto
Universit Grenoble-Alpes, France
While the first pedagogical tools of Chinese as a foreign language aimed
at European learners were compiled in the 17th century, it was during the
18th and 19th centuries that a rich production of language learning materials
(pedagogical grammars, language textbooks, and phrasebooks) appeared,
due to the presence of an increasing number of foreigners in China as well
as to the rise of sinological studies in Europe.
The authors generally adopted the linguistic as well as the pedagogical
approaches they were used to, adapting Western paradigms to the Chinese
context. Nevertheless, being confronted with the epistemological challenge
of analyzing and describing a distant language, they also forged new
categories and elaborated innovative devices.
Hence, these pedagogical works can be considered innovative for
their adaptation of Western linguistic and didactic traditions to Chinese
(particularly for introducing grammatical description to Chinese language
learning), as well as for the new approaches (e.g. corpus based lists of
Chinese characters) adopted to face the challenges of presenting and
teaching Chinese to Westerners. Furthermore, different works made use of
native didactic methodologies, and merged them with Western ones.
In this paper we aim to describe these different approaches chosen for
the pedagogical tools of Chinese as a foreign language compiled in the
late Qing dynasty period, underlining their importance in the subsequent
development of Chinese language pedagogy.
Imitation et innovation dans les mthodes pour lauto-apprentissage de
litalien dans le monde lusophone (1870-1920)
Monica Lupetti
Universit di Pisa, Italy
Une des nouveauts dans le domaine de lenseignement des langues dans
la deuxime moiti du 19e sicle est lapparition des mthodes pour lauto-
apprentissage des langues trangres. Ces mthodes sont des manuels
gnralement dorigine allemande, traduits et adapts dans dautres
langues par des grammairiens autochtones, comme les mthodes Ahn,
Ollendorff et Gaspey-Otto-Sauer. Ces manuels promettent un apprentissage
facile et rapide, bas sur une mme squence dexplications, exercices et
traductions.
Notre but est dtudier de faon comparative et contrastive, les mthodes
pour lapprentissage de litalien publies au Portugal et au Brsil dans la
priode 1870-1920. On comparera les textes luso-brsiliens avec leurs
modles allemands pour vrifier sils intgrent les aspects plus novateurs de
ces derniers, ou bien sils sappuient sur la tradition grammaticographique
nationale (dans le traitement des parties du discours, les glossaires,
les dialogues, les proverbes, etc.). En ralit, au del des aspects plus
techniques lis lorganisation de lapprentissage, ces textes font toujours
partie de mthode traditionnelle, joignant ltude de la composante
grammaticale la pratique de la traduction.
Un autre enjeu de notre recherche est celui dvaluer jusqu quel point
on peut dfinir les textes de notre corpus comme des mthodes dauto-
apprentissage, ou bien sils prsupposent linteraction enseignant-lve. Le
fait que ces textes aient t choisis comme livres de texte pour les cours
de niveau lmentaire dans les lyces, surtout au Brsil, montre que leur
vritable aspect novateur a t leur capacit de sadapter aux besoins
de lapprentissage scolaire, devenant des outils pour lenseignement
institutionnel.
The history of Tandem Language Learning
Tim Lewis
The Open University, UK
Tandem language learning draws on a tradition of peer learning and
teaching which has its origins in the Madras Military Orphans Asylum of the
late C18th. Its key principles are autonomy and reciprocity. It continues to
evolve in ways that repeatedly enable new kinds of learners to benefit from
working in partnership.
Tandem learning was first and still is - practised on a wide scale in face-to-
face Franco-German exchanges organized by the Deutsch-Franzsisches
Jugendwerk/Office Franco-Allemand pour la Jeunesse in the years after
WW2. Here it assumed an intercultural dimension, since it brought together
in a spirit of reconciliation young people from two former enemies. An
intercultural focus is also evident in the Tandem exchanges organized in
the 1970s between German social workers and members of the Turkish
Gastarbeiter community.
Tandem Learning went online in the early 1990s with the EU-funded
International Email Tandem Network, led by Helmut Brammerts of Ruhr
Universitt Bochum. More recently it has been reinvented as Teletandem
by Joao Telles in Sao Paolo Brazil, where online videoconferencing
provides a platform for exchanges. In Europe, its latest incarnation is in the
L3Task project, led by Friedrich Schiller Universitt Jena. Here e-Tandem
exchanges are used as a means of enabling partners to learn and maintain
third languages. This paper examines successive applications of Tandem
learning and considers how it has proved so versatile and explores how
effectively its core principles and practices - including 50/50 dual language
use and error correction by partners - have been operationalized in its
successive incarnations.
Learner autonomy in English language curricula of Chinese universities
19782007: an intentionalist analysis
Shi Pu
Beijing Foreign Studies University, China
This study investigated the concept of learner autonomy according to a
series of English language curricula implemented for Chinese universities
from 1978 to 2007. The methodological framework was Quentin Skinners
intentionalist approach, which was originally derived from Austins speech
act theory. The analysis involved two steps. Firstly, the concept of learner
autonomy in the curriculum was interpreted according to the way it was
represented linguistically in English language education in China. The
purpose was to understand the meaning of learner autonomy as shaped
by the Chinese context. Secondly, the concept of learner autonomy was
understood in terms of how it addressed major issues in English language
education in China during the selected historical period. The purpose was
to reveal the intentionality (i.e. speech act) of promoting this concept. In this
study, these two steps of analysis also revealed an additional consequence
of promoting this concept in China.
143
The presentation will explain the methodological innovation of this study
based on the findings. The findings revealed that learner autonomy in the
Chinese context referred to students ability to work hard on their own
outside the classroom. It was different from its Western origin, which involved
a political focus on individuals rights and responsibilities to determine their
own purpose of learning. That political sense, however, was brought into
the Chinese context by the excessive use of the term learner autonomy.
It increased the popularity of the learner-centred approach and imposed
unjustified requirements on English language teachers.
Change without innovation? Language teaching in shifting political contexts
Sabine Doff, Tim Giesler
University of Bremen, Germany
The northern German city of Bremen has had its individual school legislation
for the last two centuries. Traditionally, the merchant influence in the harbour
town was strong and had a noticeable impact on language teaching. Trade
connections with the USA demanded English language competence in a
marketplace tradition (McArthur 1991).
The language teaching method used there seems innovative at first
glance, as it resembles what later would be called direct methods: oral
fluency was at its centre, grammar had a serving function and, in the higher
grades, geography and history were taught in English. On closer inspection,
however, these methods were not new but taken from the repertoire of late
18th century merchant schools.
When Bremen joined the North German Federation (1867), gradually most
of the innovative teaching methods were discarded and more traditional
Prussian grammar-translation methods were introduced in Bremen schools.
After the Second World War, Bremen came under US occupation. This
occupation built on the long trade connections between the city and its
transatlantic partner. The main educational goal was to re-educate the
Germans after the Nazi dictatorship. In Bremen, that partly meant picking up
on the liberal and progressive school system before 1933.
The Bremen Sonderweg (lit. special path) gradually ended in the 1960s,
when the US influence weakened and the city had grown into one of
many German federal states. In education this led to the introduction of a
more traditional German school system with its specific methodological
repercussions.
So, starting from the Bremen example, we would like to question the
concept of innovation in language teaching in general, and suggest a view
of change in education which is based on long-term developments and
which takes the context as well as the agents of change into account.
How does History of Language Learning and Teaching (HoLLT) advance our
understanding of innovation?
Richard Smith
University of Warwick, UK
As an emerging interdisciplinary, plurilingual and intercultural field, the
History of Language Learning and Teaching can be expected to provide
useful perspectives on current practical concerns, including on the main
theme of this Congress innovation: how, when and why to attempt it and
how to sustain it, but also, from a relatively philosophical perspective, how to
define and assess it. Innovation, after all, is an activity, or a construct, which
is inextricably bound up with views of the past, whether mythical or well-
researched. Researching the past can, indeed, give rise to considerations of
whether or, if so, why innovation is occurring, or is required at all.
In this concluding paper I draw together some of the threads and themes
which have emerged in the Symposium overall but also offer some further
perspectives of my own, based both on research into the 19th and 20th
century global history of the teaching of English to speakers of other
languages and consideration of some important issues currently confronting
the TESOL profession. Although clichs like theres nothing new under
the sun certainly need to be avoided, and anachronism is an ever-
present danger, some apparent innovations can turn out, from a historical
perspective, to be little more than turns of a wheel or swings of a pendulum,
or, indeed, far less beneficial than was intended at the time; on the other
hand, forgotten or disparaged approaches, methods, materials or means
of change from the past can sometimes take on a modern demeanour and
emerge as potentially useful in relation to current concerns. Ultimately, I shall
argue, what is genuinely innovative, and beneficially so, cannot be identified
or appreciated without the kinds of historical perspective offered by the
Research Network (HoLLT.net) and the Symposium as a whole.
SIMPC19
Time: Tuesday, 25/Jul/2017: 11:15am - 7:00pmLocation: Louvre I
Innovations and Challenges in Language Teaching and Materials Development
Organizer(s): Rogrio Tilio (Universidade Federal do Rio de Janeiro, Brazil),
Aparecida de Jesus Ferreira (Universidade Estadual de Ponta Grossa, Brazil)
Materials development for language teaching seems to be still an
underlooked area of research in Applied Linguistics despite the high
presence of coursebooks and other materials in diverse language teaching
contexts all over the world. Most international coursebooks for language
teaching claim to adhere to the almost 40-year-old communicative
approach, which seems to be still commercially promoted as the ultimate
methodology for language teaching. However, such methodology clearly
does not account for the challenges imposed by the contemporary world,
highly semiotic and technologically, culturally and economically globalized.
This symposium then congregates works which reflect about materials
development for language teaching which challenge the current trend and
brings innovative research to inform the production of materials which may
better support the needs of contemporary students, including research
on literacies, identities and critical studies. It is highly relevant to reflect on
this issue and also to understand how coursebooks and other teaching
materials touch on issues such as race, gender, as well as social and sexual
identities in several contexts. Innovative research is important at a moment
when the world is passing through several changes in terms of linguistic and
educational policies. Understanding more about the complexity of linguistic
and educational policies can help to explain how coursebooks are chosen
by teachers. This reflection can help in terms of comprehending how
teacher education courses can be more inclusive, and also how students
social practices and their social contexts, which are mediated by textbooks
and other materials that are used and chosen by teachers, are viewed.
Details of the Symposium Papers
The ELT Curriculum in Transition
Sue Garton1, Kathleen Graves2
University of Aston, UK, 2University of Michigan, USA
1
The worldwide demand for English in a variety of fields suggests that
practical measures of success in English are determined not by exams or
certification of general English proficiency but by the ability to successfully
144
participate in contexts of use. This has led to major language-in-education
policy reforms in the state school sector in a number of counties in the
world as governments perceive the need to improve English levels among
their populations in order to compete in the global economy as well as to
contribute to national development through international exchanges. The
reforms have been both structural, with the introduction of languages into
the primary school curriculum, and in content, with the introduction of new
curricula to replace more traditional grammar-based approaches at both
primary and secondary levels. The latter raises a number of questions
about how classroom language learning is organized to prepare or support
students to participate in contexts of use.
This presentation explores three current, influential ELT curriculum
approaches at the primary and secondary level and how the theory of
each approach translates into curriculum practice. These approaches are
Communicative Language Teaching/Task Based Learning and Teaching;
genre- based pedagogy, and Content and Language Integrated Learning.
The theory of each approach will be briefly described according to a matrix
of curriculum factors including:
the view of language and language acquisition that informs the approach,
how learners needs and purposes are construed
the nature of the content and materials
the teachers role
how language is assessed
Examples from research on how these approaches are implemented in
primary and secondary education will be used to illustrate how and why they
do or do not succeed in preparing learners for contexts of use. Implications
for the future of curriculum development will be discussed.
From learning objects to language learning objects: communicative and
symbolic competence as educational demands
Rafael Vetromille-Castro
Universidade Federal de Pelotas, Brazil
One strand in the area of materials development for language teaching and
learning is the development of CALL (Computer-Assisted Language Learning)
materials. Until very recently, researchers from this strand used to refer to
some activities designed for digital contexts as learning objects (LO). There
are many different definitions for LOs. Some scholars see any resource
as being an LO, as long as it is used for learning. This definition is far too
broad and does not emphasize the role of technology in Education. Other
description is any digital resource that can be reused to support learning.
Still, some researchers define LOs as any resource with an educational
aim. I assume LOs as being any digital resource that has an educational
objective. However, while the access to LOs has been increasingly
widespread, so has increased criticism to them. Many LO developers have
paid too much attention to technical aspects, but have failed to build LOs
based on consistent learning theories. Critics have pointed out that most
LOs present theoretical neutrality and, hence, are not potentially useful for
learning. When it comes to LOs devised for language learning, theoretical
neutrality becomes visible when such materials do not provide learners with
opportunities to develop communicative competence, for such LOs are not
built following the Communicative Language Teaching (CLT) principles. As a
response to the theoretical neutrality in LOs designed for language learning
colleagues from my research group and I proposed in 2013 the concept of
Language Learning Object (LLO), which are objects designed according to
the CLT principles. In this paper, I present the discussion that led us to the
concept of LLOs, approaching their granularity, reusability, interoperability
and retrievability, but also trying to take the LLOs to a different level, bringing
to the scene the (im)possibilities these resources provide for symbolic
competence.
Los materiales de ELE en Argentina ante la movilidad acadmica internacional
Mara Isabel Pozzo
Universidad Nacional de Rosario & Consejo Nacional de Investigaciones
Cientficas y Tcnicas, Argentina
La presente ponencia expone la situacin de la produccin de materiales
didcticos para la enseanza de espaol a extranjeros en la ciudad
de Rosario, Argentina, como va para conocer el contexto nacional en
cuanto a la enseanza del ELE. El estudio de caso presenta un inters
per se, por la importancia de la ciudad, segunda del pas, y un inters
instrumental porque permite comprender la situacin de diversas ciudades
argentinas en condiciones similares. En tal sentido, se diagnostican los
materiales utilizados por los docentes segn sus propias declaraciones y
se revisan los materiales existentes en diversos formatos y soportes tales
como fichas, audiovisuales, guas de aprovechamiento y materiales para
telecolaboracin. Ms all de la diversidad, todos poseen una caracterstica
en comn: han sido elaborados localmente por docentes y por fuera del
circuito comercial. Ello permite considerar las opciones metodolgicas
adoptadas a modo de analizador natural, mientras que otras producciones
elaboradas por el equipo de la autora se ofrecen como sugerencias. Desde
el punto de vista metodolgico, se apuesta fuertemente a la presentacin
de contenidos socioculturales locales, al desarrollo de una perspectiva
intercultural, y a la apelacin al EICLE (Enfoque integrado de culturas y
lengua o en ingls CLIL, content and language integrated learning) en
virtud de la orientacin primordialmente acadmica de los aprendices de
ELE. Con todo ello, la presentacin apunta a establecer un diagnstico de
las realidades y desafos en torno a los materiales didcticos y a sugerir
alternativas para su desarrollo en un contexto latinoamericano marcado por
la movilidad acadmica internacional.
Challenging the hegemony of monolingualism in multilingual spaces
Terry Lamb
University of Westminster, UK
Globalisation brings with it increasing linguistic diversity in our neighbourhoods
and schools. This presentation will argue that multilingualism is a valuable
resource for individuals, communities, cities and nations, but that it is, in some
contexts, problematized and excluded not only from educational spaces,
but also from public spaces. This presentation will argue that we need to
create spaces, which challenge the hegemony of monolingualism. In so
doing, it will draw on a number of research projects and creative initiatives
in the UK and other European contexts and will make specific reference
to the researchers work with the European Centre for Modern Languages
of the Council of Europe, including the Supporting Multilingual Classrooms
initiative and materials developed to stimulate plurilingual pedagogies.
Social Identities of Black Women and Intersectionality in English Language
Textbooks
Aparecida de Jesus Ferreira
Universidade Estadual de Ponta Grossa, Brazil
The theme of this paper is the social identities of black women and their
intersections in English language textbooks. This paper is intended to
generate reflections about how social identities are currently represented
145
in English language textbooks. Discussing this issue at this time is important
because the National Textbook Program (PNLD) has approved several books
to be used in Brazilian public schools. This paper is in line with research
currently taking place in Brazil and abroad that focuses on the issues of
textbooks and teaching materials, in conjunction with English language
teacher education and the intersection with critical literacy (KNOBEL and
LANKSHEAR, 2007; PENNYCOOK, 2001), as well as new literacies and
multi-literacies (STREET, 2003, 2005; MOITA LOPES, 2010). Reflections
on critical literacy, new literacies and multi-literacies involving the issue of
textbooks and teacher education are related to each other and they are
highly relevant because social practices, social contexts and identities in the
school environment are mediated by textbooks and can be worked on in the
classroom (FERREIRA, 2006; PEREIRA; MASTRELLA-DE-ANDRADE, 2015;
MOITA LOPES, 2003; BAUMAN, 2005). The results of this research shows
that the representation of identities in textbooks matter, considering that
Brazil is a diverse country. Considering also that Brazil is still seen as a racial
democracy, however when analysis of textbooks are made it is possible to
observe that it is a myth.
Meanings about Gender and Race in Reading Activities in an English Language
Teaching Website
Glenda Cristina Valim de Melo1, Luciana Lins Rocha2
1
Universidade Federal do Estado do Rio de Janeiro, Brazil, 2Colgio Pedro
II
This paper aims to present the meanings about gender and race being
constructed in a didactic material available in an English teaching website.
In contemporary times, the concepts of globalization, Information and
Communication Technologies and English as a lingua franca mediating
interactions throughout the world provide a favourable context for us to
reflect on language learning and, specifically, about didactic materials. Based
on the assumption that language is performance (AUSTIN, 1962) and that
we do things with it (BUTLER, 1997), didactic materials are not just teaching
and learning tools: in the lessons, things are being done with language,
we are constantly reconstructing ideas about teaching, learning, learners,
teachers, as well as race and gender. To discuss the last two aspects,
this investigation is based on the racial and gender issues discussed
by Mbembe (2015), Hooks (1994), Butler (2004); and on the concept of
indexicality proposed by Blommaert (2005) and Agha (2007). The analysis
materials are reading activities proposed on the BBC website dedicated to
English Language Teaching. The initial analyzes indicates that despite the
racial and gender diversity observed in the images of the didactic material,
language is understood as structure, with little or no space for gender and
race discussion in the aforementioned material. This silence in relation to
racialization and gendering processes does not mean that such issues are
being left behind, nor that a neutral stance is being taken, for silence is
performative and helps legitimate the status quo (Sedgwick, 2008 [1990]).
Discourse and Ideology in Foreign Language Textbooks: a Critical Analysis of
Sexist and Heteronormative Discourses
Alvaro Herrero Palop
UAM Universidad Autonoma de Madrid, Espanha
Inequality is still one of the main characteristics of our predominantly
capitalistic, increasingly globalized world. Since the times of Marx and
Engels, economic and class relations have been the focus of study, as
generators of the uneven distribution of resources. However, during the
20th century, language and discourse gained terrain as key elements of
the establishment and maintenance of unequal power relations. Language
is a core feature of social activities and since (our) society is characterized
by inequalities and injustice, linguistic studies can and should be interested
in improving the current situation (GEE, 1999). Departing from a personal,
teaching experience (CLAC UFRJ), this paper has three main foci. In the
first place, this paper produces an overview of different philosophical and
political perspectives to foreign language teaching, contextualizing them in
the current specific socio-historic moment. Secondly, it tackles the commodity
role with global circulation that the foreign language textbook has, especially
in the areas of English and German as Foreign Language. Thirdly, this paper
critically analyzes two specific textbooks, one of each language, with the
assumption that they are permeated by sexist and heteronormative beliefs.
Aim is to detect discourse that may contribute to build stereotypical gender
ideologies and hegemonic identities, which ultimately, may influence in the
maintenance of uneven power relations. This paper is broadly influenced
by theorists of applied linguistics, sociolinguistics, discourse analysis and
feminist studies. It shares a social constructivist perspective about reality
and it tries to be an exercise of critical discourse analysis. With it, I align
myself with those scholars, with those women and men who do not hide
behind fake neutralities.
Identities of class in foreign language textbooks adopted in Brazil
Mariana R. Mastrella-de-Andrade
Universidade de Braslia, Brazil
Topics such as travel, shopping, work, health, food, hobbies, clothes, sports,
culture, just to mention a few, seem to be quite common to appear in the
units and pages of different textbooks and publishers. However, these topics
are usually addressed in a supposedly neutral way, assuming the world to
be problem-free and communication to be transparent and direct. In this
paper, considering that textbooks are figures of authority in the language
classroom (CORACINI, 1999) and that they convey discourses that construct
identities (VAN DIJK, 2015; TLIO, 2010), we aim at discussing how textbooks
of English, French and Spanish as a foreign language chosen in Brazil bring
up topics in a way as to produce and reproduce classist texts and identities.
The discussions taking place in this work, based on the premise of language
as social practice (FAIRCLOUGH, 2003), show that identities constructed
in textbooks make reference to upper social class lifestyles, naturalizing
social class relations in the world as unproblematic and overlooking the
fact that everywhere we turn in our daily lives () we are confronted with
the widening gap between rich and poor (HOOKS, 2000, p. 2). The way
the topics are addressed in the textbooks units naturally place people in
privileged positions in terms of jobs, housing conditions, clothing, shopping,
vacation, etc., as if inequalities, poverty, lack of access, and injustice were
nor real-world problems. All this underscores our goal to problematize
the construction of identities of class in textbooks, since it contributes to
maintaining patterns of exclusion in language teaching and learning, and
highlights the need for our classrooms to become places where language
and society can be seen in critical ways.
What is the ethical responsibility of foreign language textbooks in our
uncertain times?
Claire Kramsch
UC Berkeley, USA
It is easy to criticize second/ foreign language textbooks. They have been a
target of repeated criticism on the part of foreign language educators who
have decried their simplified, sanitized, normative presentations of foreign
cultures, their selective versions of the social and economic realities in
which speakers of the language live and work, and their strong ideological
discourses that undergird the most mundane grammatical exercises (e.g.,
Kramsch 1988, 2013, Gray 2010, 2013, Kramsch & Vinall 2015, Curdt-
Christiansen & Weninger 2015). And yet, the economic and political
pressures placed on publishing houses have always prevailed on the
textbook market. While textbooks and their accompanying software have
become more attractive and more creative, they have also become more
expensive and ideologically more constraining with increased publisher
competition and the advances made by language learning technologies.
Beside the social turn (Block 2013), the multilingual turn (May 2015) and the
intercultural turn (Byram 1997)in foreign language education, there has been
146
in recent years a distinct ethical turn, spearheaded mostly by European
educators (e.g., Puren 1994, Audigier 1999, Byram 2008, Prairat 2009,
Antier 2009, Remon 2013, Beacco 2013). This ethical turn is now being
fueled by the growing uncertainty of a neoliberal global order that is being
challenged by local nationalisms. How can language textbooks respond to
these challenges? What is their ethical and political responsibility? Building
on Allan Lukes textbooks research agenda (2015:214) and its three cultural
and educational questions: Which knowledges count? Whose knowledges
count? and How are these knowledges made to count?, this paper will
explore the ethical aspects of foreign language textbook production and
use with examples taken from German and Spanish college level textbooks.
Voices in the contemporary EFL coursebook: towards a pedagogy of critical
socio-interactional literacies
Rogrio Tilio
Universidade Federal do Rio de Janeiro, Brazil
The amount of research concerned with the role of coursebooks (and other
teaching materials) for the teaching of languages (especially second and/or
foreign languages) seems to be growing considerably in the last decade. By
the end of the 1990s and early 2000s, most of the research was concerned
with ideology issues and culture in coursebooks and teaching materials.
Although such issues are really quite relevant, the focus used to be on
the study of the spread of dominant ideologies and hegemonic cultures,
especially the culture concept with a capital C (Kramsch 1988, 2013; Holliday,
1999, 2014). The coursebook, as well as other teaching materials, is one of
the most important resources in the language teaching classroom, invested
with authority and legitimacy and recognized as a safety island by both
students and teachers; besides, it is a potential opportunity for the circulation
of multimodal discourses - which permeate contemporary times - in the
process of teaching and learning. Within the sociointeractional perspective
(BRASIL, 1998), I propose the contemporary course book contemplate a
methodological approach I call critical sociointeractional literacy - taking
the term methodology in broad perspective, considering that identity
questions and transversality must not be absent from the learning process.
The objective of this paper, then, is to move beyond the communicative
approach and discuss and propose possibilities of implementation of a
pedagogy I am calling critical sociointeractional literacy. Following this
pedagogy, based on theories of multiliteracies (COPE & KALANTZIS, 2000)
and critical literacy (FREEBODY , MUSPRATT & LUKE, 1997), coursebooks
and other learning materials deal with new ways of learning (KALANTZIS &
COPE, 2012) which are relevant in the contemporary world.
Refracciones: la produccin de sentido en los libros de Espaol/LE
Deise Cristina de Lima Picano, Sarah Pimentel Palcio Garcia
Universidade Federal do Paran, Brazil
Este trabajo discute la necesidad de contextualizacin de los conflictos
socioculturales en los materiales didcticos diseados para la enseanza
de Lenguas Extranjeras, en una perspectiva de formacin para la ciudadana
y el respeto a las diferencias. Para ello, cuestiona el uso frecuente de
estrategias de enseanza del enfoque comunicativo en los libros de texto
para la enseanza del espaol, tanto para la formacin bsica, como para
un pblico ms general, y que aportan diversas limitaciones desde el
punto de vista de las exigencias del mundo contemporneo, marcadas por
relaciones socio-culturales dinmicas e histricamente situadas. Al sealar
estas limitaciones, tambin indica los posibles caminos para una produccin
de materiales de enseanza que respondan mejor a los desafos del mundo
de hoy, en una sociedad cada vez ms conectada por redes de medios de
comunicacin, y que se muestra cada vez ms intolerante hacia lo que se
presenta como diferente. Creemos que los pensadores del Crculo Bajtn y del
anlisis del discurso pueden contribuir con a esta problemtica en el campo
de la lingstica aplicada, especialmente cuando el objeto de investigacin se
refiere a relaciones comprendidas como inter-culturales y a la construccin
de sentido en los materiales didcticos de espaol como lengua extranjera.
Por esta razn, los anlisis aqu presentados se basan en los conceptos
de estos pensadores, especialmente el de enunciado, de discurso y de
significado y pretenden mostrar de qu maneras son movilizados por la
seleccin de textos e imgenes en la construccin de la identidad del otro
y de la representacin de la diversidad cultural de la poblacin de Amrica
Latina en los libros de texto de espaol como lengua extranjera.
C787-788
Time: Tuesday, 25/Jul/2017: 1:30pm - 2:30pmLocation: Queluz VII
1:30pm - 2:00pm
Anlise bibliomtrica de tradues tcnicas publicadas no Brasil e perfil de
tradutores
Janine Pimentel
Universidade Federal do Rio de Janeiro, Brazil;
janine.m.pimentel@gmail.com
Nesta comunicao apresentamos os resultados de um estudo sobre o
perfil dos tradutores brasileiros e as caractersticas das tradues de textos
de especialidade publicadas no Brasil. Pesquisas deste tipo so necessrias
quando precisamos desenhar curricula e implementar programas de
formao em traduo, pois elas ajudam a caracterizar o mercado no qual
os discentes atuaro (Dam & Zethsen 2011). Este projeto inspira-se, em
parte, na metodologia utilizada no mapeamento dos Estudos da Traduo
apresentado por Pagano & Vasconcellos (2003) e por Alves & Vasconcellos
(2016), que fizeram uma anlise bibliomtrica das teses e dissertaes
elaboradas por pesquisadores brasileiros nas ltimas dcadas.
Uma das primeiras etapas do projeto consistiu na criao de um corpus
de tradues publicadas de livros sobre vrias reas de especialidade
(medicina, direito, filosofia, engenharia, etc.). Para criar o corpus, deslocamo-
nos a grandes livrarias cariocas (Cultura, Travessa e Saraiva) e s bibliotecas
das principais faculdades da Universidade Federal do Rio de Janeiro e
selecionamos cerca de 300 livros traduzidos do ingls para o portugus.
De seguida, registramos se todos esses livros apresentavam os nomes
dos tradutores nas suas capas, se havia informao sobre esses mesmos
tradutores nos paratextos, e se havia marcas dos tradutores ao longo dos
textos (por exemplo, Notas de Traduo). Paralelamente, para traarmos um
perfil dos tradutores brasileiros, procedemos de duas forma: 1) buscamos
informaes sobre os tradutores dos livros do corpus; 2) preparamos um
questionrio online e pedimos, por meio das redes sociais, a tradutores
aleatrios atuantes no Brasil que respondessem a perguntas relacionadas
com: formao acadmica, experincia profissional, tipos de textos mais
traduzidos, uso de ferramentas, grau de satisfao profissional, etc.
O corpus das tradues publicadas mostrou que o tradutor uma figura
ainda um tanto invisvel e os questionrios mostraram o quo heterognea
esta classe profissional na sua formao acadmica.
2:00pm - 2:30pm
Translation, disability and museums across cultures. A comparative study of
museum audio description
Silvia Soler Gallego
Colorado State University, United States of America; ssoler@colostate.edu
Audio description is used by an increasing number of museums to improve
access to their collections by visually impaired visitors. However, the number
of studies in this field is still very limited. This paper reports on a descriptive
study of art museum audio description as a form of intersemiotic translation
that contributes to close this gap.
For this purpose, I compiled and analyzed a multilingual corpus of audio
descriptions of art museums in the United Kingdom, United States, France,
and Spain. This linguistic analysis was complemented with a study of the
context in which the audio descriptions are produced and used by visitors.
In order to collect these data, I conducted interviews to professional audio
describers and accessibility coordinators at a number of museums.
After introducing the key role of audio description as a tool for accessibility and
social integration in museums, this paper will offer an overview of accessibility
practices for visitors with a visual impairment in the four countries. A first
section dedicated to the communication context will look at the existence of
147
guidelines to produce audio descriptions, audio describers educational and
professional profile, visitors profile, and complementary tactile resources. A
second section dedicated to the linguistic analysis of audio descriptions will
focus on the order and quantity of information, level of subjective interpretation
of the visual source text, and use of specialized terminology. Finally, the
linguistic results will be discussed in relation to the context of communication.
An example of this is how a greater use of specialized terminology in France
could be related to museums being addressed to a social elite, as opposed to
the didactic function of American museums and the limited use of specialized
terminology in their audio descriptions.
C789-790
Time: Tuesday, 25/Jul/2017: 1:30pm - 2:30pmLocation: Venezia I
1:30pm - 2:00pm
The human animal boundary in public discourse.
Guy Cook, Clyde Ancarno
Kings College London, United Kingdom; guy.cook@kcl.ac.uk
The anthropocene entails radical changes both in our perceptions of what it
means to be human and of our relation to other animals. Population growth
and urbanisation have led to extreme environmental degradation, the mass
extinction of other species, and the erasure of animals from many peoples
lives. This in turn gives rise to bitter public controversies about activities
such as industrial livestock farming, meat eating, hunting, culling, and animal
experiments. Debates are frequently polarised and based on incompatible
standpoints and definitions of humanity.
These different views are reflected in opposed ways of talking and writing
about animals. Close analysis of this varying language can yield important
insights. We draw upon the findings of a three-year Leverhulme research
project People, Products, Pets and Pests: the discursive representation
of animals (http://animaldiscourse.wordpress.com) which has collected an
extensive and unique database of language used in communications about
animals in order to identify a variety of linguistic and discursive strategies
associated with a wide range of purposes and points of view. There are
three kinds of data: a digitally stored corpus of texts; coded transcripts of
interviews with people professionally communicating about animals; and
coded transcripts of focus groups reacting to the language choices identified
in the corpus and interviews. Questions to informants have explored their
own and others choices of language, and how these relate to their beliefs
about the identity and interaction of humans and other animals.
We explain with examples how contrasting language choices illuminate
the contemporary relations between humans and other animals, changing
attitudes to boundary between them, the philosophical standpoints and
emerging social trends which this language reflects.
2:00pm - 2:30pm
Media coverage and the transnational circulation of discourses of Zika in
Brazil and the UK
Olivia Knapton1, Rodrigo Borba2, Branca Fallabella Fabricio2
1
The University of Birmingham, United Kingdom; 2Universidad Federal do
Rio de Janeiro, Brazil; olivia.knapton@kcl.ac.uk
In times of a health crisis, the general public will turn to the media for
health information and advice. The recent Zika outbreak has attracted
significant international media coverage, particularly since the outbreak
was declared an international public health emergency by the World
Health Organisation in February 2016. Although Brazil is most severely
affected, the virus has been reported in 66 nations (WHO, 2016). Research
on communication about Zika is vital so that information is timely, clear
and motivates people to take precautions.
Through an analysis of media reports in Brazil and the UK, we seek to
show how discourses in the media legitimise problematic truths about
Zika and related health complications, sexual practices, abortion and
scientific knowledge. We also aim to demonstrate how these discourses
about Zika have circulated between the two countries. To do so, we
compiled two corpora of national media reports on the Zika virus: one
corpus of UK media coverage and one of Brazilian media coverage. The
corpora were analysed using discursive approaches to metaphor (e.g.
Zinken et al., 2008) and Briggs (2005) framework of communicability.
Our analyses reveal that the framing of the Zika virus varies according
to the geographical proximity of the virus to the country, with metaphors
of WARS and JOURNEYS being used differently in each country. We
also argue that discourses of Zika have forged Zika as a semiotic
virus, a sign which is able to travel globally and, though its infectious
circulation, produce diverging understandings of the global South as
a place plagued with little known diseases of which the global North
must be wary. This discussion will lead us to problematize how the media
contribute to the global circulation of certain medical epistemologies and
to the construction of diverging, often contradictory, truth regimes about
health, place, and individuals.
REN 11
Time: Tuesday, 25/Jul/2017: 1:30pm - 2:30pmLocation: Venezia II
New Directions in Folk Linguistic Research
Organizer(s): Antje Wilton (University of Siegen), Martin Stegu (WU Vienna,
Austria)
The AILA ReN Folk Linguistics, jointly convened by Antje Wilton and Martin
Stegu, unites researchers who address various aspects of folk beliefs or
lay theories as relevant to applied linguistics in their research. Building on
work done by Nancy Niedzielski and Dennis Preston (2003), the activities
of the network have contributed significantly to the recognition of Folk
Linguistic research as a distinct academic field of inquiry (Wilton & Stegu
2011). Non-linguists beliefs and assumptions about language, language
learning and communication and the relevance for their decisions in
their everyday and working lives have been investigated in particular in
the fields of second language acquisition, where the study of learners
attitudes and beliefs provides insight into the motivational sources of
language learning and in dialectology, where the study of non-linguists
assumptions about language variation has made important contributions
to sociolinguistics. In this symposium, we will introduce and explore new
fields of inquiry for folk linguistic research. We will highlight the similarities
and differences between other distinct, but related fields of inquiry such
as language awareness and attitude research and illustrate the ubiquity
and importance of folk linguistic studies in two fields: gendered language
use (and the discourse connected to it) and forensic linguistics. In a final
slot, presenters and audience will have the opportunity for an intensive
discussion of the relevance of folk linguistic research in their respective
research fields.
Conveners: Martin Stegu, WU Vienna, Antje Wilton, University of Siegen
Discussant: Alessia Cogo, University of London
Niedzielski, N. A. & Preston, D. R. (2003): Folk Linguistics. Berlin, New
York: Mouton de Gruyter.
Wilton, A. & Stegu, M. (Hg.) (2011): Applied Folk Linguistics. Amsterdam:
John Benjamins.
Details of the Symposium Papers
Folk Linguistics future perspectives
Martin Stegu
WU Vienna, Austria
After about ten years of existence of the AILA Folk Linguistics Research
Network the moment has come to analyse some trends that have emerged
in the last years and to identify relevant research fields in the future.
148
Seeing Applied Linguistics as linguistics practised to solve communication
and language problems of primarily folk / lay people, it is surprising
that the academic interest in beliefs and theories of non-linguists is still
less developed than one would expect. There are traditional research
domains such as perceptual dialectology, folk linguistic conceptions
about language learning and others, where we can identify scholars
who use the label folk linguistics or similar terms (lay conceptions;
Laienlinguistik; linguistique populaire) in an explicit way or who use
other labels such as language awareness, knowledge about language,
subjective theories which leave the relationship to folk linguistics rather
implicit. This paper wants to suggest a certain number of future tasks of
Folk Linguistic research:
1. Bringing together explicit and implicit Folk Linguistic research
fields (and research communities);
2. Discussing the different (knowledge related, sociological, discursive,
etc.) aspects of the mutual relationship between folk and academic
beliefs and / or theories;
3. Identifying new concrete research domains such as folk aspects of
forensic linguistics, language policies, gender linguistics, etc.
One of these new research areas will be briefly illustrated by reporting
on a study on folk linguistic aspects in the discussion about the so-
called gender fair language use in German speaking contexts.
Folk Linguistics in forensic contexts
Antje Wilton
University of Siegen, Germany
This contribution highlights the importance of lay linguistic knowledge
in forensic contexts and presents a project plan on the impact of English
as a lingua franca in German police interactions.
In recent years, linguists have increasingly become involved in forensic
i.e. law-related - contexts in which lay linguists assumptions about
language and communication play a vital. For example, language
analysis for the determination of origin (LADO) of asylum seekers is
predominantly done by non-linguists working in administrative bodies
or independent organisations, often with highly controversial results.
Furthermore, non-linguists assumptions about language and language
use frequently lead to discrimination of nonnative speakers within the
legal process from the time of arrest until their trials. Finally, nonlinguists
description of voices (as earwitnesses) can have a decisive impact on the
course of a criminal investigation. While much of the research on these
aspects has been done in Anglo-American contexts, this contribution
argues that these issues are becoming increasingly relevant in the
German context in the immediate future as Germany has to cope with
a growing number of nonnative speakers which come into contact with
law enforcement and governmental and administrative institutions.
Drawing on insights from qualitative surveys conducted in student
projects, the contribution shows how non-linguists ideas about language
and language use prevail in and influence the German forensic context.
The surveys also reveal that many of the initial exchanges between
police officers and nonnative speakers of German are done in English.
The contribution argues that conversation analytic research is needed to
address the problems and possible pitfalls of ELF exchanges in German
forensic contexts and presents a project plan to 1) identify and analyse
police officers assumptions and criteria underlying language-related
decisions using qualitative interviews and 2) analyse ELF interactions
between police officers and laypeople using conversation analytic
methodology and theory.
 C801-802
Time: Tuesday, 25/Jul/2017: 1:30pm - 2:30pmLocation: Venezia V
1:30pm - 2:00pm
Indigenous language policy in the Americas - a comparative view
Ian Martin
York University, Canada; imartin@glendon.yorku.ca
This paper is an attempt to, for the first time, compare state-level and
sub-state level (including local) language policies across the Americas,
largely but not exclusively with the United Nations Declaration of Rights of
Indigenous Peoples (2007) as a yardstick for best practices.
The author teaches a graduate course in comparative public policy on
indigenous languages in the Americas, and the urgency of such a course,
and a hemispheric comparison, is driven in Canada, at least, by the historic
publication of the Report of the Truth and Reconciliation Commission (TRC)
of Canada in December, 2015, which made a number of recommendations
in the field of indigenous language policy. In particular, the proposed paper
is the product of a study aimed at advising the Canadian federal government
on best practices across the Americas in developing an Indigenous
Language Act, one of the recommendations of the TRC.
Particular attention will be paid to such hemispheric issues as (1)
constitutionalization, officialization, and legal status of indigenous languages,
(2) interactions between levels (state and sub-state) of governance; (3)
questions of indigenous control of indigenous language education; (4)
special attention required to severely endangered indigenous languages;
(5) value of the creation of national research centres to support indigenous
language promotion; (6) best practices of local/tribal/community language
legislation; (7) restorative linguistic justice; (8) language-and-identity issues -
what role do non-speakers play in a policy seeing to promote an indigenous
languages? (8) individual rights and collective rights: how to get the best
of both worlds? (9) the issue of indigenous people established outside
of traditional territories, eg.in cities; (10) the role of the arts; (11) the role of
translation and interpretation; (12) the value of an indigenous language
commissioners office to monitor progress, promote languages and
recommend research; (13) the responsibilities of post-secondary educational
institutions.
2:00pm - 2:30pm
Private language management: Home literacy environments for bilingual
development
Francesca La Morgia1, Xiao-Lan Curdt-Christiansen2
1
Trinity College Dublin, Ireland; 2University of Reading, UK; x.l.curdt-
christiansen@reading.ac.uk
Drawing on the theories of family language policy and literacy
environment, this inquiry explores and describes how family language
policy is managed through literacy resources and literacy related activities
in families in the UK. We define private language management as the
implicit/explicit and subconscious /deliberate parental involvement and
investment in providing linguistic conditions and context for language
learning and literacy development (Curdt-Christiansen, 2012, p. 57). A
total of 50 families, each with at least one child between the age of 4
and 7, participated in this study. All children spoke English alongside
their mother tongue (MT), either Chinese, Italian, or Urdu. Data sources
include: a) a questionnaire about the childrens general background
and the parents socio-economic and cultural capital and language
proficiency in English and MT; b) a family language audit to ascertain
the linguistic input from caregivers and language practices of the focal
children; and c) literacy resources and activities in both MT and English.
The results of this study showed some interesting differences among
Italian, Urdu and Chinese speakers, not only in their family language
practices, but also in their attitudes towards mother tongue literacy and
application of literacy practices in the home language. Private language
management efforts were often motivated by parents past experiences
and future aspirations for their childrens language development and
they were strengthened by various approaches that parents actively
149
used to enrich their childrens language repertoires. These results are
not only important to examine the degree of variation of family language
input, but also to understand the difficulties and constraints that prevent
families from developing literacy in the home language.
C803-804
Time: Tuesday, 25/Jul/2017: 1:30pm - 2:30pmLocation: Ducale I
1:30pm - 2:00pm
CQP interface for translators training
Josep Guzman
Universitat Jaume I, Spain; guzman@uji.es
Parallel corpora have become widely accepted in translators training. For
several years GRCOVALT research group has collected a corpus: COVALT,
and built an interface to manage it (Guzman, 2006; Lawick, 2011; Marco,
2012). COVALT is formed by extracts or full texts (depending on the necessary
permission) of narrative works and their translations (extracts or full texts).
The languages of the original text (OT) are German, French and English and
translated (TT) into Catalan or Spanish. Following previous work on COVALT,
in this paper the basic characteristics of the new on line searching COVALT
tool and how it can be used for literary translators are presented. First of all,
the corpus has been aligned with the well known translation memory tool
DjaVu. After exporting the MT file, it has been splitted into two monolingual
files (TO and TT). These files were annotated with the Freeling package.
This package is an open code library providing language analysis services
like morphological analysis, date recognition, PoS tagging, etc. Afterwards,
both files were indexed with the IMS Corpus Workbench (CWB) and aligned.
Finally, the result of all this process is a free online browser for parallel texts
powered by corpus query processor (CQP). As a browser it allows the user
to search the texts either by the author or the translator, as well as it offers
the possibility to look at the text individually or as text-pairs. The program
may search word or words, or token-level annotations in the OT or in TT
and display the aligned sentences containing the searched pattern. Finally,
pedagogical proposals for training translators are suggested.
2:00pm - 2:30pm
Corpora and Songs to Teach and Learn English
Maria Claudia Delfino
Pontifcia Universidae Catlica de So Paulo- PUC SP, Brazil; claudia@
fatecpg.com.br
Popular music has been used as a tool in the teaching of foreign language
for a long time (Bertoli-Dutra, 2014), but music is usually seen as an extra
material to be applied when the teacher has some free time during the class
or as an extracurricular activity. However, in the research reported here, we
argue instead that popular music can be the central element in language
teaching; indeed, in our proposal, all language teaching activities were
based on popular music and on texts that draw on topics related to popular
music. At the same time, our goal was not to teach pop song English, but
current spoken English. To meet this goal, the analysis of the song lyrics
was used as a starting point for the materials. The main corpus used in the
project was a pop song lyrics corpus (CoEL), composed of around 150,000
words from 585 British and American lyrics from pop songs performed by the
following artists: Beatles, Bon Jovi, Maroon 5 and Bruno Mars. A reference
corpus (COCA, ca. 520M words) was also used as support material. A list
of criteria for designing the activities was created and implemented. The
corpus was tagged for over 200 different linguistic characteristics using the
Biber Tagger. The features were then counted with the Biber Tag Count
program, which also calculated the position of each song and artist along
each of the five major dimensions of register variation for English (Biber,
1988). Activities were designed and used involving collocations, keywords,
register variation, among other major linguistic themes. A journal was kept
by the teacher during the lessons, and interviews of the students were
conducted, both as ways of throwing light onto the process of learning
English in a corpus-based environment.
 REN 3
Time: Tuesday, 25/Jul/2017: 1:30pm - 4:30pmLocation: Venezia IV
Individual factors in CLIL teachers and learners
Organizer(s): Rick de Graaff (Utrecht University, The Netherlands),
Russell Gordon Cross (Melbourne University, Australia)
Content and Language Integrated Learning (CLIL) refers to educational
approaches that allow for improved foreign language learning in combination
with content learning in a variety of (non-language) subjects. CLIL has started
as a European undertaking, but it strongly relates to other contextualized
language teaching approaches such as immersion education or content-
based language teaching.
Content and Language Integrated Learning has not only been a highly
popular educational innovation in Europe and elsewhere, but it has also
attracted a wide range of research interests and undertakings. The Research
Network on Content and Language Integrated Learning and Immersion
Classrooms (CLIL ReN) aims at joining expertise of CLIL researchers in
language acquisition, language use, language pedagogy and subject
pedagogy.
This CLIL ReN symposium consists of five presentations that focus on
individual factors in CLIL teachers and learners. The first presentation by Elisa
Hildago-McCabe and Mara Fernndez- Agero considers the individual
factors that influence CLIL students choices in the transition from primary to
secondary education, when being streamed in high and low CLIL immersion
programmes. The aim of this paper is to identify successful features of CLIL
implementation. The second paper by Thomas Somers and Ana Llinares
concerns students motivation towards academic learning through L2. This
presentation has found high intrinsic and instrumental motivation towards
learning subjects through English, but also identified differences between
students related to L2 exposure and the track in which students have been
placed. The third presentation by Dominik Rumlich and Julia Reckermann
looks at EFL self-concept. CLIL theoretically possesses the potential to
enhance students self- concept, while favourable levels of EFL self-concept
appear also necessary to master the challenges of CLIL. The fourth paper
by Tessa Mearns, Do Coyle and Rick de Graaff considers whether learners
who opt in to CLIL programmes are naturally more likely to perform well than
those who do not. It focuses on the individual factor of motivation within
bilingual and regular secondary school streams in the Netherlands. The fifth
and last presentation of this symposium by Shigeru Sasajiama focuses on
teacher trainees who are going to be English teachers in secondary schools
and sets the general research question: How do language teacher trainees
see CLIL classrooms?
Details of the Symposium Papers
Individual factors influencing CLIL student choices in the transition from
primary to secondary
Elisa Hidalgo-McCabe, Mara Fernndez-Agero
Universidad Autnoma de Madrid, Spain
This study looks into the factors informing students choices at the beginning
of secondary education, when being streamed into high- and low-
immersion CLIL programmes in the context of state bilingual education in
the Region of Madrid (see Llinares and Dafouz, 2010 for an overview of this
programme). Within the framework of a larger longitudinal research project
that digs into the development of linguistic competence in the transition
between primary and secondary education, this papers ultimate aim is to
contribute to identifying the features of successful CLIL implementation.
Results were drawn from 157 validated questionnaires and 8 structured
interviews to students spotted as salient cases. Following the grounded
theory, information was analysed and correlated with data collected among
teachers and school managers, and results of high-stakes examinations
at the end of Primary. Emerging tags are related to students attitudes and
beliefs towards bilingual education, motivation, perceptions on learning i.e.
on the difficulty of content subjects, and degree of satisfaction with the
track they are placed in. Particularly, our findings indicate that instrumental
motivation (Drnyei and Ushioda, 2009; Doiz et al., 2014) plays an important
role in these students choices.
150
CLIL students motivation towards learning academic subjects in English
Thomas Somers, Ana Llinares
Universidad Autnoma de Madrid, Spain
Previous research on motivation in CLIL has mainly looked at students
motivation pertaining to learning the L2, as somehow independent of
subject learning. However, research is also needed that examines students
motivation towards academic learning through the L2, as befits the integrated
nature of the CLIL approach. This paper will address this underresearched
area in CLIL, reporting on a study carried out with 158 students enrolled
in the first year (aged 11-12) of secondary school participated. This study is
part of a larger ongoing longitudinal research project investigating students
transition from primary to secondary bilingual schools in the Comunidad
de Madrid (CAM) and in particular, the effect of their being streamed
into high- or low-immersion tracks on the development of these students
academic language competences. Data were collected using a piloted
and validated quantitative and qualitative questionnaire covering different
aspects of motivation (intrinsic and instrumental), extra-mural exposure to
English, and open questions eliciting attitudes towards learning subjects
through English. Globally, the analyses show high intrinsic and instrumental
motivation towards learning subjects through English. However, we
identified differences between students related to such individual influential
factors as L2 exposure and the track in which students have been placed.
Underresearched, but highly relevant in language learning: EFL self-concept
as an individual factor in CLIL-environments
Dominik Rumlich1, Julia Reckermann2
Universitt Duisburg-Essen, Germany, 2Bielefeld University, Germany
1
Academic self-concept has often emerged as the most significant affective-
motivational predictor of scholastic achievement across all subjects (Helmke
et al., 2008) and has a profound impact also on other variables (e.g., interest
and motivation). Still, research on self-concept in foreign language learning
is scarce and represents a major epistemological blind spot in general and in
CLIL environments in particular: CLIL theoretically possesses the potential to
enhance students self- concept (Rumlich, exp. 2016) while favorable levels
of EFL self-concept appear also necessary to master the challenges of CLIL.
Data from 1,000 German secondary school students (M age=11.9) was
evaluated on the basis of a predefined structural equation model, which
confirmed the pivotal importance of EFL self-concept for EFL proficiency
(=.32, SE=.04, p<.001) and EFL interest (=.59, SE=.03, p<.001; overall
model fit: 2(207)=453.99, p<.001; TLI=.95; RMSEA=.04, .04<90% CI<.05;
SRMR=.04). These results could be replicated for the same cohort of
students two years later. Furthermore, longitudinal analyses suggest that
increases in self-concept might be attributable to CLIL (=.10, SE=.0, p=.10)
even when statistically controlling for a range of other factors.
The findings underline the pivotal importance of EFL self-concept in
language learning and make a strong claim for its inclusion in studies on
CLIL.
Chicken or egg? Motivation for or from bilingual education in the Netherlands
Tessa Mearns1, Do Coyle2, Rick de Graaff3
1
Leiden University, The Netherlands, 2University of Aberdeen, UK, 3Utrecht
University, The Netherlands
This study aimed to address the current hot topic in the CLIL community of
whether learners who opt in to CLIL programmes are naturally more likely to
perform well than those who do not. Specifically, it focused on the individual
factor of motivation within bilingual (English-Dutch) and Dutch-language
secondary school streams in the Netherlands. 900 pupils in the first three
years of general secondary education responded to a survey regarding
their views about school and (language) learning, themselves, and their
peers from both educational streams. Central was not only the extent of the
motivational difference between groups, but also whether those differences
appeared to occur naturally or through exposure to the specific learning
environment. The results suggested that the groups did differ in terms of
motivation, but that these differences were not necessarily black and white.
In certain areas, it seemed that the Dutch-language learners motivation
developed at a different pace to that of their bilingual counterparts, rather
than being altogether less powerful. Furthermore, findings suggested little
influence from bilingual education itself on the drive of its already motivated
learners. This presentation therefore addresses the research findings in
terms of their significance not only for approaching learners as individuals
within bilingual education, but also within the regular monolingual stream.
CLIL can vary in each teacher and learner
Shigeru Sasajima
Toyo Eiwa University, Japan
CLIL has been regarded as a broad term which is hard to define but may
be rather simple to conduct, as Coyle, Hood & Marsh refers to it as a dual-
focused educational approach in which an additional language is used
for the learning and teaching of both content and language (2010: p.1), so
that each CLIL practitioner is likely to have a different concept about CLIL
classroom activities. It thus should be often criticized as often asked What
is CLIL? by applied linguists, while such a complex pedagogical approach
can be even more attractive for learners and teachers in some contexts.
This paper focuses on teacher trainees who are going to be English
teachers in secondary schools and sets the general research question:
How do language teacher trainees see CLIL classrooms? In the research,
the participants observed one CLIL classroom and discussed classroom
activities. After the analysis based on the anthropological research method,
the results showed that a variety of attractor states (some patterned outcome
in CLIL classroom activities) have been identified in the activities. The study
accordingly suggests that each individual factor related to CLIL classrooms
should have great potential to develop contextualized CLIL pedagogy
especially in non-European areas.
S83
Time: Tuesday, 25/Jul/2017: 1:30pm - 4:30pmLocation: Ducale V
EGP, EAP, or ESP?: Curriculum and Material Development for College Students
Organizer(s): Hisako Yamauchi (AILA,JACET, Japan), Christina Gitsaki (AILA,
Zayed University, UAE), Carol Wexler (Tel Aviv University, Islael), Akihiko Higuchi
(Kagoshima University, Japan), Tamao Araki (Miyazaki University, Japan)
English for Specific Purposes (ESP) has often played a major role in existing
English language curricula in different contexts since its early stage of
development. One of its major principles, learner-centeredness, has often
been a driving force in reconsidering the one-fits-all curricula. In addition, its
focus on authentic language use has led to the rediscovery of what to teach.
These on-going approaches also allow individual institutions or teachers
to fit their teaching into their specific contexts and to maximize outcomes
within their reach. On the other hand, the movement of quality assurance
is becoming ubiquitous in many institutions, where individual practitioners
are increasingly encouraged or required to fulfill unified standards assigned
by the government or some administrative organizations. In these contexts,
the localization of teaching materials driven by the ESP approach are
often discouraged. How are ESP practitioners coping with the dilemma of
increasing demands for quality assurance and for wider globalization? The
members of this panel will propose ideas for English language education
in terms of EGP, EAP and ESP based on their research and their university
teaching experience. Hisako Yamauchi, former professor of the University of
Nagasaki, Japan, will review the concepts of EGP, EAP and ESP, and discuss
which type of English is really needed and what level of materials are
suitable for Japanese college students. She will also suggest which English
language abilities students should acquire by the time they graduate. The
two presenters, Christina Gitsaki of Zayed University, UAE, and Carol Wexler
of Tel Aviv University, Israel, will introduce the current state of ESP education
in their countries and will present their view of ESP. Akihiko Higuchi, of
Kagoshima University, Japan, will explain the need for English for Nursing
students, and propose suitable textbooks and study materials to meet their
needs. The last presenter, Tamao Araki of Miyazaki University, Japan, will
introduce the challenges in establishing a new college English curriculum
for Agricultural students at Miyazaki University and discuss the English
programs appropriate for them from the viewpoints of teaching practice and
administration.
151
Details of the Symposium Papers
EGP, EAP, or ESP?
Hisako Yamauchi
taraki@cc.miyazaki-u.ac.jp
In Japan, the Ministry of Education, Culture, Sports and Technology
introduced new curricula to junior high schools from 2012, and to senior
high schools from 2013This means universities and colleges have started
to accept students educated under the new curricula. Compared to the
former curricula, the contents of the new curricula demand that students
learn 30% more than before, and English is no exception. For example, the
vocabulary size that students are expected to learn before entering college
has increased from 2200 words to 3000 words. More emphasis is placed
on teaching English in English in both junior and senior high schools so
that students have more access to English in their classrooms. In order to
cope with students under the new curricula as well as with recent demands
in English education from Japanese society, it is important to reconsider
the definition of ESP, and to understand that college English curricula
and material development should be based on the revised concept. On
the other hand, the introduction of new primary and secondary English
national curricula would be in favor of ESP at university level. With the
recent increase in demand of academic skills and business-related skills
for university graduates, the training of those skills should be started earlier
in the undergraduate curriculum than now, probably from the first year. The
students higher proficiency of English at their entry of university would
facilitate the earlier introduction of EAP or business-related skills, although
it must be accompanied with the development of clearer self-image about
their future.
EAP in the UAE: Challenges and Opportunities
Christina Gitsaki
Zayed University, Dubai 18292, UAE
In the United Arab Emirates, Emirati students are educated in Arabic
and learn English as a Foreign Language at school and when they enter
University, they are educated in English. In order to enter an undergraduate
study program, Emirati students have to first achieve a Band 5.0 or more
on the International English Language Testing System (IELTS). Currently the
number of high school graduates who can achieve this score is between
20% and 23% each year. The remaining students attend an extensive
EAP program at the foundational program of their chosen University.
The University EAP programs are intensive and they have to achieve the
difficult task of increasing student academic English ability to the desired
level within two semesters. In addition to this task, in September 2012,
the Federal Higher Education Institutions joined the UAE iPad Initiative, an
innovative Ministerial project that saw federal institutions implement the use
of mobile technologies in their EAP programs. Finally, recent accreditation
requirements and course standardization pressures present yet another
hurdle in the design and implementation of EAP programs at the higher
education institutions. This presentation will provide an overview of the
challenges that the EAP University programs in the UAE are currently facing,
the opportunities that are presented to them and the strategies that are
put in place at the Ministerial, Institutional and classroom level in order to
achieve their program objectives.
ESP in Higher Education in Israel: A Retrospective View
Carol Wexler
Tel Aviv University
Israel is a small country whose language, Modern Hebrew, is not widely
used outside the country. Although at the outset the nation was comprised
of a multilingual immigrant population, in the last decades, globalization
and the need to compete in the world marketplace has elevated English
to a primary place at all levels of education. English language curriculum
development in tertiary education in Israel has spanned the full spectrum
of teaching/learning movements. This paper will present the trajectory of
English language teaching in Israeli universities past and present and the
role of ESP in that evolution. Moreover, with the increasing use of digital
means of learning and communication, there are now more ways for
students to become literate in their fields of endeavor. My conclusion is that
an optimal curriculum must use the whole spectrum of movements at the
undergraduate level from General English for lower proficiency, EAP at the
intermediate proficiency levels, to ESP courses at the highest proficiency
level for students majoring in specific fields. Intensive writing courses for
graduate students who will soon need to address international audiences
at conferences and in print is also a current goal. In addition, I will discuss
a new and innovative program developed at Tel Aviv University which is
currently meeting the specific needs of individual students. For a nominal
hourly fee this learning center provides one-on-one help with specific
problems in language learning and serves not only students but faculty and
the larger community as well.
Teaching English to Japanese College Students of Nursing: The Essentials
Akihiko Higuchi
Kagoshima University, Japan
This study discusses the importance of English for General Academic
Purposes (EGAP) when teaching English to Japanese college students of
nursing. This study recommends the establishment of an EGAP course to
make a bridge between English for General Purposes (EGP) and English for
Academic Purposes (EAP). What English do they need to learn at a college
of nursing? And what do they need to learn on an EGAP course? The main
purpose of this study was to propose a suitable English textbook and study
materials to meet their needs. After carrying out some questionnaire surveys
and undertaking an EMP (English for Medical Purposes) course at the
University of Edinburgh, the contents of an English textbook for Japanese
college students of nursing was determined. Amongst the contents that
were decided upon were: doctor/nursepatient talks, word formations,
pain vocabulary, symptom descriptions, basic medicine, and the names
of diseases. They were designated as essentialelements of EGAP to
teach English to Japanese college students of nursing. These elements
formed the basis of the textbook: First Aid! published in 2012; it has been
used in many colleges of nursing. However, there were some problems for
the students in understanding parts of the textbook. These problems along
with other pedagogical implications were addressed in this study.
ESP and the Language Center
Tamao Araki
Miyazaki University, Japan
Many national universities in Japan have transformed into more financially
independent institutions over the past two decades. In relation to this
movement, many universities have singled out a language teaching
section from the faculty and renamed it a language center or something
similar. While these language centers have explicit and important missions
of carrying out language education across the campus, they may not be
necessarily fully staffed for teaching many students of different majors.
Although it is a challenge to practice English for Specific Purposes (ESP)
under these conditions, the Language Education Center (LEC) of the
University of Miyazaki is still pursuing this goal by establishing a close and
optimal collaboration between the full-time and the part-time staff. The full-
time teachers not only devise and carry out the main curriculum but also
make ESP teaching packages and share them with part-time teachers.
Two packages are currently being offered in EFL classes for students of
agriculture: International Students Visits (ISV) and Online Cultural Exchange
Program (OCEP). In ISV, LEC hires dozens of international students as TAs,
who are often majoring in the same fields as the EFL students, and asks
them to participate in classes by giving presentations in English on topics
related to their cultures and majors. OCEP is an online collaboration program
arranged by LEC utilizing Moodle forums and/or video communication
tools, where the students interact with other students of the same or similar
majors from other countries in English. LEC is also developing an academic
writing course at graduate level addressing the needs of academically
highly motivated populations. Not only individual teaching practices but also
administration issues related to practicing ESP will also be discussed.
C265-274
Time: Tuesday, 25/Jul/2017: 1:30pm - 4:30pmLocation: Studio 1
1:30pm - 2:00pm
The role of rhetorical reading in writing
Irena Kuzborska
University of York, United Kingdom; irena.kuzborska@york.ac.uk
Rhetorical reading, broadly defined as a readers ability to account for an
authors purpose, context, intended audience and the way in which language
is used to persuade and influence the audience, has been shown to have
positive effects on reading comprehension. Reading texts rhetorically can
help assimilate more text ideas and promote better information retention.
Recent evidence from the first language reading research has also
demonstrated that rhetorical reading can improve students academic writing.
Students who read texts to learn not only content but also rhetorical choices
that writers make in producing texts seem to construct more elaborate and
persuasive texts themselves. However, while the second language reading
research has looked fairly extensively at the benefits of rhetorical reading
on reading comprehension, the role of rhetorical reading in writing has
received little attention despite its importance in the academic context. To
fill this gap, this study focused on Chinese postgraduate TESOL students
rhetorical reading strategies and investigated their role in a reading-to-write
task. Rhetorical strategies were studied using think-aloud protocols and pre-
and post-protocol interviews. Four high-rated Chinese postgraduate student
writers and four low-rated Chinese postgraduate student writers performed
two reading-to-write tasks, a task with an assigned perspective and a task
without an assigned perspective, in two separate sessions. The students
rhetorical reading strategies were determined using a rhetorical reading
strategy taxonomy and analysed in terms of choice and frequency of
strategy occurrence in the tasks and the relationship of strategy occurrence
with students writing. The results showed that the high-rated student writers
employed more rhetorical strategies than the low-rated student writers;
however, their strategy use in the two tasks was similar, suggesting their lack
of attention to the task requirements. Implications for English for Academic
Purposes tutors are also discussed.
2:00pm - 2:30pm
The writing centre as a space to support post-secondary L2 writing
competencies
Eva Lemaire, Sheena Wilson
University of Alberta, Canada; lemaire@ualberta.ca
This co-authored presentation will evaluate the impact of a post-secondary
university writing centre on student relationships with and attitudes toward
writing, in a particularly complicated linguistic context ; this research was
conducted in Western Canada, where students studying Frenchwhether it
is a maternal or additional languagedo so in a minority Francophone socio-
cultural environment. While numerous Canadian researchers have pointed
to the linguistic lacunas of students exiting Canadian highschools (Burger
et al., 2011 ; Laplante et Christiansen, 2001), this research presentation will
demonstrate how the writing centre permits student tutors and student
users 1) to understand writing more largely, beyond a singular focus on
linguistic acumen, 2) to navigate between a range of sociolinguistic and
disciplinary norms linked to academic writing, and 3) to think writing beyond
mere product to include writing process as part of research and learning
strategies.
In terms of methodology, this research presentation is grounded in a
thematic content analysis of data derived from
- a dozen semi-directed interviews with students
- a dozen journals, kept by student tutors for the duration of their training and
work experience in the centre
- a series of five transcriptions from group discussions, moderated by the
152
two principle invetigators, as part of the ongoing peer-training course
delivered to student tutors.
Burger, S. et al. (2011). French Immersion Studies at the University of Ottawa:
Program Evaluation and Pedagogical Challenges. In D. J. Tedick, D. Christian
& T.W. Fortune (eds.), Immersion Education, Practices, Policies, Possibilities
(pp. 123-142). Clevedon : Multilingual Matters.
Laplante, B. et Christiansen, H. (2001). Portfolio langagier en franais. The
Canadian Modern Language Review, 57, 495-501.
2:30pm - 3:00pm
COLLABORATIVE WRITING AS AN EDUCATIONAL TOOL TO LEARN ENGLISH IN A PUBLIC
SCHOOL
Shirlene Bemfica de Oliveira
Instituto Federal Minas Gerais, Brazil; shirleneo@yahoo.com
Recent studies indicate that pair and group work are positive to students in
terms of linguistic, cognitive, cultural and social development (LEKI, 1990;
STORCH, 2005; SHEHADEH, 2011; BOLZAN, 2015). Collaborative writing
activities specifically, help to diminish students anxiety related to the process,
increase their self-confidence, facilitate and improve interaction. In addition,
they promote critical and creative thinking, because they require students to
use social skills, which increase the need to take decisions, to take risks, to
accept each others ideas and solve problems collaboratively. Furthermore,
they promote autonomy and motivation when they are well planned, and
as a result the texts have more quality in grammatical accuracy and level of
complexity. However, there are few studies that focus on the peer authorship
with emphasis on the interaction patterns used to construct knowledge.
The objective of this work is to understand the use of collaborative writing
production in English from the perspective of the peer authorship (STORCH,
2005). It also aims at analyzing the patterns of the collaborative dialogue
constructed during text production. Data were collected in a classroom of a
Federal Institute with eight high school students by means of collaborative
writing production tasks, webcam recording, questionnaires, and semi-
structured interviews. The research analysis was guided by the oral
interaction patterns constructed throughout the tasks and the content of
students production (BARDIN, 1977). The analyzes were done with the aid of
concordancers with emphasis on frequency, the lexical richness (FINATTO,
et. al., 1999) and the collocates used by students. Conclusions are drawn as
to the need of students involvement in research making them aware of the
language pattern organization, genres and registers. The results provide
a better understanding of the features of the students typical discourse
as well as proposals for pedagogical actions theoretically informed by the
resources of Applied Linguistics.
3:00pm - 3:30pm
L2 graduate students and their advisors: Identity, power, and agency
Michael Hood
Nihon University, Japan; hood.michael@nihon-u.ac.jp
At the graduate level, the advisor/advisee relationship often plays a
significant role in academic success or failure for students seeking
advanced degrees. This relationship is perhaps even more significant for
graduate students using a second language in this pursuit, as they may face
linguistic and cultural barriers that their L1 classmates do not. The guidance
of a skilled and committed advisor can help L2 graduate students overcome
these barriers.
Unfortunately, the advisor/advisee relationship is in many cases dysfunctional.
Given the unequal power dynamic inherent in this relationship, it is often
the advisee who pays a steep price for this dysfunction. Using communities
of practice as a theoretical framework, this qualitative, longitudinal case
study examines the the relationships between three L2 graduate students
in U.S. universities and their advisors, from the genesis of that relationship
to graduation or withdrawal from the university. Data comprise interviews,
institutional policy statements, course syllabi and assignments, and site
observations. These data are used to co-construct narrative accounts of
153
the participants relationships with their advisors as a means of shedding
light on the sources of dysfunction and how the participants overcame (or
did not overcome) dysfunctional relationships. In this study, L2 graduate
students with a strong sense of professional identity were able to confront
dysfunction and exercise agency to ensure their inbound trajectory in their
respective departments. However, students who lacked such a strong sense
of professional identity tended to defer to their advisors even in the face of
indifference, neglect, or incompetence on their advisors part. The results of
this study inform better practices for those advising L2 graduate students
and suggest revision of policy at the institutional and departmental levels.
3:30pm - 4:00pm
HISTRIA DE VIDA NA EXPERINCIA DE APRENDIZAGEM DE PORTUGUS BRASILEIRO: UMA
NARRATIVA DE ALUNA AFRICANA
Monica Caron
UFSCAR, Brazil; monica.caron@gmail.com
Busca-se abordar a produo lingustica (uma narrativa autobiogrfica) de
uma estudante universitria africana explorando-se as contribuies da
Lingustica Aplicada para o desenvolvimento dos processos de insero
desse sujeito na universidade brasileira, sob o prisma dos estudos sobre
educao em contextos bilngues, os contextos de minorias lingusticas,
as questes de poltica lingustica, invisibilidade e direitos humanos.
Entende-se que esforos como o do Programa de Convnio Internacional
aumentam as possibilidades de acesso escola, escrita e a uma formao
consistente para diversos grupos. Ainda assim, muitos grupos permanecem
excludos das prticas de leitura, escrita e letramento, so isolados nos
contextos educacionais, e muitas vezes rotulados como menores, formando
um grupo marginal e desprestigiado, entre tantos outros historicamente
estigmatizados pelas diferenas. Nesse estado, as interaes de
professores e alunos resultam na resistncia e no conflito: assimetria que
constitutiva do discurso escolar acrescenta-se outra que advm da prpria
condio do aluno, o espao reduzido em que seu saber e suas prticas
encontram na instituio de ensino em que se insere. Com a presente
proposta pretende-se estimular e problematizar uma reflexo sobre essa
condio, pois destacam-se os sofrimentos e as desiluses trazidas pelas
mudanas narradas: estar presente na universidade criar um intervalo no
tempo de suas vidas, visvel, tangvel, ineludvel. Que relaes seu ethos
mantm com o passado, mas tambm, e fortemente, com o futuro? O que
destruir, o que conservar, o que reconstruir, o que construir? A narrativa foi
produzida ao longo de dois anos em encontros realizados uma vez por
semana (uma hora), feitos a pedido da aluna, configurando-se num espao
onde compartilhara dificuldades, dvidas e angstias, tendo como foco, no
entanto, as reflexes sobre a linguagem e as exigncias acadmicas que a
envolvem, em se tratando de um exerccio que ocorreu dentro dos muros
de uma universidade pblica.
4:00pm - 4:30pm
Os gneros textuais e o letramento em lnguas adicionais: uma experincia
entre americanos e brasileiros
Gisele Silva1, Cassiana Mushashe2
Universidade Federal do Paran, Brazil; 2The University of Utah, EUA;
1
gisele2604@hotmail.com
Esta comunicao tem por objetivo apresentar o resultado de uma
atividade de letramento em Lnguas Adicionais desenvolvida por meio da
leitura e produo de um gnero textual que circula no contexto social de
estudantes dos Estados Unidos e do Brasil. Sendo assim, o trabalho foi
realizado com um grupo de estudantes de Portugus como Lngua Adicional
da Universidade de Utah, nos Estados Unidos, e com alguns estudantes
brasileiros de Ingls, de diferentes instituies do Brasil. Como referecial
terico para a atividade em questo, utilizamos a acepo ps-estruturalista
de linguagem, na qual lngua entendida como discurso, dialogando com
os estudos de Mikhail Bakhtin (1995) para contextualiz-la. Nesse vis, o
discurso entendido como um processo pelo qual o sujeito interage e
constri sentidos para suas aes na esfera social e, assim, Bakhtin (1995)
v a lngua como fator social, partindo do ponto de vista de que a linguagem
se efetiva no mago da sociedade e que todo discurso carregado de
ideologia e da histria de um grupo sociocultural. Alm disso, considerando
que em cada comunidade lingustica o sujeito interage pela linguagem
e se depara constantemente com uma multiplicidade de textos que pr-
existem em forma de gneros textuais, tomamos como base os estudos de
Bazerman & Miller (2011), Machado & Cristvo(2006) e Marcuschi (2002). A
prtica foi realizada com foco no gnero carto postal, visando a interao
entre os alunos dos dois pases em ambas as lnguas - Portugus e Ingls.
Como resultado, abordaremos o impacto desta atividade como possvel
promotora de letramento e interao na lngua alvo de cada grupo.
C279-288
Time: Tuesday, 25/Jul/2017: 1:30pm - 4:30pmLocation: Studio 2
1:30pm - 2:00pm
Envisioning a New Design for the Graduation Course of English as a Modern
Language
Najin Marcelino Lima1, Maria Cristina Damianovic2
1
Instituto Federal Catarinense, Brazil; 2Universidade Federal de
Pernambuco, Brazil; najinlima@gmail.com
This paper analyses the role of an online course of writing based on the
concept of multiliteracies, run on a graduation course of English as a
Modern Language. This work is the result of a curricular reform proposal
(DAMIANOVIC & LIMA, 2015) with a focus on the teaching of English for
students attending the sixth term at Universidade Federal de Pernambuco
(UFPE). The course was hybrid: 40h, face-to-face;20h, online. We borrowed
the term design from New London Group (2000) as it is a sufficiently rich
concept upon which to found a language curriculum, moreover, it also
reinforces the fact that the construction of meaning is a dynamic and active
process. This work is based on the Pedagogy of Multiliteracies as proposed
by the New London Group (2000), since it emphasizes the new learning
needs we must address, considering the demands in three different
realms of our lives, namely: work, citizenship and lifeworlds. In this context,
multimodality (KRESS, 1999) has a crucial role on the production of shared
meanings (VYGOTSKY, 1933), as it provides room for students agency. We
also used as theoretical basis, the studies about argumentation developed
by Leito (2000) e Liberali (2013). In terms of methodology, we adopted the
critical collaborative (MAGALHES, 2012) and interventionist (LIBERALI &
LIBERALI, 2011) research to analyze the content produced by the tutor and
the students on the Edmodo Platform. The categories for analyses were the
following: 1. Situated Practice; 2. Overt Instruction; 3. Critical Framing and 4.
Transformed Practice. Initial analyses of data suggest that the production
of content tends to be less centralized on the tutor and more distributed
among participants (ENGESTRM, 2008), in comparison to other more
traditional teaching contexts.
2:00pm - 2:30pm
Epistemological challenges in teaching Applied Linguistics: meaning making
and multimodality
Fabricio Ono
Universidade Federal de Mato Grosso do Sul, Brazil; onofabricio@yahoo.
com.br
Digital Technological changes have transformed the way we communicate
and establish our relationships, not just a technological leap, but they modify
the way we make meaning and also the means and resources used, requiring
signi!cant changes in the educational scenario. Theerefore, concernsabout
teaching and learning foreign languages are raised and discussed through
that perspective, and from them this study aims at providing inquiry/reflection
on the way pre service teachers (re)signify values of new theories of literacy
(Snyder, Kress,2000), multiliteracies (Cope and Kalantzis,2000) and critical
education (Lankashear
and Knobel, 1997; Monte Mor 2009, Menezes De Souza and Monte Mor,
2006) (re)constructing their identities, and integratingsuch social, cognitive
and technological changes on their praxis, since technologies are used to
enlarge and/or create new possibilities (Warschauer, 2002). Consideringthat
multiliteracies emphasize variations of language use in different social and
culturalcontexts and multimodal communication, especially when it comes
to using new media
154
which have become part in our daily lives (Cope and Kalantzis, 2000), giving new
meaning to education on the sociocultural, cognitive and technological
changes . Moreover,according to Kress and van Leuween (1996), new
multimodal literacy recognize the multiplicity of meanings that combine
several modes (visual, textual, audio, motion etc.) as well as their social
contexts. This study was held with undergraduate students of a Letters
course at the Federal University
of Roraima in Brazil, in a state located in the border with two countries -
Venezuela andGuyana, through the analysis of videos cretead by the
students
to discuss language, meaning making and also the way they dealt with the
use of technology, showing how they make meaning and(re)signify theories
discussed during the Applied Linguistics module in that context.
2:30pm - 3:00pm
FANFIC INTERATIVA: MEDIAES COMPUTACIONAIS QUE INFLUENCIAM A COMPOSIO E
PRTICAS DE MULTILETRAMENTOS EM GNEROS DIGITAIS
Dfnie Paulino da Silva
UNIVERSIDADE ESTADUAL DE CAMPINAS - UNICAMP, Brazil;
profdpaulino@gmail.com
Prosseguindo nossos estudos sobre o processo de transcodificao
cultural em gneros digitais, neste trabalho examinamos o gnero fanfic
interativa, observando como recursos de software refletem na estrutura
composicional e estilo do gnero digital, afetando a agncia do leitor e
sua relao com o texto. Conforme o princpio de transcodificao cultural,
proporcionado por Lev Manovich, os objetos digitais so constitudos por
uma camada computacional (cdigo digital/representao numrica) e
por uma camada de interface cultural; essas duas camadas estabelecem
um permanente dilogo, influenciando-se. No caso de gneros digitais,
elementos do estrato computacional atuam modelando a camada textual,
aproximando o gnero discursivo de outros objetos digitais como jogos,
gerando escolhas para o leitor que afetam diretamente a estrutura
narrativa, modalidades, linguagem, enredo e desfecho. Fanfics so
narrativas ficcionais, contextualizadas em universos narrativos previamente
existentes, apropriando-se de cenrios, personagens e elementos de
livros, filmes, sries ou mesmo inspiradas em celebridades. Em geral, tais
textos so hospedados em sites baseados em cdigos HTML, que ampliam
suas possibilidades textuais devido s propiciaes da linguagem de
programao na qual so concebidos. No presente trabalho, realizamos um
exame da tecnologia latente em uma fanfic inspirada nos componentes do
grupo sul-coreano EXO, investigamos sua evoluo em relao s fanfics
no interativas, analisando como caractersticas do gnero fanfic interativa
provm de propiciaes e limitaes gerenciadas pelas funcionalidades
da camada computacional. Tais caractersticas das fanfics interativas so
resultados de cdigo HTML, prticas de multiletramentos e interfaces
amigveis, que facilitam a criao de fanfics com processos de interao
semelhantes navegao da web e aos jogos.
Por fim, nosso objetivo promover uma abordagem dos gneros digitais
que extrapole a camada textual e considere sua constituio no plano
computacional, assim como as prticas multiletradas essenciais sua
produo, a fim de atingir um melhor entendimento de suas caractersticas
hbridas e composio.
3:00pm - 3:30pm
Multiletramentos na formao inicial docente: aproximaes entre reflexo
e ao
Maria de Lourdes R. Remenche, Ana Paula Pinheiro da Silveira
Universidade Tecnolgica Federal do Paran, Brazil; mremenche@utfpr.
edu.br
As Novas Tecnologias de Informao e Comunicao (NTIC)
mobilizam novas concepes dos processos de ensinar e aprender
e, consequentemente, multiletramentos e novas posturas de trabalho
docente na escola, em virtude da multiplicidade cultural das populaes
e da multiplicidade semitica de constituio dos textos (ROJO, 2012).
O presente trabalho, ancorado nos estudos do Multiletramento (COPE;
KALANTZIS, 2009); (LEMKE; 2010); (STREET, 2003; 2013); buscou analisar
as atividades propostas pelos licenciandos nas disciplinas de estgio de um
Curso de Letras de uma universidade federal do sul do pas e a gesto da
aula, considerando as teorias que embasam as novas formas de ensinar e
aprender mediadas pela Tecnologia. Este estudo, fundamentado no quadro
terico-metodolgico da Lingustica Aplicada, constitui-se em uma pesquisa
qualitativo-interpretativa e analisou, por meio das atividades propostas
e da observao das aulas, as aes interventivas dos licenciandos do
curso de Letras na realidade do espao escolar, no que tange ao uso das
NTIC. Os resultados obtidos evidenciam que a tecnologia ainda utilizada
como um recurso didtico e pouco se consegue explorar a concepo de
multiletramento, a multiplicidade de culturas e de semioses nas propostas
desenvolvidas pelos alunos, o que aponta para a necessidade de qualificar
as reflexes na formao inicial, nos Cursos de Letras, sobre as teorias que
embasam a leitura e escrita dos gneros multimodais.
3:30pm - 4:00pm
O ensino de ingls no curso de secretariado: reflexes sobre propostas
baseadas nos multiletramentos
Adriana Cristina Sambugaro de Mattos Brahim
Universidade Federal do Paran, Brazil; adrianacsmbrahim@gmail.com
notrio que o ingls, com o advento da globalizao, tornou-se o idioma
mais usado para as interaes entre falantes no nativos (David Crystal,
2003). No cenrio das empresas, esta realidade tambm est presente,
conforme apontam Marques et al (2013), ao afirmarem que o ingls a lngua
mais usada nas relaes comerciais, tecnolgicas, culturais e empresariais
nas comunicaes entre executivos e chefes, assessores e secretrios
no mundo do trabalho. Neste sentido, acreditamos que os processos de
ensino e aprendizagem de ingls na formao em secretariado devem
estar pautados em perspectivas tericas e pedaggicas mais adequadas
s necessidades de comunicao dos futuros profissionais desta rea.
Assim, o objetivo desta comunicao apresentar estudos que esto
sendo desenvolvidos no sentido de propor prticas baseadas nos
multiletramentos, pois estes defendem uma viso de linguagem na qual
h o reconhecimento da natureza pluricntrica do conceito de correto
na linguagem, uma vez que enfatizam a pluralidade nas prticas sociais,
a heterogeneidade e a subjetividade de culturas e linguagens. Segundo
Cope e Kalantzis (2000), por exemplo, uma pedagogia de multiletramentos
entende a linguagem e outros modos de significao como recursos
representacionais dinmicos, constantemente recriados por seus usurios
e no como cdigos fixos e homogneos. Trazemos tambm para os nossos
estudos as reflexes de ingls como lngua franca pois, como discutido por
Pennycook & Makoni (2007) e Pennycook (2012) o conceito de nativo de
uma lngua uma falcia, aspecto que acreditamos estar subjacente s
reflexes de propostas de ensino de ingls no mundo das organizaes.
Portanto, ao realizar nossos estudos, pretendemos aproximar as teorias
de multiletramentos das perspectivas tericas sobre o uso do ingls como
lngua franca ou internacional no contexto das prticas de ensino de ingls
no curso de secretariado.
4:00pm - 4:30pm
CONHECIMENTO DE PROFISSIONAIS DA EDUCAO SOBRE LETRAMENTO ESCOLAR PARA
ESTUDANTES CEGOS E COM BAIXA VISO
Suelene Silva Oliveira Nascimento1, Luana Monteiro Rodrigues2
1
Universidade Estadual do Cear, Brazil; 2Universidade Federal do Cear,
Brazil; sueleneoliveira@gmail.com
Objetivou-se, com este trabalho, apreender o conhecimento de
profissionais da educao de uma instituio educacional filantrpica de
ateno pessoa cega e de baixa viso acerca do letramento escolar e
suas nuances. A pesquisa, de natureza qualitativa, foi realizada em maio de
2015, em uma associao de assistncia aos cegos, de Fortaleza-CE, Brasil.
Participaram deste estudo trs profissionais de educao, uma bibliotecria,
uma pedagoga e uma licenciada em Lngua Portuguesa. Para coleta dos
dados, utilizou-se entrevista semiestruturada com Anlise de Contedo
e questionrio. Das falas emergiram as categorias: Compreendendo o
letramento escolar; Braille, objeto socialmente estabelecido?; Letramento
escolar e gneros discursivos; e Projetos educacionais que valorizam
a leitura e a escrita. Nessas categorias, percebeu-se o conhecimento
incipiente dos participantes acerca do letramento e do letramento escolar, no
entanto relataram sobre a importncia do trabalho com gneros discursivos
e a valorizao das prticas sociais dos alunos. Destacaram tambm o
155
sistema Braille como indispensvel para a leitura e escrita do cego, apesar
de no ser uma tecnologia de escrita socialmente reconhecida. Ademais,
sinalizaram a relevncia do trabalho com projetos para promoo da leitura
e da escrita dos alunos cegos e com baixa viso. Em concluso, preciso
ampliar o debate sobre o letramento escolar de alunos cegos e com baixa
viso, de modo a promover polticas pblicas voltadas para esse pblico,
uma vez que a criana vidente tem acesso natural a diferentes produes
de escrita (jornais, livros, rtulos, panfletos), estabelecendo um contato
precoce com a leitura e a escrita mesmo antes de ingressar na escola, fato
que no acontece com a criana cega, uma vez que a produo de material
em Braille, ainda, escassa.
C289-302 B
Time: Tuesday, 25/Jul/2017: 1:30pm - 4:30pmLocation: Studio 3
1:30pm - 2:00pm
Linking People in Multilingual Contexts: Possibilities and Limitations of
English as a Lingua Franca
Yuko Ikuta
Bunkyo University, Japan; ikuta@shonan.bunkyo.ac.jp
The literatures of globalization may not always recognize the importance
of multilingualism, but globalization is intrinsically and pragmatically
multilingual. The nation of Japan, by contrast, has generally been perceived
as a monolingual community, where the majority of native speakers are able
to survive without expressing themselves in other languages. Increasing
economic integration and migration in the globalized world, however,
have brought the issues of multiple language learning and inter-cultural
communication to the forefront of Japans educational agenda, and the
country is now in need of multilingual human resources in a broad spectrum
of professions.
As a sociolinguist as well as an English language educator in Japan for more
than two decades, I shall revisit multilingualism and the function of English
as a lingua franca (ELF), and focus here on the specific case of a small
post-conflict region, the Republic of Kosovo, where I have been observing
situational and developmental changes since 2003. For the purposes of this
study, I had an opportunity to observe the social function of ELF (English as
a lingua franca) in Kosovo as an intra-ethnic and inter-ethnic communication
tool during the peace project conducted by an International NGO.
This is a vital study for English language learning because the research has
important ramifications for other environments, including Asian contexts. This
particular examination of the English situation in Kosovo might become a
unique asset in the sociolinguistic study of English as a lingua franca, as well
as in the promotion of foreign language learning for global understanding.
In this study, I shall discuss the positive factors surrounding English as a
lingua franca as well as the criticisms against English that have been raised
in multilingual communities.
2:00pm - 2:30pm
Science writing as sociopolitical practice: A case of resistance by a Japanese
first-year science undergraduate
Kimie Yamamura
The University of Tokyo, Japan; yamamura@phiz.c.u-tokyo.ac.jp
The present study explores how much impact sociopolitical scientific
practice has on students writing in a college-level scientific writing course
in a non-Western EFL context. In Japan, research universities have invested
resources towards improving English writing skills of science students. As
Casanave (2003) pointed out, however, many language educators in Japan
focus on grammar issues and overlook language use embedded in social
and political contexts (p. 87). The researcher adopted an ethnographic
approach, and conducted a study at a Japanese research university that
has a unique center to provide tutorials on students experiment designs
in a scientific English writing course for science undergraduates. The data
consist of observation, questionnaire, and interviews with the students,
tutors and instructors. This study was grounded by legitimated peripheral
participation (Lave & Wenger, 1991). Additionally, it views Discourse (big D
Discourse) in sociopolitical and artifact networks constructs a community
of practice (Lave & Wenger, 1991), and accessing the community is
indispensable in mastering the practice.
The presentation will focus on a case of an NNES science student who failed
to access the community of practice formed by tutor-student Discourse at
this center. The student designed an experiment with an ethical problem, but
resisted accepting advice from the tutors, causing his experimental animals
to die. This event forced him to change his experiment design and caused
a delay in his writing process, resulting in a low evaluation for his writing.
This case suggests that the students resistance to the tutors discourse may
prevent him from accessing the community of scientific practice. It implies
that scientific English writing is a sociopolitical process, and its purpose
may not be achieved only by good grammar skills but by accessing the
community of scientific practice constructed by the members Discourse.
2:30pm - 3:00pm
Teaching English as an International Language: Perspectives from the Arabian
Gulf
Aymen Eltayeb Elsheikh
New York Institute of Technology - Abu Dhabi, UAE; elsheikhaymen@
hotmail.com
The English language has become an international means of communication
due to the British and American colonization, the British industrial revolution,
as well as the recent globalization process represented in the technological
and digital revolutions. For purposes of travel, business, education, and
the like, more and more people from different sociolinguistic and cultural
backgrounds are using English as the language of communication or, to put
it in Jenkins (2000) and Seidlhofers (2005) terms, as a lingua franca. This
unparalleled use of the English language has direct implications on the ways
in which it is taught and learned, especially in the Expanding Circles (Kachru,
1990), such as Arabia.
Teaching English as an international language (EIL) has emerged as a
direct response to this global spread of English and the politics emanating
from and through it. This field of inquiry has, however, paid little attention
to how teachers perceive EIL. This presentation reports on a recent study
investigating EFL teachers awareness and implementation of teaching
EIL. The participants were 6 teachers at the Foundation Program of a
large university in the Gulf region and the data were collected through an
open-ended questionnaire that was based on McKays (2012) principles of
teaching EIL.
Using standard qualitative data analysis techniques, the findings showed
that the teachers have some understanding of and awareness about the
nature of EIL. They also reported the use of some strategies, consciously
and unconsciously, that hinged upon the precepts of teaching EIL. In
addition to sharing the findings with the audience, the presenter will offer
some insights into the practical implications of the study, such as raising
the students awareness of the different varieties of English, promoting
intercultural competence and multiculturalism, using course-books and
teaching methodologies critically, among others. Implications for research
and teacher education programs will also be highlighted.
3:00pm - 3:30pm
Exploring how Brazilian English teachers plurilingual identities inform
pedagogy
Angelica Galante
OISE-University of Toronto, Canada; angelica.galante@mail.utoronto.ca
Social mobility, including transnational travel and immigration, has
contributed to linguistic and cultural diversity in many urban centres around
the globe. This has had a direct impact on language education, and new
approaches to teaching languages that recognize synergies among
languages, cultures and identities have emerged (Norton, 2013; Piccardo,
2013). Plurilingualism is an approach that assists language learners with
the transfer of linguistic and cultural competence (Garca & Sylvan, 2011)
and the recognition of plurilingual identity (Prasad, 2014). Different from
monolingualism, plurilingualism facilitates social integration in linguistically
and culturally diverse settings (Council of Europe, 2007), but implementing
plurilingual practices in the classroom, particularly in English Language
156
Teaching (ELT) is a challenge (Ellis, 2013). ELT has historically been framed
through monolingual ideologies, causing serious implications in language
pedagogy worldwide such as the prevalence of English only policies
in language classrooms and regarding students knowledge of other
languages and cultures as a deficit rather than an asset (Wiley & Lukes, 1996;
Cummins, 2007). In cosmopolitan cities around the world, including Brazil,
monolingual ideologies in language education still prevail despite the latent
societal presence of many immigrant and indigenous languages (Galante,
2015). This paper presents results of a mixed methods study investigating to
what extent ELT teachers identities inform their pedagogical practices. More
specifically, whether and how teachers understandings of their plurilingual
and pluricultural repertoire is translated into language teaching. Participants
in the study were ELT teachers in a large language institute in an urban
centre in Brazil, who provided answers to a 5-point Likert scale survey and
semi-structured interviews. Preliminary results of statistical analyses are
presented and implications for ELT in Brazil are discussed.
3:30pm - 4:00pm
WRITING WHILE BLACK: Cultural and Linguistic Mismatch, Dehumanization, and
Resistance in a Basic Writing Classroom
April Denise Baker-Bell
Michigan State University, United States of America; adbell@msu.edu
As early as 1951, language scholars in rhetoric and composition have
recognized that traditional ways of understanding and responding to language
differences are inadequate and fail to do justice to the rich resources that
multilingual speakers and writers bring with them to composition classrooms
(Shaughnessy, 1977; Canagarajah, 2011; Horner, Lu, Royster, & Trimbur, 2011).
Despite the fact that language use in our world, nation, communities, and
classrooms has always been diverse, monolingualism continues to be
the driving force that informs our disciplinary discourses and pedagogical
practices. The linguistic mismatch in writing classrooms point to the need
to act strategically based on what we know about language difference in
writing.
This presentation will report findings from a case study that examined the
consequences of an African American Language (AAL)-speaking student
faced in a Basic Writing (BW) classroom as a result of her language use.
Findings from the study show that: (1) the BW instructor reinforced false and
negative ideologies about language and writing, (2) the student exited the
course feeling culturally and linguistically inadequate, and (3) the student
lost confidence in her own abilities and the learning process. Data from this
presentation will be used to question, strategize, and outline possibilities
regarding approach language difference in writing and the role of teacher
education in our discipline. In particular, the presentation will theorize new
possibilities for how writing instructors:
account for linguistic diversity in meeting university diversity requirements,
orient students to think rhetorically about the significance of linguistic
pluralism, and
use linguistically diverse students survival stories to re-think the definition
of writing success.
4:00pm - 4:30pm
Consenso e criticidade: discursos discentes ps-aulas de ingls sob a
perspectiva do letramento crtico
Leslie Vieira Mulico
Federal Institute of Rio de Janeiro, Brazil; leslie.mulico@ifrj.edu.br
Este trabalho fruto de uma pesquisa qualitativa com traos etnogrficos
que envolveu alunos (n=9) do Ensino Mdio e professores (n=6) de uma
escola federal no interior do Rio de Janeiro. Tem como objetivo refletir
sobre os efeitos do ensino da lngua inglesa para a desconstruo do senso
comum, sob a perspectiva do Letramento Crtico, a partir de temticas
sociais abordadas em uma unidade didtica autoral. Assim, busquei
responder s seguintes perguntas: a) Que contexto(s) pedaggicos de
crtica ao senso comum os alunos, especialmente o pblico-alvo usurio
da unidade didtica, tem contato nessa escola?; b) Que leituras so
possveis para as temticas abordadas na unidade didtica desenvolvida
para o ensino de lngua inglesa? c) Quais reflexes e posturas ideolgicas
tais temticas passaram a suscitar no aprendiz durante e aps a aplicao
do material? As anlises ocorrem a partir dos conceitos de consenso e
olhar crtico, respectivamente afiliados ao senso comum e criticidade.
As respostas dos professores mostraram que o senso comum utilizado
tanto como finalidade a ser alcanada, quanto como ponto de partida
para a desconstruo, propiciando contextos pedaggicos contrastantes.
As anlises dos temas da unidade (pobreza e aborto) apontaram para a
necessidade de levar o aprendiz a ir alm da superficialidade do texto, a fim
de alcanar uma percepo crtica da realidade. As respostas dos alunos
indicaram que, mesmo inseridos em contextos crticos diversos, possvel
perceber traos do discurso de consenso e do olhar crtico aps terem
utilizado o material.
C303-316 B
Time: Tuesday, 25/Jul/2017: 1:30pm - 4:30pmLocation: Studio 4
1:30pm - 2:00pm
Teaching L2 pragmatics in the classroom
Joseph Paul Siegel
Meiji Gakuin University, Japan; jojo.siegel@gmail.com
To use pragmatically appropriate speech, second language (L2) users
must account for not only the form and function of a second language
but contextual and interlocutor factors as well (Taguchi, 2015). The ability
to account for and adjust to these variables defines ones pragmatic
competence. However, pragmatics is often overlooked in the classroom
and underrepresented in teaching materials and teacher education
courses. Reasons include insufficient class time and a shortage of practical
and achievable pragmatic activities for the classroom. While teachers may
recognize the importance of pragmatics, many are unsure how to select and
incorporate pragmatic teaching activities in L2 classes.
This presentation promotes the idea that pragmatic skills contribute to
communicative success. It begins by discussing pragmatics as a general field
within L2 education before moving on to present the notion of speech act
sets (Ishihara & Cohen, 2010), which are step-by-step conversational options
normally used to successfully communicate a variety of language functions
(e.g., requesting, apologizing, etc.). Speech act sets are considered valuable
tools for examining language and strategic choices made during speech,
and they also provide useful templates for language teachers who want to
add a pragmatic element to their speaking lessons.
The presenter will first demonstrate how to identify pragmatic teaching
points based on student needs. Examples from a study on learners
pragmatic output in response to speech act elicitations will be analyzed
and relevant teaching points identified. Findings from the data will then
be used to show how pragmatic teaching points can be addressed in
the L2 classroom through activities that emphasize speech act sets, use
of softeners, dealing with a range of interlocutors, and engaging classes
in meta-discussion of pragmatics. Attendees will acquire skills to create
research-based instruction that meets the specific pragmatic needs of a
variety of proficiency levels.
2:00pm - 2:30pm
Building Communities of Practice through teacher training on Written
Corrective Feedback
Emma Player Rye
Los Andes, Colombia; emma.rye@gmail.com
Although teachers might collaborate and participate in teacher development
they are not necessarily participating in a Community of Practice. The concept
of a Community of Practice (CoP) is often applied to second language
learners and their process of moving from peripheral to central participation
in a social setting (Lave & Wenger, 1991). This study seeks to extend this
theoretical framework to include the teachers of second language learners
and how they can negotiate and build a community of practice in a teacher
training setting. This study uses an action research framework to document
10 ESL teachers as they work together to reconcile the complex interaction
between theory and practice of Written Corrective Feedback (WCF), and
implement new forms of WCF in their classroom practices. In this context,
improving the practices of WCF is used as a medium through which to
157
promote and a lens through which to view the building of a CoP. Data will
be collected through reflective journals, recorded WCF, surveys, video-
taped interviews and collaborative teacher meetings. Expected results
are i) continued participation in the activities of self-reflection, dialoging
and problem-solving with other teachers allows teachers to create a CoP
(Casanave, 2004); ii) through collaboration, teachers are able to co-construct
knowledge, create meaning and become active members in a CoP; iii)
new identities will emerge as teachers feel that they become legitimate
participants in their CoP (Lave & Wenger, 1991); iv) teachers will negotiate
their beliefs and practices about WCF. This study reports on data collected
during the summer term and second semester of 2016 at a university in
Botot, Colombia.
2:30pm - 3:00pm
INTERCULTURAL COMPETENCE IN LANGUAGE TEACHER EDUCATION: AN INVESTIGATION OF
BRAZILIAN UNDERGRADUATES
Danielle de Almeida Menezes1, Gabriela Marques-Schfer2
1
Federal University of Rio de Janeiro, Brazil; 2State University of Rio de
Janeiro, Brazil; danielle.menezes1981@gmail.com
The focus of language teaching has undergone a considerable change,
especially after the migratory processes in Europe in the 60s and 70s
(Piepho 1974). Conflicts and misunderstandings among people from different
cultures and difficulty in integrating motivated scholars from different areas
such as psychology, sociology and applied linguistics (Bredella/ Haack 1988,
Bredella 1988) to understand these problems and try to offer solutions. A
consensus has developed from the theoretical discussions on the issue
in support of the view that language teaching cannot be dissociated from
cultural awareness (Kramsch 1995, 1998). Learning a language goes beyond
linguistic knowledge. It requires intercultural competence, that is, the ability
to develop targeted knowledge, skills and attitudes that lead to visible
behaviour and communication that are both effective and appropriate in
intercultural interactions (Deardorff 2006). This perspective is a challenge
for todays pre-service teacher education courses (Krumm 2007), as not
only should the students acquire the language and become critical thinkers
(Freire 1970), but they also need to acquire cultural self-awareness and a
sensitivity to the target culture (Hu 1999, Rsler 1993, 1994). How far the
theoretical discussions are impacting the learning environments still need
to be observed. This study investigates what undergraduates from teacher
education language and literature courses understand as intercultural
competence and whether the theoretical discussions are reaching the
students. To this purpose, responses to a questionnaire answered by first
and fourth year undergraduates from a Brazilian university are compared so
as to observe how they define and identify what characterizes intercultural
competence. The findings throw new light on whether the courses taken
during graduation have been changing pre-service students perceptions.
3:00pm - 3:30pm
Can You Hear Me? Non-Native Teacher Perceptions of Listening Skills
Patricia Eileen Reynolds
University of Mary Washington, United States of America; preynold@umw.
edu
Teacher preparation and development is critically important to the teachers
disposition toward becoming a successful educator and sustaining a career
path. A recent study of Non-Native Speaking Teachers of English and their
perceptions of their abilities uncovered a sense of concern among Non-
Native English Language educators when they had to listen to and assess
student language across language differences. This task became even more
of a concern when teachers found themselves in cross linguistic transfer due
to the fact that their native language was not English. This talk will discuss
these findings and the implications of how this may impact on student
assessment and classroom behavior. While this study was not focused on
this particular topic, the findings were clear that this was a main concern of
the teacher participants for whom English was a second language and led
to their feelings of inadequacy and effectiveness. Since receptive, as well as
expressive language, is extremely important to learning a new language; is
it possible that the listening task has been one that is assumed to develop
without specific classroom interventions to assure comprehension? The
findings also indicate that this may be a domain that is not being as well
developed for all educators and perhaps there is a need for a new paradigm
of preparing educators for listening tasks across linguistic boundaries.
3:30pm - 4:00pm
EL TRATAMIENTO INSTRUCCIONAL EN EL APRENDIZAJE DE LOS CLTICOS DE 3- PERSONAS
DEL ESPAOL
Eduardo Dutra
Universidade Federal do Pampa, Brazil; eduale@terra.com.br
En este estudio examinamos los efectos y la durabilidad del tratamiento
instruccional en la adquisicin de los clticos de terceras personas del
Espaol, caracterizados como formas simple y complejas, a partir de
una visin psicolingstica (PIENEMANN, 1985, 1989), en la modalidad de
uso espontneo y controlado por universitarios brasileos con menos y
ms tiempo de estudio de la lengua meta. La investigacin present 10
estudiantes de un Curso de Letras, de los cuales 6 formaban parte del
tercer semestre, dos cursaban el quinto semestre y los dems eran alumnos
del sptimo semestre. Se someti a esos estudiantes al DELE (Diploma
de Espaol como Lengua Extranjera), a partir del cual se los clasificamos
como ms o menos proficientes. Los instrumentos de obtencin de datos
consistieron en el pre-test, pos-test inmediato y pos-test tardo, los cuales
abarcaron test de juicio de gramaticalidad cronometrado, test de juicio
de gramaticalidad no cronometrado, test de imitacin oral, test libre de
descripcin de secuencia de imgenes, test controlado de descripcin
de secuencia de imgenes y test de narrativa oral. Para fines de anlisis
estadstico de los datos, utilizamos el software International Business
Machine Statistical Package for Social Studies (SPSS). La intervencin
pedaggica consisti en un conjunto de estratgias pedaggicas, tales
como: instruccin explcita, de naturaleza aislada, feedback correctivo,
informaciones contrastadas entre el portugus brasileo y el Espaol en
lo que se refiere al(no) uso de los clticos de terceras personas en ambas
lenguas e instruccin basada en la produccin. Los resultados indicaron
que el tratamiento instruccional produjo la reduccin de la transferencia
lingstica del PB al Espaol en el aprendizaje de las formas meta. Adems,
los datos sugerieron que la intervencin pedaggica produjo avance y
efectos durables, respectivamente, de las formas simple y complejas que
siguen en proceso de adquisicin entre los alumnos participantes.
4:00pm - 4:30pm
Evaluacin del entendimiento intercultural en la enseanza de lengua: El caso
de Espaol ab initio.
Carmen de Miguel
Research Centre for Languages and Cultures, University of South Australia,
Australia; carmen.de_miguel@mymail.unisa.edu.au
La relacin entre lengua y cultura en la evaluacin del entendimiento
intercultural as como el lugar que ocupa la cultura en la enseanza de lenguas
son reas que requieren ms investigacin.
Los programas de lenguas adicionales en Bachillerato Internacional han
incorporado una tarea especfica para evaluar el entendimiento intercultural.
Consiste en que los estudiantes realicen una investigacin y escriban un ensayo
comparando un aspecto cultural entre la(s) cultura(s) objeto de estudio y la(s)
cultura(s) de los estudiantes. Esta ponencia se basa en la investigacin de la
evaluacin del entendimiento intercultural de los estudiantes de Espaol ab initio
(principiantes) a travs de esta tarea escrita. El objetivo es investigar el concepto
de cultura que los estudiantes reflejan en los ensayos, la forma en que comparan
los aspectos culturales elegidos, y la evidencia de su entendimiento intercultural.
La muestra consiste en 395 ensayos de estudiantes de escuelas secundarias
de 93 pases. Un anlisis cualitativo de contenido explora la conceptualizacin
de cultura que los estudiantes muestran a travs de su interpretacin de la
tarea y la eleccin del tema, la manera en que que se realiza la comparacin, su
posicionamiento y sus reflexiones.
El concepto de cultura reflejado en la mayora de los ensayos corresponde a
un concepto esttico y generalizado de cultura como las tpicas manifestaciones
158
de los hablantes nativos de espaol, su modo de vida, sus tradiciones, sus
costumbres y celebraciones, todo ello vinculado a una nacin-estado como el
contenedor para esta cultura homognea y slida. Este enfoque de cultura implica
una disociacin entre lengua y cultura y refleja un punto de vista tradicional del
papel que juega la cultura en la enseanza y aprendizaje de lenguas.
Esta ponencia analiza los resultados de esta investigacin y las implicaciones
para los programas de enseanza de lenguas adicionales.
C317-330 B
Time: Tuesday, 25/Jul/2017: 1:30pm - 4:30pmLocation: Studio 5
1:30pm - 2:00pm
How social crises reinforce vocabulary development: experiential education
in preschool and early primary school classes
Marina Tzakosta, Athena Aleksopoulou, Eleftheria Betinaki, Hrissa Derzekou, Moscha
Kapsali
University of Crete, Greece; martzak74@gmail.com
Vocabulary knowledge is considered to formulate our identity, to assist us
perceive and comprehend a text and to determine our general view of the
world (cf. Graves 2008). Elaborated vocabulary is circumscribed by several
factors, such as language teaching methodology, development of teaching
strategies, systematic exposure to various types of written and oral speech
(cf. Anderson & Nagy 2004, Graves 2006).
In this paper we adopt the fundamental idea of interactive reading, i.e. the
communicative approach of language teaching (cf. Efthimiou 2013, Mitsis
2012, Paradia & Mitsis 2011) and present the findings of an experiential
language teaching program (cf. Kolb 1984) applied to three groups of
preschool and early primary school children (4, 6, 8 years old, respectively).
Almost 100 preschool children and 75 primary school children participated
in the program. The topic of the teaching intervention was the refugee crisis
in Europe, Greece in particular. Our intervention was developed by means of
a doll theatre play, psychokinetic games, projection of videos, songs, and a
short training seminar offered by a volunteer of the Greek Red Cross. Finally,
all children participated in newly designed language activities which were
adapted to the childrens age and school grade.
Childrens responses to a short questionnaire revealed their sensitivity
to problems of central interest for the society they live in. Dealing with
and trying to solve such problems assists children to develop relevant
elaborated vocabulary. Of the linguistic activities children participated in,
all groups were particularly interested in forming derived and compound
words. The production of morphologically complex words has provided us
with detailed information regarding childrens level of morphophonological
awareness and the order of acquisition. In our paper we will offer analytical
qualitative and quantitative analyses of the discussed data and will evaluate
the impact of our language teaching program.
2:00pm - 2:30pm
Competence levels of oral argumentation skills of elementary school
children
Martin Luginbhl1, Stefan Hauser2
1
University of Basel, Switzerland; 2University of Teacher Education Zug,
Switzerland; martin.luginbuehl@unibas.ch
Oral argumentation skills are important competences for learning (Chinn
2006, Nussbaum 2008, Muller Mirza / Perret-Clermont 2009) and in
everyday life. Although the fostering of these skills is an integral element
of educational standards, the empirically substantiated knowledge on the
acquisition of oral argumentation skills of young school children is still
relatively scarce. In our paper we will present a project that aims at providing
an empirical basis for the development of different competence levels as
well as insights into the age-related acquisition of childrens (aged 7-12)
argumentation skills. Basis of our analysis are 180 video recorded group
discussions of pupils from the second, fourth and sixth grade in groups of
four pupils. The discussions among the school children were conducted
without the presence of adults. The data have been analyzed within the
frameworks of Conversation Analysis (e.g. Sidnell/Stivers 2013).
In a first part we will discuss theoretical considerations regarding the
specifics of oral argumentation, such as its interactive dynamic (see
Andrews 2005, Spranz-Fogasy 2006), especially the co-construction of
arguments (see Amossy 2009) or strategic sequences (see Felton/Kuhn
2001). We will also address the question of which partial skills should be
discerned in argumentation (like the complexity of different argumentation
formats or argumentative coherence, see Grundler 2011) and to what extent
conversation analysis is able to capture individual competences (see
Deppermann 2006).
In a second part we will present the research design and present findings
of our ongoing project regarding different competence levels and we will
address questions about normative decisions regarding these levels.
2:30pm - 3:00pm
Language shifts from an Early Childhood teacher preparation program to
Becoming a Third Grade Teacher
Laurie Katz
The Ohio State University, United States of America; katz.124@osu.edu
US teacher education programs have traditionally been recognized as
consisting of two institutional structures for teacher preparation: College/
University-based teacher educators, who assume responsibility for content
knowledge, theories of teaching and learning and pedagogical practices for
K-12 teacher-candidates; and mentor-teachers from the field, who support
teacher-candidates in extending and applying knowledge and skills from
university coursework to classroom contexts. Grounded in an ethnographic
logic of inquiry utilizing the concept of languaculture (Agar; 2006); a study
was conducted within a prek-3rd grade teacher education program in
the Midwest United States exploring points of contact between a field-
based team (i.e. one languaculture) constituting two teacher-candidates
placed in a third grade urban classroom with one mentor teacher and
another languaculture involving university personnel (i.e. supervisor of the
two teacher-candidates, program manager and director of this teacher
preparation program. Data collected over a six- month period involved
24 field-based classroom observations with field notes; two sets of formal
interviews conducted individually with the mentor teacher, each candidate
and supervisor at the beginning and end of the program; informal interviews,
and email trails between the supervisor, other university personnel and
field-based team. Contrasting intercultural communication frames were
found between the two languacultures in how actors inscribed language
in their roles and relationships regarding what counted as lesson planning
and teaching influenced from their own particular social systems. This
study has implications for the interprofessional discourses used in teacher
preparation programs to prepare teacher-candidates to assess their roles
in school-based classrooms and what constitutes meeting standards and
requirements of teacher-candidates ready to assume lead roles in their own
classrooms.
3:00pm - 3:30pm
Literacy practices of vocational education in Swedish upper secondary
school: tensions and challenges
Enni Hannele Paul, Camilla Gfvels
Departement of Education, Stockholm University, Sweden; enni.paul@edu.
su.se
This paper explores case studies of the literacy practices afforded in Health
and Social care and Floristry education at upper seconday school (+16) in
Sweden.
Prior studies indicate tensions between the literacy practices afforded in
vocational school, the literacy practices at workplaces and the literacy
practices needed for lifelong learning. Such gaps can create hindrances for
vocational students successful participation in work tasks, and hinder social
mobility in a lifelong learning perspective.
Drawing on the empirical material of literacy practices at two different Health
and Social Care-Programmes and a Handicraft programme in Floristry in the
Swedish upper secondary school, we seek to demonstrate that there are
tensions between the written school tasks that the students are assigned
to do in relation to the workplace-based learning part of the education,
and the literacies required in work, which in turn affect the participation
159
made avalible for the vocational students at the workplaces. Many of the
written school tasks had little or no connection to the literacy practices of
the workplaces, but could potentially promote other perspectives on the
vocational subject matter. The written school tasks also caused challenges,
especially when explicit teaching was lacking and the tasks were designed
in ways that did not promote reflection, keeping the students writing in a
descriptive mode. This can be seen as hindering more expansive learning.
In the paper we will also discuss the dilemma between the need for the
vocational students to get access to dominant forms of writing and reading
within their intended vocational areas, while these literacy practices at the
same time can function in supressing ways. A few school tasks were clearly
connected to the literacy practices of the workplace, affording possibilities
to develop relevant literacies for work, but a critical discussion of the literacy
practices of workplaces was lacking.
3:30pm - 4:00pm
The relationships among experience, cognition, context and practice in pre-
service language teachers professional development
Livia de Arajo Donnini Rodrigues1, merson de Pietri1, Hugo Santiago Sanchez2
1
Universidade de So Paulo, Brazil; 2University of Bath, England; livpring@
usp.br
This paper reports on a project which was conducted within the Programa
Institucional de Bolsa de Iniciao Docncia (PIBID), a national programme
in Brazil to promote teacher recruitment and encourage undergraduate
students to pursue a career in teaching. The study investigated the
pedagogical experiences of pre-service L1 Portuguese teachers working in
state schools located in peripheral urban areas in So Paulo. Specifically, it
examined the ways these student teachers conceptualised their pedagogical
contexts and how this informed the development of appropriate pedagogies,
with a view to supporting their professional development, improving the
quality of teaching in these contexts, and informing the revision of teacher
education programmes in Brazil.
The study was exploratory-interpretive and took the form of a multi-site,
multiple-case design. Four case studies of individual pre-service teachers
were conducted in three different state schools. The project involved a
multimodal approach to data collection, including, where appropriate, an
ecological use of methods which were already adopted as part of the PIBID
programme. The primary methods of data collection were autobiographical
accounts (using a self-reflection tool), photo-driven interviews (based
on pictures of the context taken by the participants), teacher diaries, and
retrospective interviews (using lesson plans designed by the student
teachers). The findings show that, informed by their personal and prior
educational history, the student teachers experienced tensions, confusion,
difficulties and insights as they attempted both to make sense of their
new pedagogical contexts and of the role of teaching and themselves as
language teachers, and to develop pedagogies which were appropriate for
such contexts. This provides evidence of the process pre-service teachers
undergo during their initial teaching engagement and its impact on their
professional identity formation. These results contribute to our theoretical
understanding of the complex relationships among experience, cognition,
context and practice involved in pre-service teachers professional
development.
4:00pm - 4:30pm
LNGUA PORTUGUESA EM ESCOLAS PBLICAS MATO-GROSSENSES: INTERVENES NA
FORMAO DOCENTE E REFLEXOS NAS PRTICAS
Leandra Ines Seganfredo Santos, Neusa Ins Philippsen
Universidade do Estado de Mato Grosso, Sinop, Brazil; leandraines@
unemat.br
Com este trabalho objetiva-se apresentar e discutir como a formao
continuada assistida, realizada pela equipe da rea de linguagens do Centro
de Formao e Atualizao dos Profissionais da Educao Bsica (CEFAPRO/
Sinop) e pelo Programa de Ps-Graduao Stricto Sensu PROFLETRAS/
Unidade da Universidade do Estado de Mato Grosso (UNEMAT/Sinop),
por intermdio dos Projetos de Pesquisa Multiletramentos e Tecnologia:
Formao e Prtica Docente (MULTFOR) e Diversidade e Variao Lingustica
em Mato Grosso (DIVALIMT), tem interferido no desenvolvimento terico-
metodolgico de professores de Lngua Portuguesa da rede estadual de
ensino pblico do Estado de Mato Grosso, a partir das aes de interveno
que os mesmos desenvolvem em sala de aula. Fazem parte deste estudo
vinte e oito professores de Lngua Portuguesa que atuam no ensino
fundamental II, mestres/mestrandos do Profletras, participantes do Projeto
Sala de Educador em suas respectivas unidades de ensino, no perodo de
2013 a 2016. O corpus de pesquisa formado por trabalhos interventivos,
desenvolvidos por mestres e mestrandos ao longo de disciplinas ofertadas
pelo Programa, pelo Trabalho de Concluso, bem como por entrevistas
realizadas com seis mestres e mestrandos e duas professoras-formadoras
do CEFAPRO. Dentre as principais fundamentaes tericas que se tm
utilizado para o desenvolvimento metodolgico dos estudos e pesquisas
propostos, ressaltam-se Moita Lopes (2006), Rajagopalan (2006), Dolz,
Noverraz, Scnneuwly (2004), Kenski (2007), Marcuschi (2008), Bortoni-
Ricardo e Machado (2013), Rojo (2013), Faraco (2008), Bagno (2000, 2007),
Travaglia (2007), Zilles et. al. (2015), dentre outros. Os dados mostram que
a relao Universidade-Escola tem alcanado resultados satisfatrios por
meio de aes interventivas de formao especfica ao docente de Lngua
Portuguesa. Assim como a relao CEFAPRO-Escola tem buscado avanos
significativos na formao e prticas docentes, sobretudo pela consolidao
das atividades propostas pelo Projeto Sala de Educador.
C331-344 B
Time: Tuesday, 25/Jul/2017: 1:30pm - 4:30pmLocation: Studio 6
1:30pm - 2:00pm
Conflicting Pathways to Participation in the FL Classroom: L2 Speech
Production vs. L2 Thought Processes
Carolina Bernales
Pontificia Universidad Catlica de Valparaso, Chile; carolina.bernales@
gmail.com
Previous research on FL classroom participation has shown that oral
production has a privileged status compared to less salient forms of
participation, such as mental involvement and engagement in class activities.
This mixed-methods study presents an alternative look at classroom
participation by investigating the relationship between L2 thoughts and L2
speech in German-as-a-foreign language learners in a language program
in the USA. At four points during an academic semester, sixteen students
answered an in-class survey that aimed at recording how much of students
thoughts had been formulated in the L2 and how much of their speech had
been articulated in the L2. A small subset of these students participated in
individual stimulated recall interviews to gather their own reflections on their
thought processes and L2 speech production. Results show that students L2
speech production is conditioned by a complex interplay of variables, which
results in a mismatch between self-reported L2 thoughts and L2 speech.
Several explanations derived from interview data are offered to account
for this divergence, such as motivational tendencies, misperceptions of
L2 use, the production of rehearsed speech, metalinguistic thoughts in
the L1, and conceptions of silence as a valid form of participation. Findings
make it possible to advance a more comprehensive definition of classroom
participation that reflects the complex processes involved in students
decision to verbalize their thoughts in the L2 during class time. It is proposed
that spoken participation and silent participation are both valid forms of
learners engagement and autonomous behavior in the language learning
process. This definition has important implications for teaching.
2:00pm - 2:30pm
Developing learner autonomy through imparting cognitive skills in female
Arab students of English language
Rajat Ghosh
Majan University College, Oman; ghrajat@gmail.com
The recent decline in petrol price in the international market is going to
make some deep impacts in the fields of employment in the Arab world
which are common destinations of graduates of English language. The
number of jobs may become less and employment may become more
competitive. Naturally, the graduates need to spread out more exploring
new avenues of employment, including self-employment. The challenge is
more for the female graduates who are part of a conservative and gender-
stratified society. It is therefore a social responsibility of educators that
the graduates are equipped with some additional attributes other than
linguistic and communication skills that a conventional undergraduate
English language curriculum promises. This paper, which is based on a
case-study located in the Sultanate of Oman, addresses the issue of how
to develop learner autonomy in students studying English language which
should culminate into a set of generic skills that can be transferred in any
employment situations which are multicultural and multilingual. The rationale
for special attention to female students comes from the fact that they have to
be prepared for more of multi-tasking in life while they are in employment. At
a theoretical plane, the globally accepted assumptions of learner autonomy
need judicious contextualization while considering the case of female Arab
students. This paper attempts to do that examining the situational constraints
of the life of an average female Arab graduate. Using an updated model
of Blooms taxonomy, it illustrates various pedagogic practices as well as
procedures of blended learning which are ordered within a three-year long
programme of study, aiming at autonomy in learning as one of the graduate
attributes. The principal arguments of this paper are supported by a detailed
triangulated empirical investigation on the impact of learner autonomy in life
after graduation.
2:30pm - 3:00pm
Learner Autonomy in Chinese Learning as a Foreign Language
Ning Jiang
Trinity College Dublin, Ireland; jiangn@tcd.ie
Chinese language learning around the world is a relatively new phenomenon
compared to the traditional practice of learning European languages.
However, in the study of learning Chinese as a foreign language, previous
studies into Chinese character learning suggest that the learning of Chinese
characters is a key but difficult facet of Chinese language acquisition. But
due to the short period since the establishment of a Chinese modern
official language of Mandarin, and the shorter politically open time of China,
research on the Chinese character learning is becoming a field that is
increasingly relevant, but remains one that few have ventured into.
In view of this, this study will investigate the Chinese character learning of
students who study Chinese in higher education with alphabetic writing
system background. To more specific, the purpose of this study is to
investigate learner autonomy, self-regulation and related changes in the
process of Chinese character learning.
To do so, the researcher is conducting an one-year tracking investigation
of a group of Chinese learners from one Irish university by using mixed
research methods, including semi-structured interviews, stimulated recall
tasks, eye-tracking experiments and questionnaires.
By using statistic methods, psycholinguistic approaches and education
theories, the analysis section is intended to measure learners autonomy,
self-regulation and the monthly changes during this one-year period.
Based on this, this study is planned to broaden the understanding of how
autonomous learning affect students learning results in the process of
Chinese learning. In addition, as autonomy and self-regulation are noticed
as important notions and aspects of language learning strategy by latest
theory development, this study is also intended to explore how learners
approach this difficult writing system in order to make itself significant in its
contribution to the study of Chinese character learning strategy.
3:00pm - 3:30pm
Learning outcomes of an autonomous personalised approach to advanced
language learning
Mira Kim
The University of New South Wales, Australia; emily.edwards@unsw.edu.au
This paper is to follow up on the paper I presented in the 2014 AILA
Congress. The 2014 paper discussed the design of a course that provides
an opportunity for translation and interpreting students, who have advanced
language skills, to individually address their own linguistic needs through
personal projects. I also provided a rationale behind the course design and
discussed pedagogical benefits and challenges based on students course
evaluations over three years (See Kim 2014). The course was developed to
address the urgent issue of the imbalance in translation students language
160
competence in their respective working languages (c.f. Kim 2012, Malmkjr
2004). The current paper discusses a number of interesting findings from an
in-depth qualitative analysis of 24 students e-portfolios of the same course.
The analysis explored students choice of language focus area and their
use of technology to address these specific needs, which were primarily
listening skills (29%), speaking skills (25%) and vocabulary development
(25%). The data also revealed how effectively the advanced language
students were able to measure their own progress, and how they evaluated
their projects in terms of benefits, challenges and emotions involved. The
findings from this study will be relevant to teachers of advanced language
learners, as well as course designers and those working with translators and
interpreters to enhance their language skills.
References
Kim, M. (2012) Research on Translator and Interpreter Education, in C. Millan-
Varela & F. Bartrina (eds),The Routledge Handbook of Translation Studies,
London & New York: Routledge, pp. 102-116.
Kim, M. (2014) Action Research on Advanced Bilingual Enhancement in
Translator Education, in K. Kunz, E. Teich, S. Hansen-Schirra, S. Neumann
and P. Daut (eds), Caught in the Middle Language Use and Translation,
Saarbrucken: Saarland University Press, pp. 195-213..
Malmkjr, K. (ed.) (2004) Translation in Undergraduate Degree Programmes,
Amsterdam and Philadelphia: John Benjamins.
3:30pm - 4:00pm
Deliberative pedagogy and teacher education: an experience in a languages-
english course in a brazilian university
Andressa Cristina Molinari
Universidade Estadual de Londrina, Brazil; dessinha_molinari@hotmail.com
Having as a basic principle the education for a democratic citizenship,
as a key component of a critical agenda for teacher training, I adopt the
deliberative pedagogy in order to explore the potential of English language
classes, to train teachers in the perspective of education for citizenship. The
affiliation to this pedagogy occurred through the insertion of deliberative
forums as an oral genre in the discipline of Oral Comprehension and
Production III in a Brazilian University. The deliberative pedagogy associated
with the concept of deliberative democracy, takes the deliberative dialogue
as a social practice that allows the consideration of different points of
view on an issue, enabling the inter-agents to consider alternative ways to
overcome them. In this model of democracy, language plays a fundamental
role because, through argument, a common ground for collective action is
sought (DOHERTY, 2012; LONGO, 2013; MATHEWS, 2014). In this study, I
examined the forum held on the theme Bullying: how do we Prevent It,
following the specific objectives: a) identify the types of argumentative
questioning conducted at different stages of the deliberative forum and who
performed the questions, to determine whether there was symmetry in the
student s participation; b) verify whether there were differences between
the afternoon and evening shifts with respect to the questions produced by
the teacher/moderator and the contributions of the students; c) determine
which types of contributions were made by students from the questions
that encouraged elaborations. To analyze the data, I used the categories
of Liberali (2013) in which the emphasis is on the question held during the
forum, and the categories of Strommer-Galley (2007) to verify if the resulting
participations of these questions led to the deliberation. In conclusion, the
insertion of deliberative forums in the classroom has the ability to promote
spaces for deliberative dialogues, which are considered more democratic.
4:00pm - 4:30pm
A aprendizagem mvel e e a autonomia de aprendizes de lngua inglesa
Vanessa Mota
UFRJ, Brazil; vanessammota@gmail.com
A aprendizagem mvel uma das modalidades da Educao a Distncia
(EaD), que pode ser utilizada a qualquer hora e em qualquer lugar. O uso
de aplicativos pode auxiliar na promoo da autonomia de aprendizes
(OXFORD, 2003), ao possibilitarem a (co)construo do conhecimento. De
acordo com Parry (2013), o ensino do letramento mvel (mobile literacy)
hoje em dia to crucial quanto o ensino de outros letramentos, podendo
assim, dar abertura a novas possibilidades pedaggicas. Nicolaides & Tilio
161
(2011) no desconsideram a autonomia centrada no indivduo e argumentam
que este um conceito mais complexo que abrange no s o aprendiz,
mas tambm o seu contexto scio-histrico. Com o surgimento de novas
tecnologias, faz-se necessrio refletir sobre os contextos socioculturais dos
sujeitos. Ainda, segundo Oxford (2003), o contexto altamente poltico e
reflete as questes de opresso, poder, controle e acesso. Sendo assim,
busca-se discutir sobre o uso de aplicativos de celular, em especial, do
Whatsapp, um aplicativo que, de acordo com Oliveira et al. (2014), uma
multiplataforma que permite trocar mensagens pelo celular gratuitamente
e que permite o compartilhamento de informaes, ao possibilitar o envio
de mensagens ilimitadas com imagens, vdeos e udio (p.180). O contexto
pesquisado envolve aprendizes de ingls como lngua adicional em um
curso de idiomas no Rio de Janeiro.
C345-358 B
Time: Tuesday, 25/Jul/2017: 1:30pm - 4:30pmLocation: Studio 7
1:30pm - 2:00pm
Awareness of Tanslanguaging in CLIL-type Pedagogy
Shigeru Sasajima
Toyo Eiwa University, Japan; sasajima.s@toyoeiwa.ac.jp
Translanguaging is the communicative norm of bilingual communities and
cannot be compared to a prescribed monolingual use (Garcia, 2009: p. 51).
It is regarded as a different concept of code switching. Translanguaging is
used naturally to help each other communicate and to make meaning in the
classroom. It thus can be considered helpful in order for students to develop
their cognitive skills as well. It also may be able to help change language
teachers mindset about learning and language pedagogy through the CLIL-
type approach. The paper discusses how students and teachers are aware
of translanguaging, through which languages may be comfortably used
in the classroom. The research was conducted in CLIL-type classrooms
where several topics or subject matters are studied bilingually through
English and their native tongues. Teachers provided CLIL-type activities in
their classrooms in primary, secondary and tertiary education. They used
English in the classroom and encouraged their students to use English in
their classroom activities. These classroom activities were observed and
analyzed, and teachers and students were interviewed. CLIL is a bilingual
approach, and bilingual teachers may easily teach CLIL. However, the
results suggested that it is important how teachers and students think about
language use in the classroom. In multilingual or multicultural societies,
positive thinking and attitudes about languaging can be significant in any
kind of learning. Translanguaging therefore can have the potential to make
language pedagogy successful. In either CLIL or CLIL-type classrooms,
it is necessary to identify both teachers and students awareness of
translanguaging.
2:00pm - 2:30pm
Teaching and Learning Mathematics in French in multilingual and
multicultural classrooms in BC, Western Canada
Cecile Nathalie Sabatier, Nathalie Sinclair, Danile Moore
SFU, Canada; sabatier@sfu.ca
In our analyses of classroom interactions video-taped in French-language
multilingual and multicultural schools in Vancouver, BC (Canada), which
drew on Adlers (2000) work, we have identified significant tensions that
arise in relation to the privileging of French language teaching over the
development of mathematical reasoning (Sabatier, Moore & Sinclair, to
appear). These tensions may not be recognized or addressed in teacher
education programs that address language and mathematics teaching in
isolation. Drawing on the theory of practical rationality, as elaborated by
Herbst & Chazan (2003), we have developed a novel approach to support
beginning and practising teachers integration of content and language
learning. This approach confronts teachers with episodespresented as
imaginary dialogues in the classroomin which an instructional norm has
been breached, which provokes discussion about the expectations and
choices related to the teaching of mathematics in French. From these
discussions, researchers can learn about the rationality underlying the
norms of customary teaching (Nachieli, Herbst & Gonzales, 2009). In this
paper, we analyse how pre-service teachers respond to these breaching
episodes, describe what we learn about the choices they make when
faced with particular tensions and describe how these discussions can be
used to develop instructional practices that better support their students
language skills and content learning. We also discuss ways in which this
novel approach may be applied in other content areas. (225 words)
2:30pm - 3:00pm
Choice and evaluation in secondary content classrooms: Action/reflection
discourse in teacher-student interactions
Jingzi Huang1, Margaret Berg1, Jesse Gleason2
University of Northern Colorado, United States of America; 2Southern
1
Connecticut State University, United States of America; jingzi.huang@unco.
edu
From the systemic functional linguistic perspective, links have been made
between discourse, context, and academic language development (Gibbons
2015). Mohans knowledge framework (2007), a linguistics-based, teaching-
and-learning tool, connects language and content through thinking skills,
lexicogrammatical resources, and visual semiotics. It has been used as
both a tool for content-based instruction planning as well as for functional
analysis of discourse. Among the research studies that have investigated
the linguistic realization of various knowledge structures, the choice/
evaluation action-reflection pair has remained a challenge for researchers
in part due to the fact that choice and evaluation relate in a complex way
to ideational and interpersonal meaning (Mohan 2007). Our study uses the
knowledge framework to address the following questions: How do teachers
and students across secondary content areas use language to construct
meaning involving choice/evaluation in action/reflection discourse? How
does students use of choice/evaluation in action/reflection discourse differ
across these content areas? The participants of the study included in-
service teachers enrolled in graduate programs in TESOL and their students
in rural and urban secondary schools in the U.S. Twenty-four digitally
recorded classroom conversations were transcribed and used as the data
for this study. Using knowledge structure analysis, a discourse analytic
approach, we examined patterns of linguistic choice and evaluation output
by the students in the context of instruction. Our analysis shows that topics
less familiar to students require the teacher to explicitly request follow-
up justifications for choice/evaluation discourse. For topics that students
have intimate experience with, student justification/reasoning is often
voluntarily offered. Furthermore, students tend to be more readily engaged
in discourses of action/situation, while discourses of reflection require
more explicit guidance and encouragement. Implications include using
knowledge structures to prepare teachers to more explicitly guide students
toward greater expansion of ideas during instructional conversations.
3:00pm - 3:30pm
Comprehensibility and accentedness of English spoken in Finland: L1 Finnish
vs. L1 Finnish-Swedish
Elina Tergujeff
University of Jyvskyl, Finland; elina.tergujeff@jyu.fi
This paper reports on the comprehensibility and accentedness of English
spoken by L1 Finnish and Finland-Swedish learners. The context of this
study is an officially bilingual country, Finland, where English is the most
commonly studied foreign language. The research setting is unique
because it involves participants from two language groups, yet having very
similar backgrounds. For example, participants in both language groups
have all started their English studies at the age of nine, and followed the
same national core curriculum for their basic education. Hence, we can
exclude the effects of many external factors, and focus on the effects of
mother tongue. Materials used in this study were obtained from a national
English proficiency assessment for ninth-graders (Hrml et al. 2014).
For the study, 20-second speech samples were chosen from free speech
produced by native-speakers of Finnish (n=30) and Finnish-Swedish (n=30).
The overall speaking skills of the participants had been assessed prior
to the present study, and the participants were chosen randomly among
those with an overall speaking proficiency of A2, B1 or B2 on the CEFR
scale. The speech samples were rated on a 9-point scale with regard to
comprehensibility (how easy or difficult to understand) and foreign accent
(how weak or strong). The listeners were native-speakers of English (n=30).
162
In the presentation, explanations for the possible differences between the
two language groups are sought through contrasting English with Finnish
and Finnish-Swedish. In addition, implications for future research and
language teaching are presented.
3:30pm - 4:00pm
Motivational Influences on Adult Arab Learners of English in The U.A.E
Nour Al Okla
Al Ghurair University, United Arab Emirates; nour.okla@yahoo.com
The study explores the motivational influences that impact Arab
undergraduate learners of English in the U.A.E. It also investigates the role
of English in the participants lives and the different factors that influence
their motivation to learn and use English in the multi-national context of
the U.A.E. During a sixteen-week period, three rounds of interviews with
the participants were conducted, and participants written responses to
four written prompts and a self-portrait were collected to obtain data on
the participants beliefs, emotions, and expectations of learning English.
The study draws on Drnyeis L2 motivational self-system (2005, 2009)
to explore the role of English in learners representations of themselves
in the future and the extent to which they consider English a language
they ought to learn. The findings of the study suggest that the principal
motivational influences affecting the participants language learning were
their previous learning experiences, their personal orientations towards the
language, and contextual factors in their formal and informal learning setting.
Furthermore, the study highlighted the diversity, dynamicity and complexity
of the construct of learner motivation in the learners learning experiences.
Analysis of the data revealed complex interactions amongst the unique
characteristics of individual learners and aspects of their motivation resulting
in the complex, dynamic system known as the L2 motivational self-system
(Drnyei, 2005, 2009). The study calls for raising learners awareness of
the factors which influence their motivation and strategies which enable
them to manage their emotions during the ongoing learning process. It
also suggests raising language teachers awareness of the complexity,
dynamicity, and uniqueness of language learner motivation so that they can
better monitor and address the multifaceted influences that impact their
learners motivation in different contexts.
4:00pm - 4:30pm
SLA Meets FLA: Models of Collaboration among ESL and English Programs in
California
A. Lane Igoudin
Los Angeles City College, United States of America; igoudial@lacitycollege.
edu
Proposal Details:
Californias 113 community colleges educate thousands of English language
learners in their college credit programs. Under the current state educational
policy, student success in community college is tracked by the students
passing of transfer-level English and math courses, college graduation, and
university transfer rates. Under this mandate, the most immediate goal of an
ESL program has become its students completion of Freshman Comp, that
is, of the transfer-level English composition course required, since 2009,
for college graduation for all students, native and non-native alike. Success
of ESL students and programs is measured, somewhat paradoxically, by
how successful they are in their future English classes, outside of the ESL
program proper. Improving student success thus requires refocusing the
programmatic design of ESL (Second Language Acquisition) programs on
extensive alignment and collaboration with the English (First Language
Acquisition) programs, not a given on many community college campuses.
The presenter, who coordinates the states community college ESL faculty
listserv, solicited examples of collaborative strategies between English and
ESL programs around the state. He then summarized and categorized them
into the following groups: placement/assessment, curriculum alignment,
shared pedagogical methods and materials, joint writing contests and
meetings, and interventions that build ESL students cultural literacy (a crucial
factor for success in native language courses). This presentation attracted
high attendance at the 2015 statewide ESL conference, and resulted in a
publication in the California ESL newsmagazine.
 Alternative Abstract:
SLA Meets FLA: Models of Collaboration among ESL and English Programs
in California
=================================================================
Igoudin, Lane (Los Angeles City College, USA);
Californias 113 community colleges educate thousands of English language
learners in their college credit programs. Under the current state educational
policy, student success in community college is tracked by the students
passing of transfer-level English and math courses, college graduation, and
university transfer rates. Under this mandate, the most immediate goal of an
ESL program has become its students completion of Freshman Comp, that
is, of the transfer-level English composition course required, since 2009,
for college graduation for all students, native and non-native alike. Success
of ESL students and programs is measured, somewhat paradoxically, by
how successful they are in their future English classes, outside of the ESL
program proper. Improving student success thus requires refocusing the
programmatic design of ESL (Second Language Acquisition) programs on
extensive alignment and collaboration with the English (First Language
Acquisition) programs, not a given on many community college campuses.
The presenter, who coordinates the states community college ESL faculty
listserv, solicited examples of collaborative strategies between English and
ESL programs around the state. He then summarized and categorized them
into the following groups: placement/assessment, curriculum alignment,
shared pedagogical methods and materials, joint writing contests and
meetings, and interventions that build ESL students cultural literacy (a crucial
factor for success in native language courses). This presentation attracted
high attendance at the 2015 statewide ESL conference, and resulted in a
publication in the California ESL newsmagazine.
C359-372 B
Time: Tuesday, 25/Jul/2017: 1:30pm - 4:30pmLocation: Studio 8
1:30pm - 2:00pm
NARRATIVAS DE UMA TUTORA: ENTENDENDO A CONSTRUO DO CONHECIMENTO PRTICO
PROFISSIONAL DO PROFESSOR TUTOR
Debliane Pavini de Melo Colmanetti Colmanetti
Universidade Federal de Uberlndia, Brazil; debliane@bol.com.br
O trabalho que proponho para apresentao parte da minha dissertao
de mestrado que teve como objetivo geral entender como poder ser a
construo de conhecimento prtico-profissional durante minha atuao
como professora tutora. Os objetivos especficos foram: (a) narrar e
problematizar as experincias vividas na funo de tutoria virtual no curso
PROEJA e (b) discutir o processo de construo de meu conhecimento
prtico-profissional durante minha atuao na tutoria virtual do curso PROEJA.
O texto da pesquisa foi um curso de Ps-Graduao. Como mencionado
a minha proposta apresentar parte desta pesquisa, partindo do captulo
de composio de sentidos, no qual apresento as histrias vividas durante
minha experincia como tutora, bem como os Eus que atravessaram essa
experincia com a tutoria virtual. Esta pesquisa foi realizada considerando
os pressupostos terico-metodolgicos da Pesquisa Narrativa Clandinin
&Connelly (2000; 2011). Busquei tambm respaldo na teoria de
Dewey(1938;2011) que aponta a experincia como caminho terico para
a pesquisa tendo como princpios a interao e a continuidade. A anlise
dos textos de campo foi realizada em uma perspectiva de composio
de sentidos, como abordado por Ely; Vinz; Downing; Anzul (2001). Desta
forma, aps compor sentidos das experincias vividas, percebi que h a
necessidade de pensar a respeito da construo do conhecimento prtico
profissional do professor tutor, da valorizao deste conhecimento e do
papel que este desempenha no contexto da educao a distncia
. novos cursos de formao tecnolgica a distncia, bem como subsdios
163
2:00pm - 2:30pm
A (des)construo de crenas sobre lngua e cultura no Teletandem
Ana Cristina Biondo Salomo
UNESP - Faculdade de Cincias e Letras de Araraquara, Brazil;
anacbsalomao@yahoo.com.br
O presente cenrio de globalizao e comunicao intercultural mediados
pelas novas tecnologias digitais fomentam a criao de novos contextos
colaborativos para a aprendizagem de lnguas, como Teletandem. Nessa
modalidade de aprendizagem de lnguas a distncia, pares de falantes de
diferentes lnguas trabalham de forma colaborativa, por meio de recursos
de comunicao sncrona na Internet, como o Skype, para aprenderem a
lngua um do outro. Os princpios fundamentais que subjazem tal parceria
so o princpio separao de lnguas, da reciprocidade e da autonomia.
H tambm a previso de assistncia pedaggica dupla para auxiliar
o desenvolvimento da aprendizagem, denominado mediao, que
geralmente ocorre em grupos ou individualmente na forma de dirios
dialogados. Nessa apresentao, discutiremos os resultados de uma
pesquisa qualitativa no contexto do Projeto Teletandem Brasil (UNESP), que
enfocou o potencial da interao de teletandem para a (des)construo
de esteretipos sobre o Outro, assim como para a ressignificao
do conceito de falante nativo, por meio de uma viso de sujeito ps-
moderno fragmentado. Em nossa anlise, notamos que as crenas dos
participantes brasileiros sobre a nacionalidade e cultura dos parceiros era
muitas vezes composta de imagens estticas, usadas para reduzir uma
ampla realidade a um rtulo repleto de generalizaes e simplificaes.
Em relao ao conceito de falante nativo, verificamos que a maioria dos
participantes afirmou sentir-se inseguro e ansioso ao conversar com o
parceiro (um verdadeiro falante nativo). A nosso ver, faltam nessas crenas
e concepes vises mais contemporneas que incluam a dinamicidade
e complexidade da identidade cultural e lingustica na ps-modernidade
lquida. Nossos resultados colocam um desafio para a mediao no
contexto do Teletandem, uma vez que ela deve auxiliar os interagentes a
refletir sobre suas crenas e concepes tanto do ponto de vista terico
como prtico. Apresentaremos, assim, tambm uma proposta de mediao
que possa fomentar tal reflexo.
2:30pm - 3:00pm
A complexidade emergente no desenho de curso de licenciatura a distncia:
caminhos da formao tecnolgica
Ctia Veneziano Pitombeira
PUC Campinas e Fatec Praia Grande, Brazil; pitombeiracatia@gmail.com
Esta pesquisa busca descrever e interpretar o fenmeno a formao
tecnolgica oportunizada pela Aula Tecnologias para o Ensino de Lnguas,
em um curso de graduao em Letras Portugus/Espanhol a distncia de uma
universidade confessional do estado de So Paulo, visando identificao da
formao percebida pelo aluno e dos traos de complexidade emergentes,
em razo do momento de transio de paradigma vivido pela pesquisadora
ao desenhar a aula do referido curso. O desenvolvimento desta pesquisa
se fundamentou na epistemologia do pensamento complexo (Morin, 2002,
2007, 2008, 2011; Moraes, 2002, 2004), aliada a questes de educao
e formao de professores (Freire, 2002, 2008), e questes de formao
tecnolgica de professores sob a tica de Lopes (2005) e Moraes (2007),
articuladas com as diferentes vises de desenho Instrucional, de acordo
com Moraes (2008) Graves (2000) e Freire (2013). A linha metodolgica
adotada para este estudo foi a Hermenutico-Fenomenolgica (van Manen,
1990; Freire, 1998, 2007, 2008a, 2012) e a pesquisa contou com os alunos
do 5. perodo do curso de Letras como participantes. Os instrumentos
de investigao fizeram parte das atividades do curso: (a) os alunos
participaram do Frum Aula-Atividade que antecede uma teleaula; (b)
responderam ao Questionrio Prtica Docente para levantamento do perfil
e das impresses acerca de sua atuao e das atividades propostas; e (c)
produziram um relato dissertativo-reflexivo. Esses registros escritos foram
as manifestaes das experincias vividas pelos participantes como sugere
a metodologia que proporcionou respaldo a esta pesquisa. A interpretao
desses textos revelou a reflexo dos participantes acerca da formao
tecnolgica bem como sobre o desenho a Aula, proporcionando para a
professora-pesquisadora momentos reflexivos sobre o desenvolvimento de
para a criao e elaborao de cursos sob a perspectiva da complexidade.
 3:00pm - 3:30pm
A integrao de prticas educacionais e sociais na aprendizagem de ingls via
gneros orais digitais
Helen de Oliveira Faria1,2
1
Centro Federal de Educao Tecnolgica de Minas Gerais, Brazil;
2
Universidade Federal de Minas Gerais; hlnfaria@yahoo.com.br
A aprendizagem das habilidades orais em ingls em instituies de ensino
regular dificultada por inmeros obstculos, como o grande nmero
de alunos por turma, a inibio destes ao se expressarem em uma lngua
estrangeira e a participao majoritria dos mais proficientes na lngua.
Alm disso, um dos grandes desafios enfrentados na sala de aula de
lngua inglesa, segundo Freire (2013), a integrao de prticas sociais e
educacionais. Sabe-se que cada vez mais os alunos tm desenvolvido suas
habilidades lingusticas por meio de seriados e sites da Internet, e, assim,
imprescindvel que haja a incorporao de tais mdias digitais em espaos
instrucionais. Partindo desse quadro, a proposta deste trabalho, que fruto
de uma pesquisa de doutorado em andamento, investigar quais so as
prticas sociais dos aprendizes, sobretudo aquelas relacionadas com as
mdias digitais, a fim de inseri-las em atividades pedaggicas para a produo
de gneros orais digitais. A escolha da abordagem via gneros textuais se
justifica pela possibilidade de inserir os aprendizes em prticas sociais reais,
em que eles podem interagir no apenas com seus colegas de classe, mas
com indivduos fora de contextos instrucionais. A metodologia para a gerao
dos dados foi a escrita de questionrios, dirios, aulas presenciais e virtuais
e observaes feitas pela pesquisadora. A investigao tem como base a
teoria da complexidade (LARSEN-FREEMAN; CAMERON, 2008a, 2008b),
a abordagem ecolgica (GIBSON, 1986; VAN LIER, 2004) e o conceito de
comunidade de aprendizagem (WENGER, 1998; KILPATRICK et al. 2003;
BUFFINGTON, 2012).
3:30pm - 4:00pm
A negociao identitria do professor de lngua inglesa frente ao uso das
tecnologias digitais
Eliane Tavares, Eliane Marchetti
Centro Federal de Educao Tecnolgica de Minas Gerais, Brazil;
elianetbm@gmail.com
Os processos de globalizao vm impactando profundamente o cenrio
educacional (XAVIER, 2009; PAIVA, 2010, 2013). Percebe-se que a
democratizao das tecnologias digitais tem modificado o perfil dos estudantes.
Assim sendo, os professores de lngua inglesa esto sendo desafiados a
encontrar caminhos que assegurem o desenvolvimento dos diversos nveis
de letramento e da proficincia na lngua, propiciando uma preparao
efetiva dos estudantes para o mundo do trabalho (MARCHETTI e TAVARES,
2012). Nessa direo, as expectativas das instituies federais de ensino
tecnolgico, relacionadas formao e atuao de seus professores, foram
em muito aumentadas. Esta pesquisa tem como objetivo verificar como dois
professores de lngua inglesa do Centro Federal de Educao Tecnolgica de
Minas Gerais esto se adaptando aos novos contextos educacionais, como
se d a apropriao das novas tecnologias por parte dos mesmos e de que
maneira elas so utilizadas em sala de aula Buscou-se identificar tambm os
aspectos positivos e as dificuldades encontradas neste processo, bem como
a concepo do professor sobre a sua identidade profissional, ou seja, sobre
o significado de ser professor de lngua inglesa no contexto scio-histrico da
atualidade. Optou-se por uma abordagem qualitativa de estudo de caso, em
que o instrumento de coleta utilizado foi uma entrevista semiestruturada, de
aproximadamente 1h de durao, que gerou dados no formato de narrativa oral
que sofreram a tcnica de anlise de contedo (BARDIN, 2011). Apesar de as
tecnologias digitais possibilitarem inovaes metodolgicas, percebemos que
os informantes as utilizam menos do que gostariam e que a maior parte de
seu uso no ensino ainda se restringe ao transporte de algumas atividades do
meio impresso para o meio digital. Parece possvel afirmar que os professores
esto negociando suas identidades profissionais pela prpria prxis, pela busca
de adequao nova realidade, e pelas tentativas de integrar as tecnologias
digitais ao ensino.
4:00pm - 4:30pm
APLICATIVOS E ENSINO DE LNGUAS: UMA ANLISE COMBINATRIA EM TRS PERSPECTIVAS
Luca Alda
Universidade Catlica de Pelotas, Brazil; luciaalda@hotmail.com
Considerando a crescente difuso das tecnologias digitais e sua
rpida insero no cotidiano popular, muito se tem discutido quanto
aprendizagem mediada por dispositivos mveis, como o telefone celular.
Este dispositivo uma grande ferramenta de incluso, tanto digital quando
educacional, e em virtude disso, surgem cada vez mais iniciativas de
implementao de projetos de ensino aproveitando sua ampla penetrao
social. Alm disso, as suas vigentes atualizaes apresentam diversas
potencialidades que devem ser consideradas para fins pedaggicos,
tais como a grande variedade de aplicativos. Dessa forma, este trabalho
objetiva analisar criticamente trs possibilidades de uso de aplicativos
para o ensino de lnguas: (1) aplicativos especficos para o ensino, que so
desenvolvidos com finalidade educativa, como Duolingo; (2) aplicativos
no especficos para o ensino de lnguas, como utilitrios, mas que podem
ser repensados didtica e metodologicamente; e (3) aplicativos de gesto
de ensino, que substituem ou complementam ferramentas tradicionais na
administrao de recursos de sala de aula e proporcionam ao professor
e ao aluno mais independncia e autonomia, como Edmodo. Tendo essa
trade em vista, prope-se traar um comparativo de alternativas prticas,
verificar as utilidades dentro e fora do ambiente formal de ensino e
investigar potenciais falhas de aplicao, a partir dos estudos sobre Mobile
Assisted Languge Learning (MALL), dos princpios de design e usabilidade
expostos na teoria do Design de Interao (DI) e de estatsticas acerca de
telefonia celular e aplicativos. Em razo dos aspectos observados, acredita-
se que deve existir uma proporcionalidade entre as trs dimenses a fim de
estabelecer um equilbrio onde alunos e professores consigam se beneficiar
do uso de ferramentas digitais mveis e contribuir com o processo de
ensino-aprendizagem. As particularidades dos resultados sero discutidas
na apresentao da pesquisa e as concluses podero direcionar novas
investigaes na rea de aprendizagem de lnguas mediada por telefone
celular.
C373-386 B
Time: Tuesday, 25/Jul/2017: 1:30pm - 4:30pmLocation: Studio 9
1:30pm - 2:00pm
Enhancing motivational flow through task-based intercultural interactions
Scott Charles Aubrey
Kansai University, Japan; scaubrey@kansai-u.ac.jp
Flow (Csikszentmihalyi, 1990, 1997) is a state in which individuals are
completely immersed in an activity to the point of forgetting time and fatigue.
Egbert (2003) showed that language learners can attain a state of flow during
the performance of tasks under certain conditions. Furthering Egberts line
of inquiry, this research examines: a) the extent to which flow is affected
by task repetition and inter-cultural contact, and b) how flow manifests in
task interaction. The study took place at a private university in Japan over
a period of 11 weeks. Participants were 42 first-year Japanese students and
21 international students. Two EFL classes were randomly assigned to either
the Inter-cultural group (N =21) or the Intra-cultural group (N = 21). The study
employed a quasi-experimental design in which both groups completed
one task per week with a Japanese peer (Task performance 1) over a five-
week period. Tasks were then repeated over a second five-week period,
during which time the Intra-cultural group continued to perform the tasks
with Japanese peers, while the Inter-cultural group performed the tasks
with international interlocutors (Task performance 2). Data took the form of
1) motivational flow questionnaires, administered to each Japanese student
after the completion of each task, and 2) audio-recordings of each task
performance. The findings revealed that task repetition had a significantly
negative effect on flow, but inter-cultural contact had a positive effect on flow
in that it offset the effect of task repetition. Furthermore, a qualitative analysis
of transcripts showed a number of interactional differences between the two
groups that may account for flow differences. The presenter will discuss
these findings in terms of pedagogical implications for creating intercultural,
task-based interactions in the EFL classroom.
164
 2:00pm - 2:30pm
Complexidade, Gamificao e Letramentos: uma perspectiva sobre a
aprendizagem de ingls
Gabriela Bohlmann Duarte
UCPEL/CAPES/UNIPAMPA, Brazil; gabrielabduarte@gmail.com
A gamificao tem sido um recurso bastante utilizado, especialmente
em aplicativos e websites, visando transformao de atividades que
no so games, nem tm caractersticas destes, em games, sem que
elas percam seu objetivo principal. Ela pode ser aplicada como uma
forma de motivar pessoas a realizarem atividades para as quais no h
motivao intrnseca, ou seja, no h vontade de realiz-las. Para aqueles
que jogam ou j jogaram videogames, trata-se de um domnio semitico
familiar e uma atividade semelhante aos games, mas que, muitas vezes,
no est associada s atividades desenvolvidas na escola ou em espaos
acadmicos. O processo realizao de atividades gamificadas por alunos
aprendizes de ingls pode ser considerado como um evento de letramento
que, se analisado pela perspectiva da complexidade, poder ter diversos
efeitos na motivao e na aprendizagem, por exemplo. Com base nessas
consideraes, neste trabalho, apresentada a anlise de alunos que
realizaram atividades com caractersticas de games para a aprendizagem
de ingls. O objetivo da pesquisa a investigao da relao entre a
gamificao e a motivao para esse fim, partindo da premissa de que
esse evento de letramento se constitui como um sistema complexo por
ser aberto a fatores externos, auto-organizvel, no-linear e sensvel s
condies iniciais, dentre as quais inclui-se a presena da gamificao. Os
resultados sero discutidos na apresentao do trabalho. Acredita-se que a
ideia de um evento complexo de letramento, neste caso, est relacionada a
outros letramentos e identidades que fazem parte de cada indivduo e das
suas aes e comportamentos nesse sistema. Alm disso, tais aspectos
se relacionam e podem ser influenciados positivamente ou negativamente
pela gamificao, isto , por uma condio inicial diferente no evento
complexo de letramento aqui estudado.
2:30pm - 3:00pm
ATIVIDADES DE LEITURA PARA O TOEFL EM NVEL A2-B1 COM BASE EM CORPUS.
Luciano Franco da Silva, Paula Tavares Pinto
Universidade Estadual Jlio de Mesquita Filho, Brazil; luciano.francco@
gmail.com
A presente pesquisa de mestrado tem como objetivo o uso da Linguistica
de Corpus (LC) como embasamento terico-metodolgico para a criao
de atividades de leitura, visando melhora das reading skills de alunos
em nvel A2-B1, conforme mapeamento de alunos brasileiros do Programa
Idioma sem Fronteiras. A pesquisa utiliza o CEFR (Common European
Framework of Reference for Languages) como base para preparao das
atividades e nivelamento alunos que utilizaro o exame de proficincia
internacional TOEFL (Test of English as a Foreign Language) para ingressar
nos programas de intercmbio internacional. A necessidade dessa
pesquisa se deu pelo fato de muitos alunos brasileiros no apresentarem
proficincia suficiente em lngua inglesa para acompanharem as atividades
acadmicas nas universidades do exterior. Como metodologia de pesquisa,
utilizaremos o software WordSmith Tools para anlise e descrio dos textos
utilizados em simulados preparatrios do TOEFL, aps esse processo de
anlise hbrido (quantitativo-qualitativo), sero propostas atividades de
leituras em nvel A2-B1, considerando as funes de linguagem, conforme
proposto por Jakobson (1960) e os gneros acadmicos conforme Swales
(2002) e Swales e Feak (2009). Sendo assim, esperado que se obtenha
um corpus de estudo que venha a servir na preparao dos candidatos
e, consequentemente, haver uma melhora nos scores do exame. Nesse
contexto, a pesquisa se justifica pela necessidade de uma maior ateno
ao problema do baixo desempenho de estudantes brasileiros em exames
de proficincia, alm disso, posteriormente, as atividades desenvolvidas
na pesquisa faro parte dos corpora Cor-IsF - Ingls (Corpus do Ingls
sem Fronteiras) e do Cor-IFA (Corpus do Ingls para Fins Acadmicos), um
projeto multicampi entre varias universidades brasileiras alocado na UFMG.
165
3:00pm - 3:30pm
Contribuies da Abordagem Lexical no ensino sistematizado de vocabulrio
em da lngua japonesa
Monica Jessica Aparecida Fernandes Yamamoto
Universidade de So Paulo, Brazil; monicaajf@yahoo.com.br
Esse trabalho apresenta o resultado de uma pesquisa de mestrado sobre
as contribuies da Abordagem Lexical para a aprendizagem de lxico em
lngua japonesa. Essa abordagem de ensino se distingue por considerar
o lxico como elemento central no processo de ensino-aprendizagem de
lngua estrangeira. constituda por princpios que propem reavaliar a
importncia do lxico e o tipo de tratamento dado a esse elemento pelos
professores e aprendizes durante o processo de aprendizagem da lngua-
alvo (LEWIS, 1993). Partindo do pressuposto de que o ensino sistematizado
de vocabulrio promove o desenvolvimento da competncia lexical do
aluno e, consequentemente, a Abordagem Lexical aplicada instruo
direta de vocabulrio beneficia a aprendizagem de novas palavras,
buscou-se averiguar de que forma o ensino, com base nos pressupostos
da Abordagem Lexical, contribui para a aprendizagem do lxico em
lngua japonesa. Trata-se de uma pesquisa emprica de cunho etnogrfico
desenvolvida a partir de uma abordagem quanti-qualitativa. Os dados foram
coletados de observaes registradas em dirio de pesquisa e testes de
vocabulrio. Os participantes foram aprendizes de lngua japonesa de uma
escola de ensino bsico regular do estado de So Paulo. Um grupo de
participantes compuseram a sala controle e outro a sala experimental, a
qual recebeu quatro intervenes baseadas nos princpios da Abordagem
Lexical, sendo elas: 1) sensibilizao dos alunos quanto importncia
do vocabulrio; 2) introduo do conceito de vocabulrio segundo a
Abordagem Lexical; 3) elaborao de um caderno de palavras; 4) realizao
de atividades e exerccios. Os resultados dos testes mostraram que a sala
experimental alcanou um desempenho superior nos testes de vocabulrio.
O resultado final da anlise do conjunto de dados coletados indicou que a
instruo direta de vocabulrio orientada pelos princpios da Abordagem
Lexical se mostrou favorvel para a aprendizagem de vocabulrio no grupo
de participantes dessa pesquisa.
3:30pm - 4:00pm
Ensino-aprendizagem e crenas em aulas de ingls para fins especficos num
prisma sociocultural e sociossemitico
Monica da Costa Monteiro de Souza
IFRJ, Brazil; monicacmsouza@globo.com
Inserida na rea de Estudos da Linguagem, mais especificamente dentro do
campo de investigao da Lingustica Aplicada (Moita Lopes, 1999, 2006,
2013), esta pesquisa tem como objetivo buscar entendimentos acerca de
como as crenas (Kalaja e Barcelos, 2003, 2013; Barcelos, 2006, 2007)
dos alunos se relacionam a suas interpretaes e avaliaes (Martin e
Rose, 2003; Martin e White, 2005) sobre aspectos relativos ao ensino-
aprendizagem em uma sala de aula de ingls para fins especficos (IFE),
concebido em sintonia com Pedagogia Ps-mtodo (Kumaravadivelu,
1994, 2001, 2003, 2006). Para tanto, os pressupostos tericos relacionam
uma viso de ensino-aprendizagem e de linguagem, respectivamente: a
socioconstruo do conhecimento de acordo com a Teoria Sociocultural
(Vygotsky, 1962, 1978; Donato, 2000; Pollard, 2001; Mercer e Littleton, 2007)
e a linguagem como fenmeno sociossemitico segundo o quadro terico
da Lingustica Sistmico-Funcional (Halliday e Hasan, 1989; Halliday, 1994;
Halliday e Matthiessen 2013). Orientado por esse quadro terico, bem como
pelo paradigma do construtivismo (Lincoln e Guba, 2006; Edge e Richards,
1998) associado a uma abordagem qualitativo-interpretativista (Erickson,
1986), este trabalho apresenta, ento, resultados que sugerem que os
alunos, privilegiando o Sistema de Avaliatividade (Martin e Rose, 2003;
Martin e White, 2005) no domnio de Atitude, e respectivos subdomnios
de Afeto, Julgamento e Apreciao, constroem discursivamente crenas
sobre ensino-aprendizagem, sobre linguagem, sobre identidade individual
e sobre identidade sociocultural. Ou seja, os alunos participantes parecem
estar organizando seus entendimentos acerca do processo ensino-
aprendizagem a partir de quatro eixos de significao inter-relacionados:
(i) o processo ensino-aprendizagem, (ii) a lngua a ser aprendida, (iii) suas
identidades individuais e (iv) identidades socioculturais.
 4:00pm - 4:30pm
Curadoria em Lingustica Aplicada: anlise de um repositrio de recursos
didticos digitais (RDD)
Nukcia Meyre Arajo
Universidade Estadual do Cear, Brazil; nukacia@gmail.com
A sobrecarga de informao que circula na internet gera discusses em
vrios campos. Entre os tpicos dessas discusses est o trabalho curatorial.
A profuso de informaes na rede www fez a tarefa de curadoria extrapolar
seu campo na Arte e passar a ser funo de vrios atores sociais desde
profissionais de reas como Engenharia da Computao, Comunicao,
Educao, Lingustica Aplicada, por exemplo, at leigos que atuam como
leitores e formadores de opinio. possvel pensar que os curadores em
seus [recentes] vrios campos podem ser vistos como novos intermedirios
culturais, expresso que Bourdieu (1984) cunhou para se referir expanso
de grupos ocupacionais especializados em bens simblicos que atuaram
[atuam] simultaneamente como produtores/disseminadores, consumidores
e pblico de bens culturais (FEATHERSTONE, 1995). Acreditamos dessa
forma ser possvel estender essa noo de novos intermedirios culturais
queles que esto envolvidos na circulao e disseminao de bens
artsticos e intelectuais na internet, como curadores da informao e de
conhecimento.Nessa perspectiva, sob o olhar da Lingustica Aplicada,
esta comunicao traz uma discusso sobre curadoria como uma prtica
cultural emergente na cultura digital e analisa como feita a curadoria
de recursos didticos digitais (RDD) tambm chamados de objetos de
aprendizagem (ARAJO, 2013) para o ensino de Lngua Portuguesa,
em um repositrio brasileiro: o portal Currculo+ do Estado de So Paulo.
A anlise feita a partir da descrio do contedo dos repositrios, das
formas disponveis de interao com os usurios e do exame de RDD e da
provvel adequao dos RDD disponveis no repositrio, espaos virtuais
que tambm denominamos nesta comunicao de bibliotecas didticas
digitais. Os resultados mostram ser essencial na curadoria de RDD os
processos de selecionar (qualidade e relevncia) e editorar (contextualizar
contedo, resumir, adicionar perspectiva) (WEISGERBER, 2012).
REN 9
Time: Tuesday, 25/Jul/2017: 1:30pm - 7:00pmLocation: Queluz IV
Multilingual Frontiers: An Emerging Politics of Southern Linguistics
Organizer(s): Terrence G. Wiley (Center for Applied Lingistics), Kathleen Heugh
(University of South Australia), Christopher Stroud (University of Western
Cape), Shereen Bhalla (Center for Applied Linguistics)
The search for decolonial alternatives is gathering momentum at the same
time that global patterns of migration and human mobility are altering
linguistic, cultural and religious landscapes in visibly tangible ways (e.g.
Gorter and Shohamy 2009). These bring into contemporary relief what
appear to some in northern settings as super diversity (Vertovec 2007)
and complex diversity (Kraus 2012), echoing diversities in the south. These
developments force a recognition that scales of student diversity require
curricula that offer equitable linguistic and epistemic access, and that are
sensitive to local, national, regional and international ecologies of diversities
(e.g. de Souza and Andreotti 2009). Above all, a heightened appreciation
of global diversity reveals how, in most settings, universities have followed
curricula framed on northern epistemologies and conceptualisations of
language and society as reflected in only 4% of the worlds language
communities. The extent to which the nuances of competing epistemologies,
ontologies and cosmologies are obscured or altered in the process of
linguistic shrinkage has not yet been fully explored from a theoretical lens
framed within contexts of diversities and multilingualisms. A paradox is that
the trends towards homogenization and uniformity continue at a time of
great global diversity.
The resurfacing of discourses of linguistic diversity, brings questions of the
nature of heterogeneity and heterogeneous ways of thinking to the surface.
This panel will explore decolonial efforts in the academy that consider the
politics of language together with epistemic access. In contexts that continue
to suppress diversity (see, Wiley et al. 2014), the panel is an invitation to
debate and reimagine what it is that southern or de-colonial multilingualisms
might bring to the fields of applied linguistics and sociolinguistics, and
possibly also to the broader decolonial project.
Details of the Symposium Papers
Re-imagining Linguistics from the margins: A southern African textbook
project
Zannie Bock
University of the Western Cape
The teaching of Linguistics globally has been dominated by texts written
in the global north. For students in southern Africa, the languages and
contexts that these profile are often remote and disconnected from their
lived experiences and knowledge. In response, the Linguistics Department
at the University of the Western Cape, South Africa, initiated a textbook
project which re-imagines linguistics and communication from a southern
African perspective. Drawing on the rich diversity of languages in the region
(Bantu, Khoisan, Indo-European) and the multilingual practices which shape
these contexts, the textbook can be viewed as a decolonial project which
interrupts more established ways of doing. In addition to the re-centring
of regional content, the process of authoring was particularly interesting,
involving twelve of the departments doctoral students who worked with
more experienced colleagues to write their chapters. Drawing on interviews
with a selection of these authors, as well as my own notes and reflections as
project co-ordinator and co-editor, this paper focuses on the collaborative
writing process and how this enabled a praxis of fissure (Walsh 2014)
which opened up new academic modes of practice. The textbook, which
has sold over 4500 copies, is currently used in a number of universities
throughout southern Africa. The paper therefore concludes with a review
of user (student, lecturer) feedback and reflects on the impact the book has
had on building epistemic authority (Chandoke 2003) and local/regional
value and pride.
Dialogue as a decolonial effort: Nepali youth transforming monolingual
ideologies
Peter DeCosta, Prem Phayak, Hima Rawak
Michigan State University
Dominant educational policies and practices either continue to endorse
skewed neoliberal understandings of separate multilingualism (Kubota,
2015) or suppress linguistic diversity, thereby exacerbating social injustice
(Piller, 2016) against multilingual children. In this regard, scholars have
called for denaturalizing colonial language ideologies that create language
hierarchies and erase multilingual speakers identities and voices (Tupas,
2015). Drawing on Freires (1970) dialogue as a decolonial effort, this
paper presents our dialogic engagement with two young Nepali adults
to transform language ideologies that derecognize epistemic, linguistic,
and cultural diversity. Although never colonized by Europeans, Nepal has
adopted a European nation-state ideology since the modernization of its
education system began in the 1950s. Consequently, languages other than
(standard) Nepali are banned in schools, textbooks, the mass media, and
other public spheres.
Because standard Nepali is still considered the de facto national and
official language, the speakers of more than 120 other languages are
often excluded and marginalized. In order to address minoritized peoples
language activism, the government recently announced its commitment
to providing education in a minority students mother-tongue. However,
spaces for local languages are increasingly replaced by English, as the state
embraces neoliberal educational reforms. To advance our decolonizing
agenda, we engaged our participants in dialogue to raise their critical
ideological awareness of macro language politics that shape their own
language ideologies and to explore alternative ideology construction.
First, we discuss how linguistic nationalism and neoliberalism shape the
participants lived experiences and ideologies. Then, we problematize
their dialogic engagement and illustrate how they challenge and transform
their own language ideologies. Finally, we consider implications towards
supporting decolonial efforts in multilingual education. Through these
efforts, we seek to come up with viable ways to enhance epistemic access
by shifting the axis of knowledge production from a northern-based stance
to one that favors the global south.
166
 Multilingual education as a site for decolonial epistemologies & pedagogies:
Insights from Kenya, South Africa & Philippines
Munene Mwaniki1, Leketi Makalela2, Shirley Dita3
1
University of the Free State, 2University of the Witwatersrand,
Johannesburg, 3De La Salle University, Manila Philippines
The presentation will use coloniality of power with its triple concepts of
systems of hierarchies, systems of knowledge and cultural systems as a
theoretical scaffolding to identify and deconstruct legacies of coloniality
in educational systems in the global South generally and in language
education and language in education in the multilingual global South
specifically. The presentation will demonstrate how these three systems
have ensured discriminations inherent in the colonial order have outlived
formal colonialism and have been integrated in succeeding social orders
including in education often through language education and language
in education in the multilingual global South. The presentation will do
this through insights drawn from the coalface of multilingual education/
classrooms in Kenya, South Africa and the Philippines. Insights from Kenya
will comprise of autoethnographic snapshots collected from multilingual
classrooms in Mbeere, eastern Kenya. Insights from South Africa will
comprise of data collected under the Wits Abafunde-ba-hlalefe Multilingual
Literacy Programme (WAMLiP), which focuses on simultaneous literacy
development between and within five languages in multilingual classrooms
in South Africa. Insights from the Philippines comprise of data collected from
the Mother Tongue-Based-Multi-Lingual Education (MTB-MLE) approach
launched in the Philippines in 2012. In sum, the presentation will argue that
multilingual education remains the most potent and viable site to deconstruct
legacies of coloniality in education generally and in language education and
language in education specifically through decolonial epistemologies and
pedagogies, with these epistemologies and pedagogies having diversity of
knowledges and equality of opportunities as their nexus.
Outside In: The Relevance of Epistemologies of Global South for North America
Terrence G. Wiley
Center for Applied Linguistics
This paper provides an analysis of the relevance of epistemologies of the
global South (Connell, 2007) for North America in general but the United
States specifically. The paper provides an historical and contemporary
overview of North Americans linguistic and racial history and the relevance
of the epistemological and ideological perspectives of Blaut (1993a, 1993b)
and Mignolo (2011; Mignolo & Escobar, 2013), among others (cf. Connell,
2007), for the positioning of indigenous peoples and immigrant peoples in
reference to the expectation for assimilation. Assimilation has functioned
as: (1) the master concept in both social theory and public discourse to
designate the expected path to be followed by foreign [and minority]
groups, and (2) as an alleged factual prediction about the final outcome of
the encounters between . . . minorities and the [presumed] native majority
and, simultaneously, an assessment of a socially [imposed] goal (Portes
& Rumbaut 2001: 44-45). However, it is argued here, that assimilation
needs to be understood in terms of various modes and ideologies of initial
incorporation and social positioning for the peoples of North America.
It considers the various types of incorporation (e.g. voluntary v. forced
assimilation and domestication or cultural integration v. structural integration).
It demonstrates how ideologies of purported legitimacy and othering have
been constructed, imposed, and re-imposed on the linguistic and cultural
diversity of both indigenous and immigrant groups across time (from the
colonial, formative nationalist, nationalist, and contemporary periods of
history), which gives the impression that diversity of the present is always
new and therefore a threat to an imagined normative past, homogenous
nation states (cf. Bonfiglio 2010; Wiley 2014). The paper considers the role of
prior imperial and colonial histories in the formation of contemporary North
American ideologies of linguistic and racial positioning and the relevance of
Southern theory for the multilingual societies of North America.
167
IsiXhosa does not do gender: Contesting assumptions and re-imagining women
identities in Xhosa society
Pamela Maseko
Rhodes Unversity
In studies on gender relations in South Africa, one of the widely-held
assumptions about Xhosa society is that women are invibilised and are
perpetually subservient to menfolk. Scholars maintaining this assumption
use the western conceptualisation of gender relations where the physical
body is always linked to social positions. Amongst amaXhosa gender is
not used to explain social relations. Instead, social relations are organised
around age, rank, social eminence gained by ability or achievement and
kinship, not around body-type.
A term like inkosi, for example, in isiXhosa means chief while inkosikazi
means chieftainess. Kropf (1899:194) in his dictionary correctly glosses
this as chieftainess, female ruler or queen; but adds that nowadays
a husband calls his wife inkosikazi; this was introduced by missionaries.
Kazi is a nominal suffix in isiXhosa with a meaning which reinforces the
intensity of the idea of the root word not only in size but also in attribute. It
carries meaning of prominence and grandeur. Words with these endings
commonly refer to womenfolk, implying the appreciation of women in
Xhosa society. The contemporary English equivalent wife brought by the
missionaries is a representation of Western life and experience. As it is, it
misrepresents Xhosa society experiences and realities, and instead wrongly
imposes western conceptualisation about the wife-husband relationship.
Using linguistic evidence from the literary archives written in the 19th
century by early isiXhosa literates who used newspapers to tell an African
experience from an indigenous perspective, this contribution examines how
equity and equality between women and men is captured in the lexicon of
the language. I show that isiXhosa is a non-gendered language and that if
language is a social institution, then it should be considered in making sense
of the past, and providing counter-arguments to contemporary dominant
narratives about woman in Xhosa society.
How can southern multilingualisms prepare teachers for linguistic diversity
in Canadian schools?
Rubina Khanam, Russell Fayant, Andrea Sterzuk
University of Regina
This paper explores what the knowledge and expertise of southern and
marginalized communities can bring to the question of contemporary
linguistic diversity in Canadian schools. We come to this question from
different positions: Rubina Khanam is Bangladeshi, Russell Fayant is Michif,
and Andrea Sterzuk is white settler Canadian. In spite of our cultural and
geopolitical differences, we are connected by our experiences with
European imperialism, albeit in different ways, and are concerned by
the ongoing colonial project of suppressing language diversity through
education in Canada. One common concern is the question of how to
prepare pre-service teachers for linguistic diversity in Canadian schools.
While global patterns of migration and mobility are increasingly altering
linguistic landscapes, Canadian multilingualism is not new. Prior to European
contact, Indigenous societies in the territory now known as Canada were
characterized by a high degree of diversity and interrelated economies
often necessitated the learning of multiple languages (Iseke, 2013). The
Canadian settler population has also always been linguistically and culturally
diverse. Despite government efforts to invent Canada as a society founded
by two linguistic nations (Haque, 2012; Haque & Patrick, 2015) and efforts to
suppress Indigenous and other minority languages (Ball and McIvor, 2013;
Mackey, 2010), Canadian schools continue to be sites of linguistic diversity.
While a multilingual Canadian population may not be new, the question of
preparing teachers to support rather than suppress student multilingualism
may be. This paper is an exploration of what southern multilingualisms and
diversities can bring to understanding questions of student diversity and to
the development of teachers and curricula that offers equitable linguistic
and epistemic access. Khanam and Fayants personal experiences and
knowledge from their southern and Indigenous communities are also
brought to this exploration of linguistic diversity in education in the northern
setting of the world where we work together in teacher education.
 The Rise of English and the Discourse of Labeling within the Indian Caste
System
Shereen Bhalla
Center for Applied Linguistics
Before British colonialism, those who would now be defined as Hindu existed
as one collective identity. Dirks (2001) argues that Indian caste as we know it
today is a modern phenomenon, as caste was fundamentally transformed
by British colonial rule. This sentiment is also echoed by Bayly (1999) who
articulates that caste is not and never has been a fixed fact of Indian life.
This growing body of work contributes to the southern perspective of
colonial regime and linguistic dominance in South Asia, specifically within
India. It has long been though that the caste affiliation was a fluid concept
but further perpetuated and enforced by the British government, which led
to a more scrupulous hierarchy than what existed previously. Along with
this new regime, came the changes towards a Western lifestyle using the
English language and English schools which elevated particular groups and
created new identities.
In this paper, we will examine how the positionality of Hindus within the Caste
System and the dominance of English has contributed to a suppression
of diversity (Wiley, Garcia, Danzig, and Stigler, 2014). Analyzing the re-
mapping of linguistic policies through the dominance of English and the
implementation of the Caste System will be discussed. Employing a post-
Orientalist approach to the study of the region, this paper aims to subsidize
a new body of knowledge that interrogates the basic analytical categories
received from European Indology, the British colonial state, and the
imperialism that is now seen as being a defining characteristic of the area
studies approach.
Kaupapa Mori theory and Pkeh
Elisa Duder
Auckland University of Technology
In New Zealand there have been powerful calls (G. Smith, 1997; L Smith,
1999; Bishop, 1998) for a shift in how Mori themes and contexts are
explored in research. This is most well known as kaupapa Mori theory,
which emerged as part of critical challenges to dominant Pkeh (New
Zealanders of European descent) hegemony in the 1980s, a period often
referred to erroneously as the Mori renaissance (Williams, 2013).
In essence, the message of kaupapa Mori theory is clear: frame research
with Mori so that it is relevant, avoids deficit framing (Smith, 1999), is
emancipatory and is grounded in and validated by Mori world views
(Bishop, 1998; Cram, 2001).
While the challenge is clear, it is less well clarified as to how non-Mori and
in particular, Pkeh are to respond (Cram, 1997). Pkeh response has
included notions of paralysis (Tolich, 2002), working the hyphen between
Mori and Pkeh world views (Jones, 2012) and more recently, a focus
on Pkeh identity within Mori contexts (Barnes, 2013) and pragmatic and
critical responses (Hill & May, 2013; Hotere-Barnes, 2015). The challenge
to Pkeh researchers raises interesting questions of how once colonisers
take part in de-colonial activity and negotiate paradoxes in epistemic access
(Cooper, 2012).
This paper will discuss these important methodological issues in recent
doctoral research on second language learners of te reo Mori, New
Zealands Indigenous language. Exploring the literature revealed Pkeh
researchers who continue to invest in the complex notion of de-colonial
epistemic alternatives, after decades of negotiation and interaction with
communities (e.g., Metge, 1998; Moorfield, 2006). They indicate that we must
never underestimate our capacity to impact on decolonising methodologies
(Smith, 1999) in theoretical and practical terms as we reinvent and contest
new frontiers in the Pkeh response to kaupapa Mori theory.
Twice Othering: Applying the Epistemologies of Global South to Indigenous
Mexican Immigrants in the U.S.
Beatriz Arias
Center for Applied Linguistics
Within Mexico, indigenous peoples have been historically incorporated into
168
a colonially inherited system of racial/ethnic classification in which they are
ranked below Mestizos and White Spaniards. (Stephen 2007). Indigenous
people in Mexico experience everyday discrimination and othering.
Frequently identified as chaparritos (short ones), or Inditos sucios (dirty little
Indians) they are belittled in Mexico and this is repeated upon their arrival
in the US. Speakers of indigenous languages are frequently disparaged,
considered as lacking in intelligence and limited in communication skills.
The population of indigenous Mexicans in the U.S. is growing. According to
the 2000 Census there were over 407,000 indigenous Mexicans residing in
the U.S. primarily in the states of California, Texas, Illinois, Florida and New
York (Fox et al 2004). This paper will focus on the indigenous immigrants
from the Mexican state of Oaxaca.
This paper applies the perspectives of Blaut (1993) and Connell (2007) on the
positioning of indigenous peoples with regard to assimilation. This positioning
is contextualized by how indigenous Mexican immigrants to the US confront
ideologies of linguistic and racial positioning. Having experienced the racial/
ethnic/linguistic hierarchy in Mexico, indigenous immigrants experience a
second overlay of US based racial categories. This is what is referred to
as twice othering. Mexican indigenous peoples have been othered in
Mexico, and upon their arrival in the US, they encounter another system of
othering. Stephan has noted that once Mexican migrants cross into the
United States, what was their national identity, that is, their Mexicanness is
treated as a racial identity (p211). In order to fully understand the experiences
of transborder migrants, the paper will focus on the ways in which Mexican
nationalism, language and culture are reconstructed within the boundaries
of cites and town in the US by Oaxacans themselves.
Chican@ Sociolinguistics, Chican@ studies, and Decolonizing Language studies
Reynaldo Macias
UCLA
.
Chicana/o studies was initiated in the mid-1960s in the southwestern part
of the United
States as part of the Chican@ movement of the time. It was and is an
expression of self-definition and intellectual self-determination on the part
of indo-mestizo-mulatto-hispano
peoples, primarily of Mexican origin, the tap root of which is indigenous to
the Amricas. It
has addressed issues of historicity and language changes, mixing, diversity,
and revitalization for
centuries. Yet, in dominant literatures of sociolinguistics, bilingualism, and
language policy
studies these contributions, questions, and perspectives have tended to
be obscured, erased, not taken into account, selectively approved, or
dismissed. In addition to reviewing the historiographic development of the
field of Chican@ sociolinguistics, which is sited as beginning in the early 1970s,
I explore the contributions of three specific and now senior sociolinguists
(Fernando Pealosa, Rosaura Snchez, and Eduardo Hernndez-Chvez),
and their contributions to shaping the field of Chicano sociolinguistics,
and finally, I explore the contributions of the field of Chicana/o studies to
decolonized language [diversity and political] studies.
REN 1
Time: Tuesday, 25/Jul/2017: 1:30pm - 7:00pmLocation: Ducale III
Debates and directions for research on academic publishing and presenting in
a global context
Organizer(s): Mary Jane Curry (University of Rochester), Theresa Lillis (Open
University, UK)
In recent decades, English has been much heralded as the dominant
language of global academic journal publishing. Estimates put the
prevalence of English use in academic journals at between 75 and 90%,
depending on the discipline (van Weijen, 2012). In the context of global
academic knowledge production, English is sometimes viewed positively as
a lingua franca that facilitates the spread of ideas; at the same time, it needs
to be viewed from a critical perspective that examines the losses, burdens
and costs associated with a linguistic monoculture in academic knowledge
production. The field of research on global academic knowledge production
has developed substantially in the past 25 years, with strands of research
documenting and analyzing the experiences of multilingual scholars as
they respond to pressures and interests in writing for publications and
presentation in English; exploring the policies, both implicit and explicit,
that create and exert these pressures; and developing and evaluating
pedagogical approaches for supporting multilingual scholars and students.
In order to take a step back and critically examine the research landscape
related to global academic knowledge production, this colloquium adopts
an innovative format comprising three sections focusing on particular
dimensions of research on global academic publishing and presenting.
Presenters will propose a critical question they believe should be pursued
as the research field moves forward. To focus discussion on this question,
presenters will spend 5-7 minutes offering a data extract related to the
specific question and providing background on the research question and
data collection procedures. The remaining time in each section will be
devoted to group discussion with presenters and audience members.
Details of the Symposium Papers
Does one size fit all? Publishing for mobility in European academia
Laurie Anderson
University of Siena, Italy
This paper examines how early career multilingual scholars in the European
context draw on their language repertoires and embedded and encultured
knowledge (Blacker, 2002) of different academic traditions in making
publishing decisions designed to negotiate access to national academic
job markets. The study draws on ethnographic observation and in-depth
interviews with early-career researchers participating in an EU-funded
postdoctoral program in the social sciences (Max Weber Programme, EUI,
Florence). Utilizing a life-course perspective informed by recent work on
migration and knowledge circulation (Williams & Bal, 2008), the publishing
strategies of four scholars from the same discipline interested in securing
positions in the same academic setting (France) at the same point in time
are analyzed and compared. The analysis shows how these scholars
understandings of contextual expectations and their beliefs about scientific
knowledge production guide their publishing strategies, and how their
decisions about language use (including those regarding language choice
and stylistic norms) impact their job market success. The study proposes a
theoretical and methodological lens through which to bring together recent
work on the spread of evaluative regimes based on bibliometric criteria and
hence oriented towards English-language publishing (Lillis & Curry, 2010)
with the analysis of mobility trends among international scholars in todays
globalizing academia.
References
Blackler, F. (2002). Knowledge, knowledge work and organizations. In C.W.
Choo and N. Bontis (Eds.), The strategic management of intellectual capital
and organizational knowledge (pp. 47-62). New York: Oxford University Press.
Lillis, T., & Curry, M. J. (2010). Academic writing in a global context: The
politics and practices of publishing in English. London: Routledge.
Williams, A.M., & Bal, V. (2008). International migration and knowledge.
London: Routledge.
How is English nested in policies for grants, fellowships, and publications?:
The case of Chile
Mary Jane Curry
University of Rochester, NY
In response to pressures for greater accountability in higher education
around the world, there has been a rise in the development and use of
codified evaluation regimes (Lillis, 2013) which increasingly use metrics
of academic output. The governmental and institutional policies that
169
frame the evaluation of scholars work increasingly involve bibliometric
measures such as the rankings of journals included in particular indexes
and the journal impact factor, which promote or require the use of English
(Lillis & Curry, 2013). In fact, despite the considerable research published
in other languages, English-only journals predominate in Web of Science
indexes (Curry & Lillis, in press). English therefore plays a central role in
the construction of the bibliometrics increasingly being used to evaluate
the knowledge production activities of those working in higher education.
This presentation explores the ways in which English is nested in the
requirements for doctoral fellowships, early career fellowships and research
grant applications in Chile, a country that is increasingly focusing on both
English education and in increasing its research output in the form of articles
being published in high status journals included in Web of Science indexes.
References
Curry, M.J. & Lillis, T. (in press) Global academic publishing: Policies,
perspectives, and pedagogies. Bristol, UK: Multilingual Matters.
Lillis, T. (2013). The sociolinguistics of writing. Edinburgh: Edinburgh University Press.
What can we learn from discourses and discussions about academic
publishing within universities?
Raquel Fiad
Universidade de Campinas, Brazil
In the last few years, pressure to use English as the preferred language in
academic publications as well as in other academic literacies practices such
as conferences, classes, dissertation and thesis defenses, has increased in
Brazil. The response to this pressure is different by scholars from different
areas of knowledge. Particularly humanities scholars still resist using
English instead of Portuguese in most academic practices. Governmental
and institutional policies are dedicated to improving the use of English as
an academic language and, at the same time, these policies are used to
evaluate the scholars in their career. In this presentation, I will discuss some
of these policies, especially in universities that are dedicated to improving
the use of English. These policies are generally viewed by universities as
necessary and helpful to professors and students. I will analyze how these
policies conceive of the use of English in the academic context, remedial
actions suggested and the evaluation of the results of these policies. In
general, the policies are based in quantitative results and perceive that
academic English is a homogeneous language that can be learned by
simple and rapid methods that teach basic rules, as a generic model that
could fit any academic writing.
Academic writing practices in digital contexts: Tweeting the academic self
Dimitra Vladimirou1, Maria Daskalaki2
University of Nottingham, UK, 2Kingston University , UK
1
The study of academic writing practices in a globalized/globalising world
requires the adaptation of our analytical apparatus into one that captures
the complexities created by cultural flows, mobility, and superdiversity. One
context that reflects these globalising processes is that of digital discourse.
Informed by sociolinguistic scales (Blommaert, 2010) as an analytical tool
and recent research in computer mediated communication, this contribution
aims to open up the debate on the shifting nature of academic/professional
writing practices, repositioning them within digital contexts of professional
communication and participation.
Drawing on a corpus of tweets trending during the European Groups of
Organization Studies (EGOS) conference in Athens, and particularly the
#egos2015 twitter stream we aim to explore the crafting, the mediation and
mediatisation of the academic self, including the construction of expertise
and the formation of academic/ professional networks and communities of
practice. We are particularly interested in the movement of resources across
scales (locally and globally relevant knowledges), the creative negotiation
and redistribution of (multimodal) semiotic resources in digital spaces and
the interplay between online/offline contexts. We conclude by reflecting on
the role of digital architectural affordances in the construction of academic
identities and more broadly on the shifting academic writing practices in the
2.0 digital era.
Reference
Blommaert, J. (2010). The sociolinguistics of globalisation. Cambridge:
Cambridge University Press.
 Academic blogging: Issues in working toward the co-construction of
knowledge
Anna Mauranen
University of Helsinki, Finland
Research blogging is a spontaneously arisen genre at the intersection of
research writing and blogging both well-established types of writing,
and both predominantly using English. Research blogs have long roots in
publishing history (Miller & Shepherd, 2009), which includes genres like
edited anthologies and commentaries; they also have roots in the tradition
of public demonstrations of scientific experiments. While an orientation to
publishing from the perspective of researchers career advancement has
dominated EAP, we might question its tenets in light of the movement
towards openness in publication and data. Blogs are an open forum, but
they get comparatively little commentary (Mahrt & Puschmann 2014). At
the same time, some blog sites get intense discussion (Mauranen, 2012)
and on others published papers are co-written with open commentaries
(McGrath, 2014). Thus blogs engage in co-constructing knowledge with
commenters. This a novel feature compared to traditional, well-defined
authorship. Research blogs also require re-thinking the notion of genre
seen as emanating from discourse communities (Swales, 1990): blog sites
define their communities, reversing the community-discourse relationship.
This paper follows L2 bloggers in English, exploring the co-construction of
knowledge and expertise, language crossing and linguistic expertise.
References
Mahrt, Merja, & Cornelius Puschmann 2014. Science blogging: An
exploratory study of motives, styles, and audience reactions. Journal of
Science Communication, 13(3), A05. (open access)
Mauranen, Anna 2013. Hybridism, edutainment, and doubt: science blogging
finding its feet. Nordic Journal of English Studies 12 (1) 7-36.
McGrath, L. 2014. Writing for publication in four disciplines: insights into text
and context. PhD thesis, University of Stockholm.
Miller, C. Shepherd, D. (2004). Questions for genre theory from the
blogosphere. In J. Giltrow & D. Stein (eds.), Genres in the internet. Issues in
the theory of genre (pp. 263-290). Amsterdam: John Benjamins.
Swales, J. M. (1990). Genre analysis. Cambridge: Cambridge University Press.
What research methods are appropriate for evaluating pedagogies for
research publishing and presenting?
Gerreit Janssen
Universidad de los Andes, Colombia
Conversations about research publication have noted how scholarship
from regions such as Africa, the Middle East, and Latin America are
underrepresented in English language journals (e.g., Lillis & Curry, 2013).
Addressing this gap, one Colombian university developed a tutoring
program dedicated to publication and presenting research. In three
semesters, this program evolved from being delivered by one relatively
experienced professor working 100 hours with 12 PhD students on article
drafts to delivery by four additional professors, with less experience
publishing and presenting papers; serving over 40 clients during 200
hours, including professors, post-docs, BA and MA students; focusing on
more themes: spoken genres and occluded written genres. Because of the
financial and human investment the university is making in this program, we
ask: what research methods are appropriate for evaluating pedagogies for
research publishing and presenting?
Two program evaluation focuses seem important when assessing
pedagogies: implementation, considering the suitability of the programs
structure (Patton, 2012, p. 184); and knowledge, focusing on the experiences
and results of the program (Patton, 2012, p. 185). Demographic data
collected by the lead tutor (hours tutored, submission/ publication status,
academic role/status enabled us to quantify how the program was being
used; ethnographic data were collected to build maximal text histories (text
drafts, video recordings of tutoring sessions, interviews, researcher notes;
Lillis & Curry, 2006), which documented the experiences and results of
both the tutors and tutees. Extrapolating from our data analysis, we explore
approaches to evaluating pedagogies for ERPP, including the data types,
theories, and approaches to analysis
170
Lillis, T., & Curry, M. (2006). Professional academic writing by multilingual
scholars: Interactions with literacy brokers in the production of English-
medium texts. Written Communication, 23 (1), 335.
Patton, M. (2012). Essentials of utilization-focused evaluation. Thousand
Oaks, CA: Sage.
Supporting academic publishing in a Brazilian university: Reducing the English
ecological footprint
Ron Martinez1, Eduardo Figueiredo2
Federal University of Paran, Curitiba, Brazil, 2Federal University of Paran
1
Scholarly publication in English has traditionally drawn the lions share of
attention among researchers and institutional stakeholders (Hyland, 2015).
As a result, precious university resources have also often been spent on
supporting publication in English -- almost as a separate enterprise from the
university ecosystem. The question that drove our research was therefore
the following: What is a more ecologically valid way to support scholars
writing? We looked to the model of the writing center, a well-established
part of student support services in North American universities. Writing
centers do not generally focus on pragmatic solutions or conventional
writing instruction, but are instead spaces for conversations around writing
involving students helping other students. The idea behind our recently-
launched writing center, the Centro de Assessoria de Publicao Acadmica
(CAPA) is essentially the same: students helping other students, but also
faculty helping other faculty, with one-on-one tutoring and other resources
focused not primarily on the production of knowledge, but the construction
of it. Most importantly, while there is a great demand for support for English-
language publication, CAPA actively promotes plurilingual writing practices
and processes. Graduate writing circles, moderated by faculty from various
departments, mostly support the writing of theses and dissertations
in Portuguese. Portuguese as a Foreign Language teachers from the
Language Center are trained to support the academic writing of refugees
from Haiti and Syria, especially. Faculty from diverse disciplines are invited
to host writing retreats during which graduate students and professors sit
side-by-side in an environment that does not serve any particular language,
but instead -- like CAPA itself -- exists to help the academic community in
their ongoing development as academic authors, irrespective of language.
.
An English-medium journal supporting novice teacher-researchers of English
to publish
Melba Libia Cardenas
Universidad Nacional, Colombia
The journal, PROFILE Issues in Teachers Professional Development,
created in 2000 at the Universidad Nacional de Colombia, aims at sharing
the results of classroom research projects, reflections, and innovations
undertaken by teachers of English from diverse educational levels, teacher
educators, and novice teachers. Although writing for publishing is often
associated with established researchers, the fact that pre-service teacher
education programmes in Colombia require students to engage in some
sort of research as a means to get closer to their teaching reality, made
us think about the possibility of encouraging them to write for publication.
Hence in 2002 the journal started to give voice to novice teacher-
researchers by including articles in which they reported on the project they
carried out as a graduation requirement. The purpose of this presentation
is to portray the experiences of the journal in accompanying the authors
along the publication of their articles. Information gathered through the
journal records, surveys and interviews to reviewers and authors reveal key
issues regarding the editorial guidance needed to face the circumstances
that obstruct the publishing process. Data coming from interviews carried
out with two authors will be used to illustrate the challenges to fostering
publication practices among novice teachers and the possibilities for
enhancing them in their professional careers.
 REN 13
Time: Tuesday, 25/Jul/2017: 1:30pm - 7:00pmLocation: Ducale IV
ReN English as a Lingua Franca: ELF and Language Teaching
Organizer(s): Alessia Cogo (Goldsmiths, University of London, UK), Savio
Siqueira (Bahia Federal University, Salvador, Brazil)
ELF as a research field has been going through a remarkable development
in recent years, and the different fronts of investigation have made it a very
productive field of research in sociolinguistics and applied linguistics. This
colloquium was designed to address one of these fronts, the teaching
implications/applications of ELF, since, in our view, it is of crucial importance
to establish a solid dialogue between research findings and classroom
practice. Congregating ELF researchers from different parts of world, the
main objective of the colloquium is to share, discuss, and reflect upon the
challenges and implications of teaching English under an ELF-oriented
perspective.
The colloquium includes presentations and discussion on a variety of topics
related to ELF and language teaching.
Laurie Andreson will present on The internationalization of higher education
in relation to the Max Weber Postdoctoral Programme (European University
Institute, Florence) in Europe.
Lucilla Lopriore considers the role of English as a Lingua Franca (ELF) in
relation to Content and Language Integrated Learning (CLIL) and in English
as a Medium of Instruction (EMI).
Lucielen Porfirio deals with corpus collection for the BraCE project, the Brazil
Corpus of English (BraCE), which will serve as data to make empirical data
about local interactions in Salvador, Brazil easily available for research.
Telma Gimenez addresses some of the criticisms moved to ELF from the
perspectives of what the author would call the micro and macro levels of a
critical ELF research agenda.
Marie-Louise Brunner and Stefan Diemer will explore data from an ELF
corpus of Skype conversations to illustrate and enhance communicative
strategies in a classroom context.
Juliane House will deal with the issue of ELF and translation as a new social
practice with some pedagogical implications.
Sarah Guth will present on the Role of English as a Lingua Franca in Virtual
Exchange among pre-service teachers.
Kellie Gonalves explores the pedagogical implications of ELF for
transnational migrants in the US: a case of domestic workers
Yasemin Bayyurt will explore intelligibility issues in ELF-aware Pre-service
Teacher Education in Turkey
Details of the Symposium Papers
Preparing internationally-mobile early-career scholars for academic
practice: An ELF perspective
Laurie Anderson Anderson
University of Siena, Italy
The internationalization of higher education means not only greater student
diversity in the classroom but also increasing mobility of academic staff, with
cross-borders recruitment of early-career faculty on the rise. There is thus
an urgent need to rethink paradigms and approaches to preparing young
scholars for academic practice. This paper describes how this challenge
is addressed by the Max Weber Postdoctoral Programme (European
University Institute, Florence), an EU-funded initiative designed to promote
mobility and career advancement by young scholars within the European
Higher Education Area (EHEA) and beyond. Through the provision of
specific examples, I will describe how the program draws on paradigms
of experiential learning (e.g. teach-reteach; micro-teaching, self and other
observation) and exploits opportunities for peer feedback offered by a
highly linguistically and culturally diverse group of post-doc fellows in
171
order to lead participants to reflect concretely on what constitutes effective
academic communication in ELF (English as a Lingua Franca) contexts. The
presentation also details how opportunities for English-medium practice
teaching in sister institutions in Germany, Italy, Spain, Poland and the UK
are exploited in order provide participants with hands-on classroom
experience in national contexts different from those in which they trained
or grew up, thereby stimulating reflection on how different pedagogical
traditions affect the teaching-learning process. In closing, I will highlight
how the programmes efforts to provide ELF-oriented training for academic
practice for both native and non-native speakers in English have evolved
over the last 10 years as a result of changes in the global academic scene
and increased mobility towards Asia and other academic job markets on the
part of European scholars.
Revisiting English in an ELF-aware perspective: challenges and perspectives in
ELT, CLIL and EMI
Lucilla Lopriore
Roma Tre University, Rome, Italy
The whole field of English language teaching in plurilingual educational
contexts has recently been challenged by the widespread diffusion of World
English/es (WE) and of English as a Lingua Franca (ELF) as well as by the
consequent change in role and function of English in Content and Language
Integrated Learning (CLIL) and in English as a Medium of Instruction (EMI).
Several studies in teacher education have highlighted the need to foster
awareness among teachers of English and teachers using English to teach,
and to rethink the notion of authenticity and to revisit language competence
descriptors, skills, functions, materials, standards, assessment, curricula
and syllabi. All of this implies revisiting teachers, learners and publishers
knowledge and beliefs about what English is and how its use needs to be
explored and appropriated in rapidly changing societal conditions. Thus,
it appears crucial to present teachers of English and teachers teaching
subjects through English, a perspective inclusive of different models and
representations through an awareness raising and reflective approach
based upon practical experience. This paper presents current challenges
and new perspectives emerging from two teacher education courses, one
for future teachers of English and one for CLIL teachers where an ELF-aware
approach was embedded in all the course components and from a survey of
EMI teachers within an Italian university.
Corpus collection for ELF research: the proposal of the Brazil Corpus of
English (BraCE)
Lucielen Porfirio
Bahia Federal University, Salvador, Brazil
English as a Lingua Franca (ELF) has been the focus of many researches
around the world in which English is considered a tool for international
communication among speakers from different linguistic origins, and who
adapt language to their own interaction goals (COGO; DEWEY, 2012;
JENKINS, 2015; SEIDLHOFER, 2001). In order to make such researches
available, some corpora have been constructed by researches all around
the world as sources for empirical data, as it is the case of the Vienna-
Oxford International Corpus of English (VOICE) (SEIDLHOFER, 2008) and
English as a Lingua Franca in Academic Settings (ELFA) (MAURANEN, 2009).
Corpus collection is important because it provides real and natural data to
understand local and multilinguistic interactions in which English is the main
means of communication. In Brazil, where English is learned and spoken
as a foreign language rare studies have been developed based on corpus
analyses. Therefore, the main goal of this work is to propose the construction
of what we call the Brazil Corpus of English (BraCE), which will serve as
data to: i) make empirical data about local interactions in Salvador, Brazil
easily available for research; ii) make possible for researchers to broaden
their focus on ELF research in Brazil; iii) motivate dialogue with researchers
from national and international universities, who are also interested in ELF
to explore ELF in multilingual contexts. In order to generate BraCE, our
research group will record interactions in tourist information centers and
hostels around Salvador (as an initial part of the project), organize the data
and make them available online for future research with different linguistic
objectives in Brazil and in international settings.
Critical ELF education: challenges and prospects
Telma Gimenez
State University of Londrina (UEL), Londrina, Brazil
Some of the criticisms of ELF as a research paradigm are related to its
seemingly neutral stance towards power relations in communicative
encounters as well as its epistemological tenets that do not address the
colonial origins of the status of English as a lingua franca. In order to address
these criticisms ELF would have to incorporate perspectives operating on
what I would call the macro level of a critical ELF research agenda. At the
micro level, ELF also offers teachers a possibility of deconstructing some
of the assumptions that have, for a long time, helped keep those power
relations in place. Some of the widely accepted suggestions has been the
one that proposes the shift of focus on intercultural competence rather than
adherence to native speakers norms. However, interculturality can be seen
as functional or critical (Walsh, 2009) and current reconceptualisations of
ELF do not challenge the colonial thinking that values differences without
questioning how these differences have been created. In this paper I
would like to discuss how a critical, decolonial perspective (Mignolo, 2011) is
needed in contexts where English is taught within an intercultural framework.
However, it is also necessary to consider how pedagogical proposals
originating in academic circles can be seen as a form of coloniality and
to what extent it is possible to engage teachers and learners in epistemic
reflections that contribute to their empowerment.
...and their aim is... to understand each other ELF Skype conversations for
classroom communicative strategies
Marie-Louise Brunner, Stefan Diemer
Trier University of Applied Sciences and Saarland University, Germany
While language classrooms are still mostly shaped by native speaker ideals,
Jenkins (2012) calls for a stronger role of English as a Lingua Franca (ELF)
in the classroom. We use examples from the newly compiled CASE corpus
(forthcoming), consisting of ELF Skype conversations between students from
nine European countries, to illustrate ELF use and its possible applications in
classroom contexts. First, we focus on the demonstration and discussion of
ELF as a discourse type in the classroom. This allows students to recognize
the use of typical ELF strategies such as code-switching (Cogo 2009,
Klimpfinger 2009), approximation (Mauranen 2012, Brunner et al. 2016),
regularization (Schneider 2007), innovation, non-verbal resources (Brunner
et al., 2016, forthcoming), or let-it-pass/ make-it-normal strategies
(Firth 2009). Applied exercises illustrate how these can pre-empt and
solve communicative issues, demonstrating the inherent flexibility of ELF.
Examples from the corpus increase students language awareness and help
them recognize how these strategies are used to increase communicative
flow and to negotiate identity and rapport. In a next step, we present ways
in which students can be encouraged to integrate selected ELF-associated
discourse strategies such as explicitness, metadiscourse, co-operative
solutions (Mauranen 2006, 2012), repetition/rephrasing (Kaur 2009,
Mauranen 2012), definitions, and metalinguistic comments (Poplack 1988)
into their communicative inventory. In order to provide ELF with a place in
the language classroom, there are still considerable challenges that have to
be overcome (in addition to the native speaker ideal maintained by teachers
and institutions) such as which methods to use in teaching ELF, its place in
the curriculum, and the issue of evaluation. If these can be overcome, an
ELF language learning setting, where creative and assertive language use
is supported rather than penalized, could provide an essential tool to allow
students to focus on successful communication as the key aim of instruction.
172
ELF and Translation: a new social practice with some pedagogical implications
Juliane House
Hamburg University
Due to globalization and the rapid developments in electronic communication,
interactions now occur between people speaking different languages across
a wide range of discourse domains, from informal exchanges to business
negotiations and diplomatic negotiations. Such multilingual diversity must
of course be reconciled with the demand for mutual understanding. One
way of doing this is using a common language such as ELF as a means of
communication. Another is to use translation to mediate meaning across
languages. Given the omnipresence of ELF, one may ask if it endangers the
use of translation. It does not: Despite the importance of ELF, translation is
today more important than ever before in globalized businesses, multilingual
news writing, international press networks, television news, Internet, WWW,
e-learning etc. But these translations are different in nature. In the past, the
assumption of different communicative styles between source and target
texts necessitated the use of a cultural filter (House 2016) to adapt the
translation to the new target culture norms. Given ongoing globalization
processes, assumed differences in discourse norms are no longer valid with
cultural filtering in translation becoming obsolete. Along with the increased
use of ELF, translations into and out of ELF also grow continuously, and ELF
users as translators in many international institutions are very common. For
English language teaching this implies that the standards of evaluation of
translations formerly associated with English native speaker norms need to
be relaxed, and ELF usage be regarded as equally valid. Using translations
involving ELF needs to go along with emphasizing an awareness of the
dynamic nature of ELF, and a recognition of the legitimacy of strategic
variations of the English language in ELF use.
The Role of English as a Lingua Franca in Virtual Exchange among pre-service
teachers
Sarah Guth
Padova, Italy
Virtual exchange is becoming an umbrella term to refer to practices
that engage groups of students in online intercultural interaction and
collaboration with partner classes from other cultural contexts and in
geographically distant locations, within institutional contexts. In the field of
foreign language teaching and learning, there are several practices that
can be defined as virtual exchange: e-tandem, telecollaboration, and online
intercultural exchange (OIE) to name a few. The past two decades have
seen the use of such practices grow significantly as a way to integrate the
development of intercultural awareness and communicative competence
in an authentic context in university foreign language education (Corbett
2010; Lewis & ODowd 2016). While originally most telecollaboration
involved foreign language students interacting with native/expert speakers
of the target language (Furstenberg et al. 2001; Belz 2006), the scope has
extended to include exchanges between groups of participants who are not
necessarily all language learners and may be monolingual, involving just one
of the partners languages or neithers with the adoption of a lingua franca
(Guth & Helm 2010). As the configuration of exchanges has evolved, so has
the focus of research, e.g. from a focus on form (Lee 2011) to a focus on
learner identity (Helm, Guth & Farrah 2012). This presentation will make the
argument that it is the very pedagogical potential of lingua franca exchanges
to increase learner agency and promote learners development of their own
creativity and strategic resourcefulness that makes this format preferable
in many contexts. The concrete focus will be on the design of tasks and
research tools for a large number of English as a lingua franca exchanges
between pre-service teachers as part of the EU-funded European Policy
Experimentation EVALUATE (Evaluating and Upscaling Telecollaborative
Teacher Education).
 Pedagogical implications of ELF for transnational migrants in the US: a case of
domestic workers
Kellie Gonalves
University of Oslo, Norway
This study addresses the pedagogical aspects of ELF within a domestic
labour context among Portuguese and Spanish-speaking domestics and
their Anglophone clients in a multilingual cleaning company in the U.S. This
study is situated within a broader theoretical framework of mobilities and
globalization (Urry 2000; Adey 2010; Blommaert 2010) and concerned with
the consequences of globalization (Bauman 1998) and the turbulence of
modern migration (Papastergiadis 2000), both of which point to transient
and dynamic individuals and the complexity of language learning and use of
English within the 21st century (Kramsch 2014). The pedagogical implications
for both teachers and material developers indicate that ELF teaching among
migrants requires a new approach, one that views English as a language
that should be taught and learned for communicative purposes rather than
identification (House 2003). A teaching curriculum needs to be developed
that is based on communicative skills (Sifakis 2004) and methods should
focus on mutual intelligibility (McKay 2002; Seidlhofer and Jenkins 2003;
Seidlhofer 2004); and help learners develop interactional strategies (McKay
2002: 127) through, for example, the promotion of translanguaging (Garca
2009) or polylingual practices (Pennycook 2014). Furthermore, the approach
taken should be sensitive concerning the choice of material and respectful
of the local migrant culture and workplace setting (Gonalves & Schluter
2016) of individuals, who occupy what Rowe and Licona (2005) refer to as
third spaces.
Intelligibility issues in ELF-aware Pre-service Teacher Education: A case in
Turkey
Yasemin Bayyurt
Boazii University, Turkey
Recent work in the field of World Englishes (henceforth WEs) and English as
a Lingua Franca (henceforth ELF) has been focusing on describing, defining
and clarifying the nature of WEs and ELF. While WEs include distinctive
varieties of English spoken in various Asian and African as well as Pacific
contexts, where English functions as an official or additional language, ELF
has a more convergent or all-inclusive nature. That is, ELF involves both
WEs and all other native and non-native varieties of English that are spoken
in the World today. In this paper, the focus will not be on how these varieties
emerged, how to describe these varieties and so on. It will be focusing on
how ELF-awareness contributes to English language teaching (henceforth
ELT) in a positive way in the expanding circle contexts like Turkey. This
paper will inform the readers about the possible ways of integrating WEs
varieties in language teaching materials to enable learners and teachers to
communicate intelligibly in a rapidly changing world without any problems. In
order to illustrate this point, I will report the findings of a study on ELF-aware
pre-service teacher education. I will discuss emergence of intelligibility
issues in English language classrooms and how pre-service teachers deal
with it.
C429-430
Time: Tuesday, 25/Jul/2017: 2:30pm - 3:30pmLocation: Catete
2:30pm - 3:00pm
Process and products of videoconferencing sessions between EFL Japanese
learners and Filipino conversation partners
Atsushi Iino
Hosei University, Japan; iino@hosei.ac.jp
This paper introduces a case study of a task based EFL course with
videoconferencing as a way to increase the opportunities to use English
in authentic communication in Japan. Research questions were to see the
effects of videoconferencing on the learners output in speaking and input
proficiency in listening and reading.. Eleven pairs of Japanese EFL learners in
a university experienced two semesters with 20 weekly videoconferencing
sessions with fluent English speakers living in the Philippines. The task for
173
the pairs was to discuss a social issue weekly with their peers and then with
Filipino conversation partners in a role play task through videoconferencing.
Their goal in the task was to persuade their conversation partner who
takes a role of decision maker to agree on one of the side the students
take. In order to lower the anxiety to speak in English as well as to practice
discussion among Japanese learners, there was a 90-minute preparation
period prior to each videoconferencing session. In the period, output
and interaction among students and with the Japanese instructor were
prioritized as pre-tasks. After experiencing the task cycle for two semesters,
the pre and post test results showed significant improvement in interactive
speaking competence through the measurement of IELTS style dialog task
rated based on fluency, pronunciation, linguistic complexity and accuracy,
and vocabulary use. Particularly fluency improved significantly, and input
skills showed progress. It was also found through individual interview that
the learners gradually gained positive attitudes to communicating in English,
recognized effectiveness of the sessions to improve oral English skill, and
lowered anxiety to have oral communication in L2. Qualitative data will also
be shared about the interaction process during videoconferencing.
3:00pm - 3:30pm
The role of ICDT in FL teaching-learning contexts: using and assessing digital
tools and materials
Barbra Sabota, Ariovaldo Lopes Pereira
Universidade Estadual de Gois, Brazil; barbrasabota@gmail.com
This paper presents results of two studies in Applied Linguistics which were
conducted at the State University of Gois (UEG), Brazil, from 2012 to 2015.
Both studies investigate digital technologies in teaching-learning processes.
The first research tries to shed some light on the possibilities of the use
of these tools in foreign language teaching. As argued by Dias (online)
and Oliveira (2013), the emergence of the Internet added a hypermediatic
perspective to human inter-relations and widened the possibilities for global
interactions, contributing to the co-construction of knowledge. Yet scholars
such as Santos et al (online) state that still today the use of technological
resources in education face resistance because some teachers do not feel
prepared to deal with those technologies and some schools have difficulty
to implement new pedagogical practices. The main objective of the research
was to identify the conditions in public schools for using digital technologies
in English language teaching. The results showed the necessity to enhance
the quality of technological tools and the conditions for using them. They
also pointed out the need for changes in teachers education courses in
order to prepare them to properly apply digital technologies in their teaching
practices. The second study dealt with selection and use of digital teaching
materials and their importance as mediators of knowledge in education.
According to Braga (2013), issues related to digital literacies should be
investigated due to their important role in todays society for updating
knowledge and expanding social interaction. Masetto (2013) considers that
a teacher should act as a mediator to help build bridges between learners
and the learning process. Here we propose an instrument with some criteria
for digital instructional materials analysis and assessment based on studies
by Menezes, Martins and Braga (2013), Signorini and Cavalcanti (2010) and
Tavares (2013), among other scholars.
REN 12
Time: Tuesday, 25/Jul/2017: 2:30pm - 4:30pmLocation: Queluz III
Promoting Teacher Learning in a Changing World: Issues and Perspectives
Organizer(s): Yan Zhou (Beijing Foreign Studies University, China)
This colloquium addresses the issue of promoting teacher learning in
a changed and changing world. It starts with a comparative study on
how university teachers of English learned to teach in the early years of
New China when there was no pre-service training program nor modern
technology and the new challenges of learning EFL teachers face in current
China. The second presentation examines teachers role in the current
educational reforms and whether or how such a role may/may not lead to
enhancement in students learning or promotion of teachers professional
development. The third presentation discusses research findings from
efforts by teacher educators and researchers from Canada and Australia in
investigating and cultivating teachers ability in using computer technology
in the classroom, revealing a general concern of teacher educators today
to promote learners competence in technological application in teaching
through pre-service
training. Besides taking up the new challenges in curriculum reform and
upgraded computer technology, university teachers are also expected
to conduct educational research as a critical component in the current
educational reform in China. Our fourth presentation will introduce an
innovative effort featured by collaboration between experienced university
researchers and young teachers with little exposure to research for their
overall professional enhancement in the university. This inter-departmental
research community provides great learning experiences for both the
leading researchers and younger members of the community who have
various needs in learning to research. These four presentations at the
colloquium will provide an overall picture of efforts in promoting teacher
learning viewed from various perspectives and practiced under different
social, cultural and historical context.
The symposium will start with a 5-minute overall introduction to be followed
by 4 25-minute presentations, leaving the last 15 minutes for interactions and
discussions among the audience. It is hoped that this symposium will shed some
light on the understanding of some critical issues concerning teacher learning in
the current educational reforms across all social and cultural contexts.
Details of the Symposium Papers
Beyond Skills : Teacher Learning through Language Instruction at BFSU
Yan Zhou, Jie Zhang
Beijing Foreign Studies University, China
Teacher learning through classroom instruction has been a major concern in
the study of teachers professional development. This paper reports findings
from a comparative study of teacher learning through classroom instruction
in the two historical periods, namely the early years of new China and that in
the educational reforms over the last few years. It starts with an examination
of teachers belief and classroom practices in the early years in comparison
and contrast of those in the recent decades as a result of the changed
social and historical context. It has been found that while training competent
language users remains a basic and consistent educational objective
in foreign language education in China over the years, the social and
economic changes over time have brought about tremendous differences
in student population, interest and motives in language learning and social
expectations for language majors, hence the beginning of educational
reforms as well
as the differences in teachers concerns and teachers needs in learning.
The study reveals the confusion teachers face in the current reform in
which the cultivation of critical thinking is expected to be integrated with
language skill training within the limited time of classroom instruction. The
study investigates how teacher learning takes place in the time of confusion,
frustration and devotion to language education.
The Role of Teachers in Educational Reform: A Phenomenographic Analysis of
Chinese EFL Teachers
Lian Zhang
Beijing Foreign Studies University, China
Teachers are believed to be playing a critical role in the success of any
educational reform (Bruner,1996) under the assumption that teachers often
serve as the link between any structural change and students learning
outcome. This is particularly the case for foreign language educational
reform as, compared with teachers of other subjects, foreign language
teachers have the unique competence in knowing and using the given
language (i.e., teaching content) and thus having a more decisive role to
play for the success of any reform initiatives.
This study attempts to address two questions: how do English as a foreign
language (EFL heretofore) teachers define their roles in educational reform
in
relation to student learning? And how do such definitions shape their
174
enactment of the roles in EFL teaching practice? Phenomenographic
analysis is adopted due to its potential to capture variation of understanding,
or way of constituting, the roles teachers play in the educational reforms.
Participants are 40 EFL teachers from Chinese universities who are invited to
write a narrative description of their roles in the past and ongoing reforming
experience based on semi-structured questions and are later interviewed
extensively about their participation, perceptions and assumptions of
these experiences, especially the roles they had played. Implications are
drawn for enhancing our understanding of EFL teachersrole in educational
reform in relation to studentslearning outcome. It is hoped that such an
understanding may lead to better planning and implementation of language
educational innovations by and large.
ICT Use in Teacher Education Programs: Perspectives of Instructors
Zuochen Zhang1, Wendy Nielsen2
University of Windsor, Canada, 2University of Wollongong, Australia
1
Information and Communication Technologies (ICT hereafter) are playing an
increasingly important role in schools (Law et al., 2008) because they can
enhance teaching and learning in different disciplines (Sutherland et al.,
2004), improve students conceptual understanding, problem solving, and
teamwork skills (Tao & Gunstone, 1999). Richardson (2003) argues that
teacher education programs should expose pre-service teachers to various
types of ICT, but also engage them in constructivist learning design so
they can be reasonably prepared with ICT competence and proficiencies
before starting their teaching careers. The current study had two goals: (1)
to explore teacher educators perceptions on ICT use in their own teaching;
and (2) to identify characteristics of effective ICT use in teacher education.
Data were collected in 2012-2013 with a questionnaire and interviews with
teacher educators from two universities, one in Canada and the other in
Australia which are similar in size and scale but different in cultural context.
We surveyed participants self-identified ICT usage and perceptions of
the variety of educational technologies available to them. Semi-structured
interview protocols were developed based on the collected data to seek
elaboration of teacher educator perspectives on ICT use including their
intentions, goals and experiences. Data were analyzed both thematically
and conceptually to identify key areas and thematic codes were established
for subsequent interpretive analysis. Interpretive analysis of the data set
followed a constant-comparative method (Strauss & Corbin, 1998).
By exploring teacher educators pedagogical perspectives of ICT
integration in their own teaching practices, the study contributes important
understandings to the developing knowledge base on effective practices
for ICT integration. The study also provides background to the larger picture
of how pre-service teacher ICT competencies are developed during teacher
education programs and how this can translate into effective classroom
practice in primary and secondary schools when they graduate.
Developing an Inter-departmental Research Community for Young Foreign
Language Teachers: Challenges and Mechanisms
Qiufang Wen1, Hong Zhang2
Beijing Foreign Studies University, China, 2Beijing Foreign Studies
1
University
This qualitative study reports on how an inter-departmental community
established in 2015 has enhanced the research competence of young
foreign
language teachers in a Chinese university. The community has engaged
55 young foreign language teachers from 19 departments at BFSU on a
voluntary basis, to participate in activities designed by 3 more experienced
researchers who worked as coordinators, facilitators, and mentors. The
young teachers, grouped by their different exposure to research, had regular
meetings or individual conferencing to address their needs in the research
process. Experiences in the last two years have shown that members of the
community have benefited a great deal from the community activities and
the majority of them found their participation fruitful and rewarding. Data
were collected through in-depth interviews, field observation, research
journals, and audio-recorded talks from community meetings.
Following the principles of grounded theory, the data were analyzed to
answer the following two research questions: 1) What challenges did we as
coordinators face in developing such a community? 2) What mechanisms
did such a community need to have in order to ensure effective function
and sustainable development without imposed institutional regulations?
The ultimate purpose of this study is to conceptualize our practice and
construct a theory for building an inter-departmental research community
for university teachers.
C791-796
Time: Tuesday, 25/Jul/2017: 2:30pm - 4:30pmLocation: Venezia II
2:30pm - 3:00pm
Ensino/aprendizagem da Lngua Inglesa no discurso dos alunos: uma busca por
projetos de valorizao
Maria Catarina Paiva Repols1, Renato Caixeta da Silva2
Instituto Federal do Sudeste de Minas Gerais, Brazil; 2Centro Federal de
1
Educao Tecnolgica de Minas Gerais; catarina.repoles@ifsudestemg.
edu.br
O Programa Nacional do Livro Didtico (PNLD) procedeu a distribuio
dos livros didticos de lngua estrangeira em 2011 e 2012 para o ensino
fundamental e mdio respectivamente. (BRASIL, 2008; BRASIL, 2009). A
distribuio feita em ciclos trienais alternados para cada uma das etapas.
Segundo Daher et al (2013) as pesquisas em lngua estrangeira ainda
so incipientes haja vista a recente incluso das disciplinas no programa
governamental. Alm disso, as pesquisas se pautam mais pela anlise do
prprio livro e no no foco de seu uso em classe. Um bom livro oferece
acesso ao mundo da escrita, ao letramento crtico com vistas s prticas
multiletradas, a busca por outras fontes de informao e interao. No
entanto, o carter e qualidade didtico-pedaggicos deste dependem
grandemente do uso que se faz dele, da nfase e abordagem em sala de
aula. O discurso inicial dos alunos que ingressam no ensino mdio integrado
do Instituto Federal do Sudeste de Minas Gerais em Rio Pomba , em sua
maioria, negativo quanto aprendizagem e valorizao da lngua inglesa.
Mediante os fatos relatados, esta pesquisa, em andamento, busca ampliar
as discusses sobre a aplicabilidade do livro didtico de ingls nas escolas
pblicas da Zona da Mata mineira. Alm da pesquisa documental nas
escolas, de onde vem a maioria dos alunos, quanto disciplina no currculo
do ensino fundamental, questionrios e entrevistas com professores e
alunos sero agrupados pela Anlise de Contedo dos excertos (BARDIN,
1977), e anlise com base na Lingustica Sistmico Funcional (MARTIN and
ROSE, 2012) das entrevistas dos alunos que ingressam no Instituto. Com
isso espera-se detectar questes que possam servir de base para projetos
em programas de extenso para os alunos, ou em formao continuada
para os professores que viabilizem a valorizao do idioma e do material
didtico no mbito escolar.
3:00pm - 3:30pm
A presena da complexidade no ensino da lngua espanhola: Vivendo e Mediando
um projeto complexo
Priscila Penna Ferreira
PUC/SP, Brazil; priscilapenna.adv@gmail.com
A escolha do objeto do estudo nasce da experincia como docente de
graduandos em formao inicial. Como professora de literatura espanhola
e hispano-americana, e tambm, docente de lngua espanhola para
graduandos do curso de Letras, foi notada a dificuldade dos estudantes de
se expressar, de desenvolver estruturas lingusticas na lngua espanhola,
dificultando seu envolvimento com a literatura. Tendo em vista essa
dificuldade e que todos eles esto prestes a ingressar no mercado de
trabalho, ser desenvolvido um projeto complexo que leva em considerao
a escrita em diferentes contextos que vo de encontro com a realidade
deles (multiletrados). Como ponto de partida,temos a literatura a fim de
auxili-los no desenvolvimento de conhecimentos relevantes no que tange
a literatura espanhola, e na lngua espanhola (ELE). Assim, esta pesquisa
objetiva: desenvolver um projeto complexo a fim de oferecer aos alunos do
175
curso de Letras outra maneira de aprender literatura espanhola e evoluir
na lngua espanhola (ELE). Busco apoio nas ideias de Morin (2015, 2015)
Freire (2012) e Behrens (2000) principalmente. Trata-se de uma pesquisa
fundamentada no vis da complexidade, de cunho qualitativo. A inteno
favorecer o desenvolvimento de estratgias de indagao, interpretao,
o que requer investigar um tema (obra literria) que por sua complexidade,
favorea o melhor conhecimento desses estudantes, de si mesmo e do
mundo. As obras literrias escolhidas so: La Regenta (Clarn), Cien aos de
soledad (Garca Marques), La guitanilla (Cervantes), Veinte poemas de amor
y una cancin desesperada (Neruda) e Lazarrillo de Tormes (annimo), A
proposta a produo de um ensaio e uma fotonovela digital. A pesquisa
ainda est em fase de desenvolvimento, mas ser mostrado tudo que foi
vivenciado e os possveis resultados.
3:30pm - 4:00pm
Formao continuada de professores: A incorporao das TDICs na prtica
pedaggica
Bruna Scheiner Gomes Pimenta
Universidade Federal do Rio de Janeiro, Brazil; blsgomes@gmail.com
A tecnologia nos remete a novos modos de percepo e de linguagem
conforme Martin-Barbero (2006) aponta. Para entender e apropriar-se
de maneira crtica dessa nova linguagem, necessrio, por parte dos
professores, um processo de reflexo sobre tais questes e sobre as
implicaes para a sua prtica pedaggica. Contudo, nem sempre tal
reflexo ocorre ou ocorreu no processo de formao inicial do professor. As
chances so maiores de essa reflexo acontecer na formao continuada.
Assim, a formao continuada docente para o uso das tecnologias
digitais de informao e comunicao (TDICs), em geral, acontece com
dois propsitos: aprimoramento profissional ou compensao de lacunas
deixadas pela formao inicial.
Inserida neste contexto, a presente comunicao tem por objetivo
apresentar o desenvolvimento de uma pesquisa de cunho etnogrfico
(ANDR, 1995) e de natureza colaborativa (LIBERALI, 1997) que pretende
investigar o processo de formao continuada de professores de lnguas da
Educao Bsica em um curso para tal fim intitulado Programa de Residncia
Docente bem como as aes docentes para a implementao das TDICS
em suas salas de aula. Para tanto, sero abordadas questes relacionadas
(1) formao de professores no Brasil, (2) importncia da reflexo crtica
nesse contexto, (3) formao de professores para uso das tecnologias e,
mais especificamente, (4) formao continuada. Em um segundo momento,
sero apresentados os participantes e as perguntas da pesquisa, os
instrumentos para gerao de dados e os procedimentos para a anlise de
dados que ter a Teoria da Atividade como sistema conceitual de anlise.
4:00pm - 4:30pm
INGLS NA ESCOLA PBLICA: UMA ANLISE EM DUAS INSTITUIES DE JUIZ DE FORA/MG
Marina Maximiano, Ana Claudia Peters Salgado
Universidade Federal de Juiz de Fora, Brazil; marinamaximiano@hotmail.
com
Este trabalho, de natureza qualitativa e interpretativa, de cunho etnogrfico,
resultado de uma pesquisa de mestrado que enfatizou os discursos de
indivduos envolvidos no ambiente escolar alunos, professores, gestores e
funcionrios de duas escolas da cidade de Juiz de Fora/MG: uma municipal,
na qual a pesquisadora atuou em um projeto de iniciao cientfica intitulado
Ensino de lnguas para crianas na escola pblica: abordagem CLIL, e outra
estadual, na qual a pesquisadora atua como professora de ingls desde
2013. Foram analisados discursos direta ou indiretamente ligados ao ensino
de ingls na rede pblica, os quais foram registrados em entrevistas e
em notas expandidas da professora-pesquisadora. Os objetivos deste
estudo consistiram em: a) reconhecer nessas falas marcas de Discursos
(relacionados s crenas) construdos a partir das interaes sociais; b)
observar de que maneira esses Discursos reconhecidos influenciam ou no
o processo de ensino-aprendizagem de ingls; c) e, consequentemente,
pensar em uma possvel proposta que contribua para a melhoria desse
processo. Para o cumprimento de tais objetivos, esta pesquisa teve como
base o seguinte aporte terico: a Anlise do Discurso segundo Gee (1999);
a noo de superdiversidade, referente conexo mundial entre diferentes
lnguas, culturas e territrios, principalmente a partir de tecnologias
da comunicao e da crescente mobilidade das pessoas pelo mundo
(VERTOVEC, 2006); a educao bilngue como forma de educar crianas
no sculo XXI (GARCA, 2008). Compreendemos, atravs deste trabalho,
que o que as pessoas dizem sobre determinado assunto, por vezes, no
se trata de uma opinio individual, mas de algo socialmente construdo, o
que interfere nas maneiras de pensar e agir de grupos de pessoas. Desse
modo, os Discursos relacionados ao processo de ensino-aprendizagem de
ingls na escola pblica tambm se tornam, de certa forma, responsveis
pelo modo como ele se estabelce.
C805-812
Time: Tuesday, 25/Jul/2017: 2:30pm - 4:30pmLocation: Ducale I
2:30pm - 3:00pm
Impact of the use of corpus-informed materials in an EFL course
Rodrigo A. Rodriguez-Fuentes
Purdue University, United States of America; rodri246@purdue.edu
Corpus-informed materials such as textbooks, dictionaries, and worksheets
constitute a relatively new set of resources for language instructors around
the world. Publishing houses with access to linguistic corpora have made
these types of materials, textbooks in particular, widely available in the last
decade with more titles published every year. These textbooks emerge as
an alternative to intuition-based materials in contexts in which instructors do
not have access to corpora or the skills to implement a data driven learning
approach to language teaching. But, are the learning outcomes of corpus-
informed instruction different from instruction based on traditional materials?
This study explores the short and mid-term learning gains in two EFL learner
groups in a Colombian public university, one using corpus-informed textbooks
(CIT), and the other traditional grammar textbooks (TGT). The two types of
textbooks constitute the independent variables of the study. The dependent
variable was the test-wise performance of learners with a specific grammar
topic: Infinitive and ing complement clauses. Independent-samples and
matched pairs t-tests were run to explore significant differences between
and within each group in the different measurement stages: pre, post, and
delayed test. The results show that both groups, regardless of the type
of textbook used, experienced gains in their scores. However, there is a
significant difference between the gains of the CIT group over the TGT
group in both post, and delayed tests, including a large effect size (d =
0.89) in CIT. This difference is qualitatively evident as well, particularly in the
grammar accuracy of written compositions.
The conclusions of this study support the use of corpora in the EFL
classroom and provide suggestions to EFL teachers and school officials
about how to use evidence-based features of corpora in the classroom in
order to improve learner performance.
3:00pm - 3:30pm
La anterioridad al momento del habla y su expresin en el espaol de Cuba
Manuel Medardo Montero Cdiz
Universidad Cooperativa de Colombia, Colombia; manuel.monteroc@
campusucc.edu.co
Uno de los temas ms polmicos en gramtica espaola es el sistema
verbal del espaol. En el presente estudio, con enfoque onomasiolgico,
se propone una metodologa para analizar la anterioridad al momento del
habla y sus medios de expresin a partir de un corpus oral. Se parte de
los significados parciales que pueden apreciarse en el microcampo de
la anterioridad al momento del habla en espaol (anterioridad inmediata,
anterioridad reciente, anterioridad cercana, anterioridad lejana, no se
expresa el intervalo entre el evento y el momento del habla) y se describe
cmo se expresan en la variedad cubana. Se dise una matriz para
aplicar la tcnica de vaciado en el anlisis de la muestra. Se determinan
los fragmentos contextuales, que son las unidades de anlisis en las
cuales aparecen las referencias temporales que permiten determinar el
intervalo entre el evento denotado por el verbo y el momento del habla. El
176
fragmento contextual puede coincidir con el enunciado, o sobrepasar los
lmites de este. Seguidamente se clasifica el tipo de anterioridad expresada
en cada uno y se identifican las estructuras de las referencias temporales
empleadas para ello. Las referencias temporales son los medios que
expresan los significados temporales. La propuesta se sustenta en la teora
de los campos semntico-funcionales y en consideraciones esenciales
de la lingstica cognitiva. Se pudieron distinguir los medios gramaticales
(morfolgicos y sintcticos) y lxicos utilizados para expresar la anterioridad
al momento del habla en la variedad cubana del espaol; y se observ
la importancia de otros medios, como la situacin discursiva. Se confirm
tambin que, como plantea la lingstica cognitiva, los rasgos que definen
las unidades, semnticas o fonolgicas, se mezclan generando compuestos
que no equivalen a la simple suma de las partes.
3:30pm - 4:00pm
Renovacin lxica en el espaol de Mxico entre 1921 y 1974 desde un enfoque
neolgico
Irma Guadalupe Villasana Mercado
Centro de Actualizacin del Magisterio, Mexico.; citlatzintli@hotmail.com
Para comprender las renovaciones lxicas, Renouf y Janssen han planteado
que los neologismos y su paulatina institucionalizacin, su reconocimiento
por parte de las autoridades del mercado lingstico, son un visor pertinente,
dado que a travs de ellos es posible observar cmo las transformaciones
sociales impactan en las modificaciones que sufre una lengua, ya que
la comunidad de hablantes tiene la necesidad de nombrar la realidad
emergente y en qu momento lo nuevo se incorpora ya al sistema. Por
ello, este trabajo pretende estudiar el cambio lingstico en el espaol
de Mxico a partir de la deteccin de neologa en el Corpus del espaol
mexicano contemporneo (1921-1974) y la institucionalizacin o no de la
misma al ser incorporada en el Diccionario del espaol de Mxico. Las
preguntas de indagacin son: cmo estudiar el cambio lingstico a travs
de los neologismos, con qu factores est relacionada la aparicin de los
mismos, cundo una palabra deja de considerarse neologismo y, por tanto,
se institucionaliza, d) qu criterios lexicogrficos se siguen para determinar
que un vocablo, considerado como neologismo, se sancione o no dentro
de un diccionario. Aqu se sigue la concepcin de cambio lingstico de
Coseriu, porque desde ella es posible concebirlo como un proceso
caracterstico de cualquier sistema lingstico, que implica tanto al emisor
como al oyente, es decir, permite observar el cambio desde la innovacin
individual hasta la adopcin por parte de un colectivo, tal cual se pretende
aqu evidenciar a travs del surgimiento, difusin e institucionalizacin de
neologismos en el espaol mexicano. Del corpus elegido, aqu se trabaja
con los hapax legomena, dado que la ocurrencia de aparicin es un primer
indicio de que probablemente sean palabras que cuando aparecieron en
los textos de que se extrajo el corpus todava no se incorporaban al sistema.
4:00pm - 4:30pm
Turkish University Level EFL Learners Collocational Knowledge at Receptive
and Productive Levels
Nazife Duygu Bagci
METU, Turkey; dbagci@metu.edu.tr
Collocations are an important part of vocabulary knowledge, and it is
a subject that has recently attracted attention, while still in need of more
research. The aim of this study is to answer three research questions related
to the collocational knowledge of Turkish university level EFL learners at
different proficiency levels of English. The first research question aims to
compare the pre-intermediate (PIN) and the advanced (ADV) level learners
collocational knowledge at receptive and productive levels. The second
one is to analyze the performance of the PIN and the ADV students
in two main collocation categories; lexical and grammatical. Lastly, the
performance of both groups are focused on to find the collocation type
(among verb-noun, adjective-noun, adjective-preposition, noun-preposition
collocation types) they show the best performance in. Two offline tests were
used to answer these questions. The results show that there is a significant
difference between the PIN and the ADV groups at both receptive and
productive levels. It can be concluded that proficiency is an important
criterion in collocational knowledge, and learners do not necessarily know
the collocates of the vocabulary items that they know. Although there is no
significant difference between the PIN groups performance in lexical and
grammatical collocations, the ADV group showed a better performance in
lexical collocations. Lastly, the PIN group at receptive and the ADV group
at both receptive and productive levels showed the best performance in
verb-noun collocations, which is in line with the previous research focusing
on different collocation types.
C115-119
the language classroom through such communicative functions as critique,
comparison, argumentation, and assessment. As will be shown, data-driven
conceptualizations of play and humor drew heavily on students racialized
identities within a predominantly White, African American and Latino student
body. National and ethnic identities, experiences of immigration, social class
and gender also factored into students uptake of humor. Findings illuminate
the nature of pragmatic play in relation to multilingual and multicultural
identities and the development of sophisticated linguistic repertoires, which
are important to advancing theory and pedagogical practice.

Time: Tuesday, 25/Jul/2017: 2:30pm - 4:30pmLocation: Alcazar

3:30pm - 4:00pm
2:30pm - 3:00pm
Letramento literomusical: prticas sociais mediadas por canes
ENSINO DE LNGUA INGLESA NA EJA: (RE)PENSANDO CRENAS, CRIANDO POSSIBILIDADES
DE LETRAMENTOS E INCLUSO Jos Peixoto Coelho de Souza
The University of Manchester, United Kingdom; jose.coelhodesouza@
Elizabete Rocha de Souza Lima Lima1, Ana Maria Stahl Zilles Zilles2
manchester.ac.uk
UEMA, Brazil; 2Unisinos, Brasil; beteuema@hotmail.com
1

Este paper tem como objetivo apresentar o conceito de letramento

A necessidade de mudanas, que levem a resultados positivos no ensino
literomusical, ou seja, o letramento envolvido nas prticas sociais mediadas
de Lngua Inglesa (LI), h anos vem sendo ressaltada, como apontam:
por canes e gneros verbomusicais. Por entendermos que a cano
Moita Lopes, (1996); PCN (2000) e Assis-Peterson, (2006; 2008). Tanto a
um gnero discursivo formado por letra e msica (COSTA, 2002; COELHO
escola quanto o professor j sabem que a distncia entre os aprendizes
DE SOUZA, 2010, 2014; CARETTA, 2011) e que, consequentemente, os seus
e os contedos precisa ser encurtada. Mas, como o professor deve
sentidos decorrem da articulao entre as duas linguagens, propomos
encaminhar as atividades a partir dos contedos do material didtico
que letramento literomusical seja entendido como o estado ou condio
para que o aluno descubra a utilidade desses contedos para sua vida
daquele que, por construir e refletir sobre os sentidos de uma cano a
como cidado local, nacional e mundial? Este trabalho, que teve incio na
partir das suas duas linguagens constitutivas e da sua articulao e por (re)
Dissertao do Mestrado em Lingustica Aplicada, aborda a aprendizagem
conhecer o que representa para a sua comunidade musical, participa das
significativa para a vida dos aprendizes (SCHLATTER e GARCEZ, 2012;
prticas sociais e dos discursos que se constroem a partir de canes e
LIMA e ZILLES, 2015), a importncia do domnio de uma segunda lngua
posiciona-se criticamente em relao a eles (COELHO DE SOUZA, 2015).
para a ascenso social do aluno cidado e questiona o carter inclusivo
Para cunhar esse conceito, ancoramo-nos na corrente dos Estudos de
da EJA. Os dados apresentados foram gerados a partir de uma pesquisa-
Letramento, que concebe letramento como prticas sociais mediadas
ao desenvolvida em uma turma de Ensino Mdio de EJA, no interior do
pela escrita (STREET, 1984, 2006; KLEIMAN, 1995; SOARES, 1999, 2002;
Maranho, em 2013. Nortearam este trabalho pesquisadores e tericos
BARTON, 2007), e trazemos contribuies de estudos sobre letramento
da Lingustica Aplicada: (CELANI, 1992; MARTELOTA, 2008; MENEZES,
literrio (PAULINO, 2004; COSSON, 2006; PAULINO; COSSON, 2009) e
2009), dos letramentos e ensino de lnguas (STREET, 1984; KLEIMAN,
educao musical (SWANWICK, 1994, 2003; FRANA; SWANWICK, 2002).
1995; ROJO, 2009; MAGALHES, 2012, SCHLATTER & GARCEZ 2012) e
Acreditamos que o reconhecimento da existncia de um letramento
dos gneros discursivos e linguagem: (BAZERMAN, 2007; FARACO, 2009;
especfico envolvido nas prticas sociais mediadas por gneros formados
BAKHTIN, 2011; BONINI, MEURER, MOTA-ROTH, 2012). Um dos objetivos
por uma interface verbal e outra musical implica a reflexo sobre as prticas
da pesquisa foi elaborar e testar atividades de LI, que levassem aos
de letramento tradicionalmente relacionadas ao uso de canes em aulas
letramentos e incluso social dos participantes com base nos contedos
de lnguas adicionais, a fim de que tanto a letra quanto a msica tornem-se
abordados no seu livro didtico. Os resultados mostram que, quando no
foco da construo de sentidos. Desse modo, espera-se que essas prticas,
ensino dessa lngua h uma preocupao que os contedos faam sentido
como a audio da cano para o preenchimento de lacunas, passem a
para os alunos, as interaes entre os sujeitos tambm ganham finalidades
envolver tambm novas prticas que fomentem o letramento literomusical
especficas, propiciando-os a agir por meio da lngua, escrita ou oral, seja
dos educandos, tais como o reconhecimento dos instrumentos presentes
ela sua, estrangeira ou adicional.
no arranjo, a discusso dos valores que so atribudos cano em estudo
e a interlocuo por ela projetada.
3:00pm - 3:30pm
Humor and Translanguaging Practices among Multilingual High School 4:00pm - 4:30pm
English as a Second Language Learners
PRTICAS DE LETRAMENTO MULTIMODAL CRTICO NO ENSINO DE ESPANHOL EM UMA
Liv T. Davila ESCOLA PBLICA CEARENSE
University of Illinois at Urbana-Champaign (USA), United States of America; Michelle Pinheiro1, Antonia Dilamar Arajo2
livtd@illinois.edu 1
Universidade Estadual do Cear, Brazil; 2Universidade Estadual do Cear,
Creative manipulations of language have long been recognized as important Brazil; michelle040481@hotmail.com
aspects of second language development (Bell, 2011; Davies, 2003; Tarone,
Atualmente, vivemos cercados por imagens, seja em outdoors, revistas,
2000). Research has largely examined playful language within adult foreign
mdias digitais, livros didticos, etc. Por isso, o modo semitico visual
language classrooms (Lantolf, 1997; Pomerantz & Bell, 2011), however
est presente nas prticas sociais e no ensino de lnguas estrangeiras
less attention has been given to the pragmatic use of humor among
(principalmente do Espanhol), da, a predominncia de imagens nos textos
multilingual learners of English (Waring, 2013). Drawing on interactional and
multimodais dos livros didticos escolares, que se apoiam, direta ou
interview data in a high school English as a Second Language classroom
indiretamente, nas teorias sobre letramento e multimodalidade. A partir
in the U.S., this presentation will focus on humor and playful talk in the
dessa realidade, nossa pesquisa de mestrado empregou a pesquisa-ao
translanguaging practices (Garca & Wei, 2015) of adolescent multilingual
e teve como objetivo principal: investigar como 50 alunos adolescentes
West African immigrant and refugee students whose common languages
do 3 ano do Ensino Mdio desenvolvem o letramento multimodal crtico
are French and English. In particular, data were collected through audio and
a partir do livro didtico Sntesis, durante as aulas de Espanhol em uma
video taped interviews and interactions, which were later transcribed and
escola pblica cearense. O referencial terico abrange as seguintes
coded. Data analysis centered around when humorous occasions occurred
categorias: Semitica Social (HODGE; KRESS, 1988; JEWITT; OYAMA,
in the classroom, how humor was invoked through language, and how it
2008), multimodalidade (VAN LEEUWEN, 2011; KRESS, 2011; SERAFINI,
was responded to by classmates and the teacher. Framed in ecological
2014), multiletramentos (NEW LONDON GROUP, 1996; ROJO, 2012),
perspectives on language learning and use (Van Lier, 2004), the paper will
letramento multimodal crtico (CALLOW, 2008; PREDEBOM, 2015; WALSH,
analyze how playfulness is produced semantically (for example, through
2010; JANKS, 2012; NEWFIELD, 2011). Dessa forma, o letramento multimodal
the manipulation and invention of words between and across languages)
crtico pode ser definido como um conjunto de usos e prticas sociais
and treated as such by the participants themselves within the context of
que envolvem a leitura e a escrita dos vrios modos semiticos (visual,

177
escrito, sonoro, digital, gustativo, dentre outros) atrelados a uma construo
de sentidos crtica, podendo usufruir das ferramentas digitais. Nossas
concluses preliminares so: a) pelas dimenses afetiva, composicional e
crtica de Callow (2008), percebemos que os alunos gostavam de ler/ver
textos multimodais com predomnio de imagens, porm sentiam dificuldade
em analis-los criticamente, pois faltavam alguns conhecimentos sobre
cultura, arte e poltica dos pases hispanofalantes e do prprio Brasil; b)
aps as atividades das dez aulas da pesquisa, percebemos que eles j
estavam conseguindo enxergar os aspectos ideolgico-discursivos das
imagens analisadas, bem como j faziam suas interpretaes com base
nos elementos composicionais destas, o que melhorou consideravelmente
o posicionamento crtico dos alunos na aula de Espanhol, especialmente
quanto competncia leitora multimodal.
S120
Time: Tuesday, 25/Jul/2017: 2:30pm - 6:00pmLocation: Venezia I
Letramentos escolares e acadmicos mediados por tecnologias da internet
Organizer(s): Fabiana Biondo (UFMS, Brasil), Ins Signorini (IEL-Unicamp, Brasil)
Este simpsio pretende reunir estudos que tenham por temtica o uso das
tecnologias da internet em prticas de letramento situadas em ambientes
escolares e acadmicos, pela perspectiva dos multiletramentos, em
contexto de ensino e aprendizagem de Primeira e de Segunda Lngua.
As questes norteadoras das discusses passam sobretudo pela grande
distncia existente na contemporaneidade entre a forma como os sujeitos
empreendem aes de leitura, escrita e ensino-aprendizagem em
instituies educacionais e a forma como o fazem fora dos espaos-tempos
dessas instituies, particularmente em ambientes hipermiditicos, que
fazem parte de sua rotina diria. Passam, ainda, pelo enfrentamento entre
habilidades baseadas exclusivamente na cultura grafocntrica, tradicionais
s instituies educacionais em geral, e as habilidades emergentes
das tecnologias do digital. A propsito dessas questes, so processos
empricos de interesse para este simpsio: a) os deslocamentos e rupturas
do lugar do professor no contexto do uso das tecnologias do digital; b) a
leitura na hipermdia, em seus deslocamentos e sobreposies com a leitura
grafocntrica linear tradicionalmente escolarizada; c) a busca eficiente
e crtica de informaes na internet; d) a construo do conhecimento
colaborativo; entre outros. Mediante anlises de tais processos, ganha
destaque a figura do professor e a necessidade de reflexo sobre sua
formao, inicial e continuada, que deve, necessariamente, envolver
reflexes sobre as possibilidades de enfrentamento dos chamados novos
letramentos (LANKSHEAR e KNOBEL, 2011; SIGNORINI, 2012, 2013; MOITA
LOPES, 2012; entre outros) ou multiletramentos (NEW LONDOW GROUP,
1996; KRESS 2010), que em geral tm permanecido fora dos planejamentos
de ensino e aprendizagem de lnguas.
Details of the Symposium Papers
O lugar do professor e as novas tecnologias: deslocamentos e
ressignificaes
Andrea Cristina Bombonati Lopes
IEL-Unicamp, Brasil
Este trabalho prope compreender quais deslocamentos se apresentam
ao lugar do professor nos rearranjos que o uso das novas tecnologias
de informao e comunicao requisitam para a sala de aula como lugar
de aprendizagens e em que medida podem se constituir num elemento
facilitador dos contedos ou torn-los mais efetivos. Para isso, observamos
atividades e prticas de sala de aula de uma professora de Lngua
Portuguesa da 1. srie do Ensino Mdio, de uma escola da rede pblica
de Campinas-SP, utilizando-se a pesquisa-ao, com quarenta alunos que
foram solicitados a produzir releituras da obra Lisbela e o Prisioneiro, de
Osman Lins (1963), a partir de narrativas transmiditicas, utilizando celular,
tablet ou notebook. Observamos as concepes que norteiam o trabalho
do professor sobre a construo do conhecimento colaborativo e sobre
a dimenso tecnolgica para analisar os delineamentos da presena
docente e do processo de desterritorializao do lugar professoral nos
contextos de uso das novas tecnologias (COLL 2010). Verificamos tambm
178
as concepes de ensino-aprendizagem norteadoras do movimento da
professora, a fim de compreender em que medida apontam para outras
formas de imerso do sujeito nesse ambiente e as possibilidades de
interferncia no deslocamento da sala de aula para um lugar referencial de
aprendizagens no mais determinado e estvel, mas instvel, movedio e
autnomo (SANTAELLA 2014). Os dados foram gerados e analisados a partir
da Pedagogia de Projetos (ALMEIDA 2011), da Pesquisa-Ao (BURNS 2009)
e dos Novos Letramentos (COLL 2010), a fim de se cotejarem subverses e
continuidades entre prticas convencionais e contemporneas de ensino-
aprendizagem e do lugar professoral.
Palavras-chave: tecnologias da internet, leitura e navegao, formao do
professor, novos letramentos, multiletramentos.
Da pgina tela: produo de uma narrativa transmdia por alunos do Ensino
Fundamental II
Bruno Albanese
IEL-Unicamp, Brasil
Situada no campo aplicado de estudos da linguagem, esta comunicao
visa analisar a narrativa transmdia produzida por alunos do nono ano do
Ensino Fundamental II de uma escola da rede particular de ensino, a partir
da transposio do romance Senhora de Jos de Alencar para um curta-
metragem. Comparando-se a obra de Alencar, com o roteiro escrito pelos
alunos e com o curta, buscou-se pelos momentos em que a adaptao
apresentava distines em relao ao texto original. A comparao resultou
na identificao de elementos da telenovela articulados aos do romance
de Alencar como soluo para a transformao do texto em imagem e
som pelos alunos. Os dados foram analisados a partir dos postulados de
Jenkins (2006) sobre o que seriam as narrativas transmdia contrastando
com a concepo formulada por Dena (2009) sobre o mesmo fenmeno,
que compreende que as adaptaes so narrativas transmdia por serem
fruto de um processo de interpretao do adaptador com movimentos de
retirada e incluso de contedos em relao obra original. As anlises
mostram que no processo de traduo do texto literrio escrito para o curta-
metragem, houve espaos em que os alunos recriaram o texto, pois no era
possvel uma transcodificao da palavra em imagem e som. O uso intenso
de msicas como trilha-sonora para a substituio das longas descries
sobre as emoes das personagens presentes no romance um dos
elementos mais presentes no vdeo. Bem como a performance de algumas
personagens remete a construes estereotipadas das telenovelas. Os
resultados mostram, portanto, que a adaptao dos alunos no somente
uma duplicao do enredo do romance em outra mdia, mas foi um
processo de criao em que se articulou elementos da obra de Alencar
com elementos das telenovelas para que fosse possvel a produo do
curta-metragem.
Palavras-chave: Narrativa Transmdia; Adaptao; Literatura; Lingustica
Aplicada.
Busca de informao na internet por estudantes do curso superior de
Tecnologia da Informao
Luciene Maria Garbuio
IEL-UNICAMP/Fatec-Americana, Brasil
O objetivo deste trabalho apresentar os resultados de um projeto
experimental exploratrio que versa sobre uma atividade de busca
de informao em lngua inglesa sobre sustentabilidade, com vistas
construo de um infogrfico. A atividade foi realizada por dois grupos
de estudantes do 6 semestre dos cursos de Tecnologia da Informao,
em uma faculdade do interior do estado de So Paulo. Os registros foram
gerados a partir de gravao em vdeo e udio por meio do aplicativo
Camtasia Studio, que permite capturar a tela do computador e a imagem
dos participantes. Ao final da atividade uma entrevista semiestruturada foi
aplicada, a fim de recuperar o processo de busca da informao durante
a atividade. A base terica foi orientada pelos estudos de Shankar et al
(2005) sobre letramento informacional digital, compreendido como a
habilidade de acessar, avaliar e aplicar informaes advindas de diferentes
fontes para a construo do conhecimento, o que requer dos participantes
o manejo de contedo multimdia como imagens, sons e textos. Os dados
foram analisados luz do modelo proposto por Ellis (1989) e desenvolvido
por Shankar et al. (2005), que permite a organizao dos dados em etapas
individuais de busca, ou seja, o indivduo pode iniciar sua busca a partir
da pgina da internet ou site (incio); seguir por links de hipertexto para
navegar para frente ou para trs (encadeamento); realizar leituras rpidas
por listas de resultados (navegao); utilizar marcadores de pgina para
futuras visitas (diferenciao); assinar servios de alerta de e-mails para
novas informaes (monitoramento); e extrair as informaes relevantes
(extrao). Os resultados parciais demonstraram que os alunos dos dois
grupos gastaram mais tempo nas fases de encadeamento, diferenciao
e extraao.
Palavras-chave: tecnologias da internet, leitura e navegao, formao do
professor, novos letramentos, multiletramentos.
Representaes de identidades sociais no anncio audiovisual: histrias
reais do primeiro encontro da Samsung
Keila Grando
IEL-Unicamp, Brasil
Nem sempre os textos publicitrios buscam ser informativos para tecer
argumentos explcitos ao consumidor. Algumas vezes, deixam a cargo do
leitor do anncio decidir de que se trata, tendo ele de tomar por base a
informao que l e interage para atribuir significados. Ao considerar
a comunicao enquanto um trabalho semitico, este trabalho volta o
olhar para as relaes de identidade de gnero presentes em anncios
audiovisuais veiculados no YouTube. Escolheu-se analisar o anncio
publicitrio Histrias reais do primeiro encontro do eletrodomstico
Samsung Lava e Seca, no qual, por meio de uma narrativa, envolvendo uma
mquina de lavar, a campanha convida o pblico para assistir histria de
trs casais. Partindo de um pressuposto que testa a memria masculina
sobre datas de relacionamentos, a propaganda retrata e reproduz, por meio
da linguagem, noes do senso comum dominante acerca da masculinidade
e feminilidade. Considerando que os anncios constituem-se de prticas
sociodiscursivas, e, por isso, mdia e sociedade preconizam e incutem
comportamentos, valores e atitudes acerca de um ou outro gnero nesses
discursos, importa entender quais estratgias indexicais e sugestivas so
utilizadas pela agncia e pela produtora para vender/divulgar o produto.
Faz-se um trabalho emprico por meio de uma anlise multimodal da
propaganda, tendo como abordagem terico-analtica a Semitica Social
Kress; Van Leeuwen (2006),as pesquisas de Santaella (2010) e de Penafria
(2009). A fim de contribuir com a discusso, mobilizam-se autores que
discorrem sobre a noo de gnero, tais como: Butler (2003), Benhabib
(1986; 1999), Cameron (2010) e Moita Lopes (2003; 2006). Os resultados do
trabalho corroboram a promoo da leitura crtica em uma sociedade visual,
informatizada e digitalizada, de forma que os modos visual, sonoro e verbal
contribuam para a (re)construo de significados e das representaes de
identidades sociais.
Palavras-chave: Identidade de Gnero; Multimodalidade; Semitica Social;
Estratgias publicitrias.
Percursos de navegao e leitura por alunos do Ensino Mdio pblico
Regiane Macedo Lima
IEL-Unicamp, Brasil
Este estudo objetiva descrever o perfil da navegao e, consequentemente,
da leitura, de um grupo de cinco alunos do 1 e cinco do 3 ano do Ensino
Mdio de uma escola estadual pblica, considerando a importncia
das prticas escolares de multiletramentos. Descrevemos os percursos
de navegao e leitura desses alunos particularmente no website
sobdepresso desenvolvido em carter experimental, segundo princpios
da hipermdia e do conceito da reportagem 360 , com o objetivo de
investigar o letramento informacional digital visto como a habilidade de
entender e usar informaes em mltiplos formatos. (GILSTER, 1997).
Compreendida esta pesquisa como um estudo de caso, utilizamos como
instrumentos: questionrio, captao do experimento de navegao e
leitura atravs do software Camtasia Studio e entrevista semiestruturada. Os
dados gerados foram analisados luz do modelo comportamental de busca
de informao desenvolvido por Ellis (1989) e readaptado por Shankar et al.
179
(2005). Resultados parciais demonstraram que o grupo do 3 ano realizou
percursos de navegao mais sequenciais, partindo dos links do menu para
as outras mdias, desenhando um percurso mais retilneo, divergindo da
proposta de navegao no linear do site. Quanto escolha de formatos,
tanto as mdias audiovisuais, quanto as textuais foram exploradas. J o
grupo do 1 ano realizou uma navegao mais aleatria, menos sequencial,
com escolhas de caminhos de navegao mais diferenciadas. No entanto,
ao cruzarmos com as respostas da entrevista, percebe-se que a habilidade
de estabelecer e compreender conexes entre as informaes das mdias
foi mais significativo entre os alunos do 3 ano do que entre o grupo do 1
ano. A hiptese de que este foi mais disperso em relao queles durante
o experimento.
Palavras-chave: tecnologias da internet, leitura e navegao, formao do
professor, novos letramentos, multiletramentos.
S89
Time: Tuesday, 25/Jul/2017: 2:30pm - 6:00pmLocation: Venezia III
Emancipatory pragmatics: Critical perspectives on languages, speakers and
knowledge
Organizer(s): Daniel Silva (UFRJ), Kanavillil Rajagopalan (UNICAMP)
In his book Pedagogy of the Oppressed, Brazilian philosopher Paulo Freire
argues that critical pedagogy has ultimately to foster the emancipation of
learners. By emancipation he means the liberation of the oppressed from
both authoritarian social relations and an alienating intellectualism. For
Freire, contrary to banking education, in which learners uncritically receive
coins from a dehumanizing social formation, emancipatory education is
revolutionary in that it dialogically produces knowledge by initially asking
the oppressed the fundamental question: Why? That is, why is the reality
as it is currently perceived the way it is? As it has been translated into
pragmatics, emancipation has sought to liberate language study from the
blinders of Euro-Anglocentric ideologies that assume communication to
be the liberal-economic exchange of linguistic values between rational
individuals. While engaging with Freires legacy and current scholarship on
emancipatory pragmatics, this symposium gathers scholars concerned with
the emancipation of language practices and subjects in the contemporary
world. By provincializing hegemonic constructs in pragmatics, the papers
seek to question the processes of legitimation disguised in the production
of the ground zero of scholarly constructs and linguistic practices. In
delineating some often-invisible default circulations and instances of use,
the papers ultimately provide alternative modalities of political engagement
with linguistic practices in the globalized world. Some of the specific issues
the panel address are: the hegemonic presence of the English language in
academic research and the increasingly exclusive use of that language in
the dissemination of knowledge worldwide; practices of disinvention and
resistance to colonial power and epistemes in peripheralized Englishes;
grammatical gender innovations produced through verbal filth, and modes
of pragmatic resistance to violent discourses and practices. Our express
intent is to explore strategies of confrontation at the disposal of those who
feel sidelined by oppressive regimes and concepts.
Details of the Symposium Papers
World language English and the emancipation of the pariah from the
periphery
Kanavillil Rajagopalan
UNICAMP
Globalization has brought in its wake new challenges, as well as some old
ones in new clothing. While many concerned scholars worldwide rightly
worry about the hegemonic presence of English on the world stage, many
fail to factor into the picture the ultimate implications of the widely attested
reality that the actors responsible for its sustenance are people of different
national, ethnic, religious and, most importantly, linguistic backgrounds. As
the speech community undergoes significant changes in its composition
and makeup, and, in tandem with that, as the contours of that community
shift, so too does the language it helps to prop up. The emergence of what
is frequently referred to as World English is a case in point. The first thing
to appreciate about this new linguistic phenomenon is that it is, first and
foremost, a whole new ball game. But many linguists and ordinary people
still approach it with the help of concepts and categories long employed in
the study of language. Surely, Emancipatory Pragmatics must take a stance
here and speak on behalf of those who are left on the seamy side of the
discriminatory politics put in place by the powers that be. Among the several
fronts that need to be opened in this long battle is the one that seeks to
challenge the already worn-out divide between the so-called native-vs.-
non-native speakers of the language, which is nothing but a hang-over
from an essentially colonial mind-set that many of have long preferred to
leave behind.
Peripheralized Englishes, Emancipatory Pragmatics, and the Discourse of
Intentionality
Jerry Lee
University of California at Irvine
Much research in sociolinguistics has investigated and insisted on the
emancipation of peripheralized Englishes from the frameworks and
conventions of putatively mainstream Englishes. However, in research,
not all deviations from mainstream Englishes are treated on equal terms.
As Bamgbose (1998, p. 2) argues, a deviation that is seen as acceptable
may be considered innovative while an error may be considered simply
a mistake or uneducated usage. Blommaert et al. (2005), in introducing
the concept of peripheral normativity, similarly note that in periphery
contexts, what appear to be errors in students and teachers English usage
are actually systematic and indeed normative. More recently, while it has
been common to use the terms error and mistake interchangeably,
Canagarajah (2013, p. 187) proposes a differentiation between the two on
the basis of intentionality: mistakes may be regarded as unconsciously
occurring deviations while errors can be understood as deviations that
have been systematically and consciously used by the author and are
subject to a socially negotiated process of uptake and meaning making.
This presentation argues that the emancipatory potential of peripheralized
Englishes is threatened by the privileging of intentional deviations from
ostensibly mainstream Englishes in that such privileging represents a form
of epistemic violence that replicates and sustains the logics of coloniality,
presuming the inherent and chronic inferiority of non-mainstream cultural
forms, practices, and institutions. In response, this presentation considers the
potentiality of errors in peripheralized Englishes as moments of disinvention
through an extended analysis of an artifact that represents an enunciation
of political and linguistic decoloniality. Focusing on the orthographic feature
of capitalization as a case in point, I enact the practice of provincialization
toward exposing the inadequacies of monofunctional orthography for an
inherently and increasingly plurilithic language like English.
What is the X of the question? Language Ideologies and reinventions in
school literacies
Adriana Lopes, Rodrigo Borba
UFRJ
In 2015, the oldest institution of elementary and secondary education in
Brazil, Rio de Janeiros public school Pedro II, appeared in newspapers and
magazines and was the subject of debate on various social networks for
the following reason: school teachers were using X as an article and as
the generic ending of Portuguese often masculine generic nouns in exams
and in other educational activities so as to refer to students and concepts
without marking gender distinctions. This linguistic use very common in the
feminist and the LGBT (lesbian, gay, bisexual, transgender and transvestite)
movements in Brazil was, in general, cast by the corporate media not
only as a violation of the Portuguese language, but mostly as an offense
to Brazilian national tradition. In this paper, we assume that these tokens
and the metadiscourses about them are entangled with particular linguistic
ideologies that may allow us to understand the tensions between traditions
and linguistic innovations that challenge the boundaries of verbal behaviors
and legitimate literacies in and out of school settings. As opposed to what
Deborah Cameron called verbal hygiene (practices in which people try to
clean the language and conform their uses according to patterns of beauty,
logic and civility), we understand that such grammatical gender innovations
in language are a type of verbal filth, a process that lifts language from its
place of purity and contaminates it with mundane, political and ethical uses.
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Disseminated by certain social groups, these tokens affect and resignify the
school literacy, thereby gesturing toward a kind of emancipatory pragmatics
that rewrites the boundaries of gender performances beyond linguistic
traditions and their heteronormative dichotomies.
The pragmatics of hope, or How to emancipate
yourself from violent (speech) acts
Daniel Silva
UFRJ
Violence poses problems for all theories, especially for those concerned
with signification. As Veena Das (2007:79) put it, when faced with violence,
we reach some kind of limit in relation to the capacity to represent. Violent
acts tend to obliterate the very signs with which we render the world
meaningful. Often, fundamental elements that either surround or enable
speech events like contexts and meta-signs or metapragmatic shifters
are simultaneously affected by violence. In following some strands of the
social sciences and philosophy interested in the aftermaths of violence,
trauma and terror, this paper engages with the notion of hope as a trope
variously enacted by those who resist forms of violence. In addition to this
theoretical perspective, this paper draws from fieldwork in the Complexo do
Alemo, a group of twelve favelas in Rio de Janeiro, where some 120,000
people live. I will offer an analysis of an interview with Mari and Cleber,
two Alemo activists who use social media to build networks of solidarity
and hope, aiming at resisting police and state violence. In line with many
other activists and residents talk about violence, Mari and Cleber voice
modes of community building predicated in a work of sociolinguistic scales
(Blommaert 2007, 2014) that bracket vertical indexes of racial, geographical
or class hierarchy in favor of a horizontal accomplishment of semiotic
resources that allow for social support and imaginative modes of survival in
places variously marked by both linguistic and empirical violence.
Towards a Quotidian New Emancipatory Pragmatics
Dina Maria Martins Ferreira, Claudiana Nogueira Alencar
Universidade Estadual do Cear
This paper proposes the modus operandi of a non-hegemonic Pragmatics
regarding mainstream theories, that is, internalist theories (self-sufficiency of
language as a system) and the externalist ones (social aspect connected to
language, and non-constitutive of language). Therefore, two argumentative
paths are devised in order to cope with a New Emancipatory Pragmatics:
(1) a new Pragmatics showing the conceptual incompatibility between the
Austinian theory and the one interpreted by Searle; (2) an emancipatory
Pragmatics in search of an intellectual, creative emancipation, in addition
to the distribution of the sensible. From these two perspectives, theoretical
contrapositions are presented within and about the domains of diverse
Pragmatics.
Linguistic Challenges in Language Teaching and Bilingual Education
Sueli Salles Fidalgo
UNIFESP
This paper discusses some theoretical assumptions that may make
linguistic-educational inclusion possible. In order to do so, it takes the
notion of dialogism (Bakhtin/Volochinov, 1929), in which language is seen
as a locus for conflict-negotiation; as well as the concepts of senses,
meaning and zpd (Vygotsky, 1924-1931), seen as loci for contradictions-
collaboration-ressignification and rethink the challenges faced by students
and educators in schools where there is an undeniably hegemonic
language (i.e., Portuguese) and a minority language (i.e., Brazilian Sign
Language - BSL). With this context in mind, we will discuss the difference
between bilingual education in different contexts (English-Portuguese;
Portuguese-BSL to name but two) and the teaching of languages in a non-
bilingual perspective, focusing on the understanding (and space) that the
idea of bilingualism seems to be getting in Brazil in the last few years in
spite of the lack of appropriate pre-service teacher education programs that
can actually prepare the soon to be graduated teachers for the challenge
they will face, especially in public schools. Despite being a multilingual
and multicultural country, Brazil has only recently started to broaden its
horizons in terms of bilingual education, and today there are some public
schools offering more than just one language option (i.e.English); there are
researchers who motivate their students to work in the creation of bilingual
education for underprivileged children which until recently was practically
unheard of since bilingual schools were places only for upper class children.
Nonetheless, the idea of making bilingualism a more democratic concept is
still very embryonic, occurring mainly in large cities, and mostly focusing on
hegemonic languages (English for example). How can we meet the needs of
students whose communities speak other languages or, to be more in tune
with Spivak (1988), how can we try to make sure that the subaltern can speak?
REN19
Time: Tuesday, 25/Jul/2017: 2:30pm - 7:00pmLocation: Louvre II
Whats in a name? Mainstream classroom innovations, migrant learners, and
epistemological challenges
Organizer(s): Shelley K. Taylor (Western University)
This Research Network colloquium focuses on developing and supporting
innovative adaptations to mainstream classrooms for learners from
immigrant, refugee and indigenous backgrounds. It frames diverse
knowledgeS as resources. Seen thus, alternative knowledges including
cultural competences and competences beyond state languages,
languages used as medium of instruction, and languages seen as benefiting
the global economy, and knowledge flourishing in digital spaces and
practices comprise language learners plurilingual/pluricultural resources.
This colloquium investigates the extent to which any epistemological
challenges these knowledges pose may, like good stress, be harnessed to
provide opportunities for language policy-makers, educators and learners
to meet the dialectical challenges of language teaching and learning, and
reconfigure societal beliefs, in times of social upheaval. The colloquium
presenters describe contextual constraints that serve as barriers to
developing plurilingualism, pluriculturalism and (digital) literacy in mainstream
classrooms; learner/teacher beliefs about, approaches to, acceptance and
implementation of educational innovations and, by and large, making the
linguistic, cultural and digital knowledge links needed to adapt mainstream
learning environments to and for learners from immigrant, refugee and
indigenous backgrounds. Educators must believe in the legitimacy and
necessity of structuring innovative curriculum, assessment, language
policies, and pedagogical approaches that valorize situated learning and
experiential knowledge for mainstream learning environments to redesign
classroom and curricular spaces. The talks presented in this symposium put
a face to a name, illustrating the significance of epistemological challenges
facing language teachers and learners in Canada, Colombia, Denmark,
Mexico, and the US. Their combined empirical research suggests that while
now is a time of social upheaval, it is also a time when notions of challenges
can be turned on their head and re imagined as a time of opportunity to
meet societal language teaching and learning needs.
Details of the Symposium Papers
The Implications of a Grassroots Initiative for Other Multilingual Educational
Spaces in Colombia
Anne-Marie Truscott de Meja, Nicole Bruskewitz
Universidad de los Andes, Colombia
With at least 68 languages present in the language ecology, Colombia is
one of South Americas most linguistically diverse nations. However, over the
centuries, monolingual educational policy and practice, which has imposed
Spanish as the national language, has played a central role in marginalizing
native linguistic and cultural practices. Over the last 25 years the Colombian
governmental and legislative entities have taken several important policy
decisions that aim at encouraging multilingualism. Indigenous languages
were first declared co-official with Spanish in the 1991 Constitution. Later,
communities rights to define culturally/linguistically appropriate educational
practices were guaranteed through Ethnoeducation legislation (Ley 115,
1990). Despite positive efforts towards recognition and reparation for
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indigenous languages on the legal/policy front, communities still face
challenges in realizing their intercultural bilingual education projects.
In this presentation, we will examine the extent to which the Ethnoeducation
policy achieves its social justice aims in the case of the Achagua community
and how far this has repercussions on mainstream education in Colombia.
Findings indicate that the school communities recognize government
goodwill in representing indigenous concerns and providing access to
opportunities for Colombian students in the globalized world. However, there
is a gap between how government and community leaders interpret the
policies. In the indigenous case, educacin propia does not seek to merely
teach local language and knowledge, rather, interculturality is understood as
an interweaving of Achagua and other languages and cultures with Spanish/
Western perspectives as can be evidenced in certain innovative educational
practices.
The Mobility of Semiotic Resources: The Case of Mexican-American Students in
Mexican Schools
Colette Despagne Broxner
Benemrita Universidad Autnoma de Puebla (BUAP), Mexico
After having long been a nation of emigrants to the United States, Mexico
has now become a country of immigrants. Over the past ten years, mass
deportations and economic crises have resulted in an important return flow
of people from the United States to Mexico (Hernndez-Len & Ziga,
2016). Under the Trump government, returnees are becoming a constant
focus of attention in the Mexican political agenda. Research has shown
that Mexican-American returnee students are invisible in Mexican schools
(Ziga, Hamann & Snchez, 2008; Ziga & Hamann, 2013) and that they
have to cope with many linguistic and identity challenges (Despagne &
Jacobo, in press).
This qualitative research analyzes how twenty Mexican-American students
currently studying in a public school in the central Mexican state of Puebla,
who lived abroad for many years, had to shift their subject positions to adapt
to Mexicos national identity developed through its centering institutions
(Silverstein, 1998). The study views identities as a semiotic potential
(Blommaert, 2005). It aims to analyze students relational identities, and how
they learn the new orders of indexicality once in Mexico to create a sense
of belonging and succeed academically. Findings show that students shift
from a position of silence to one of claims and performance. For example,
at first they do not understand why they are simultaneously perceived
as being superior yet are discriminated against for being gringos.
Once they understand Mexicos stratified indexicalities, they come to see
themselves as bicultural/bilingual Mexicans with specific identities in their
own right. The results indicate how Mexicos centering institutions impose a
monolithic perspective of languages that students resist by drawing on their
pretextualities, including their knowledge of English, as a powerful social
resource; thereby developing a hidden transcript (Scott, 1990) to resist
monolithic hegemonic powers in schools.
Exploring Relationships between Teaching Practice and Immigrant Student
Learning: Case Studies from Urban Elementary Classrooms
Nancy Dubetz, Jennifer Collett
Lehman College, City University of New York
Findings are presented from a qualitative investigation into the relationship
between teachers theories of practice and immigrant student learning and
identity in mainstream elementary classrooms in the United States where
English is the primary instructional language. The term theory of practice
is used in this study to describe the relationship between the beliefs a
teacher holds about teaching and learning and her enacted practice.
The research offers insights into how a teachers theory of practice
reveals a negotiation between a schools cultural norms and the needs
of the multilingual immigrant learners in her classroom. Student learning
is defined in the study as shifts in participation and engagement across
academic, social and cultural activities. Student identity refers to students
understandings of themselves as learners in general, and more specifically
as bilingual learners.
In the study, teaching and learning are explored in two classrooms where
teachers use curricula published in English. The classrooms were located
in two urban public schools in the same neighborhood with a large
population of immigrant families. The participating teachers had at least 3
years of teaching experience and were selected based on observations of
their practice in their first two years of teaching. The participating learners
were students who had been identified as English Learners based on a
standardized state-mandated language proficiency test or were former
ELs, a designation for students who have previously been identified as
English Learners but have passed the standardized measure of English
language proficiency within the last two years. Data collection occurred
across an eight-month period and included field notes of bi-monthly
classroom observations and multiple semi-structured interviews with each
teacher and immigrant learner.
Results of the data analysis offer insights into core teaching practices that
promote positive academic and language identities in immigrant learners.
Inquiry-based Pedagogies and Multimodalities: Challenges and Opportunities
for Supporting English Language Learners
Margaret Early, Maureen Kendrick
University of British Columbia, Canada
Inquiry approaches that provide learning environments wherein students
explore big ideas and form their own essential questions related to
their personal interests and to real world issues (Wiggins & McTighe, 2005)
have become increasingly prominent in school districts and classrooms
across Canada. These 21st Century innovative approaches that call for
critical inquiry, academic and social language and literacies, and advanced
digital literacies present epistemological and pedagogical challenges for
mainstream (and language) teachers nationwide. This is particularly so for
teachers of students from immigrant, refugee, and indigenous backgrounds
and for many of the students themselves who are new to learning the wide-
ranging repertoire of academic communication (Haneda, 2014) required for
success in school. This presentation draws on data from an analysis of the
demands of a sample of the new provincial subject-area curricula; teacher/
expert interviews; and from classroom projects where English Language
Learners (ELLs) multilingual and multimodal diverse knowledges
are framed as resources. The presentation considers the constraints,
challenges, and opportunities regarding how researchers, teachers
and plurilingual/ pluricultural/ plurimodal students might collaboratively
engage in a transformative multiliteracies (Cummins, 2009) inquiry model
to support and mobilize student diversity as resources for all. Specifically, in
keeping with the theme of the colloquium, we explore the extent to which the
challenges that diverse knowledges, diverse ways of knowing, and realizing
knowledge (across languages and modes) pose can be harnessed to provide
opportunities for multiple stakeholders to advance diverse students individual
achievement and to promote personal and societal well-being.
Problematizing Social Constructs: Migrant Childrens Life Stories
Mario E. Lpez-Gopar, Edwin Nazaret Len Jimnez
Universidad Autnoma Benito Jurez de Oaxaca, Mexico
Similar to North American classrooms populated by newly arrived immigrant
children, Mexican classrooms include indigenous children whose families
have migrated from rural communities to urban areas of Mexico. These
indigenous migrant children often struggle in the current education system
in Mexico (Schmelkes, 2002). Their lack of success, however, only seems
apparent within the norm of school-valued literacy practices. Indigenous
peoples multiliteracies and translanguaging practices have not been
considered appropriate or valued in schools (Lpez-Gopar, 2007; Menezes
de Souza, 2003) and their life stories have been ignored in education and
language policy.
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This paper presents findings of a critical-ethnographic-action-research
(CEAR) project conducted for the last nine years in Oaxaca, the state with
the highest number of indigenous migrant children in Mexico. Drawing
on theories concerning critical pedagogies (Pennycook, 2001; Norton &
Toohey, 2004), heteroglossic views of language (Garca, 2009), identity
texts (Cummins, 2006), and colonial difference (Mignolo, 2000), and using
childrens life stories and videos constructed from interviews, participant
observations and childrens performances, this paper problematizes social
constructs such as family, childrens human rights and identity markers. The
paper argues that the complex lives and practices of indigenous migrant
children in Mexico must be understood and taken into account by teachers,
school administrators and policy makers in order to meet the needs of the
increasingly diverse student population of Mexico. The findings of this paper
may speak to other contexts where minoritized and migrant children face
similar issues.
Collaborative Inquiry: Listening to Multilingual Voices to Inform
Understanding of Change in Canadian Elementary Schools
Saskia Van Viegen Stille
Simon Fraser University, Canada
Current perspectives on language in education highlight multiple ways in
which students home languages can serve as resources for learning. This
body of research demonstrates that instruction that draws on students
cultural and linguistic skills and abilities, which comprise students funds of
knowledge, supports academic achievement, affirms students identities,
and promotes connections between home and school communities
(Blackledge & Creese, 2010; Cummins & Early, 2011; Dagenais, Walsh,
Armand, & Maraillet, 2008 ; Norton & Toohey, 2004; Stille & Cummins, 2013;
Taylor & Cutler, 2016). Engaging with these perspectives, the presentation
highlights research findings relating to a recent initiative to build capacity
and support professional learning among educators to meet the needs of
English language learners (ELLs) at the elementary level in Ontario, Canada
schools. Specifically, the initiative took a collaborative inquiry approach to
facilitate teacher learning (Timperley & Alton-Lee, 2008). This process of
inquiry emphasized the importance of understanding multilingual students
and their language and learning needs, through observation, analysis of
student work, interviews with students and parents and discussion with
colleagues. Drawing on data from case studies of educator teams in 16
school districts, the paper explores whether and how collaborative inquiry
promoted effective professional learning and enhanced student learning.
In particular, these findings suggest that engaging in collaborative inquiry
shifted teacher attitudes, perspectives, and beliefs about language
in education, deepened understanding of students bilingual learning
processes, and generated openness to the value of home languages and
translanguaging for content curriculum learning. Implications for education
policy will be discussed, including how educators might engage with the rich
linguistic resources present in multicultural, multilingual classrooms to meet
language, literacy and curriculum learning goals.
Adapting Mainstream Learning Environments to and for the Refugees of
Shangri La
Shelley K. Taylor
Western University, Canada
Folk belief holds that treating all (dominant and subordinated group) children
the same provides both groups with equal access to resources and
equitable instruction; internationally however, instruction based on belief
in the equality principle and assimilationist educational policies has long
resulted in educational inequities (Noar, 1974; DES, 1985; Schierup, 1991). The
practice of treating them all the same may lead dominant group educators
to develop stereotypical or ill-formed classifications of minority language
children, and to ignore these childrens linguistic, cultural and social funds
of knowledge (Biggs & Edwards, 1991; Moll & Gonzlez, 1997; Stewart, 2015).
The qualitative case study research reported on in this talk investigates the
relationship between how teachers in mainstream elementary level classes
in Canada (including in FSL content courses), interpret their professional
and pedagogical roles, value childrens background knowledges (Cummins,
1996 & 2015; Taylor & Cummins, 2011), and adapt learning environments
for all, but particularly for newly arrived Nepali-Bhutanese refugee children
referred to by Bramante and Weinfurter (2013) as the refugees of Shangri
La. The findings suggest that educators who frame childrens (alternative)
traditional indigenous knowledges as key resources, and adapt classroom
learning environments to draw on the distinctiveness of refugee childrens
background knowledge while creating bridges to curricular matter teaching,
contribute to their socioemotional well-being and academic success (Bond
et al., 2007). Ways in which the teachers who participated in the study
drew on the linguistic and sociocultural knowledge the children gained
while growing up in refugee camps and shone the childrens identities
back on them in empowering lights are discussed (Cummins & Early,
2011), as are the implications of mainstream teachers adopting sameness
principle pedagogical approaches (e.g., for veiling identities and setting up
roadblocks to learning).
Challenges and Prospects in Transforming Mainstream Classrooms for
English Learners: The Case of Indiana, USA
Wayne E. Wright
Purdue University, USA
Despite what we know from research about providing quality language
and content-area instruction for students who are not yet proficient in the
dominant language of society and schooling, most schools fall far short.
In many schools such students are simply placed in regular mainstream
classrooms and left to sink-or-swim. This is especially true in nations
and states that have historically been more homogeneous, but now face
a rapidly growing linguistically and culturally diverse student population.
Such is the case in the state of Indiana, located in the Midwest region of the
United States of America. In this presentation I will focus on the challenges of
transforming Indianas mainstream classrooms into programs and instruction
that are better suited to meeting the language and academic needs of the
growing number of English language learners (ELLs) from immigrant and
refugee backgrounds. Taking an interpretive policy analysis approach, data
will be drawn from federal, state, and local school district policy documents;
media reports; student language and academic achievement data; reports
from teachers and administrators throughout the state; and observations in
local schools. The findings suggest Indiana has been slow in establishing
and implementing needed policies, has lacked leadership at the state and
local levels, and has lacked enforcement mechanisms. However, increasing
diversity, poor student performance, and Indianas recent membership in a
multi-state consortium (WIDA) to share common English language proficiency
development standards and assessments are opening up new prospects for
transforming the education of English language learners.
REN 15
Time: Tuesday, 25/Jul/2017: 2:30pm - 7:00pmLocation: Louvre III
Social and Affective Factors in Home Language Maintenance and Development
(HOLM 2017)
Organizer(s): Susana Alicia Eisenchlas (Griffith University, Australia), Andrea
Christiane Schalley (Karlstad University, Sweden)
The AILA Research Network (ReN) on Social and Affective Factors in Home
Language Maintenance and Development was designed to have a broad
scope which includes both formal (within school systems) and informal
(community-based grass-roots) initiatives with the aim of researching
and promoting home language maintenance and development. Since its
inception in 2015 the ReN has grown to include 125 members from 23
countries and organised three international events.
The symposium showcases research carried out by members of the ReN,
and aims at:
exchanging and integrating international knowledge about social and
affective factors that play a role in the acquisition and maintenance of home
languages.
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identifying challenges for home language maintenance in diverse
multilingual contexts
developing strategies to promote bi/multilingualism
fostering collaborations both for research and outreach initiatives
Symposium themes include:
factors that affect language maintenance and development, both at the
micro-level (family language policies and practices), including diverse family
profiles and structures, and at the macro-level (mainstream educational
policies and their implementation)
conceptual and methodological considerations in research and practice
dissemination approaches to information sharing between researchers
and families, communities, and educators
strategies to support and motivate families and communities to maintain
their language
working with educators on how to support and deal with linguistic diversity
in the classroom
establishing collaborations between researchers and practitioners with
regard to research projects and practical initiatives
raising awareness of bi/multilingualism in mainstream societies
The Symposium is organised as a series of oral presentations and
discussions, with additional time allocated for deliberation on possible
collaborations and joint projects, and on the future of the ReN.
Details of the Symposium Papers
Social factors and home language maintenance: Primary school Persian
heritage language learners in Australia
Mojgan Mokhatebi Ardakani
Macquarie University, Australia
Australia has been the target of migrants and 19% of Australias population
speak a language other than English at home (ABS, 2011). Home language
maintenance is vital to both learners and families. Therefore, migrant
families endeavour, which is the focus of this paper, is paramount.
Through a Doctoral research, both social and affective factors were
investigated among primary school Persian language learners in four Persian
community language schools in Sydney. Social factor including access to
Persian language resources besides learners identity and motivation were
explored. This paper addresses access to Persian language resources
through language input and interaction between learners and family
members.
Using a qualitative case study, 35 learners were interviewed in focus
groups. Nine parents and seven teachers were interviewed individually.
Participant data were triangulated in order to explore language resources
available to the learners and to validate the collected data. Using the same
questions, participants were asked about the language spoken at home,
watching Iranian movies and listening to Iranian music, and the frequency
of visiting Iran. As the first study of Persian learners in Australia and due to
limited knowledge about these learners globally, data were analyzed using
grounded theory.
The findings confirm the role of social factors such as language input and
interaction in home language maintenance. Grassroots family language
practices such as speaking Persian language at home, watching Iranian movies,
listening to Iranian music, and frequency of visiting Iran are opportunities that
support home language maintenance. These opportunities initiate learners
tendency to speak the language and result in learners language proficiency.
The paper suggests that language programs, as well as their communities,
can build on and develop activities and modes of teaching which recognize
and encourage language learning as a social practice.
 Bilingualism in the bush: Reconceptualising speech community in family
language maintenance in regional Australia
Elizabeth Ellis, Margaret Sim
University of New England, Australia
Children of culturally and linguistically diverse (CALD) families who migrate
to Australia often lose their first language (L1) as they learn English. Such
subtractive bilingualism is especially the case for immigrants and refugees
who settle in regional Australia. Given the small numbers of immigrants in
isolated towns, educators and service providers are unfamiliar with their
needs, including the importance of L1 in CALD childrens development.
Loss of a home language can cause disconnect in family relations, loss
of individual identity and the loss of employment-related skill potential,
whereas child bilingualism has been shown to confer a range of cognitive,
social, academic and identity-related benefits.
Strong family and community support for and use of the home language(s)
alongside English are the critical factors in children becoming bilingual
and community support is missing in this context. We know little about
how bilingual families in isolated circumstances manage family language
policy in the absence of a co-located speech community, and whether
communications technologies such as Skype, email, blogs and tablet use
can assist with family language maintenance in such settings.
This paper reports on a current 3-year project funded by the Australian
Research Council (ARC) which uses a multiple longitudinal case study design
to study 9 bilingual/multilingual families of different language backgrounds
with a child between the ages of 2 and 4 years old in 3 regional towns. The
study tracks each familys language goals, aspirations, beliefs and practices,
using video recordings and interviews at regular intervals.
Selected findings from the project will be presented, such as the impact of
isolation on social and affective aspects of family language dynamics and the
varied and creative responses different families make to these challenges.
Implications for improved community and educational su
Narratives of separate and flexible multilingualism in an Australian
community language school teaching Vietnamese
Anne Reath Warren
Stockholm University, Sweden
Community language (CL) schools in Australia are grassroots organizations
which in 2016, provided extra-curricular instruction in 69 languages for
over 100 000 students. As such CL schools potentially play a significant
role in the development of multilingual literacies in Australia. There are few
empirical studies reporting on these schools, and thus a significant gap in
the research into the development of multilingual literacies in Australia. The
research reported on in this presentation contributes to filling this gap.
The presentation reports on language narratives which emerged from
analysis of 19 interviews with 34 students, teachers and administrators
conducted during linguistic ethnographic fieldwork in and around a CL
school teaching Vietnamese in a large Australian city. In the study, language
is viewed as developing within an ecological system, dialogically shaped by
and shaping the spaces which comprise the context, including the stories
people tell about it. The study investigates how people involved in the
Vietnamese CL school talk about language use and development and how
their understandings might impact on the language learning environment in
the setting. Analysis shows how characters and events beyond the speech
event are indexed through reported speech, evaluation and deictic forms
in the stories participants tell during interviews, collectively constructing
contrasting language narratives. The narrative of separate multilingualism
echoes monolingual views of language, advocating separate spaces for
use and development of separate languages. In contrast, the narrative of
flexible multilingualism frames multilingual practices as common practice for
multilingual Australians, both in daily life and in creating learning opportunities
in the Vietnamese community language school and mainstream school
settings.
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These stories might resonate in other multilingual educational settings in
Australia, and offer alternative ways of thinking about and working with
multilingual Australians.
She came into school with no language: teachers discourse regarding
perceptions of multilingual childrens languages
Clare Cunningham
York St John University, UK
Although at least a sixth of all primary school children speak English as an
Additional Language in UK primary schools (School Census, 2011), a casual
visitor would likely note the continued dominance of English in schools
and either explicit or implicit silencing of other languages. Language
ideologies are created and maintained through discourse, and therefore an
understanding of teacher discourse is of paramount importance in raising
awareness of and challenging those ideologies.
The aim of the current study was to investigate how discourses are present
in teachers talk around emergent multilingual children. This particular talk
is focused on how ideologies around languages are constructed in the
teachers talk; appropriate domains of use, respective power of named
languages, language hierarchies, and the primacy and privileging of certain
languages.
This study comprises interview data from 13 interviews with participants
across six suburban schools in northern England, and adopts the appraisal
framework of analysis (Martin and White, 2000) within a broader Critical
Discourse analytical approach. I aim to use a variety of critical discourse
analytical tools to highlight how linguistic choices made in those discourses
can expose these embedded ideologies.
Data suggests that teachers discourse correlates with broader societal
opinion on the place of languages other than English, and this paper discusses
to what extent this may inhibit the teaching force from adopting practices
better suited to the growing cohort of multilingual children in their classrooms.
Language anxiety in the immigrant context: Conceptual and methodological
considerations
Yeim Sevin,
University of Oslo, Norway
Language anxiety is a complex experience, which has a number of sources
and consequences that have been widely documented in the educational
context. Most of the research on language anxiety has so far focused on
foreign language anxiety and second language anxiety in classroom settings.
However, much less is known about language anxiety in the immigrant
context which occurs outside the classroom as a result of the sociolinguistic
and socioemotional outcomes of the immigrant experience. The current
paper summarizes recent research on two types of language anxiety
prevalent across three generations of the Turkish immigrant community in the
Netherlands: heritage language anxiety and majority language anxiety
(Sevin, 2016, 2017; Sevin & Dewaele, 2016). Combining findings from
questionnaire (n=113) and interview data (n=30), this study targets immigrants
language anxiety associated with their sociolinguistic and socioemotional
challenges (e.g. language tension, stereotyping and accusations of slipping
in ethnic allegiances). It demonstrates that immigrants language anxiety is an
ever-present and unavoidable experience in their daily communications that
occurs in various social contexts (e.g. with family, friends, and with/around
native speakers) both in the host and so-called home country. It also calls
attention to a need for new conceptual and analytical tools and suggests
directions that future research should take to explore language anxiety
of members of an immigrant or minority community. The existing tools for
assessing language anxiety in classroom contexts (e.g. FLCAS, SLSAS) do
not include items related to attitudes, socioemotional processes, and culture
and identity issues, which are crucial to the immigrant context. The present
study therefore suggests that studies on language anxiety particularly in the
educational context should pay special attention to anxieties experienced
by students with immigrant background using a variety of methods that can
elicit information on the socioemotional challenges these students are also
exposed to outside the classroom.

Multilingual families in the crossfire: A
call for a socially responsible research
Kamilla Gyrgy Ullholm
Stockholm University, Sweden
Against the backdrop of an increasing migration over the globe, this
presentation combines research on language socialization, language
transmission and family language policy to discuss consequences for
multilingual families in Western settings. Of the research weve seen so far
we can conclude that
Having an explicit language policy at the start is not really what matters in
the long run; studies including older kids show that language practices in
family most certainly change over time (e.g. Okita 2002; de Hower, 2004;
Barron-Hauwert, 2004)
OPOL is not sufficient to maintain the balance between majority and
minority language in mixed language families (e.g. Dpke, 1992; Yamamoto,
1995; de Houwer 2007)
Children are active, creative social agents, who produce their own unique
culture and might respond differently to parental efforts and expectations
(e.g. Schecter & Bailey, 1997; Luykx, 2005; Gyrgy-Ullholm, 2010; Cekaite,
2012; Kheirkhah 2016);
Language practices provide a context for language use and language
learning (Huss, 1991; Lanza 1997; Spolsky 2008) and are influenced by
societal discourse as well as by a groups (language) ideologies as well as
individual beliefs, life circumstances and life trajectories (Schecter & Bailey,
1997; Zentella 1997 & 2007; Gyrgy-Ullholm, 2010).
Despite these findings, most parental guides still opt for consistent language
separation (OPOL or other physical forms of separation) as a means of
parental language management; a principle that is hard to follow, especially
by non-linguist parents. Moreover, it puts a great responsibility on minority
parent(s) shoulders (but see Venables, Eisenchlas & Schalley 2016). In
order to actually change the rhetoric on multilingual families, aid parents
and raise awareness among politicians, we need to review our findings and
research designs (i.e. how we pose our research questions, choose our
informants, gather our data), but even more importantly, discuss the ways
we disseminate our results to the public.
Anyway, I want to maintain my roots! Language Ideologies among Polish
Families in Norway
Maria Antonina Obojska
University of Oslo, Norway
An increasing migration trend among Polish families results in a growing
diversity in the Polish-Norwegian communities in Norway in terms of
language ideologies, practices and identities. This presentation focuses on
the role that different languages play in the lives and identity constructions
of multilingual speakers of Polish origin living in Norway. The data was
collected using the Language Portrait method (Busch, 2016; Krumm, 2001,
2011) and semi-structured interviews with 8 parents and 10 teenagers
of Polish origin living in Norway. The current sociolinguistic approaches
influenced by poststructuralism and social constructionism define identities
as fluid, constructed, dynamic and multiple (Benwell & Stokoe, 2006; De
Fina, 2011; Pavlenko & Blackledge, 2003). The term is employed here,
after Norton (Norton, 2013), as the way a person understands his or her
relationship to the world, how that relationship is constructed across time
and space, and how the person understands possibilities for the future.
The contribution problematizes the participants perceptions of the emotions,
attitudes, ideologies and personal relationships that they have developed in
relation to the languages that are present in their lives. Discourse analysis
is employed to investigate how Polish teenagers and their parents relate
to the different languages in their lives and what language ideologies
they invoke when explaining their language choices in the context of
their linguistic biographies. In particular, this paper discusses how the two
generations of Polish immigrants, teenagers and parents, enact and adopt
different language ideologies in order to explain their language practices
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and to construct their identities. Preliminary results stress the significance
of individual language experience and point to the complexity of language
ideologies, practices and identity constructions in immigrant families.
REN 16
Time: Tuesday, 25/Jul/2017: 2:30pm - 7:00pmLocation: Louvre IV
Study Abroad and Second Language Acquisition: Contemporary Directions
Organizer(s): Carmen Prez-Vidal (UNIVERSITAT POMPEU FABRA), Martin
Howard (UNIVERSITY COLLEGE CORK)
This symposium brings together presentations which reflect a number of
key strands in contemporary Study Abroad research which has emerged
as an important sub-field within contemporary Applied Linguistics research.
In particular, given the increasing internationalisation of education, growing
numbers of both language and non-language learners embark a sojourn
abroad in both the target language community and communities where
other languages dominate. While Study Abroad research has shown
that there are no instant language acquisition miracles, the large body
of research available allows pivotal insights in the study abroad learners
experiences abroad and the relationship between those experiences and
second language learning outcomes. With a view to illuminating the insights
to be gained from existing research, the panel will begin with an overview
of key trends in Study Abroad research to date and the type of issues
which that research addresses. We then consider key thematic foci which
characterise contemporary research and the type of insights to be gained.
The remainder of the panel will showcase in more detail some of those more
specific research themes from different methodological perspectives. Four
papers are devoted to key trends in research. The first one deals with the
urgent need to bridge the research-practice nexus in order to enhance study
abroad learning. The second one focuses on the role of gender in language
learning during residence abroad with Spanish as the target language. The
third one is devoted to an analysis of working memory and study abroad
gains in the case students residing in Amman, Jordan, and, finally, the last
paper in this strand analyses stress levels and performance during study
abroad, in Jordan, too. Two papers will then explore specific thematic foci.
The first one examines the role of aptitude in study abroad, with the goal of
trying to explain contrasting findings in the existing literature. The second
analyses the development of interactional competence through dinner-time
talk in the case of Chinese homestays. Finally, in the last strand, specific
methodological approaches are presented through two papers. The first
one explores personal networks and how they are related to sociolinguistic
development, and the closing paper measures the development of oral and
written proficiency while abroad, in the case of Mandarin Chinese as the
target language.
Details of the Symposium Papers
Bridging the research-practice nexus to enhance study abroad learning
Jane Jackson
The Chinese University of Hong Kong
Challenging the immersion myth, recent investigations of language and
intercultural learning in study abroad contexts are raising awareness of the
complex individual and environmental factors that can lead to disparate
outcomes. Even though the findings of a growing number of studies
(e.g., mixed-method, ethnographic, case studies, experimental design)
underscore the need for research-driven interventions, there is still a
significant gap between research and practice in study abroad contexts,
and participants are not fully benefiting from the new understandings that
are emerging through research advances. With this concern in view, this
presentation will demonstrate how theoretical knowledge and empirical
research can inspire successful interventions that support and extend the
learning of student sojourners. After reviewing some of the key elements
that can impede study abroad learning, I will provide an overview of a fully-
online course that has been designed to deepen the intercultural learning
and language awareness of international exchange students while they
are in the host country. Then, I will summarize the outcomes and lessons
learned from recent offerings. The session will conclude with a call for
study abroad researchers to make more of an effort to impact study abroad
programming (e.g., collaborate with international advisors/administrators to
develop meaningful pre-sojourn orientations, design and offer innovative
language and intercultural transition courses). Throughout, I will stress the
potential benefits of bridging the research-practice nexus in study abroad
contexts.
Contemporary Directions in Research on Gender and Study Abroad
Mar Galindo1, Sonia Lpez2
Universidad de Alicante, Spain, 2Universitat Pompeu Fabra, Spain
1
This paper explores the different ways in which gender affects study abroad
(SA) experiences. Data from international education suggest that there is a
gender gap in study abroad (Adkins, 2004; Bufmack, 2013; Kinginger, 2009;
Lewin, 2009; Shirley, 2006) in terms of a female dominance in the number
of students enrolled in SA programs. We first approach this imbalance and
explore the possible reasons behind it, according to recent research in
this field. Then, our contribution reviews different studies on gender and
language learning during residence abroad. We look at both quantitative
and qualitative studies exploring issues of identity and socialization during
study abroad which are directly influenced by the sojourners gender
(Boey, 2014; Bown, Dewey and Belnap, 2015; Brecht et al, 1995; Kinginger
& Whitworth, 2005; Kline, 1998; Kobayashi, 2002; Polanyi, 1995; Talburt &
Stuart, 1999; Twombly, 1995; Trentman, 2015, among others).
Additionally, we present our data from a research project conducted in
CIEE, an American exchange program. We collected data in five CIEE study
centers in Spain (Seville, Majorca, Barcelona, Madrid and Alicante), where
300 US university students spending a semester abroad completed a
questionnaire in Spring 2016. Our results show gender differences in terms
of motivation, attitudes, social and academic expectations and experiences
during the residence abroad period. As a conclusion, we propose that a
simple linguistic approach is not enough to account for the complexity of
the variables involved in study abroad from a gender perspective and,
according to recent research, call for a feminist poststructuralist view of the
experience.
Less Likely to Succeed: Lessons from Unlikely Success Stories on Study Abroad
learners
Jennifer Bown, R. Kirk Belnap, Dan D. Dewey
Brigham Young University
Recent research suggests that working memory is a strong predictor of
achievement in a foreign language (Robinson, 2001), and in a study of 46
students studying abroad in Amman, Jordan, working memory was the
strongest predictor of oral proficiency gains (Tare et al., 2016). Yet this
relationship was noted only in the aggregate. Three students received low
scores on measures of working memory, yet managed to make significant
progress both during SA and (especially) afterwards. In this presentation, we
examine survey, test, interview, and narrative journal data to explore what
these individual students did to manage the language learning process,
as well as which program interventions proved most effective in facilitating
language learning. We further explore the learners affective responses to
study abroad, including motivation, enjoyment, anxiety, and cortisol levels
(a stress indicator). By examining this data, we determine factors beyond
aptitude that might promote success during SA.
Stress Levels and Performance during Study Abroad: Cortisol Production,
Stress Mindset and Language Acquisition Abroad
Patrick Steffen, R. Kirk Belnap, Dan P. Dewey
Brigham Young University, US
Ability to cope with stress during SA has been identified as an important
predictor of cross-cultural adaptation and language development
(Pellegrino-Aveni, 2005; Ting-Toomey, 2009). However, no studies have,
to our knowledge, measured the construct of stress using objective
physiological measures.
When under stress, our bodies typically produce higher amounts of the
hormone/chemical cortisol. However, some individuals bodies shut down
production as an over-reaction to highly stressful circumstances, leading to
relatively low levels of cortisol. Crum and her colleagues (2013) found that
186
learners with a positive stress-is-enhancing mindset (rather than stress
is- debilitating) typically produced moderate amounts of cortisol (rather than
low or high)--a pattern associated with enhanced cognitive performance and
better physical health. We tested whether this same pattern is seen in SA
by collecting hair samples from 46 students to measure cortisol production
levels prior to and following three months abroad in Amman, Jordan. Our
hypothesis was that relatively moderate levels of cortisol production would
be associated with relatively high levels of language acquisition during SA.
We also anticipated that those who had a stress-is-enhancing mindset
would show moderate levels of cortisol production and would perform
better linguistically while abroad than those with stress-is-debilitating
mindsets. To test these hypotheses, we compared hair cortisol levels with
results on five measures of language gains, patterns in weekly journal
entries and results from a modified version of the Stress Mindset Measure
(Crum et al., 2013).
Aptitude in Study Abroad research
Robert DeKeyser
University of Maryland, US
In the literature on study abroad, a number of studies have accumulated by
now that involved measures of individual differences, in particular aptitude
in the broader sense (including factors such as working memory). These
studies have been inconsistent in their findings, some documenting a
positive role for aptitude and others not. This is somewhat surprising, as
aptitude has been shown to be a very consistent predictor of proficiency
gains in other contexts, not only in the classroom but even for naturalistic
acquisition by (adult) immigrants. This paper analyzes the reasons for this
inconsistency in the study abroad literature by investigating the various
factors that moderate the effect of aptitude: not only the characteristics of
the different aptitude tests used in different studies, but also the variation in
initial proficiency level and the various characteristics of the study abroad
experience itself, such as the length of the stay, the presence or absence of
formal teaching, and the interactional opportunities determined by housing
situation and other factors.
An extensive literature search is being conducted to identify all publications
on study abroad that include aptitude factors. Effect sizes and confidence
intervals will be computed for this body of literature as a whole and for the
various subsets based on housing situation, proficiency level, and so on. The
underlying hypothesis is that specific (combinations of) conditions require
learners to draw on specific aptitudes. The anticipated findings should
shed light on how these interactions between aptitudes and other factors
facilitate or inhibit specific learning processes. Understanding these factors
better is important both for the selection and the preparation of students
planning on studying abroad.
Developing Interactional Competence through Dinnertime Talk: The Case of
American Students in Chinese Homestays
Wenhao Diao, Yin Wang
University of Arizona, US
This study investigates the development of interactional competence
among American students living with Chinese host families. Interactional
competence refers to the ability to participate in conversations effectively
and construct meaning jointly with other interlocutors Young, 2008). To do
so, each speaker needs to employ not only linguistic resources, but also
identity and interactional ones (Young, 2011). Study abroad can be a rich site
for L2 learners to develop interactional competence (e.g., Taguchi, 2015),
but so far researchers have not focused on interactions within the homestay
setting. This study expands on the existing research by exploring Mandarin
L2 learners dinnertime talk with host families.
This study uses 720 minutes of transcribed data from nine American
students dinnertime conversations with their Chinese host families, to focus
on students use of back channeling as a turn-taking strategy. Turn-taking
is central to the analysis of interactional competence development (Young,
2008). Results of our qualitative analysis show that, after one semesters
homestay experience, these students went beyond the simple interjection
hmm and became able to employ a variety of resources, including
linguistic forms (e.g., right, yes), interactive resources (repeating what
has been previously said), as well as identity resources. We then further
compared their use of back channeling strategy to the rest of the turns
they took. Quantitative analysis shows that these students over time
became less dependent on back channeling and more likely to contribute
new information to these conversations. These changes indicate that
the concept of interactional competence may help us better understand
language development among study abroad students including those
learning traditionally less-commonly-taught languages such as Mandarin.
This study also has implications for study abroad programs, such as how to
best incorporate the homestay component into the curriculum, and how to
maximize students learning experience when they live with a host family.
A longitudinal analysis of personal network and of the development of
sociolinguistic competence during SA
Rozenn Gautier
Lidielm Laboratory Universit Grenoble Alpes, France
Previous studies in SLA have investigated the acquisition of sociolinguistic
variation (Mougeon et al. (2002), Dewaele (2004), Regan et al. (2009)
or Howard (2012)). The purpose of those previous studies was mostly to
investigate the development of patterns of variation in the discourse of
L2 learners related to a study abroad or immersion contexts. The study
presented here aims to complement such research by examining how
personal network impacts the sociolinguistic skills of L2 learners during SA.
By shifting the focus from a global view of the study abroad context to a deep
analysis of the composition and structure of learners social networks in the
host country, we aim to provide a better understanding of the development
of sociolinguistic competences in SLA (Gautier and Chevrot, 2015).
We use the concept of social network as defined by sociology (Degenne &
Fors, 2004) and applied to sociolinguistics (Milroy, 1987; Milroy & Gordon,
2003). For the purpose of our study, we identified two French sociolinguistic
variables, the optional liaison and ne deletion. By the mean of individual
semistructured interviews, we recorded 29 learners (15 Chinese and 14
American) three times during their SA.
We also gathered data on their social networks and provided a deep analysis
of each participants network (type of relationships, language use, time of
exposure to L1 and to L2, frequency of contact, type of shared activities,
density and measures of centrality). Significant correlations were found
between changes in the composition of personal networks and the use of
the two sociolinguistic variables studied. Developing L2 social networks
(size, speaking time and frequency) over the nine months of SA helps
learners to decrease their use of the standard variants. And conversely,
developing L1 oriented social networks during SA is associated with a higher
use of standard variants.
Study Abroad and Mandarin Chinese language
development among university learners
Clare Wright
Leeds University, UK
We examine Study Abroad (SA) in the Chinese context, to see if standard
assumptions about SA are transferable to non-European languages such as
Mandarin. The recent rapid explosion in SA Mandarin (in 2012, over 320,000
students registered from over 180 countries, CUCAS 2013) remains relatively
underexplored, at least in English-language publications. Pedagogically,
the common practice of many Mandarin teachers to use rote-learning
(Jin and Cortazzi 2006), rather than a communicative language teaching
approach, creates a learning challenge for many L2 Mandarin learners
when transferring from an instructed to an immersed environment. Given the
current debates over how far SA reliably guarantees language development
in any case (Kinginger 2011, Wright and Schartner 2013), the challenges
facing L2 Mandarin learners during SA is a critical area to explore.
We report on an exploratory year-long study of SA effects for ten intermediate-
level students of Mandarin at a UK university, assessing writing and speaking
before and after SA. Written proficiency showed some, though few marked,
improvements. Oral proficiency showed more consistent and significant
improvements, especially total output, accuracy, lexical diversity, and fluency
(p <.01). However, we found many task differences, which also highlight
187
problems in current operationalisations of oral proficiency. Student reports
of levels of interaction with local Chinese speakers, and of experiencing
different teaching methods, did not appear to predict individual differences
in development, which was interesting, though with such a small sample
we cannot generalise from this finding. We note the lack of standardised
linguistically-informed measures for tracking development in L2 Mandarin.
Further research is needed to reliably investigate linguistic development in
L2 Mandarin, as is now emerging from large corpora such as the Guangwai
Lancaster Chinese Learner Corpus (2016), and to clarify the interconnecting
linguistic, pedagogic
REN 7
Time: Tuesday, 25/Jul/2017: 2:30pm - 7:00pmLocation: Queluz V
Linguistic complexity and instruction in SLA
Organizer(s): Folkert Kuiken (University of Amsterdam, Netherlands), Ineke
Vedder (University of Amsterdam, Netherlands), Marije Michel (Lancaster
University)
This colloquium bundles the expertise of the two AILA Research Networks
COSELL (Complexity and Second Language Learning) and TASLA (Tasks
and Second Language Acquisition). The contributing authors investigate the
interaction between second language (L2) complexity and L2 instruction.
Thereby, the focus lies on the effects of different types of instruction on the
acquisition of simple or more complex language features. The presentations
will each highlight a different perspective as they explore how complexity and
instruction relate to and interact with each other. In doing so, the following issues
will be addressed and discussed in more detail: i) developmental trajectories
of complexity; ii) differential effects of task, genre and modality on complexity;
iii) variation in complexity across languages; iv) measurement and assessment
practices of complexity in L2 instruction.Together the various contributions
provide a broad perspective on complexity and instruction in SLA. The
authors used different methods (for example, experimental approaches, meta-
analytic and corpus techniques, Natural Language Processing), focus on oral
or written data or both, work with a variety of measures to gauge complexity
(and accuracy) and work with different target and source languages. Papers
address among others questions like:
- What global and fine-grained complexity measures might best differentiate
performance at lower, intermediate and higher levels of proficiency? - How
do developmental stages relate to complexity of language? - What effect
does language mode have on linguistic complexity? - How does syntactic
complexity interact with other performance measures? - What role does
the instructional input (prompt) have on the complexity of performance?
Before the discussion is opened to the audience a discussant will give his
perspective on the papers presented.
Details of the Symposium Papers
Assessing syntactic complexity in instructed SLA across proficiency levels
and languages
Folkert Kuiken, Ineke Vedder
University of Amsterdam, NL
Syntactic complexity has been found to vary both across proficiency levels
and across languages (Gyllstadt et al. 2014). Norris and Ortega (2009),
among others, argue that it is necessary to distinguish between various
dimensions of syntactic complexity, as these may be reflected by learners
of different proficiency levels. Proposing an organic and dynamic approach
to account for the growth of syntactic complexity in L2 performance,
they suggest to operationalize complexity in different ways, as (i) overall
or general complexity; (ii) complexity by coordination; (iii) complexity by
subordination; (iv) complexity by phrasal elaboration. How complexity is
assessed, may thus vary across L2 development. At beginning and low-
intermediate proficiency levels, syntactic growth may be characterized by
an increase of coordination (Bardovi Harlig, 1992). High-intermediate levels
are thought to be characterized by an increase of subordinate structures.
Phrasal complexity, tapping into subclausal complexification at the phrasal
level, is hypothesized to be particularly important for capturing syntactic
development at more advanced proficiency (Biber et al. 2011; Biber & Gray
2011). The present study explores to what extent syntactic complexity in L2
writing may vary across proficiency levels, between L2 and L1 and across
different languages. In order to answer this question we investigated a
corpus of argumentative essays written by L2 writers (A2-B1) and native
writers of Dutch, Italian and Spanish. All texts were assessed by calculating
the number of clauses per T-unit and the number of dependent clauses per
clause. More fine-grained complexity measures were employed focusing on
the type and number of coordinate and subordinate structures, and the use
of post-modifiers within the NP. In line with earlier findings the study shows
the importance of employing both general and more specific complexity
measures for measuring syntactic growth in L2.
The impact of target feature complexity in instructed SLA
Yasuyo Tomita1, Nina Spada1, Alex Housen2
University of Toronto, CA, 2University of Brussels, BE
1
The effect of instruction on second language (L2) learning has been a
main focus of research in instructed second language acquisition (ISLA),
culminating in a series of meta-analytic studies. Building on the seminal
meta-analysis by Norris and Ortega (2000), Spada and Tomita (2010)
added complexity of linguistic features as a mediating factor of the effects
of instruction to the analysis. They found that both simple and complex
linguistic English features benefitted more from explicit instruction than from
implicit instruction, which confirmed Norris and Ortegas findings. However,
Spada & Tomita (2010) did not find any support for the hypothesis that type
of language feature (i.e. simple vs. complex) interacts with type of instruction.
But they added an important caveat related to the way in which complex and
simple features were operationalised in their study (i.e. number of linguistic
transformations, an operationalisation of questionable psycholinguistic
and linguistic validity). Spada & Tomita acknowledged that there are many
ways of defining complexity (as evidenced by the primary studies included
in their meta-analysis) and concluded that if they had chosen a different
set of criteria to determine the complexity of language features, the
results may have been different (p. 289). To further investigate this issue,
we conducted a partial replication of Spada and Tomita (2010) by defining
complexity of language features in psycholinguistic terms, more specifically
in terms of acquisitional timing based on, among others, Pienemanns (1998)
Processability Theory. We also extended the primary studies to other target
languages in addition to English and more recent studies (up to 2015).We will
discuss the effect of instruction on simple/early vs. complex/late acquired
language features in relation to several moderator variables, such as age,
contexts, and length of instruction.
Exploring thinking-for-mode in the TBLT context: The case of linguistic and
propositional complexity
Roger Gilabert , Lena Vasylets , Rosa Manchon
1 2 3
University of Barcelona, ES, 2University of Barcelona, E, 3University of
1 (in short: EFCAMDAT, Alexopoulou et al. 2015). EFCAMDAT consists of 33
Murcia, ES
In L1 research, it has been well-established from both theoretical (Halliday,
1989) and empirical perspectives (Biber, 1986) that the complexity of
language is manifested differently depending on the mode (oral versus
written) of performance. In L2 scholarship, such moderating role of mode
is also acknowledged (Housen, Kuiken & Vedder, 2012; Ortega 2015), but
still insufficiently researched. Additionally, Norris and Ortega (2009), and
more recently Bult and Housen (2012), have pointed out problems with
operationalization and measurement of complexity, providing evidence
to such claims through the critical evaluation of a subset of TBLT studies.
In order to address these research gaps, we conducted a study in which
we compared linguistic and propositional complexity of L2 oral and written
performance. In this large-scale study, N=290 L1 Spanish learners of English
performed orally and in writing a narrative video-retelling task. A wide range
of measures was carefully selected to assess all the facets of the complexity
of L2 production, but avoiding redundancy at the same time. The analysis
revealed higher scores in written production in terms of lexical density,
diversity, richness and sophistication, as well as overall syntactic complexity,
subordination and noun-phrase complexity. Differences were also found in
the way speakers and writers conveyed the propositional content of the
task, which was measured as idea units. We conclude that L2 learners gain
the complexity of their discourse differentially, which is caused primarily (but
not exclusively) by different biomechanical basis (Harris 2009:51) of speech
188
and writing. In addition to contributing to the emergent thinking-for-mode
theorizing (Berman & Ravid, 2009), we draw implications for measurement
and assessment practices of L2 complexity, and also provide evidence for
the idiosyncrasy of the language-learning potential of oral versus writing
tasks (Gilabert, Manchn & Vasylets, 2015).
Proficiency-related variation in syntactic complexity: A study of L1 and L2 oral
descriptive discourse
Craig Lambert1, Sachiko Nakamura2
Curtin University, Perth, AUS, 2Anaheim University, Perth, AUS
1
The present study addresses some criticisms that have been raised in
the applied linguistics literature regarding the measurement of syntactic
complexity in meaning-focused or task-based L2 communication (e.g., Norris
& Ortega, 2009; Lambert & Kormos, 2014; Pallotti, 2009). The cross-sectional
study compares the descriptive oral discourse of Japanese speakers of
English at different proficiency levels with their native peers in completing
a common set of communication tasks. The study investigates syntax in
relationship to lexical use and compensation in order to gain insight into
how and why syntactic complexity at the clausal and phrasal levels varies
between groups. Results provide evidence that developmentally-sensitive
measures of clausal complexity need to distinguish minimally between
four types of clause combination strategies: (1) coordination, (2) nominal
subordination, (3) adverbial subordination, and (4) relative subordination.
This contrasts with previous approaches which have advocated combining
these different clause combination strategies into a single measure such
as the number of tensed and untensed verbs per utterance (e.g., Foster,
Tonkyn & Wigglesworth, 2000). The study also identifies how L2 noun
phrase complexity is moderated by lexical compensation and might thus be
related positively to L2 proficiency only when access to task-relevant lexis is
controlled by ensuring that speakers have task-essential lexical items while
performing tasks. In contrast, no moderating effect for lexical compensation
was observed for L2 verb phrase complexity. The study thus contributes
to the identification of developmentally-related measures of syntactic
complexity during meaning-focused communicative language use as well
as the moderating effect that linguistic context might play in accurately
measuring learners use of syntax developmentally.
Effects of instruction on linguistic complexity: Evidence from a learner
corpus
Marije Michel1, Akira Murakami2, Theodora Alexopoulou2, Detmar Meurers3
Lancaster University, UK, 2Cambrigde University, UK, 3Tuebingen University,
1
GE
In this study we draw on data of a large learner corpus from an online foreign
language learning platform, i.e., the EF Cambridge Open Language Database
million words based on 128 writing tasks that were submitted by 85,000
learners with varying L1s. The corpus covers all CEFR levels as the EF-
internal levels 1 to 16 target all language levels from A1 to C2. In our earlier
work, we investigated how design features of six narrative, descriptive and
professional tasks might affect the accuracy and complexity of L2 writings
(Alexopoulou, Michel, Murakami & Meurers, 2017). In the present paper we
explore the written performances of L2 learners on another subset of the
data, i.e., we focus on L2 writings upon instructional prompts that elicited a
narrative. Given that in EFCAMDAT narrative prompts are nicely spread over
each of the 16 levels, this investigation allows us to monitor the language
development over time. By using a wide variety of global (e.g., Subordinate
clauses per T-unit; ) and specific measures (e.g., number of gerundial verb
forms) we are able to characterise the developmental trajectory of complexity
in narrative writings. In addition, we contrast this task specific narrative
language with the development of complexity measures over all tasks in
the corpus. As such, our analysis provides insights into task essential, task
natural and task utile language structures (Loschky & Bley-Vroman, 1993) for
narrative tasks.Our discussion highlights both the opportunities as well as
the challenges that large learner corpora provide L2 research with.
 Instructed second language acquisition and the emergence of L2 writing
complexity
Nina Vyatkina1, Hagen Hirschmann2, Felix Golcher2
1
University of Kansas, 2Humboldt-Universitt zu Berlin
Our study explores the development of syntactic and lexical complexity
in a written longitudinal learner corpus that comprises data collected from
US university students. We address existing research gaps by focusing on
beginning learners of a target language other than English (German) and
utilizing dense data collection waves in an instruction-embedded setting.
The data comes from a freely and publicly available learner corpus that
has been annotated on multiple linguistic layers, which allows us to employ
learner corpus research methods that have been rarely used in Instructed
Second Language Acquisition research. We operationally define syntactic
complexity as the system of syntactic modifiers, or optional elements
extending the basic sentence frame (Graesser et al., 2004). First, we
explore syntactic growth trends in our data and then relate them to the
development of lexical complexity, operationally defined as lexical variety
(Mazgutova & Kormos, 2015). Our study contributes to developmental
profiling of L2 writing and pinpoints complexity measures appropriate for
the study of L2 production of beginners. Our results are consistent with the
dynamic usage-based L2 acquisition approaches (e.g., Verspoor et al., 2012)
showing complex dynamic relationships between different variables as well
as high inter- and intra-individual variability along with uniform group trends.
Finally, we show that developmental profiles of tutored learners cannot
be considered in isolation from specific instructional tasks and curricular
progression (Byrnes et al., 2010; Connor-Linton & Polio, 2014).
Capricious roads to proficiency
Marjolijn Verspoor
University of Groningen
In this paper I would like to show the contribution of a Complex Dynamic
Systems Theory (CDST) approach to tracing language development
over time. By applying methods and techniques developed in CDST in
longitudinal, individual case studies in L2 development, we gain insights
into what changes when and how in language development. In the present
paper, I will present the developmental trajectories of 22 beginning learners
of English as a second language in the Netherlands over the course of one
academic year (22 data points) who were enrolled in an immersion program
(15 hours per week of subjects taught in English-five of which in English as
a subject). All texts were holistically scored on proficiency and analyzed in
TAASC on a great number of global and specific complexity measures to
see to what extent learners show patterns of variability in measures and
interactions between measures.
I will show that the findings in this multiple case study are in line with previous
findings: variability in L2 development is both functional and meaningful,
different sub-systems of the language interact and affect each other over
time, different sub-systems of the language develop at different times of
development, and there is variation among learners. In other words, L2
development is a capricious process indeed in which both variability and
variation are the norm
REN 8
Time: Tuesday, 25/Jul/2017: 2:30pm - 7:00pmLocation: Queluz VI
Migrants in working life: language, identities and positions
Organizer(s): Minna Suni (University of Jyvskyl, Finland), Jo Angouri
(University of Warwick, United Kingdom), Kerekes Julie (University of Toronto,
Canada)
This symposium investigates the language practices of employed
and employment-seeking migrants, using a range of theoretical and
methodological approaches. In all papers, language intersects with identities
or positions.
In the symposium
- we focus on how migrants construct identities when working in a second
language, and when (if ever) they are positioned as legitimate members of
189
the new language and work community.
- we explore the perceived barriers faced by migrants who range from low-
income workers to highly educated experts.
- we pay special attention to policies and practices adopted in different
national and work-related contexts.
Discussing our observations within different theoretical and methodological
frameworks will deepen our understanding of the key features of diversifying
workplaces and provide tools for developing better practices in counseling,
recruitment, mentoring and language education
The variety of research approaches and settings provides an opportunity to
consider the advantages of diverse investigatory strategies, and also way
to compare different socially and politically divergent national settings for
employment-related migration and language learning.
Programme:
Introduction (10 min)
Johanna Woydack: There is a stigma with call centres and this kind of work,
but it has been very useful for me (30 min)
Veronica Pajaro: Co-constructing the proficient professional: Norwegian
second-language speakers in job interviews (30 min)
Marta Kirilova: Getting the job done. Chunks as cultural markers in L2
workplace interaction (30 min)
Florian Hiss: Locals or foreigners? Historical work migration in Europes
northern periphery (30 min)
Fiona ONeill: Skilled migrants developing socialised intersubjetivity at work
(30 min)
Sebastian Muth & Beatriz Lorente: Governmentality and corporate social
responsibility: Learning German at a Swiss health resort (30 min)
Marja Seilonen & Minna Suni: : Language needed for work: assessment of
language proficiency of health care workers in Finland. (30 min)
Discussion: Jo Angouri (15 min)
General discussion and plans for future (15 min)
Details of the Symposium Papers
There is a stigma with call centres, but it has been very useful for me
Johanna Woydack
Vienna University of Economics and Business, Austria
Traditionally, call centres studies (e.g. Cameron 2000) have explored and
usually critiqued them for their use of neotaylorist management techniques
such as scripting of conversations and monitoring. The latter and negative
press has meant that it is considered to be a stigmatised and dead-end job.
The fact that agents working in onshore call centres are often migrants and
that they use call centres as not only an entry job level to the local job market
but also to improve their language skills has been mentioned in several
studies (e.g. Buchanan & Koch-Schulte 2000). However, this has never been
thoroughly researched. Moreover, the aforementioned language learning
and the fact that migrants are not always fluent in the language they call
in is even more remarkable and unusual considering that fluency in the
target language is usually regarded as a perquisite for any call centre job.
Drawing on four years of participant observation and seventy interviews, this
is a case study of a London multilingual call centre where many agents are
migrants and not fluent in the target language. The paper explores agents
migration trajectories and how the call centre helps them with their London
socialisation including language learning. This study shows that agents/
migrants often struggle with creating new identities and identity management
on the phone, a key part of call centre work. Identity management may include
emotional labour, creating a phone persona, improvisation (including accents),
and learning how to adapt to the other persons reaction on the phone. This
paper also explains how scripts can help agents with language learning and
identity management in unexpected ways.
Cameron, D. (2000) Good to talk? Sage:London.
Buchanan, R. & Koch-Schulte, S. (2000) Gender on the Line: Technology,
Restructuring and the Reorganization of Work in the Call Centre Industry.
Ottawa: Status of Women Canada.
Co-constructing the proficient professional: Norwegian second-language
speakers in job interviews
Veronica Pajaro
University of Oslo, Norway
It is often stated that one of migrants biggest challenges in gaining access
to the labor market is their poor command of the majority language. But what
does it mean to be fluent in a second language? Who gets to be evaluated
as a proficient, qualified professional in a job interview?
As an interactional rather than grammatical approach to these issues,
the present paper proposes to look at troubles in understanding in job
interviews, in order to observe the resources participants use maintain
intersubjectivity (Schegloff, 1992). Building on Fosgeraus work on Danish
naturalization interviews (Fosgerau, 2013), the paper looks at interviewers
third position responses in two interviews with second language speakers:
one in which the applicant is successful and one where the applicant is not.
The data stems from a large corpus of 147 authentic job interviews for medical
resident posts at a Norwegian University hospital, as well as ethnographic
observations of the recruitment process during data-gathering, and the
paper trail of job announcements, CVs, and cover letters produced for the
employment procedure.
The paper argues that the idealized proficiency requirements for skilled
migrant workers are relative and negotiated between participants in
interaction, and problematizes the existing linguistic assessment criteria in
the health sector.
Fosgerau, C. F. (2013). The co-construction of understanding in Danish
naturalization interviews. International Journal of Bilingualism, 17(2), 221-236.
Schegloff, E. A. (1992). Repair after next turn: the last structurally provided for
place for the defence of intersubjectivity in conversation. American Journal
of Sociology, 95(5), 1295-1345.
Getting the job done. Chunks as cultural markers in L2 workplace interaction
Marta Kirilova
University of Copenhagen, Denmark
Migration and mobility around the world has led to educational models
that promote work-related language learning and employability. Although
many L2 programmes aim at facilitating a near-native level of linguistic
competence, the need for L2 proficiency varies according to the type of job
and the local context. Studies on workplace interaction have suggested that
speaking the local language fluently is less important for migrant workers
than orientation to local cultural norms (Kirilova 2017).
This paper focuses on institutional interaction between first and second
language speakers of Danish to explore speech formulae in job interviews.
Speech formulae (or chunks like whats up or thats my girl) are described
in SLA studies as stable lexical units that require phonetic and grammatical
accuracy and precise pragmatic use to be recognized as formulae However,
it has been argued that formulae may function independently as zones of
safety (Boers et al 2006), islands of reliability (Dechert 1984) or code-
switching strategies in less well-developed L2 speech. Interactional studies
suggest that formulae allow speakers to focus on the social (as opposed to
the linguistic) aspects of a situation. For example, use of formulae signals
affiliation to the target language and paves the way for negotiating co-
membership and interpersonal involvement (Tannen 1989).
I explore the iconic value (Irvine and Gal 1990) of formulae in job
interviews and discuss examples to support the socio-pragmatic function of
formulaicity. I propose that use of formulae helps L2 speakers to co-construct
environments of shared norms and values and at the same time indexes
linguistic and cultural belonging to the target context by emphasizing the
social relations between the interlocutors. Studying formulaic speech from a
socio-pragmatic perspective provides new insights into the complex relation
between language and culture, not only in workplace interaction, but also in
terms of understanding language and migration today.
Locals or foreigners? Historical work migration in Europes northern
periphery
Florian Hiss
The Arctic University of Norway, Norway
The background setting for this study is Finnmark County in Northern
Norway in the 19th century, a sparsely populated region that has been
multilingual for centuries. During the 19th century, it witnessed shift from
traditional livelihood to modern economy as well as upcoming nationalist
language policies, which aimed at the assimilation of the regions minorities.
The study investigates the linguistic and cultural diversity, multilingual
practices, and diversity management in Finnmarks first large industrial
company, a copper mine by a remote fjord near the town of Alta. The Alten
Copper Works were run by English businessmen and employed almost
exclusively migrant workers. In this geographically remote place, human
resources were the greatest challenge to economic success. The company
tried to recruit miners from southern Scandinavia and other places in Europe,
but it was saved economically by a large number of Kven immigrants from
the neighbouring areas in northern Sweden and Finland (a group that is
recognised as a national minority of Norway today).
Based on the companys original correspondence and other administrative
documents, I analyse: (a) the making of language policies for the mining
population; (b) the ways the directors treated their culturally diverse
workforce discursively; and (c) the language practices in and around the
mine.
The material reveals that the companys managers (being immigrants
themselves) acted as active brokers of diversityin the pursuit of economic
interests. While the state authorities tried to implement assimilation
policies, the company supported linguistic diversitymainly in order to
sustain a stable workforce. At the same time, we see that their conceptions
of local and foreigner were ambiguous and flexible: depending on
communicational aims, they treated the Kven workers, on the one hand, as
an original and constitutive part of the mining population and, on the other
hand, as strangers foreign to the country.
Multilingual professionals: managing the monolingual mindset
Fiona ONeill
University of Southern Australia, Australia
Skilled professionals are given priority over other migrants to relocate to
live and work in many receiving countries where English is the dominant
language, as is the case in Australia. Despite their multilingual repertoires
and high levels of English, such professionals often find themselves
positioned at a disadvantage alongside their monolingual, monocultural
colleagues. A monolingual mindset (Clyne 2005) reproduces attitudes
and practices in the workplace which have the potential to undervalue
their multilingual and intercultural potential. This paper reports on a study
which drew on narrative inquiry (Riessman 2008) methods to examine how
12 multilingual professionals, who have relocated to live in Australia, make
sense of and manage being positioned by monolingual attitudes prevalent
at work. Such attitudes frame their participation in social and professional
contexts in terms of limiting stereotypes derived from categories such as
exotic outsider, migrant, multicultural, non-native speaker and not
local. The findings highlight the ways in which they draw on intercultural
capabilities moment by moment in interactions, so as not to be constrained
by the attitudes and practices sustained and reproduced by a monolingual
habitus (Ellis, Gogolin & Clyne 2010). These intercultural capabilities are
not explicitly taught, but learned through a process of socialisation, on
the job. Through their experience of moving between their languages
and cultures in their social and professional lives, these people develop a
socialised intersubjectivity, seen in internalised dispositions characterised
by a high degree of reflection and reflexivity (Ricoeur 1984, Schn 1983). This
is significant when we consider how these people reposition themselves
to their advantage alongside their monolingual, monocultural colleagues in
a working world where professionals are increasingly required to work and
190
communicate across complex configurations of linguistic and cultural diversity.
Governmentality and corporate social responsibility: learning German at a
Swiss health resort
Sebastian Muth, Beatriz Lorente
University of Fribourg, Switzerland
Located in pristine surroundings, in a picturesque valley in the Swiss Alps,
Heidiland is a medical resort and spa clinic that has catered to exclusive
guests for over 150 years somewhere in the German-speaking part of
Switzerland. Heidiland represents a sector of the Swiss healthcare industry
that caters exclusively to wealthy local and foreign patients and that is highly
dependent on non-skilled migrant workers predominantly from countries
of the European Union. Because of their lack of German skills, the resorts
human resources department organizes compulsory language courses
that are emblematic of the ways in which language, in this case, language
education or training, is used to manage and profit from an increasingly
diverse workforce. Based on ethnographic fieldwork in two German
language courses at Heidiland over two years, in this paper we intend to
show how language plays a role in the hierarchization of workers and how
the objectives and design of the courses are a function of the workers
position in the hierarchy. Framed in the discourse of corporate social
responsibility, the German language courses are a means of producing
particular types of workers who do not cause problems for the organization
and who can work and talk uniformly, in a way that fits Heidilands image
as an exclusive Swiss health resort. As it emerged during fieldwork, the
German courses also position the workers as unwilling language learners
who must be made responsible for ensuring that they transparently and
efficiently do their jobs, without addressing the structural conditions of the
workers employment and the tenuous circumstances of their lives that play
an immense role as largely unsuccessful language learners.
Language needed for work: assessment of language
proficiency of health care workers in Finland
Marja Seilonen, Minna Suni
University of Jyvskyl, Finland
The question of sufficient language skills is often raised in relation to
migrants: how to show that ones language proficiency meets the needs
of a particular job, and who are those stakeholders who can decide what is
sufficient and what is not?
We approach these themes by describing the societal background,
development process and research outcomes of an extensive experiment
in which a professional language assessment module (Health care Finnish)
was developed for internationally educated health care professionals in
Finland.
Achieving authenticity in work-related language proficiency assessment was
one of the main goals and challenges of the research team. Shifting between
general and professional registers appeared to be one of the key aspects of
field-specific literacy skills. Selection and effective/sensitive verbalisation of
relevant information in various encounters between professionals, patients
and relatives was another crucial skill to be demonstrated in the integrated
tasks of the module.
The experiences reported by the participants (n=35) show that developing
field-specific language skills outside working life was commonly seen as
unrealistic, and this was largely confirmed by their test results as well. Those
who had worked in Finland for 1-2 years clearly outperformed those who
had no Finnish work experience in their own field yet.
We discuss the key findings of the project and set them in a broader societal
framework of labour migration, employability of migrants, and language and
education policies. One of the special features of the research setting was
that only few participants knew Finnish before their decision to move to
Finland or seek for employment there. Working in a less widely taught L2
is inherently different from working in a world language which one has
learnt at school and thus knows relatively well before arrival. This starting
point was clearly reflected in the professional identities and self-positionings
of the participants.
191
REN 4
Time: Tuesday, 25/Jul/2017: 2:30pm - 7:00pmLocation: Queluz VII
Intercultural mediation/mdiation interculturelle: a plurilingual
exploration
Organizer(s): Anthony Liddicoat (University of Warwick), Genevive Zarate
(INALCO)
This symposium presents the work of a research project conducted by the
ReN Intercultural mediation in the teaching and learning of languages and
cultures/Mdiation interculturelle en didactique des langues et des cultures.
The ReN is a plurilingual research group that uses English and French as
its main working languages, supported by other languages shared in the
group and this plurilinguistic focus is central to our way of conceptualising
intercultural mediation. The ReN has focused over the last three years on
developing a coherent understanding of intercultural mediation as it is
represented in the various research traditions that make up the research
network. We have developed an understanding of intercultural mediation
around five key ideas: Reflexivity/Rflexivit; Re-establishing meaning/
Restructurer le sens; Managing tensions/Grer les tensions; Connecting/
Mettre en lien; Interpreting/Interprtation. These five key words structure
the various understandings of intercultural mediation for the ReN but are
not intended as categories of mediation but are rather understood as
interlinking processes involved in mediational activities and research. Using
this understanding of intercultural mediation, we have also examined how
mediation happens in a range of teaching and learning contexts in different
parts of the world. The symposium will take the form of two round table
discussion. The first will focus on general issues of intercultural mediation in
language teaching, learning and assessment. The second will have a more
specific focus on intercultural mediation in study abroad contexts.
As our approach to language is plurilingual we will give a place to the
languages of the research network and of the participants in our ways of
working in the symposium to encourage a dialogue between researchers,
academic traditions and languages.
Details of the Symposium Papers
Langues en conflits et espaces croiss de la mdiation interculturelle :
rflexivit et mise en lien
Jacqueline Breugnot1, Jamila Guiza2
1
University of Koblenz-Landau, 2University of Tunis
Every act of mediation implies that mediators position themselves as not
making judgments and at the same time as in a state of empathy concerning
each of the parties. However, competition between languages can introduce
a body of tensions, of spoken and unspoken emotions and of revived or
partial memories. A non-judgmental attitude and dual empathy are therefore
all the more critical, as the paradox of mediation is that it takes place in an
experience of otherness at the very moment when the particular logics of
subjective judgment prevent any connection between parties. In fact, the
complexity of the conflict and the weight of the dimensions (of ideology,
religion, identity, etc.) that it evokes often create moments of blindness in
which the accompanying emotional load makes it difficult to unravel the
causes. It is then in the open acceptance of the participants subjectivity
and the very acceptance of conflict, that the effectiveness of the mediator
resides.
The presenters aim to explain the key constructs (reflexivity, connecting)
based on an observation of a mediation meeting about language conflict.
To allow for a better understanding and greater precision, their reflections
will form part of a discussion with the audience and, where possible, include
the languages present.
 Intercultural mediation (IM) in educational contexts through the lenses of
reflexivity
Stella Cambrone-Lasnes1, Daniel Chan2, Elli Suzuki3
1
Universit de Franche-Comt, 2National University of Singapore,
3
Universit de Bordeaux 3
Three case studies of intercultural mediation (IM) in an educational context
are presented.
The first case study is based on classroom observations within a national
m@gister project, Language awareness through physical activities at
the kindergarten level (Krger, Thamin & Cambrone, 2016), which raises
questions about the training of teachers for a reflective practice in situations
of IM. What is involved in equipping teachers with the skills of managing
internal tensions to teach learners how to live together?
The other two case studies look at the development of intercultural
competence (Byram, Zarate & Neuner, 1997; Coste, Moore & Zarate,
1997/2009) as a prerequisite to IM. The second case study examines the
extent to which students from Singapore will learn to undertake a reflexive
approach during their immersion programme in France, while the third case
study looks at whether Japanese teachers in France become aware of their
degree of involvement in the IM processes in the classroom. In particular,
what determines their representations of Otherness and their competencies
to (re)mediate in situations of incomprehension?
Through these empirical situations of IM, we hope to shed light on the notion
of reflexivity so as to better understand the issues relating to IM.
Bibliographical references
Byram, M., Zarate, G., Neuner, G. (1997). La comptence socioculturelle
dans lapprentissage et lenseignement des langues, Strasbourg. Conseil
de lEurope.
Coste, D., Moore, D., Zarate, G. (1997/2009). Comptences plurilingue et
pluriculturelle, Strasbourg. Conseil de lEurope.
Krger, A.-B., Thamin, N. & Cambrone-Lasnes, S. (dir.). (2016). Diversit
linguistique et culturelle lcole : accueil des lves et formation des
acteurs. Revue Carnets dAtelier de Sociolinguistique n11, Paris : LHarmattan.
Language teachers of SOAS and INALCO: ambassador or mediator model?
Genevive Zarate1, Martine Derivry2, George Alao1
1
INALCO, 2Universit de Bordeaux
Two institutions -the French National Institute of Oriental Languages and
Civilisations / Institut national des langues et civilisations orientales (INALCO),
first created in Paris in 1669, then re-established in 1795, and the School of
Oriental and African Studies (SOAS, founded in 1916 in London) - were set
up to serve geopolitical and economic interests of their respective home
countries (France and the United Kingdom). They have also always had as
principal goals the advancement of knowledge and the learning of oriental
languages.
Both also implicitly require that a teacher in their institutions embodies the
ambassador model, a notion understood to mean that a person is capable
of mediating the relationship between two States. How do teachers of
the two institutions interpret this founding model in view with how they
currently perceive their profession and their teaching. To what extent are
they mediators according to the accepted keywords our research network
has collectively retained : rflexivit / reflexivity ; restauration du sens/ re-
establishing meaning ; gestion des tensions/ managing tensions ; tablir des
liens /connecting ; interprtation/ interpreting ? What role does the individual
teachers trajectory play in his/her position within the institution and in his/
her pedagogical choices ?
To find answers to these interrogations/questions, semi-directive interviews
were conducted with teachers from the following three departments of SOAS
and INALCO: Arabic studies Department (by Martine Derivry, University of
Bordeaux), Africa Department (by George Alao, INALCO) and the Japanese
Department (Genevive Zarate, INALCO).
192
Assessing intercultural mediation in language learning and teaching: a focus
on interpretation and reflexivity
Angela Scarino1, Michelle Kohler2, Julie Byrd Clark3, Anthony J. Liddicoat4
1
University of South Australia, 2Flinders University, 3Western University,
4
University of Warwick
This paper reports on two international studies that explored how language
teachers discuss and create assessment tasks to assess intercultural
mediation for secondary level students as well as future teachers of
languages. Our first project included students learning Chinese, English,
French, Indonesian, Italian and Japanese across the span of compulsory
schooling in Australia while the second project comprised student teachers
of French as a Second Language from a Teacher Education program in
Canada. First, we discuss the assessment designed to understand how
mediational activities such as interpreting and reflecting can be elicited
as part of the assessment of language and culture learning within an
intercultural orientation. Then we provide an analysis of students responses
that enabled us to understand the types of interpretation and reflexivity
that students developed. We conclude with a critical consideration of the
complexities of the processes of eliciting and establishing evidence of such
language learning and teaching.
Short-term study abroad and intercultural mediation: A sociocultural
perspective
Wai Meng Chan, Daniel Chan, Won Chi Seo, Kwee Nyet Chin, Sasiwimol Klayklueng, Yukiko
Saito
National University of Singapore
In recent years, language education research has increasingly focused on
intercultural mediation not only as a key objective of language learning,
but also as a vital process in the construction of cultural knowledge and
the development of intercultural communicative competence. While earlier
discussions looked mainly at intercultural mediation as the intercultural
speakers ability to navigate different cultures and to act as an intermediary
to establish and maintain relationships between cultures, current research
has expanded the discussion to include more SCT-based views of
intercultural mediation as the learners reflexive processes of meaning-
making and of connecting new cultural experiences with existing knowledge
(self-mediation), as well as the support and scaffolding provided by expert
others in this process (other and teacher mediation). This presentation
reports on the findings of a study which investigated the effect of short-term
study abroad in six countries on the intercultural development of learners
of foreign languages. The findings of the study point to the significance of
the study abroad experience for intercultural mediations and the learners
intercultural development. The study abroad programmes accorded
legitimate peripheral participation status to the learners and allowed them
to: 1) partake in the social activities of the target language communities; 2)
reflect on these experiences; and 3) construct new cultural knowledge and
intercultural skills, including a keener sense of critical cultural awareness
(self-mediation). Such development was largely enabled and supported by
their interactions with more expert, full members of the community, including
host families, teachers, student buddies and even occasional interactants
on the street (expert or other-mediation). However, the findings also reveal
that such development is contingent upon the students being willing to
access and take advantage of the opportunities of legitimate peripheral
participation available to them.
Intercultural mediation and identity development: Cases from short-term
study abroad programmes in Japan and Thailand
Wai Meng Chan, Sasiwimol Klayklueng, Yukiko Saito
National University of Singapore
Intercultural contact and the intercultural mediations that result from
it can make key contributions to ones identity development, which is
contextualized and continually (re-)constructed in ones experiences
(Hall, 2012). Through study abroad programmes, learners are afforded
opportunities to experience the target language culture at first hand and to
participate in its sociocultural practices. Such experiences and interactions
with the target language community mediate the vital intercultural processes
of interpretation and meaning-making, the connection of new and existing
cultural knowledge, the critical appraisal of ones own and the other culture,
and the reflexive examination and (re-)construction of ones own identity.
This presentation will discuss how short-term study abroad programmes
in Japan and Thailand had impacted learners identity development. The
data collected from participants of these programmes through journal
reports, interviews, field observations and document inspections suggest
that these programmes and their experiences had prompted them to ask
critical questions of their own culture and identity. However, while such
intercultural mediations had made them perceive the shortcomings of their
own culture, and led them to question and re-construct their own identity,
these processes eventually culminated in a better appreciation and the re-
affirmation of their cultural identity.
Hall, J. K. (2012). Teaching and researching language and culture (2nd ed.).
Harlow: Pearson Education.
Developing interculturality during a year abroad in Japan - a longitudinal
investigation
Noriko Iwasaki, Barbara Pizziconi
School of Oriental and African Studies
We conceive language learners as cultural mediators, and mediation to
involve a number of different processes, such as engaging in reflexivity and
connecting. We understand reflexive processes as the dialogic revisiting
of previous experience which prompts awareness of new phenomena and
re-interpretation of existing knowledge; we also assume reflection about the
other to involve necessarily a reflection about the self hence engaging
with interculturality always involves engaging with intraculturality. We refer
to connecting as the creation of new understandings resulting from the
interaction with others.
In this presentation we focus on three learners of Japanese and explore
changes in their conceptualization and understanding of the (Japanese)
Other over a three-year period, before, during and after a year of study in
Japan. We tackle this broad theme, and the theoretical question of where
to locate instances of intercultural mediation, through an analysis of the
students reflexive narratives and narrowing down our observations to one
particular aspect of the students own commentaries: what they say about
making connections, both in the abstract psychological sense of making
sense of novel experiences and novel meanings, and in the social sense of
relating to others.
Students in our study show a relatively liberal and critical sensitivity to
intercultural issues and an enthorelative attitude also before the start of the
study abroad; they appear to be wary of the dangers of overgeneralization
and essentialism, and the ideologies that can be glimpsed through their
narratives are not necessarily ideologies of nationhood. We aim to show
how changes in the argumentative positioning evidenced in the students
narratives are associated with significant behavioural changes, and discuss
critically how these can account for changes in ways of connecting, and
therefore students ability to enact cultural mediations.
How do language teachers identify themselves as intercultural mediators
while supporting students mobility?
Himeta Mariko
Daito Bunka University
Even if language teachers in differing capacities can all be defined as
intercultural mediators, is there not a difference between those who take
care of the outgoing and the incoming students in their awareness of their
roles? The investigation will consist of interviews with teachers in Japan. By
collecting testimonies of teachers in charge of sending students overseas
on one hand, and those who receive incoming students on the other hand, I
seek to identify the situations of tensions that foreign students encounter, as
well as the different ways in which the teachers in managing these help
them to achieve reflexivity.
193
REN 10
Time: Tuesday, 25/Jul/2017: 2:30pm - 7:00pmLocation: Venezia V
Native-speakerism across languages and contexts
Organizer(s): Stephanie Ann Houghton (Saga University, Japan)
This AILA ReN can be considered an expansion of a funded three-year
research project (2012-2014) that problematized native-speakerism as a
language-based form of prejudice affecting both native and non-native
foreign language teachers. Roux explores the self-perceptions and
consequent positioning of teachers in response to large-scale English
language education reforms in Japan. Contrasting policy requirements with
teacher enactments allow for certain disconnections to be observed, raising
critical considerations for native-speakerism as an ideology operating in
policy frameworks and the educational settings they aim to change. Porto
explores how EFL teachers in Argentina position themselves in the face
of the expansion of English worldwide and the imperialist penetration of
English in the Argentine context to reveal participants understandings of
this issue in their specific socio-cultural contexts in connection with native-
speakerism. Bouchard explores native-speakerism in English language
policy and teaching practice at the junior high school level in Japan by
investigating the extent to which classroom discourse includes explicit
references to concepts related to native-speakerism, and any impact of
native-speakerism on EFL practices at this level. Fairbrother reveals the
impact of native-speakerism in Japanese government policy documents
relating to the new Super Global Universities programme in Japan,
highlighting the strengthening of nihonjinron ideologies, and the subsequent
effects on hiring practices at individual universities where native-speakerism
remains visible in some cases. Houghton explores student reflections on
native-speakerism in response to a post-native-speakerist intercultural
communication course incorporating fieldwork in a multicultural, multilingual
setting including the use of ELF (English as a Lingua Franca). Persistent post-
course dependence on the native-speaker model in Japanese pre-service
English teachers highlights gaps between teacher and student priorities
within the case study. Derivry-Plard rejects the monolingual paradigm and
presents instead a proposal for a multilingual paradigm to be used in foreign
language education generally, exploring implications for policy levels in the
process. Heimlich explores the regional and global branding of Singapore
historically within the human geography of ELF highlighting how native-
speakerism is being undermined in the industry of TOEFL?
Details of the Symposium Papers
Gaps between teacher and student priorities related to native-speakerism and
English as a Lingua Franca
Stephanie Ann Houghton
Saga University, Japan
Building upon Houghton & Rivers (Multilingual Matters, 2013), Houghton,
Rivers & Hashimoto (Routledge, forthcoming) and Houghton & Hashimoto
(Springer, forthcoming), the project reported in this paper can be considered
an expansion within the AILA ReN on native-speakerism across languages
and contexts of a funded three-year research project (2012-2014) that
problematized native-speakerism as a language-based form of prejudice
affecting both native and non-native foreign language teachers. This paper
explores student reflections on native-speakerism in response to a post-
native-speakerist intercultural communication course incorporating dance-
based fieldwork in the multicultural, multilingual setting of a Latin American
cultural centre in Japan, which involved the use of English as a Lingua
Franca (ELF). Students were given pre- and post-course questionnaires
with follow-up interviews in small focus groups as part of a case study that
explored their views on desirable language standards and targets when
using English with international students from various linguistic and cultural
backgrounds in the already multicultural, multilingual setting of the Latin
American cultural centre. Persistent post-course dependence on the native-
speaker model was found among Japanese pre-service English teachers
which can be attributed to their acceptance of a perceived general view, on
their part, that professional English language teachers should aim to teach
standard English resembling that of native-speakers as far as possible. This
study highlights gaps between teacher and student priorities in this regard.
A stratified view of native-speakerism in the Japanese EFL context: Language
policy and teaching practice
Jeremie Bouchard
Hokkai Gakuen University, Japan
Widespread consensus among academics and educators suggests
that the Japanese EFL system has been struggling to adjust to recent
trends in academic research and educational practice observed in other
EFL nations. Beyond the teaching of English as a linguistic system, core
pedagogical elements aimed at developing intercultural communicative
competence among language learners e.g. critical cultural awareness,
regional knowledge, knowledge of other cultures, etc. still occupy a
marginal place in the Japanese EFL landscape. To explain this problematic
alignment of Japanese EFL policy and practice with current international
trends, researchers have begun to look into the ideological nature of
EFL education in the country, thus placing greater emphasis on language
criticality as epistemological focus. Contained within this particular academic
perspective, native-speakerism has gained greater analytical consideration.
This presentation provides a stratified and ethnographically-based view
into Japanese EFL education in secondary schools, and investigates the
presence and importance of native-speakerism at various strata of the
Japanese EFL system (e.g. MEXT policy, EFL textbooks, classroom discourse
and practice, and data collected from interviews and surveys). Specifically,
the presenter explores the extent to which observed EFL discourses and
practices at four Japanese junior high schools include explicit references to
concepts related to native-speakerism, and what these ideological elements
in the data reveal about pedagogical processes and outcomes. Study
results will be discussed with reference to an intercultural communicative
competence model developed specifically for the Japanese junior high
school EFL context.
A Multilingual Paradigm in Language Education
Martine Derivry-Plard
University of Bordeaux, France
Language teachers have been categorised along the divide of the native/
non-native speaker since the beginning of language teaching and in
particular since the advent of foreign language teaching. Even though the
term native speaker is relatively recent, as it emerged in the western world
in the middle of the 19th century (Hackert, 2012), the notion of being a native
speaker of a language, of owning the language based on the territory
from which one has been socialised, and speaking it in a natural, authentic
manner, has a very long history (Germain, 1993; Howatt, 2004; Seargeant,
2013). What the monolingual paradigm tells us is that for centuries, the
dichotomy between us and them, those who speak the language and those
who dont or in other words, those who were civilised as opposed to the
barbarians was strongly perceived by people as an intangible truth and
reality. Generations of learners and teachers have lived with the paradox
that the model of the native speaker was the objective of foreign language
learning, whereas it was an unattainable goal and became a somehow
obsessive fantasy (Derivry-Plard, 2013, 2015). The notion of language as a
complete and closed set of rules is now crumbling. This is especially true
for English, the hyperlanguage of the world, which has to face a growing
recognition of World Englishes and of ELF as other challenges to the
monolingual paradigm, implying that any validity for the native speaker
model is swept aside and that we need to acknowledge the multilingual
paradigm in language education.
An Argentine perspective on EFL teachers understandings of English, its
expansion and hegemony, and native-speakerism
Melina Porto
Universidad Nacional de La Plata, Argentina
This research, oriented under a qualitative-interpretative approach,
investigates the conceptions of a group of seventy five English language
teachers from Argentina (a Spanish-speaking country in Latin America)
194
regarding the expansion, use and teaching of English as an international
language. The study aims to disclose the participants understandings of
this issue in their specific socio-cultural contexts. Participants are mostly
female (n=71), between 18 and 59 years of age, who teach in primary and
secondary school settings in the province of Buenos Aires. Research
instruments comprise two questionnaires with open and closed questions,
and semi-structured in depth interviews. The questionnaires were
designed and administrated through the Internet in October 2014 with
the use of free software (www.e-encuesta.com) and 21 in-depth interviews
were conducted in November 2014. Data were analysed following the
guidelines and procedures of qualitative research, in particular content
analysis, complemented by a quantitative perspective. Findings show that
participants revealed an uncritical perspective in relation to the hegemony
of English as a language of international communication; they had conflicting
and fluid understandings about the language, its varieties and the question
of language property; and at the same time they reflected critically on the
dichotomy native/non-native speaker/teacher, touching upon perspectives
associated with the concept of native-speakerism.
English education in Japanese elementary schools: Taking positions on the
road to reform
Peter Roux
Saga University, Japan
Broad reforms targeting English language education in Japanese
elementary schools have been taking place since 2014. In a departure
from previous policy, English language instruction was introduced to the
elementary school curriculum, and typical to large-scale reforms of this kind,
in-service teacher training workshops are being conducted to disseminate
and inculcate the desired policy changes. Given the broad scope and new
direction of the reforms, boards of education aim to bridge potential gaps in
stated policy and teacher interpretations, as well as subsequent classroom
practice. For researchers, these disconnections provide rich opportunities
to explore and record teachers experience, and significant to the present
purpose, to give voice to teachers self-perceived notions of competence
in the field of English language instruction. Utilizing survey data obtained
during these workshops, and followed up with further qualitative enquiry, this
paper explores teachers self-perceptions in relation to these reforms and
their consequent positioning as instructors of English. The results highlight
the conflictual territory of language policy enactment as teachers are forced
to engage with the political-cultural dimensions of English instruction in a
Japanese context, question their own English proficiency vis--vis the so-
called native English speaker as an idealized other, and more generally,
grapple with the role of English as a lingua franca in their own and their
students lives. Drawing on these themes, the paper aims to further develop
some of the identified issues and how they might be ideologically connected
to the concept of native-speakerism in a Japanese context.
Jumping Scale in the World-System with ELF: Branding, Post-Native-Speakerism,
and the Marketing of A Singapore
Evan Heimlich
University of California-Riverside, USA
This paper argues that post-1970 scholastic currentsof co-locating,
twinning, and brandingparticularly in the industry of TOEFL, manifest
restructuring of the capitalist world-system. Capitalism today favors such
paradigms that jump scale over the entrenched, hierarchical scales of
nation-states. Previously through their metropoles, large polities deployed
Native Speakerism: after it served imperial capitals as a politico-linguistic
means to exploit margins, Native Speakerism served some nations towards
colonizing themselves. But as trendsetters compete at generating scholastic
paradigms suited to the emergent networking of a semi-decentralized
world-system, trends of marketisation increasingly favor less hierarchical
tactics towards surmounting geographical distances. Here history and
fieldwork in the Chinese diaspora helps chart the rise of ELF (English as
Lingua Franca) as Native Speakerism falters. After Giovanni Arrighi, this
chapter holds that East Asia blended its indigenous capitalism with Europes,
so that relative to European, U.S., or Japanese multinational-corporate
capitalism, East Asias more hybridized, diasporic form better suits emergent
conditions regionally and globally. Two case studies serve to illustrate
ELF undermining the dominance of Native Speakerism: Singapores post-
colonial success with its Anglophone school curriculum, and moreover
across southeast Asia but outside Singapore, a growing set of proprietary
institutions recently marketing themselves as Singapore Schools offering
a Singapore curriculum. The more successfully the latter schools transact
their clients socioeconomic networkingand the more the Singaporean
figures regionally as model speaker for students of ELFthe more these
schools illustrate ELFs displacement of Native Speakerism.
Native-speakerism and Nihonjinron in Japanese higher education policy and
hiring practices
Lisa Fairbrother
Sophia University, Japan
Native-speakerism can take various forms. It can be used to refer to the
over-emphasis and idealisation of native speakers as the ideal language
teacher (Holliday, 2006; Kubota, 2009) or, as recent research has shown,
it can refer to a range of discriminatory practices which place people
categorised as native speakers in a weaker social or economic position
(Houghton & Rivers, 2013). Although we can see a shift away from a
native-speaker model to a plurilingual model in Japan (Yoshida, 2013),
this can lead to other problematic discourses (Fairbrother, 2014), such as
a strengthening of nihonjinron ideologies of (lit. theories of the Japanese),
which overemphasize the uniqueness of the Japanese people and
language in contrast to the Other. In this paper, I analyse documents relating
to the Super Global Universities programme, a recent Japanese Ministry
of Education, Culture, Sports, Science and Technology (MEXT) initiative
to globalise Japanese universities, and investigate to what extent native-
speakerism and/or nihonjinron are reflected in this policy and the hiring
practices associated with it. I use a critical discourse analysis approach to
examine whether there is a hidden agenda (Cameron, 2001: 123) behind
the use of certain terminology in higher education policy, as I analyse in
detail the terminology used in publicly available documents relating to the
programme as well as job advertisements from participating institutions.
I compare the findings with the hiring process results in each institution.
Although MEXT and most participating universities are making clear efforts
to avoid native-speakerism in policy document formulation, the tendency to
replace the term native speaker with foreign or foreign country arguably
results in the strengthening of ideologies relating to nihonjinron. In addition,
concerning the implementation of the programme, as it relates to hiring
processes at individual universities, native-speakerism is still clearly visible
in some cases.
C791-796 B
Time: Tuesday, 25/Jul/2017: 5:00pm - 6:00pmLocation: Venezia II
5:00pm - 5:30pm
English-French translanguaging for critical inquiry into social justice issues
using childrens literature
Sunny Man Chu Lau
Bishops University, Canada; sunnylaumanchu@gmail.com
Increasing research studies underscore the interdependence of first and
second language (L1& L2) cognitive resources (Cummins, 2007) in bi/
plurilingual minds. Translanguaging and other plurilingual pedagogies
(Garca & Sylvan, 2011) have shown to promote learners academic and
plurilingual competence as well as fluid identities and participation through
a strategic use of learners L1 and L2 to allow for a purposeful use of
languages and modalities in the same lesson for meaning-making (Flores-
Dueas, 2005; Manyak, 2001, 2002). This presentation aims to report some
findings from a university-school research study on the cross-curricular
collaborations between a French second language (FSL) and English
Language Arts (ELA) teacher in the promotion of language- and content-
based learning goals, in particular the students development in critical
literacy and identities of competence as emergent bilinguals. Committed
to critical literacy and pedagogy for social justice and civic engagement
(Freire & Macedo, 1987; Giroux, 1988a, 1988b; McLaren & Kincheloe, 2007),
the two teachers collaborated in their multiage classroom (Grades 4-6) to
promote respect for diversity through literature-based inquiry. Through
translanguaging and hybrid literacy activities (Garca & Li Wei, 2014)
alternating between English and French, with a spiral process of introducing
simpler concepts in French L2 and building on more complex ones in ELA
lessons, students explored social themes addressed in selected childrens
literature in French and English, with topics including class, gender and race
relations. Through cycles of action, reflection and evaluation (McTaggart,
1996), the researcher and the practitioners co-developed strategies to
address emergent critical biliteracy learning goals, building learners ability
to view issues from different perspectives and making personal, textual, and
social connections in class discussions. Discourse analysis of ethnographic
data shows how translanguaging creates new possibilities/spaces for young
learners to improvise and act on identities of competent bilingual users and
critical agents of social change.
5:30pm - 6:00pm
English as a lingua franca and teacher education: critical educators for an
intercultural world
Domingos Svio Pimentel Siqueira
Bahia Federal University, Brazil; savio_siqueira@hotmail.com
The globality of the English language is vastly documented. As the great
majority of English speakers nowadays are non-native bilinguals, and their
main goal is to communicate with one another both intra and internationally
(Ur 2010), teacher education is to be aware of the fact that individuals need
to learn English under a lingua franca perspective (Seidlhofer 2011) in order
to function effectively in our current planetary society of transcultural flows
(Risager 2007; Pennycook 2007). Making it clearer, it is plausible to affirm
that we need intercultural ELT professionals for an intercultural world. Based
on a small survey with English pre-service teachers from Bahia Federal
University, in Salvador, Brazil, and endorsing the importance of an epistemic
break which envisions possibilities and strategies for transformation,
liberation, and transgression in ELT (Kumaravadivelu 2012), the presentation
aims at raising and discussing issues relevant to English teacher education
in countries like Brazil, where there is still a notorious dependency on inner-
circle or center countries orientations and knowledge systems (Kachru
1985; Kumaravadivelu 2012), proposing, among other initiatives, course
and curricula re-conceptualization, re-evaluation of assessment systems,
decolonization of materials production, (re)construction of a more adequate
profile of future teachers of English, and, ultimately, the overall adoption
of an appropriate critical intercultural pedagogy entitled to empower local
teachers in their search for local solutions to the challenges they are to face
along their careers.
C799-800
Time: Tuesday, 25/Jul/2017: 5:00pm - 6:00pmLocation: Venezia IV
5:00pm - 5:30pm
O feminino no funk miditico
Marcos Alberto Xavier Barros
Universidade Estadual do Cear, Brazil; m_albertoxb@hotmail.com
Este trabalho aborda o feminino, na prtica musical do funk, como uma
construo performtica do gnero, partindo-se de um posicionamento
crtico diante do uso da linguagem. O funk uma prtica cultural que no
se esgota em sua produo, mas que se renova em cada ato de linguagem,
a partir da performance que os atores sociais assumem no palco da
linguagem. Primeiro, traamos um panorama da produo musical e cultural
do funk, em sua atual fase do feminino ertico (ESSINGER, 2005). Assim,
problematizamos o gnero feminino como sempre em construo, uma
imbricao performativa (o ato de fala da msica cantada, pensado em
sua relao dialtica com o ato de corpo). Analisamos a performance da
figura feminina dentro do lcus do funk miditico, que, seno uma nova
categoria no tocante ao funk, mas o meio pelo qual podemos repensar
as representaes do feminino nessa prtica musical-cultural, a partir
de um ponto de vista transdisplinar tendo-se como base os preceitos
de uma Lingustica Aplicada Transgressiva e Crtica (PENNYCOOK,
1990, 2015) e Indisciplinar (MOITA LOPES, 2006, 2011). O aporte terico
central a teoria dos atos de fala, luz do filsofo John L. Austin (1962),
e a performatividade de gnero, luz de Judith Butler (2003 [1990]). Do
ponto de vista metodolgico, temos um corpus de 3 vdeos de funk que
circulam pela internet (anlise da performance de ato de fala / ato de corpo).
195
Como ampliao do corpus, temos os comentrios selecionados de cada
respectivo vdeo, os quais so analisados luz da Anlise de Discurso
Crtica, na vertente de Norman Fairclough (2003). Nesse sentido, podemos
perceber que a identidade feminina funkeira se performatiza por meio de
uma erotizao cada vez mais crescente, mas deve ser compreendida, de
igual modo, pelas representaes dos usurios que comentam os vdeos.
5:30pm - 6:00pm
ENTONACIONES DE NFASIS E INTERFERENCIAS PRAGMTICAS EN ESPAOL Y CATALN
Francisco Jos Cantero Serena, Dolors Font-Rotchs
Universidad de Barcelona, Spain; cantero@ub.edu
En este trabajo, determinamos los rasgos meldicos de nfasis en
espaol y en cataln, as como los patrones meldicos que constituyen,
y los comparamos detenindonos en los rasgos que son similares en
ambos idiomas y en aquellos otros que, apareciendo en ambos, cumplen
funciones bien diferenciadas (al modo de falsos amigos entonativos), y
que pueden provocar dificultades de comprensin y/o malentendidos en la
comunicacin entre los hablantes de ambas lenguas.
La entonacin enftica (que comprendera lo que Navarro Toms llamaba
entonacin volitiva y entonacin emocional, ms las entonaciones de foco
y cortesa) es una de las modalidades de la entonacin lingstica menos
estudiadas en nuestras lenguas. En nuestro marco terico, entendemos
que la entonacin enftica constituye una modalidad lingstica opositiva
(frente a las entonaciones declarativa, interrogativa y suspendida), cuyos
tonemas permiten unos amplios mrgenes de dispersin (mrgenes que
informaran, a su vez, lo que llamamos entonacin paralingstica).
En las investigaciones llevadas a cabo a lo largo de los ltimos aos en nuestro
laboratorio sobre anlisis del habla espontnea, hemos podido comprobar
que no solo existen patrones meldicos inequvocamente enfticos, sino que
a menudo aparecen rasgos de nfasis en cualquier patrn meldico de las
otras modalidades. Es lo que en la bibliografa especializada se denomina
como nfasis de foco ancho (que afecta a todo el enunciado) y nfasis de
foco estrecho (que nicamente afecta a una parte).
Nuestro corpus comprende 3.501 enunciados de habla espontnea,
emitidos por un total de 974 hablantes annimos, en espaol peninsular y
en cataln. Despus de describir los patrones meldicos en ambas lenguas
y de explorar los fenmenos de foco que aparecen en ellos, efectuamos una
comparacin detallada detenindonos, particularmente, en los fenmenos
de interferencia pragmtica.
C279-288 B
Time: Tuesday, 25/Jul/2017: 5:00pm - 6:00pmLocation: Studio 2
5:00pm - 5:30pm
Humor Literacy Practices at Toastmasters International Speech Contests
Shuming Bai
National Institute of Education, Academic Group of English Language and
Literature, Nanyang Technological University, Singapore; bai.shuming.1@
gmail.com
Toastmasters International is a public-speaking education organization that
operates in 135 countries through 15,406 active Toastmasters clubs presently.
Each year, tens of thousands of Toastmasters from all over the world
compete to be the World Champion of Public-speaking in an International
Speech Contest. This paper analyzes the humor literacy practices at the
Toastmasters International Speech Contests from 2012 to 2016. Specifically,
506 geographical-winning Toastmasters speeches presented at the Inter-
District Semifinals and the Inter-District Finals were analyzed. The corpus of
speeches comprise of representatives from North America, South America,
Europe, Africa, Middle East, Asia and Oceania. All competitive speeches
were delivered in English.
Literacy practices that resulted in audience laughter of at least 2000ms were
examined in terms of the when [Embodied Cognition], the whom [Target], the
where [Modality], the what [Humor Technique] and the why [Rhetoric Mode].
Quantitative cross-geographic differences in literacy practices of humor
are presented. Qualitative discourse analysis of selected speeches reveals
196
how humor is employed as rhetoric in public-speaking. The framework
of multiliteracies is applied to uncover how multimodal forms of linguistic
expression contribute to the practice of humor at the intercultural context
of Toastmasters.
Reference: Cope, B., & Kalantzis, M. (2009). Multiliteracies: New literacies,
new learning.Pedagogies: An international journal,4(3), 164-195.
5:30pm - 6:00pm
Multiliteracies and the teaching of English at a Brazilian public school
Maria Amlia Vargas Faanha
Universidade Federal de Sergipe, Brazil; amaliafvargas@hotmail.com
This paper presents some results of an ongoing doctorate research that
investigates the practices of English teachers of a Brazilian public school,
in the northeast region of the country. The focus is on their uses of
schoolbooks provided by the Ministry of Education (MEC) for the teaching
of English, mainly as for the interpretation of images. The investigation takes
into account the importance of the role of English teaching practices that
are connected to an agenda of development of critical readers/citizens.
In this sense, we highlight the importance of pedagogical practices that
help learners develop a critical approach related to the interpretation of
visual texts and other semiotic elements involved in the meaning making
process. Communication, in our globalized society, claims for a teaching-
learning process that helps develop critical readings of the sophisticated
and persuasive discourses involved, mainly, in the maintenance of situations
that might lead into social inequality. For that reason, we reinforce the
importance of practices that go beyond the teaching of foreign languages
with the focus on grammar, which is still a common practice in the Brazilian
schools. English teaching is understood here under the perspectives of the
theories of New Literacies and Multiliteracies. It finds support, mainly, in the
following authors: Monte Mr (2011), Menezes de Souza (2011), Ferraz, (2012),
Cope & Kalantzis (2000), Lankshear & Knobel (2003), Kumaravadivelu
(2012), Kress (2003), and Santos (2011).
S66
Time: Tuesday, 25/Jul/2017: 5:00pm - 7:00pmLocation: Queluz III
Conversation Analysis & Applied Linguistics in Brazil II: from practices to
actions
Organizer(s): Daniela Negraes Pinheiro Andrade (Universidade do Vale do Rio
dos Sinos, Brazil), Ana Cristina Ostermann (Universidade do Vale do Rio dos
Sinos, Brazil), Joseane de Souza (Universidade do Vale do Rio dos Sinos, Brazil)
This symposium stems from the observation that Applied Linguistics
(henceforth AL) has in its research agenda transcended the tradition of
being an area of investigation of additional language teaching. However, a
conceptual unity capable of merging the division between the two inquiries
encompassed by AL, that is, the practical service (studies focused on
the technical part of the objects of study) and the intellectual work (the
symbolic and valuable part for constituting itself on making theory) has
been source of concern in the field (Kramsch, 2015). Along these lines,
one of the challenges of AL has been to recognize and legitimize itself
as a field of studies that focuses on real-world events that encompass
language use. In this symposium, we bring to discussion part of what has
been produced in Brazil in terms of research based on the intersection
of Interactional Linguistics and Conversation Analysis, arguing that the
sequential organization of talk should be treated as a syntagmatic part of
language structures and communicative functions understood in relation to
the position a phonetically, syntactically and lexically structured turn of talk
occurs in the sequence (Clift; Drew & Local, 2013). The studies that comprise
the symposium assume that there is no fixed dependence between practice
(or form) and action (or function), but instead that participants mobilize (a
constellation of) practices to implement specific actions when engaged
in different activities in talk-in-interaction (Walker, 2014). Following that
argument, the papers presented in this symposium, based on Brazilian
Portuguese data, investigate: (i) the interactional work transformational
answers to polar questions do; (ii) the actions that changes in the prosodic
production of yeah do in interaction; (iii) the deontic (interactional) force
of the discourse marker n; and (iv) how entitlement and contingencies
shape the ways questions get done in doctor-patient interactions.
Details of the Symposium Papers
Transformative (or indirect?) answers to polar questions in Brazilian
Portuguese
Tatiana Dilly Dexheimer, Ana Cristina Ostermann
Universidade do Vale do Rio dos Sinos, Brazil
As widely known, polar questions perform a wide range of actions in
interactions (e.g. asking for information or confirmation, inviting, and offering)
and constrain the answer to yes or no. However, regardless of the action
performed by a polar question, it always makes relevant a response from
the recipient. Although yes or no are the preferred answer formats to polar
questions, studies of interactions in English (Raymond, 2003; Stivers &
Hayashi, 2010; Walker, Drew & Local, 2011) show that speakers may produce
their answers in a range of ways: (1) answers that provide the information
requested by the practice of questioning; (2) answers that respond to the
second part of the adjacency-pair, but do not provide the information desired;
(3) answers that conform to the polarity of the question; and (4) answers that
modify the question, the so-called transformative answers (Stivers & Hayashi,
2010) or indirect responses (Walker, Drew & Local, 2011). Considering the lack
of studies about transformative answers in Brazilian Portuguese, by relying on
conversation analytical methods (Sacks, Schegloff & Jefferson, 1974), this study
investigates: (i) how transformative or indirect answers
i.e., those which do not conform to the design of answer the polar question
makes relevant happen in doctor-patient interactions in Brazilian
Portuguese; (ii) what possible consequences those answers bring to the
interactions; and (iii) what evidences corroborate the studies of transformative
or indirect answers. The interactions analyzed consist of fully transcribed
audio-recorded prenatal consultations that took place at a public hospital in
Brazil. The results show that transformative or indirect answers: (a) can be
delivered in long or short sequences; (b) generate justifications, formulations
or explanations from the questioner and the respondent; and (c) perform
interactional actions not yet described in previous studies.
Conforming and affirmative formats of answers to polar questions:
Confirmations and partial confirmations
Ana Cristina Ostermann, Joana Maciel
Universidade do Vale do Rio dos Sinos, Brazil
Polar questions (i.e. yes or no questions) make relevant affirmative (e.g. yes)
or negative (e.g. no) and similar tokens (e.g. aham, mhm) second-pair parts.
In Brazilian Portuguese, polar questions tend to be answered with sim
(yes), no (no) or with verbs (Kato & Tarallo, 1992; Urbano, 1993). However,
from an interactional perspective, first, it is crucial to distinguish the format
from the action that a specific turn of talk is performing in question-answer
sequences. In particular, for the argument of this study, it is crucial to consider
Raymonds (2010) argument that, among other features, the prosody of turns
of talk is context sensitive, and thus, needs to be considered, together
with the course of action it initiates. This paper investigates a specific
format of polar question answers in Brazilian Portuguese that seems to be
performing other actions rather than to confirm: the verb (literally, is
3rdperson present tense or freely translated as yeah), a crystalized
form of the verb to be (ser). Even though such type of answer has been
considered as one of the conforming formats to polar questions in Brazilian
and European Portuguese (Santos, 2009; Oliveira, 1996), a sequential and
emic perspective (Sacks; Schegloff & Jefferson, 1974) which considers both
format (including variations in prosody) and action so as to understand the
possible actions that such response might perform. The data analyzed
comes from fully transcribed audio-recorded prenatal consultations. The
linguistic interactional analysis taken here, grounded in a conversational
analytical perspective, reveals the existence of a prosodically modified
in answers to polar questions that only partially confirms or agrees with the
proposition in the previous turn.
The practice of asking questions with negatives particles: requests,
entitlement and contingencies
Caroline Ins Egewarth, Daniela Negraes Pinheiro Andrade, Ana Cristina Ostermann
Universidade do Vale do Rio dos Sinos, Brazil
197
By means of asking questions, interactants can perform numerous actions
(e.g. requesting, inviting, and offering). One of them, requesting, is the central
point in this study. Curl and Drew (2008) define a request as an action in
which a participant asks another to do something. The authors highlight the
different formats by which a request can be performed according to two
aspects: entitlement and contingencies. Entitlement is related to how much
the person who produces the request shows to be authorized to do so.
Contingencies refer to factors that may compromise the achievement of the
request, i.e., how possible it is to grant the request. This study aims to describe
and to characterize the action of making requests with negative particles a
format (or practice) that has not been profoundly investigated in the context
of requests by taking into consideration the entitlement of whom produces
the requests and the contingencies involved in its achievement. In order to
do so, by means of Conversation Analysis (Sacks; Schegloff & Jefferson,
1974), we analyze interactions that took place during ultrasound exams and
consultations between physicians and pregnant women in a public hospital
in Brazil. All the interactions were audio recorded and later fully transcribed
according to Jeffersons (1984) conventions. The results of the study show
that pregnant women use the practice of asking questions with negative
particles in order to make requests to: (a) find out the babys sex; (b) see the
babys hair; (c) find out the babys weight. The analysis of the requests made
by the pregnant women with questions with negative particles shows the
womens orientation to the contingencies involved in making such requests
during what is a diagnostic exam and their non-entitlement in determining
(by means of requests) what the doctor should see or do in that exam.
Small things that matter a lot: The deontic nature of n in Brazilian
Portuguese
Ana Cristina Ostermann, Camila Almeida
Universidade do Vale do Rio dos Sinos, Brazil
Discourse markers (DMs) (e.g. well, yeah, you know, I mean, and so) consist
of interactional-linguistic resources that play a crucial role in everyday
interaction as they help with organizing an exchange of turns between
conversationalists (Bolden 2015, p. 5). From a functionalist perspective
(Freitag, 2007; Urbano, 1999, 2010), DMs have numerous functions that
contribute to turn taking and speakers orientation, such as: (a) connecting
turns at talk; (b) seeking for approval; (c) marking specific functions; and
(d) collaborating with turn taking. Although Brazilian Portuguese speakers
competently use DMs, these resources are still widely considered as vices
of language, constituting particles that are not grammatically classified in
Brazilian Portuguese (Freitag, 2007; Urbano, 2010). Yet, according to Fraser
(1999), Freitag (2007) and Urbano (1999, 2010), DMs have stable functions
which are normally attached to their position in a turn. A conversational
analytical perspective (Sacks, 1992), however, the perspective taken in
this study, analyzes DMs by considering not only their position in turns, but
also their com-position (Clift; Drew & Local, 2013), so as to also include
prosodic analysis, and, above all, the participants demonstration of their
understanding. This study, thus, analyzes: (a) the use of the DM n by
Brazilian Portuguese speakers, (b) if and how this DM can influence the next
speakers action; and (c) what prosody can inform us about the actions it
may perform. The interactions analyzed here come from fully transcribed
audio-recorded prenatal consultations that took place in a public hospital
in Brazil. The analysis reveals that the DM n: (a) is recurrent in sequences
involving recommendations and instructions; (b) intensifies the relevance
of a next preferred action from the interlocutor; and (c) when its prosodic
production is ascendant and longer, its deontic (interactional) force (i.e. force
that determines the next speakers action) becomes interactionally evident.
C805-812 B
Time: Tuesday, 25/Jul/2017: 5:00pm - 7:00pmLocation: Ducale I
5:00pm - 5:30pm
A lovely study: match/mismatch between corpus and dictionary
Ai Zhong
UCL, United Kingdom; ana420@163.com
Corpora and dictionaries are two very important sources in linguistic studies.
Sometimes the information provided by the two sources can support each
other, but in other cases there will be a mismatch between them. This
case study investigates the semantic changes and pragmatic uses of
lovely, a frequently-used word in the English language, especially in British
English. Two sources are used in this study: the Oxford English Dictionary
(henceforth OED) and the British National Corpus (BNC). The OED entry
lovely provides authoritative and comprehensive definitions of the word
lovely and also sufficient quotations, whereas the BNC gives quantitative
examples and collocations of lovely. More importantly, the BNC data is used
to attest the diachronic evidence given by the OED. The investigation shows
that descriptive, affective, and intensifying uses contribute most usages of
lovely in Present-Day English, which are attested in both the OED and BNC.
Moreover, an additional usage of lovely as a pragmatic marker is also very
common in contemporary English, regardless of the fact that it has not been
defined in the OED senses yet. In terms of the senses in the OED entry, some
senses have died out in Present-Day English so they cannot be attested in
BNC, which may be a mismatch between the dictionary and corpus; as for
other senses, plenty of evidence in the corpus can validate their frequent
uses in PDE. The aim of this corpus-based study is to see what is the most
prototypical sense of lovely in Present-Day English, whether lovely loses
or preserves its early meanings, and whether the corpus data match the
information provided in the OED entry. This study then, presents a panorama
of the uses of lovely in Present-Day English.
5:30pm - 6:00pm
Translation software evaluation from a user-centered perspective
Rossana Cunha Silva
Universidade Federal de Santa Catarina, Brazil; rossanacs@gmail.com
User-centered translation software evaluation has not received sufficient
attention regarding related research to date, particularly regarding corpus-
based tools. Translation industry invests continuously in quality assessment,
but usability evaluation methods are not an instituted practice yet. Within this
scenario, this study aims to bridge the gap between translation technologies
and their users. This paper describes the application of usability evaluation
methods for a corpus-based tool. This tool was created to support the
analysis of literary texts (CLiC). We present an overall description of the
project, its structure, and organization. Then, we discuss the application of
both methodological and practical usability techniques that have played
a fundamental role in the analysis. The evaluation process follows the
guidelines of a language technology framework, which has its essential
principle based on a user-oriented perspective. Furthermore, the selected
metrics can be easily applied in similar translation software evaluation
studies. The results present directions on which the system can be adapted
to user needs, and additionally points out how it can be improved. We have
to rethink usability methods, while including the user perspective in the
process. Further research is necessary, but introducing practical usability
methodology should provide benefits for users and developers, as well as
business advantages.
6:00pm - 6:30pm Warning: The presentations finish prior to the end of the session!
Motivation as a variable in learner corpus research
Tim Marchand, Sumie Akutsu
Gakushuin University, Japan; tim.marchand@gakushuin.ac.jp
This paper explores the issue of motivation in a learner corpus of computer-
mediated communication (CMC). In recent years, there has been a call to
expand the types of tasks and genres of learner corpus data collected, to
better reflect the real-world forms of native-produced data often found in
reference corpora (Granger, 2009). Meanwhile, the intrinsic and extrinsic
motivation of individual students has remained an underexplored area of
research in corpus construction (Ishikawa and Ishikawa, 2013) and one
which, if unaccounted for, may contribute to the notion of proficiency in
corpus texts being a fuzzy variable (Carlsen, 2012). This paper seeks to
broach these issues by examining certain motivational aspects that underlie
the production of corpus texts of a new genre type, computer-mediated
198
communication.
The data in question comes from an EFL context: a course for university
students in Japan where lesson materials and tasks are provided online
through a news-based blog. Each week, students write their reactions to
news stories on the blog, and these comments then form the basis of the
learner corpus. Over the course of one academic year, learners submit
12-20 written reactions to the news articles. The learner corpus has now
developed to 500,000 tokens in size.
The paper examines the importance of motivation from two perspectives:
on a topic-by-topic level, assessing to what extent differences in the intrinsic
level of interest in each lesson topic influences learner contributions to
the corpus; and on an individual basis, accounting for the importance of
motivation as a learner variable in corpus construction. The size of the
corpus, and the fact that the news stories themselves cover a range of
topics which learners may find intrinsically more or less interesting, offers
the opportunity to examine how motivation and engagement with lesson
materials affects learner performance in producing corpus texts.
S73
Time: Tuesday, 25/Jul/2017: 5:00pm - 7:00pmLocation: Ducale V
PERSPECTIVES ON LANGUAGE TESTING: THE DEVELOPMENT OF A BRAZILIAN EXAM
Organizer(s): Aline Fernandes (UNESP/INEP), Elen Dias (FATEC Jales/FEF)
This symposium aims at presenting results of four researches in the field of
language testing, more specifically about EPPLE (Proficiency Examination
for Foreign Language Teachers), an exam designed especially for foreign
language teachers in Brazil. The first paper focuses on the enhancement
of critical consciousness of English teachers in face of the domains of
linguistic and communicative competence, considering challenges in the
implementation and validation of EPPLE. The second paper deals with
the development of oral tasks for the assessment of metalanguage use in
the exam, based on analysis of classroom data. The third paper discusses
the consistency of the proficiency scale used by the EPPLE based on the
decision makers values. Finally, the fourth paper presents reflection on
the washback effects of EPPLE on teachers education, considering its
potential of serving as a professional certification for foreign language
teachers in Brazil. The common theoretical foundation of the three research
papers lies in the field of language proficiency assessment (BACHMAN,
1990; CONSOLO, 2004; CONSOLO et. al, 2010, SCARAMUCCI, 2000) and
linguistic and communicative competence of foreign language teachers
(ALMEIDA FILHO, 1993, 2004; CONSOLO E TEIXEIRA DA SILVA, 2007;
TEIXEIRA DA SILVA, 2000). Moreover, the papers are based on theories
of sociocultural perspectives in language teacher education (JOHNSON;
GOLOMBEK, 2016); critical and collaborative learning based on a community
of practice (WENGER, 1998), test specifications (FULCHER; DAVIDSON,
2007; OSULLIVAN, 2012), metalanguage (CICUREL, 1984; GIL, 1999),
and value-focused thinking (KEENEY, 1992). The different methodologies
employed in these studies reveal a dynamic process, which contributes
to the development of the EPPLE as an important resource for language
teachers and other stakeholders.
Details of the Symposium Papers
ENHANCING THE CRITICAL CONSCIOUSNESS OF ENGLISH TEACHERS AT OCCIDENTAL
AMAZON ABOUT LINGUISTIC PROFICIENCY
Rodrigo Queiroz
UFAC/UNESP
As a part of this symposium, a doctorate research in progress will be
presented converging to three aspects such as teacher education, linguistic
proficiency and assessment. The complexities of in-service English teacher
at public schools related to linguistic and communicative competence
followed by characteristics of quality about oral proficiency have been widely
examined in the literature on language teacher education. Moreover, the
main aim of this study is to map the reconstruction of didactic development
from a group of in-service English teachers in relation to the domains of
linguistic knowledge and communicative competence. The theoretical
framework underlies the following ideas: (1) a sociocultural perspective
in language teacher education (JOHNSON; GOLOMBEK, 2016); (2) the
reconstruction of critical and collaborative learning based on a community
of practice (WENGER, 1998) and (3) challenges in implementing and
validating the Proficiency Examination for Teachers of Foreign Languages
(EPPLE) as based on a set of studies, for instance in Baffi-Bovino, (2010);
Consolo, (2008); Consolo and Teixeira da Silva, (2014) among others. The
methodological approach is formulated through the principles of action-
research (TRIPP, 2005; BURNS, 2010) as accurate lenses to overview a
scenario of a group of in-service English teachers performing classes in
public elementary schools of Cruzeiro do Sul, Acre. The corpus collected for
purposes of a qualitative analysis (BAUER; GASKELL, 2002) will be based
on (i) field notes from classroom observations; (ii) written narratives and
(iii) viewing sessions. The qualitative approach will support the connection
of experiences considering EPPLE and the reestablishment of classroom
practice relating to the authentic production of didactic material focused
on the increase of oral proficiency. The results will predict domains of
linguistic and communicative competence in order to enhance the critical
consciousness about the quality of teaching English in the public school and
learning through collaborative networks.
THE DEVELOPMENT OF ORAL TEST TASKS FOR METALANGUAGE USE IN EPPLE
Aline Fernandes
UNESP/INEP
This paper presents results of an investigation on the use of metalanguage
for grammatical explanation from data gathered at a teacher education
undergraduate course from a Brazilian university. Firstly, a set of audio and
video recorded lessons of English as Foreign Language was described in
order to obtain an overview of how metalanguage is used in a context of
foreign language teacher education. Moreover, data of oral presentations
by the students future teachers of English as a Foreign Language and of
their performance in EPPLE (Proficiency Examination for Foreign Language
Teachers) oral test was collected. For data analysis, a methodology based
on Functional Systemic Linguistics, of schematic structure (EGGINS, 2012),
was employed for the description of the text grammatical explanation in
context of English language teaching, which permitted us to establish a
status for the grammatical explanation in teachers pedagogical discourse.
The second phase of the study was dedicated to a discussion about test
specifications (FULCHER; DAVIDSON, 2007; OSULLIVAN, 2012) and to
the creation of test specifications for the development of oral tasks for the
EPPLE which included the use of metalanguage for grammatical explanation.
The description of the grammatical explanation schematic structure was
considered useful for delimiting its internal characteristics and establishing
specific criteria for language proficiency assessment. We expect the results
of this study contribute to the validation of EPPLE, together with the results
of other studies on this exam.
ASSESSING THE ORAL PROFICIENCY LEVELS OF THE EPPLE EXAMINATION THROUGH A
PROBLEM STRUCTURING METHOD
Camila Colombo
IFSP/UNESP
Applied linguists have investigated the oral proficiency of teachers of
English as foreign language (EFL) in Brazil since the 90s (CONSOLO et. al,
2009). According to Consolo et. al (2009), such studies have demonstrated
a lack of proper professional training for Brazilian EFL teachers, especially
concerning their oral competence. Due to the need to certify the quality of
language teaching, Consolo et. al (2009) developed the EPPLE (Proficiency
Examination for Foreign Language Teachers). This presentation aims at
199
contributing to studies assessing the proficiency of teachers in Brazil by
proposing a discussion of the outcomes of a research that evaluates the
proficiency levels used in the EPPLE oral test. The assessment compares
the levels currently used by the exam and the outcomes obtained through
the application of VFT (Value-Focused Thinking), a problem structuring
method proposed by Keeney (1992). Shortly, the method consists on the
application of questionnaires to the main stakeholders of the exam and
aims to determine the fundamental values that constitute the proficiency
of a foreign language teacher. Through the comparison, this presentation
discusses the consistency of the proficiency scale used by the EPPLE and
verifies the need to adjust the alternatives used by the exam. VFT method
was chosen because it focuses on the decision makers values and, only
through them, evaluates the alternatives opposing to other problem
structuring methods, which go backwards , allowing, therefore, the
identification of desirable decision opportunities and establishing logical
basis for the decision process (KEENEY, 1996).
BACKWASH EFFECTS OF A PROFICIENCY TEST: INTERVENTION IN EFL TEACHER EDUCATION
Elen Dias
FATEC Jales/FEF
English as Foreign Language (EFL) teachers proficiency should be
considered differentiated since a language classroom is a complex
context in which the language is both a means and the object of teaching-
learning process. This communication is a research clipping of the Project
EPPLE - Proficiency Examination for Foreign Language Teachers (EPPLE
- UNESP, DLEM, 2014-2016), by applying the examination in English
Language undergraduate courses (henceforth Letters courses) in Brazilian
universities in order to: 1) characterize and establish criteria for EFL teachers
oral proficiency; 2) to improve EPPLE as a means of assessment; and 3)
generate backwash effects of the examination since it may be considered
as a professional certification, capable of creating backwash effects on
teachers education and proactive ones on in-service language teachers
education. Samples of teachers performance on the examination, compiled
in a corpus on an online platform, were analyzed by protocols of reflexive
vision sessions aiming at improving the future EFL teachers profile. Thus,
the theoretical research is based on proficiency test (BACHMAN, 1990;
CONSOLO, 2004; CONSOLO et. al, 2010, SCARAMUCCI, 2000), EFL
teachers linguistic and communicative competence (ALMEIDA FILHO, 1993,
2004; CONSOLO E TEIXEIRA DA SILVA, 2007; TEIXEIRA DA SILVA, 2000),
metalanguage (CICUREL, 1984; GIL, 1999), EPPLE (CONSOLO et al, 2009,
2010). It is thought that the outcomes of these researches may contribute
to EPPLE as a means of assessing teachers proficiency since there are
no patterns for this kind of assessment in Brazil although there are a great
number of professionals teaching EFL. The results from this research study
also highlight how important ongoing learning is in our practice in school
contexts for permanent discussion and development.
C265-274 B
Time: Tuesday, 25/Jul/2017: 5:00pm - 7:00pmLocation: Studio 1
5:00pm - 5:30pm
Escrita acadmica em Ingls por estudantes brasileiros em ambiente digital:
refletindo sobre letramento multimodal
Antonia Dilamar Arajo
UNIVERSIDADE ESTADUAL DO CEAR, Brazil; dilamar@gmail.com
Este trabalha investiga a produo de textos multimodais no contexto
ensino-aprendizagem de lngua inglesa em uma universidade pblica
brasileira. A necessidade de compreender como os significados so
construdos em diferentes gneros textuais escritos e o desenvolvimento
de letramento multimodal em ambiente digital levou-nos a examinar a
produo de gneros textuais multimodais de estudantes em uma disciplina
de produo textual. O objetivo desta comunicao analisar as relaes
intersemiticas no processo de construo de significados de aprendizes
quando integram os modos verbais e no-verbais na produo de ensaios
e resenhas de filmes e seu desenvolvimento de letramento multimodal,
com base na teoria da multimodalidade (Kress; van Leeuven, 2006, 2010) e
letramento visual (Callow, 2004; Jewitt, 2009). Utilizando uma metodologia
analtica-descritiva e qualitativa, analisamos um corpus de dez ensaios
argumentativos e dez resenhas de filmes produzidos por estudantes
universitrios no primeiro semestre de 2015, na plataforma digital Google
drive em uma abordagem processual e colaborativa. Os resultados
mostraram Google Drive como uma ferramenta til para a produo de
textos multimodais e, consequentemente, para o desenvolvimento de
letramento multimodal. Observamos que ao escreverem textos em um
ambiente digital, os aprendizes usaram uma combinao de recursos
semiticos, principalmente linguagem verbal escrita e imagens estticas e,
por isso, construram relaes de sentidos, integrando o verbal e o visual.
Os resultados tambm revelaram o uso predominante de relaes em que
a imagem subordinada ao texto escrito. O uso de tais relaes indica que,
apesar da combinao de modos semiticos diferentes, ao construrem
sentidos, os aprendizes so mais dependentes da linguagem verbal do
que imagens. A escolha de imagens integradas aos textos escritos tambm
apontou o nvel de letramento multimodal dos estudantes na utilizao
consciente de imagens para captarem a ateno da audincia (professora
e colegas) e como forma de representar e resignificar a realidade.
5:30pm - 6:00pm
Positioning themselves as authors: Transformation of EFL learners through
literacy practices
Li-Te Li
Shih Chien University, Taiwan, Republic of China; ltli@g2.usc.edu.tw
Positioning is often understood as the discursive process whereby people
are located in conversations as observably and subjectively coherent
participants in jointly produced storylines (Davies & Harr, 1999, p. 37).
In such conversations, one can be positioned by another or by oneself,
interactive or reflective positioning, respectively (Yamakawa, Forman, &
Ansell, 2005, p.2). The purpose of this study was to explore how concepts of
Authors Chair (Graves & Hansen, 1983), the literacy practice in a writing class,
would help re-structure EFL learners identity and re-position themselves as
authors.
The participants, 36 university sophomores, participated in a writing class
respectively. Two sessions of Authors Chair were held in each semester.
Writing difficulties, self-directed reading, and favorite writing were discussed
in Authors Chair. Feedback and self-reflection would be conducted in and
after the sessions of Authors Chair. The data collection contained scripts
of Authors Chair, feedback to peers writing and sharing, self-reflection,
and the researchers observation and reflection. Content analysis was
applied and data triangulation was emphasized so as to make the analysis
reasonable and acceptable.
The results showed that Authors Chair built a learning community, in which
students were engaged in different interactions and experienced the
transformation of re-positioning. Through identifying themselves as authors,
they would benefit from one another in the aspect of writing improvement
and personal growth. The findings would bring insights to writing educators
and learners.
6:00pm - 6:30pm
Post-normativity and English Language Teaching and Learning: some
perceptions from Brazil
Anderson Nalevaiko Marques1,2
Instituto Federal do Paran, Brazil; 2Universidade Federal do Paran, Brazil;
1
anderson.marques@ifpr.edu.br
English Language Teaching and Learning in Brazil has been marked
by application of imported perspectives regarding additional language
education. For some time, language institutes and schools (public and
private, including Teacher Education institutions) have adopted foreign,
ready-made approaches/materials, focusing on the Communicative
Approach (CA). That has served to reify notions of communication, nativeness
and intelligibility amongst educators and students. Recently, however, light
has been shed onto the post-method and multi(ple) literacies perspectives,
focusing on context-dependant needs and local issues in teaching-learning
of languages, amongst various concerns. This broadened stance coincides
with different views on English itself since discussions on Global Englishes,
English as an International Language and English as a lingua franca (among
others) have gained strength with English language educators. This paper
takes language as a locus for meaning-making. It relates to the notion of
teaching-learning of English as translingual and post-normative. Practices of
meaning-making in English, particularly in classrooms, must raise awareness
on how participants of such settings perceive communication, nativeness
and intelligibility. The objective is to share interpretations of data generated
in an educational institution in Brazil: a questionnaire was developed to
gather respondents perceptions on issues of communication, normativity
and nativeness and the role of teachers. Responses incline toward norm-
dependancy, perhaps reflecting crystalized concepts derived from and
reinforced by CA, but results also show openness and less restricted
perceptions. The conclusion is that problematizing issues on English
communication as negotiation appears necessary seeking translingual
practices in language education, legitimising diverse meaning-making in
never-ending communication movements worldwide. This way, we may
perceive meaning-making in English not as norm-dependent as proposed
by CA - or models that silence less legitimised practices. Oppositely,
we highlight that norms are built in context, and that every participant in
communicative situations should be sensible and responsible for ways of
silencing and being silenced, speaking and (not) letting speak.
6:30pm - 7:00pm
Supporting literacy achievement through identity affirmation in multilingual
classrooms
Susanne Linna Duek, Anna Maria Lindholm
Karlstad University, Sweden; susanne.duek@kau.se
This paper targets teachers work with identity affirmation in the primary
school classroom and multilingual learners literacy achievement. Based
on data originally collected for two dissertation studies on general literacy
practices among multilingual students in Swedish schools, the two datasets
are here compared with a specific focus on students literacy development
as linked to teachers observable work on identity in the classrooms
and as reported in interviews. The aim of the study is to investigate how
literacy practices concerning identity affirmation and the connection to
multilingual students lives are considered in contrasting school settings: (i)
a school where the majority of students are multilinguals and (ii) schools
where a minority of students are multilinguals. Drawing on two concepts
from Cummins (2015) Literacy Engagement Framework, Identity affirmation
and Connecting to students lives, the study examines to what extent
the practices connected with these concepts seem to facilitate literacy
achievement and whether any differences between the school settings can
be observed. Previous research has shown that it is important for teachers
to activate learners background knowledge in order to better support
their engagement in literacy activities (Pressley et al, 2004). Data include
a total of 13 teacher interviews and extensive classroom observations.
Data have been reanalyzed through the lenses of Cummins two concepts,
to reveal new findings about identity work in the classroom. Qualitative
content analysis was used for the analysis (Graneheim & Lundman, 2004).
Preliminary findings reveal that teachers approaches vary greatly between
the different settings. For instance, in setting (i), students L1 as well as their
diverse cultural backgrounds are explicitly recognized, and both L1 and L2
are used as a tool for literacy development to a greater extent than in setting
(ii). We will discuss what potential effect varying teacher practices may have
on multilingual students literacy development.
200
 C289-302 C
Time: Tuesday, 25/Jul/2017: 5:00pm - 7:00pmLocation: Studio 3
5:00pm - 5:30pm
QUAL O VALOR DE UMA LNGUA? IDEOLOGIAS LINGUISTICAS NO ENSINO DE LNGUA
PORTUGUESA E GUARANI
Rosana Hass Kondo
Universidade Federal do Paran, Brazil; rosanahass@gmail.com
Neste trabalho tencionamos investigar as ideologias lingusticas subjacentes
ao ensino de lngua portuguesa e guarani numa comunidade indgena,
situada no norte do Paran. Desde 2008 a Secretaria Estadual de Educao
do Paran (SEED), em conjunto com os Guarani, tem procurado promover
aes que proporcione mais uso da lngua indgena na comunidade, sendo
que o meio escolhido para tal, foi a educao. Portanto, como base no
objetivo proposto pretendemos analisar os materiais didticos utilizados
pelos docentes das disciplinas de lngua portuguesa e guarani, de modo a
verificar qual a concepo de lngua presente nesses materiais e, portanto,
na prtica pedaggica desses professores que lecionam as respectivas
disciplinas. Buscaremos ainda refletir como as lnguas so disponibilizadas
e representadas na escola, observando que ideologias linguisticas esto
presentes nas prticas empregadas pelos professores indgenas e no-
indgenas (MOITA LOPES, 2013). Trata-se de uma pesquisa qualitativa, de
cunho etnogrfico, e, assim como Moita Lopes (2013), concebe ideologias
lingusticas como plurais [a]s ideologias lingusticas so mltiplas e advm
de perspectivas polticas, culturais e econmicas especficas. Os dados
gerados sero analisados a partir da perspectiva terico-metodolgica
que discute ideologias lingusticas (WOOLARD 1998; MOITA LOPES 2013) e
tericos que trabalham com contextos linguisticamente complexos (MAHER,
1996, 2010, 2013); (CAVALCANTI, 2006); (NOBRE, 2012).
5:30pm - 6:00pm
Challenging english language teaching in colombia: teacher and student
engagement with critical peace education
Yecid Ortega
OISE / University of Toronto, Canada; yecid.ortega@mail.utoronto.ca
Teaching English as a foreign language (EFL) can empower students
to use language to discuss critical issues pertinent to Colombia and
challenge epistemological mindsets, especially in a time of conflict. The
English language classroom offers the perfect opportunity for students to
engage in discussions about peace because classes focus on language
and communication (Morgan and Vandrik, 2009). Education can provide
individuals with the necessary tools to improve and strengthen themselves
in order to create a more egalitarian society while peace education can
create social change by empowering students to become active critical
producers of meanings and texts (Kellner, 2000). This study draws from
Goulds (2013) engaged thinking to explore how critical pedagogy and
peace education in an EFL classroom in Bogota, Colombia can facilitate the
students processes of sensitization and conscientization (Freire, 1970) of
their own realities.
This research employed a collaborative action research approach as
it seeks to solve problems in an institution or community with a practical
orientation (Hinchey 2008). The teacher collaborated with the researcher
who acts as a critical friend (Stenhouse, 1975; Elliot, 1985) which is defined
as a facilitator of the research process. This presentation explains first how
teacher and students collaborated to create activities based on peace
education approaches and second how students became responsive and
aware of the Colombian conflict. Students used the topics learned in class
to express their ideas and thoughts about what peace means for them (in
English and Spanish). The presenter concludes that in the field of English
Language Teaching (ELT) addressing issues of peace and social justice in
the classroom motivates the students to learn and create spaces for equity
and social understanding.
6:00pm - 6:30pm
The discursive construction of English by teachers in an international online
community
Victor Brando Schultz1,2
Colgio Pedro II, Brazil; 2UFRJ, Brazil; victor.schultz@yahoo.com
1
This research aims to analyze how the participants of an international online
community of English teachers discursively construct the English language
and its speakers. It is based on the assumption that, in the contemporary
world, English is used not only as a foreign language but, above all, as a
lingua franca, and that this has a number of implications to the teaching of
this language (GRADDOL, 2006; SEIDLHOFER, 2011). The research is also
informed by a view of languages as inventions (MAKONI & PENNYCOOK,
2007), not as preexisting entities to be described by linguists and then
taught to learners; instead, languages are viewed as hybrid, unstable
sets of semiotic resources, which take on different meanings and values
as they cross diverse orders of indexicality (BLOMMAERT, 2005, 2010,
2011). The study, ethnographic in nature, is oriented by the constructivist
paradigm and by the qualitative research approach (GUBA & LINCOLN,
1994; FRAGOSO et al., 2010; MOITA LOPES, 2006; DRNYEI, 2007).
The analysis is undertaken by using the constructs of frame, footing, and
contextualization cues (GOFFMAN, 1984, 1979; GUMPERZ, 1992). The results
show a predominance of traditional views of English, with the establishment
of an indexical tie among native speaker, linguistic accuracy, and teaching
model. Nevertheless, there are some indications of change, taking us closer
to conceptions of English as a lingua franca.
6:30pm - 7:00pm
When I speak too well, people are surprised: language ideologies and
advanced L2 use
Katharina Ruuska
University of Jyvskyl, Finland; katharina.m.ruuska@student.jyu.fi
Very advanced L2 users have been a rather marginal topic in mainstream
SLA and the little research that exists has mostly focused on the question
whether adult learners can reach native-like proficiency. From a social
perspective on SLA, however, it has been argued that highly proficient L2
speakers offer particularly valuable insights into the social aspects of L2
use because their experience reaches well beyond immediate issues of
linguistic and communicative competence, and draws attention to broader
processes of identity, legitimacy, and social and cultural power relations
(Kramsch 2012).
In this conference paper, I present findings from my ongoing PhD study on
the impact of language ideologies on the everyday linguistic practices of
very proficient adult speakers of Finnish as a second language. In Finland,
highly proficient L2 users of Finnish continue to be seen as something
exceptional, making it necessary for such speakers to negotiate culturally
new linguistic identities within a framework of established beliefs about
Finnish as a second language. Drawing on data from semi-structured
interviews with 10 L2 speakers of Finnish as well as ethnographic data, I take
a look at how situational linguistic identities are constructed in reference
to broader ideologies of languages and speakers. The analysis shows
that my participants are very aware of the ideologies surrounding Finnish
as a second language and that they routinely anticipate their interlocutors
expectations about them as speakers in their language use.
Kramsch, Claire. 2012. Authenticity and legitimacy in multilingual SLA. Critical
Multilingualism Studies 1(1). 107-128.
201
 C303-316 C
Time: Tuesday, 25/Jul/2017: 5:00pm - 7:00pmLocation: Studio 4
5:00pm - 5:30pm
In-service English language teachers professional development: A gendered
perspective
Harold Castaeda-Pea
Universidad Distrital Francisco Jose de Caldas, Colombia; harold.
castaneda71@gmail.com
In the last decade, Colombian scholars have claimed that for in-service
English teachers professional development to become relevant, it should
be based on in situ research and innovation. In that sense, there seems to
be an emergent understanding of an applied pragmatics of pedagogy in
L2 teacher education gearing towards a post-method perspective. Whilst
there is great acknowledgement to this principled social turn in our local
scholarship little has been said about a comprehensible approach that
embraces the transformation of L2 teachers professional capital from a
gendered viewpoint. This could also be said of the Latin American context.
This presentation aims at illustrating the experience of a graduate course
designed to assist in-service English language teachers in inquiring social
identities as performed in foreign-language-learning contexts where
the category gender could be thought of critically in teaching practices.
Epistemologically, this presentation draws on principles of post-structuralism
and critical feminist pedagogy. Such principles have not clearly been
defined as underpinning language teacher education. Therefore, this
presentation illustrates their potential application as an epistemological
challenge for language teacher educators and English language teachers
professional learning. Results of this experience are related to the
learnings teacher participants gained, based on the graduate course, whilst
conducting inquiry processes in their own teaching contexts addressing
the inter-phase gender and foreign language learning. Their learnings
where threefold. Firstly, gender as a universal cause was deconstructed.
Secondly, normalized meanings of English language learning and gendered
teaching and learning practices were criticized. Thirdly, gendered discursive
constructions of English language learning were identified and contested.
My own learnings and challenges as teacher educator who draws on non
dominant epistemologies will be also discussed.
5:30pm - 6:00pm
Ideologies and concepts of language and language teaching-learning of
Language and Literature (Letras) freshmen
Ana Paula Marques Beato-Canato
Universidade Federal do Rio de Janeiro (UFRJ), Brazil; anabeato@uol.com.
br
Aligned with Brazilian Applied Linguistics studies directed at understanding
the relations between language and society, the intention of the proposal
is to discuss results of a study which aimed at investigating ideologies and
concepts of language and language teaching and learning processes which
constitute the discourse of freshmen of Portuguese and English Language
and Literature course (Letras course) at a federal Brazilian University, future
language teachers. We also have the objective of analyzing possible
spaces for disruption and reconstruction (MOITA LOPES, 2009) occurred
during our classes, when students are put in contact with theories that see
language as a social practice (VOLOSHINOV, [1929]2010); VOLOSHINOV/
BAKHTIN, [1953]2010) and ask them to revisit the material within which they
have studied English and evaluate the concepts underlying them. To do so,
we take as corpora the professor plan, students written reactions to some
theoretical excerpts, their papers with analysis of didactic materials and their
participations in some online forum discussions related to the topic. The
research has an ethnographical and a sociohistorical perspective. In this
sense, we comprehend man as a being that is formed in contact with others,
being sociohistorically constructed and having mediation and language
crucial roles in this process (VYGOTSKY, 2007). Language is understood
202
as ideological and ideology is seen as a reflexion of social structures
(VOLOSHINOV, [1929]2010). The analysis of the linguistic materiality of
our data will be based on those concepts and will focus on definitions
and assessment/opinion about concepts and the process of becoming
a teacher. We expect to be able to enrich our area of investigation in the
scope of Applied Linguistics, comprehend our context in a more informed
way and contribute to the development of more conscious and productive
teaching practices, since we are dealing with teachers to be.
6:00pm - 6:30pm Warning: The presentations finish prior to the end of the session!
Sustaining innovation in instructed second language contexts: Practitioners
perspectives on task-based language teaching
Martin East
The University of Auckland, New Zealand; m.east@auckland.ac.nz
Arising from the tradition of Communicative Language Teaching (CLT), Task-
Based Language Teaching (TBLT) is built on the premise that the most
effective way to teach a language is by engaging learners in real language
use in the classroom [through] tasks discussions, problems, games, and
so on which require learners to use language for themselves (Willis & Willis,
2007, p. 1). TBLTs innovative learner-centred and experiential approach
stands in contrast to a more traditional grammar-focused and teacher-led
CLT model. A particular challenge to the successful implementation of TBLT
are teachers who, having learnt a language in more established teacher-
fronted ways, hold on to beliefs about language learning that contrast
with TBLT ideas and that influence teachers current practices. There is
evidence to suggest that, when teachers beliefs are acknowledged and
addressed within teacher education programmes, new understandings can
be established successfully and new practices can be adopted.
This paper presents findings from a small-scale research project that
investigated a group of New Zealand based high school languages
teachers at two junctures. At the end of 2012, teachers beliefs about TBLT
were collected as they were about to complete an initial teacher education
programme that had a dedicated focus on TBLT (n = 20). A subsequent
investigation at the end of 2015 tracked a subset of these same teachers (n
= 7) after they had completed three years of work in the classroom. Findings
demonstrate that the teachers in 2015 sustained the initially positive views
about TBLT they had expressed in 2012. However, practitioners real-world
classroom experiences led them to identify issues that would require
resolution if TBLT as innovation is to be more successfully incorporated into
practice. Implications for the longer-term sustainability of TBLT are raised.
Willis, D., & Willis, J. (2007). Doing task-based teaching. Oxford: OUP
C317-330 C
Time: Tuesday, 25/Jul/2017: 5:00pm - 7:00pmLocation: Studio 5
5:00pm - 5:30pm
Projetos de Letramento na efetivao da Pedagogia da Variao: relato de
prticas em Lngua Portuguesa
Csar Augusto Gonzlez1,2, Ana Maria Stahl Zilles1
Unisinos, Brazil; 2Instituto Federal Farroupilha, Brazil; cesaraugusto.
1
gonzalez@gmail.com
Relatamos uma experincia pedaggica em Lngua Portuguesa com
alunos do segundo ano do Curso Tcnico em Agropecuria Integrado
ao Ensino Mdio de um Instituto Federal (IF) localizado no Rio Grande
do Sul. As aulas foram organizadas segundo princpios dos Projetos de
Letramento (Kleiman, 2007) e da Pedagogia da Variao (Zilles; Faraco,
2015). Os alunos se auto-organizaram em grupos e se propuseram
questes relacionadas ao tema lixo, que foram respondidas por meio de
diferentes mtodos de pesquisa, inclusive o levantamento de textos na
internet, a leitura de legislao especfica, a entrevista com especialistas,
o visionamento de documentrios. Os resultados foram compartilhados
em sala de aula, levando a turma a, coletivamente, decidir pela divulgao
desse conhecimento atravs de uma campanha a favor do descarte
adequado do lixo e contra a discriminao de trabalhadores do lixo. A
campanha foi levada a escolas de Ensino Fundamental da regio do IF.
Cada grupo contribuiu com a campanha preparando uma palestra sobre
suas questes de pesquisa e um texto informativo, com recomendaes a
respeito do descarte do lixo (includas em flder coletivo). A campanha foi
documentada pelos grupos, que elaboraram relatrios de suas atividades.
Ao longo do processo, a disciplina de Lngua Portuguesa buscou trabalhar
gneros discursivos e aspectos lingusticos que fossem relevantes para a
consecuo dos objetivos do projeto. A variao lingustica foi abordada na
elaborao de recomendaes (que fizeram uso do modo imperativo), na
construo dos relatrios (com recurso aos tempos verbais da narrativa) e
na sua reviso (com reflexo sobre as construes relativas). Para analisar
o projeto de letramento e variao lngustica aqui relatado, recorremos
ao planejamento, a anotaes sobre as aulas e a textos de alunos. Esses
dados sugerem que Projetos de Letramento oferecem condies para
o desenvolvimento do letramento crtico e para a concretizao de uma
Pedagogia da Variao.
5:30pm - 6:00pm
Ler & educar: projeto de formao de professores da educao bsica para
ensino de leitura
Ana Cludia Souza1, Claudia Finger-Kratochvil2, Angela Cristina Di Palma Back3
Universidade Federal de Santa Catarina, Brazil; 2Universidade Federal
1
da Fronteira Sul, Brazil; 3Universidade do Extremo Sul Catarinense, Brazil;
anacs3@gmail.com
O propsito desta comunicao apresentar o projeto Ler & educar:
formao continuada de professores da rede pblica de Santa Catarina
e discutir o desenrolar de algumas das suas aes. Trata-se de projeto
aprovado pelo Edital 049/2012 do Observatrio da Educao (Obeduc/
Capes/MEC/Inep), desenvolvido em rede desde o incio de 2013 at o final
de 2015, pelas Universidades do Extremo Sul Catarinense, Federal de Santa
Catarina e Federal da Fronteira Sul. Suas aes focalizaram as prticas
leitoras e de ensino de leitura em quinzes escolas pblicas estaduais e trs
municipais, selecionadas com base no baixo ndice de Desenvolvimento
da Educao Bsica (Ideb) e no atendimento a comunidades de alta
vulnerabilidade social. O objetivo do projeto foi intervir no ensino das
competncias leitoras, por meio da formao continuada de docentes das
reas de conhecimento constitutivas da educao bsica. Dentre as aes,
destacam-se trs nesta apresentao: 1) anlises documentais relativas
leitura nos Projetos Poltico-Pedaggicos (PPP), nos projetos de leitura
desenvolvidos e nos dados do Inep; 2) formao continuada e permanente
da equipe de trabalho com vistas ao estudo e anlise dos resumos, frutos
das leituras realizadas, visando entender os processos empregados para
compreender o texto; 3) formao continuada dos professores dento das
escolas e da universidade e alguns de seus reflexos na postura docente e
na sala de aula. Os resultados da implementao do projeto evidenciam a
relevncia de trabalhos centrados na formao continuada e permanente
dos professores, respeitando os traos e caractersticas dos sujeitos,
espaos e tempos escolares, de modo a propor intervenes significativas,
consistentes e coerentes com o objetivo da educao bsica.
6:00pm - 6:30pm Warning: The presentations finish prior to the end of the session!
O Ensino da Lngua/Anlise Lingustica e a Base Nacional Comum Curricular
Sonia Merith-Claras
Unicentro; soniaclame@gmail.com
A Base Nacional Comum Curricular (BNCC/2015 em sua verso
preliminar), assim como j propunham os Parmetros Curriculares Nacionais
(PCNs, 1998), defende que o ensino da lngua, entendido como eixo anlise
lingustica, perpasse os demais eixos, como o da oralidade, leitura, escrita,
alm do eixo da apropriao do sistema de escrita alfabtico/ortogrfico e de
tecnologias da escrita. Sendo assim, sugere-se que a lngua seja trabalhada
no contexto escolar na perspectiva de USO-REFLEXO-USO. Para tanto,
preciso que o ensino da lngua rompa com a tradio gramatical que por
vezes prioriza a acumulao de contedos desconectados das situaes
de uso, ou seja, das prticas sociodiscursivas da linguagem. Sendo assim,
a Base destaca que a abordagem de categorias gramaticais (fonticas/
fonolgicas, morfolgicas, sintticas, morfossintticas) e de convenes da
escrita (concordncia, regncia, ortografia, pontuao, acentuao etc.) deve
vir a servio da compreenso oral e escrita e da produo oral e escrita, e
no o contrrio. Considerando o exposto, este trabalho tem como objetivo
discutir/refletir como o eixo da anlise lingustica perpassa os demais. Para
tanto, consideraremos a verso preliminar e definitiva da Base. Alm disso,
nosso intuito , ao percorrer os objetivos de aprendizagem, debater sobre
a viabilidade da proposta, destacando os impactos que o Documento pode
acarretar na postura do professor da Educao Bsica, no que tange ao
ensino da lngua. A perspectiva terica acerca da Anlise Lingustica que
adotamos para a reflexo/anlise da Base nacional Comum Curricular a
defendida por Geraldi (1984, 1990), reiterada em Mendona (2006), a qual
prev, principalmente, o ensino da lngua integrado s atividades/prticas
de leitura, escrita e reescrita de textos/gneros discursivos.
C331-344 C
Time: Tuesday, 25/Jul/2017: 5:00pm - 7:00pmLocation: Studio 6
5:00pm - 5:30pm
EFEITO DO ENSINO DE ESTRATGIAS DE COMPREENSO ORAL NA AUTONOMIA DE ALUNOS
Tatiana Castro
Escola de Aplicao - UFPA, Brazil; tatianaslcastro@gmail.com
A compreenso oral uma das habilidades pela qual os aprendentes
encontram maiores dificuldades em lnguas estrangeiras, sendo que
poucos trabalhos versam sobre como incrementar a sua aprendizagem.
Esta pesquisa teve como propsito investigar o processo de ensino de
estratgias de aprendizagem e seus efeitos na proficincia e autonomia de
alunos de ingls no que diz respeito compreenso oral. O embasamento
terico deste estudo respaldou-se essencialmente nas contribuies
de Oxford (1990), OMalley e Chamot (1990), Cohen (1998), Little (1991),
Scharl e Szab (2000), Benson (2011), Magno e Silva (2012), Hedge (2000),
Brown (2007) e Ur (2012) dentre outros. O contexto de realizao deste
experimento foi o dos Cursos Livres de Lnguas Estrangeiras CLLE da
Universidade Federal do Par - UFPA. Uma pesquisa-ao foi desenvolvida,
utilizando como ferramentas para a coleta de dados um questionrio,
fichas de exerccios e uma entrevista. A anlise dos dados procedentes
das ferramentas utilizadas demonstra uma melhora significativa no
desempenho das aprendentes na habilidade de compreenso oral ao
longo das atividades propostas e tambm no teste realizado ao final do
semestre. Observei ainda a apropriao de certas estratgias ensinadas ao
longo do semestre, alm de indcios de autonomia nas mudanas de atitude
das aprendentes em relao incorporao das estratgias ensinadas e
prtica da compreenso oral fora de sala de aula.
5:30pm - 6:00pm
Refletindo sobre a abordagem de intercompreenso:
evidncias de um estudo de caso
Igor Porsette1, Kyria Finardi2
Universidade Federal do Esprito Santo, Brazil; 2Universidade Federal do
1
Esprito Santo, Brazil; igor.porsette@gmail.com
A abordagem de intercompreenso (AI) se baseia na habilidade que
dois falantes possuem de se comunicarem entre si (com sucesso),
cada um usando sua prpria lngua (BONVINO, 2011). O princpio da
intercompreenso o desenvolvimento da competncia de recepo oral
e escrita, com base no parentesco lingustico, conhecimento prvio e uso
de estratgias de aprendizagem. A questo da intercompreenso coloca-
se, como refora Santoro (2014), como uma perspectiva no alternativa, mas
203
de integrao em relao aprendizagem global de uma ou mais lnguas,
em sintonia com as indicaes do Quadro Europeu Comum de Referncia
(QECR) para as lnguas que enfatiza a importncia das competncias
parciais e uma prtica didtica para o desenvolvimento do plurilinguismo.
O objetivo deste estudo refletir sobre a AI em geral e sobre a experincia
de alunos da graduao em Letras (espanhol, francs, ingls, italiano e
portugus), da Universidade Federal do Esprito Santo, durante a leitura de
textos em lnguas romnicas (catalo, espanhol, francs, italiano) usando
o mtodo EuRom 5. Com esse escopo o estudo revisa a literatura sobre
a abordagem de intercompreenso e descreve o mtodo usado na
interveno pedaggica. A metodologia de pesquisa qualitativa e analisa
o desempenho de leitura dos alunos-participantes submetidos a esse
mtodo. Resultados preliminares do estudo sugerem que o desempenho
em leitura dos participantes pode melhorar com o auxlio de outros
elementos que compem o desenvolvimento da competncia de leitura,
como a competncia pragmtica, por exemplo.
6:00pm - 6:30pm
The Relationship between Chinese EFL Learners Motivation and Online Self-
regulation: A Structural Equation Modeling Approach
Chunping Zheng1, Jyh-Chong Liang2, Chin-Chung Tsai2, Zhihong Lu1, Mang Li3
1Beijing University of Posts and Telecommunications, Peoples Republic
of China; 2National Taiwan University of Science and Technology, Taiwan;
3Beijing Normal University, Peoples Republic of China;
zhengchunping@bupt.edu.cn
In the field of second language acquisition, an increasing amount of
research has been conducted on learner motivation and self-regulation.
Less attention, however, has been focused on the relationship between the
two constructs in online learning environments. This investigation presents
a structural model that integrates learners L2 motivational self system and
their online self-regulation. Data were collected through two questionnaires,
the Motivational Self for Online EFL Learning Questionnaire and the Online
Self-regulation for EFL Learning Questionnaire, among 293 university
students in mainland China. The CFA analyses proved the validity and
reliability of the two instruments. And the path analysis provided empirical
evidence linking learners L2 motivational self system and their online self-
regulation. Instrumentality-Promotion, as a factor in Ideal L2 Self is the
most positive factor which significantly predicts all the factors of learners
online self-regulation. Learners Cultural Interest in Ideal L2 Self can also
positively explain the variations of Goal Setting, Time Management and
Self-appraisal during learners online self-regulation. On the contrary, the
factor of Instrumentality-Prevention is the significantly negative factor for
explaining the variations of learners online self-regulation and the factor
of Online Language Learning Experience has a significantly negative
relationship with learners Task Strategies, Time Management and Help
Seeking in the process of online English language learning. The findings
disclosed that the Ideal L2 Self are positively related to leaners language
online self-regulation while the Ought-to L2 Self has negative relations
with their online self-regulated behaviors. Quite surprisingly, learners with
more online English language learning experience seemed to have less
positive views on their online self-regulation. Possible explanations and
related pedagogical implications were proposed at the end of the research.
.
C345-358 C
Time: Tuesday, 25/Jul/2017: 5:00pm - 7:00pmLocation: Studio 7
5:00pm - 5:30pm
The Systemic Functional Approach with the L1 Rhetorical Structure as a
Strategy in Writing Class
Tzu-Shan Chang
Wenzao Ursuline University of Languages, United States of America;
tzushanchang@gmail.com
Recent studies challenge that early SLA research perceives L1 and L2 as
two separate systems, and such perception forms the basis for teaching
approaches that discourage the use of L1 in the classroom. Instructors
adopting the approaches might guide students to establish a new language
without reference to L1 (Cook, 2002). However, language acquisition does
not function this way; instead, two systems accommodating to each other
(Cook, 2002, p. 18). If L1 and L2 form a hybrid system, studies that investigated
the development of L2 writers genre knowledge should examine it in a bi/
multilingual perspective (Gentil, 2011). Researchers encourage more studies
on incorporating L1 into L2 genre-writing courses but seem not to suggest
any approaches.
Thus, this study investigates how the use of the systemic functional
approach (SFL) with the L1 rhetorical structure develops Chinese EFL
writers competence in writing argumentative essays in English. This
course follows the SFL approach, the genre-based cycle of teaching
and learning, to provide students with repeated opportunities to practice
literacy skills gained in previous cycles until they master different genres.
Chinese sophomores (n = 42) were instructed in a genre-oriented class that
incorporated L1 rhetorical structure. Quantitative data were collected before
and after the instruction: questionnaires and writings. The research results
indicated that the participants significantly improved their competence the
most in conventions of presenting argumentative texts.
This studys approach offers participants a framework to better organize their
arguments in L2 academic writing. When EFL students home languages/
cultures are treated as the resources within the context of a genre-based
writing class, their prior knowledge of L1 rhetorical structure transits to
more accurate construction of L2 essays. A pedagogy combining global
awareness with local specificity develops. How to make a good use of the
interplay of both writing systems in helping L2 writers learn how to write
should deserve further attention.
5:30pm - 6:00pm
Translanguaging as curricular and pedagogical practice in a childrens
literature course
Kay Gallagher, Afaf Bataineh
Zayed University, United Arab Emirates; kay.gallagher@zu.ac.ae
Hornberger (2003) and Garcia (2009) view translanguaging as a natural
phenomenon through which bilingual speakers engage with their bilingual
worlds. In response to recent calls for the deliberate pedagogical use of
translanguaging in the classroom (Canagarajah, 2011; Creese & Blackledge,
2010; Palmer, Martinez, Mateus & Henderson, 2014), we incorporated
translanguaging into a Childrens Literature course for bilingual future
teachers at an English medium university in the Arab region, by introducing
the writing of an integrated Arabic-English story book as a creative course
assignment.
The research project examined the processes involved in both the creation
of the childrens story book, and in reading it aloud to bilingual children.
Our aim was to examine the process of translanguaging when it is explicitly
encouraged, taught and practised within the context of a supportive
classroom environment. This paper reports on how the future teachers
approached the creation of the childrens story book, by exploring the cross-
linguistic and extra-linguistic issues the authors faced when integrating
two different linguistic systems. It identifies the strategies they followed to
resolve challenges, and examines the linguistic interaction between the
future teachers and the children while reading the story aloud. Implications
are drawn for the pedagogical and curricular use of translanguaging in
preparatory courses for teachers of bilingual children.
Data collected and analyzed included observations, focus group interviews,
online discussions, and the storybooks themselves as artefacts.
6:00pm - 6:30pm
Building Empowering Multilingual Learning Communities in Icelandic schools
Hanna Ragnarsdottir, Samuel Lefever
University of Iceland, Iceland; hannar@hi.is
Linguistic and cultural diversity among preschool children, compulsory
and upper secondary school students and their families has been steadily
increasing in Iceland in recent years. Currently around 11% of all preschool
children and 7.6 % of all compulsory school students have heritage
languages other than Icelandic (Statistics Iceland, 2015a, 2015b).
204
Although educational policies and curriculum guides in Iceland emphasize
equity and inclusion, multilingual and heritage language issues have
generally not been addressed thoroughly in these policies (see e.g. Ministry
of Education, Science and Culture, 2011, 2014). In order to investigate how
schools in Iceland are responding to the diversification of their student
populations, a study was conducted at all three school levels. The aim of
the study was to explore examples and processes of building empowering
multilingual learning communities in Icelandic schools.
The theoretical framework of the study includes critical approaches to
education (May & Sleeter, 2010; Nieto, 2010; Trifonas, 2003) and multilingual
education for social justice (Chumak-Horbatsch, 2012; Cummins & Early,
2011; Garca & Wei, 2014; Skutnabb-Kangas, Phillipson, Mohanty & Panda,
2009; Trifonas & Aravossitas, 2014). Methods included interviews with
principals, teachers, students and parents as well as field observations in
the schools. The research draws on data from a Nordic research project
conducted in 2013-2015, called Learning Spaces for Inclusion and Social
Justice: Success Stories from Immigrant Students and School Communities
in Four Nordic Countries.
Findings from the study indicate that the development of empowering
multilingual learning communities in the schools in the study has generally
been successful. However, the findings also uncovered a number of
challenges, such as the need for professional development of staff, ensuring
succession of knowledge and successful practices, reaching out to parents
and communities, and funding.
6:30pm - 7:00pm
Multiliteracies: What is good writing in a multilingual class?
Verbra Frances Pfeiffer, Christa van der Walt
University of Stellenbosch, South Africa; vfpfeiffer@sun.ac.za
Writing academic texts in a language that one does not know very well
is challenging. Very often students write just enough to meet university
requirements. Getting students to understand the value of extended and
academic writing is a challenge because of the perceived difficulty of the
exercise. This study will focus on students conception of what good writing
is, of the value of improving their writing skills and the extent to which
translanguaging occurs when students think in one language and write in
another. The multilingual nature of South African classrooms requires that
students are able to describe what they regard as good writing to show that
they are aware of the importance of developing this skill. This study seeks to
view writing from a multilingual repertoire with the use of expressive writing.
The aim of this study is to gather students opinion of what they think is
good writing and also whether they think the home or community language
has a role in this process. This study was conducted at the University of
Stellenbosch with student teachers. They were given the opportunity
to describe what they thought good writing is and why it is important to
develop this ability. After their period of teaching practice, they were asked
the same questions to find out how their views of what is good writing may
have changed. A nuanced view of academic writing from a multilingual
perspective is important for teachers who use a language of learning and
teaching that pupils may not know very well.
C359-372 C
Time: Tuesday, 25/Jul/2017: 5:00pm - 7:00pmLocation: Studio 8
5:00pm - 5:30pm
Does computer-mediated interaction in a collaborative task make a difference
in students second language learning?
Natsuyo Suzuki
Waseda University, Japan; nayo@ab.auone-net.jp
This study investigates effects of different means of classroom communication
(computer-mediated versus face-to-face) on learner-learner negotiations
during a collaborative task (dictogloss) in the process of learning phrasal
verbs. With the growth of interest in the impact of technology-mediated
language learning, whether or not educational technology has any distinct
impact on the way learners negotiate during a task for second language
205
(L2) development is one of the concerns. Japanese EFL university students
(n= 28), who were generally accustomed to teacher-centered instruction,
participated in the study. It utilized a dictogloss in which learners had the
opportunity to negotiate any language problems they came across in the
process of collaboratively reconstructing a sentence followed by individual
dictation. Meanwhile, phrasal verbs, consisting mainly of a small number of
common verbs or adverbs in combination with prepositions (e.g. get, go,
come, put / out, off, up), were tested. The research addresses the following
questions: Does CMC through dictogloss have different impacts 1) on the
written development of phrasal verbs, 2) on learners negotiation for form
and meaning and 3) on the way learners negotiate language problems? The
data were collected based on written pre- and post-test scores, which were
analyzed using the repeated measure of analysis of variance (ANOVA), and
transcripts of audio records of learners oral negotiations. The latter were
analyzed for language-related episodes (LREs), which were coded as either
meaning- or grammar-based LREs which were sub-categorized according
to grammatical items, and for the chi-square analysis. The results showed
no significant differences between CMC and FTF communication in written
tests, the amount of attention to each item and of language resolutions;
however students in CMC group significantly needed more negotiation
for meaning than FTF group to avoid conversation breakdown. Further
pedagogical implications for classroom interaction will be discussed.
5:30pm - 6:00pm
Evaluating innovation in language teaching: A meta-analysis of corpus use
Alex Boulton1, Tom Cobb2
1
University of Lorraine, France; 2Universit du Qubec Montral, Canada;
alex.boulton@univ-lorraine.fr
Innovation in language teaching happens because practitioners believe in it,
but initial belief soon needs support from empirical evidence. The question
then is to how to make sense of this research, as dozens or hundreds of
primary studies produce often conflicting results. This presents a real
epistemological challenge as it is easy to cherry-pick ones favourite papers
or interpret them subjectively. To counter this, research synthesis in applied
linguistics has been developing almost as a field in its own right over the
last 15 years or more, broadly dividing into narrative (qualitative) and meta-
analytic (quantitative) traditions.
Following a symposium presentation at AILA 2014, this paper reports the full
findings of a meta-analysis of data-driven learning (DDL), defined here as
the use of corpus tools and techniques for L2 users (teachers, learners or
others). From a pool of over 200 primary studies up to mid-2014, we were
able to meta-analyse data from 88 unique samples in 64 studies, calculating
large effect sizes (Cohens d) for both within- and between-groups designs,
according to Plonsky and Oswalds (2014) empirically-derived benchmarks
for applied linguistics. We also looked at 84 moderator variables in 25
categories, but obtained few clearly definable results. The optimistic
conclusion is that DDL works everywhere it has been subjected to serious
and repeated evaluation. The downside, however, is that the variation still
remains largely unaccounted for. In a final section, we look at how other
research deals with this dark matter, either as a limitation of meta-analytic
and quantitative research generally, or as a reflection of the complex nature
of language and its users.
6:00pm - 6:30pm
Innovation and Challenges for the Design of an On-line Pronunciation
Dictionary of Brazilian Portuguese
Paulo Roberto Souza Ramos
Universidade Federal do Rio Grande do Sul, Brazil; pauloroberto.
souzaramos@gmail.com
The present work, based on the project for a PhD dissertation in Language
Studies, aims at presenting the challenges involved in the design of an on-
line pronunciation dictionary of Brazilian Portuguese for speakers of English
and the extent to which it innovates in terms of e-dictionaries for leaners of
Portuguese. For starters, this e-dictionary offers a shift from semantic content
and definitions to the way words are pronounced, which leaves more
room for as aspect of dictionary-making that is usually placed in second
plan, i.e., pronunciation. One real challenge lies in balancing the expected
prescriptive aspect that dictionaries tend to personify and the variation that
exists in the real world, and is part a sociolinguistically correct environment.
Another challenge is the selection and adoption of a spoken model to be
used in this dictionary. One possible innovation in terms of pedagogical
dictionaries in Brazil is the inclusion of a preference poll for inclusion of
certain pronunciations available. This survey uses an on-line questionnaire
to check the preferred forms of educated speakers of Brazilian Portuguese
when there are co-occurring pronunciations of the same lexical item, as, for
instance, is the case with the adjective ruim (bad), which can be realized
with stress on the second syllable ruIM or on the first, as RUim. One
hopes this reference tool helps in the process of internationalization of
Portuguese as a foreign language.
6:30pm - 7:00pm
Learning and Teaching English as L2: a dialogue between technology,
Complexity and Task Based Learning
Juarez Lopes
Universidade Catlica de Pelotas, Brazil; lopesjuarez@gmail.com
According to Larsen-Freeman and Cameron, a complex approach does not
translate into a complex method for teaching English as a second language
(L2). This presentation aims to find points of contact between the seminal
work of Larsen-Freeman about the Chaos/Complexity Theory, Second
Language Acquisition and Task Based Learning (TBL), more specifically the
task cycle. There seems to be many similarities between the new Chaos/
Complexity Science and L2 acquisition. Although the value of this analogy
might be metaphorical, sometimes things are not seen until we have the
right metaphor for it. The aim of this presentation is to look at the task cycle,
under the perspective of the Complexity Theory, which might be classified
as a complex adaptive system as it is possible to find the characteristics of
such systems in this cycle. These systems are dynamic, complex, chaotic,
unpredictable, sensitive to initial conditions, open, organised, sensitive to
feedback and adaptive. Although technological progress has affected the
way people learn and teach foreign languages, this fact does not seem to
have promoted a paradigm change and as a result, it has created a rich area
to be explored by academic research. In other words, taking into account
that there is a growing but yet modest number of research approaching
Task Based Learning (TBL) mediated by technology and that nowadays it is
imperative to integrate the computer and technology education motivated
by the undeniable achievements, in particular from the pieces of equipment
connected to the internet and novelties the digital technologies have
brought to our lives and to the learning process of many young generations,
it seems to be a challenge to take TBL, a strong approach to teaching L2,
from the face-to face classroom to the classroom mediated by technology.
C373-386 C
Time: Tuesday, 25/Jul/2017: 5:00pm - 7:00pmLocation: Studio 9
5:00pm - 5:30pm
MATERIAL DIDTICO PARA O CURSO DE EaD NO CURSO DE LETRAS INGLS
Izabel Silva Souza DAmbrosio
UFS, Brazil; idambrosio66@yahoo.com.br
Este trabalho tem o objetivo de analisar aspectos importantes inseridos
na experincia de elaborao de material didtico da disciplina de
Compreenso e Expresso Oral em Lngua Inglesa para o curso de
Educao a Distncia (EaD). Esse material tem sido adotado no curso de
licenciatura em Letras-Ingls vinculado ao Centro de Educao Superior a
Distncia (CESAD) da Universidade Federal de Sergipe (UFS). Acredita-se,
nessa pesquisa, que alm dos livros didticos, o material didtico tem sido
uma fonte de suma importncia para o estudo e a pesquisa no recente
campo das disciplinas a distncia, pois possvel obter, atravs de seu
contedo, atividades e exerccios propostos, informaes que podem ser
utilizadas para determinar o contexto de sua utilizao no campo desta
206
nova escola. No tocante ao material de Lngua Inglesa (LI), importante
que seja desenvolvida a competncia da comunicao e expresso na LI,
possibilitando ao discente exercitar de forma autnoma as competncias
lingusticas. Sero assuntos brevemente discutidos neste trabalho a
abordagem comunicativa, que um instrumento muito importante para
o processo de ensino-aprendizagem da LI, principalmente por se tratar
de uma disciplina cujo enfoque a habilidade de Speaking. Tambm, as
prticas escolares, o EaD, assim como, a presena das Tecnologias Digitais
da Informao e Comunicao (TDIC) como recurso instrucional e as novas
relaes atribudas atravs do Ambiente Virtual de Aprendizagem (AVA).
As categorias analticas de Chartier (2002); Freeman (2013); Leffa (1994);
Paiva (2013); Pereira (2013); Prensky (2007); Silva (2013) e outros serviram de
aporte terico para o desenvolvimento dessa pesquisa.
5:30pm - 6:00pm
Material didtico transmdia e o engajamento no ensino de Lngua Portuguesa
Camila de Castro Castilho
Unicamp, Brazil; castro.mila@gmail.com
A reflexo sobre o atual cenrio educacional nos faz compreender a
necessidade de integrar as tecnologias ao ensino e, ao mesmo tempo,
questionar o papel dos materiais didticos nessa nova configurao.
Afinal, como os materiais didticos podem contribuir para essa integrao,
dialogando com a realidade dos alunos para que a aprendizagem seja
significativa?
Esta proposta pretender apresentar o material didtico transmdia como
uma possibilidade de integrao das tecnologias ao ensino de Lngua
Portuguesa e, tambm, aprofundar a discusso ao pleitear que essa
modalidade aumenta o engajamento dos alunos.
A apropriao das narrativas transmdias na produo de material didtico
tem sido objeto de estudo, pois possibilita articular contedos disciplinares
com atividades presentes no cotidiano dos alunos. A narrativa transmdia
tambm promove a integrao de diferentes mdias ao processo de ensino-
aprendizagem, aumentando o engajamento dos alunos a cada mdia
explorada, alm de vincul-los emocionalmente com a histria. Para isso, o
material deve apresentar uma parte da narrativa de forma autossuficiente
em cada mdia.
A apropriao docente da proposta e a mediao dos professores so
fatores importantes para aguar o interesse e a criatividade dos alunos,
pois esse tipo de material possibilita o compartilhamento e a interao
dos alunos com a histria uma vez que possvel criar e produzir novos
contedos.
6:00pm - 6:30pm
Mercantilizao e prticas pedaggicas: uma anlise de posicionamento em
narrativas orais de professores
Victor Schlude Ribeiro
UFRJ, Brazil; vschlude@gmail.com
A definio de uma metodologia de ensino e a respectiva adoo ou
elaborao de um material didtico uma prtica quase que fundamental
em instituies de ensino. Quando falamos em cursos livres de alcance
nacional, tais definies se aplicam a todas filiais, independente da
especificidade de cada contexto de ensino. Por essa e outras razes, o
professor dessas instituies no participa das escolhas da metodologia e
do material didtico. A entrada desse profissional na instituio costuma ser
realizada com um treinamento, por meio do qual este meramente exposto
metodologia e ao material. O presente trabalho se prope a entrevistar
dois desses profissionais, analisando, por meio de seu discurso, como estes
se posicionam (MOITA LOPES, 2006) quanto a: (a) a metodologia utilizada, (b)
o material didtico adotado e (c) suas prticas pedaggicas. As entrevistas
promovem a oportunidade de analisarmos a narrativa (WORTHAM, 2001)
desses professores, por meio da qual procuraremos entender como
estes se posicionam social e discursivamente em determinadas prticas
discursivas (FAIRCLOUGH, 1992). Entendemos que o ato de narrar, mais
do que um ato de representao, uma oportunidade para os sujeitos
se construrem e at mesmo se transformarem (WORTHAM, 2001). O
curso selecionado prope uma metodologia dita inovadora, cujo material
didtico foi desenvolvido especialmente para atender tais necessidades
pedaggicas. A escolha deste contexto de pesquisa foi instigada pelo
carter mercantilizado do discurso pedaggico de tal proposta de ensino
(SCHLUDE, 2014) e um questionamento de seu perfil inovador por meio de
uma anlise prvia de seu material didtico (SCHLUDE, 2015).
6:30pm - 7:00pm
O LETRAMENTO DO SUJEITO SURDO: UMA EXPERINCIA
Olivaldo Ferreira
Instituto Federal de Educao, Cincia e Tecnologia do Esprito Santo,
Brazil; olivaldoferreira@hotmail.com
A educao de sujeitos surdos tem sido objeto de profundas discusses
nas ltimas dcadas, o que vem favorecendo a quebra de antigos
padres e, consequentemente, a construo de formas outras e (espera-
se) mais eficazes na construo do conhecimento. Embasados na noo
de letramento enquanto conjunto de prticas de comunicao social
relacionadas ao uso de materiais escritos, e que envolvem aes de
natureza no s fsica, mental e lingustico-discursivas como tambm
social e poltico-ideolgicas (SIGNORINI, 2001) propomos o presente
estudo que objetiva discutir a produo de materiais para os processos
de aquisio de lngua por parte de educandos surdos. Entendendo o
letramento como produto de prticas mltiplas, num processo contnuo
de desenvolvimento de linguagem e, a escola como uma das agncias
promotoras de tais prticas, realizamos, no Instituto Federal de Educao
Tecnolgica do Esprito Santo (Ifes) campus Venda Nova do Imigrante, nas
aulas da disciplina de Lngua Portuguesa e Ingls, no segundo semestre do
ano de 2015, uma sequncia pedaggica organizada em torno do gnero
discursivo (BAKHTIN, 2003) fbula que, em sua culminncia, gerou um
glossrio trilngue - Portugus, Ingls e Libras - contendo os animais vistos
e estudados durante o perodo. O glossrio, alm de ter funcionado como
elemento construtor de conhecimento junto queles que o produziram,
serve como material de pesquisa e estudos tanto para surdos quanto para
ouvintes que se interessam por Libras. Conforme Bakhtin/Volochnov (1929)
pontuam, a lngua, para que no perca sua mobilidade e potencialidade
de sentidos, deve ser tratada sempre a partir de contextos sociais que a
tornam viva, dessa maneira, conclumos que aes como as que geraram
o glossrio pem o idioma em uso real e concreto, promovendo, assim, o
letramento efetivo dos envolvidos.
S10
Time: Tuesday, 25/Jul/2017: 5:00pm - 7:00pmLocation: Catete
The construct of multilingualism in applied linguistics and language testing:
os assuntos do multilinguismo importam
Organizer(s): Jamie L. Schissel (University of North Carolina at Greensboro,
USA), Micheline Chalhoub-Deville (University of North Carolina at Greensboro,
USA)
The symposium seeks to bring together the burgeoning research in
multilingualism within applied linguistics to delineate conceptualizations
of multilingualism as constructs amenable for classroom and standardized
testing systems operations. We acknowledge that multilingualism is not
a new concept. Innovations such as translanguaging (Garca, 2009) or
tranlingualism (Canagarajah, 2013), however, have garnered attention more
in applied linguistics than in language testing. Previous calls for the need
to address multilingualism in test constructs have been voiced through
scholarship and panels examining content testing of multilingual populations
(Shohamy, 2011; Solano-Flores & Li 2013) and the Council of Europes (2007)
discussions of plurilinguialism for language education policies in Europe.
Yet these approaches remain too few.
Research in applied linguistics has amassed reasonable information for
language testers to engage in considering an epistemological shift from
a monolingual construct to multilingual langauging in language testing
theories, practices, and validation for operational language tests, proficiency
207
scales, and content tests. The symposium brings together scholars
conducting quantitative and qualitative research from different regions of
the world who draw from a variety of domains within applied linguistics
and language testing. The projects investigate to role of multilingualism
in classroom language assessments developed by teachers in Oaxaca,
Mexico, language proficiency testing of Indigenous languages in Ecuador,
large-scale testing of science in Belgium, and language education policies
and testing in Europe. Across all domains, a theory of action (Chalhoub-
Deville, 2015), which connects policy, design and development, decision
and consequences will be highlighted.
Canagarajah, S. (2013). Translingual practice: Global Englishes and
cosmopolitan relations. New York, NY: Routledge.
Chalhoub-Deville, M. (2015). Validity theory: Reform policies, accountability
testing, and consequences. Language Testing, 31, 1-20.
Council of Europe. (2007). From linguistic diversity to plurilingual
education: Guide for the development of language education policies in
Europe. Strasbourg: Council of Europe.
Garca, O. (2009). Bilingual education in the 21st century: A global
perspective. Malden, MA: Wiley-Blackwell.
Shohamy, E. (2011). Assessing multilingual competencies: Adopting construct
valid assessment policies. The Modern Language Journal, 95(3), 417-429.
Solano-Flores, G., & Li, M. (2013). Generalizability theory and the fair and valid
assessment of linguistic minorities. Educational Research and Evaluation,
19(2-3), 245-263.
Details of the Symposium Papers
Integrating linguistic diversity in classroom language assessments by
teachers in Oaxaca, Mexico
Jamie L. Schissel1, Mario Lpez-Gopar2, Haley de Korne3
University of North Carolina at Greensboro, USA, 2Universidad Autnoma
1
Benito Jurez de Oaxaca, Mexico, 3University of Pennsylvania, USA
Heteroglossic ideologies that value multilingual practices of
translanguagingfluid, complex, and dynamic processes of using ones
complete linguistic repertoirehave been increasingly embraced by
researchers and educators in bilingual education (Blackledge & Creese,
2010; Garca, Johnson, and Seltzer, 2016). Applying this perspective within
the field of assessment has proven more challenging. Although bilingual
standardized test versions exist, they are developed within a paradigm that
privileges monolingual standard language varieties both in test construction
and responses. Addressing the limitations and inaccuracies of current
assessment methods for multilingual populations, our study asks: how can a
theory of translanguaging be applied to create assessments that accurately
represent multilingual students learning? To tackle the theoretical and
practical concerns, we conducted an ethnographic case study with 22
classroom language teachers in the linguistically and culturally diverse
state of Oaxaca, Mexico during the final class of their masters program on
critical language education. Oaxaca was chosen as a location for this project
because of what the unique experiences of the participants provide in terms
of valuable feedback about qualities of multilingual communities. The project
entailed pre-/post-surveys, field notes, audio and video recording workshop
interactions, semi-structured recorded focus groups, and participant
assessment project artifacts. During the process of creating assessments,
areas of tension emerged in understanding the role of standard languages
when developing explicitly pro-translanguaging assessment instruments in
terms of (1) translanguaging as a conscious and unconscious process and (2)
translanguaging as a scaffold or goal in in measuring performance. We detail
the choices made by the participants in dealing with these tensions and
present how they created assessments in relation to these issues.
Blackledge, A., & Creese, A. (2010). Multilingualism. London, UK: Continuum.
Garca, O., Johnson, S.I., and Seltzer, K. (2016). The translanguaging classroom:
Re-imagining the education of bilingual students. Philadelphia: Caslon.
 Indigenous Language Revitalization and the Problems with Testing Native
Quichua-Speakers
Nicholas Limerick
Teachers College, Columbia University, USA
Research on Indigenous language revitalization has shown how mainstream
norms and institutions must be re-conceived if language maintenance is
to be successful (Hinton 2002, Hornberger 1988, McCarty & Lee 2015).
This paper extends this assertion to consider the difficulties of language
competency exams in Indigenous languages. Based on more than two
years of ethnographic research including field notes, interviews, audio and
video recordings and test results with intercultural bilingual education in
Ecuador, it asks: How must one speak in Quichua in order to be declared a
proficient speaker? Intercultural bilingual schoolteachers are required take
an official Quichua exam in order to declared bilingual if they wish to teach
in the system. Paradoxically, Quichua individuals sometimes fail the exam
even though they have grown up speaking Quichua. This process leads
to widespread discontent with Quichua exams, as well as the intercultural
bilingual school system more generally, as native Quichua-speakers decry
being told that they are not fluent in a language that they have always
spoken. Through applying models of translanguaging to Quichua language
use, this paper examines the processes through which native Quichua-
speakers fail the exams. It concludes that language exams in traditionally
marginalized languages like Quichua must take into account widespread
linguistic diversity if they are to be successful, including the normalization of
Spanish loan words in Quichua.
Hinton, L., Vera, M., & Steele, N. (2002). How to keep your language alive: A
commonsense approach to one-on-one language learning. Heyday.
Hornberger, N. H. (1988). Bilingual education and language maintenance: A
southern Peruvian Quechua case (Vol. 4). Walter de Gruyter.
McCarty, T. L., & Lee, T. S. (2015). The role of schools in Native American
language and culture revitalization: A vision of linguistic and educational
sovereignty. In Indigenous Education (pp. 341-360). Springer Netherlands.
Unravelling the impact of home and dominant language use on science tests by
multilingual learners
Fauve De Backer, Stef Slembrouck, Piet Van Avermaet
Ghent University, Belgium
Achievement of multilingual pupils in content-related areas is typically
measured by tests designed for monolinguals. The test takers language
proficiency is likely to have an impact on the results (Menken, 2010), which
may lead to unwarranted conclusions about their academic achievement
(Shohamy, 2011). In Flanders (Belgium) the project Multilingual Assessment
in Education (MulAE) investigates and critically examines the assessment
of multilingual pupils in content-related areas by accounting for childrens
multilingual realities. The focus of this presentation is on large-scale
assessment. Preliminary findings of the MulAE-project focus on analyzes of
a science test based on released TIMSS items. Differential Item Functioning
(DIF) analyses of data collected as part of a related project, Validiy, indicate
that multilingual pupils with the same ability levels as native-speaking
pupils do not have the same probability to solve an item, and further that
differences can be found between multilingual pupils who speak the
school language more often with multilingual pupils who speak the home
language more often. These data indicate the need to differentiate among
multilinguals rather than treating them as a homogenous group. One of the
aims of the MulAE-project is to address this problem and cope with these
validity issues through multilingual testing methods, as illustrated through
fifth-grade pupils participating in a computer-based science test. Some
pupils received a translated version of the test in their home language while
others also received oral support. Findings of this study indicate whether
these test accommodations are helpful for multilingual pupils, which may
have implications for the design of high-stakes international tests (e.g. PISA)
and how we interpret their results.
208
Menken, K. (2010). NCLB and English language learners: Challenges and
consequences.TheoryIntoPractice,49(2),121128.doi:10.1080/00405841003626619
Shohamy, E. (2011). Assessing multilingual competencies: Adopting construct
valid assessment policies. The Modern Language Journal, 95(3), 418429.
doi:10.1111/j.1540-4781.2011.01210.x
How can multilingualism be supported through language education in Europe?
Nick Saville
University of Cambridge, Cambridge English Language Assessment, UK
The language policy landscape in Europe has impacted education over the
past 25 years, in particular, the policies of the Council of Europe (Strasbourg)
and the European Commission (Brussels), as well as the work of the
Association of Language Testers in Europe (ALTE). The Council of Europe is
responsible for the development of the Common European Framework of
Reference (CEFR) and its underlying scale of proficiency was adopted by the
European Union (EU) in an attempt to set a European Indicator of Language
Competence, in line with the Barcelona Indicators. Results of two wide scale
surveys commissioned by the EU to provide participating countries with
comparative data on foreign language competence and insights into good
practice in language learning will be discussed.
One conclusion is that despite many policy initiatives at European, regional
and national levels, it has proved difficult to find an appropriate theory of
action for developing relevant multilingual language skills through formal
education. Part of the challenge is a difficulty in aligning macro and micro
aspects of policy. Both the EU and the Council of Europe operate under
the principle of subsidiarity in the area of education. This means that, while
recommendations are made at a transnational level, education policies are
devolved to Members States and are implemented by national education
authorities. In order to address this problem, language professionals need
to reimagine the ecology of language learning (cf. Bronfenbrenner, 1979)
as a theory of action to guide the development and implementation of more
effective multilingual policies (Jones & Saville, 2016).
Bronfenbrenner, U. (1976). The experimental ecology of education.
Educational Researcher, 5(9). American Educational Research Association.
Jones, N., & Saville, N. (2016). Learning oriented assessment: A systemic
approach. Studies in Language Testing, 45. Cambridge: CUP.
W11
Time: Tuesday, 25/Jul/2017: 6:00pm - 7:00pmLocation: Queluz I
Digital Tools, Learner Autonomy, Authenticity and Output Production in the
Language Classroom
Bernd Rueschoff
University Duisburg-Essen, Germany; bernd.rueschoff@uni-due.de
This workshop is an essential practical extension of the individual paper on
learners as authors. Participants of the workshop will be invited to discuss
and share their views on the potential of digital tools for language learning
as well as the role of both input and output production in language learning
vis-a-vis current paradigms in language learning. Practical implications for
classroom practice as seen within various educational contexts will also
be shared. Therefore, one focus of this workshop will be on a discussion
of current perceptions as to the theoretical frameworks together with the
aims and outcomes of language teaching in a diversity of contexts. Different
understandings and of the term authenticity as well as a discussion of
participatory learning, task orientation, meaning negotiation, and outcome
production in the language classroom will also be discussed. The main part
of the workshop will then be concerned with various digital tools and the
presentation of practical examples and tools in a wide variety of learning
scenarios. The aim of the workshop is to show, how the flexibility afforded
by real-world materials, digital tools, and task-orientation together with their
potential for creating motivating and strategy building learning contexts
might be an invaluable contribution to fostering multilingualism, intercultural
competencies, and - above all - learner autonomy. Practical examples of
scenarios where learners are encouraged in their role as authors as well
as samples of learner-created products will be shown. These include
creative writing screnarios and the resulting products, poetry production,
comic creation, posters and infocharts and so forth. In addition, the value
added to language learning through digital tools for creating such comics
and photo soaps, infocharts and posters as well as language support tools
will be demonstrated.
W2
Time: Tuesday, 25/Jul/2017: 6:00pm - 7:00pmLocation: Queluz V
Teaching for the development of symbolic competence across L2 users
learning trajectories
Kimberly Vinall1, William Heidenfeldt2
1
De Anza College, United States of America; 2Salesian College Preparatory,
United States of America; vinallkimberly@fhda.edu
Theorizations of symbolic competence have opened exciting avenues of
inquiry in L2 learning. Initially described as an ability to position oneself
to ones benefit in a symbolic power game through the manipulation and
interpretation of symbolic systems, practices, and relationships therein
(Kramsch, 2006; Kramsch & Whiteside, 2008), symbolic competence has
come to include the potentiality of L2 users to recognize and transgress
the multiple borders of the contact zone, through and between many
meaning-making systems, between the self and the other, among various
timescales and contexts, and, ultimately, across power structures (Vinall,
2010). However, many critical questions still remain, particularly regarding its
relevance to teaching and learning practices.
This workshop will address one central question: how can instructors and
learners identify, develop, and measure symbolic competence? Presenters
will demonstrate models of pedagogical tools used in language and culture
classrooms that cross borders among languages, age groups, and school
contexts. In crossing these borders we consider the developmental and
learning trajectory of the learners in relation to the theoretical potential of
symbolic competence.
The first presenter offers L2 French classroom activities and student
responses from a U.S. private high school that reflect ways in which students
learn to understand, engage with, and interrogate French linguistic varieties
and Francophone cultural practices. The second presenter discusses
materials used in a beginning-level L2 Spanish classroom at a community
college. These project-based materials focus on the potentiality of self-
reflection and personal action in the L2 classroom as a means for students
to access complicated understandings of language and culture and to
negotiate their own identities as multilingual subjects and L2 learners.
The format of the presentation is interactive, providing participants the
opportunity to engage in the activities as well as critically reflect on their
potential in their own learning and teaching contexts.
W9
Time: Tuesday, 25/Jul/2017: 6:00pm - 7:00pmLocation: Venezia I
Utilizando rubricas na avaliao formativa
Marlia Nessralla
Universidade Federal de Uberlndia;Centro Federal de Educao
Tecnolgica de Minas Gerais, Brazil; m.nessralla@gmail.com
Consideramos, neste trabalho, a avaliao formativa, uma avaliao
processual, de carter contnuo, compartilhada, motivadora e orientadora,
uma avaliao informativa tanto para o professor, que poder adequar a
sua atuao pedaggica, quanto para o aluno, que poder ficar ciente
209
dos seus erros e buscar corrigi-los (HADJI, 2001, (LVAREZ MNDEZ,
2002; FELICE, 2013). No entanto, h poucas publicaes que ressaltam a
avaliao como inerente ao processo ensino-aprendizagem e formao
inicial dos professores (FELICE, 2013; LUDKE, 2002, NESSRALLA, 2016).
Advm, da, a dificuldade que os professores apresentam em aliar teoria
e prtica nos instrumentos de avaliao em todos os nveis de ensino.
Este workshop prope, assim, a apresentar as rubricas que so guias que
especificam critrios para cada tarefa, programa, curso a serem realizados
pelos alunos, seja uma pesquisa, um projeto, um trabalho escrito, oral ou
prtico. As rubricas permitem que o aluno tenha clareza sobre o que ele
precisa aprender, e possibilitam que o professor intervenha no processo
at que o aluno atinja um resultado satisfatrio. Os participantes tero a
oportunidade de elaborar rubricas de acordo com sua rea de atuao.
Destacaremos que, de acordo com Andrade (2000), o professor deve
reservar um tempo da aula para criar uma rubrica com os seus alunos.
Pensar e conversar sobre as caractersticas de um trabalho bom e de um
trabalho ruim muito instrutivo, pois os alunos aprendero muito sobre o
tema apresentado. Ressaltaremos, ainda, que professor deve apresentar
modelos de um excelente trabalho e de um trabalho ruim sobre um projeto
similar ao que os alunos iro desenvolver, levando-os a apontar o que torna
esses trabalhos timos ou fracos. Esperamos que, ao final do workshop, os
participantes se sintam seguros em utilizar este instrumento de coleta de
dados. recomendado que os participantes tragam notebook para agilizar
a participao nas tarefas propostas.
W8
Time: Tuesday, 25/Jul/2017: 6:00pm - 7:00pmLocation: Venezia II
Using corpora in the teaching of English for specific areas
Maria Carolina Zuppardi, Cristina Acunzo
So Paulo Catholic University (PUC-SP), Brazil; carol@corpuslg.org
Teaching English as a foreign language to professionals of specific areas
has been a great challenge, as the materials available in the market usually
fail to meet these students needs of communicating professionally. This is
mainly due to the lack of content based on actual language in use in the
different fields of work contemplated in those materials. In addition, there is
also a lack of readily available pedagogical resources for professions other
than those related to Business Administration. Corpus Linguistics studies
show that the insertion of authentic materials in the language classroom is
an effective way of filling this gap by providing students with the language
they will encounter in their professional lives (Reppen, 2010; Hunston,
2002; OKeffee, 2007; Berber Sardinha, 2004, 2011). Thus, this workshop
aims at presenting a brief introduction to Corpus Linguistics methodology
and ways of using corpora for specific purposes to prepare language
teaching materials and lessons. We will demonstrate how to use freely
available resources and tools to (1) collect a corpus that meets the needs
of both teachers and students, (2) analyze the corpus to identify distinctive
lexicogramatical patterns, (3) select the texts and the patterns that will be the
basis of the lessons, and (4) elaborate and develop activities for students
to explore those patterns. In addition, participants will also be given a list of
available corpus resources, tools and material development ideas.
W7
Time: Tuesday, 25/Jul/2017: 6:00pm - 7:00pmLocation: Venezia III
DA REDAO ESCOLAR PARA A PRODUO TEXTUAL NO ENSINO MDIO: uma proposta de
autoavaliao
Larissa Penha1, Mayara Barros2
1
Secretaria Estadual do Amazonas, Brazil; 2Prefeitura Municipal de
Magalhes Barata; larisarmentopenha@gmail.com
O trabalho DA REDAO ESCOLAR PARA A PRODUO TEXTUAL NO
ENSINO MDIO: uma proposta de autoavaliao resultado da experincia
acadmica das autoras em estgios e de docncia na cidade de Oeiras do
Par, localizada na ilha do Maraj, no ano de 2013.
Este Workshop tem por objetivo sugerir aos sujeitos envolvidos como
trabalhar com os alunos a produo de textos ao invs da redao escolar,
ao mesmo tempo mostrar a importncia da autoavaliao nas atividades
sociocomunicativas e no desenvolvimento de aprendizagem da lngua,
j que modificar a concepo de redao para produo de textos
to relevante quanto ir alm de entender as concepes de lngua(gem)
como cdigo para conceb-la como espao de interao verbal. Assim,
a dinmica ser realizada por meio de etapas: Primeiro a aplicao de
um questionrio sobre o que o participante gosta de ler, como ele usa a
lngua(gem) no seu dia a dia; segundo, a produo de textos e, por ltimo,
o quadro autoavaliativo preenchido pelos participantes. Dessa forma,
teremos a oportunidade de fazer a transposio didtica das teorias
discutidas no percurso acadmico brasileiro. Para a realizao do estudo
terico e sua aplicao foram utilizadas principalmente leituras de autores
como Geraldi, Clecio Bunzen, Irand Antunes, Lvia Suassuna, Abda Silva,
Mrcia Mendona, Maria da Graa Costa Val, entre outros.
W6
Time: Tuesday, 25/Jul/2017: 6:00pm - 7:00pmLocation: Venezia IV
Leitura de textos multimodais: proposta didtica para a promoo de sujeitos
leitores crticos
Fernanda Dias de Los Rios Mendona
Universidade Federal do Amazonas, Brazil; fernandadelosrios@yahoo.com.
br
Este trabalho apresenta proposta didtica de trabalho com o eixo da
leitura, com vistas promoo do desempenho lingustico discursivo
do sujeito. Motivado pelos insucessos registrados nos resultados de
exames nacionais e tambm no desempenho de graduandos em Letras
em situaes acadmicas que exigem domnio efetivo de diferentes
modalidades de leitura, dirige-se aos docentes do ensino bsico com
a finalidade de subsidi-los em sua prxis pedaggica, apresentando-se
como modelo didtico passvel de ser concretizado em diversas situaes
de ensino, sobretudo aquelas em que se deseja preparar o aluno para os
diferentes textos multimodais presentes no cotidiano social. A metodologia
contempla os eixos de trabalho propostos nas diretrizes curriculares oficiais
da educao brasileira e sua novidade est na preparao do aluno para
os processos posteriores que balizaro sua constituio enquanto leitor
crtico e reflexivo de textos multimodais. A sequncia didtica apreende: (a)
Predio; (b) Leitura por meio de estratgias oriundas da lingustica cognitiva,
da lingustica textual e da pragmtica; (c) Aprofundamento discursivo da
leitura; (d) Prtica de anlise lingustica com a sistematizao dos aspectos
acionados em cada nvel de processamento: lingustico, textual e discursivo
e (e) Elaborao de questes sobre o texto cujas respostas no estejam
disponveis na superfcie material do mesmo. Os resultados dessa metodologia
apontam sua eficcia no processo de formao do leitor de textos multimodais
por meio do alcance de um nvel mais aprofundado de leitura.
C120-121
Time: Tuesday, 25/Jul/2017: 6:00pm - 7:00pmLocation: Alcazar
A mixed-methods study on L2 writing conferences: Instructional effectiveness
and discursive varieties
Junko Imai
University of Hawaii at Manoa, US/ Juntendo University, Japan; junkoima@
hawaii.edu
In writing conferences (WCs), novice-expert dyads discuss texts for further
revisions. The importance of WCs for second language (L2) writers is
highlighted in various L2 writing studies (e.g., Ewert, 2009) and a few
conversation and discourse analysis studies (e.g., Koshik, 2002). The
literature, however, reports challenges faced in L2 WCs (e.g., Thonus, 2004)
and very few studies have explored L2 writers learning mechanisms in WCs
and their tutors/teachers scaffolding strategies in depth.
By combining research methods, this paper examines the instructional
effectiveness of L2 WCs and discursive varieties in a US college-EAP setting
to further the understanding of the mechanisms and strategies. I introduced
WCs to EAP students in Hawaii in 2014, wherein 108 students responded to
a survey and an essay twice as pre-/posttests. Over a semester, one-third
of the students individually met with their graduate-student tutors four/five
times for extra WCs. I video-recorded all the WCs, collected text drafts, and
conducted playback sessions each time and a post-interview.
A statistical analysis of essay quality and survey responses revealed score
changes. Students generally reported positive attitudes, but the WC group
increased writing scores. Within the WC group, patterns in score changes were
found. I chose student-cases sharing academic backgrounds but differing in
scores. Their revisions and discourse patterns were coded and interview
and playback comments analyzed for themes. Successful WCs negotiated
meaning on content and organization and collaboratively balanced student-
centeredness and tutor-support. Further discourse analysis of novice-expert
interactions has revealed how (a) individual WCs were different regarding
the foci and the nature of interaction; (b) learners gradually controlled the
WCs and the tutors developed scaffolding strategies; and (c) findings from
different measures compare to one another. Implications will be discussed
regarding the role of WCs in L2 writing development and the use of data for
tutor and learner training.
A paradigm shift in EFL material development for young learners: Instilling
pedagogy in teaching practice
Thomai Alexiou, Marina Mattheoudakis
Aristotle University of Thessaloniki, Greece; thalexiou@enl.auth.gr
The impetus of this study stems from the recent development of Magic Book
1 and Magic Book 2, the Greek state EFL coursebooks for 3rd graders of
primary school (8-9 years old). The design and content of the books are
research based and they introduce a new philosophy in the teaching of
English at early levels. Some of the innovations adopted include: (a)
emphasis on the learning of contextualised lexical chunks; (b) research
based selection of vocabulary; (c) combination of the phonics approach with
elements of whole language and (d) promotion of cognitive skills.
In order to examine the vocabulary selection made in the two books, we
compiled a corpus of the two books (Mattheoudakis et al 2011); this allowed
us to investigate the frequency, types of lexical items and lexical chunks
introduced in Magic I and Magic II. The corpus was also compared to the
English Vocabulary profile (EVP) for young learners. The findings of this
comparison were quite encouraging as they validated the selection of lexical
items included in the two books. Regarding the cognitive tasks introduced,
we used data from earlier research on the relationship between language
learning and cognitive skills for young learners (Alexiou, 2005). Finally,
based on evidence regarding the benefits of phonics-based teaching,
we promoted the explicit teaching of phonics through specially designed
material.
We suggest that the research-based decision-making in the design and
writing of this book is groundbreaking in the area of EFL teaching material.
We will argue that Magic Books introduce a paradigm shift in the design of
EFL teaching materials for young learners and that they will hopefully bring a
change in the design of future teaching materials for those ages. *
*Magic Book 2 has been shortlisted for the MacMillan Education Award for
New Talent in Writing (ELTons 2014).
Plenary 4
Time: Wednesday, 26/Jul/2017: 9:00am - 10:00amLocation: Louvre
Seeing like the South Undisciplined applied linguistics
Tommaso M. Milani
University of the Witwatersrand, Johannesburg, South Africa
The title of this talk plays with the title of James Scotts (1999) well-known
book Seeing Like A State: How Certain Schemes to Improve the Human
Conditions Have Failed. While Scotts main target of critique is development
theory and scientific interventions for the improvement of human life, my
object of interest is applied linguistics and its social engagement. In doing
210
so, I want to recast Alastair Pennycooks (2001) call for applied linguistics
as a form of antidisciplinary knowledge, as a way of thinking and doing that
is always questioning, always seeking new schemas of politicization (173).
At this historical juncture, such a new schema of politicization emerges out
of current discussions in the social sciences and the humanities about the
notion of the South as (1) a heuristic lens through which to understand current
historical phenomena, and (2) an epistemological orientation that guides
critiques of the Northern/Western bias of much scholarly theorizing. Within
the study of the role played by language in society, Rodrigo Borba, Ana
Deumert, Kathleen Heugh, Caroline Kerfoot, Christopher Stroud and others
have recently called for a Southern re-reading of a variety of phenomena
that have concerned applied linguists. Against such a backdrop, this talk
builds and expands on the existing scholarly conversation from and about
the South in applied linguistics. It will do so by drawing on data collected in
2015 and 2016 during protest action in the tertiary education sector in South
Africa, including actions in which I am not just a spectator, but an engaged
participant. A Southern viewpoint will allow me to mount an argument about
the (un)intelligibility of undisciplined language in South African tertiary
education politics. A Southern viewpoint will also enable me to critically
evaluate my own positionality, with its stakes, gains and pitfalls, as a white,
middle-class, non-South African male academic based in a Southern context.
Ultimately, the talk will argue for an undisciplined applied linguistics that is
deeply troubling and unsettling, not only of received knowledge, but also of
researchers investments in the interventions they are calling for.
C423-424
Time: Wednesday, 26/Jul/2017: 10:15am - 11:15amLocation: Venezia IV
10:15am - 10:45am
Perfil de vocabulario del estudiante de espaol como L2 de nivel A1 a B1
Alicia San Mateo
Universidad Nacional de Educacin a Distancia (UNED), Spain;
asanmateo@flog.uned.es
Presentamos aqu el resultado de una aplicacin de un test de vocabulario
(test de s/no o Yes/No test, en ingls) empleado para desarrollar el perfil de
vocabulario de estudiantes de espaol como L2. El test est creado a partir
de X_Lex Spanish Vocabulary Test creado por Meara (disponible en www.
lognostics.co.uk) y contiene palabras de diferente rango de frecuencia, as
como pseudopalabras, que sirven para calcular el nivel de aciertos al azar. La
muestra est formada por 230 estudiantes de espaol, de entre 17 y 32 aos,
164 mujeres y 66 hombres, que cursan estudios universitarios en Estados
Unidos. El nivel de espaol de los sujetos abarca desde A1 hasta B1, segn el
Marco Comn Europeo de Referencia para las Lenguas (Consejo de Europa,
2001); en concreto, los participantes asisten a las siguientes secciones de
la asignatura de espaol en la Universidad de Santa Cruz, en California:
Elemental 1 (n = 41), Elemental 2 (n = 45), Elemental 3 (n = 22), Intermedio 1
(n = 75) e Intermedio 2 (n = 47). En general, el dominio de un gran nmero
de unidades lxicas va parejo a un alto nivel de la L2 en todos los aspectos:
desde la comprensin auditiva y lectora, y la expresin oral y escrita, hasta el
manejo de la gramtica. Gracias a este test, podemos establecer el perfil de
vocabulario de los estudiantes y, con ello, su nivel general de espaol como
L2, al tiempo que comprobamos si realmente su conocimiento del vocabulario
se corresponde con el nivel de la seccin de espaol que cursan.
10:45am - 11:15am
Voices in the contemporary EFL coursebook: towards a pedagogy of critical
socio-interactional literacies
Rogrio Tilio
Universidade Federal do Rio de Janeiro, Brazil; rogeriotilio@letras.ufrj.br
The amount of research concerned with the role of coursebooks (and other
teaching materials) for the teaching of languages (especially second and/or
foreign languages) seems to be growing considerably in the last decade. By
211
the end of the 1990s and early 2000s, most of the research was concerned
with ideology issues and culture in coursebooks and teaching materials.
Although such issues are really quite relevant, the focus used to be on
the study of the spread of dominant ideologies and hegemonic cultures,
especially the culture concept with a capital C (Kramsch 1988, 2013; Holliday,
1999, 2014). The coursebook, as well as other teaching materials, is one of
the most important resources in the language teaching classroom, invested
with authority and legitimacy and recognized as a safety island by both
students and teachers; besides, it is a potential opportunity for the circulation
of multimodal discourses - which permeate contemporary times - in the
process of teaching and learning. Within the sociointeractional perspective
(BRASIL, 1998), I propose the contemporary course book contemplate a
methodological approach I call critical sociointeractional literacy - taking
the term methodology in broad perspective, considering that identity
questions and transversality must not be absent from the learning process.
The objective of this paper, then, is to move beyond the communicative
approach and discuss and propose possibilities of implementation of a
pedagogy I am calling critical sociointeractional literacy. Following this
pedagogy, based on theories of multiliteracies (COPE & KALANTZIS, 2000)
and critical literacy (FREEBODY , MUSPRATT & LUKE, 1997), coursebooks
and other learning materials deal with new ways of learning (KALANTZIS &
COPE, 2012) which are relevant in the contemporary world.
C1-2
Time: Wednesday, 26/Jul/2017: 10:15am - 11:15amLocation: Catete
10:15am - 10:45am
English Medium of Instruction and Internationalization at Home in a HE
institution in Brazil
Laura Knijnik Baumvol1,2, Simone Sarmento1
1
UFRGS, Brazil; 2UNISINOS, Brazil; laura.knijnik@gmail.com
This paper examines the use of Additional Language as the Medium
of Instruction (ALMI) within the process of Internationalization at Home
(IaH). Considering that English has become the academic and scientific
lingua franca, the use of English as a Medium of Instruction (EMI) on
higher education is a growing phenomenon worldwide and one of the
key strategies to foster language performance development and widely
implement internationalization policies. Since there are few and isolated
studies and attempts to promote EMI classes in Brazilian higher education,
this research aims to analyze this process in a specific public university in the
country. The study is grounded on qualitative interpretative theoretical and
methodological frameworks (Erickson, 1990; Mason, 1996) and it also uses
a mixed method research approach (FLICK, 2013). Its partial results include:
1) a comprehensive literature review on the use of EMI around the world; 2)
a mapping of occurrences of EMI classes in undergraduate and graduate
programs and the official documentation related to their implementation
in the public university under investigation; 3) the perceptions from
faculty and students on IaH and EMI classes in the university as reported
in questionnaires and qualitative interviews carried out with faculty and
students to examine. The research aims to contribute to the development
of language education policies both at local and national levels and to
encourage and improve the use of Additional Languages in teaching and
learning in higher education.
10:45am - 11:15am
POLTICAS LINGUSTICAS NA OFERTA DE EDUCAO BILNGUE PARA OS ANOS INICIAIS DE
ESCOLARIZAO
Katia Barbara Gottardi Mulon
Universidade Federal do Paran, Brazil; katia.mulon@gmail.com
A educao bilngue precoce tem se popularizado como prtica em escolas
de educao bsica nos ltimos anos, no obstante a ausncia de legislao
que especifique os parmetros do ensino de lngua estrangeira para os
anos iniciais de escolarizao. O objetivo desta pesquisa de mestrado,
que est sendo desenvolvida ao longo de 2016, identificar e analisar as
polticas lingusticas na educao bilngue de elite, tanto oficiais quanto
desenvolvidas por outros atores sociais, como na mdia e nos mbitos
escolar e familiar, especificamente nos anos iniciais do ensino fundamental.
Esta pesquisa se pauta em uma perspectiva de investigao qualitativa
com enfoque interpretativo. Primeiramente focalizaremos a anlise da
publicidade e de outros discursos circulantes acerca da educao bilngue
em jornais e revistas, alm de analisar o projeto poltico-pedaggico da
escola participante da pesquisa, no que se refere concepo de lngua,
bilinguismo e educao bilngue. Posteriormente, realizaremos entrevistas
com pais e professores desta escola, bem como com pais de outras
instituies de educao bilngue da regio metropolitana de Curitiba/PR,
com o objetivo de identificar que ideologias lingusticas orientam e do
forma s polticas lingusticas e como as polticas lingusticas alimentam
essas ideologias. Espera-se, com o presente estudo, contribuir para a
produo cientfica no campo de polticas lingusticas no Brasil, em especial
no contexto de educao bilngue de elite, uma vez que se constatou, na
reviso bibliogrfica inicial, que a expanso da oferta de educao bilngue
no pas ainda carece de produo de conhecimento, como aponta Moura
(2010). Os discursos sobre essa oferta na fase inicial de escolarizao,
contidos tanto em polticas oficiais quanto em outras esferas, como a
mdia, trazem ideologias que podem orientar os pais na escolha do tipo
de educao para seus filhos, por isso a necessidade de identific-las,
contribuindo para o maior esclarecimento da sociedade como um todo.
S21
Time: Wednesday, 26/Jul/2017: 10:15am - 12:15pmLocation: Queluz I
Transnational epistemologies and practices in English language teacher
education.
Organizer(s): Brian David Morgan (Glendon College, York University)
The five members of this colloquium have collaborated on several
transnational research projects related to critical literacies and language
teacher education. Drawing on this experience, the presenters will
discuss the importance of incorporating transnational and post-colonial
epistemological frameworks in their work. Two of the presentersIan
Martin from York University, and Ruberval Maciel from the Universidade
Estadual do Mato Grosso do Sulwill illustrate this critical perspective via
a telecollaboration project linking Canadian student-teachers of English as
an International Language with their peers in Brazil, an experience that the
Canadians applied to a teaching practicum in Cuba (Martin & Morgan, 2015).
One of the key elements of this project involves moving away from center-
based, essentialist and transmission-oriented epistemologies that privilege
native speaker linguistic and cultural norms. Instead, they propose an
epistemology of emergence (Somerville, 2012; Maciel & Marques, 2016) and
a rhizomatic methodology in transnational teacher education research.
The third presenter, Brian Morgan from York University, will revisit the idea
of teacher research paradigms (Heron & Reason, 1997; Lynch, 1996) and
how their epistemological, ontological and methodological assumptions
often underpin a narrow instrumental orientation rather than one that invites
questions regarding the socio-political and moral purposes for language
instruction. In response, the presenter will then discuss an assignment called
an Issues Analysis Project (Morgan, 2016), in which students investigate an
ideological and/or pedagogical gap in the field and design a blueprint for
action (workshop, curriculum unit, or advocacy initiative) that addresses the
problem they have identified.
The fourth presenter, Christian Chun, from the University of New South Wales,
addresses pre-service teachers beliefs and epistemologies around notions
212
of identity and discourses of belonging in an Australian context. Drawing
on what has been called teachable moments (Janks, 2010), the presenter
discusses a seminal moment in his pre-service class when discourses of
anti-immigration and Islamophobia emerged from a prompt on the question
of immigrant duty in respect to social integration. The presenter then
details his engagement with this discourse and the subsequent responses
of students.
In conclusion, the four presenters will relate their individual findings to the
collective theme of transnational epistemologies and practices.
Details of the Symposium Papers
A Brazil-Canada telecollaboration project: exploring the emergence of
transnational English language teacher identities
Ian Martin1, Ruberval Maciel2
1
Glendon College, York University, 2State University of Mato Grosso do Sul
This paper reports discusses the value for ELT teacher development of a
skype-enhanced telecollaboration project between prospective teachers of
English in university-level programs in Canada (Toronto) and Brazil (Campo
Grande). An important dimension of the exchange was how the conversation
partners epistemological horizons expanded during the project in relation
to their contrasting local, national, and global contexts. In particular, many
participants reported that they valued the exchange in terms of its help in
re-imagining their emergent transnational teacher identities. We end by
discussing the pedagogical value of such telecollaboration projects as this
as a means of promoting mutual inter- and trans-cultural learning in ELT
teacher development programs in our respective countries.
If there was a principal research question, it was a heuristic one: what
would emerge in a lightly-structured dialogue between Canadian and
Brazilian conversation partners with shared ELT interests? How would the
participants negotiate their divergent loci of enunciation as they explored
field-based common, possibly convergent, themes? In terms which were
to later be applied to the discourse analysis of the participants written
comments and reflections on their conversations, we wanted to learn which
themes or topics were discussed, what value did the participants ascribe
to certain topics which they chose to reflect upon, and finally, what larger,
metareflective, comments did they make? With respect to this last category
of comments and reflections, we were especially interested in learning to
what extent this project would expand the horizon of understanding of the
conversation partners. What value did they ascribe to this intercultural but
field-specific, telecollaborative style of learning?
The Issues Analysis Project: Exploring epistemological challenges and
innovative possibilities in transnational language teacher education.
Brian David Morgan
Glendon College, York University
As language teacher educators, how can we inspire our students to
research and understand their second/additional language classrooms
on terms that exceed instrumental and methodological concerns based
on the acquisition of standardized linguistic codes? How might we help
them see their workeven at the level of lexico-grammaras deeply
implicated in broader socio-political and ethical concerns? And in support
of this interconnected, micro-macro understanding, how might we help our
students to discover and develop their own professional agency in regards
to mediating or countering policies, curricula and materials ill-suited to local
conditions and needs (Maciel, 2011)? The first strategy is to problematize
and pluralize the forms of authoritative knowledge through which language
teachers attain a professional identity. As Crookes (2015) argues, language
teacher educators should work towards fostering a critical philosophy
of teaching in their students, part of which involves raising awareness of
teacher inquiry paradigms (cf. Guba & Lincoln, 1994; Lynch 1996; Heron
& Reason, 1997), whose epistemological, ontological and methodological
assumptions position (language) teachers in ways that alternately support
or constrain their legitimacy as change agents. In support, the second
strategy requires language teacher educators to provide case studies of
classroom-based practices that exemplify the paradigmatic realization of
a critical orientation. The final component involves consciencization (cf.
Freire) through participationhelping student teachers apply their emerging
critical awareness though the co-development of locally and globally
relevant practices. Toward this goal, the presenter will discuss a course
assignment called an Issues Analysis Project, in which students investigate
an ideological and/or pedagogical gap in the field and design a blueprint for
action (workshop, curriculum unit, or advocacy letter) that can address the
problem identified. Selected student examples that examine transnational
issues and contexts (i.e. Canada-Cuba, Canada-Brazil) will be presented
and related to the conference theme of innovation and epistemological
challenges.
Engaging with anti-immigration and Islamophobia discourses in a pre-service
teacher education course
Christian W. Chun
University of New South Wales, Australia
This paper addresses pre-service teachers beliefs and epistemologies
around notions of identity, discourse, and ones place in society in an
Australian context. Drawing on what has been called a teachable moment,
the presenter first discusses a seminal moment in his undergraduate pre-
service teacher education class on language and literacy in the classroom
when discourses of anti-immigration and Islamophobia emerged from
a prompt asking the students if they thought immigrants had a duty to
integrate into society. This moment that illustrates Hilary Janks (2010)
argument that texts have a way of erupting in the classroom presents several
epistemological, ontological and ideological challenges in addressing and
refuting sometimes fiercely held beliefs stemming from worldviews shaped
by society, media, the community, schools, and family. The presenter
then details how he engaged with these discourses with his students
and discusses the extent to which their beliefs were modified when other
discourses were introduced.
Interwoven concepts in a pre-service teacher education program towards
transnational language classrooms
Iara Maria Bruz
Universidade Federal do Paran, Brazil
From a post-modern (USHER & EDWARDS, 2003) and post-method
perspective (KUMARAVADIVELU, 2012) teaching (in this case teaching
English) is considered a complex activity, which involves different interrelated
aspects: linguistics ones, the unique contexts classrooms are inserted in,
students and teachers relations, and so on. There are so many features
of teacher education it is not possible to consider all of them at once. As
teacher educators we cannot take for granted future teachers will be aware
of all of these aspects the same time as a group or in a homogeneously way,
and when they will relate themselves to these aspects. Teacher educators
cannot guarantee this awareness will ever happen. Each prospective
teacher will take a unique path in her/his process of building teacher
identity. This paper is part of a doctoral research and it aims at discussing
how the perception of some of these aspects are presented in a Canadian
pre-service teacher education program. Thus, how the same aspect can be
part of this process to each individual in a singular and unique way. The
213
data was generated during a teacher practicum in Cuba (Martin & Morgan,
2015). The focus is mainly on language concept (BAKHTIN, 2009; 2002;
JORDO, 2006; MAKONI & PENNYCOOK, 2013), and teacher identity
(KUMARAVADIVELU, 2012) towards a transnational language classroom.
S22
Time: Wednesday, 26/Jul/2017: 10:15am - 12:15pmLocation: Queluz II
Culturally Sustaining Pedagogies and Language Awareness in Elementary and
Middle School Contexts
Organizer(s): Rahat Naqvi (Canada)
In this symposium we offer innovative approaches to language awareness
pedagogies within international centres dealing with cultural and linguistic
diversity. We bring together four school and community initiatives that
focus on culturally sustaining pedagogies seeking to perpetuate and foster
linguistic, literate, and cultural pluralism as part of the democratic project of
schooling. We recognize the learning inherent in the cultural and linguistic
flexibility and practices that young people bring to 21st century classrooms.
We report on four international studies situated in elementary, middle
school and after school centers, these studies involve young people, pre-
service and in service teachers and the wider community in exploring young
peoples linguistic and cultural repertoires. Our studies are underpinned
by diverse methodological approaches, such as action research, linguistic
ethnography and participant observation. The symposium will focus on
pedagogical designs and what transpires during implementation with
linguistically diverse populations.
Our overarching question is:
What can teachers learn from their students about language and culture and
how can they use that information to support learning? In order to answer this
question we will provide examples of studies where multilingual pedagogies
are employed in diverse learning situations. Through a multilingual lens we
will collectively generate and mobilize knowledge regarding best practices
that specifically address the challenges and opportunities involved in
educating a diverse school population. The panel will also focus on the rich
opportunities that can be provided for multilingual and monolingual students
and teachers to engage in meaningful dialogue with each other.
Paper 1 considers how a group of US pre-service teachers are being
prepared to address the language needs of their linguistically diverse
students. Paper 2 describes dual language pedagogies used in literacy
programs in Canada. Paper 3 details the ways young people in Australian
schools engage in examining the diverse sociocultural and sociolinguistic
practices in their everyday worlds. Paper 4 also from the US, details the
ways immigrant and non-immigrant, middle school peers, engaged in
informal storytelling in a lunch time story club. This symposium responds to
the urgent need to enhance competencies for a globalized world.
Details of the Symposium Papers
Learning to teach by listening to kids: Merging theory and practice in Pre-
service teacher education.
Marjorie Faulstich Orellana1, Janelle Franco2, Lilia Rodrguez2, Krissia Martnez2, Sarah
Jean Johnson2
1
UCLA, USA, 2UCLA
There is much concern about how best to prepare teachers to address the
language needs of students in new immigrant communities, especially in
contexts of super-diversity (Vertovec, 2009). What do pre-service teachers
need to know in order to meet the needs of their future students from new
migration streams and widely varying linguistic backgrounds? What role do
theory and practice together and separately - play in helping teachers to
think about learning and language in new ways?
In this paper we detail our efforts to merge theory and practice in a way
that is atypical in teacher education. This involved asking pre-service
teachers to interact with and observe children in an informal learning
context, especially listening to how children used language. They attended
to where, how, when and with whom children used English and their home
languages, or a combination thereof, as well as to the registers and varieties
of each that they deployed. Teachers were guided in seeing the full range
of childrens experiences and knowledge, and their multi-modal as well
as multi-lingual semiotic competencies. We further supported teachers in
thinking about when, where, how and why to scaffold, revoice, or correct
language (or not). These observations were informed by theories of
language acquisition (Gibbons, 2009; Krashen, 2003), hybrid language
practices (Alim & Pennycook, 2007; Martnez, 2014; Orellana, 2009), and
the social organization of language (Gibbons, 2009; Mercer, 2010), within
the larger frame of assets-based (Martnez, 2010) and culturally sustaining
pedagogies (Paris, 2012). Our analyses center on what Teacher Education
students noticed about childrens language practices, how they linked
theory and practice, new understandings that emerged from listening to
kids, and tensions these future teachers experienced in their role. We draw
implications for the preparation of teachers in contexts of linguistic hybridity
and new immigrant communities.
Fostering Language Awareness for Social Justice in Mainstream Schools
Rahat Naqvi
UofC, Canada
This paper is about fostering social justice through language awareness in
mainstream schools. Using a participatory action research approach, we
examine the role of dual language books (DLBs) in determining the effect
of a DLB reading program on literacy in middle school students. We also
investigate the role of teachers and readers in creating best practices for
an effective literacy program. To better understand the impact of DLBs
on middle-schoolers literacy engagement and language awareness, we
employ concepts such as sustaining culturally relevant pedagogy (Paris,
2012) and linguistically appropriate practices (Chumak-Horbatch, 2012) as
both theoretical and analytical frameworks.
In an effort to address the literacy challenges faced by language minority
students, researchers have discovered that incorporating different
languages in the literacy process is critical in engaging students in a variety
of linguistic forms and texts present in their multi-lingual environments.
(Naqvi et al, 2013, 2014). Scholars agree that innovative methods need to
be implemented to increase literacy levels and engagement across both
language minority students and those in the general student population
(Cummins, 2015).
Findings from a 10-week intervention in 2 middle school classrooms indicate
that partnering language awareness with cultural knowledge in a culturally
responsive classroom (Ladson-Billings, 1995; 2009) can reinforce students
identities as capable learners as well as their value as multilinguals. Linguistic
minority students discovered in the early stages of the study that reading is
an important skill valued by both the dominant language society, and by
members of their own or other language minority communities. Language
majority students also participated and benefited from the experience of
fostering literacy engagement through DLBs. A major strength of the project
was demonstrating how authentic integration can occur between English
language learners and mainstream learning through the development of
language awareness.
Re-imagining literacy pedagogies: Cultivating transcultural, translingual
competencies for all students
Jacqueline DWarte
UWS, Australia
Researchers and educational practitioners are continuing to explore new
ways to meet the educational needs of all learners by both revealing and
214
leveraging young peoples knowledge, skills and understandings. Recent
scholarship (Blommaert, 2010; Canagarajah, 2013) purports that young
peoples linguistic capabilities and cultural experiences are increasingly
diverse and dynamic. This paper will present research that used collaborative
ethnography methodology to position culturally and linguistically diverse
young people in two Australian school settings as researchers of their
own linguistic practices and experiences. As linguistic ethnographers
these young people reflected on their literate traditions, orientations and
knowledge and examined the diverse multilingual, multimodal, socio-
cultural and socio-linguistic, practices in their everyday worlds. The paper
will detail the authentic curriculum, that engaged students in studying the
ways they used language everyday i.e., their reading, writing, talking &
listening and viewing practices in one or more languages inside and outside
of school. Positioning young people as experts with real insights into their
use of language not only acknowledges cultural and linguistic resources but
also enhances educational practice.
Findings reveal that language and literacies worked and shifted across
and around practices, communities, and countries. Importantly, this work
facilitated teachers and students understandings about the richness of
students linguistic repertoires and experiences. Teachers expectations
and understandings of students knowledge and capabilities were greatly
enhanced, leading teachers to increase the complexity of assigned tasks.
Meaningful and authentic learning was fostered as academic experiences
build on students existing funds of knowledge most especially the linguistic
and cultural knowledge students bring from home (Gonzalez, et al, 2005).
Linguistic flexibility and versatility were cultivated promoting competence,
confidence and learning for all participants.
Necessary Stories: Co-Narration and Imagination Among Global Peers
Patricia Ensico
Ohio State, USA
The aim of this research is to understand how youth, with diverse itineraries
of migration, and distinct experiences, beliefs, and knowledge, enter
into, evaluate, and animate one anothers worlds as they cross through
boundaries of normative discourses and imagination during face-to-
face storytelling. I address these questions through theories of narrative
(Bamberg, 2011; Georgakopoulou, 2006; Ochs & Capps, 2001; Poveda,
2004) and imagination (Vygotsky, 2004; Gajdamaschko, 2006; Pelaprat &
Cole 2011) developed in the fields of sociolinguistics (c.f., Blommaert, 2005)
and critical sociocultural theory (Lewis, Enciso, & Moje, 2007; Stetsenko,
2008). I focus this analysis on an illustrative episode of informal storytelling
among myself and six middle school peers, immigrant and non-immigrant,
that took place over forty minutes during a lunchtime story club session. The
youth and I were engaged in telling and interpreting stories of jinns, spirits
in the Muslim tradition, that can overwhelm and inhabit someones body and
mind, requiring the intervention of adults who can relieve a victim of the jinns
presence by reciting specific Quranic verses. Linguistic anthropologists
recognize such tellings as interactive social achievements reflecting the
linguistic and semiotic resources of the storyteller as well as the situated,
social knowledge and spaces that organize ideologies and relationships. I
point to the ways being heard (Blommaert, 2008) entails multiple tensions
and forms of problem-solving associated with youth cultural resources,
contextual constraints, and imagination.
S23
Time: Wednesday, 26/Jul/2017: 10:15am - 12:15pmLocation: Queluz III
CURSOS E DECURSOS TECNOLGICOS DA FORMAO COMPLEXA DE PROFESORES DE
LNGUAS
Organizer(s): Gabriel Aguilar (UNICID - PUC-SP GPAHFC)
As inovaes tecnolgicas aliadas s ideologias culturais, polticas e
econmicas do incio do sculo 21 tm modificado os espaos educacionais
e consequentemente, a ao docente (LIBNEO, 2011, MORIN, 2005,
2010, 2011). Neste sentido, surgem novos horizontes para a formao
de docentes, impulsionadas por uma concepo de conhecimento,
essencialmente marcada por fronteiras (i)lgicas, (im)precisas - entre
o pensamento linear e o pensamento complexo. Nesse sentido, em
condies fronteirias, as tecnologias entendidas como um sistema
inconcluso favorecem a aproximao e o confronto de conhecimentos,
destinando educao dos dias atuais condies para o desenvolvimento
de uma ecologia de saberes (MORIN, 2010). A comunicao, na perspectiva
do pensamento complexo (MORIN, 2010), partindo dos princpios dialgico,
recursivo e hologramtico, compartilhada pelos quatro pesquisadores,
destaca o uso das tecnologias como recurso didtico e instrumento de
saberes e de experincias da comunidade humana, ao mesmo tempo em
que revela elementos que compem a essncia da ao docente, tendo
em vista a auto-heteroecoformao destes sujeitos (FREIRE, 2013). Desse
modo, buscar-se- colaborar para as pesquisas na rea de formao de
educadores, no intento de nutrir aes e pensamentos de inspirao
complexa, em movimentos da fragmentao religao de saberes, por
meio das tecnologias e de suas fronteiras. Em todos os trabalhos foi usada
a Abordagem hermenutico-fenomenolgica (FREIRE, 2010, 2012) como
orientao de pesquisa. Os textos interpretados, nessa pesquisa, revelam
a necessidade de um olhar que esteja em consonncia com o avano
da sociedade e com o surgimento de novas tecnologias no contexto
de ensino-aprendizagem de lnguas e da formao de professores. As
pesquisas, denotam, tambm a necessidade de olhar para a o indivduo em
sua singularidade e pluralidade e ressignificar aes docentes tecnolgicas
visando uma formao mais humana do aluno.
Details of the Symposium Papers
Auto-heteroecoformao tecnolgica complexa de professores de ingls do
Ensino Mdio em ambiente on-line
Karin Claudia Brauer
Fatec Taubat/ PUC-SP/ GPAHFC
A presente pesquisa teve como objetivo descrever e interpretar o
fenmeno: desenho de curso de auto-heteroecoformao tecnolgica de
professores de ingls do Ensino Mdio em ambiente on-line sob o vis
da complexidade, visando ao uso de ferramentas digitais com propsitos
educacionais e produo de material on-line de ensino por esses
professores. Os aportes tericos para o estudo das questes interpretativas
desta proposta foram a epistemologia da Complexidade (MORIN, 2003,
2009, 2011), o design educacional complexo (FREIRE, 2013), os estudos
de produo de material e ensino a distncia (VALENTE, 2000, 2007), a
formao docente (P. FREIRE, 2002, 2005) e a auto-heteroecoformao
tecnolgica de professores (FREIRE, 2009; FREIRE e LEFFA, 2013). A
investigao foi desenvolvida por meio da elaborao do curso de Auto-
heteroecoformao de professores de ingls do Ensino Mdio em ambiente
on-line sob o vis da complexidade e tambm de meu dirio reflexivo
sobre o curso, nos quais ficaram registrados os textos que foram usados
para a interpretao do fenmeno em estudo, o qual recebeu tratamento
hermenutico-fenomenolgico, a partir da perspectiva de Freire (1998,
2007, 2008, 2009, 2010, 2012), com base em van Manen (1990). A pesquisa
teve como participantes professores de ingls do Ensino Mdio da rede
estadual da cidade de So Paulo. A interpretao sob a tica da designer-
pesquisadora e dos participantes do curso revelam os seis temas que
compreendem o fenmeno: interfaces, ensino, aprendizagem, construo,
interao e necessidades. A interpretao desses textos revelou a reflexo
dos participantes acerca do curso realizado, bem como proporcionou
professora-pesquisadora momentos reflexivos sobre o desenvolvimento
do curso e dos traos complexos necessrios para o ensino-aprendizagem.
Recursos audiovisuais na formao de professores de
lnguas na perspectiva da complexidade
215
Ricardo Priuli
Instituto Federal de Educao Cincia e Tecnologia de So Paulo -
GPAHFC
Ainda que nos dias atuais seja possvel observar o potencial das mdias
audiovisuais nas reas de entretenimento como o cinema, televiso e nos
processos de comunicao e interao entre as pessoas, esse potencial
ainda pouco explorado na educao, como destaca Wolghemuth (2005).
Observa-se que o estudo sobre o audiovisual em contextos educacionais
possui um olhar desprivilegiado, em razo da supervalorizao e da
predominncia da oralidade e da escrita, tradicionalmente reconhecidas
como as formas mais eficazes de comunicao na educao (RIZZO, 2011).
Soma-se a isto que os programas de formao de professores para o uso
do audiovisual nos processos de ensino e aprendizagem podem ainda
no ser capazes de preparar os professores para que sejam autnomos
na utilizao do audiovisual como destaca Rizzo (2011). Apoderar-se desta
linguagem pode permitir aos professores atentar que os sentidos no esto
apenas nos textos escritos, mas que tambm so construdos a partir deles,
no uso da interao entre material lingustico verbal, imagtico e sonoro
(ROJO 2012). Partindo dessas compreenses, a presente comunicao
pretende fomentar a partir do pensamento complexo de Morin (2014),
reflexes sobre a utilizao do audiovisual em programas de formao
professores de lnguas para que explorem os multiletramentos, tambm em
seu prprio processo de formao, para que possam ser autnomos ao
promover o multiletramento tambm em sala de aula
Ao educativa em contextos tecnolgicos: a emergencia da auto-
heteroecoformao
Cristiane Freire de S
Instituto Federal de Educao Cincia e Tecnologia de So Paulo - GPAHFC
Com a crescente utilizao das tecnologias nos ambientes educacionais,
emergem um processo de ressignificao social da docncia, especialmente,
graas a diviso da ao educativa no contexto da educao a distncia
que reverbera diversos questionamentos sobre os programas de formao
docente no que diz respeito a novas maneiras de ensinar e aprender.
Neste cenrio, aparecem diversos desafios para uma ao educativa
crtica e articulada, desafios que so trazidos pelas inovaes tecnolgicas
aliadas s ideologias polticas e econmicas que utilizam a linguagem para
estabelecer uma fragmentao da docncia, pois termos como tutoria,
docncia virtual, polidocncia dentre outras nomeaes como destaca Mill
(2010), surgem para re-nomear o sujeito da ao educativa. Entretanto, a
partir dos estudos de Tardif e Lessard (2012), a docncia em essncia, o
exerccio da ao educativa a partir das interaes humanas, neste sentido,
ainda que as tecnologias transformem mtodos e estratgias, a essncia
da docncia est no cerne das relaes humanas. Visando discutir esse
panorama na perspectiva do pensamento complexo de Morin (2014), o
presente trabalho destaca a necessidade de um projeto de formao
docente que permita a auto-heteroecoformao como prope Freire
(2013), para preparar os futuros docentes para os diferentes cenrios que
surgem no horizonte da educao atual, buscando sempre uma formao
que articule as tecnologias com a gesto das relaes humanas que se
estabelecem na ao educativa
Perspectivas e decursos na formao de alunos de
um curso de Letras nos anos iniciais
Gabriel Aguilar
UNICID - PUC-SP GPAHFC
O contexto da formao de professores de lnguas na cidade de So Paulo
tem sido agravado pela extino de alguns cursos de graduao. E, por
outra parte os cursos de licenciatura em Letras, que ainda existem, esto se
adaptando a uma realidade de 3200 horas, conforme Resoluo n 2 de 1 de
Julho de 2015. Neste contexto, necessrio que esses cursos incentivem
s mudanas e reformas do pensamento de ensino (MORIN) em suas aes
docentes, considerando a formao dos futuros professores, desde o
primeiro dia na escola. Para tal, o presente estudo trabalhou com os alunos
no primeiro semestre de um curso de Letras, em 2016, e props uma reflexo,
em 10 reunies fora do horrio escolar, sobre a formao de professores e
anlise crtica das disciplinas que estava estudando, com base na Auto-
heteroecoformao (FREIRE, 2009 e FREIRE e Leffa, 2013), atrelados aos
pressupostos da complexidade (MORIN, 2005, 2007, 2009, 20011 e 2013)
e com a finalidade de encontrar a correlao entre o conhecimento, lngua
e tecnologia na formao atual professor. A metodologia deste trabalho de
pesquisa a abordagem hermenutica fenomenolgica (FREIRE, 2007 e
2010), que ajudou na interpretao dos registros textuais produzidos pelos
alunos. A interpretao destes textos revela questes que podem ser
interpretadas como proporcionar novos desafios, procurar e compreender
os contextos tecnolgicos com a finalidade de estabelecer novas relaes
entre diferentes disciplinas e novas aes tecnolgicas no processo de
ensino e aprendizagem dos futuros professores.
S24
Time: Wednesday, 26/Jul/2017: 10:15am - 12:15pmLocation: Queluz IV
Multilingual Brazil: Language resources, identities and ideologies in a
globalized world
Organizer(s): Marilda C. Cavalcanti (Universidade Estadual de Campinas,
Brazil), Terezinha Maher (Universidade Estadual de Campinas, Brazil)
Brazil has always been a multilingual country although, throughout its history,
it has systematically attempted to eradicate its linguistic diversity or make it
invisible. Only in the past two decades have we witnessed an ideological
shift that acknowledges and encourages Brazilian multilingualism. The
purpose of this symposium is to highlight four dimensions of sociolinguistic
change taking place in the country changes relating to shifts in language
policy and ideology at the national level and changes related to major shifts
in the global cultural, political and economic order. The first paper gives
an account of efforts made by indigenous teachers in western Amazonia
to engage with languages that they perceive as emblems of identity and
belonging. The second paper presents research conducted with groups of
young people situated on the Brazilian frontier. It focuses on the significance
of rap as a cultural practice for these groups and it foregrounds the ways in
which translingual and transcultural resources are drawn upon in rap lyrics.
The third paper traces the sociolinguistic history of Japanese immigrants
to Brazil, their initial ideological affiliation to Portuguese and their new
orientation to Japanese in the context of recent transnational mobilities.
The fourth paper gives an overview of the different groups of international
students investing in the learning of Portuguese in Brazil or in preparation
as teachers of Portuguese. The focus is on how their investments index the
growing significance of Portuguese as a commodity on the global linguistic
market. All four of the presenters view language as a communicative
resource, within diverse repertoires, rather than as a fixed and bounded
object, separable from its speakers. They also see language policies and
practices as being bound up with language ideologies and with asymmetrical
relations of power, while at the same time - the agency of individual
speakers and groups is stressed, along with their capacity to creatively
contest symbolic domination. This symposium contributes to the forging of
a new sociolinguistics of multilingualism from a Brazilian perspective and to
the building of a fuller understanding of the global changes that are taking
place in the field of multilingualism.
216
Details of the Symposium Papers
Searching for the lost language: language policy and the identity of
Indigenous teachers in Brazil
Terezinha Maher
Universidade Estadual de Campinas, Brazil
Historically, language policies in Brazil have served as being policies
contributing to silencing multilingualism, in general and, in particular, its
Indigenous languages. Of the estimated 1.300 Indigenous languages that
existed at the beginning of the colonial era in 1500, only around 270 are
now left, most of them in a state of vulnerability. A change was brought
about, in 1988, by a new Brazilian Constitution, which stated that local
Indigenous peoples have the right to use their heritage languages in every
social domain. Thus, we have been witnessing, in the past two decades, a
strong mobilization around the development and implementation of local
Indigenous language survival policies. This presentation aims at describing
and discussing the impact of such efforts on the (re)construction of identities
among a group of Indigenous teachers whose own communicative
proficiency in their heritage languages is very limited. These teachers,
members of three distinct ethnic groups (Kaxinawa, Shawdawa and
Apurin), have been taking part in a bilingual education program sponsored
by a Brazilian Non-Governmental Organization in western Amazonia. Facing
enormous pressure to develop their communicative proficiency in these
languages, they have been trying to adjust to a new ideological order: while,
in their childhood, speaking the traditional language of their communities was
discouraged or even forbidden, they are now expected to be able to speak
it fluently. In order to cope with this challenge, these teachers have been
employing a number of strategies. Drawing on ethnographic data gathered
over a ten year period, I focus on discursive practices that reveal some of
their strategies that allow them to perform their new Indigenous identities as
bilingual speakers. I argue that no realistic Indigenous language survival
programs can be devised unless we are able to adequately interpret and
address the sociolinguistic tensions and dilemmas discussed here.
Guarani/Portuguese/Spanish rap on the borderland: text spectacularity,
transidiomaticity and performativity
Luiz Paulo Moita Lopes
Universidade Federal do Rio de Janeiro, Brazil
As a result of global transcultural forces which crisscross the world and
bring about translocal effects, rap - a cultural artifact created in the black
neighborhoods of New York City - has been appropriated around the world
to voice a counterhegemonic logic from the margins of different societies. In
Brazil, the translocalization processes through which rap is relocalized have
unfolded in similar ways. Rap has been a strong constitutive element of the
cultural life and of the literacy practices of the young black population on the
periphery of the big cities. Because of their unique insight into modernity and
colonialism, which have historically banished voices on the periphery, the
voices of rappers are worth investigating because they present alternative
Indigenous discourses. These discourses invigorate our social life and
construct another form of globalization. Such rap literacy practices typically
include multisemiotic processes (musical, multilingual, multimodal and
other means of engaging in discourse), which operate simultaneously and
which are situated on the borderland where new ways of thinking and new
meanings are possible. Building on the concept of borderland and of rap as a
literacy practice, this presentation looks into spectacular rap texts, produced
by Group Pay at the Triple Frontier (Brazil, Argentina and Paraguay), a
setting which is quite distant from the periphery of big cities. The production
of these texts makes recourse to transidiomatic practices, including Spanish,
Guarani and Portuguese. The central aim of this presentation is to analyze:
a) how text spectacularity is constructed through these three kinds of
communicative resources; b) how identity performances (nationality,
gender, race and sexuality) are contextually indexed in these texts. I argue
that the borderland is a site where, transidiomaticity, different discourses
and ways of thinking are made possible, and it thus allows for specific kinds
of identity performance and performativity.
Mobilities of Japanese-Brazilians: language ideology
and identities on the move
Leiko Matsubara Morales1, Maria Emiko Suzuki2, Ayako Akamine2
1
Universidade de So Paulo, Brazil, 2Universidade
Estadual de Campinas, Brazil
The aims of this communication are: (i) to discuss the way the local and
international mobilities of Japanese immigrants and their descendants
have led to changes in language ideologies and their cultural and
linguistic affiliations; and (ii) drawing on empirical data, to describe some
of the consequences of these changes. We start with a brief history of
Japanese immigration to Brazil, highlighting the fact that early immigrants
settled primarily in rural areas of the State of So Paulo. Then we focus on
movement towards settlement in urban areas in Brazil to invest in better living
conditions. No longer viewing themselves as Japanese, but as Japanese-
Brazilians, we show that, by the 1980s, they started investing heavily in
the education of their children as a strategy to guarantee upward social
mobility. This brought about changes in this populations language ideology:
in order to ensure their children would be accepted by prestigious Brazilian
universities. The emphasis on the learning of their heritage language gave
way to an emphasis on the learning of Portuguese. After this, we turn to
the international mobility of Brazilians of Japanese origin (dekaseguis) to
Japan in the 1990s and to the impact on their sense of their identities and
language ideologies. The learning of Japanese by children is now seen as
a crucial matter. Partly because of this ideological change, many of these
children, after having spent a few years in Japan, started seeing themselves
more as Japanese than as Brazilians. At the same time, a reversal of this
language ideology has been witnessed among the returnee dekasegui
families, particularly after 2008: the learning of Portuguese is vital for the
reinsertion of their children into the Brazilian educational system. They now
have to learn to become Brazilians again.
Portuguese as and additional language: global trends in local actions
Margarete Schlatter, Pedro M. Garcez
Universidade Federal do Rio Grande do Sul, Brazil
The teaching of Portuguese to speakers of other languages in Brazil has
expanded considerably in the past couple of decades. What once was a
minor activity has been steadily growing into an institutionally recognized
academic field in Brazilian higher education. In this paper, we present and
discuss a range of Portuguese as an additional language programs with
which we have been involved in various capacities. First we introduce the
Portuguese as an Additional Language Center at the Federal University of
Rio Grande do Sul. We highlight two key elements in this development: a
steady influx of international students, starting in the 1980s and increasing
substantially in the 2000s, first from East Asia, and then from African,
Caribbean and Latin American nations qualifying for Brazilian public higher
education scholarships through the Brazilian Governments Program of
Undergraduate Student Exchanges (PEC-G). We describe how a body of
qualified teachers and materials designers has come into being to meet this
demand. Finally, we introduce and discuss a boldly conceived in-service
teacher education program for elementary and secondary education
teachers from multilingual African nations where the only official language
217
is Portuguese. Initiated in 2008 under the sponsorship of a consortium of
Brazilian government agencies, the program is entitled The Language of
Letters and Numbers Program. It has brought nearly a thousand African
teachers to Brazil for a month-long hands-on program of teaching and
learning activities. We explore how this teacher education program related
to Portuguese as an Additional Language brings to the fore contemporary
socioeconomic aspects of Brazils conspicuous presence on the world
stage, as the target of international attention, as a growing consumer market
and as provider of higher education to developing nations, and an active
seeker of influence as an aspiring regional leader.
S25
Time: Wednesday, 26/Jul/2017: 10:15am - 12:15pmLocation: Queluz V
Encounters in Intercultural Education:
countering epistemic violence and coloniality
Organizer(s): Lynn Mario Menezes de Souza (Universidade de So Paulo, Brazil)
In the contemporary global context of the ever close juxtaposition and
co-presence of diverse knowledges, there is a dire need for intercultural
attitudes in education in order to overcome the epistemicide that Sousa
Santos (2007) describes in what he calls abyssal thinking. Such an epistemic
posture consists of a system of visible and invisible distinctions, the invisible
ones being the foundation of the visible ones. The invisible distinctions are
established through radical lines that divide social reality into two realms,
the realm of this side of the line and the realm of the other side of the
line. Mignolo (200, 2011) refers to the epistemic hegemony that relates
unequal though co-existing knowledges to each other as coloniality. In
this scenario, intercultural education offers itself as a means of overcoming
abyssal thinking and reducing, if not eliminating, coloniality. The papers in
this symposium seek to address these issues.
In Addressing Epistemic Violence in Intercultural encounters: translation
as an attitude of incompleteness and Equivocation Lynn Mario de Souza
discusses concepts of translation as instrumental in overcoming epistemic
racism in intercultural education. In Towards intercultural bilingual education
from the bottom-up Luis Enrique Lopez analyzes Indigenous projects in
Latin America which aim at reinventing intercultural bilingual education in
response to the emergence of new epistemes. In Indigenous Children and
ELT Teachers Challenging Hegemonic Epistemologies and Ontologies,
Mario Lopez discusses a bilingual intercultural educational project in Mexico
which aims at overcoming coloniality and epistemic violence. In The inter-
cultural in reciprocity, Maria Manuela Guilherme discusses concepts of
interculturality and analyzes interculturality and epistemic difference in
international research projects.
Details of the Symposium Papers
Towards intercultural bilingual education from the bottom-up
Luis Enrique Lpez-Hurtado
EDUVIDA/GIZ Guatemala
For almost seven decades indigenous bilingual education has enjoyed
government attention in Latin America. This was originally due to the fact
that linguistic and cultural diversity was understood as a problem that had
to be eradicated in order to enter modernity and to pursue development.
Indigenous voices were silenced and all the initiatives came from
those in power. Westernization was then the aim, and in that context the
appropriation of a European language and mainstream ways of life were
deemed necessary even by Indigenous leaders, since they needed to
defend their rights as citizens. It was precisely under these constraints that
bilingual education became part of our modern educational systems; in
fact, the bilingual education model adopted was that of early-exit bilingual
education since what mattered was the universalization of Spanish or
Portuguese, among other European languages. Seven decades later the
situation has radically changed. Indigenous voices have become stronger
and more demanding in Latin America. The issue of Indigenous agency is at
stake and Indigenous leaders have also reached the international arena and
claim their ethnic, cultural and linguistics rights. In this new context, bilingual
education has become intercultural, indigenous knowledges, technologies
and socials practices and values are pushing their way into schools as
part of a ongoing process of ethnogenesis whereby there seems to be a
collective desire to return to being Indian, after over 500 years of systematic
cultural and linguistic oppression. Indeed indigenous voices now claim for
decolonizing educational practices. In this paper, we will analyze three cases
of Indigenous projects aiming at reinventing intercultural bilingual education
from the bottom-up. Decolonizing educational practices in response to the
emergence of new epistemes is one of the key issues to be developed
in light of indigenous ethnogenesis. A profound revision of governmental
intercultural bilingual education is called for.
Addressing Epistemic Violence in Intercultural Encounters: translation as an
attitude of incompleteness and Equivocation
Lynn Mario Menezes de Souza
Universidade de So Paulo, Brazil
As an attempt to overcome abyssal thinking and epistemic racism, this
paper focuses on the concept of translation as an intercultural attitude in
education. In relation to epistemic conflict in contexts of coloniality (Mignolo
2011) whereby diverse knowledges and/or languages co-exist albeit in
unequal positions of power and recognition, translation, would involve an
attempt at mutual understanding without however reducing the alterity of
the other to the sameness of the self. This epistemologically involves the
abandonment of the presupposition of a single theory that would explain
everything and against which good or bad translations in intercultural
contact could be compared. Sousa Santos (2005) proposes translation
as a process that allows for mutual intelligibility among the experiences
of the world without reducing them to homogeneous entities. As such,
translation in intercultural contact offers itself as an alternative, and not a
remedy, to the coloniality, fragmentation and atomization that are the dark
side of diversity and multiplicity in dominant western epistemologies of
liberal multiculturalism (Grosfoguel 2007). Whereas Sousa Santos (2005)
sees translation as an attitude of incompleteness, in intercultural contact,
Viveiros de Castro (2004) sees translation also in such intercultural contexts
as necessarily equivocal. For the latter, the work of translation is not of
discovering the common referent to differing representations, but on the
contrary, of making explicit the equivocation in believing that the differences may
relate to the same. These are the issues that will be developed in this paper.
The Inter-Cultural in Reciprocity
Maria Manuela Guilherme
CES, Universidade de Coimbra, Portugal
This paper will discuss the conceptual frameworks of the inter-cultural
and its correlates as it has been developed in the academy, with different
terminologies for similar unilateral concepts. Terminologies (multiculturalism,
interculturalism, transculturalism, cross-culturalism, interculturality,
transculturality), with various prefixes and suffixes, have followed political
and ideological trends and developments but the conceptual framework
has remained monological. These concepts are deeply bound with different
218
colonial matrices and, therefore, at the core, it is them that they mirror,
however, they have been used in English translations that twist their original
conceptual frameworks. This paper will argue for the need to enrich their
conceptual meanings by attending their complexities and by taking into
account distinctive perspectives influenced by different colonial matrices,
historical and geographical backgrounds, ideologies and academic
theories. It is also of utmost importance to take into consideration diverse
cultures and cosmovisions of communities which have preserved their
original views due to violent discrimination, forced segregation and survival
strategies. It is not only a matter of social but also of cognitive justice as well
as of epistemological ecology. This paper will rely on research carried out
within the scope of the project Glocademics Marie Curie Actions based in
Brazil (Universidade de So Paulo) and Portugal (Centro de Estudos Sociais,
Universidade de Coimbra). This project focused both on language/culture
education curricula in higher education and on plurilingualism, intercultural
communication/interaction and epistemological translation in international
research groups, from which this presentation will depart in order to develop
its reflections upon the inter-cultural in reciprocity. It will draw on indigenous
cosmovisions and epistemologies in Latin America in order to question inter-
cultural comparative analyses that do not take into account inter-cultural
complexities in reciprocity.
Indigenous Children and ELT Teachers Challenging Hegemonic Epistemologies
and Ontologies
Mario Lpez-Gopar, Edwin Nazaret Len Jimnez
Universidad Autnoma Benito Jurez de Oaxaca, Mexico
Mexican English language teachers as well as their elementary-age
Indigenous students live in a society rooted in coloniality, which refers to
the manner in which colonial power controls a community by imposing on it
certain Western or Eurocentric models of subjectivity, authority, knowledge
and literacy (Dussel, 2000; Mignolo, 2000, 2009; Quijano, 2007). This
especially is the case in the state of Oaxaca, the context of this study, where
Indigenous languages share an uneven ground with English and Spanish.
Coloniality negatively affects both Mexican English teachers and their
Indigenous students. While the teachers are seen as illegitimate speakers
vis--vis native English teachers, the Indigenous children are seen as
deficient, backward, in need of help, and unable to produce knowledge; in
other words, their Indigenous ontologies and epistemologies are regarded
as worthless.
The purpose of this presentation is to demonstrate how Mexican English
teachers and their Indigenous children seem to combat the effects of
coloniality within the elementary school classroom. More specifically, the
presentation will demonstrate how both the teachers and the students
co-construct decolonizing pedagogies (Lpez-Gopar, 2016) in order to
challenge coloniality and hegemonic discourses and exert their agency
in order to reinvent identities, language, literacies and knowledge. Based
on an ongoing critical-ethnographic-action-research project carried out
in Oaxaca, Mexico since 2007 in different urban elementary schools,
indigenous communities and NGOs in collaboration with English language
teachers, this presentation will show samples of teachers and childrens
identity texts (Cummins, 2006), which reflect childrens creativity, agency
and transgression of coloniality. From the emergent themes of the data
that also included video, audio-recording, interview and work samples, this
presentation will also highlight how the spaces created in the classroom make
room for these teachers and childrens ontologies and epistemologies to be
performed, and hence accepted, albeit momentarily, with a catalytic effect.
 S26
Time: Wednesday, 26/Jul/2017: 10:15am - 12:15pmLocation: Queluz VI
English Teacher education in Brazil: different perspectives, possibilities and
implications.
Organizer(s): Sergio Ifa (UFAL, Brasil)
This symposium is a collection of four different studies carried out by four
teacher education researchers from four different Brazilian states: Alagoas,
Mato Grosso do Sul, Paraba e Piau. The first research conducted in
Mato Grosso do Sul deals with a methodological approach to investigate
the teacher educator in a teacher development study. Autoethnography
represents a possibility to foster self-investigation by inviting the participants
to reflect upon practices, thoughts and actions. Narratives, conversations,
interviews and illustrations were used to trigger meaning making of the
current process Fabricio Ono has been into. The second research was
investigated in Alagoas with undergraduates majoring in English language
teaching. The teacher education program is theoretically underpinned by
critical literacy perspective and focusing on decolonizing pre-conceived
praxises by favoring to a more critical perspective which can promote social
justice and a balance of the knowledges involved in the teacher education
field, that is, an ecology of knowledges. The third research conducted
in Piaui deals with English teacher education Project supported by the
Federal University of Piaui, the US Department of State and the Piaui State
Education secretary. The participants are current teachers of English who
have had workshop sessions and have been invited to reflect on their views
of teaching and learning the English language. The fourth study focuses
a English Language programme, The EFOPLI: Espaos para a Formao
do Professor de Lngua Inglesa held at the Federal University of Paraba
(UFPB) and aims at integrating and empowering teachers of English in the
state of Paraba (both pre- and inservice teachers), as well as fostering
teacher professional development. We will interpret the data collected and
results show that teachers become more aware of the aspects involving
additional language teaching and learning and that the reflection plays a key
role in promoting the participants agency.
Details of the Symposium Papers
REFLECTIONS ABOUT CONTINUING EDUCATION OF ENGLISH TEACHERS IN TERESINA
Beatriz Gama Rodrigues
UFPI, Brasil
Language professionals need to develop several competences in order to
teach in such a way they can help their students to achieve their goals. The
development of these competences is a continuing process which could not
be finished at the end of a Letras undergraduation course, considering that
society goes through constant changes that affect all people and languages
are a part of that. At the Federal University of Piau, with the support of the
Department of State from the USA, and in partnership with Piau Educational
Secretary, we have designed a project of continuing education of English
teachers in 2016. First of all, we formulated an online questionnaire to be
responded by 200 English teachers who taught in public state high schools
in Teresina and its surroundings to discover the profile, needs and interests
of these professionals. Secondly, we developed workshops which were
designed after we analyzed the answers from the questionnaire. In this
presentation, we are going to discuss some reflections from participants at
the beginning and at the end of the workshops about their view of teaching-
learning languages. We hope this work goes further and may instigate other
language teaching professionals to develop new researches and reflections
so that the actors of the teaching-learning process may achieve their goals
as critical and active participants in our society
219
New epistemologies, ontologies and autoethnography: contributions for EFL
teachers development
Fabricio Ono
UFMS, Brasil
I present in this paper a methodological perspective of teacher
development study based on autoethnography through partial results of
my PhD research in which the focus is guided not only by what was said
by the participants, but a proposal that involves trying to live with conflicts
(ELLIS, 2004) involved in teaching, in which the pedagogical practice of the
researcher is the main focus of the research and its analysis. The elements
presented in my practice as an English teacher educator, as well as attitudes
and opinions make part of this autoethnographic work, which represents a
possibility of self-investigation, a reflection on my practices and actions. This
methodological perspective shows that several contextualized elements
(narrative, conversations, interviews, illustrations etc.) enable reflections on
the diversity of events and things on how we interpret the world in a way
that the construction of meaning not is only limited to universal conventions,
contributing to studies which aim to investigate new epistemologies and
new ontologies (ADAMS; ELLIS and Jones, 2015). A relentless pursuit
for clues, often implicit, that can contribute and be exploited both in
research and in reflection to the development of the former. The teacher
development process and the continuum of being an educator are loaded
with surprises, inconstancy, insecurities and vulnerabilities, almost an art
work, in this sense, based on Maffesoli (2010), I see that every day new facts
are being revealed by pre service teachers; many times, the facts surprise
the educator and they reverberate in the educators practice if he/she is
aware of and sensitive to them.
Building bridges between pre-service and in-service English teacher
programmes in Paraba/Brazil
Mariana Prez
UFPB, Brasil
The EFOPLI: Espaos para a Formao do Professor de Lngua Inglesa
programme at the Federal University of Paraba (UFPB) aims at integrating
and empowering teachers of English in the state of Paraba (both pre- and
inservice teachers), as well as fostering teacher professional development.
Since 2015, the programme has offered weekly meetings for pre- and
inservice teachers from different contexts led by a group of professors,
undergraduate and post-graduate students from UFPB and by specialists
from specific partner organisations such as Fulbright and the US State
Department. This paper will analyse reflective texts written by undergraduate
students majoring in English (Licensure) at UFPB, who participated in the
programme in 2016, focusing on the impact of the actions developed on
their teacher education/development process. Initial analysis of data
indicates that the pre-service teachers identify this experience as playing an
important role in their professional development and in the reconstruction
of their perception of being/becoming teachers and teaching English in
Paraba and Brazil. Participants also mention the experience of working
closely together with regular school teachers and sharing experiences in
relation to challenges, successful projects and the complexity involved in
teaching, which contributes to strengthening the partnership between
undergraduate students and in-service teachers even before the practicum.
They also mention how their understanding of their role as agents in the
process of learning to be teachers has changed.
English teacher education program in the northeastern Brazil: focus on
ecology of knowledges
Sergio Ifa
UFAL, Brasil
This presentation aims to discuss and problematize the results of an English
teacher education program offered at the Federal University of Alagoas
in 2016. The participants are aspiring teachers of English who have been
undergraduates majoring in English language and who have joined an
extension Project named Casas de Cultura no Campus and/or the Ncleo de
Lnguas (Nucli- ISF/UFAL). Both programs focus on questioning the meanings
participants and myself constructed in the reflective sessions in which
we were concerned with our praxises in particular Brazilian sociocultural
contexts and trying to resonate with our theoretical undepinnings such
as critical literacy (MONTE MR, 2013; JANKS, 2010, 2014; MCLAUGHLIN;
DEVOOGD, 2004), decoloniality (GROSFOGUEL, 2007; QUIJANO, 2007;
MIGNOLO, 2007), citizenship (WESTHEIMER e KAHNE, 2004); social justice
(DOBSON, 2006); neoliberalism (BROWN, 2015) and globalization (PETERS,
MARSHALL e FITZSIMONS, 2004; RIZVI, 2004). In order to interconnect
practices, feelings, English language teaching with theories, questions
were raised: how can we interpret the results of the study carried out?
Can our praxis reveal an ecology of knowledges (SANTOS, 2006)? Do the
results show the participants agency or awareness of their role to promote
social justice? What implications can teaching English reveal regarding
social change? Results show that aspiring teachers have recognized the
relationship between power, access, diversity and (re)design when devising
their lesson plans and teaching. They also bring out the teachers criticality,
reflectiveness and purposefulness in their praxises.
S27
Time: Wednesday, 26/Jul/2017: 10:15am - 12:15pmLocation: Queluz VII
Escrever-se: a construo da identidade docente na formao inicial em
Letras e Pedagogia
Organizer(s): Carla Lynn Reichmann (UFPB/Brasil)
Situado na Lingustica Aplicada e alinhando-se ao tema Linguagem
e identidades, este simpsio tem como objetivo geral problematizar
construo identitria socioprofissional no mbito universitrio, agregando
quatro trabalhos que levam em conta a importncia vital da escrita situada em
contextos de formao inicial. Partindo da noo que a construo identitria
do professor reflita em uma prtica para atuar na vida contempornea, o
trabalho de Tpias-Oliveira apresenta uma breve descrio dos estudos
do Grupo de Pesquisa CNPq Interao, linguagens e (multi)letramentos do
professor, da pesquisa em si, at divulgao de resultados. Sero relatadas
experincias didticas em grupos de alunos de Letras em formao inicial
(saber, saber fazer e saber ser). A seguir, no contexto das preocupaes
com a formao docente tendo em vista a perspectiva dos Estudos do
Letramento, o trabalho de Guedes-Pinto pretende focalizar as prticas de
escrita na licenciatura em Pedagogia, tomando como um dos focos a questo
da construo identitria profissional. O estudo assume a centralidade
da construo discursiva das identidades sociais (MOITA LOPES, 2003;
CELANI e MAGALHES, 2002), dialogando com a perspectiva do
letramento acadmico (MATENCIO, 2006). Seu corpus se refere aos textos
dos estagirios a partir do gnero relatrio, produzidos durante o perodo
de 2010 a 2015 para as disciplinas de superviso. Dornelles problematiza
a construo da identidade docente de estagirias em Letras de um curso
de licenciatura em lnguas adicionais em dupla habilitao, espanhol e
ingls, em que a formao profissional mobilizada para a compreenso da
diversidade lingustica e cultural (CAVALCANTI, 1999) e para reflexo sobre
o papel das lnguas adicionais em nossas vidas (cf. SCHLATTER; GARCEZ,
2009). O objetivo da pesquisa analisar as representaes acionadas por
trs estagirias em dirio reflexivo produzido durante o estgio em contexto
escolar. Para tanto, adota-se uma perspectiva transdisciplinar em Lingustica
Aplicada e o conceito de habitus de Bourdieu (1990). Por fim, alicerado
na perspectiva da escrita situada como elemento identitrio de formao
(KLEIMAN, 2007), o trabalho de Reichmann analisar as vozes enunciativas
que incidem sobre a voz autoral do professor, ecoando em relatrios de
estgio produzidos por trs graduandos em uma universidade pblica no
nordeste, em 2015.
220
Details of the Symposium Papers
Prtica de escrita dialgica na formao docente inicial: marcas lingustico-
discursivas e mudanas identitrias em foco
Eveline Mattos Tpias-Oliveira
UNITAU/UNICAMP/Brasil
Sob o enfoque discursivo bakhtiniano (BAKHTIN, 2003), temos que na
relao com o outro que valores, pontos de vista, vozes sociais, teorias
de um locutor so expressas pela linguagem, podendo ser acolhidas pelo
interlocutor, de modo responsivo. Entendemos que ao ler as palavras
escritas de um locutor de forma compreensiva, podemos identificar
traos de suas crenas, posicionamentos, valores e mudanas, como as
que indicam alteraes em sua identidade. Assim, objetivo da presente
comunicao dar a conhecer um recorte de nossa tese de doutoramento
em Lingustica Aplicada; nesse recorte apresentamos a anlise de excertos
de nossos sujeitos, alunos ingressantes de um curso de Letras, em seus
dirios de aprendizagem ao longo de um ano. Segundo Shores e Grace
(2008), o dirio de aprendizagem contm reflexes do aluno sobre o
que est aprendendo ao longo das prticas de sala de aula. Assim,
aliando essa viso das autoras com a viso bakhtiniana, temos que o
registro de atividades e de reflexes dos sujeitos nos dirios podem estar
permeadas de pistas de sua construo identitria, ao utilizarem o dirio
como um instrumento cronotpico (espao e tempo) para com a prpria
autopercepo. Assim, na anlise, procuraremos evidenciar marcas
discursivas de mudana dos sujeitos. A anlise versar sobre trechos dos
dirios de aprendizagem dos sujeitos: sobre o saber saber (como registram
o entendimento (ou no) de contedos, fatos, conceitos; como refletem
sobre as atividades acadmicas...), sobre o saber fazer (como registram a
percepo sobre a aplicao e transferncia do que estudaram/acreditam...)
e sobre o saber ser (como registram sua posies e crenas no sentido
de ser um profissional com atitudes e valores escolhidos (ou ainda no)...).
Acreditamos que a observao dessas marcas lingustico-discursivas
possam ajudar em reflexes axiolgicas sobre a construo identitria do
profissional-professor, desde o incio acadmico, para atuao diferenciada
na contemporaneidade.
Prticas de escrita na formao docente inicial e
identidade: o papel dos estgios
Ana Lcia Guedes-Pinto
UNICAMP/Brasil
No contexto das preocupaes com a formao docente no curso
de Pedagogia e tendo em vista a perspectiva da Lingustica Aplicada,
esta comunicao pretende focalizar as prticas de escrita no mbito
universitrio, tomando como um dos focos a questo da construo
identitria profissional. Tal como especifica Reichmann (2015), a disciplina
de estgio se configura como um momento peculiar no currculo dos cursos
de formao inicial de professores, pois trata-se de uma situao que o
estudante fica em trnsito entre duas instituies formadoras: a universidade
e a escola. Nesse contexto o estgio pode ser vivido e experienciado
como um espao privilegiado para reflexes sobre a profisso docente.
Por ser um componente da grade curricular que se incumbe da formao
profissional tendo em vista o acompanhamento do campo considerado
prtico, a disciplina de estgio visibiliza o entrecruzamento dos muitos
discursos com os quais os estudantes interagem. O estudo assume,
portanto, a centralidade da construo discursiva das identidades sociais
(MOITA LOPES, 2003; CELANI e MAGALHES, 2002), dialogando com a
perspectiva do letramento acadmico (MATENCIO, 2006). O corpus da
pesquisa se refere aos textos dos estagirios a partir do gnero relatrio,
produzidos durante o perodo de 2010 a 2015 para as disciplinas de
superviso. A metodologia se ancora na vertente qualitativa em que
a pesquisadora assume como condio de produo seu lugar social
de professora universitria. A proposta do estudo de cunho analtico
interpretativista. Os textos analisados apresentam pistas sobre o processo
identitrio posto em movimento pelas demandas e caractersticas prprias
do estgio realizado nas escolas, junto aos professores e alunos. Na
dinmica de produo de seus relatrios entram em jogo seus projetos de
dizer que procuram tanto construir dilogos com os diversos discursos que
constituem sua formao como elaborar sentidos para suas vivncias como
estagirios em processo de aprendizado de uma profisso.
Prticas de letramento acadmico-profissional: um estudo sobre vozes e
identidades em relatrios de estgio
Carla Lynn Reichmann
UFPB/Brasil
Situado na Lingustica Aplicada e buscando problematizar o estgio como
prtica de letramento, este trabalho tem como objetivo geral discutir a
construo identitria do professor estagirio de Letras-Lngua Inglesa.
Alinhandose aos Estudos dos Letramentos (STREET, 1984; BARTON e
HAMILTON, 1999; KLEIMAN e MATENCIO, 2005; KLEIMAN, 1995, 2007,
no prelo; BARTLETT, 2013; GUEDES-PINTO, 2015), ao Interacionismo
Sociodiscursivo (BRONCKART, 2006, 2008; BRONCKART e MACHADO,
2009) e s Cincias do Trabalho (CLOT, 1999[2007], 2012), o trabalho
adota um vis interpretativista a fim de analisar as vozes enunciativas que
incidem sobre a voz autoral do professor, ecoando em relatrios de estgio
produzidos por trs graduandos em uma universidade pblica no nordeste,
em 2015. Por meio dos mecanismos de responsabilizao enunciativa, em
especial as marcas de pessoa, como tambm por meio de verbos na esfera
do dizer, pensar, gostar e surpeender-se, ser discutida a voz emergente de
professor iniciante na referida esfera acadmico-profissional, considerando
que a identidade social do professor estagirio se constitui por meio de
um coro de vozes de outros e de si que ecoam em seus textos empricos,
conforme Reichmann (2012). Vale salientar que o presente trabalho
constitui um recorte do projeto de pesquisa em andamento realizado pela
pesquisadora, a saber, Letras e letramentos, focalizando a relevncia
da escrita situada como elemento identitrio de formao (KLEIMAN,
2007). Em suma, sublinha-se a importncia vital do entrecruzamento das
vozes enunciativas inscritas em textos produzidos no processo formativo
do professor estagirio, apontando para ressignificaes de vivncias
escolares e reposicionamentos no entrelugar socioprofissional constitudo
pelo estgio.
S28
Time: Wednesday, 26/Jul/2017: 10:15am - 12:15pmLocation: Venezia I
Exploiting the wild for L2 learning and teaching.
Organizer(s): Sren Wind Eskildsen (University of Southern Denmark,
Denmark)
This panel brings together L2 learning experts, interaction analysts, and
interaction designers to advance pedagogical initiatives to support second
language (L2) students language learning outside the classroom (i.e., in
the wild). Fundamental to the panels project is an ethnomethodological
perspective on learning as a side-effect of the same sense-making
procedures and interactional competencies that social members use to
manage any social activity (Lee, 2007). Everyday sense-making affords
specific practices that foreground language issues and make language
learning visible as an accountable, public, and locally occasioned process
(Koschmann, 2012).
Initiatives to support L2 learning in the wild are spreading, arising from the
assumption that L2 learning is fundamentally usage-based and experientially
driven (Eskildsen & Wagner, 2015). The Sprkskap project in Sweden for
example developed a simple structure for learners to engage in learning
through their encounters with service providers (Clark et al., 2011), and
likewise The Icelandic Village created opportunities for low-level learners
of Icelandic to use the new language in everyday service encounters
221
outside the classroom (Wagner & Theodrsdttir, 2013). At the University of
Southern Denmark, a scaffold-building pedagogy draws on, exploits, and
influences L2 students social lives. At Portland State University, the use of
GPS-enabled mobile games has brought language learning activities into
the outside world (Thorne, 2013). At the University of Tampere and the
University of Iceland, L2 students co-design their excursions into the wild
using different material resources that aim at supporting their L2 use and
development, record their interactions in the wild and bring them back to
the classroom for reflection. These efforts move experiential L2 pedagogies
to a qualitatively new level.
The objective of the panel is two-fold: 1) we will present the above-mentioned
pedagogies in detail and outline our usage-based, ethnomethodological
footing; and 2), using interactional data from these L2 learning/teaching
projects, and thus investigating a range of languages (Danish, English,
Finnish, Icelandic), we explore in particular the processes involved in the
understanding, learning, and teaching activities in which the L2 speakers
participate, and discuss further how to ground experiential L2 pedagogies
in natural empirical data and develop materials on this basis.
Details of the Symposium Papers
A radically usage-based L2 pedagogy.
Sren Wind Eskildsen, Johannes Wagner
University of Southern Denmark, Denmark
This paper describes and analyzes mundane, purposeful interactions in
a second language (L2) outside the classroom and their repercussions
for the participants learning of the local language. Through this detailed
investigation of L2 interactional practices in the wild we make the case for
a radically usage-based approach to L2 learning and teaching.
Our focus is on L2 users lifeworlds; i.e., their everyday encounters with
locals in the local language. These lifeworlds constitute an incredibly rich
resource and environment for L2 learning and teaching (Wagner, 2015). In
this paper we trace newcomers L2 use and learning outside the classroom
to advance our understanding of how this can be made relevant for what is
taught inside the language classroom.
We argue that L2 learning is a process of creating a social biography, that
the trajectory of learning crucially involves the appropriation of semiotic
resources, i.e. embodied and linguistically packaged social actions, in and
through use, and that learning behavior, cognition, and learner identity are
socially displayed and observable phenomena. We will show empirically
how L2 learning happens and unfolds in the L2 speakers lifeworlds and
present a theoretically coherent call for incorporating such social experience
of L2 speakers into L2 teaching and material development. We will argue
that L2 learning needs to be understood in a radically usage-based frame
and that development of teaching material needs to reflect this: Where
institutional L2 teaching, including communicative approaches, has focused
on using role-plays and simulations to practice linguistic forms, we will argue
that the world is too chaotic and unpredictable to be modelled through
expectations, and that the processes and practices of L2 learning cannot
be separated from the processes and practices of becoming a member
in a new community; L2 teaching material and L2 pedagogy must always
consider the participants everyday lifeworlds.
The Icelandic Village: guided participation in real-life interaction in Icelandic
Gurn Theodrsdttir
University of Iceland, Iceland
This paper presents a ground-breaking scaffolding L2 pedagogy that brings
participants everyday practices in the wild to the core of language learning
and teaching. Known as the Icelandic Village, the project has designed an
environment for L2 interaction outside the classroom; a bridge between
classroom interaction and real life interaction. The Icelandic Village is a
network of businesses in downtown Reykjavik and/or on the campus of
the University of Iceland (in Reykjavik) where L2 learners of Icelandic are
offered an opportunity to participate in interaction with local Icelanders
on a daily basis in everyday life situations such as doing business in the
bakery, borrowing a book from the library, buying a coffee in a caf etc.
The businesses and their employees have agreed to use Icelandic with
the learners and have been trained to do so. This training is necessary to
prevent the locals from switching to English (Theodrsdttir & Eskildsen,
2011) A trip through the Icelandic Village is thus a guided participation in
real-life interaction in Icelandic.
The design of the Icelandic Village is in the shape of an infinity symbol,
, linking classroom interaction to the learners interaction in the Icelandic
Village; the learners first visit the village for investigating the place, collecting
words and phrases, opening their eyes and ears to the language all around
them in the place. The next step is bringing their catch to the classroom
to work on with the teacher to prepare the actual business encounter.
The learners then do their business, record the encounter, and bring this
recording back to the classroom for further scrutiny in a de-briefing session
(Theodrsdttir & Wagner, 2013). The paper presents the Icelandic Village
and shows, through data from the business encounters and the classroom,
how rich in learning and teaching opportunities this environment is.
Co-designing for language learning in the wild: a rally course
Niina Lilja1, Arja Piirainen-Marsh2, Brendon Clark3, Nicholas Torretta3
University of Tampere, Finland, 2University of Jyvskyl, Finland,
1 S29
3
Interactive Institute, Swedish ICT, Sweden
Conversation analytic research on language use and development (CA-SLA)
has demonstrated how occasions for L2 learning arise as participants work
towards maintaining or restoring intersubjectivity in interaction (see e.g.
Eskildsen & Theodorsdottir 2015). While CA-SLA understanding of language
learning as a socially displayed process is already well established, it has
only recently been adapted to second language teaching (see Clark &
Lindeman 2011, Wagner 2015).
This paper presents a pedagogical initiative a rally course for
conversational Finnish that aims at supporting L2 use and learning in
interactions outside of traditional classrooms. The pedagogical philosophy
adopted in designing and teaching the course was based on an experiential
view on learning and highlighted the role of learners as co-designers of their
own learning projects. In this paper we introduce the approach and present
examples of the support structures, materials and navigation systems that
were used to support L2 use and learning. Second, we will analyse how
these materials were used by the students in planning their encounters in
the wild, in participating in the interactions, and in reflecting on them. The
data consist of videorecorded interactions inside and outside classroom
(~30 hours), course material, and of our own collaborative design activities.
The analysis shows that the materials used in the course raised the students
awareness of potential resources in everyday situations that can be used
to support language use and learning. They served as reflective tools that
facilitated learners own analysis of their experiences and enabled them to
locate and engage with objects of learning. The analysis gives new insights
into experiential pedagogies that bridge the gap between the classroom
and the social environments outside, and highlights the need to reconsider
the traditional roles of a teacher and learner in the learning process.
Talk in the wild: wayfinding in mobile place-based game activity
Steven L. Thorne, John Hellermann
Portland State University, USA
Communication associated with multiparty wayfinding (Klein, 1982) has
been periodically addressed in ethnomethodogical studies (Psathas,
1979, 1987; Mondada, 2009; Liberman, 2013). In this paper we analyze a
contemporary context of wayfinding communication that involves small
groups of language learners using a mobile phone to navigate a place-
222
based game for language learning in the wild (a university campus and
neighboring cityscape). Players take the role of agents from the year
2070 who have been instructed to travel back in time in order to find and
describe instances of green technology in the present day (2016) in order to
preserve the earths environment for the people of the future. Participants
file an oral report of each example they see (Thorne, 2013; Thorne et al.,
2015). We examine participants sense-making practices as they situate and
interpolate, through talk-in-interaction, the mobile phones two-dimensional
cartographic information in the broader context of the three-dimensional
physical world around them.
Intensive video recording was made, including the use of head-mounted
cameras on participants and a hand-held camera operated by a researcher.
The serial nature of the activity allowed us to uncover 1) how participants
formulate relevant aspects of wayfinding as learnables and 2) how they
use their just-gained experience with these formulations to accomplish
wayfinding for next locations. Preliminary analysis shows that although
finding the first locations was arduous, finding each successive location was
more efficient for the groups. This efficiency resulted from the groups using
talk-in-interaction to coordinate, and make public and locally-relevant, the
digital map and sensory-analog information. We conclude with a discussion
of the microgenesis of constructing a shared sense of group orientation and
types of talk associated with starting and stopping physical movement.
Time: Wednesday, 26/Jul/2017: 10:15am - 12:15pmLocation: Venezia II
Identidades: sujeito entre lnguas, representaes de corpo e relaes com a
escrita.
Organizer(s): Prof. Filomena Elaine Paiva Assolini (FACULDADE DE FILOSOFIA,
CINCIAS E LETRAS DE RIBEIRO PRETO-USO, Brazil)
Com base nas contribuies da teoria discursivo-construtivista, que se
fundamenta em Pcheux, Lacan e Derrida e partindo da hiptese de que o
complexo contexto de ser-estar entre lnguas e culturas (CORACINI, 2003)
pode no estar sendo observado pelos cursos de formao de professores
de japons, o primeiro trabalho, intitulado Alteridade e identidade: o sujeito
no contexto de ser-estar entre lnguas e culturas, traz resultados parciais
de pesquisa, em andamento, que analisa o processo de (de)formao de
identidades de professores de lngua japonesa em curso de formao
superior em uma universidade pblica brasileira. Resultados preliminares
apontam que o contexto discursivo da relao entre lnguas estrangeira/
materna possibilita o confronto e rupturas na constituio das subjetividades
e identidades dos participantes, os quais devem ser pauta nos cursos de
formao de professores em universidade pblicas. O segundo estudo
Escrita e Sujeitos-Professores: reverberaes em sua identidade, saberes
e fazeres, tambm fundamentado na teoria discursivo-construtivista,
apresenta resultados de pesquisa, concluda, que investigou as relaes
que professores brasileiros do Ensino Fundamental estabelecem com a
escrita e as consequncias dessas relaes para a constituio de suas
identidades, saberes e fazeres pedaggicos. Uma das concluses a que
se chegou diz respeito s relaes amorosas com a escrita, que afetam
positivamente a constituio das identidades dos professores. Sustentada
tambm no aporte terico discursivo-desconstrutivista, e, portanto, nos
estudiosos Pcheux, Foucault, Lacan, Derrida, a terceira pesquisa Corpus
(in)fame: as representaes de corpo e beleza na escrita de mulheres em
situao de rua busca compreender o imaginrio que mulheres em situao
de rua tm acerca de corpo e beleza. As anlises parciais trazem resultados
que assinalam diferentes representaes acerca desses fatores (corpo e
beleza), assim como ao silenciamento de vozes e a excluso social dessas
mulheres. As problematizaes sobre as questes das identidades so
comuns as trs investigaes, assim como a fundamentao terica.
 Details of the Symposium Papers
Alteridade e identidade: o sujeito no contexto de ser-estar entre lnguas e
culturas
Renan Kenji Hayashi
UNICAMP, Brazil
O objetivo desse estudo analisar o processo de (de)formao de
identidades de professores de lngua japonesa em curso de formao
superior em uma universidade pblica brasileira. O problema de pesquisa
aventa a hiptese de que o complexo contexto de ser-estar entre lnguas e
culturas (CORACINI, 2003) pode no estar sendo observado devidamente
pelos cursos de formao de professores de japons. Dessa forma, a
constituio do sujeito ocorre de maneira fragmentada, deslocada e errtica,
sem a correta problematizao da (de)formao identitria nesse contexto.
O presente artigo abordar o problema de pesquisa mediante pontos de
vista da psicanlise (LACAN, 1998; 2005) e desconstruo (DERRIDA, 2002),
levando-se em considerao os estudos em anlise do discurso (PECHEUX,
1997), constituio do sujeito e identidade. Embora ocorram alguns estudos
sobre a constituio identitria em cursos de formao professores de
japons, mais notadamente exemplificado por Mukai (2010; 2011), nenhum
destes trabalhos se volta para a (de)formao identitria partindo do ponto
de vista da desconstruo e da psicanlise, questionando conceitos
estabilizados, como lngua estrangeira/materna ou autoimagem em dilogo
com o discurso no contexto aqui abordado. vista disso, esse estudo lana
mo da pesquisa qualitativa, por meio do estudo de caso naturalstico e
interpretativista (ADAMS; FUJII; MACKEY, 2005), coletando dados por meio
do uso de diversos instrumentos de pesquisa, com o intuito de analisar
a (auto)representao discursiva dos participantes. O resultado preliminar
aponta que o contexto discursivo da relao entre lnguas estrangeira/
materna possibilita o confronto e rupturas na constituio das subjetividades
e identidades dos participantes, os quais devem ser pauta nos cursos de
formao de professores em universidade pblicas. Esperamos propor
uma teorizao vlida para este processo complexo de desenvolvimento
de professores neste contexto de alteridade.
Corpus (in)fame: as representaes de corpo na escrita
de mulheres em situao de rua
Thas Tiemi da Silva Yamasaki
UNICAMP, Brazil
Inserido no grupo de pesquisa, interinstitucional, registrado no CNPq,
Vozes (In)fames: excluso e resistncia, sob coordenao geral da Profa.
Dra. Maria Jos R. F. Coracini e tendo como aporte terico a perspectiva
discursivo-desconstrutivista que se apia em teorias do discurso
(notadamente em Michel Foucault), para a concepo de discurso, de
relaes de poder, de escrita de si; na desconstruo derrideana, que
lana um olhar problematizador perspectiva logocntrica, organizao
dicotmica do pensamento, caracterstica da epistemologia ocidental de
que somos herdeiros, e em alguns conceitos da psicanlise lacaniana,
sobretudo no que diz respeito noo de sujeito , o presente trabalho
pretendeu investigar, atravs da escrita, as representaes que as
mulheres em situao de rua tm acerca de corpo e beleza. Para isso,
visitamos um abrigo da cidade de Campinas e propomos que algumas das
frequentadoras do local escrevessem livremente suas ideias acerca de
beleza e corpo. Durante a anlise, observamos na materialidade lingustica
das participantes a emergncia de representaes acerca de seus prprios
corpos e as representaes de corpo e beleza que permeiam o imaginrio
dessas mulheres. Alm disso, pretendemos mostrar de que forma tais
representaes se manifestam na materialidade lingustica. Por fim, a partir
da anlise, pudemos investigar se a aparncia fsica um fator que colabora
para a situao de excluso das moradoras de rua. Com isto, pretendemos
fomentar discusses acerca da imprescindibilidade da escrita para a
subjetivao das mulheres que so excludas e silenciadas, bem como da
influncia dos padres sociais de corpo e beleza sob suas vidas.
Escrita e Sujeitos-Professores: reverberaes em sua identidade, saberes e
fazeres
Prof. Filomena Elaine Paiva Assolini
FACULDADE DE FILOSOFIA, CINCIAS E LETRAS DE RIBEIRO PRETO-
USO, Brazil
Apresentamos resultados de pesquisa concluda que investigou como
sujeitos-professores do ensino fundamental relacionam-se com a escrita e
se e como tal relao afeta a constituio de suas identidades profissionais,
saberes e fazeres pedaggicos.
Fundamentamo-nos no referencial discursivo-desconstrutivista, que
incorpora as contribuies dos tericos Coracini, Pcheux, Lacan e
Derrida. Partimos, pois, de princpios tericos que consideram o sujeito
como descentrado e atravessado pelo inconsciente. Nosso corpus
constituiu-se por depoimentos escritos de trinta professores brasileiros
do ensino fundamental, a respeito de suas relaes com a escrita ao
longo de suas vidas, de suas prticas pedaggicas escolares e, ainda,
sobre seus saberes e fazeres profissionais. A partir desse vasto campo
discursivo, realizamos alguns recortes, os quais deram origem s diferentes
sequncias discursivas por ns analisadas. Os resultados das anlises
assinalam que: a) professores que estabeleceram relaes positivas com
a escrita conseguem ocupar as posies de intrprete, de autor e, ainda,
desenvolvem prticas pedaggicas que instigam os estudantes pelos quais
so responsveis a perguntar, questionar, produzir sentidos, contribuindo
para que possam constiturem-se como intrpretes e autores de seu
prprio dizer; b) professores, cujas relaes com a escrita no se deram
de forma amistosa nem positiva, desenvolvem suas prticas pedaggicas
pautados, sobretudo, por discursos parafrsticos; c) professores, cujas
relaes negativas com a escrita foram ressignificadas, realizam suas
prticas pedaggicas fundamentados, sobretudo, no processo polissmico
de linguagem, o que ajuda a formar estudantes crticos e capazes de
atribuir sentidos. A memria discursiva, as vozes e os sentidos advindos
das relaes com a escrita, afetam os modos como se d a constituio das
identidades profissionais docentes, entendidas aqui luz dos estudos que
as consideram mltiplas, fragmentadas, heterogneas, construdas luz de
mltiplos discursos e vozes e, tambm, implicam em seus saberes e fazeres
pedaggicos, (im)possibilitando-lhes adquirir conhecimentos ou arriscarem-
se em novas prticas.
S30
Time: Wednesday, 26/Jul/2017: 10:15am - 12:15pmLocation: Venezia III
Innovation and epistemological challenge in language in education:
Countering dominant discourses and developing capacities
Organizer(s): Saskia Van Viegen Stille (Simon Fraser University, Canada)
This proposed colloquium engages with the teaching and learning needs
of students who are becoming bilingual and/or students from language
minority communities, beginning with the central question of how educators
can address the hegemony, ethnocentrism, ahistoricism, depoliticization,
paternalism, and deficit theorization of differencein educational
approaches benevolently concerned with helping, fixing, defending,
educating, assimilating, or giving voice (Andreotti, 2012, p. 3). In the United
States and Canada, monolingual, monocultural approaches to education
in English-medium schools often overlook the tremendous cultural and
linguistic resources present in classrooms and communities. Moreover,
curriculum policies that purport to address language in education tend to
reinforce rather than counter deficit discourses and remedial approaches to
students teaching and learning needs. The colloquium argues that insight
into these pedagogical issues can be gained by equitable collaboration with
educators and their students, working together to understand and transform
educational conditions.
223
Bringing together four recent studies on language in education relating to
curriculum policy, classroom pedagogy and assessment, the colloquium
discusses findings at both the system- and classroom-level. These findings
highlight the complex communicative and linguistic demands of content
teaching and learning in multilingual classrooms, wherein skills-based
competence models that emphasize decontextualized acquisition of English
tend not to address either the dynamic and complex bilingual competence
and thinking skills students need for academic success, or how learning (in)
English at school reflects both individual processes and the social, affective
and academic circumstances of the classroom. Each paper offers implications
for rethinking and reshaping approaches to language in education, accounting
for the demands and complexity of the learning context.
Details of the Symposium Papers
Translanguaging as an act of transformation: Restructuring teaching and
learning for emergent bilingual students
Tatyana Kleyn
The City College of New York, USA
In the United States, students who are becoming bilingual experience policed
learning spaces when it comes to named languages. Students are typically
in two types of programs: 1) English as a Second Language (ESL) classes
where instruction has been exclusively or primarily in English or 2) bilingual
education programs where students learn through two languages that are
rigidly divided by day, time, subject and/or teachers. The bilingual settings
essentially become double monolingual spaces. In both cases, students are
constantly required to suppress a part of their language repertoire to align
with the rigidity of policies that stem from a monolingual framework.
Translanguaging starts from the natural communicative practices of bilingual
individuals and extends to the teaching and learning of students whose
languaging practices include features associated with numerous named
languages. Translanguaging is a pedagogical approach, which can be
enacted in bilingual, ESL and general education settings. But it also has
the potential to play a transformative role in the education of emergent
bilinguals by allowing them to be fully validated, heard and included in the
teaching and learning process. This paper looks at an initiative across New
York State to transforms schools and classrooms into multilingual spaces
where students are encouraged to use their full linguistic repertoire for
learning. Specifically, it considers how translanguaging has the potential to
transform policed spaces to those where students are better able to access
content, learn from multiple perspectives, and have their full voices included
in the education process.
OISE/University of Toronto
Eunice Jang
OISE/University of Toronto, Canada
Increasing immigration has contributed to high numbers of English language
learners (ELLs) in Canadian classrooms. Classroom teachers are increasingly
required to assess English language development without background
knowledge of issues in language learning and assessment. This paper
responds to the need for greater understanding between the teaching and
assessment of English language proficiency during content-area instruction.
The focus of this paper is analysis of classroom-based practices of teachers
piloting a language assessment framework developed for assessing the
English language proficiency of ELLs in K-12 classrooms. The findings arise
from an 18 month validation study of the framework in this specific language-
in-use context (Brindley, 2001).
During the implementation of the framework, teachers were required to
observe and sample students language performances during learning
activities, and interpret and evaluate these performances using the
framework. Qualitative data comprising interviews with teachers, assessors,
and administrators were gathered alongside quantitative evidence of
224
students performance. Data were generated about students academic
language and literacy development, sociocultural factors in language
learning, and teachers understandings of the development of language
proficiency. Teachers reported that the framework helped them evaluate
students language performances over time and guide selection of
instructional strategies. Positive impact of the frameworks use was observed
through pedagogical washback and increased communication among
teachers discussing students language learning needs. However, the
subjectivity of teachers assessments and differences in their assessment
literacy interfered with the validity and reliability of inferences made from
the assessments.
This research contributes to the articulation of classroom-based language
assessment practices, suggesting the need to clarify distinctions between
the use of assessment tools for summative and formative purposes. The
research also suggests the need to better theorize and operationalize
constructs underlying classroom-based language learning, the assessment
practices which measure these (Rea-Dickens, 2009), and the development
of teachers assessment literacy (Taylor, 2009).
Boredom to belonging, failure to resilience: Reframing adolescent literacy
development in school
Saskia Van Viegen Stille
Simon Fraser University, Canada
Though significant research has examined how educators might address
the literacy learning needs of students who struggle with reading in the
early grades, rather less attention has been paid to how educators might
assist adolescent students with persistent reading challenges (Cantrell et
al., 2010; Schleppegrell & OHallaron, 2011; Shannahan & Shannahan, 2008).
This paper reports findings from a collaborative research project focused
on understanding the learning needs of adolescents with persistent literacy
challenges, focusing on multilingual students in particular, and identifying
strategies that educators can use to respond to these needs. The project
involved secondary educators and students from six school districts,
policy makers, and university-based researchers. Sources of data included
teacher and student reflections, focus groups, online discussions, classroom
observations, artifacts of student work and field notes. These data were
analyzed inductively for emergent themes and patterns, which were further
refined through discussions with participating educators.
Findings suggest that every student struggles with literacy; however,
some students persist whereas others may give up. Moving beyond
a conceptualization of struggling with literacy as not an individual
characteristic, but a sociocultural and situated literacy practice relating to
other students, teachers, schools, families and community, we propose an
analytic framework for struggling readers that envisions resilience. Seeing
resilience as an outcome of persistence in dealing with literacy challenges,
the data suggest that how students overcome challenges and achieve
depends not only on psychological/cognitive factors and skills, but also
on experiences of success in negotiating literacy challenges in a dynamic
learning environment.
S32
Time: Wednesday, 26/Jul/2017: 10:15am - 12:15pmLocation: Venezia V
Innovations and challenges in reading studies
Organizer(s): Mara Sophia Zanotto (PUC-SP, Brazil), Heronides Moura (UFSC,
Brazil)
The reading issue in the Brazilian educational context is serious and
extremely relevant, constituting itself a major challenge, as evidenced by
the successive institutional assessments of SAEB, ENEM, and PISA. Rojo
(2009, p. 35-36) notices that the results of these assessments show the
ineffectiveness of school reading practices and the author raises provocative
questions: How could students with a relatively long-term schooling
experience develop such limited reading capabilities? Which reading
practices and literacy proposals did they undergo for about ten years? The
dominant school reading practice, whose features have been pointed out
and criticized by many researchers, is transmitted transgenerationally and
mechanically, and most teachers do not construct a meta-knowledge about
it. Therefore, proposing innovative practices that disrupt the failure chain is
a challenge. The general aim of this symposium proposal is thus introducing
and discussing new ideas and practices, which can bring innovations and
epistemological challenges to the reading research and reading teaching
and learning. Individual presentations are focused into bringing forth
cutting edge research results about reading, which might have practical
applications that may help bridging the gap between theory and practice
in the reading teaching-and-learning. On the one hand, we discuss the
challenges of reading teaching process in the 21st century in the Brazilian
context, by interconnecting the perspectives of three areas, neurocognitive
psychology, linguistics and education, and practical innovations are
suggested. On the other hand, we discuss the epistemological challenges
that emerge when conducting research in order to contribute to put into
practice in the classroom the Bakhtinian/Freirean utopia.
Details of the Symposium Papers
Literacy teaching in a perspective that integrates linguistic, psychology and
educational fields
Rosngela Gabriel
UNISC,CNPq, Brazil
The last decades saw flourish a strong set of data concerning the acquisition
of reading skills and reading processing by different groups, among them:
children with typical development, but living in various socioeconomic status
(SES); dyslexic children and adults; adults that learned to read in adulthood
(ex-illiterates) compared to the ones that learned to read in childhood;
and yet adults that did not learnt to read (illiterates). How the evidence
gathered from this research can contribute to a better comprehension of
the cognitive changes boost by reading learning (MORAIS, 2016)? Which
are the conclusions that can be drawn from these findings in order to qualify
the reading education in contexts of huge economical differences, as is the
Brazilian case (SEIDENBERG, 2013)? Our participation in this Symposium aims
at integrating perspectives originated in the neurocognitive psychology,
linguistic and educational fields in order to express the main challenges
of the reading teaching process in the 21st century in the Brazilian context
and to suggest innovative practices to face those challenges. For doing
this, data collected with children in the process of learning to read and
literacy teachers will be presented and discussed, as well as official
documents guiding the Brazilian literacy public policies, in the light of the
scientific studies in language and cognition, to provide a comprehensive
understanding of the existing difficulties and some alternative practices to
minimise them.
Constructing a dialogic and collaborative literacy practice: Confronting
challenges
Mara Sophia Zanotto
PUC-SP, Brazil
This presentation aims to discuss the challenges that have arisen in the
process of constructing a dialogic and collaborative literacy practice
(BAKHTIN, 2003; TOMASELLO, 2014; STREET, 2000) for teaching readers.
The practice is named Group Think- Aloud (GTA) (ZANOTTO, 1995) and
is derived from an adaptation of Verbal Protocol (ERICSSON & SIMON,
1987). This adaptation process implied an epistemological break from
monologism to dialogism (MARKOV, 1997), because the practice is tuned
with the epistemology of dialogism, due to the fact of enabling the reader
to have a responsive comprehension. The GTA has been investigated by
two research projects, interconnected to each other: a) the first, which
225
aims to empirically investigate the socio-cognitive processes involved
in the interpretation of metaphors and metonymies in literary texts, in the
interface with the products, i.e. the multiple readings; and the second, which
focuses on the theoretical-practical construction of the GTA. The ultimate
goal of both is contributing to reading teaching and learning. The research
is conducted by means of interpretive methodology. The main technique
is Group Think-Aloud, because it has a hybrid nature, since this is, at the
same time, a research method and a pedagogical experience. For this
reason, it has been empirically investigated, in both aspects, through two
research strategies: a) the collective case study, when the focus lies on the
construction processes of readings and the products of interpretations; and
b) the action research, when the focus lies on the practice of a professor-
researcher (ZANOTTO, 2015). Thus, empirical research has highlighted the
challenges that may arise in the construction and implementation of the GTA
in the classroom, as well as feasible solutions. The main challenge has been
the epistemological confrontation of monologic practices and the dialogic
literacy practice under construction, evidenced in the teacher education.
Reading metaphors
Heronides Moura
UFSC, Brasil
In this presentation, it will be examined an event of reading by undergraduate
students, in an experiment conducted by Zanotto, 2016. In one of the multiple
interpretations provided by the students, it is possible to infer that the frames
HUMAN BODY and ENVIRONMENTAL DEGRADATION are combined,
and this combination causes changes in both frames. These conceptual
changes occurs in the interpretation of metaphors appearing in the poem
Montanha Pulverizada (Pulverized Mountain), by Carlos Drummond de
Andrade, a famous Brazilian poet. In their course of reading, the readers are
constrained to reinterpret the idea of ENVIRONMENTAL DEGRADATION, in
order to include the human body and its parts as components of nature.
As a piece of the whole nature, the human body can suffer ecological
degradation too. This reading implies a change in the frame HUMAN BODY,
but it implies also a change in the frame ENVIRONMENTAL DEGRADATION,
because it must include not only trees, scenery and animals, but also the
human body. The poet is not speaking only of a fictional world in which his
body and the mountain are connected. The metaphor implies a new vision of
ENVIRONMENTAL DEGRADATION as such, which must necessarily include
the effects of ecological disaster in the human body. The poem becomes
more pungent because the body affected is the poets body. Metaphor
creates a fictional world, but it can also provide new inferential power to
changed frames. As the combination of ENVIRONMENTAL DEGRADATION
and HUMAN BODY is very surprising, the readers remain astonished and
insecure about the interpretation. Notwithstanding, many clues and hints
are given not only for the interpretation of a literary metaphor, but also for
a new way to see the world, through the rearrangement of the frames we
use. The metaphor reading goes along with a new perception of conceptual
boundaries.
Meaning emergency and negotiation in focus groups: a reading activity with
the genre opinion article
Ana Cristina Pelosi
UFC, UNISC, FAPERGS, Brazil
The research aims at investigating how figurative language - specifically
metaphor and metonymy, present in different textual genres such as the
literary and the journalistic - contributes to the emergence and negotiation of
meaning and promotes understanding. The theoretical and methodological
basis of the research come from Cognitive Linguistics (LAKOFF, 1987;
JOHNSON, 1987), specially, Conceptual Metaphor Theory (CMT), originally
proposed by Lakoff and Johnson (1980) and expanded in the 90s by
researchers such as, Grady (1997) and Christopher Johnson (1999), and
Metaphor-Led Discourse Analysis (CAMERON ET AL., 2009; CAMERON;
MASLEN, 2010). The implementation of the research involved two moments.
An initial analysis of the various genres conducted by the researcher, and,
a second stage, which involved analyses of data collected through the
interaction with three focus groups by the use of verbal protocols (Group
Think Aloud GTA, Cf. ZANOTTO, 2008) after the silent reading of different
genres. In this presentation, we focus on the presence of image schemas
and metaphorical/metonymic vehicles that structure the figurative language
and possible systematic metaphors (MSis) present in one of the groups
talks after the silent reading of the opinion article Os muros by Selvino
Heck. The analyses results, we believe, might contribute to a more enriching
procedure in working with reading in the classroom.
S33
Time: Wednesday, 26/Jul/2017: 10:15am - 12:15pmLocation: Ducale I
Innovations in language teacher education
Organizer(s): Tammy Gregersen (University of Northern Iowa, USA), Peter
MacIntyre (University of Cape Breton, Canada)
Innovation creation begins by noticing a gap or perceived problem or
puzzle in the field. This symposium explores innovations in language
teacher education in contexts from around the world. Using original
research and diverse perspectives on language teacher education, four
presentations will address a specific innovation in language teacher
education and defend its status as an innovation. Specific topics include
the innovative integration of Turkish-learning exercises in a graduate-level
Second Language Acquisition class to give participants an understanding
of language learners experiences; the incorporation of peace activities into
pre-service practicums for enhanced global communication and intercultural
understanding; the optimization of teacher inquiry through action research to
enrich social capital; and the importance of instilling professional attitudes
in pre-service teachers. After each intervention, presenters and participants
will dialogue on the feasibility and value of the proposed advancements
focusing on issues concerning their implementation in existing or new
courses, suggested activities outside conventional classroom parameters,
service learning components, and beneficial learner/teacher outcomes. The
discussants will align each of the presentations in an innovations framework
that includes its relative advantage (the measure with which the innovation
is perceived as providing improvements in teacher training), compatibility
(the extent to which the innovation is consistent with current values and
needs of potential teacher education programs), complexity (degree to
which the innovation is understandable to teacher educators, in-service and
pre-service teachers), trialability (the amount which the innovation may be
experimented with on a limited basis), observability (the degree to which
the innovation is visible to others involved in teacher education) and re-
invention (degree to which the innovation can be modified by teacher
educators during adoption). (Rogers, 2003).
Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York: Free Press.
Details of the Symposium Papers
The innovative integration of Turkish-learning exercises in an SLA content
course
Amy Thompson
University of South Florida, USA
This presentation describes the innovative integration of Turkish-learning
exercises in a graduate-level SLA class to give participants a personalized
understanding of language learners experiences. Learning rudimentary
Turkish in an SLA course provided an exceptional opportunity for students
to put themselves into the shoes of ordinary foreign language learners.
Traditional instruction in an SLA theory class consists primarily of reading
and discussing empirical studies and does not usually serve as a catalyst for
enacting change in the belief systems of future teachers (i.e. Kagan, 1992;
Vsquez & Harvey, 2010). However, a well-grounded understanding of SLA
is crucial for language instructors of all levels and can be gained through
experiences in learning another language. The innovative lessons in the
Turkish language taught in this SLA course, coupled with reflective journals,
illustrate the positive effects achieved by actively reflecting on the course
226
content via the lens of a new language learning experience. With a specific
theme each week in the SLA course, the students (N=14) wrote reflective
journals synthesizing their understanding of the SLA concepts presented in
class with past and current foreign language learning experiences, focusing
on the innovative learning experiences with the Turkish language integrated
into the class. This presentation specifically focuses on student versus
teacher beliefs, communicative language teaching, conceptualizing an ideal
teacher self, and positive interactions between languages with connections
made between the SLA concepts and students careers as future educators.
The data indicate that through the innovative language lessons and reflective
journals, the students in the class internalized the theoretical SLA concepts
presented, and thus, were cognizant of the benefits of the assignment.
Innovations in an EFL teaching practicum: Cultivating multidimensional peace
Rebecca Oxford1, Maria Olivero2
University of Maryland, Emerita, USA, 2University of Rio Cuarto, Argentina
1
Some EFL/ESL teachers and teacher educators foster peace indirectly
through global communication and intercultural understanding. However,
certain EFL/ESL teacher educators help pre-service teachers to teach
peace directly through a range of language activities addressing multiple
dimensions of peace (inner, interpersonal, intergroup, international,
intercultural, and ecological). This presentation reports on a longitudinal
qualitative study about a peace education project implemented in two pre-
service EFL practicums in a university in Argentina. The year-long study
gathered data on pre-service teachers (i.e., practicum participants) beliefs,
motivations, and emotions about peace activities. The practicum instructor
employed the peace activities and specifically encouraged participants to
use these activities in elementary and secondary school classrooms. Data
were collected through interviews, journal entries, and narrative frames at
three stages (before, during, and after the practicum) and were subjected
to thematic analysis. Preliminary findings revealed that most participants
believed that peace activities in the practicum (a) gave participants excellent
English language practice, (b) enhanced their understanding of peace and
their ability to teach peace in EFL classrooms, and (c) led to a more successful
journey in the practicum. For example, inner peace activities helped
participants reduce negative emotions and enhance positive ones, resulting
in greater confidence and better decision making. Interpersonal peace
activities helped participants collaborate with peers, supervisors, and school
teachers. Intercultural peace activities fostered greater understanding of
other cultures. Most participants reported effectively implementing at least
some peace activities in their own EFL classrooms, thus stimulating K-12
students competence in English and peace. However, not all participants
were able to incorporate peace activities in their classrooms in the way they
had desired, largely due to contexts and time. Presenters address research
implications for teacher cognition and affect and pedagogical implications
for EFL/ESL teacher education and peace education.
Innovating teacher development: Transformative teacher education through
classroom inquiry
Anne Burns, Emily Edwards
University of South Wales, UK
In this presentation we argue that being or person-based
conceptualizations of teacher education such as classroom inquiry can be
transformative, as opposed to thing or content-based conceptualizations
that are still dominant in many contexts. We suggest that being-centered
teacher education can foster the social capital present in the networks of
relationships between teachers, their schools and their learners, and lead
to sustained teacher learning as well as wider impacts on their workplaces.
The specific innovation we describe to illustrate our argument is teacher
inquiry through action research, and we draw on two case studies: a
national action research program in Australia, and a technology-focused
international program involving teachers from Europe and the Asia-Pacific
region. We analyze the two cases in terms of their capacity to show change
and innovation through being-centered teacher inquiry using the model
of educational change proposed by Kennedy (2013). We explore how the
two action research programs correspond to Kennedys individual and
ecological models, and how the latter model views learning as a social
process within supportive environments, while still allowing teachers to
develop ownership of their learning. Finally, the relative advantage of action
research as a teacher education innovation will be discussed, as well as
implications for managers and teacher educators interested in facilitating
teacher inquiry.
Kennedy, G. (2013). Models of change and innovation. In Innovation and
change in English language education, K. Hyland & L. C. Wong (eds.), 13-27.
New York: Routledge.
Professionalism and English Language Teaching
Christine Coombe
Dubai Mens College, UAE
Being a teaching professional is not simply about having the right teaching
credentials and being in good academic standing, it involves a commitment
to being innovative and transformative in the classroom and helping both
students and colleagues achieve their goals. A dictionary definition of
professionalism reads as follows: professionalism is the conduct, aims, or
qualities that characterize or mark a profession or a professional person;
and it defines a profession as a calling requiring specialized knowledge and
often long and intensive academic preparation (Merriam-Webster, 2013).
However, according to Bowman (2013), professionalism is less a matter
of what professionals actually do and more a matter of who they are as
human beings. Both of these views imply that professionalism encompasses
a number of different attributes, and, together, these attributes identify and
define a professional.
In this presentation, the author explores the literature on professionalism
from a variety of different stakeholders in the process as well as presents
definitions of what it means to be a professional. Other content to be
covered include the myths associated with professionalism and the
challenges ELT educators face when being professional. General and field-
specific strategies, both from the literature and from anecdotal perspectives
for improving ones professionalism will also be shared.
Bowman, R. (2013). Understanding what it means to be a professional. The
Clearing House: A Journal of Educational Strategies, Issues and Ideas, 86(1),
17-20.
S34
Time: Wednesday, 26/Jul/2017: 10:15am - 12:15pmLocation: Ducale II
Internationalisation and glocalisation in higher education: the view from
south-west Europe.
Organizer(s): Emma Dafouz (Universidad Complutense, Madrid, Spain), Pat
Moore (Universidad Pablo de Olavide, Sevilla, Spain)
In 2015 the Directorate General of the European Parliament published an
extensive report on the Internationalisation of Higher Education (IoHE)(1)
synthesising the findings of several large scale studies and seventeen case
studies conducted at both European and global levels and resulting in a
series of observations regarding the development of internationalisation
in the European Higher Education Area (EHEA). Although it does not dwell
overly on the question, the report acknowledges that the EHEA itself is a
work-in-progress and that there are considerable differences between
higher education provision in North/South; East/West and Centre/Periphery
in Europe (and see Wchter and Maiworm 2014).
According to Altbach and Knight (2007: 291) while the forces of globalisation
are unalterable, the spread of internationalisation in higher education
implies choices. Perhaps the keystone lies in the extent to which the focus
227
is placed on internationalisation as mobility. The IoHE report concludes
that there is currently an overly heavy focus on the mobility side of
internationalisation programming, accessible only to a small elite (2015:
282) and that the future of internationalisation in the EHEA needs to focus
more on Internationalisation at Home (IaH). The document outlines a
model of IaH suggesting that policy-makers need to seek to broaden the
curriculum, factoring intercultural competences and globalized vision into
internationalised learning outcomes.
Dafouz and Smit (2014), in their proposal and discussion of a framework to
inform policy-making in multilingual universities, further extend the question
of choice by including the question of glocalisation: the positioning of
institutions within a local----global cline of action and participation, which
includes the multifaceted Roles of English (in relation to other [national]
languages).
In this symposium, researcher/lecturers from France, Italy, Portugal and
Spain will discuss and compare the question of Internationalisation and
Glocalisation in Higher Education from a much-needed South-West
European perspective and an applied linguistic perspective. The choices
are, unavoidably, tension-filled and in the symposium we will discuss the
ways the tensions are being played out within our corner of the world.
1 See http://www.europarl.europa.eu/RegData/etudes/STUD/2015/540370/
IPOL_STU(2015)540370_EN.pdf
Details of the Symposium Papers
The French paradox? Language ecology in internationalisation in French HE
academic communities of practice.
Joanne Pagze
Universit de Bordeaux, France
Like most HEIs in Europe, French universities are experiencing a strong
push towards internationalisation in all its forms. This comes at a time of
structural reform where internationalisation is seen as both the reason for
and a vector for change in university education. Internationalisation at home
is key to this process and this implies finding a balance between inclusive
intercultural education and ambition for excellence. It will be argued that
France is caught in its very own particular version of the European paradox
(Phillipson 2006) on the one hand defending French academic culture,
rooted in a certain idea of language, but on the other focussing almost
exclusively on the development of English in internationalised learning.
Within this emerging language ecology, the role of language in education
planning and of academic communities of practice will be explored via a
case study of the Dfi International project at the University of Bordeaux. This
programme of teacher training and support for internationalisation has been
in place since 2014, with over 200 teachers of all disciplines participating
in the programme. The presentation will discuss data relating to the impact
of this project on teacher representations of internationalisation within the
specific language ecology of French HE.
The disruptive potential of English-medium instruction: A case study from
Italy
Francesca Helm
UNIVERSITY OF PADOVA, ITALY
The introduction of English-medium instruction is a recent innovation
in Italy, where 99% of lecturers are Italian and until recently hardly any
courses were taught through English (OECD 2014). The number of English
Taught Programmes is, however, increasing rapidly as both private and
public universities across the country introduce second and third level
degree courses taught in English. There has been considerable skepticism
regarding both the desire and the ability of Italian lecturers to teach their
subjects through English (Argondizzo, De Bartolo and Ting 2007). Lecturers
who have strongly opposed the English only phenomenon in Italy (Motta
2017) have drawn more attention than those who are actually teaching their
courses through English. In this paper we present a research study which
has found that for many lecturers changing the language of instruction, which
is initially perceived as a mere translation of lectures from one language
to another, is a disruptive phenomenon that challenges their sense of self;
leading them to seek support and engage in discussion about teaching
practices and beliefs. In some cases it has also led to a turn towards more
student-centred approaches in the classroom, and to multilingual practices.
The longitudinal study draws on survey, interview and observation data from
over 50 lecturers in a large public Italian university before and after
they engaged in professional development on teaching their subject
through English.
Conceptualising Quality in Tertiary Bilingual Education in Andaluca
Pat Moore
Universidad Pablo de Olavide
Internationalisation, particularly from a mobility perspective, has spiralled
in Spain over the past decade. According to the ECs 2015 report into
Erasmus mobility1, in the year 2013-14 Spain sent the highest number of
students abroad (37,235) and was also the most popular destination (39,277
incoming). Spain was also the most popular destination for staff mobility
programmes and was at 3rd place when it came to outgoing staff.
In 2014, the Spanish Ministry of Education launched a five-year strategy for
the Internationalization of Spanish Universities (2015-2020) announcing
that by 2020, 1 in 3 undergraduate degrees and 50% of the Masters should
be bilingual (partially or fully taught in English). This could be interpreted
as a move towards balancing the trend for mobility with more attention
to Internationalization at Home. In Andaluca, the south of the south, a
multidisciplinary group of researchers from public universities in all eight
provinces are collaborating on a project designed to Analyse and Guarantee
the Quality of tertiary bilingual education in the region. The project combines
fact-finding at a regional level with a rigorous meta-analysis of evidence-
based practices in bilingual education to inform a checklist of indicators for
quality control. This is a work in progress and in this paper, I will outline and
discuss preliminary results.
Internationalisation in Portuguese higher education institutions: the case of
the University of Minho
Joanne Paisana
Universidade do Minho, Portugal
The report of the government-appointed working group MADR/MEC, A
Strategy for the Internationalization of Portuguese Higher Education. Support
and Recommendations, May 2014, proposes forty recommendations
for a more effective, coordinated HEI internationalisation strategy (17-
22). The report notes that Portugal occupies a special position vis-a-vis
internationalisation for it has close links to Europe through membership
of the European Union but also enjoys a privileged relationship with
several Portuguese-speaking countries (PALOPS). The recognition that
internationalisation does not necessarily imply surrendering completely to the
English language is interesting and shows an unwillingness to forfeit historical
and cultural ties forged throughout the centuries. A 2014 Portuguese law
defined the international student statute, allowing Portuguese universities
to accept international students from outside the EU onto their first cycle
courses. The University of Minho (UMinho), situated in the north of Portugal,
has contacts and partnerships with over eighty, mainly lusophone countries,
and all its 53 first cycle courses are taught in Portuguese. It appointed its
first Pro-rector for the internationalization of teaching and learning in 2014.
This presentation will examine UMinhos position regarding the MADR/MEC
recommendations of 2014, the successes and failures it has experienced/is
experiencing in this area, and what it hopes to achieve by 2020.
228
S35
Time: Wednesday, 26/Jul/2017: 10:15am - 12:15pmLocation: Ducale III
INVESTIGAES SOBRE FORMAO DE PROFESSORES E LETRAMENTO CRTICO NO ENSINO-
APRENDIZAGEM DE LNGUAS ADICIONAIS
Organizer(s): Didi Ana Ceni Denardi (UTFPR), Maria Ester Wollstein Moritz (UFSC),
Adriana Kuerten Dellagnello (UFSC), Marimar da Silva (IFSC)
Este simpsio rene quatro comunicaes referentes a pesquisas,
finalizadas ou em desenvolvimento, que abordam questes de formao
inicial e continuada de professores e de ensino-aprendizagem de lnguas
adicionais. Por lngua adicional entendemos uma nova lngua acrescentada
ao repertrio lingustico dos aprendizes sem a preocupao de que esses
aprendizes reproduzam ou tenham a mesma proficincia lingustica de
falantes nativos. Busca-se, especificamente, apresentar trabalhos de
vertentes diversas, que utilizam bases tericas de pesquisadores voltados
para as questes de formao docente e de ensino-aprendizagem de
lnguas inglesa e espanhola no que se refere tanto produo de textos
escritos quanto compreenso textual nos diferentes nveis de ensino, de
ensino fundamental ao ensino superior e, neste ltimo, incluindo a formao
inicial de professores de lnguas. Neste sentido, o simpsio congrega
diferentes aspectos das questes mencionadas. Em relao formao
docente, tem-se discusses sobre o prprio conceito de formao
docente e formao docente a distncia, bem como dos conceitos de
letramento crtico, conhecimentobase docente, reflexo sobre a prtica
pedaggica docente, concepes estereotpicas, desestabilizao, tarefas
pedaggicas de observao focada, dentre outros. J em relao a
questo de ensino-aprendizagem, tem-se relatos de trabalhos referentes
a metodologias e estratgias de ensino de escrita e de leitura de textos
verbais e verbo-visuais e questes de ensino-aprendizagem mediadas por
gneros textuais que circulam em diferentes esferas sociais. A finalidade
maior deste simpsio provocar reflexes sobre a formao docente e
sobre o ensino-aprendizagem de lnguas adicionais e os seus papeis na
formao crtica do cidado no mundo contemporneo, alm de analisar
as semelhanas e diferenas entre as vertentes a fim de contribuir com o
desenvolvimento epistemolgico sobre as questes de letramento crtico
no ensino-aprendizagem de lnguas adicionais espanhola e inglesa, e
consequentemente, com a rea de Lingustica Aplicada. Tambm espera-
se obter material para posterior elaborao de dossis nas temticas.
Details of the Symposium Papers
FORMAO DO PROFESSOR E ENSINO-APRENDIZAGEM DE LNGUA INGLESA: PROJETOS DE
PESQUISA LUZ DO ISD
Didi Ana Ceni Denardi
UTFPR
Embasada nos preceitos terico-metodolgicos do Interacionismo
Sociodiscursivo (ISD BRONCKART, 2008, 2012, DOLZ; SCHNEUWLY,
2004), esta comunicao objetiva apresentar quatro projetos de pesquisa
guiados pelo objetivo comum de promover letramento crtico aos
pesquisadores, enquanto aprendizes a professores de lngua inglesa como
lngua adicional. So projetos de pesquisa em nvel de mestrado, que
focam na formao do professor de escolas pblicas de educao bsica
das regies sudoeste do Paran e oeste de Santa Catarina, bem como no
processo de ensino-aprendizagem de lngua inglesa. O primeiro trabalho
refere-se a uma pesquisa-ao, na qual a professora-pesquisadora elabora
e aplica uma sequncia didtica de compreenso de textos verbo-visuais
em torno do gnero charge, com o propsito de investigar sua prtica
docente e o desenvolvimento de letramento crtico de alunos de um nono
ano do ensino fundamental. O segundo trabalho analisa uma coleo de
material didtico de ensino mdio selecionada pelo Plano Nacional do
Livro Didtico (PNLD), observando a(s) abordagem(ns) de trabalho com
textos autnticos e pertencentes ao gnero textual propaganda. Os terceiro
e quarto so projetos de pesquisa exploratria. O terceiro investiga o
processo de ensino-aprendizagem de prticas de linguagem de oralidade,
leitura e escrita no ensino mdio, enquanto que o quarto foca apenas na
prtica de escrita. Os instrumentos de coleta de dados dos quatro estudos
so variados: gravao em udio e vdeo, transcrio de excertos de aulas,
textos escritos produzidos por alunos, questionrio a alunos e a professores,
seleo de textos de livro didtico e autoconfrontao simples. Os tipos de
anlise contemplam a anlise de contedo, das capacidades de linguagem,
e da anlise semntica, usada especificamente no primeiro estudo. Os
resultados mostram que os quatro pesquisadores tm desenvolvido
uma postura crtica docncia, seja diante s atividades que elaboram e
executam ou em relao a sua prtica pedaggica de modo geral.
REVISO INDIVIDUAL E LETRAMENTO CRTICO: UM ESTUDO DAS PRODUES ESCRITAS DE
ALUNOS DE LETRAS/INGLS
Maria Ester Wollstein Moritz
UFSC
A partir da premissa de que o letramento crtico pode engendrar uma
postura de ao na sociedade por meio da linguagem, a sala de aula de
lngua, inclusive adicional, torna-se espao para construo e reflexo de
discursos potencialmente capazes de agir como ferramenta de reconstruo
social (FREIRE, 1998). Ao enfatizar uma postura crtica diante da produo
de textos evocamos a ideia de que os estudantes aprendam a responder
a textos tambm em termos crticos e reagir da mesma forma a esse texto
a partir dos processos de reviso e reescrita. O estudo qualitativo aqui
apresentado analisa a reviso individual que alunos fazem em seus textos
com o propsito de investigar se eles leem esses textos de forma crtica a
ponto de revisar aspectos textuais de importncia medular. Os participantes
do estudo so 13 alunos matriculados no sexto semestre do Curso de Letras
Ingls da Universidade Federal de Santa Catarina, cursando a disciplina
de Produo Escrita VI. Os estudantes foram solicitados a produzir um
texto e, aps uma semana, a revis-lo. As revises foram analisadas e
comparadas com as primeiras produes. Os resultados indicam que, a
despeito dos conhecimentos tericos estudados ao longo do curso de
letras, que remetem importncia de priorizar contedo em oposio
forma, os participantes mantm-se privilegiando o nvel microestrutural -
ortografia, gramtica e vocabulrio - no priorizando o texto a partir de sua
macroestrutura, fazendo referncia a aspectos como desenvolvimento de
ideias e contedo. Tal resultado sugere um descompasso entre o que
proposto pelo curso - ler (produzir/revisar) um texto de forma crtica -, e
a percepo que os alunos tm da funo acadmico-social de um texto
(escrito) e de sua reviso.
POR ENTRE TENSES, CONFLITOS E RESISTNCIAS: TEMATIZANDO A FORMAO DOCENTE
Adriana Kuerten Dellagnello
UFSC
A ao da Universidade no processo de formao do profissional de
educao em lnguas justifica-se medida que tal profissional se apropria
de um construto terico-metodolgico que o habilite, quando egresso, a
imprimir, em sua ao docente, um vis convergente com o construto de
que se apropriou. Sendo assim, cumpre Universidade, na qualidade de
agncia socialmente legitimada de apropriao de conhecimentos por parte
dos cidados, o importante papel de promover, com excelncia, a formao
docente. Neste sentido, esta comunicao tematiza relatos de professores
de Ingls como lngua adicional relativamente a sua prtica pedaggica ao
longo do perodo de estgio com o objetivo de identificar o conhecimento-
base docente que subjaz aos procedimentos metodolgicos adotados por
tais professores, descrevendo como tal conhecimento se elicia no discurso
docente. Os resultados apontam que a excelncia da Universidade est sob
suspeio na medida em que o processo de formao desse profissional
parece perpetuar prticas pedaggicas pouco promissoras no que diz
respeito ao desenvolvimento de competncias bsicas que lhe permitam
lidar com as lnguas e linguagens de maneira crtica. Falta, portanto, aos
egressos do Curso de Letras Ingls, letramento crtico que lhes oferea
subsdios para o desenvolvimento de uma conscincia crtica que, por
sua vez, lhes permita desvencilhar-se de concepes e procedimentos
consagrados no iderio escolar e, ento, ressignificar o conhecimento-
base docente de modo a repercutir na sua prtica discursiva e pedaggica.
Conclui-se, a partir da interpretao dos dados e em convergncia com
os escritos de Vygotsky (1978; 1987), que a formao do profissional para
docncia demanda mediao estratgica (JOHNSON & DELLAGNELO, 2013)
sobre prticas pedaggicas situadas e efetivadas de modo a gerar tenses,
conflitos e resistncias que desestabilizem concepes estereotpicas
legitimadas pela repetio histrica e incorporadas por professores da rea
em sua ao docente.
TAREFAS DE OBSERVAO FOCADA COMO MECANISMO REFLEXIVO-CRTICO NA FORMAO
INICIAL DE PROFESSORES DE LNGUAS ADICIONAIS
Marimar da Silva
IFSC
A rea de pesquisa que se concentra na investigao da formao de
professores, por conseguinte tambm os de lnguas adicionais, sugere
que os cursos de formao inicial promovam a educao de profissionais
reflexivos-crticos para atender s constantes e rpidas transformaes
da sociedade ps-moderna. Nesse sentido, diferentes mecanismos vm
sendo propostos, a citar: aes reflexivas sobre o fazer pedaggico,
instrumentos de reflexo sobre a prtica do professor, procedimentos
investigativos sobre a abordagem de ensino e de crenas do professor,
alm de pesquisas qualitativas de base etnogrfica. Uma ampla literatura
sobre a eficcia desses mecanismos na formao inicial de professores
de lnguas adicionais, na modalidade de ensino presencial, no Brasil, pode
ser encontrada; no entanto, so escassos os registros de tais mecanismos
na modalidade a distncia em nosso pas, principalmente em relao
formao reflexiva-crtica do professor de espanhol. Inserido nessa linha
de formao profissional, este estudo investigou o mecanismo: tarefas
pedaggicas de observao focada, entendido como atividades de sala de
aula para promover o conhecimento e as habilidades necessrias para lidar
com tarefas do mundo real (GATBONTON & GU, 1994, p. 16). As tarefas foram
desenvolvidas no contexto da escola pblica, por professores em formao
inicial, no primeiro mdulo da disciplina de Estgio Supervisionado, do
Curso de Licenciatura em Letras Espanhol a distncia, da Universidade
Federal de Santa Catarina, em 2014.2. O estudo investigou o grau de
reflexo que as tarefas propostas instigaram, tendo como referncia os
nveis de reflexo de Van Manen (1977). Setenta relatos foram analisados
a partir de uma perspectiva qualitativa-interpretativa. A anlise revelou o
potencial reflexivo-crtico das tarefas e a complexidade da rede de relaes
que as aes demanda(ra)m, maximizadas pelo desenho proposto e pela
modalidade de ensino. Acreditamos que as reflexes advindas deste
estudo podem contribuir para as discusses j existentes na rea.
S36
Time: Wednesday, 26/Jul/2017: 10:15am - 12:15pmLocation: Ducale IV
Language and Culture in Classroom Discourse: Multilingual and Cross-
Cultural Perspectives
Organizer(s): Friedrich Lenz (University of Hildesheim, Germany), Joanne
McDowell (University of Hertfordshire, UK)
The current situation of mass migration in Europe, and the influence of
globalization on society, has an obvious effect on language and culture
in classroom discourse. Many classrooms are culturally diverse and
multilingualism is a factor in these classrooms. These factors con-sequently
pose challenges, but also offer new opportunities for efficient, functional
and realistic teaching.
Empirical education research has shown that cultural diversity and
multilingualism affect classroom interaction. These studies, however, often
lack detailed analyses of any ensuing culture-specific interaction patterns.
A detailed linguistic analysis of communication processes in the classroom
might offer new approaches and insights into these phenomena.
229
In applied linguistics, the complexity and heterogeneity of teaching has
been demonstrated in recent years (e.g. Seedhouse & Walsh 2010). The
symposium is aimed a investigating class-room discourse from multilingual
and cross-cultural perspectives. Data driven discourse ana-lytical methods
are seen as particularly suitable tools to enable such investigations.
The main focus of the symposium is on how language and culture influence
classroom dis-course. Therefore, classroom discourse itself is seen as a
cultural practice co-constructed by the participants who have increasingly
diverse language and cultural backgrounds. The symposium addresses
researchers interested interested in how teachers and pupils as a
Community of Practice (Wenger 1998) do classroom discourse (e.g. subject
teaching, teaching processes, classroom formats, corrections, classroom
management, im/politeness, etc.). Similarly, identity related aspects (e.g.
cultural, social and gender identity) will be discussed.
References
Creese, A. & A. Blackledge. 2015. Translanguaging and Identity in Educational
Settings. An-nual Review of Applied Linguistics 35: 2035.
Seedhouse, P. & S. Walsh. 2010. Learning a Second Language through
Classroom Interaction. In: Seedhouse, P., S. Walsh und C. Jenks (eds.),
Conceptualising Learning in Applied Linguistics: 127146. Basingstoke:
Palgrave Macmillan.
Wenger, E. 1998. Communities of Practice: Learning, Meaning, and Identity.
Cambridge: Cambridge University Press.
Details of the Symposium Papers
Im/politeness in lassroom discourse. Cross-cultural and multilinual insights
Revert Klattenberg
University of Hildesheim
Cross-cultural differences in language use have been a focus of linguistic
research for decades with much of the research focusing on aspects of
linguistic im/politeness (e.g. Brown & Levinson 1987). Research in this field
is constantly on the increase, but classroom discourse has, however, been
largely overlooked as a source of data. The present paper addresses this
gap in research by providing a cross-cultural exploration of linguistic im/
politeness in classroom discourse. More specifically, it focuses on classroom
management interactions of primary school teachers and their pupils, both
in the UK and in Germany.
It provides a detailed micro-analytical investigation of classroom
management interactions. It explores how teachers proactively (i.e.
explaining, reminding, prompting prior to behavior becoming a problem)
and reactively (i.e. disciplining) manage classroom behavior and what
consequences these actions have on building and creating rapport with
their pupils. It demonstrates, for example, how supposedly face-threatening
acts such as directives or reproaches are realized by the interactants and
how face (Goffmann 1967) is negotiated in interpersonal communication.
Methodologically, this paper draws on Conversation Analysis as an approach
to data analysis. Findings raise awareness of underlying mechanisms
in classroom interaction (i.e. by showing how interactants linguistic/
interactional resources work in interaction). By drawing on linguistic
politeness research (see above) it can be shown how teachers and students
negotiate power and authority in interaction, in addition to how instructional
and relational goals are balanced. Furthermore, insights into how classroom
management and related aspects such as discipline are influenced by the
respective cultures are provided.
References
Brown, P. and Levinson, S. C. (1987) Politeness: Some universals in language
usage. Cambridge. Cambridge University Press.
Goffmann, E. (1967) Interaction Ritual: Essays on face-to-face behavior. New
York: Doubleday Anchor.
230
Doing being a primary school teacher: Does gender matter A cross-cultural
case study
Joanne McDowell1, Friedrich Lenz2
1
Univerversity of Hertfordshire, UK, 2University of Hildesheim
Fewer than14% of all primary school teachers in both Germany and the
UK are male. With the ongoing worldwide debate about the educational
performance highlighting the widening gender gap between girl and
boy pupils, the demand for more male teachers has become prevalent
in educational discourse. Concerns have frequently been raised about
the underachievement of boys, with claims that the lack of male role
models in schools has an adverse effect on boys academic motivation
and engagement (Baar 2010: Drudy et al, 2005). Consequently, the media,
and policy makers have increasingly focused on the apparent need for the
recruitment of more male teachers. However, some research has argued
that such claims are unsubstantiated, and that matching teachers and pupils
by gender does not have any direct positive effect on pupils achievement
levels (Swinson and Harrop, 2009). Although previous research has
examined teaching as institutional talk, mens linguistic behaviour in the
classroom remains largely ignored. This paper is based on data collected
in 3 co-ed primary schools in Hertfordshire and 3 in Lower Saxony (n=6)
from male and female teachers within each (n= 12). Each teacher video-
recorded their lessons for 2 days, resulting in approximately 120 hours of
classroom data which was analysed using an interactional sociolinguistic
framework and the community of practice paradigm. Initial data analysis
reveals that despite teacher gender, teachers typically employ similar
classroom management strategies which are explained in this paper by their
surrounding Community of Practice. However, there are differences in how
teachers enact such strategies in terms of the linguistic styles used. Results
show that male teachers employ stereotypical feminine strategies, while
female teachers utilise what have previously been classed as masculine
speech styles. This paper will contribute to the current debates in education,
as well as the arena of language, gender and workplace discourse.
Repair in immersion primary classrooms
Friedrich Lenz
University of Hildesheim, Germany
This contribution presents parts of an empirical study on pupils and
teachers interactional competence in two immersion primary classrooms (L1
German, L2 English). The study is conducted from a (ethnomethodological)
conversation analytic perspective and assumes that the participants co-
construct the interactional order (Kramsch 1986). Its focus is on repair work
displayed in learning circles in general science instruction. It is shown the
both pupils and teachers use the same four repair practices that Schegloff et
al. (1977) claim for conversational speech exchange systems.
Although the classes are expected to be immersive (pupils should be
immersed in one language only) the participants use a multilingual format
with frequent code switching. Code switching, and the absence of focus on
form, seem to be essential in the repair process. The interactive structure
thus differs considerably from most Second Language instruction where
corrective feedback with a focus on form is frequent (Ellis 2006).
References
Ellis, Rod (2006). Researching the Effects of Form-Focused Instruction on L2
Acquisition. AILA Review 19, 18-41.
Kramsch, Claire (1986). From Language Proficiency to Interactional
Competence. The Modern Language Journal 70, 366-372.
Schegloff, Emanuel A. / Jefferson, Gail / Sacks, Harvey (1977). The Preference
for Self-Correction in the Organization of Repair in Conversation. Language
53/2, 361-382.
 S37
Time: Wednesday, 26/Jul/2017: 10:15am - 12:15pmLocation: Ducale V
Conversation Analysis & Applied Linguistics
in Brazil I: from actions to practices
Organizer(s): Joseane Souza (Universidade do Vale do Rio dos Sinos, Brazil),
Ana Cristina Ostermann (Universidade do Vale do Rio dos Sinos, Brazil), Daniela
Negraes Andrade (Universidade do Vale do Rio dos Sinos, Brazil)
The present symposium stems from the observation that Applied Linguistics
(henceforth AL) has in its research agenda transcended the tradition of
being an area of investigation of additional language teaching and learning.
However, a conceptual unity capable of merging the division between the
two inquiries encompassed by AL, that is, the practical service (studies
focused on the technical part of the objects of study) and the intellectual
work (the symbolic and valuable part for constituting itself on making
theory) has been source of concern in the field (as pointed out by Claire
Kramsch, 2015). Along these lines, one of the challenges of AL abroad and
in Brazil has been to recognize and legitimize itself as a field of studies that
focuses on real-world events that encompass language use. In these terms,
studies that use naturalistic data, such as those of Conversation Analysis
(Sacks, 1992; Sacks, Schegloff & Jefferson, 1974), have a lot to offer and
thus have nourished well-known AL as well as interdisciplinary scientific
journals with relevant (Cook, 2015) productions based on the investigation of
interactions coming from a multitude of real-world contexts and events. Such
body of research has served both the practical service and the intellectual
work of making theory. The studies that comprise this symposium speak
about important aspects of institutional interactions in the context of health
provider-patient encounters in which the following themes are discussed: (a)
epistemic and deontic authority; (b) the pursuit of well-being assessments; (c)
the management of uncertainty in health evaluation and diagnostic exams.
Details of the Symposium Papers
Absent answers: a contribution of Applied Linguistics to the field of genetics
Ana Cristina Ostermann, Minia Frezza
Universidade do Vale do Rio dos Sinos, Brazil
Brumfit (1995, p. 27) defines Applied Linguistics as the theoretical and
empirical investigation of real-world problems in which language is a central
issue. Robinson (2003, p. 30) describes the structure of social action that
organizes physicianpatient interaction during acute visits and claims
that participants orient to the activities of diagnosing and recommending
a treatment as highly relevant since these are the goals of the visits.
Thus, the nonoccurrence of those activities is treated as deviant from the
normal structure of activities. This paper investigates how the participants
of reproductive genetic counseling consultations deal with the problem
of inconclusive or absent test results. In order to do so, Conversation
Analysis (Sacks, Schegloff & Jefferson, 1974) is used to describe the
interactional actions implemented by participants in eight reproductive
genetic counseling sessions that present non-diagnostic news about the
causes of fetal malformations. The audio recorded interactions happened
at a Brazilian public health system hospital. The participants in the data, in
consonance with Robinsons (2003) claim, orient to the lack of knowledge
about the fetus health, and the consequent impossibility of estimating the
risk of reoccurrence of the same malformation in future pregnancies as
problematic. Some of the characteristics of the sequences involving non-
diagnostic news consist of: (a) metaphors that place the genetic testing
results a central role in the absence of a final diagnosis; (b) personification
of the genetic tests; and (c) extreme case formulations that work towards
exempting professionals from negligence. The data analysis also reveals
that the less diagnostic information the geneticist provides, the more
agentive parents become in the pursuit of a diagnosis for the fetus. The
study evidences the participants orientation to the importance of genetic
testing results, as they constitute crucial pieces of information that parents
need to make decisions about both current and future pregnancies.
231
Recommendations in genetic counseling: How far neutral do they go?
Daiane Baldasso, Ana Cristina Ostermann
Universidade do Vale do Rio dos Sinos, Brazil
Patients have the right to choose the most suitable among the different
alternatives of health treatment (Toerin et al., 2011) and thus need to be
informed about the choices of possible treatments as well as of more
specialized diagnostic exams so that they can reach the necessary autonomy
to make a decision (Landmark, 2015; Wessels, Koole & Penn, 2014). For this
reason, professionals are supposed to provide patients with information
with some degree of neutrality (Drew & Heritage, 1992), recognizing the
patients autonomy and knowledge (Landmark, Gulbrandsen & Svennevig,
2014). Non-neutral (biased) recommendations for a specific treatment
or medical exam might represent an explicit stance of the professionals
deontic authority. Deontic authority is defined by Stevanovic and Perkyl
(2012, p. 297) as someones right to determine others future actions. This
work analyzes the linguistic-interactional features of sequences in which a
geneticist offers pregnant women the option of going through amniocentesis
testing an invasive and not risk-free type of exam. More specifically, the
study investigates, from a conversation analytical perspective (Sacks, 1992),
how deontic authority takes shape in these sequences. In order to do so, we
analyze 35 fully transcribed audio-recorded counseling consultations held at
a public hospital in Brazil. The analysis shows: (a) the professionals deontic
authority stance being recurrently demonstrated; (b) the existence of types
of deontic authority: acquiesced and resisted; (c) patients resistance to make
the final decision themselves (lack of epistemic authority); and (d) patients
demonstration of preference for the physicians explicit stance. The results
of the analysis show that physicians neutrality in recommendation is not a
current practice in the investigated interactions. However, that might also be
a consequence of the patients resistance to make decisions themselves.
Therefore, the professionals acquiesced deontic authority predominates in
the decision making about whether or not to undergo amniocentesis.
Getting the ball (re)rolling: negotiations on epistemic and deontic authority
in educational program context
Daniela Negraes Andrade
Universidade do Vale do Rio dos Sinos, Brazil
Ministry of Health (Brazil, 2005; 2008) states that thirty-five percent of
Brazilians over-40 live with some kind of cardiovascular disease (CVD). Much
of the CVD control depends on patients to avoid risk factors, thereof the
relevance of understanding how educational programs devoted to orient
heart-ill patients about self-care are put into practice. This study departed
from an invitation made by a private hospital located in the South of Brazil
in which members of a multidisciplinary team are in charge of orienting this
kind of patients on good health practices. The focus of the study is on how
participants of these orientation encounters negotiate the professional
members rights and obligations of knowing and telling what patients can
(not) and/or must (not) do to avoid DCV risk factors and, consequently, the
deterioration of their health condition. A conversational analytic perspective
(Sacks, 1992; Sacks, Schegloff & Jefferson, 1974) was taken to analyze 25
audio/video recorded and later transcribed interactions (Jefferson, 1984).
Based on co-participants social micro actions implemented turn-by-turn,
it has been observed that: (a) non-medical members assume the position
of someone who has rights and obligations of knowing and telling how
patients must control their health conditions; (b) patients do not ratify these
professionals rights and obligations of knowing and telling how they should
proceed to avoid risk factors; (c) patients demonstrate wiliness to talk to
medical doctor about good heath practices; and (d) medical doctors talk
about good health practices by list-formatting their turns at talk, which
conflicts with patients expectations of discussing these topics in a minutely
detailed way. We suggest that habits of self-care negotiations are more likely
to succeed if based on patients experiences and difficulties in health caring,
which may be triggered by professional members launching the action of
soliciting information.
 The management of uncertainty in breast cancer consultations
Joseane Souza
Universidade do Vale do Rio dos Sinos, Brazil
Brazilian literature on doctor-patient relationship in cancer has largely
covered issues such as bad news delivery and/or terminally ill patients from
the perspective of individual perceptions on how communication between
professionals and patients should be. Besides not investigating real-world
interactions, such studies do not look into doctor-patient relationship or
interaction in routine consultations in cancer care throughout treatment
and in periodic revisions, during which no diagnosis or negative prognosis
is actually delivered. The present proposal, therefore, derives from a
Conversation Analytic study that seeks to understand how interactions
between oncologists and women with breast cancer along their treatment
or post treatment follow-up appointments take place. The theoretical and
methodological perspective is that of Conversation Analysis or Talk-in-
Interaction (Sacks, 1992; Drew & Heritage, 1992). The interactions consist of
a collection of 24 consultations audio recorded in a hospital in the South of
Brazil. They were transcribed according to the conventions of Conversation
Analysis (Jefferson, 1984), and then analyzed. The analysis reveals the ways
through which the actions of assessing and requesting for assessment
undertaken by oncologists and patients are performed to deal with the
impossibility of certainty in such consultations. These interactional actions
show that the participants are dealing with a situation in which certainty
is impossible in various aspects of the consultations; for instance: the
impossibility of an absolutely certain prognostic evaluation, the impossibility
of being sure about the patient not having a relapse, the impossibility of
certainty with regard to whether certain tests will actually serve as a basis
for making necessary decisions, etc. In the management of uncertainty
(Fatigante & Bafaro, 2014) in oncological consultations, the analysis also
reveals which and how positive assessments produced by the physicians
might cause tranquilizing or alleviating effects to the patients.
C389-392
Time: Wednesday, 26/Jul/2017: 10:15am - 12:15pmLocation: Studio 1
10:15am - 10:45am
Teacher development in English for Academic Purposes in the Language
without Borders Program
Ana Paula Seixas Vial
Universidade Federal do Rio Grande do Sul, Brazil; anapvial@gmail.com
This paper aims to describe and analyze the teacher education events
concerning English for Academic Purposes (EAP) of the Languages without
Borders Program (LwB) in a Brazilian university. The guiding theoretical
framework of the analysis is based on studies of teacher education
(NVOA, 1995; SCHN, 2000; PREZ GOMES, 1995), teacher education
events (COSTA, 2013) and EAP (HYLAND, 2006; HYLAND & HAMPS-
LYONS, 2002; BENESCH, 2001). Teacher education events are defined
as favorable moments to learn how to teach, in which the purpose is to
share knowledge derived from the experiences in order to solve problems
of the teaching practice (COSTA, 2013). This study follows the theoretical
and methodological orientation of the qualitative interpretative research
(ERICKSON, 1990; MASON, 2002) with an ethnographic perspective
(HAMMERSLEY & ATKINSON, 1995; 2007), given that the analysis seeks
to approach the viewpoint of the participants and understand the local
meanings of their actions. The data generated consists of participant
observation of different moments of interaction between the LwB teachers
in which they are engaged in learning how to teach EAP, and semi-
structured interviews with the members of the Program. This research aims
to provide support for teacher education by promoting different ways to
relate the technical and practical rationalities (PREZ GOMES, 1995) in the
232
EAP instruction. It also aims to contribute to the debate about the locally
built teacher education events by its participants in a context of teaching
and learning which focuses on English in the university context. Thus, the
findings of this research are intended to improve the LwB Program and offer
insights on how these English teachers become EAP teachers.
10:45am - 11:15am
Bildung and symbolic competence: reflections on language educators,
language teaching and freedom
Rafael Vetromille-Castro1,2
1
Universidade Federal de Pelotas (UFPEL), Brazil; 2Laboratrio Multimdia
de Pesquisas em Estudos da Linguagem e Literatura (LAMPELL), Brazil;
vetromillecastro@gmail.com
In a time when globalization affects the human relationships in local and
global levels, especially through language and digital technology, the
reflection on not only what teachers teach but also who the teachers are
(or might be) emerges as crucial. Claiming that language education can and
should be a means for individuals freedom and agency and, being so, for
the development of Enlighted Bildung (Humboldt 2000) as opposed
to the notion of Bildung in the neoliberal age (Heidt 2015) we state
that communicative competence (Canale and Swain 1980; Celce-Murcia
2007) should be seen as initial conditions for the emergence of symbolic
competence (Kramsch 2006; Kramsch 2009; Kramsch and Whiteside
2008). We also argue that symbolic competence as a Complex Adaptive
System (Morin 1995; Larsen-Freeman 1997; Larsen-Freeman and Cameron
2008) can provide powerful affordances (Van Lier 2004) for the process
of Bildung, which is determined by language, as it had been envisaged by
Humboldt. This position brings critical implications for language teaching,
since it demands that teachers go beyond safe roles as that of facilitator
and, instead, take on more subversive roles as language educators or,
in Complexity terms, as perturbers. We claim that having the process
of Bildung as the utmost goal in language teaching would allow for the
development of power niches in contemporary societies. In such niches,
individuals would, eventually, develop zones of autonomy where neoliberal
power can be confronted and the Foucaultian question of controlling the
state apparatus can be seen and dealt with from a different, transgressive
perspective. In this paper, we intend to approach the issues aforementioned
by showing some EFL activities and other examples of everyday language
use and relating them to core concepts, such as affordance, symbolic
competence and Bildung.
11:15am - 11:45am
Teaching English as an International Language in Korean Context:
Opportunities and challenges
Joo-Kyung Park
Honam University, Korea, Republic of (South Korea); english58@hanmail.net
Like in many other Asian countries, globalization and the emergence of
English as an international language (EIL) have brought in a lot of change
and development in English language teaching (ELT) in Korea. What is most
noteworthy, though, is the fact that the 2008 Revised Korea s National
Curriculum defined English as an international language (EIL) and set the
goal of ELT in Korea to foster intercultural speakers of English (MEST, 2008),
emphasizing the importance of understanding diverse cultures. Naturally,
the adoption of a new concept of EIL in the national curriculum came along
with the new goals, instructional methods, and evaluation method. However,
there is a gap between the curriculum rhetoric, classroom reality and social
practice regarding teaching and learning EIL in Korea. In order to find the
ways in which an EIL paradigm can be realistically implemented in Korean
ELT culture and context, and achieve the national curriculum goal, this
paper identifies problem areas and suggests some ways to resolve them.
In particular, it focuses on the Korean teachers and learners perceptions
of EIL, native-speakers, and their own variety of English represented in the
literature published inside and outside of Korea for the past decade. The
result will be discussed with the educational implications.
 11:45am - 12:15pm
The impact of CLIL on new forms of professional knowledge for mainstream
language teacher education
Russell Gordon Cross
Melbourne Graduate School of Education, Australia; r.cross@unimelb.edu.
au
Content and Language Integrated Learning (CLIL) builds on approaches
to content-based language teaching, while marking a significant point
of departure from previous models. In contrast to weak content-based
language teaching typically found in mainstream settingswhere topics
are secondary to a focus on learners engaging with language-in-use
CLIL has a dual-oriented focus on developing learners content knowledge,
alongside new language skills. However, unlike other strong content-based
models that share CLILs dual-focused goalssuch as immersion in which at
least 50% of the curriculum is delivered through the target languageCLIL
has been able to offer a more flexible, contextually responsive approach
that enables it to be incorporated into existing school settings as part of
regular mainstream languages programs, without need for significant
structural change (Cross, 2012; Hood & Tobutt, 2009). CLIL is thus enabling
more mainstream programs to engage with stronger models of content-
based language teaching than has been possible in the past.
These developments present new challenges and questions for language
teacher education, including: (a) what relevant and new forms of professional
knowledge do mainstream language teachers require to work successfully
across the curriculum beyond language-as-subject?; and (b) how can new
forms of professional learning address the needs of mainstream language
teachers whose established professional identity has not previously
extended across the curriculum beyond being teacher of language-as-
subject?
This paper reports on a qualitative study of language teachers undergoing
professional learning on implementing CLIL in their own mainstream school
settings. It uses teacher-interviews as the primary data set, complemented
by CLIL-based units of work developed by course participants. The analysis
explores, first, the types of professional knowledge and learning significant
in helping teachers to make the transition from language-as-subject
teacher to one who can confidently integrate both language/content across
the curriculum and, second, the kinds of concerns that continued to persist.
C395-398
Time: Wednesday, 26/Jul/2017: 10:15am - 12:15pmLocation: Studio 2
10:15am - 10:45am
ANLISE DAS ESTRATGIAS DE LEITURA USADAS POR
ALUNOS DE LETRAS INGLS NA PROVA DO TOEFL
Adriano Sousa
UFPI, Brazil; adrianoalcos@hotmail.com
Na atualidade, perceptvel a importncia da aprendizagem de lnguas
estrangeiras para ter acesso a oportunidades diversas de prosseguimento
de estudos em nvel de graduao e ps-graduao, tanto no Brasil quanto
no exterior. Ademais, nesse contexto, a necessidade de certificao de
proficincia em lnguas estrangeiras se torna cada vez mais evidente para
essas e outras finalidades. Neste sentido, um dos instrumentos bastante
utilizados para a avaliao e reconhecimento deste conhecimento so as
provas internacionais de proficincia. Entre essas provas, encontramos o
TOEFL (Test of English as a Foreign Language), que, por sua confiabilidade
internacional e pela acessibilidade atual pela comunidade acadmica
brasileira, ser utilizada como um dos instrumentos desta pesquisa, que visa
analisar, atravs de um questionrio semiestruturado, quais as estratgias
utilizadas pelos alunos da graduao de Letras Ingls da Universidade
Federal do Piau (UFPI) na sesso de Reading (leitura) no supracitado teste.
Considerando que na grade curricular do curso citado a cima h disciplinas
obrigatrias em que assume-se que os alunos tiveram contato com tais
233
estratgias, espera-se, a partir desta anlise, refletir sobre o processo de
ensino-aprendizagem de estratgias cognitivas e metacognitivas de leitura,
como destacam Leffa (1996) e Siqueira e Zimmer (2006), observando seus
impactos sobre os processos relativos competncia leitora, verificando o
desempenho dos alunos tanto na nota final do teste quanto na prtica da
comunicao social.
10:45am - 11:15am
Writing Feedback in the ELT classroom: An examination of teachers beliefs and
practices across contexts
Antonella Valeo, Khaled Barkaoui
York University, Canada; antvaleo@yorku.ca
This study examines how ELT teachers writing feedback practices are
mediated by their beliefs concerning language learning and teaching and
the impact of contextual factors on this relationship. Feedback on student
writing occupies a great deal of time and energy for teachers in language
classrooms. The decisions teachers make about how and when to provide
feedback are mediated by their beliefs about language learning and
teaching as well as the contexts in which they work (Ferris, 2014; Goldstein,
2006; Lee, 2008). In this study, a case study approach was adopted to
examine the writing feedback practices and language learning and teaching
beliefs of 12 ELT teachers of adults in three teaching contexts in Canada:
immigrant settlement programs, university academic preparation programs,
and undergraduate credit-bearing ELT programs. The three contexts vary in
several ways, including learner characteristics and goals, program policies,
and institutional culture. Each teacher was interviewed about his/her
educational and professional background and experiences, as well as their
beliefs about learning and teaching writing and the roles and functions of
writing feedback. Using samples of students papers with teacher feedback,
teachers were also asked to describe the rationale, considerations, and
processes they drew on to provide feedback on each paper. Data analysis
examined teachers reasoning and decisions when providing feedback and
the factors that influenced their feedback practices, including their beliefs
concerning the nature of writing and learning, and external factors and
constraints in their instructional settings. Findings suggest that teachers
writing feedback practices are significantly shaped by their beliefs
concerning language learning and teaching, and underscore the complex
ways in which teachers beliefs and practices are mediated through specific
features of their teaching contexts. Discussion will highlight the implications
for language teacher education and development, as well as design and
support for classroom practices.
11:15am - 11:45am
An international comparison of why secondary students elect to learn
Japanese: Teacher and learner perspectives
Jocelyn Margaret Howard
University of Canterbury, New Zealand; jocelyn.howard@canterbury.ac.nz
Little is known about what motivates many students to study languages,
yet this knowledge is vital if we are to ensure our language programmes
stay relevant to learners goals, interests and needs. This is particularly the
case in countries, such as New Zealand, which are experiencing an ongoing
decline in the number of students electing to learn languages as a subject
at school.
This paper will report on a study conducted with 178 senior students from
14 New Zealand secondary schools to determine their reasons for learning
Japanese. Comparisons will be made between the findings of this study
and international data from a large-scale survey undertaken by the Japan
Foundation (2013) which elicited responses from staff at institutions in 136
countries where Japanese-language education is offered. Comparisons will
also be made between the perceptions of New Zealand teachers in the
Japan Foundation study and the reasons for learning Japanese revealed by
New Zealand student voices. The presentation will offer insights into areas
of similarity and disparity between the international Japanese-language
abroad situation and the New Zealand context. It will also provide important
insights into the degree of alignment between New Zealand students
perspectives on reasons for learning Japanese and those of the staff who
plan and implement their language programmes.
This study provides valuable base-line data for further inter-sector, inter-
language, and inter-country comparative studies to inform efforts to ensure
language education maintains relevancy for twenty-first century learners.
The value of the study as a foundation from which to evaluate current
curriculum content and delivery will be discussed, along with its potential
to inform future initiatives to attract and retain language students in New
Zealand and internationally.
The Japan Foundation. (2013). Survey report on Japanese-language
education abroad 2012 Summary (English). Tokyo: The Japan Foundation.
11:45am - 12:15pm
Authenticity in Texts When Teaching Listening Comprehension at Centro de
Idiomas-Universidad Nacional
Yalile Jimnez Olivares1, Kevin Armando Brand Fonseca2
1
Universidad Nacional, Costa Rica; 2Universidad Nacional, Costa Rica;
brandfkev@gmail.com
Abstract
The authenticity in texts to teach listening comprehension plays a vital role
in the EFL classroom, for students need to be exposed to real-life input in
order to overcome the complexities that the target language presents. This
research reveals the importance of authenticity as an instructional factor
to deal with the listening skill suitably. This word is defined, according to
Richards and Schmidt (2010), as the degree to which language teaching
materials have the qualities of natural speech or writing (p. 42). This
characteristic is implied in the term authentic materials. The previous
concept refers to the use of materials that were not originally developed
for pedagogical purposes (p. 43). Listening texts that resemble real-life
situations allow learners to become familiar with different linguistic features
and prosodic aspects that might facilitate their learning process. Also,
authentic listening material keeps students engaged and motivated. The
present case study took place in a group of students enrolled in the courses
CI-UNA 5 and CI-UNA 6 at Centro de Idiomas-Universidad Nacional, Prez
Zeledn Campus. The authors of this paper explored the relevance of
authenticity in listening texts and its effect on students L2 learning progress.
In the light of the results obtained, the researchers suggested a series of
recommendations to the participants about the use of authentic listening
material when teaching and learning as well as an action plan to cope with
the lack of such material in class.
C401-404
Time: Wednesday, 26/Jul/2017: 10:15am - 12:15pmLocation: Studio 3
10:15am - 10:45am
OUVINDO VOZES: IDENTIDADE DO AUTOR-FANTASMA AO FANTASMA- AUTOR
Valria Brisolara
UniRitter, Brazil; valeriabrisolara@yahoo.com
Novas, e muitas vezes annimas, formas de interao entre sujeitos, entre
sujeitos e textos, e entre textos tm emergido na sociedade contempornea.
So exemplificadas pelo surgimento de diversos fenmenos como as
redes sociais e os blogs e a prevalncia de outros como o ghost writing,
o ghost translating, alm da chamada escrita psicografada. Essas prticas
contemporneas tm levado muitos tericos a repensar questes ligadas
autoria e identidade de quem escreve e, de certa forma, problematizam a
importncia social dada figura do autor-emprico. Essa passagem gradativa
de uma cultura impressa para uma cultura digital ocasiona fenmenos que
j podiam ser ouvidos em Barthes, ou quem sabe, por Barthes. Se, no
discurso oral, o autor marca a sua presena e existncia atravs da sua
prpria voz e corpo; nas enunciaes escritas, na ausncia do corpo do
autor, a sua presena e existncia sempre foi marcada por seu prprio
nome, seja em forma de autgrafo ou nome em uma obra. No entanto, cada
vez mais ouve-se a voz do autor, sem v-lo. Essas questes remetem a
234
questionamentos levantados por Barthes ainda em 1968 em A Morte do
Autor, ao retirar o autor-emprico, e seu corpo, de um lugar privilegiado na
sociedade e colocar a linguagem, a escrita e a leitura em primeiro plano.
A partir dessas constataes, pretende-se discutir a crescente prevalncia
de vozes autorais da sociedade do Sculo XXI, em que autores-fantasmas
e fantasmas-autores ocupam as estantes e telas com suas vozes e
problematizam noes relacionadas autoria e identidade.
10:45am - 11:15am
PERFORMANCES NARRATIVAS DE UM ALUNO MIGRANTE - NEGOCIANDO SIGNIFICADOS
SOBRE IDENTIDADES REGIONAIS
Letcia Fonseca Richthofen Freitas
Universidade Federal de Pelotas, Brazil; letirfreitas@gmail.com
O fenmeno das migraes no recente na histria da humanidade,
mas ele tem se intensificado na modernidade recente (CHOULIARAKI
e FAIRCLOUGH, 1999), diante do fenmeno da globalizao, que entre
outras coisas possibilita, com o avano da tecnologia, o encurtamento
das distncias (BAUMAN, 1999). Assim, o presente artigo se debrua
sobre um tipo de migrao bastante particular e que, se no novo, tem
se acentuado nos ltimos anos: trata-se da migrao de alunos e alunas
para estudar em instituies pblicas superiores de ensino em estados do
Brasil distantes daqueles do seu estado de origem. O objetivo analisar
os posicionamentos interacionais de um aluno migrante com base em uma
entrevista narrativa, a fim mapear que tipo de negociao de significados
realizado por ele em relao aos diversos sentidos produzidos na interao
no tange a posicionamentos que se relacionam origem geogrfica e de
lugar (ALBUQUERQUE JR., 2007). Para compreender como essa negociao
de significados acontece, partiu-se do entendimento das narrativas como
performance e dos conceitos de posicionamento (DAVIES e HARR, 1990;
BAMBERG, 2002; MOITA LOPES, 2006, 2009) e entextualizao (BAUMAN
e BRIGGS, 1990). O estudo aponta que, ao entextualizar certos Discursos
(GEE, 2004), foram negociados significados que indexam (SILVERSTEIN,
2003 e 2009; BLOMMAERT, 2006 e 2010) uma maneira estereotipada de
se entender gachos e mineiros. Por fim, argumenta-se no sentido de
problematizar certas construes discursivas que tentam fixar caractersticas
e estereotipar pessoas devido sua origem geogrfica.
11:15am - 11:45am
Positioning of South Korean students in a Canadian university: negotiation of
identity
Jennifer Lynn Burton
University of Regina, Canada; jennifer.burton@uregina.ca
This paper examines South Korean students negotiation of identity in
a Canadian university. In a rapidly growing globalized era, there are an
escalating number of international students seeking post-secondary
education abroad, leading to increased diversity through the mobility of
international students around the world (Fabricius, Mortensen, & Haberland,
2016). The growing mobility of international students means university
classrooms are increasingly linguistically and culturally diverse affecting
the learning and relationships that occur. Grounded in poststructuralist
methodology, this qualitative research explores South Korean students
access to learning. Specifically, this research considers the influence of
stereotypes and interactional misunderstandings on South Korean students
educational experiences. Through interviews and dialogue journals with six
South Korean university students, this paper explores identity construction
pertaining to language (Norton, 2000). Using Davies and Harr (1990)
positioning theory as the analytical lens, the findings indicate the participants:
positioned themselves and non-English speakers; struggled to push back
against essentialist views that Asians are submissive; strategically chose
silence as a communication form in the classroom; and created safe spaces
outside of the classroom to perform their identity. The results indicate
vast disconnect between who they are and how they were positioned as
English speakers in a Canadian university. These results suggest university
policies, curriculum, and classroom practices must shift perspective from
viewing international students as deficient in English to accepting language
differences as advantageous and one way to embrace classroom diversity.
Davies, B. and Harr, R. (1990). Positioning: The discursive production
of selves. Journal for the Theory of Social Behaviour, 20, 43-63.
doi:10.1111/j.1468-5914.1990.tb00174.x
Fabricius, A. H., Mortensen, J., & Haberland, H. (2016). The lure of
internationalization: Paradoxical discourses of transnational student mobility,
linguistic diversity and cross-cultural exchange. Higher Education, 1-19. doi:
10.1007/s10734-015-9978-3
Norton, B. (2000). Identity and language learning: Gender, ethnicity and
educational change. Toronto: Pearson Education.
11:45am - 12:15pm
Racialized identities in language learning: speaking blackness in Brazil
Uju Anya
Pennsylvania State University, United States of America; anya@psu.edu
Learning transforms our identities by changing how we think, what we can
do, and our future possibilities in becoming. This paper presents the notion
of learning a new language as transformative socialization, which is how
emerging and expert multilinguals enact new communicative selves while
shaping and negotiating different identities in varied contexts. Race matters
in second language learningespecially for African Americans. The African
American life experience is powerfully mediated by race and fundamentally
shaped by a racialized consciousness and racialized identities. In terms of
universal cognitive processes, blacks do not learn languages any differently
than anyone else. However, the individuality of the black experience makes
for unique sociocultural and sociolinguistic perspectives in language
learning, which should be understood and taken into consideration if we
seek to encourage blacks to participate meaningfully and thrive in our
field. This paper explores the experiences of African American college
students learning Portuguese in Afro-Brazilian communities. It follows their
journeys in discovering how to understand race in a new context and
how to speak blackness in Brazil. Video-recorded interactions, student
journals, interviews, and writing assignments show how multiple intersecting
racialized identities are enacted and challenged in new language learning.
Thematic, descriptive, and critical discourse analyses highlight ways black
Americans learn to speak their material, ideological, and symbolic selves
in Portuguese and how linguistic action reproduces or resists power and
inequity. Ultimately, the paper addresses how emerging multilinguals can
authentically and effectively participate in their chosen classrooms and
other contexts to show that identities and investments in these communities
greatly influence success in learning a new language.
C407-410
Time: Wednesday, 26/Jul/2017: 10:15am - 12:15pmLocation: Studio 4
10:15am - 10:45am
Remembering the past: I remember what I and they want me to remember
Ludmila Isurin
The Ohio State University, United States of America; isurin.1@osu.edu
Memory, both individual and collective, is inherently linked to identity.
Nations retain those memories from their past that better reflect their current
self image, likewise the individual memory is tightly linked to the current
self. What happens when an individual leaves the group and now resides in
a different socio-linguistic context? How will a new sense of self affect the
process of memory reconstruction?
The paper discusses a project on collective memory as it is presented by
producers (official textbooks and media) and as it is reflected by consumers
(group members). The study looks at the fluidity of collective memory from
two major perspectives: the transformation of collective memory reflected in
and formed by official texts and media and collective memory remembered
235
by those people who live in the old country versus those who came to a new
one. It also shows how the immigrants sense of self defines the process of
memory reconstruction. A new interdisciplinary framework is proposed and
tested on the collective memory of nine political events in college educated
Russians in Russia (n=104) and Russian immigrants (Russian-English bilinguals)
in the US (n=78). The results on one event memory of Stalin are discussed
through the analysis of 20 texts (Soviet textbooks and media, post Soviet media,
the US media) and a comprehensive survey (7-8 specific questions related to
the event, in addition to 10 socio-linguistic questions) conducted among the
participants. The role of identity and a generational factor were in the focus of
the analysis. The results of quantitative and qualitative analyses show how the
process of remembering the shared past among immigrants depends on the
individuals sense of self, their attitude to the native country, and the language in
which they choose to read media sources.
10:45am - 11:15am
Reshaping modern language teachers identities
Lluisa Astruc, Inma Alvarez, Matilde Gallardo
The Open University, United Kingdom; lluisa.astruc@open.ac.uk
The idea of a collective identity (a professional teachers identity; national-
based groups of people with a common cultural denomination and
language) has been challenged by a recent line of thought (e.g. Canrinus
et al, 2011), which considers it in parallel to individual identities. Individual
identities are more complex and flexible and merge the individual and the
social, making individuality a social and socially regulated affair (Theo Van
Leeuwen, 2009: 21).
We investigate how modern language teachers in Higher Education
construct and express their professional and personal identities and beliefs,
and how they enact these identities. To address these questions in relation
to teachers of modern languages in the United Kingdom, we have collected
a corpus of teachers voices (with self-reflective diaries and semi-guided
interviews), representing different languages (Spanish, French, Italian,
German), educational settings (schools, Language Centres, and Modern
Languages Departments), and learning environments (online learning,
blended learning, conventional face-to-face).
This presentation will also examine which factors contribute to redefinitions
and readjustments of those identities with the reshaping taking place
at both at an individual and collective level and the implications of any
reshaping for their values, beliefs and assumptions about teaching and
learning of modern languages. We argue in this paper that although teachers
might approach individually the task of identity, their responses about their
identities relate to their perceptions as part of a community.
This research is one of the strands of project Language Acts and
Worldmaking, focusing on the movement of people and languages across
time and place, and funded by the Arts and Humanities Research Council
(AHRC) in the United Kingdom.
11:15am - 11:45am
Responsabilidade sociodiscursiva e construes de virgindade como parte do
dispositivo de sexualidade
Flavia de Marco
Universidade Federal do Rio de Janeiro, Brazil; flaviamdemarco@gmail.
com
O objetivo deste trabalho analisar construes discursivas de
virgindade, em um espao online, que atuam como parte do dispositivo
de sexualidade discutido por Foucault (1976) e tm como efeito o controle
de corpos e desejos femininos. Discute-se como movimentos religiosos,
em tempos de regimes de biopoder (Foucault, 1976; 1979) contribuem
para pr em circulao Discursos (Gee, 2013; 2015) sobre virgindade que
atuam na constituio do carter das mulheres (Valenti, 2009). Visando a
problematizar noes tradicionais de virgindade, sob uma perspectiva
queer, prope-se uma reflexo acerca de seus significados, buscando
evidenciar bases sexistas, heteronormativas e brancas que contribuem
para a disseminao de Discursos que produzem o construto. A gerao
dos dados deu-se a partir de pressupostos da Anlise de Redes Sociais
(Marin e Wellman, 2011), e consiste em comentrios em cadeia publicados
na pgina da notcia Concurso pblico pede comprovante de virgindade
em So Paulo. Para conduzir a anlise, foram aplicados os seguintes
construtos terico-analticos, que enfatizam o dinamismo nas interaes:
entextualizao (Giaxoglou, 2009; Leppnen et al., 2013; Androutsopoulos,
2014), pistas lingusticas (Wortham, 2001a) e posicionamentos interacionais
(Davies e Harr, 1990). Constatou-se que a virgindade pode atuar como
componente do dispositivo de sexualidade (Foucault, 1976) ao ser construda
com base em Discursos embasados em instituies mdicas e religiosas,
respondendo a diferentes regimes de verdade. Todavia, tambm possvel
notar movimentos de microrresistncias que negam significados tradicionais
e geram conflitos, o que caracterstico do fenmeno da globalizao
(Bauman, 1998; Giddens, 1999), que exacerba o contato com a diversidade
de ideias e pe em xeque noes muito rgidas oriundas de movimentos
modernos. Constatou-se tambm a necessidade de redobrar a ateno
para o papel que a linguagem tem de provocar efeitos de significao, o
que requer maiores preocupaes com a responsabilidade sociodiscursiva
que temos pelo que fazemos com a linguagem no mundo.
11:45am - 12:15pm
Russian SA sojourners voice trajectories through the lens of ideologies
Alena Ryazanova
University of Leeds, United Kingdom; edar@leeds.ac.uk
This presentation reports on a project investigating the study abroad
(SA) experiences of Russian academic sojourners in the UK through
consideration of identity, voice and ideologies. The main goal of the project
is to explore the phenomena of developing voice trajectories through
the lens of ideologies within migrant settings, while negotiating identities,
simultaneously experiencing and using two (or more) languages and
cultures, and dealing with social inequalities.
This project overall contributes to the existing body of work on SA, which
has been criticized for its geographical asymmetry and lack of attention to
a great variability in the forms of design and delivery of SA programmes
(Benson et al., 2013). The practical relevance of the project is determined
by the growing number of Russian-born residents in the UK and increasing
popularity of SA amongst Russian people. The study therefore addresses a)
the previously undocumented experiences of Russian academic sojourners,
b) the lack of research on Russian migrants identity construction in relation
to their sociolinguistic activity and (language) ideologies, and c) the
methodological limitations of existing studies.
Drawing on the empirical evidences, in my talk I will report on the process
and outcomes of this qualitative longitudinal inquiry conducted through
in-depth interviews over a period of eight months. I will discuss how the
sojourners conceptual and ideological frameworks are changing over time
specifically highlighting the issues of inequalities as connected to the
development of voice. I will also talk about how such factors as students
mobility, sociocultural superdiversity and linguistic heterogeneity contribute
to the processes of identity construction, voice development and influence
participants self-perception and the framework of (language) ideologies.
References
Benson, P., Barkhuizen, G., Bodycott, P., and Brown, J. eds. 2013. Second
Language Identity in Narratives of Study Abroad. Basingstoke: Palgrave
Macmillan.
236
C413-416
Time: Wednesday, 26/Jul/2017: 10:15am - 12:15pmLocation: Studio 5
10:15am - 10:45am
APLICAO DE PROTOCOLO DE AVALIAO A OBJETOS DE APRENDIZAGEM PARA O ENSINO
DA LNGUA PORTUGUESA
Fabio Assuno, Nukcia Arajo
Universidade Estadual do Cear - UECE, Brazil; fabionunes77@gmail.com
Este trabalho tem como objetivo avaliar um corpus composto por 5 (cinco)
objetos de aprendizagem (OA) para o ensino da lngua portuguesa, no
formato de jogos educativos, presentes no repositrio Currculo+. A
anlise foi realizada segundo os parmetros estabelecidos pelo PASP
(Protocolo de Avaliao de Softwares Pedaggicos), desenvolvido pela
doutoranda Fernanda Rodrigues Ribeiro e pela Profa. Dra. Nukcia Meyre
Silva Arajo, integrantes do grupo LENT (Lingustica, Ensino e Tecnologia),
da Universidade Estadual do Cear UECE. O PASP foi elaborado a
partir Modelo de Avaliao Ergopedaggico MAEP, proposto por Silva
(2002), que um modelo de avaliao que pode ser aplicado a qualquer
OA. O PASP apresenta-se como uma opo simplificada e voltada para a
anlise de objetos de aprendizagem para o ensino da lngua portuguesa.
O desempenho do OA medido pelo PASP de acordo com os seguintes
critrios de avaliao: didtico-pedaggicos (concepo de linguagem,
tipo de ensino, reusabilidade, contedo, sistemas de ajuda e objetivo) e
ergonmicos/interao homem-mquina (usabilidade, acessibilidade,
interoperabilidade, interatividade, material de apoio). A qualidade de cada
OA escolhida no repositrio Currculo+ foi obtida atravs de uma srie de
questes relacionadas a cada critrio de avaliao. O repositrio Currculo+
foi selecionado por se tratar de um repositrio nacional de objetos de
aprendizagem, com dezenas deles voltados para o ensino da lngua
portuguesa. A pesquisa a ser realizada justifica-se pelo fato de que h
um uso crescente de jogos educativos como suporte ao ensino da lngua
portuguesa, mas necessrio que haja uma avaliao cuidadosa destes
jogos, para que eles obedeam a determinados padres de qualidade
e eficcia. Finalmente, a presente pesquisa o primeiro passo para a
elaborao de um futuro sistema integrado de objetos de aprendizagem
a ser desenvolvido pelo autor, em parceria com os demais integrantes do
grupo LENT.
10:45am - 11:15am
Whither mother-tongue (in) education?: An ethnography of language policy in
rural primary schools in Pakistan
Aziz Ullah Khan
The University of Auckland, Pakistan; akha125@aucklanduni.ac.nz
Substantial theoretical and empirical studies evince the effectiveness of
mother tongue (MT) as the medium of instruction (MoI) during early years
of education (see, e.g., Benson, 2008; Brock-Utne, 2001; Garcia, 2009;
Hornberger, 2002; Kirkpatrick, 2011; Walter & Benson, 2012). Connected
to this is the crucial role of teachers exercise of agency in language-in-
education (LiE) policy implementation (Chua & Baldauf, 2011; Hornberger &
Johnson, 2007; Menken & Garcia, 2010; Mohanty et al., 2010; Ramanathan,
2005; Tollefson, 2013). This narrative ethnographic research, using
interviews and observations over a three-month period, focuses on the
processes whereby two teachers put into practice the recently implemented
MT-based LiE policy in one rural primary school in the northwest of Pakistan.
Research findings reveal that the teachers gave a subsidiary role to Pashto
(MT of all the teachers as well as students) in their language preferences,
with Urdu (the national language and the local lingua franca) getting a higher
and English (the official and the most sought-after language) the highest
preference. They faced difficulties in writing Pashto due to its complex
orthography, understanding some of the classical Pashto vocabulary, and
coping with dialectal differences in the language of the textbook and
that spoken in the area. The teachers did not possess sufficient linguistic
knowledge and relevant pedagogic skills to implement the MT-based policy.
The policymakers appear to have neither considered local needs and
conditions nor trained the teachers prior or consequent to the change of MoI,
forcing the teachers to assume agency to enact the policy implementation
in the way they thought best. The teachers agentive behaviour, however,
was conditioned by the way they taught before Pashto was introduced as
MoI. Taking note of and responding to this agency an agency devoid of
purpose is a key issue for the policymakers to consider.
11:15am - 11:45am
A Competncia Comunicativa e a Expresso Escrita em Lngua Materna
Antoniel de Oliveira
Instituto Federal de Educao, Cincia e Tecnologia do Tocantins, Brazil;
antoniel0991@gmail.com
Este trabalho foi desenvolvido como uma proposta para o desenvolvimento
da competncia comunicativa de expresso escrita em lngua materna.
Na conjuntura contempornea, o termo competncia cunhado por
Noam Chomsky, entre as dcadas de 1950 e 1960, referindo-se mais
especificamente competncia lingustica. Posteriormente, o construto
de competncia comunicativa de Dell Hymes (1972) atenta-se para o
componente sociocultural envolvido na comunicao; mais do que
simplesmente a aquisio de estruturas gramaticais de uma lngua, h
uma conduta social subjacente ao uso adequado dela. Desta forma, para
desenvolver o presente estudo foi necessrio buscar ferramentas para
que os participantes no somente adquirissem conhecimentos relativos
a regras gramaticais, mas que tambm se apropriassem de normas de
uso que permitissem uma comunicao eficiente atravs dos diferentes
tipos de textos escritos. Assim, desde o primeiro contato, foi sugerida a
elaborao de alguns gneros para, de forma integrada, introduzir alguns
conceitos lingusticos/gramaticais no cotidiano do aprendiz. A partir do
estudo de gneros textuais (MARCUSCHI, 2008), a gramtica foi inserida de
forma gradativa e contextualizada. Com isso, a aquisio da competncia
lingustica no apresentada como fim em si mesma, mas como um meio
para que o falante desenvolvesse a competncia comunicativa. Em face
disso, alcanar a competncia comunicativa na expresso escrita demanda
uma aquisio lingustica em consonncia com aspectos culturais, sociais e
interacionais do uso da lngua.
11:45am - 12:15pm
A mal-dita gramtica normativa: professores em formao e o discurso sobre
a lngua materna
Cristiane Brito
Universidade Federal de Uberlndia, Brazil; depaulabrito@gmail.com
O objetivo desse trabalho investigar o discurso de professores brasileiros
de lnguas em formao inicial acerca da lngua portuguesa, no intuito
de problematizar as vozes que incidem na relao de tais sujeitos para
com a lngua que aprendem-ensinam. Ancoramo-nos na interface entre a
Lingustica Aplicada (LA) e a Anlise do Discurso (AD), a qual nos permite
contemplar, a partir de conceitos como os de linguagem, sentido, discurso,
memria discursiva, polifonia e dialogismo, os processos de formao de
professores e de ensino-aprendizagem, por um vis que recusa uma viso
meramente instrumental e transparente de linguagem para consider-la
em sua dimenso scio-poltica-cultural e ideolgica. Postulamos, pois,
a impossibilidade de separao sujeito-linguagem e entendemos que a
tomada da palavra sempre marcada por tenses, embates e fissuras,
enfim por filiaes a redes de sentidos que se deixam flagrar no (des)
tecer dos fios que constituem a aparente linearidade dos dizeres. Partimos
da hiptese de que os sujeitos da pesquisa evocam vozes conflitantes,
oriundas de diferentes regies discursivas, ao enunciarem sobre sua lngua
materna, e de que consolidam, independentemente do ano em que esto
no curso, concepes homogeneizantes e totalizadoras sobre seu objeto
de estudo. Observa-se que esses sujeitos se inscrevem em uma memria
da normatividade, em que o imaginrio acerca da gramtica normativa
237
se apresenta em constante confronto com o saber produzido pela/na
instituio acadmica. Alm disso, observamos que os dizeres dos sujeitos
so perpassados pelo desejo da completude e a percepo da falta, bem
como pela construo de diversas dicotomias, como forma de se alcanar
a totalizao de si mesmo, da lngua e do conhecimento.
C419-422
Time: Wednesday, 26/Jul/2017: 10:15am - 12:15pmLocation: Studio 6
10:15am - 10:45am
Teletandem and the emergence of genres: what is produced and what can be
studied
Solange Aranha
UNESP, Brazil; solangeibilce@gmail.com
Institutional integrated teletandem (ARANHA and CAVALARI, 2014) practice
implies that a group of students from one university interacts with a group
from a foreign university during the same amount of time, on the same day
and time, and follows a number of procedures established by their teachers/
tutors/professors. It also implies that students will be graded for the whole
process and that teletandem activities are integrated into the foreign
language classroom in each university. Each group has approximately 15
students at each end and they usually interact for eight weeks, during one
hour per week. The amount of data generated by the groups of students
involved in the activity (about five groups a year) is enormous and valuable
for researches interested in studying a wide array of aspects of teaching-
learning process, grammar errors, peer-correction, skills acquisition, culture,
mediation, among others. Within these aspects, the study of the genres
that are (re)signified in this context may be carried out. The purpose of
this presentation is to describe the process of collecting, organizing and
storing these data to make them available for researchers. The ontology is
based on a system institutional integrated teletandem in which different
genres are produced, divided and classified according to their nature:
oral conversations through Skype, chats used during these conversations,
reflexive diaries, questionnaires, written production (in three moments: first
draft, revised version and final text and in two different languages. Metadata
of oral interactions have been part of a joint effort in the construction of DOTI
(Data for Oral Teletandem Interaction) in order to provide information about
situation (e.g., type of learning scenario; objectives; materials; teachers
role; language for communication), participants (gender; first language and
other known languages; vehicular L2 language level), and discourse (e.g.,
discourse type: free conversation, topic based discussion, task completion;
task type and conversational topics) (Chanier et al. 2014).
10:45am - 11:15am
Walking in their Sandals: Changing epistemological beliefs about extensive
reading from a Middle-Eastern perspective.
Helene Christina Demirci, Dr Melanie Gobert
Higher Colleges of Technology, United Arab Emirates; helene.demirci@hct.
ac.ae
In a Middle-Eastern context, culture, technology and social media have a
huge impact on reading. The traditional oral culture has made communication
through social media in the form of secondary orality prevalent because the
form of communication is similar. The lack if reading socially and historically
have created a reading void which could explain why readers in the Middle-
Eastern context do not encounter texts at home or in schools therefore
placing a low value on reading.
When educating learners in a differing cultural context and when dealing
with millenial learners, it is necessary to adopt alternative teaching
methodologies and approaches, but to do this effectively teachers need an
understanding of how the learner arrived at the place at which the learner
encounters those approaches. Teachers need to walk in the students
sandals before they can make judgments related to adapting teaching
approaches. They must learn about the local culture and students interests.
Teacher and student epistemological beliefs about reading in the Middle-
Eastern ESL classroom are very different and although extensive reading
methodologies are known to teachers they appear to be reluctant to
practice and adapt them because of their beliefs about student motivation
and abilities. Students also appear reluctant to engage in extensive reading
due to the cultural, historical and technological factors.
The session will describe the findings of a mixed methods action research
project carried out in a higher education institution in the Middle-East.
Survey data plus teacher and students interviews will provide evidence of
the benefits of incorporating an extensive reading program into the reading
curriculum utilizing technology and gamification. It will be shown how
adaptation of existing reading methodologies using technology encourages
students to read extensively and at the same time changes teacher and
student epistemological beliefs about the benefits of extensive reading in
the ESL classroom.
11:15am - 11:45am
Tecnologia, formao docente, cultura digital: desafios e possibilidades
Zuleica Aparecida Cabral
UNESPAR, Brazil; zac010375@gmail.com
Ao se observar na atualidade as prticas sociais, inegvel o quo
tecnolgica a sociedade vem se tornando, de maneira at vertiginosa. O
advento da internet, a velocidade de informaes, a potencializao de
servios e demandas, comeou a fazer parte do cotidiano das instituies,
bem como da rotina dos indivduos. Sendo assim, esta pesquisa investiga
como a temtica tecnologia pode trazer subsdios para a prtica docente
ante a sociedade tecnolgica, analisando currculos e dialogando com
professores em formao, tendo em vista a reflexo crtica de docentes
acerca da temtica Tecnologia e Educao. Os aportes tericos que
sustentam essa pesquisa esto alicerados em BARTON; LEE (2015),
COSCARELLI (2011) e ROJO (2013) e, metodologicamente uma pesquisa
exploratria de base qualitativa. Como a pesquisa ainda se encontra
em andamento, os resultados parciais apontam para a necessidade de
apropriao das tecnologias digitais, de modo crtico e consciente para
utilizao em sala de aula a fim de que tais tecnologias estejam presentes
na escola propiciando aos alunos outras fontes de informaes diversas
e de acordo com cada realidade sociocultural, talvez reconfigurando o
trabalho cotidiano do professor, inovando na apresentao dos contedos
de forma mais dinmica, interativa e prxima das diversas prticas sociais.
Conclumos dessa forma que a identidade docente se desloca para o
incentivo da aprendizagem e do pensamento, em que a atividade estaria
mais centrada no acompanhamento da gesto das aprendizagens; para
incitar troca de saberes, mediao de relaes e representaes, a
dirigir de forma personalizada os percursos da aprendizagem objetivando
a aprendizagem contnua, interativa, colaborativa, integradora, avaliando o
processo com mais flexibilidade e pr-ao.
11:45am - 12:15pm
A multimodalidade e aprendizagem de ingls nos games: percepes de gamers
discentes de Letras
Edna Marta Oliveira da Silva
UNINTER, Brazil; tecasilva@gmail.com
Diversos estudos tm sido realizados sobre artefatos digitais e seu uso nas
situaes de aprendizagem de lngua inglesa (LI). Os games surgem como
uma das mdias que tm atrado a ateno de diversos pesquisadores (GEE,
2003,2013; MATTAR, 2010; PRENSKY, 2012) sobre a sua aplicabilidade no
mbito educacional, uma vez que demandam de seus usurios (gamers)
o cumprimento de certos objetivos por meio da imerso e engajamento,
quesitos esses que tambm so fundamentais na aprendizagem de LI. Dado
a seu contexto essencialmente audiovisual, repleto de imagens estticas
ou em movimento, associadas a textos orais e escritos, gamers precisam
dar conta das situaes do jogo nas quais, por vezes, a lngua utilizada
para comunicao a inglesa. A linguagem audiovisual , para Wohlgemuth
(2005), a mais antiga da humanidade e, ainda hoje, recorrer a esses recursos
uma tendncia natural do ser humano, pois permitem captar informaes
de forma mais imediata. Entretanto, em tempos de mdias como os games,
exige-se que saibamos como construir significados de modos variados
(multimodais) a partir da congruncia entre imagens, sons e textos escritos.
Nesse sentido, Rojo (2013) aponta para a necessidade de termos certas
competncias para participar das prticas de letramento, uma vez que os
textos da era digital fazem amplo uso de recursos multissemiticos. Pode-
se inferir, portanto, que tais recursos presentes nos games atuam como
elementos propiciadores da aprendizagem de LI em um contexto real
de uso de lngua. Com base nessas premissas, este trabalho tem, como
objetivo, apresentar os resultados de uma pesquisa sobre o uso dos
games e a aprendizagem de LI, em relao s percepes dos sujeitos
entrevistados (discentes de Letras Portugus-Ingls e Ingls) sobre at que
ponto os recursos audiovisuais presentes nos games auxiliaram a formao
de seu conhecimento de LI.
C897-900
Time: Wednesday, 26/Jul/2017: 10:15am - 12:15pmLocation: Studio 7
10:15am - 10:45am
Meaning negotiation through task-based synchronous Computer-mediated-
communication (SCMC) In EFL learning In China--- A case study
Mingfei Xu
University of Cambridge, United Kingdom; mx217@cam.ac.uk
Meaning negotiation is a kind of interaction frequently occurring between
non-native speakers after a signal that there is a linguistic problem,
which needs explicit resolution and is believed to be a key variable in L2
development. With the proliferation of computers
in language learning, this study of meaning negotiation in the CMC context
aims to determine to what extent task-type (jigsaw, decision-making,
problem solving, opinion exchange and information gap) and content of task
(academic-related and non-academic related) impacts both on the quantity
and the quality of learner discourse in synchronous computer-mediated
communication (SCMC).
A quantitative analysis of the study revealed a low rate of meaning
negotiation, which could be attributed to the influence of task type on overall
rates of meaning negotiation. However, most of the problems addressed in
meaning negotiation interactions were remediated successfully. The clear
reach to the closure of the routine indicates the participants tendency to
explicitly figure out the misunderstanding in their conversation and sort out
the problems until they reached a mutual understanding.
Compared with the existing models of Varonis and Gass (1985) and Smith
(2003), the patterns of meaning negotiation generated from the current
study are mostly similar with the following differences. The same participant
could generate multiple entries. More than one type of indicator, response
or reaction to the response, could be produced by the same participant
in each turn. The second variation is that in certain circumstances there
was no response followed by Indicator. Furthermore, non-understanding
of content, which refers to the entire content of a previous message, was
the most frequently applied trigger by the participants rather than lexical
triggers which earlier face-to-face studies found. The data from the current
study also suggest that 3C strategies were applied as meaning negotiation
strategies.
10:45am - 11:15am
The Tech n Teaching learning experience
Marcos Cesar Polifemi
Faculdade Cultura Inglesa, Brazil; mcpolifemi@gmail.com
In this session I will discuss the results obtained from designing and
implementing Tech n Teaching, an online course for teachers which
focused on diffferent aspects of technology in education.
Firstly, I will share the rationale that guided the process of designing the
syllabus as well as the course breakdown. Within this context, I want to show
how these ideas were put into practice on Moodle by illustrating each one
238
of the aspects with data from the course.
While exploiting the samples from the course, I will discuss how important
it is for teachers to gain awareness about educational processes (Collins &
Halverson: 2010), e-learning models (Terry Mayes & Sara de Freitas: 2004),
teachers roles in the age of technology (Volman: 2004) and mediation
strategies (Garrison, Anderson & Archer: 2000), so as to become more
knowledgeable to welcome and to invite technological innovations into their
practice.
At this point I want to focus on the concepts of teaching, cognitive and
social presence (Garrison, Anderson & Archer: 2000) as key elements
for triggering, mediating and accounting for reflective practice in a non-
threatening environment.
Analysis of quantitative and qualitative data such as number of messages
exchanged, most popular and productive forums, students and tutors
participation, metacognitive activities and participants perception of them,
and participants rescue strategies will be approached throughout the
session.
Finally, to wrap up the session, I intend to go through a list of critical issues
that may be be helpful for planning, putting together and conducting a
successful online course.
11:15am - 11:45am
O ensino da lngua inglesa mediado pela tecnologia no contexto de ensino
pblico
Tarsila Battistella
Instituto Federal de Educao, Cincia e Tecnologia do Rio Grande do Sul,
Brazil; tarsilabattistella@yahoo.com.br
Este trabalho, vinculado linha temtica ensino e aprendizagem de
lnguas, tem como objetivo realizar uma exposio sobre a interao
entre a teoria sociocultural e estudos na rea da informtica na educao,
com base em elementos tericos e em pesquisa realizada com o uso da
tecnologia em sala de aula. Nesse sentido, esta comunicao apresenta
dados de um projeto de ensino de ingls a partir de sries de televiso
e sitcoms, em contexto de ensino pblico, mediado pela tecnologia, por
alunos do ensino mdio integrado (informtica) de um Instituto Federal de
Educao, Cincia e Tecnologia do Rio Grande do Sul. Observa-se ainda
em que medida as tecnologias digitais podem contribuir para a construo
e o compartilhamento de conhecimento em LE (lngua estrangeira) nesse
contexto de aprendizagem. Acredita-se que o ensino-aprendizagem
de lnguas de qualidade passa pela explorao de recursos digitais na
promoo de uma interao social e mobilizao de recursos tecnolgicos
na construo conjunta de sentido na LE. Dessa forma, a gerao dos dados
ocorreu em encontros no laboratrio de informtica, em que uma sequncia
de tarefas colaborativas envolveu a prtica auditiva e discusses acerca das
sries de televiso e sitcoms. O projeto culminou com a produo de um
episdio curto em ingls, gravado e editado pelos alunos, por meio do uso
de ferramentas digitais, tomando por base uma das cenas assistidas pelos
mesmos. Finalmente, almeja-se demonstrar que o ensino-aprendizagem de
lnguas em contexto pblico de ensino deve ser problematizado de forma a
mediar a tecnologia e a interao na construo conjunta de conhecimento
significativo na LE.
11:45am - 12:15pm
WhatsApp no Ensino de Lnguas: Uma proposta colaborativa
Gersion Marques1, Dllubia Santclair2
1
Universidade Estadual de Goias, Brazil; 2Universidade Estadual de Goias,
Brazil; gersion.rodrigues@ueg.br
O ensino de Lngua Estrangeira, na sociedade globalizada, tem passado
por mudanas avassaladoras devido s novas tecnologias. Com o advento
desse novo progresso tecnolgico ligado as TDIC (Tecnologia Digital
de Informao e Comunicao) muitas ferramentas como a Internet,
computador, aplicativos etc., so utilizados para fins educacionais(PAIVA,
2015). Diante desse contexto pretende-se discutir, nessa apresentao, o
uso do aplicativo WhatsApp no ensino de Lngua Estrangeira pelo vis da
colaborao. Sabe-se que a colaborao se caracteriza pela participao
dos aprendizes na resoluo de atividades em pares ou em grupos com
o objetivo de ajuda mtua. (DILLENBOURG, 1999; FIGUEIREDO, 2006;
VYGOTSKY, 1998). O contexto da pesquisa se deu em uma turma do 3 ano
do ensino mdio numa escola pblica em Gois. Nossos dados revelam
que o uso do WhatsApp, que geralmente utilizado em dispositivo mvel,
pode romper as limitaes espaciais e temporais para que haja trocas
interacionais, para alm da ideia tradicional de um ensino que, ao longo
do tempo foi proferido, principalmente, na sala de aula e promover o
ensino e aprendizagem de forma colaborativa de uma lngua estrangeira,
especialmente o ingls, que vem ao encontro dos interesses dos nativos
digitais (PRENSKY, 2001). Portanto, podemos afirmar sua possibilidade para
o desenvolvimento das habilidades lingusticas: listening, speaking, reading
and writing, uma vez que o aplicativo permite que os alunos interajam
atravs de textos escritos, gravaes de udio e vdeo.
C903-906
Time: Wednesday, 26/Jul/2017: 10:15am - 12:15pmLocation: Studio 8
10:15am - 10:45am
Buscando conhecer e afinar nossas emoes: Entrelaando formao inicial
e continuada
Hilda Simone Coelho
Universidade Federal de Viosa, Brazil; hildasimonecoelho@gmail.com
Nas ltimas dcadas tem sido crescente o nmero de trabalhos, na rea
de Lingustica Aplicada, que contemplam as experincias e emoes de
professores de lngua inglesa (LI) no Brasil (BARCELOS & COELHO, 2010;
COELHO, 2011; ZOLNIER, 2011; MELLO & DUTRA, 2013; SL, 2014; MICCOLI,
2014). Tambm possvel observar a preocupao em manter os projetos
de educao continuada e implementar programas institucionais para
fortalecer o elo entre universidade e educao bsica. Um dos papis
desses projetos e programas criar oportunidades que possam auxiliar
o professor na busca por solues e alternativas, contribuindo com sua
disposio para novas atitudes que viabilizem o ensino e a aprendizagem
da LI. Nesta comunicao, apresento alguns apontamentos decorrentes
de narrativas e de sesses de acompanhamento pedaggico realizadas
durante o perodo de 2014 a 2016, em que foram desenvolvidas as
atividades do PIBID Letras Ingls, na Universidade Federal de Viosa.
Entre as questes trazidas para esta comunicao, discuto como o
relacionamento entre coordenadora, bolsistas e supervisoras foi facilitado
devido relao de aceitao e respeito mtuo estabelecida ao longo
de nossa convivncia. Como pressupostos tericos, trago os conceitos
encontrados na Biologia do Conhecer (MATURANA, 1998, 2001, 2002,
2005, 2006) sobre educao e formao de professores, destacando
o conceito de emoo e seu entrelaamento com o que se constitui
argumentos racionais. Na apresentao de nossas reflexes, ressalto a
emoo do amar, emoo que compreende o outro como legtimo, como
fator primordial das experincias que possibilitaram reflexes, novas aes
e dilogo entre a formao inicial e continuada dos professores envolvidos.
10:45am - 11:15am
Consideraes sobre prticas didtico-pedaggicas de professores de ingls
em formao inicial-continuada
Srgio Raimundo Elias da Silva
Universidade Federal de Ouro Preto, Brazil; seliasufop@gmail.com
Esta pesquisa tem como objetivo analisar algumas variveis relacionadas
formao do professor de lngua estrangeira, observadas a partir do
desenvolvimento profissional de um grupo de professores de ingls
em formao inicial-continuada. Os dados foram coletados a partir de
relatrios de observaes de aulas, como atividade que integra as prticas
docentes de uma ao universitria extensionista, em dois semestres
letivos consecutivos. Os resultados mostram que a frequncia de uso da
lngua materna na sala de aula no consensual entre esses professores,
239
e que a gama de recursos didticos-pedaggicos pouco explorada, alm
de ser calcada exclusivamente no uso do livro didtico. Alm disso, eles
se mostram conscientes do tempo de aula e dos turnos destinados aos
alunos e da importncia do tratamento de erros. Quanto ao gerenciamento
da sala de aula, avaliam o tempo dedicado pelo professor a momentos
especficos da aula, abordam a interao com os alunos como uma varivel
central no desenvolvimento da aula, e tambm discutem o uso do quadro
e da linguagem no-verbal durante o evento. No que tange a seus alunos,
destacam que a cooperao e a interao entre eles fundamental e que
a afetividade entre os participantes durante a aula vista de forma positiva
no desenvolvimento de suas prticas educacionais. Em suma, os resultados
mostram que h variveis que tm sido devidamente trabalhadas com o
grupo de professores mas que h outros construtos que ainda carecem de
investimento da coordenao do curso.
11:15am - 11:45am
Brazilian teachers oral-enunciative competence in English: a discursive study
Maria de Ftima Fonseca Guilherme
Universidade Federal de Uberlndia, Brazil; mffguilherme@gmail.com
This paper presents the results of a research developed in an inter/
transdisciplinary approach between Applied Linguistics and Discourse
Analysis. It investigated the constitutive representations of oral-enunciative
competence (OEC) in English constructed by some Brazilian subjects when
occupying distinct discursive places undergraduates (first synchrony) and
graduates (second synchrony) majoring in Foreign Languages. Regarding
the first synchrony, I studied how eighteen subjects represent their OEC in
English and that of their classmates in the context of university conversation
classes of English and how these representations are translated into their
learning experiences. With relation to the second synchrony, I studied how
eleven of these same subjects represent their OEC in English and that of their
interlocutors in the several contexts experienced after graduation and how
these representations are translated into the English teaching experiences
in the different educational contexts in Brazil. A study of the existing relations
between the two synchronies was also carried out. Some findings indicate
that, in the first synchrony, the participants relation concerning their OEC
in English is ruled by three representations: i) the OEC in English as lack; ii)
the OEC in English as projection; iii) the OEC in English as exclusion In the
second synchrony, the participants relation concerning their OEC in English
is ruled by four representations: i) the OEC in English as lack; ii) the OEC in
English as projection; iii) the OEC in English as reference; iv) resisting to the
lack of OEC in English. In the social formation from where they enunciate,
in each synchrony, the participants construct representations about OEC
in English in a way that they inscribe themselves in DFs that coexist by
dialogical and polyphonic relations that reveal their polyphonic referentiality.
The results of this research may contribute to Applied Linguistics, especially
in the area of non-native English teacher education.
11:45am - 12:15pm
Critical language teaching in a public school: problematizing experiences of
being fat
Pedro Augusto de Lima Bastos
UFG, Brazil; pedro_itapaci@hotmail.com
Critical Applied Linguistics (PENNYCOOK, 2001) has developed innumerable
studies focusing on marginalized identities related to class, gender,
sexuality and race. However, identities related to the fat individual have not
been debated as those aforementioned. Because of that, I developed a
case study with an Ensino Mdio group in a public school grounded on
the premises of Critical Language Teaching (PESSOA, R.; URZDA-FREITAS,
M., 2012) with the intent to analyze: the participants perception of this
critical approach in their classes and how the themes fat and body size
are related to their lives. In my classes, I problematized themes associated
with the social construction of the fat body, such as experiences of being
fat, bullying, beauty standards, and health. This research suggests that,
in doing critical teaching, negotiating the topics with students might be a
240
dangerous road since they might want to deviate from the topic discussed
simply because they do not agree with it and teachers must be theoretically
prepared in order not to reproduce commonsense notions about the critical
topics. It also indicates that the themes fat and body size are present in
students daily lives. Also, students speeches showed that relations of
power are present in the life of students who live with divergent bodies. For
this reason, I advocate that critical applied linguists and teachers should pay
close attention to Fat Studies (COOPER, 2010) and make fatness a widely
discussed theme in schools and universities.
C909-912
Time: Wednesday, 26/Jul/2017: 10:15am - 12:15pmLocation: Studio 9
10:15am - 10:45am
The social construction of identities in internship memoirs: contributions of
evaluation in a systemic-functional perspective
Adriana Nogueira Nbrega1, Carla Cristina Souza2, Adriana Rodrigues Abreu3
PUC-Rio, Brazil; 2PUC-Rio, Brazil; IFRJ, Brazil; 3PUC-Rio, Brazil;
1
adriananobrega@puc-rio.br
This study aims at investigating students internship memoirs considering
the evaluative choices that contribute to the re/construction of their social
identities. In the observed community of practice (Lave & Wegner, 1991),
the memoirs are considered not only a means of reflection upon students
internship practices. They are also an opportunity for the re/construction
of their individual and collective identities (students, teacher trainees,
teachers to be, among others), as well as a context for re/constructing
other participants identities, such as teachers and peers. The theoretical
architecture is grounded on Applied Linguistics studies and suggests an
interdisciplinary research, based on social constructionist theories of
identities (Duszak, 2002; Bucholtz & Hall 2003, 2005; Moita Lopes 2002,
2003) in an interface with Michael Hallidays social semiotic perspective of
language (1994), mainly with the Appraisal Theory, as proposed by Martin
and White (2005). Three internship memoirs, written by teacher trainees
engaged in classes at a federal educational institute in Rio de Janeiro, were
selected for our analysis. Following a qualitative research methodology, the
focus of the analyses relies on the evaluative elements that contribute to
the re/construction of identities throughout the texts, especially Appraisal
resources, like affect, judgment and appreciation. Preliminary results
suggest that internship students create their social identities as being
observers and analysts of the whole process of pre-service, more than as
active participants. They also reconstruct themselves as students, recalling
their past experiences at school and comparing them to the ones they
lived in the internship. Besides, the authors project future teacher identities
as they evaluate the methodologies used by English and Portuguese
classroom educators and how they contribute to learning. All these identities
are foregrounded in multiple instances of explicit and evoked attitudinal
choices, especially by means of judgement permeated by affect when the
writers assess themselves and others.
10:45am - 11:15am
Trabalhando Identidade e Cultura: uma parceria com os English Teaching
Assistants na UFS
Rodrigo Belfort Gomes, Elaine Maria Santos
Universidade Federal de Sergipe, Brazil; rodrigobelfort.ufs@gmail.com
O ensino de lnguas estrangeiras, a partir das teorias dos multiletramentos,
prev o desenvolvimento de prticas que extrapolem o trabalho meramente
lingustico e priorizem aes que faam com que os alunos reflitam
sobre seu papel na sociedade e se posicionem frente aos mais diversos
assuntos apresentados, respaldados em uma pedagogia libertadora,
defendida por Freire (2001). No h mais espao para o trabalho de uma
LE sem que as questes culturais e identitrias estejam presentes, nas
discusses propostas pelos professores, de modo que estes possibilitem
uma reflexo sobre os temas apresentados e os discentes no se limitem
a repeties das opinies de seus professores, conforme destacado por
Kumaravadivelu (2006), ao se referir ao perigo do conhecimento paroquial.
Neste contexto, o presente trabalho tem como objetivo discorrer sobre os
resultados apresentados nas aes desenvolvidas na Universidade Federal
de Sergipe, a partir do Edital MEC/SESu 001/2013, feito em parceria pela
CAPES, a Comisso Fulbright e o Ncleo Gestor do Programa Idiomas sem
Fronteiras (IsF). Atravs dessa parceria, assistentes de lngua inglesa norte-
americanos passaram 9 meses na UFS, nos anos de 2014 e 2015, frente de
atividades que visavam o desenvolvimento lingustico do alunato, atravs
de discusses de temas com alto teor cultural, que levavam os alunos a
reflexes e posicionamentos crticos frente aos embates levantados, e que
envolviam interlocutores de nacionalidades distintas. Aps a descrio
das atividades desenvolvidas, traaremos uma anlise sobre os resultados
alcanados a partir das percepes dos integrantes da equipe IsF da UFS,
dos English Teaching Assistants e dos alunos que participaram das aes,
com o objetivo de identificar as mudanas de postura dos discentes, ao
longo do projeto, no que se refere a um maior posicionamento crtico e
percepo da influncia das questes culturais nas suas aes cotidianas.
11:15am - 11:45am
A apropriao de lngua estrangeira em contextos de mobilidade social
Eliane Marchetti, Eliane Tavares, Raquel Bambirra
Centro Federal de Educao Tecnolgica de Minas Gerais - CEFET-MG,
Brazil; elianemarchetti@gmail.com
Este estudo tem como objetivo mostrar que a lngua uma arena de
negociao de identidade, mas dependente do contexto e da cultura onde
se do as trocas comunicativas. A lngua criada na interao verbal, fruto
de negociao e coconstruo (BAKHTIN, 1997). Ao falar uma lngua ativa-
se uma gama de significados que esto imbricados na prpria lngua e
nos sistemas culturais, ou seja, o os valores, os costumes, as crenas e
as prticas sociais de um grupo especfico (EAGLEATON, 2000). Portanto,
apenas o estudo formal de uma lngua estrangeira no capacita os indivduos
a interagirem em contextos situados. O conhecimento das regras tcitas
compartilhadas socialmente por determinada comunidade fundamental
para que a comunicao entre interlocutores seja bem sucedida (NORTON,
2000; DARVIN & NORTON, 2014; KNOBEL & LANKSHEAR, 2015). Partimos
do pressuposto de que os usurios de uma lngua estrangeira transitam por
diferentes contextos de poder e, assim sendo, eles procuram re/construir
identidades que lhes propiciem legitimidade nos espaos que ocupam
(HALL, 2006, 2009). Para alcanar o objetivo proposto, foram entrevistados
dois imigrantes brasileiros na Irlanda, profissionais atuantes na rea de
tecnologia da informao naquele pas, cuja contratao se tornou possvel
graas formao acadmica obtida e proficincia em lngua inglesa. A
coleta de dados foi realizada atravs de entrevistas semiestruturadas. Os
dados coletados tm o formato de narrativa oral e sofreram a tcnica de
anlise de contedo (BARDIN, 2011). Foi possvel constatar que a proficincia
em lngua inglesa capacitou os brasileiros a atuarem profissionalmente na
Irlanda, mas a reconstruo de identidade suficiente para que adquirissem
legitimidade nos espaos que ocupam s foi possvel medida que
puderam aliar o uso apropriado da lngua ao contexto e cultura locais.
11:45am - 12:15pm
A tale of two sisters: Japanese bilinguals across local and global scales
Jeffrey Scott Maloney, Peter Ignatius De Costa
Michigan State University, United States of America; malone88@msu.edu
Bilingual speakers identities are often fraught with conflicting language
ideologies and expectations (Duff, 2015). Kamada (2010) observes that
multilingual identities are constructed through great effort. Of interest
to researchers is how multilingual identities are shaped and reshaped
through lived experiences. This study adds to research on bilingual identity
construction by focusing on two college-age Japanese bilingual sisters that
moved to the United States very young. Both are proficient speakers of
Japanese, but admit to having difficulty with reading and formal interactions.
Both were raised in the United States, but travel to Japan often during
holidays.
This study adopts the constructs of geographic and temporal scales
(Blommaert, Westinen, & Leppnen, 2015) to examine how the sisters
negotiate their bilingual identities across cultures and social groups. Data
collection consisted of interviews, journal entries, and social media postings.
Data were analyzed for emerging themes pertaining to how their identities
impact and are impacted by their social interactions across local and
translocal scales.
Findings include how both sisters experience differing treatment across
social groups due to differing levels of language proficiency. Major themes
include how the older sister, Erika, is viewed as less Japanese within a
local Japanese group because of her mannerisms although she is the most
advanced speaker. However, on a translocal scale her linguistic abilities
are more valued within interactions with Japanese immigrants and citizens.
For the younger sister, Claire, her linguistic abilities lead other Japanese to
ignore her attempts to engage in their L1, but on a local scale her Japanese
peers identify her as being more truly Japanese because of her behaviors
and practices. Findings suggest different ideologies exist about what it
means to be a Japanese speaker across local and non-local contexts, in
turn affecting the individual experiences of the sisters and how they view
their identities.
C425-426
Time: Wednesday, 26/Jul/2017: 11:15am - 12:15pmLocation: Venezia IV
11:15am - 11:45am
Stigma, Morality and Sexuality: identities at stake in calls to a Brazilian Health
Helpline
Tatiane Carvalho, Minia Frezza, Ana Cristina Ostermann
Unisinos, Brazil; tatianecarv@gmail.com
The present study analyzes about 170 audio-recorded calls directed by
women to a health helpline sponsored by the Brazilian government. The
data analysis revealed different categories raised throughout the calls from
women (callers) whose doubts referred to Acquired Immune Deficiency
Syndrome (AIDS) and other Sexually Transmitted Diseases (STDs). Thus,
these categorizations of womens identities became the focus of this
study. The identity categories raised in these interactions are investigated
by using the conversational and membership categorization analytical
methods (Sacks; Schegloff; Jefferson, 1974; Sacks, 1992). The data analysis
was based on the three identity types described by Zimmerman (1998):
discourse identity, which consists in the identity which is constructed in the
conversation machinery; situated identity, which is related to the context
in which the interaction occurs; and transportable identity, which refers to
the multiple identities the interactant carries in different situations. Upon
analyzing the data, an orientation to the construction and maintenance
of identities in those three different levels was noticed, although such
construction happened in distinctive ways. While the first and second identity
levels are justifiable by the participants orientation to the context in which
the interactions occur, the context of the health helpline is favorable to the
construction of identities in the third level, given the anonymous nature of
the calls. This study shows that the helpline users interactionally disengage
from any possible common sense identities that are recurrently associated
with risky sexual activities, therefore denying stigmatized behavior which
can be related to their health condition or the questions asked. The women
callers in this study do interactional work in constructing identities that
correspond to what is morally accepted in society according to common
sense, especially to what is related to their sexual practices.
241
 11:45am - 12:15pm
OS OLHARES AVALIATIVOS DE ALUNOS DE PORTUGUS COMO LNGUA ESTRANGEIRA: UMA
PERSPECTIVA INTERCULTURAL DE ENSINO
Mariana Bessa
Universidade Federal de Juiz de Fora, Brazil; marianacbessa@gmail.com
As sociedades modernas so caracterizadas pela fragmentao das
identidades, que se encontram em um processo de deslocamento e
transformao. O sujeito da modernidade j no mais centrado e
unificado como o sujeito do Iluminismo, mas sim fragmentado, portador de
uma identidade construda e negociada nas interaes sociais. O sintoma
desse cenrio ps-moderno a noo de multiculturalismo, conceito
que, apesar de suscetvel a variaes em seus significados, deve ser
empregado em qualquer interao social por reconhecer a diferena
como uma realidade slida, e no apenas como um conceito filosfico A
sala de aula de portugus como lngua estrangeira , por excelncia, o
ambiente da diversidade e da comunicao intercultural, pois formada
alunos e educadores de diversas origens lingusticas e culturais. Surge,
assim, o interesse pela investigao dos mltiplos olhares avaliativos e
representaes culturais que caracterizam esse contexto. O presente
trabalho filia-se teoricamente Sociolingustica Interacional, e serve-se do
mtodo etnogrfico de gravao das aulas de PLE, transcritas e analisadas
com base na Anlise da Conversao. O objetivo dessa anlise mapear
os estranhamentos culturais que surgem nas interaes e discorrer
sobre o papel do professor nesse cenrio multicultural. Fundamentada em
conceitos dinmicos como os de cultura e identidade (Stuart Hall), assim
como o de face (Goffman), o de competncia intercultural e relativismo
cultural, a pesquisa pretende trazer possveis caminhos para o emprego de
uma abordagem intercultural de ensino.
C3-4
Time: Wednesday, 26/Jul/2017: 11:15am - 12:15pmLocation: Catete
11:15am - 11:45am
Attempts at English for Academic Purposes program reform: Linguistic,
educational or political forces?
Ofra Inbar-Lourie1, Iair Or1, Elana Spector-Cohen1, Lisa Amdor1, Linda Weinberg2, Rosalie
Sitman1
1
Tel Aviv University, Israel; 2Ort Braude College; ofrain@tauex.tau.ac.il
The forces that drive language policy within educational institutions,
according to Spolsky (2008), will rarely be linguistic or educational but rather
reflect the policy and ideological position of the national government. This
also applies to language education policy in teaching English for academic
purposes (EAP) in non-dominant English speaking contexts. The questions
arising in these situations pertain to issues of quality and equity (Hughes,
2008), as well as to the local linguistic context and ideological beliefs. This
paper will report on an attempt to introduce a new EAP policy in tertiary
education in Israel. The local linguistic landscape includes Hebrew as
a strong ideological force, Arabic as the second official yet non-tertiary
language, and English, a high status foreign language.
The proposed bottom-up reform of the EAP program, developed within the
European-funded ECOSTAR project, advocates an expanded view of the
skills required for English proficiency in higher education, including English
Medium of Instruction (EMI) skills (Dearden, 2014). The program included
needs analysis research regarding the English language skills Israeli
graduates require. 2394 students and 175 lecturers responded to on-line
questionnaires, with findings pointing at diverse educational, social and
vocational needs. Based on the results a new EAP framework for Higher
Education in Israel, one which incorporates a localized version of the CEFR
and EMI preparation skills, is being proposed. Simultaneously, however, free
online EAP reading comprehension courses were created in a government-
initiated reform, without consulting specialists in the field or reference
to students actual language needs. The rush to implement this reform
242
highlights the lack of educational and linguistic motives, overshadowing the
prospects for a suitable reform.
The presentation will outline the path at attempts at providing an alternative
to the existing system, present the research findings, as well as the current
political and ideological situation undermining the grassroots reform.
11:45am - 12:15pm
Multilingual Frontiers: An Emerging Politics of Southern Linguistics
Terrence G. Wiley, Kathleen Heugh, Christopher Stroud, Shereen Bhalla
Center for Applied Linguistics, United States of America; sbhalla@cal.org
Increasingly, there are calls within the academy for a process of
decolonisation of both subject matter and instructional/pedagogical
practices. Such calls have been most vocal in recent years in the academies
of the traditional geopolitical South, such as those of South Africa, Latin
America and India. However, even the academies of the North are critically
weighing alternatives to the dominance of academic literature rooted in
claims of universal relevance and decontextualized epistemic discourses.
This arises from a growing awareness of the challenges to Enlightenment
thought and northern canons of knowledge - challenges that have been
evident for some time in claims and critiques of Indigenous Knowledge
Systems (IKS) (Smith 1999; Hountondji 2013; Odora Hoppers 2002). Such
claims resurface and are reconfigured in southern theory (Connell 2007),
southern epistemologies (Santos, 2012), de-coloniality (Kusch [1970]2010;
Mignolo 2011; Escobar and Mignolo 2013), and contested claims of the
ownership of and the production of knowledge (Medina 2014).
The search for decolonial alternatives is gathering momentum at the same
time that global patterns of migration and human mobility are altering
linguistic, cultural and religious landscapes in visibly tangible ways (Gorter
and Shohamy 2009). These bring into contemporary relief what appear to
some in northern settings as super diversity (Vertovec 2007) and complex
diversity (Kraus 2012), echoing diversities in the south. The resurfacing
of discourses of linguistic diversity, brings questions of the nature of
heterogeneity and heterogeneous ways of thinking to the surface. This
panel will explore decolonial efforts in the academy that consider the politics
of language together with epistemic access. In contexts that continue to
suppress diversity (Wiley, 2014), the panel is an invitation to debate and
reimagine what it is that southern or de-colonial multilingualisms might bring
to the fields of applied linguistics and sociolinguistics, and possibly also to
the broader decolonial project.
C433-434
Time: Wednesday, 26/Jul/2017: 11:15am - 12:15pmLocation: Alcazar
11:15am - 11:45am
Effects of task supported language teaching on learners knowledge of
requests
Eva Alcn
University Jaume I, Spain; alcon@uji.es
In the area of instructional pragmatics researchers have looked at the
pedagogical tasks that facilitate pragmatic learning. More recently, Takimoto
(2012), Nguyen (2013), and Taguchi and Kim (2014) have examined the effect
of task-based teaching on learning pragmatics. In line with these studies, the
present study addresses the effect of task-supported language teaching and
the impact of participatory structure (student-student vs. teacher-students
interaction) on learners gains in knowledge of requests.
Forty-eight students of English in a university in Spain participated in the
study. Participants were randomly assigned to three groups: The student-
student interaction group (N =16), the teacher-students interaction group (N
=16), and the control group (N =16). The student-student and the teacher
- student interaction group received metapragmatic information on
how to produce email requests to their teachers, followed by three task
supported language teaching (TSLT) sessions, where they produced three
high imposition email requests. Data were analysed for participants gains
in knowledge of requests in a pre-test, post-test and delayed post-test. In
addition, interactions during the TSLT treatment were recorded and pragmatic
related episodes (Taguchi & Kim, 2015) on request-making expressions were
analysed qualitatively.
Findings from the study showed immediate and delayed effects of TSLT on
learners gains in knowledge of request strategies and mitigators. Differences
were also found in favour of the student-student group in the immediate post-
test, although the effects disappeared in the delayed post-test. Qualitative
differences were also found on the impact of participatory structure during task
performance. In spite of individual differences, students level of interactive
engagement during whole class interaction seems to influence attention
towards pragmatics, while metapragmatic discussion in peer interaction
enhances students awareness of how to perform email requests.
11:45am - 12:15pm
Allowing ourselves to go far: Negotiating intercultural encounters in a
service-learning program
Christelle J. Palpacuer Lee, Jessie Hutchinson Curtis
Rutgers Graduate School of Education, United States of America; christelle.
palpacuer-lee@gse.rutgers.edu
Globalization processes have foregrounded the necessity to equip language
educators and learners with the capacity to mediate between cultures
through language (Kohler, 2015; Kramsch, 2014). Intercultural competence
has thus become an imperative in language teacher education worldwide,
and language classrooms are emerging as ideal spaces for negotiating
intercultural encounters. However, this agenda remains largely theoretical,
and further classroom-based investigations are required to develop models
for praxis (Scarino, 2014). To date, language educators have focused on an
agenda that is centered on the design of learning environments that are
conducive to developing (inter)cultural awareness (Kearney, 2015; Kramsch,
1998, 2012; Levine, 2013). Yet, environments alone cannot be relied upon to
produce intercultural learning (Byram, 2008). And, because interculturality
emerges in interactions shaped by socio-historical contexts, and involves a
symbolic dimension, it is difficult to isolate, capture, and assess (Kramsch &
Whiteside, 2008; Rampton and Charalambous, 2016).
This paper embraces these theoretical and methodological challenges and
describes the impact of an innovative community-based teacher education
program for developing participants intercultural competence. Building on
narrative methods of investigation (DeFina & Georgakopoulou, 2012), we
explore the potential of service-learning as a contact zone (Pratt, 1991),
a social space that affords opportunities for negotiating power relations,
identity, and discourses of membership. Service-learning relies on interactions
among communities for its pedagogy, thus we foreground the experiences
and voices of pre-service language teachers through their retellings of such
encounters. The data are gathered primarily from field observations and
pre-service teachers journaled reflections. In these retellings, we identify
ambivalences, silences, and negotiations of rich points (Agar, 1994). We
illustrate our findings through a series of narratives, which serve as a frame
for locating cultural recognition and learning. Ultimately, we suggest ways
that teacher research can contribute to developing intercultural competence
in language teacher preparation programs.
Plenary 5
Time: Thursday, 27/Jul/2017: 9:00am - 10:00amLocation: Louvre
Sociolinguistics and (in)securitisation
Ben Rampton
Kings College London, United Kingdom
This presentation explores the relationship between linguistics and critical
security studies (CSS) in contexts where legacies of violent conflict, unease
243
and (in)security permeate everyday life more and more deeply, where
schools, nurseries, hospitals and community centres are becoming sites of
security, and the security apparatus is becoming more diffuse and routine.
Drawing on two projects studying language socialisation in contexts
affected by large-scale conflict, as well as on an interdisciplinary dialogue
developing between CSS and linguistic ethnography, it questions the
adequacy of applied linguistic concepts developed in conditions of peace
and stability, and considers some alternatives.
C913-914
Time: Thursday, 27/Jul/2017: 10:15am - 11:15amLocation: Queluz III
10:15am - 10:45am
Narrativas coerentes e competncia para normalizar experincias contadas
Dris Cristina Gedrat1, Andr Vieira2, Gehysa Guimares Alves3, Cludio Schubert4
Universidade Luterana do Brasil, Brazil; 2Universidade Luterana do Brasil,
1
Brazil; 3Universidade Luterana do Brasil, Brazil; 4Universidade Luterana do
Brasil, Brazil; doris.cristina10@gmail.com
Este um estudo de casos mltiplos, no qual foram investigadas as diferenas
no discurso de uma dupla de jovens adultos, um do sexo feminino, outro do
masculino, que foram colocados para adoo durante a pr-adolescncia.
Os dois jovens foram entrevistados e, a partir da transcrio das entrevistas,
analisaram-se suas narrativas de vida. Ela produziu uma narrativa coerente,
ou seja, sua narrativa expressa unidade entre os acontecimentos que
ela conta em sua histria de vida. Ele, no entanto, no atingiu coerncia
suficiente em sua narrativa. Na narrativa do jovem pesquisado foram
encontrados sinais de impossibilidade para normalizar as experincias,
uma vez que associava afetos demasiadamente intensos a certos eventos
narrados. J na narrativa da jovem observou-se conhecimento consciente a
respeito da falta de normalidade de certos eventos narrados, sobre os quais
ela j elaborou e fala a respeito. Ela consegue normalizar os eventos que
conta, uma vez que alcanou uma unidade entre os fatos de sua existncia
e, assim, tambm consegue construir uma narrativa coerente. Conclui-se
que, enquanto uma narrativa coerente demonstra que o narrador procura
apresentar-se ao mundo como uma pessoa normal, sabendo seguir as
restries em relao ao que aceitvel ou no como o objeto de uma
histria, isso muito difcil para quem no consegue construir uma narrativa
coerente. Este comete deslizes, como dar importncia demasiada a fatos
que no se espera serem to importantes nos eventos narrados.
10:45am - 11:15am
Changes in non-linguistic variables before and after short- and long-term
study abroad
Jonathan Aliponga1, Michael Hood2
1
Kansai University of International Studies, Amagasaki, Japan; 2Nihon
University, Tokyo, Japan; hood.michael@nihon-u.ac.jp
Although short-term study abroad programs are slowly rising in popularity
in Japan (Tanikawa, 2013), few studies have examined the effects of
short-term study abroad or compared them with long-term study abroad.
Additionally, while many studies have compared motivation and English
proficiency changes due to study abroad (e.g., Freed, 1995; Kininger, 2007)
not enough is known about other non-linguistic effects of the study abroad
experience, such as changes in L2 confidence, intercultural communicative
competence, and a sense of an L2 self identity. Finally, few studies have
examined benefits from short-term study abroad in English as a Foreign
Language (EFL) contexts. We present the interim results of a study aimed at
shedding light upon the non-linguistic changes brought about by the study
abroad experience in these contexts.
Data examined in this presentation were collected in the first two stages of
a four-year sequential exploratory mixed methods project. The quantitative
portion of the study (N = 800+) comprised approximately 400 participants
who studied in short-term English language programs in Expanding Circle
Asian countries where English is taught as a foreign language. The remaining
students studied in Inner Circle countries where English is the dominant
language, with roughly half in short-term programs and half in year-long
study abroad programs. Participants completed both pre- and post-study
abroad questionnaires, with items concerning nonlinguistic factors such as
intercultural competence, speaking confidence, and possible L2 selves.
Data were analyzed to test construct unidimensionality and item reliability.
Factors were then correlated and compared among the three groups.
Phenomenological interviews (Seidman, 2006) conducted with select
participants from each of the three types of study abroad programs comprise
the qualitative data, which add depth and texture to the quantitative data.
Results will give valuable insights about the effectiveness of short and long
term study abroad programs for non-linguistic aspects of communication.
C387-388
Time: Thursday, 27/Jul/2017: 10:15am - 11:15amLocation: Ducale I
10:15am - 10:45am
Efeitos de interveno pedaggica na aquisio da entoao em espanhol/L2
Rhanya Rafaella Rodrigues, Elena Ortiz Preuss
Universidade Federal de Gois, Brazil; rhanyarafaella@hotmail.com
Os enunciados asseverativos e interrogativos totais apresentam diferenas
de entoao entre portugus brasileiro e espanhol. Enquanto em
espanhol essas modalidades de enunciados apresentam curvas meldicas
bastante distintas (curva descendente em afirmativas, e ascendente em
interrogativas totais), em portugus ambas oraes culminam com uma
descida do tom, sendo que as interrogativas totais apresentam um acento
final circunflexo (elevao e descida do tom) e as afirmativas um final
descendente (SEMINO, 2014). Portanto, a entoao em espanhol/L2 torna-
se um aspecto de difcil aquisio aos brasileiros. Cabe acrescentar que,
embora se considere que os aprendizes tendem a transferir os padres
fontico-fonolgicos da L1 para a L2, inclusive no nvel suprassegmental,
muitas vezes, a entoao no objeto de abordagens explcitas de ensino
(o que seria bastante benfico), passando a depender de processos de
aprendizagem incidental/implcita (ALVES, 2004; MORENO, 2002). Por
outro lado, como essas distines meldicas so bastante sutis, acredita-
se que sua aquisio e uso demandem bastante ateno dos aprendizes.
Em vista disso, nesta comunicao apresentamos os dados de uma
pesquisa em andamento que visa a analisar os efeitos de uma interveno
pedaggica sobre padres entoacionais de enunciados interrogativos
totais e asseverativos em espanhol por aprendizes brasileiros e verificar
se h correlao entre os efeitos observados na instruo e a capacidade
de ateno dos aprendizes. Os participantes realizaram pr- e ps-teste
de compreenso e produo dos enunciados-alvo, intercalados por um
perodo de instruo sobre as modalidades de enunciados asseverativos
e interrogativos totais em espanhol, enfatizando-se as distines na curva
meldica do portugus. Alm disso, os participantes realizaram o teste de
rede de ateno para avaliar sua capacidade atencional. Espera-se que
os dados permitam avaliar o papel da ateno e da instruo formal na
aquisio de padres entoacionais em espanhol para, a partir disso, poder
discutir as possveis implicaes aquisio de espanhol/L2 por brasileiros.
10:45am - 11:15am
The role of agency in the construction of professional identity among
language majors
Riikka Alanen, Anne Pitkanen-Huhta, Maria Ruohotie-Lyhty, Pivikki Jskel
University of Jyvaskyla, Finland; riikka.a.alanen@jyu.fi
In language teacher education it is usual for students to specialize in teaching
only after completing the bachelor studies in the major language subject. In
contrast, the University of Jyvaskyla chooses candidates directly to either
the language teacher or language expert programs; thus, ideally, from the
very first year students should have a profession in mind as they study. Yet
little is known about to what extent students are engaged with their studies,
or how their exercise their agency. The aim of the study is to investigate
how language majors agency emerges in the special conditions formed
by their specialization program. Knowledge of the ways in which agency
is mediated by the context and linked to future professional identities can
make an important contribution to the discussion around language teacher
agency.
The paper reports the findings of the first stage of a longitudinal study on
the development of agency among language majors at the University of
Jyvaskyla. The data come from a survey on student agency among the first
year language majors (N=165). The aim of the paper is to examine whether
there are differences in agency among first year students in different
programs. The data is collected with the help of an instrument (AUS) recently
developed and validated to measure agency among university students
(Jaaskela et al., 2015).
Agency in this paper is operationalized through a questionnaire aimed at
enabling data collection from large groups of participants. Yet the authors
of this paper are fully aware of the potential limitations of reducing agency
to a set of measurable variables. It is argued, in line with the designers of
the instrument, that agency is best reviewed not as a fixed capability but an
on-going process through which participants gain access and use various
resources during their studies at the university.
C393-394
Time: Thursday, 27/Jul/2017: 10:15am - 11:15amLocation: Ducale II
10:15am - 10:45am
South African isiZulu Styles: Ethnicity and Gender in Language
Stephanie Rudwick
University of Leipzig, Germany; stephanierudwick@gmail.com
Against the backdrop of South Africas rich linguistic landscape, the
continuity of patriarchal structures in society and a recent upsurge of
ethnicity this paper explores ethnic and gender identities coming into play
through language usage and styles in South African Zulu society. Style is
defined according to Coupland (2007) as performed discursive practice and
two central questions are posed: 1) how do ethnic and gender identities
affect isiZulu linguistic variation, 2) how do styles of isiZulu index and project
different gender identities and different representations of ethnicity. Based
on an ethnographic approach and extensive interview data with isiZulu
mother-tongue speakers in KwaZulu-Natal, I demonstrate how gendered
Zulu identities are represented through different isiZulu varieties. Three
selected isiZulu styles (isiNgqumo, isiHlonipho and isiTsotsi) are illustrated in
order to show, on the one hand, the linguistic complexities of what it means
in contemporary South African society to be Zulu men and women. On the
other hand, a lexical analysis of the three linguistic varieties demonstrates
how different isiZulu styles give expression to hybrid and highly complex
social styles. The paper further problematizes essentialist approaches to
the study of African languages and argues for the importance of a holistic
understanding of the interconnectedness of specifically ethnic, gender and
linguistic identities in scholars epistemological deliberations.
Coupland, N. (2007). Style. Language variation and identity. Cambridge:
Cambridge University Press.
244
 10:45am - 11:15am
Teacher identity: The role of balanced power relationships in teaching and
language assessment practices
Diana Patricia Pineda
University of Texas at El Paso, United States of America; dppineda@miners.
utep.edu
This presentation reveals partial findings of an ethnographic case study
carried with 12 English teachers in a public university of Medelln, Colombia.
The study aimed at the exploration of their identities through their discourses
and practices. In-depth interviews and an online questionnaire were the
methods used to collect data from adjunct faculty. The research questions
that guided the analysis of the data were: What can teachers discourses
tell us about the way they construct their identities and How do teachers
reveal their identities through their discourses of teaching and assessment
practices? Data were analyzed in an inductive-deductive way using the help
of NVivo software. The findings discussed in this paper show that teachers
identities oscillated between traditional and alternative approaches to
teaching and assessing. These interpretations imply a move from a teacher-
centered to a student-centered teaching approach and from using only
traditional assessments to the use of self and peer-assessment. In these
more alternative ways to teaching and assessing, power relationships are
challenged when the traditional role of teachers is shared with the students
to make decisions about their learning and assessment. Findings of this study
evidence how teachers construct their identities along their life trajectories
and experiences. The results of this study have implications for teacher
educators, professional program developers and curriculum designers.
C399-400
Time: Thursday, 27/Jul/2017: 10:15am - 11:15amLocation: Ducale III
10:15am - 10:45am
THE IMPACT OF A TEACHER EDUCATION PROGRAM ON THE IDENTITIES OF UNIVERSITY
PROFESSORS
Francisco Carlos Fogaa, Regina Clia Halu
UFPR - Universidade Federal do Paran, Brazil; fcfogaca@gmail.com
The objective of this paper is to present a research project which
investigates how a teacher education program (PDE), offered by the Paran
State Department of Education to public school teachers, contributes to the
development of the identities of university professors who act as advisors
in the program. The university professors advise projects developed by the
public school teachers, which are intended to be implemented in public
schools. The PDE program stablishes a partnership with public universities
in the State of Paran involving practical and theoretical activities in a period
of two years: in the first year of the program, public school teachers obtain
a study leave and go back to the university to have specific classes and
develop their projects; in the second year the classroom activities are
implemented in the schools where they teach. The advisor follows the
advisees during all the different stages of the project and may also offer
courses and workshops during the first year. This research is based on the
concept of communities of practice (Lave and Wenger, 1991; Wenger, 1998;
McDermott and Snyder, 2002; Barton and Tusting, 2005, among others),
especially concerning how identities are constructed in communities of
practice (real or imagined ones). Furthermore, we resort to the concepts
of identity, investment and imagined communities (Norton, 2013). The
results show that a teacher education program may challenge and affect
the beliefs and perspectives of university professors (advisors in the PDE
program) in their relationship with public schools as well as in their agency
in undergraduate and graduate programs, which may impact their identities
and their professional activities in many ways.
245
10:45am - 11:15am
CORREO DO ERRO ORAL: REPRESENTAES SOCIAIS COMPARTILHADAS POR
ESTUDANTES DE CURSO DE LETRAS
Aline Pessa
Universidade Federal do Oeste da Bahia, Brazil, Universidade do Vale do
Rio dos Sinos, Brazil; alinerpessoa@gmail.com
Este estudo objetiva investigar e compreender as representaes sociais
sobre correo do erro oral que estudantes de Cursos de Letras, futuros
professores de lngua inglesa, constroem e compartilham. O aporte terico
do estudo fundamenta-se na Teoria das Representaes Sociais que
uma teoria sobre a produo do saber social. Saber, nesse sentido, refere-
se a qualquer conhecimento socialmente elaborado e compartilhado
(MOSCOVICI, 2003; JODELET, 2001; S, 1993). Com a finalidade de atingir
o objetivo proposto, esta pesquisa configura-se metodologicamente como
exploratria em uma abordagem qualitativa com algumas quantificaes.
Os informantes do estudo so estudantes do ltimo ano de um curso
de Letras que responderam a um instrumento de evocao livre cujo
termo indutor foi correo do erro oral. As expresses evocadas foram
inicialmente submetidas a um tratamento estatstico e, a seguir, analisadas
e categorizadas luz da Teoria da Anlise de Contedo (BARDIN,
1977; MORAES, 1994), constituindo-se, assim, o campo semntico das
expresses evocadas. Em seguida, para aprofundar a compreenso dos
sentidos atribudos, o tema correo do erro oral foi discutido por um
Grupo Focal, composto por 10% dos informantes iniciais. Uma vez que o
contedo representacional sobre correo do erro oral compartilhado
pelos estudantes interfere em suas atitudes e pode guiar suas condutas,
os resultados do estudo podem antever como esses futuros professores
atuaro em sala de aula. Os resultados parecem sugerir que necessrio
ampliar as discusses sobre correo do erro oral e promover aes que
possam provocar melhor compreenso dos estudantes acerca do tema.
C405-406
Time: Thursday, 27/Jul/2017: 10:15am - 11:15amLocation: Ducale IV
10:15am - 10:45am
Literacy in the primary languages classroom in England: a challenge for
initial teacher education
Gee Macrory
Manchester Metropolitan University, United Kingdom; g.macrory@mmu.
ac.uk
The introduction in September 2014 of primary languages from the age of 7 as
a statutory requirement in England raises a number of issues. One such issue
is the balance of oracy and literacy in the languages classroom (Graham et al
2014). Recent research in literacy, particularly concerned with teaching French,
points to possible difficulties related to phoneme-grapheme correspondences
(e.g. Erler & Macaro, 2011; Woore, 2009, 2010), and suggests possible benefits
of a more systematic approach to this aspect of literacy.
By using ITE student teachers immersed in a school context, this small-scale
project seeks to investigate what is actually happening in primary schools
and what training is offered to student teachers. Questionnaire data, both of
a quantitative and qualitative nature, from a total of 55 (19 postgraduate and
36 undergraduate primary MFL specialists) student teachers in an HEI (Higher
Education Institution) in England were collected along with interview data from
focus groups and individual student teachers (N=10). The aim was to explore
their experiences on placement of observing and teaching primary languages,
including phonics, their views of the value of phonics in the MFL classroom and
their opportunities to develop their skills in this area.
There were three key strands to the findings: firstly, student teachers reported
variable experiences of observing and teaching primary languages. Secondly,
although the student teachers themselves considered MFL phonics had an
important role to play. Finally, they had very limited experience of observing this
on placement or having training. It was afforded little priority by teachers, despite
the importance attached to L1 phonics. The implications of these findings have
informed the development of collaborative school-based tasks, and thrown light
upon the wider challenges of training primary languages teachers.
10:45am - 11:15am
The use of grammar learning strategies for text-manipulation tasks in a
second and third language
Zuzanna Kiermasz1, Mirosaw Pawlak2
University of d, Poland; 2Adam Mickiewicz University, Kalisz, Poland;
1
zuzannakiermasz@gmail.com
Although language learning strategies (LLS) have been thoroughly
investigated (Cohen, 2011; Cohen & Macaro, 2007; Oxford, 2011), there are
areas and research perspectives that have been neglected by specialists.
The present study focuses upon three areas of these, namely the use of
strategies in a second (L2) and third (L3) language, reliance on strategic
devices in learning the grammar of these languages, and emphasis of the
application of grammar learning strategies (GLS) in performing specific
learning tasks. More precisely, the paper reports the results of a study which
investigated the use of GLS by 22 second-year university students in Poland,
majoring in English (L2) and minoring in German (L3), as they were engaged in
the performance of a text-manipulation task (Ellis, 1997), based on translation
and transformation, thus adopting a micro perspective on strategy use. In
the same class, the students performed the task in L2 and then in L2, with
the items being adjusted to their proficiency in both languages. In each case,
three data collection tools were employed: (1) a questionnaire containing
Likert-scale items, drawing on Pawlak (2013), (2) a survey consisting of open-
ended questions, with both of these being administered immediately after
the activity, and (3) the actual translations and transformations. These data
were subjected to quantitative and qualitative analysis. The former involved
calculating means for different categories of GLS and determining whether
the differences between L2 and L3 were statistically significant. The latter
consisted in identifying patterns in GLS use in L2 and L3 in responses to
open-ended questions. The analysis revealed that the employment of GLS
in L2 is more frequent than in L3, with the differences, however, being more
pronounced for some categories and items. It also showed that preferred
strategies are likely to be applied irrespective of whether L2 or L3 is used.
C475-476
Time: Thursday, 27/Jul/2017: 10:15am - 11:15amLocation: Ducale V
10:15am - 10:45am
A figura da mulher no conto A Pequena Sereia
Mariana Romariz Leivas
Universidade Federal do Rio de Janeiro, Brazil; marileivas@hotmail.com
Os contos de fadas tm uma grande importncia na histria da humanidade,
e apesar de todos os recursos tecnolgicos a que as crianas tm acesso
na ps-modernidade, a permanncia de tais contos parece inteiramente
assegurada, basta ver o impacto que os mesmos causam nos pequenos.
Mesmo os adultos podem se lembrar sem dificuldade do enredo da histria
que mais marcou sua infncia. Tamanha influncia nos desperta a ateno
para os tipos de discursos reproduzidos nesses textos, como, por exemplo,
alguns dos grandes temas universais: relaes de poder e gnero.
Os contos de fadas sempre estiveram atrelados feminilidade e infncia,
razo pela qual receberam um status duplamente inferior. Obras associadas
ao pblico feminino so frequentemente menosprezadas, como os famosos
chicklits (literatura de mulherzinha) e chickflicks (filmes de mulherzinha).
Por esse motivo to importante analisar personagens femininas e a
construo de suas identidades sociais.
Nesse sentido, o objetivo desse trabalho o de investigar como a figura
da mulher construda no conto A Pequena Sereia, de Hans Christian
Andersen, e se essa representao reproduz discursos hegemnicos sobre
246
o feminino. Apesar das (muitas vezes justificadas) crticas feministas s
mulheres dos contos de fadas, muitas dessas personagens fazem mais
do que esperar pelo prncipe encantado: so determinadas, inteligentes
e criativas.
10:45am - 11:15am
Beliefs, Motivations and Identities of English Learners
Bruna de Oliveira
Universidade Federal de Viosa, Brazil; brunamdeo@hotmail.com
Different studies (Andrade, 2004; Barcelona, 2006, 2008; Coelho, 2005;
Lima & Candido-Ribeiro, 2014 Zolnier, 2007) have investigated the common
beliefs about English learning in regular schools, bringing interesting
information on the beliefs of students in regular schools. However, these
studies have not investigated the relationship between beliefs, motivations
and identities of private school students. This paper reports on a study
which aimed at filling this gap based on the close the relationship between
beliefs about language learning, identities (Barcelos, 2015) and motivation
(Drnyei, 2005; Drnyei & Ushioda, 2009; Drnyei & Kubanyiova, 2014) as
well as the lack of studies in the context of private schools. The general
objective was to identify the beliefs and motivations high school students
in a private school and how they related to their identities of English
users. The theoretical framework was based on studies of beliefs about
language learning (BARCELOS, 2011, 2015; PITKNEN- Huhta & NIKULA,
2014; KEHRWALD, 2013;) motivation (DRNYEI, 2005, 2008; DRNYEI &
Ushioda, 2009; DRNYEI & KUBANYIOVA, 2014; FALOUT, 2013;) imagined
communities (Murphey & JIN & LI-CHIN, 2005; OLIVEIRA & PAIVA, 2011;)
and identities (BOHN, 2005; Mastrella-DE-ANDRADE, 2007, 2011; MOITA
LOPES, 2002; Norton, 2000, 2013;). The data collection instruments were:
two questionnaires, a written narrative, visual narrative and an interview.
Data analysis followed the parameters of qualitative research by reducing
data, coding and grouping of similar units in categories that were revised
continuously (Patton, 1990, Creswell, 1998 and Guba, 1985). The results
suggested that learners beliefs were related to their motivation to learn
English as well as to their identities of English users. This motivation, in turn,
was related to their beliefs about English as a universal language and all the
benefits from that status, such as the use of English in situations outside the
school, in the media, travelling, the labor market and exchanges.
SIMPC18
Time: Thursday, 27/Jul/2017: 10:15am - 12:15pmLocation: Queluz I
Innovations and challenges in investigating learning (and teaching) in
interaction
Organizer(s): Pedro de Moraes Garcez (Federal University of Rio Grande do Sul
(UFRGS), Brazil)
This symposium brings together current perspectives on epistemic relations
and the production of knowledge in talk-in-interaction. The four papers
follow microetnographic and conversation analytic research methodologies
in the examination of data obtained through participant observation
and audiovisual recording of talk-in-interaction in a research lab and in
three different classroom settings. Abeledo and Garcez introduce their
ethnomethodological understanding of learning an additional language
through the analysis of one key interactional segment in a language lesson
in which all participants engage in repairing a participants word choice in
Spanish resulting in the categorization of her female interlocutor as possibly
male. Kanitz and Franks investigation at a research lab in an engineering
technology center shows that participants mobilized questions and
negotiated their epistemic statuses to suggest, ratify, refute and negotiate
joint solutions to problems related to research at the lab. Salimen also
investigates epistemic relations in a Portuguese-as-an-additional-language
classroom by tracking a teachers interactional moves in a method involving
formulations and understanding checks through which she and her students
accomplished the pedagogical task at hand while sustaining the students
K+ epistemic status claims. Finally, Stein and Garcez describe how Brazilian
public school students jointly constructed knowledge in group work activities
during a Science project about bacteria, all in the teachers absence, often
by asking for and offering assistance to make collective decisions. The
four papers highlight the participants joint efforts to sustain one anothers
epistemic statuses and stances as key to successful engagement in
knowledge production, and suggest that maintaining epistemic balance may
be critical to learning in interaction. By showing innovations and challenges
in investigating how learning takes place in interaction, the symposium
demonstrates the potential of classroom interaction research to benefit
language teacher education and ultimately language learners.
Details of the Symposium Papers
An ethnomethodological understanding of doing learning Spanish as an
additional language
Mara de la O Lpez Abeledo1, Pedro de Moraes Garcez2
1
, Escola Jardim do Monte (HARPA), Portugal, 2Federal University of Rio
Grande do Sul, Brazil
We introduce our own ethnomethodological understanding of learning an
additional language, based on data featuring participants focusing on words
for the construction of turns at talk and repair, segmented from a corpus of 24
hours of audiovisual recordings in Spanish language lessons in a language
school in Brazil. Multimodal sequential analyses of such segments showed
participants engaged in the local production of the very items they needed
to sustain their actions in Spanish as the preferred language of interaction.
We analyze one interactional sequence in which a participants choice of
a Spanish word may result in the categorization of her female interlocutor
as possibly male. As this is subsequently focused on as a trouble-source in
repair initiation by a non-addressed recipient, all participants get involved
in producing the accountability for such gender categorization. Common
sense categories and institutional identities are oriented to by participants,
and intelligibility of the focused word is interactionally produced. Learning
is observable in the action sequence, in which the participant responsible
for the repairable is made accountable for her action. The aggregate
analyses allowed us to describe learning as a public, emergent and
contingent intersubjective accomplishment, observable in members
interactional work to produce that accomplishment. Such interactional
work makes certain membership relations and objects of learning relevant
for the practical purposes of the activities carried out within the classroom
learning community, and implies the public and intersubjective production
of competence to participate in those activities. In light of this, we propose
that members methods for doing learning, that is, the interactional work
of participants to produce and display learning, constitutes, in and of itself,
evidence of learning, for participants as well as for analysts, therefore
dispensing with the standard SLA requirement of evidence of longitudinal
change to attest that participants are carrying out learning.
Questions, epistemic relations and knowledge production: a contribution to
teacher development
Andria Kanitz1, Ingrid Frank2
1
Instituto Federal do Rio Grande do Sul - Vacaria, Brazil, 2Universidade
Federal do Rio Grande do Sul, Brazil
Instruction in classroom talk-in-interaction is traditionally led by a participant
who displays greater epistemic authority by asking questions in order to
evaluate the answers as correct or not. As part of an increasing interest
in analyzing naturally occurring talk-in-interaction to describe alternative
practices of knowledge production in the classroom (Hewitt, 2004; Waring,
2013; Sahhstrm, 2012), this study investigates the mobilization of questions
by participants working at the cutting edge of knowledge production,
where oftentimes no one holds the answers to key questions. Following
247
six months of participant observation at a leading engineering technology
center at a major university campus in Brazil, 60 hours of audiovisual
records were generated during two weeks of intensive fieldwork. For this
presentation, we analyze a segment lasting 3 minutes and 11 seconds of talk-
in-interaction between two engineers coping with a technical glitch with the
lab mill, a problem which they had to understand and then solve. A detailed
transcript according to Jeffersonian conventions was supplemented
with video frame-grabs for multimodal sequential analysis. The analysis
shows that participants mobilized questions to implement key actions in
their joint efforts to solve the problem: they suggested, ratified, refuted
and negotiated steps toward understanding and solution. In addition, the
mobilization of questions by the participant holding a lower epistemic stance
enabled him nevertheless to demonstrate competence throughout the
interaction, since his contributions, always ratified by the more experienced
participant, were fundamental to the satisfactory resolution of the problem.
These results indicate that a less experienced participant is able to produce
new knowledge when his competence is legitimated and encouraged. We
discuss these results in light of current thought on alternative classroom
interaction and pedagogical design, i.e., student interaction during projects
from which problem situations emerge whose resolution depends on the
mobilization by participants of various interactional resources, oftentimes
questions.
Sustaining students epistemic claims through formulations in introductory
Portuguese-as-an-additional-language classroom talk-in-interaction
Paola Guimaraens Salimen
Universidade Federal do Rio Grande do Sul, Brazil
This paper reports findings of a study on formulations (Garfinkel & Sacks,
1970) as key elements in teacher talk to sustain students epistemic statuses.
Twenty hours of classroom talk-in-interaction were videotaped during
meetings of an introductory Portuguese-as-an-additional language course
offered at a Brazilian university. In order to track a teachers efforts to sustain
her students epistemic status claims (Heritage, 2012), a collection was made
of interactional segments in which student-participants initially claimed
some K+ (higher epistemic) status, but soon displayed difficulties keeping
the interactional sequence going during their performance of an ongoing
pedagogical task in lockstep with the teacher. Multimodal transcripts were
produced of eighteen such segments: sixteen of them featured formulations
by the teacher-participant to check a candidate understanding (Schegloff
et al, 1974) of what had just been said by a student-participant, and two
segments featured formulations by the teacher-participant to close topics
(Depperman, 2011). In this presentation, we analyze one occurrence
that shows the practice of formulation to check understanding and one
occurrence that shows the practice of formulation to close topics. In
both occurrences the interactional business remains focused on the
student-participants knowledge claims to accomplish an action within the
pedagogical task. We argue that formulations in understanding checks and
in topic closings in this classroom are part of a fruitful method to help students
accomplish a language learning task when implemented by the teacher to
sustain the students K+ epistemic status claims. These findings contribute
to the description of practices and actions that promote language learning
in classroom talk-in-interaction without recourse to epistemic downgrades.
Group work collaborative activities: tracing learning trajectories
throughout the accomplishment of pedagogical tasks
Fabola Stein1, Pedro de Moraes Garcez2
Universidade Federal do Rio Grande do Sul, Brazil, 2Federal University of
1
Rio Grande do Sul, Brazil
The objective of this microethnographic work is to describe how
students jointly construct knowledge in group work activities during
the accomplishment of pedagogical tasks in a Brazilian public school
classroom. Aligning with studies that understand learning as locally
contingent interactional work (Abeledo, 2009; Sahlstrm, 2011), this paper
presents the development of a knowledge object over time within a learning
trajectory (Melander, 2009). Participant observation was carried out at an
elementary school which has developed its own political and pedagogical
program that is intent on fostering intense critical participation and group
work (Schulz, 2007; Stein, 2014). Detailed fieldnotes were produced, and
audiovisual records were made of naturally occurring classroom interaction.
Records of talk-in-interaction were segmented, transcribed and submitted
to sequential analysis according to conversation analysis. Three talk-in-
interaction excerpts are examined here featuring a small group of students
engaged in a Science project about bacteria. By tracing a topic the result
of a bacteria growing experiment conducted by them it is possible to show
how the participants understandings change throughout their participation
in collaborative activities. Students found their own ways of investigating
situated learning contents and of working on that intensively with their
peers in the teachers absence. In contrast with actions commonly found
in traditional classrooms, such as evaluation and correction, pedagogical
practices in collaborative group work ensured the negotiation of symmetric
epistemic statuses and often featured asking and offering assistance, and
making collective decisions. In addition, the analysis suggests that the
problem-based nature of task design contributed to promoting situated
knowledge objects. Implications of these findings about group work
participant frameworks are discussed in light of sociocultural studies (Hewitt,
2004; Stahl 2009).
SIMPC5
Time: Thursday, 27/Jul/2017: 10:15am - 12:15pmLocation: Queluz II
Innovations and challenges in Applied Linguistics and Learner Autonomy
Organizer(s): Christine Nicolaides (UFRJ), Walkyria Magno Silva (UFPA)
Autonomy in the language learning field has come of age after at least
three decades of research and publications since the original concept
was proposed by Henri Holec as the ability to take charge of ones
learning (Holec, 1981, p.3). In the 21st century it seems easier than ever
to learn languages through ubiquitous media resources. However, not
everyone has the ability to learn in this way and some learners are not
used to the idea of becoming the agents of their own learning processes.
To face new challenges in the Applied Linguistics field new data by
means of various research approached have been developed and these
developments (both the pedagogy needed for dealing with open learning
and the swift in teachers, advisers and learners role) require new areas
of expertise. Therefore, this symposium aims to discuss the state-of-the-
art of autonomy studies in different places of the world, bringing together
different views of the interconnected processes involved in assuming
autonomous beliefs, attitudes and behaviors for learning an additional
language. Beside technological resources, human relations and power
issues in teaching and learning contexts will be addressed. Autonomy,
after all, needs to be exerted in contexts permeated with peoples ideas
and feelings and that differ in the impact of a range of individual and
sociocultural factors. As relevant as technology, teacher autonomy and its
relation with language polices in which language teachers are expected
to exercise agency and empower themselves, will be addressed. In this
same line of thought, the role of teachers and language advisors in the
development of their students autonomy in the post-modern world will
also be considered in this symposium.
Details of the Symposium Papers
The Internet of Things: Implications for Learning Beyond the Classroom
Hayo Reinders1, Zina Romova2
Anaheim University, USA and Unitec, New Zealand, 2Unitec Institute of
1 and discuss some of the key skills used in advising sessions. In particular, it
Technology, New Zealand
It is estimated that by 2020 there will be over 50 billion connected devices.
This will go beyond cellphones and computers, to include objects such as
cars, household appliances, and as the technology improves clothes,
248
utensils and all manner of everyday items. What does this have to do with
language learning? As with computers and mobile technologies, the
implications and uses of these developments for educators and learners
may not be obvious, but they are likely to be significant. In this talk
I will describe the Internet of Things from a pedagogical point of view,
give some examples of emerging implementations and research, and
propose three areas of potential impact on our field clustered around
affordances relating to mobility, augmentation and ubiquity. I will conclude
by identifying possible benefits and drawbacks for teachers and learners,
in particular for supporting learning beyond the classroom and its impact
on the development of learner autonomy.
Teacher autonomy: From the promotion of independent learning to the critical
appropriation of language policies
Jaime Usma
Universidad de Antioquia, Colombia
At times of the adoption of imported reforms and imposed language
education policies across countries, language educators are called to
transform their classroom practices and institutional policies and programs
in response to these external pressures and regulations. In this transition,
some educational actors decide to adopt the new regulations with little
adaptation to their contextual realities and challenges, while others exercise
their professional autonomy and engage in the critical appropriation of
reforms according to the specific needs, preferences, and possibilities of
their educational communities (Garca; Menken, 2010; Usma, 2015). This
evolution represents a challenge to concepts such as teacher autonomy,
introduced in our field in connection with student autonomy (LITTLE,
1995) and conventionally associated to the promotion of autonomous
learning (THAVENIUS, 1999). In this new scenario, the analysis of teacher
autonomy incorporates the analysis of the personal, political, institutional
and environmental factors that interact, and quite often times interfere
with the possibility for teachers to exercise control over school matters
(USMA 2007). Inspired by this realization, this presentation elaborates
on the way teacher autonomy can be investigated from a critical socio
cultural perspective in which teachers, more than language instructors, are
conceived as policymakers (Ball, 1998, 2007; Davis, 2014; Garca; Menken,
2010; Hart, 2002; Hornberger; Johnson, 2007; Levinson, Sutton; Winstead,
2009; Ricento; Hornberger, 1996; Shohamy, 2006; Spolsky, 2004; Steiner-
Khamsi, 2000, 2004; Sutton; Levinson, 2001; Tochon, 2015; Usma, 2009,
2015). From this perspective, teachers exercise their autonomy and agency
as they read, interpret and appropriate language education discourses and
policies according to the social, political, economic, cultural and educational
context of their educational communities and the benefit of their learners
and school stakeholders. This presentation elaborates in this concept and
how it is being applied in different studies in Colombia.
Advising for language learning: the role of reflective dialogues
Marina Mozzon McPherson
University of Hull, UK
Advising in language learning focuses on the process of learning an
additional language. Universities have gradually been incorporating this
approach to fostering autonomy and it manifests itself, inter-alia, in a specific
role and service increasingly present in self-access centers. Through
dialogue and using appropriate techniques, advisers engage advisees in
a reflective conversation (Harri-Augstein; Thomas, 1991) in order to achieve
their learning goals and successfully manage the process. This presentation
will consider past and recent research into practices of advising for language
learning (Mynard; Carson 2012; Mozzon-McPherson 2012; 2013), describe,
will examine the pedagogic power of the language used by trained advisers
and compare these skills to those used in other practices where mediation
is central. The context for this study is not the classroom or other structured
forms of learning (e.g. accredited tandem) but a self-access center. The
participants of the study are language learners and language learning
advisers. The latter have no formal teaching relations with the learners
and their expertise as linguists and pedagogues is shifted to language and
learning culture mediation. Learning conversations in an advising session
are generally designed to help language learners to 1) reflect on their
experience with a language learning situation, need or problem; 2) select
information from a variety of sources; 3) consider options and decide on
a course of action; 4) plan, implement and finally review the agreed set of
actions. The focus of this presentation will be on the advisers intentional use
of specific language structures to elicit learners self-reflection and gradually
develop their way to self-manage learning. This approach positions the
work of language learning advisers at the heart of the learner autonomy
debate (Kato; Mynard 2015).
How language advisers perceive themselves: exploring a new role through
narratives
Maria Giovanna Tassinari
Freie Universitt Berlin, Germany
Language advising has been introduced in the 1970s as a support for learners
involved in self-directed learning. In advising settings, an adviser helps a
learner to organize and reflect on their learning process either in individual
face-to-face sessions or as an email exchange. In the last two decades,
language advisers are increasingly represented in self-access centres,
schools and other institutional settings. Although various principles and
practices of language advising have been explored in depth, less research
exists on how language advisers perceive themselves and their role, what
challenges they face in training and every day practice, and what are their
needs in terms of becoming recognized within the institution, of further
training, and of sharing experiences. A crucial issue for language advisers
is their educational background and their training as advisers. Since there
are few formal education programs for language advising, some advisers
may have been trained as counsellors or as systemic coaches and therefore
bring varying expertise in their professional activity. In addition, since many
advisers also work as teachers, another issue is how they perceive the
difference between their role as advisers and their role as teachers; and
how the skills they develop as advisers transform the way they teach. This
study makes use of the methodology of narrative inquiry, which is already
established in the research field of language teaching and learning and
allows a deeper understanding of how individuals construct their personal,
social and professional identity. Based on the analysis of written narratives
of language advisers in various contexts in Europe and worldwide, this study
aims at illustrating the variety of advisers profiles and self-perceptions, and
at identifying needs and paths for their further professional development.
S68
Time: Thursday, 27/Jul/2017: 10:15am - 12:15pmLocation: Queluz IV
Aquisio de primeira lngua e necessidades especiais
Organizer(s): rica Aparecida Garrutti-Loureno (Universidade Federal de So
Paulo)
Com o paradigma da incluso que preconiza, sobretudo, a igualdade de
oportunidades educacionais, h de se avaliar e propor polticas pblicas e
prticas escolares que considerem a diversidade de seu alunado. Nesse
sentido, este simpsio se volta para o conhecimento de particularidades
da aquisio de primeira lngua por alunos surdos e com dificuldades de
aprendizagem e da atuao colaborativa entre professores. Pretende
discutir resultados de trs estudos em andamento que investigam: (1)
contribuies da ao de contar histrias, no processo de ensino de
primeira lngua, a Libras, para turmas de Educao Infantil e do ciclo de
alfabetizao, em uma escola de orientao bilngue para alunos surdos;
(2) dificuldades de aprendizagem de leitura e de produo textual em
249
Lngua Portuguesa de alunos dos 6 e 7 anos do Ensino Fundamental
e possibilidades de interveno no ensino-aprendizado; e (3) como a
pesquisa crtica colaborativa pode contribuir na investigao da linguagem
inclusiva que permeia a formao de professores. Fundamentando-se na
teoria scio-histrico-cultural, de Vygotsky, o primeiro estudo etnogrfico
e segue o paradigma interpretativista-crtico, realizando-se por meio de
observaes em salas bilngue(s) de Ensino Fundamental para surdos,
do municpio de So Paulo. O segundo, tambm etnogrfico, delineia-se
como pesquisa-ao colaborativa e se realiza em duas turmas de alunos,
com observao do desempenho deles em aulas que contemplam leituras
de diferentes gneros textuais adequados idade dos participantes e
proposio de atividades de produo textual, mediante a discusso de
atividades realizadas e estudo de textos tericos com os professores
e coordenao pedaggica. O terceiro rene e analisa investigaes
com base em Magalhes, Fidaldo e Liberari (2000/2013) que discutam
a argumentao colaborativa no contexto da educao inclusiva - Lei
Brasileira de Incluso Lei 13.146./15. Os trabalhos que compem este
simpsio possibilitaro discusses sobre aquisio de primeira lngua,
especificamente da Libras e do Portugus, e do fortalecimento de relaes
colaborativas entre os profissionais da educao.
Details of the Symposium Papers
Dificuldades de aprendizagem em Lngua Portuguesa: uma pesquisa-ao
colaborativa
Claudio Ado dos Santos
Universidade Federal de So Paulo
Por meio de estudos de casos etnogrficos, a presente pesquisa busca
identificar dificuldades de aprendizagem de leitura e de produo textual
em Lngua Portuguesa de alunos dos 6 e 7 anos do Ensino Fundamental,
bem como contribuir com o processo de ensino-aprendizagem. Aps
pesquisa bibliogrfica e incio de atividades de campo, foi detalhado objeto
de nossa pesquisa e de reflexo, embora j tivssemos traado como
objetivos gerais, a investigao das dificuldades de aprendizagem nos
anos finais do Ensino Fundamental, a atuao docente como prtica social,
a contribuio deste projeto de pesquisa com a formao dos envolvidos
e estmulo da interao entre os atores (coordenao pedaggica,
professores de Lngua Portuguesa, alunos e pesquisador) para superar as
dificuldades de aprendizagem de uma situao inicial apresentada. Para
alcanar estes objetivos, adotamos a pesquisa-ao colaborativa com duas
turmas de alunos uma de 6 ano e a outra de 7 ano, com observao
do desempenho deles em aulas que contemplavam leituras de diferentes
gneros textuais adequados idade dos participantes e foi proposta
uma atividade de produo textual, mediante a discusso de atividades
aplicadas e estudo de textos tericos com os professores e coordenao
pedaggica. Os resultados parciais revelam que a maioria dos alunos
apresentam mais dificuldades para escrever e menos dificuldades para ler.
Portanto, nos prximos momentos da pesquisa sero elaboradas atividades
buscando sanar as dificuldades de aprendizagem com foco maior na
escrita e buscaremos tambm compreender melhor a realidade do espao
de interveno e de investigao. Os primeiros resultados analisados
na pesquisa foram positivos e demonstraram a importncia de realizar a
investigao com base na Pesquisa-Ao Colaborativa.
A linguagem como instrumento de organizao para o pensamento crtico-
reflexivo na formao de professores
Eliane Pereira Domingues da Silva
Universidade Federal de So Paulo
Esta pesquisa tem por objetivo discutir como a pesquisa crtica colaborativa
pode contribuir na investigao da linguagem inclusiva que permeia a
formao de professores. Pretendemos abordar as polticas pblicas que
prescrevem o trabalho educacional na perspectiva da educao inclusiva.
A formao de professores um assunto pertinente e relevante, pois na
sociedade atual h urgncia no fortalecimento da profisso docente. Tal
fato se deve especificamente pela demanda crescente de formao
complexa, na qual o conhecimento e a transposio paradigmtica entre
o que se aprende e o que se ensina esto cada vez mais questionados.
(Ferreira, 2014). Neste contexto, as atuais polticas e prticas relativas
a incluso, tem provocado diferentes compreenses e usos do termo
educao inclusiva. Armstrong (2000), enfatiza a importncia de reflexes
conceituais sobre educao inclusiva e sugerem o cuidado quanto aos
riscos de generalizaes e mau uso desse termo em voga atualmente. A
pesquisa crtica colaborativa (Magalhes, 2003), visa construir um espao
colaborativo que propicie a reflexo crtica dos professores da sua prpria
prtica pedaggica, abordando as expectativas, os impactos e as reflexes
vivenciadas pelos professores (Fidalgo e Magalhes, 2010). Como aponta
Magalhes (2011), a linguagem da argumentao que cria a possibilidade
de relaes colaborativas na produo compartilhada de significados.
Prope-se, assim, reunir estudos que discutam a argumentao colaborativa
no contexto da educao inclusiva, no sentido em que as relaes entre
os participantes na produo de conhecimento nos contextos escolares,
estejam apoiadas em organizaes de linguagem que criem possibilidades
de constituio de sujeitos crticos e colaborativos na perspectiva da
educao inclusiva.
A contao de histrias no processo de ensino de L1 para crianas surdas.
Jaqueline Gomes de Souza
Universidade Federal de So Paulo
O presente trabalho tem por objetivo investigar como a ao de contar
histrias, durante processo de ensino de primeira lngua (L1) para turmas
de Educao Infantil e do Ciclo de Alfabetizao, em uma escola de
orientao bilngue para alunos surdos, pode atuar na intermediao dos
conceitos espontneos: referentes ao que a criana aprende em seu
cotidiano e utiliza, geralmente, de forma inconsciente; e dos conceitos
cientficos, que se organizam atravs das interrelaes feitas de maneira
consciente, adquiridos, geralmente, com auxlio do professor, presentes na
obra de Vygotsky, 1991.O municpio de So Paulo, lcus de anlise deste
trabalho, atravs do Decreto 52.785 de 10 de Novembro de 2011, instituiu
as Escolas Municipais de Educao Bilngue para Surdos (EMEBS), cujas
lnguas de instruo so a Lngua Brasileira de Sinais LIBRAS (L1) e a
Lngua Portuguesa na modalidade escrita (L2). Para atingir os objetivos, a
investigao se fundamenta na teoria scio-histrico-cultural de Vygotsky
(1924/1997). No tocante produo dos dados, trata-se de um trabalho
etnogrfico, realizado atravs de filmagens, a fim de que a pesquisa tenha
um registro concreto e sustente seu carter de confiabilidade. A escolha
metodolgica insere-se paradigma interpretativista-crtico (Fidalgo, 2006),
por considerar que as demandas nas relaes entre humanos e com o
meio, assim como as resolues diante das provocaes epistemolgicas
suscitadas no so dadas como encerradas, mas sim (r)estruturadas durante
todo o processo do trabalho. A pesquisa encontra-se em andamento e
a hiptese levantada que a ao de contar histrias, por professores
proficientes em lngua de sinais, no processo de ensino de primeira lngua,
pode constituir-se em um elemento importante na experincia pedaggica
das crianas surdas, capaz de intermediar os conceitos espontneos e
cientficos e, assim, favorecer a aprendizagem-e-desenvolvimento.
S110
Time: Thursday, 27/Jul/2017: 10:15am - 12:15pmLocation: Queluz V
Prticas de letramentos digitais em diferentes contextos: em uma comunidade
quilombola e na universidade
Organizer(s): Elizabeth Guzzo de Almeida (UFMG)
As inovaes tecnolgicas influenciam sobremaneira as atividades
cotidianas das pessoas. E com a linguagem no diferente, uma vez que
as prticas de escrita e de leitura tm sido impactadas e transformadas
250
pelas tecnologias recentes. Nesse sentido, o presente simpsio rene
trs pesquisas que discutem prticas de letramentos mediadas pelas
tecnologias digitais. O primeiro trabalho apresenta as prticas de leitura e
escrita integrando o uso do computador e da internet por jovens em um
telecentro de uma comunidade quilombola e analisa os significados e as
finalidades que alunos de um curso de incluso digital conferem a essas
prticas no contexto digital. O segundo analisa um evento de letramento
digital em lngua adicional (espanhol) no estgio supervisionado de
espanhol no qual houve a produo textual de quartas capas em um editor
de texto explorando a multimodalidade. O terceiro investiga os significados
da escrita acadmica em um curso de especializao na rede social
Facebook tomada como um ambiente virtual de aprendizagem. Estes trs
trabalhos adotam como abordagem metodolgica a perspectiva etnogrfica
mais centrada no estudo de aspectos particulares do cotidiano de prticas
culturais de um grupo social, tais como as prticas de letramento (Street,
2010). Os resultados dessas pesquisas apontam aspectos relevantes
sobre as prticas da leitura e da escrita mediadas pelo computador na
comunidade quilombola e na universidade, a saber: significados e usos dos
letramentos locais, aspectos sobre a ressignificao da incluso digital, a
interao do letramento digital com outros letramentos, os significados da
escrita na rede social e reflexes sobre as concepes de letramento que
orientam cursos de formao continuada
Details of the Symposium Papers
Prticas de letramento no contexto digital: um estudo etnogrfico em uma
comunidade quilombola
Maria Jacy Maia Velloso
Unimontes
Nesta apresentao, discutiremos questes relativas aos impactos das novas
tecnologias na vida dos indivduos e as consequncias culturais e sociais da
propagao de novos recursos tecnolgicos digitais para a sociedade como
um todo. Tal discusso ser apoiada em estudo etnogrfico de prticas de
leitura e de escrita no uso do computador e da internet, em um telecentro de
uma comunidade quilombola, situada ao norte de Minas Gerais/Brasil. Neste
estudo, investigamos como jovens dessa comunidade quilombola integraram
Tecnologias Digitais de Informao e Comunicao (TDIC) ao seu cotidiano,
medida que frequentavam o curso de incluso digital no telecentro,
construdo nessa comunidade, como parte do programa de Incluso Digital
do Governo Federal. Assim, tomando por objeto de estudo o telecentro
analisamos os significados e as finalidades que alunos de um curso de
incluso digital da comunidade quilombola conferem s prticas de leitura
e de escrita no uso do computador sob a tica das contribuies dos Novos
Estudos do Letramento NLS (STREET, 1984, 2003) e, ainda, dos estudos
sobre a anlise multimodal do letramento (KRESS, 2003; STREET, B. et al.,
2009; JEWITT, 2009). A partir de uma perspectiva etnogrfica, examinamos
como as prticas de letramento se instauraram em tal contexto, observando
quem eram os sujeitos que usavam o computador na comunidade, que
aes passaram a executar e as interaes que se estabeleceram com a
implantao do telecentro em sua comunidade. A anlise tornou visvel
como, quando, onde e para que fins os membros da comunidade quilombola
utilizaram as novas tecnologias e os significados desses usos associados s
prticas de letramento locais. Ademais, apresentaremos as evidncias de
como as prticas de leitura e de escrita do curso de incluso digital foram
localmente ressignificadas e redirecionadas.
Letramentos digitais e multimodalidade na formao de professores de
espanhol: produo textual em lngua adicional
Elizabeth Guzzo de Almeida
FaE/UFMG
Neste trabalho, examinaremos prticas de letramento que envolvem
tecnologias digitais em processos de formao de professores de espanhol.
Para isso, descreveremos e analisaremos formas de participao de alunas
em um evento de letramento digital denominado Oficina da quarta capa
e dos elementos multimodais envolvidos na produo textual do gnero
quarta capa em espanhol com um editor de texto. Esta anlise integra uma
pesquisa mais ampla, na qual foi explorada uma abordagem etnogrfica
no desenvolvimento da observao e participao em uma turma do curso
de Letras de uma universidade pblica brasileira. As atividades desta
Oficina foram desenvolvidas na disciplina do Estgio Supervisionado de
Espanhol em cenrios diferentes, a saber: na sala de aula da universidade,
no laboratrio de informtica e na plataforma virtual de aprendizagem,
o TelEduc, revezando nas modalidades presencial e on-line. Para esta
apresentao, focalizaremos registros feitos pelos participantes do grupo
observado na plataforma TelEduc e em dirios reflexivos e valemo-nos dos
conceitos de traos das comunidades locais de prtica e das sintonizaes
para propiciamentos e restries de Greeno (1998), para compreender
a participao e as aprendizagens das professoras em pr-servio.
Como resultado, foi possvel demonstrar como as alunas incorporavam,
nas produes da quarta capa, os conhecimentos que elas possuam
de outros lugares, como da literatura, de usos de recursos internet, da
Lngua Espanhola. Dessa forma, evidenciamos que o letramento digital
no isolado, mas interage com outras prticas de leitura e escrita, e com
experincias que as alunas tm em outros espaos sociais.
Significados da escrita acadmica num evento de letramento digital no
Facebook
Raquel Aparecida Soares Reis Franco
IFMG
No Brasil, no mbito acadmico, identificamos diversos cursos de
especializao em nvel de ps-graduao lato sensu voltados para
prossionais que atuam como professores e especialistas educacionais
nos mais diferentes nveis de ensino. A expectativa a de que a formao
continuada desses prossionais ter decorrncias para o desenvolvimento
de prticas de escrita nos espaos institucionais em que atuam. Isso nos
leva a entender a necessidade de analisar como e para que se escreve
em cursos de especializao voltados para educadores. A partir de uma
perspectiva social do letramento (LEA; STREET, 1998; LILLIS; SCOTT, 2007)
e sob o vis da perspectiva etnogrfica (HEATH, 1982; STREET, 2003;
CASTANHEIRA, 2004; GREEN; DIXON; ZAHARLIC, 2002), analisamos, neste
artigo as prticas de letramentos acadmico ocorridas no Facebook, tomado
como Ambiente Virtual de Aprendizagem, de um curso de especializao
da regio metropolitana de Belo Horizonte, denominado Linguagem e
Tecnologia. Buscamos, dessa forma, compreender os signicados da
escrita acadmica num evento de letramento digital ocorrido no feed de
notcias do Facebook, nomeado, neste texto, frum de discusso. Pudemos
perceber pelos resultados deste trabalho que os significados da escrita para
os participantes constituem o que foi denominado de modelo autnomo
de letramento (STREET, 1984), evidenciando, dessa forma, a natureza tensa
e conflituosa nas interaes mediadas pela escrita no ambiente virtual
de aprendizagem do curso de especializao em estudo. Alm disso,
demonstramos a necessidade de se refletir, tomando como referncia o
modelo ideolgico de letramento (STREET, 1984), sobre as concepes de
letramento que orientam os cursos de formao continuada.
S111
Time: Thursday, 27/Jul/2017: 10:15am - 12:15pmLocation: Queluz VI
Rounds of Conversation and psychoanalysis applied to research with
language teachers
Organizer(s): Maralice de Souza Neves (UFMG, Brazil)
The round of conversation as an instrument of data collection and
intervention-research with teachers and students in schools is largely used
in Freud-Lacans clinical psychoanalysis applied to education in France and
Brazil. This methodological orientation has been adapted to the context
251
of EFL teachers in a continuing education (CE) project, depending on the
intended aim. The objective of this symposium is to show this methodology
and its possible variations, but aiming at the teacher to talk about their
complaints and difficulties in dealing with their own and their students
subjectivities in foreign language classes. It applies specifically to the
singular positions taken when participants face challenges. Gisele Loures
presents the pedagogical round, created for her PhD research, which
provided data for analysis of the transferential bond between the researcher
and one of the teachers taking part in the rounds. Arabela Franco presents
the conversational rounds, another means of data collection for her
Masters research on bilingualism. Those rounds made it possible for her to
problematize subjective positions taken by the participants in the way they
represented themselves as bilingual in both Portuguese and English. She
highlights one of the participants responses. Natlia Leite presents her PhD
research project where the rounds of conversation provide data on high-
school teachers talking about their distress and grief. In psychoanalysis
such affects are taken as symptoms that, precisely for being painful, the
subject uncounsciously enjoys and hardly ever wants to get rid of. Having to
talk about ones discomfort may shift subjective positions. Finally, Maralice
Neves presents a research project in which the rounds of conversation
are used with several groups of junior high and high school EFL teachers
from several places in Minas Gerais state, Brazil. This methodology aims at
questioning, in the teachers complaints, what their most singular answers
are to the normative ideals and social identifications that lead them to
seeing only specific outputs for their impasses which ends up in being a way
to divert them from pursuing their inner desire. By inquiring the signifiers that
represent candied truths, it makes possible for meanings to slide towards
other way-outs.
Details of the Symposium Papers
Pedagogical rounds as a tool of maneuver of transference in EFL teachers
continuing education
Gisele Fernandes Loures
IFAL, Brazil
This paper reports the transferential bond as a means to support the
work of elaboration through which training and learning processes are
constructed. It is based on a research conducted within the scope of
Applied Linguistics while following the theoretical orientation of Freudian-
Lacanian psychoanalysis. It postulates the existence of a relationship
between the maneuvers of this transferenctial bond and the subjective shifts
achieved by a foreign language teacher (EFL) in continuing education (CE).
The interventions made by the researcher-trainer in her relationship with
Marcella, an elementary public school EFL teacher in Brazil, were the object
of this study. The selection of the maneuvers for analysis respected the liaison
established between the researcher-trainer and Marcella. The locus of the
research was an EFLCE project, ContinuAO Colaborativa (ConCol),held
at Faculdade de Letras of Universidade Federal de Minas Gerais. The
data for analysis were obtained from ConCol activities and discussions in
Pedagogical Rounds, and from the observation of Marcellas classes. This
data were recorded in audio and video. The researcher-trainer also used
a clinical diary, emails, and texts. The data analysis sought to answer the
following questions: i) What maneuvers by the trainer may result in this EFL
teachers taking responsibility for her continuing education? ii) What are the
effects of the maneuvers under transference between the participants in
EFLCE? The methodology was based on psychoanalytic research, which
made possible to build the case and draft a metapsychological essay. As a
result, this investigation revealed that the researcher-trainers maneuver of
the transference caused changes in the liaison established, which led to a
change in the position that the teacher took in her training and practice. In
this case, Marcella gave up her position of inertia and self-annulment and
took responsibility for her training and her teaching practice.
 To be AND not to be: A psychoanalytical approach to Bilingualism
Arabela V.S.S. Franco
UFMG, Brazil
Observing how each human subject is discursively inscribed as a bilingual
subject was the main purpose of this research, taken into consideration the
psychoanalytical presupposition that it is within the discourses, i.e. in the
relation between the subject and the Other, that the subject will emerge. The
corpus for this research was collected by using the Conversational Round
(CR) methodology and the analysis of the utterances were made according
to Lacans signifier theory and his theory of the four discourses. Some
utterances produced by a teacher concerning the issue of bilingualism are
shown, highlighting its relationship with her speaking and writing skills in
English. Each CR had its own format, and they were designed accordingly to
the groups demands. Some of their traits were the possibility switching from
English to Portuguese, coloring, watching videos, and taking a language
test. The purpose of such methodology is to allow the emergence of new
signifiers through a collectivized free association. I could notice some turns
in her discursive positions, but I have not noticed any expressive subjective
changes in relation to her position as a bilingual subject, or in relation to
her productive skills in English. The main result of this research was to
realize that the definition of a bilingual subject goes beyond the uniqueness
of each subject, since every discursive turn the subject takes might
determine whether they consider themselves bilingual or not. Therefore,
any attempt to signify the subject will be as evanescent as their positions
within the discourses. This research might contribute to studies that take into
consideration the impossible when dealing with languages and the singular
way of each individual to deal with their division.
EFL teachersmental suffering in Brazil: analyzing subjective positions
Natlia Costa Leite
UFMG/CEFET, Brazil
The current study aims to investigate EFL teachers mental suffering in
Brazil under the support of psychoanalysis and discourse studies. Teachers
depreciation is a recurring topic in the media and in many teachers lounges
over the country. Several studies, in many different areas, have addressed
the subject seeking to investigate causes and possible solutions to the
widespread complaints. These studies often present alarming numbers of
professional dissatisfaction. Teachers say they are exhausted, burned out
and in many situations they get sick (mentally and physically), and therefore,
have to ask for sick leaves. Compared to other professions, teaching
presents the highest rates of absenteeism at work in Brazil. Therefore,
this research focuses on teachers and what they say about their position
as teachers of English. Instigated by the numbers presented in many
researches and by the discursive construction of teachers suffering found in
the media, in schools and in the social representation, we question whether
there is something beyond this repetition that can surpass the limits of
interpretation offered by the common sense that may say more about ones
truth. In order to understand this singular relation built between the subject
and his/her career some questions emerge: What is there in the Brazilian
discursive system that produces such conflictual relationships? Could the
Brazilian school institution be considered a social symptom? Through the
contributions of psychoanalysis applied to education, we expect that some
of our findings shed new light on the issue of teachers mental suffering.
Awareness raising: what does it demand?
Maralice de Souza Neves
UFMG, Brazil
A partnership recently established between our extra-mural project of
EFL teachers in a continuing education project at UFMG and the state of
Minas Gerais (Brasil) Education Department is starting to promote biannual
live events in 2016, where there is room for the language teacher to raise
awareness on what might be involved in their situations of failure. The
round of conversation as an instrument of data collection and intervention-
research with the teachers and some of their students is being adopted
to listen to what they say about their distresses. The methodology used
is the questioning, in the teachers and students complaints, of what their
most singular answers are to their impasses. The conversations should take
place during one and a half hour in the school setting or at a place chosen
252
by the participants with groups of about 20 participants at a time. The aim
is to have participants utter what comes to their mind in free association,
and questions can be raised to elicit exchanges with the others. Special
attention for analysis is given to expressions of the unconscious such as
misunderstandings, slips of the tongues and the ambiguity of words at play.
The procedure is interpretative, of psychoanalytical basis and consisting of
selecting striking signifiers in the string of dissatisfaction that may indicate
symptoms within the participants discourse. These signifiers are cast back
to the group as questions or as beacons to shake ready-made discourses so
as to loosen identifications. This procedure is what conforms conversation
to intervention. Each round of conversation is unique, and so are its results
and conclusions. One cannot preview the direction taken by the slide of
signifiers; therefore, results and conclusions of one of the rounds will be
presented in this session.
S112
Time: Thursday, 27/Jul/2017: 10:15am - 12:15pmLocation: Queluz VII
Transnational Issues in Language Politics: policies of internationalization and
language education in Brazil
Organizer(s): Lynn Mario Menezes de Souza (Universidade de So Paulo, Brazil)
In neoliberal epistemologies (Knight 2011, 2014) internationalization is often
understood as a profitable alternative created and operated by governments
and institutions to attend to the requirements of globalization (Altbach, 2004).
Within this framework, some argue that the concept of globalization refers
to a recent phenomenon, multifaceted and problematic, going far beyond
the initial concept of student mobility (Wachter, 2008; Witt, 2011). Others
emphasize the complexity and extreme variability of effects of international
policies on global universities; most believe that the ultimate goal of all is
to contribute to an interconnected world and knowledge exchange (Knight,
2008). On the other hand, Alperin (2013) draws attention to the fact that,
in the current context of neoliberalism and its emphasis on unrestricted
competition, Brazilian universities show little interest in competition. We
contend that internationalization policies in Brazil are based on other issues
and not primarily on competition. Drawing on postcolonial and decolonial
studies, this symposium will raise and discuss some of these issues.
In Strategically Articulating Entanglement: issues in internationalization
policy in Higher Education in Brazil Lynn Mario T. Menezes de Souza looks
at epistemological entanglement in policies of internationalization in Brazil.
In Problematizing current - and introducing alternative - approaches to
the internationalization of Higher Education, Elisa So Thiago discusses
the concept of principled internationalization in the policies of an
internationalized public university in Brazil. In English as a medium of
discussion in Brazilian Higher Education, Clarissa Menezes Jordo
discusses the epistemological issues involved in the concept of the use of
EFL as a medium of discussion rather than as a medium of instruction. In
Challenging the neoliberal project of Higher Education: internationalization
by raising ethical issues of language education Juliana Zeggio Martinez
critically discusses the results of a project examining the ethical issues
raised in a policy of internationalization at a public university in Brazil.
Details of the Symposium Papers
Problematizing Current and Introducing Alternative Approaches to the
Internationalization of Higher Education
Elisa Maria So Thiago
CAPES/MEC, Brazil
This paper corroborates the idea that the majority of internationalization
of higher education (HE) initiatives, especially those that originate in the
so-called Global North, are premised within the modern/colonial global
imaginary. More specifically, it problematizes the dominant geo-politics
of power and knowledge production in HE, particularly in what concerns
the uneven South-North flow of international students. As a counterpoint,
however, it turns to approaches that contest and pose alternative, more
ethical propositions to internationalization of higher education. It proposes
to rethink international education with a focus on ethics and solidarity and
to move discussions about the relevance and role of higher education
beyond what is currently imaginable. In order to illustrate these approaches,
firstly, it reviews the concept of principled internationalization outlined in
the Accord on Internationalization published by the Association of Canadian
Deans of Education in 2014. Secondly, it outlines the project of the University
for the Integration of Latin America (UNILA), focusing on its innovative
internationalization policies and pedagogical practices and contextualizing it
within Brazil`s history of internationalization initiatives. In conclusion, it shows
that UNILA poses important challenges to the global imaginary, creating
opportunities for scholars and practitioners alike to ask new questions about
internationalization of higher education.
English as a medium of discussion in Brazilian Higher Education
Clarissa Menezes Jordo
Universidade Federal do Paran, Brazil
In the context of internationalization of higher education, the English
language can be a burden to scholars and students who do not feel this
language belongs to them. When learning English as a foreign language in
a country such as Brazil, where the national language is Portuguese (also
the first language of most of the population), such a burden easily becomes
a tool of colonization colonization both of mouths and minds. In Brazilian
higher education, attempts to use English as a medium of instruction have
just started, but are already creating feelings of inadequacy and contributing
to construct troubled professional identities among scholars who feel
compelled to teach in English for the sake of internationalization. This is
the scenario of this presentation, whose aim is to examine an institutional
practice established to tackle such feelings and identity constructions
from a de-colonized discursive perspective. The presentation will present
the epistemological context in which English becomes a problem, offering
a post-structuralist perspective on language as a way to decolonize the
identities of Brazilian English-speakers. It will focus on a higher education
initiative in Brazil, designed to discuss language issues with Brazilian
professors of different knowledge areas, using English as an International
Language as a medium for discussion rather than as a medium of instruction.
Challenging Neoliberal Aspects of Internationalization in Higher Education:
raising ethical issues of language education
Juliana Zeggio Martinez
Universidade Federal do Paranan, Brazil
In times of neoliberal globalization, Higher Education has been highly affected
by intensified internationalization discourses, policies, and practices. Not
only has internationalization become a buzzword, but there seems to have a
shared understanding that internationalization should not be analyzed apart
from globalization, neoliberalism, and the knowledge society. A social unrest
seems to arise among Brazilian universities and scholars who see themselves
under pressure to either internationalize their academic work and institutions
or soon disappear from the Higher Education global map. Particular policies
for evaluation, financing, standards, teacher training, curriculum, and testing
continue to grow and strongly push for homogeneous Higher Education
designs. The teaching and learning of languages, especially English, have
unquestioningly been promoted. Paradoxically, English is on the one hand
described as one of the keys to obtain success in internationalization - it is
the language tool for enhancing research publication, academic mobility,
international project partnerships, institutional visibility - and, on the other
hand, English knowledge lies in the fact that it is always insufficient in the
endless search for the internationalization pot of gold. The aim of this paper
is to scrutinize the taken-for-granted role English plays in policies, practices,
and discourses of internationalization in two Brazilian public universities.
The research is based on the premise that internationalization of Higher
Education is a neoliberal project, entrenched in the inequalities of unjust
globalization and Western colonial expansion. The findings of the research
show urgency for language concept discussions as a strategic alternative to
253
challenge the neoliberal globalization, deal with epistemic difference, and
raise ethical issues in language education.
Strategically Articulating Entanglement: issues in internationalization policy
in Higher Education in Brazil
Lynn Mario Menezes de Souza
Universidade de So Paulo, Brazil
In regard to neoliberal epistemologies, Read (2009) calls attention to the fact
that such epistemologies not only embody transformations of ideology but
also transformations in ideology through which neoliberal epistemologies
present themselves as a reality of nature. Stiegler (2014) and Brown (2015)
call attention to the apparent irrationality of such epistemologies and their
uncritical emphasis on instrumental reason. This presentation looks at the
intricacies of current internationalization policies in Higher Education in
Brazil the national Science without Borders program and that of a local
state university. It hypothesizes that in fact different epistemologies of
neoliberalism may be at play - a global one, apparently homogeneous and
comprehensive (Dardot & Laval 2012), and a local one, the product of local
political configurations; whereas the former is supposed to be based on
instrumental reason and the latter may be seen to entangle instrumental
and strategic reason producing new configurations of ideological complicity.
These local policies however, in spite of being strategically complicit, may
also become productively entangled (Probyn-Rapsey, 2007). With the
help of epistemic vigilance (Sousa Santos, 2010) this entanglement may
yet offer critical educational opportunities for producing subjects, who in
spite of having been subjected to uncritical and irrational epistemologies of
neoliberalism and attending policies of internationalization may yet be able
to intervene in and transform both.
S113
Time: Thursday, 27/Jul/2017: 10:15am - 12:15pmLocation: Venezia I
Translingual and transmodal complexity and innovation in English-language-
dominant Southern schooling
Organizer(s): Mastin Prinsloo (University of Cape Town, South Africa)
Recent paradigm shifts in the study of language and society recognize the
historical monolingual bias in research in the language disciplines as well
as the essentialist constructions of languages as autonomous, boundaried
phenomena. In the context of a pervasive monolingual, text-based English-
language bias in schooling in South Africa, Kenya and Australia settings,
the symposium papers present research that pays attention to innovation
and complexity with regard to translanguaging and transmodal semiotic
resources in schooling. Predominant Anglo-normative ideologies in South
African, Australian and Kenyan schools, along with deficit assumptions
regarding the language and literacy resources of children and youths are
variously examined in contrast with the fluid languaging and meaning-
making resources of youths and children, including those of refugee
children in Australian schools, a rural school in Kenya and urban townships in
South Africa. Varying responses are outlined in the studies presented here,
including innovative linguistic and multimodal adaptations of teachers to
the challenges of classroom learning and teaching under these demanding
conditions, as well as the perseverance of solitudes and silos in language
and literacy teaching. The research engages with prevalent models of
language and semiotics/literacy in schooling that understand these as
boundaried, standardised and autonomous phenomena that children
acquire in school and use well or imperfectly. In contrast research attention
is drawn to examples of fluidity, creativity, border-crossing and transgression
as sites where social, cultural and linguistic resources, including digital tools
are drawn on. Translanguaging and multimodal schooling practices enable
some children studied here to draw on their existing funds of knowledge
and emerging facility with multimedia, while others continue to be restrained
by the prevalent linguistic ideologies of schooling.

Details of the Symposium Papers
1. Languaging-for-learning: Opportunities presented by translingual and
transmodal practices in three learning sites
Xolisa Guzula, Carolyn McKinney, Robyn Tyler
University of Cape Town, South Africa
The understanding of language as socially, culturally, politically and
historically situated sets of resources (Heller, 2007; Blackledge and Creese,
2014; Blommaert and Rampton, 2011), and as part of a multimodal repertoire
for meaning-making is no longer novel. However, this heteroglossic view of
language has yet to make an impact on formal language education, whether
at the level of official language policy and curricula, learning materials
or recommended classroom pedagogy. We argue that the monolingual
bias results in an Anglonormative ideology in South African education
where children are expected to have or develop monolingual proficiency
in a particular variety of English. Anglonormativity positions the typical
child as linguistically and culturally deficient. In contrast, our research on
the education of bilingual children/youth and into simultaneous biliteracy
development shows children as capable and linguistically resourceful.
Drawing on their linguistic repertoires as resources (including fluid and
hybrid language practices or multilingual talk) enables them to display prior
knowledge, to participate in discussions and to grapple with concepts,
thereby developing their understanding. The use of heteroglossic language
practices also exposes children to diverse language practices which
enables them to navigate diverse worlds. We present data from three case
studies, an out of school literacy club in Khayelitsha, Cape Town, cross-
discussion between learners in a High school Science class in Khayelitsha,
and a Mathematics holiday revision programme in rural Eastern Cape. We
use the notion of translanguaging (Garcia and Li Wei, 2014) as a productive
alternative to the idea of languages in separate silos.
References
Blackledge, A. and Creese, A. (Eds) 2014. Heteroglossia as Practice and
Pedagogy. Dordrecht: Springer Netherlands
Blommaert, J and Rampton, B. 2011. Language and Superdiversity. Diversities
13(2) 1-21.
Garcia, O. and Li Wei. 2014. Translanguaging: Language, Bilingualism and
Education. Palgrave Macmillan.
Heller, M. 2007. Bilingualism: A Social Approach. Palgrave Macmillan.
2. Pre-service teachers and refugee-background learners in Australian
secondary schools
Susan Ollerhead
University of New South Wales, Australia
Despite the growing numbers of refugee-background students enrolling
in Australian secondary schools, and an official acknowledgement of their
complex support and language needs, there has been little focus on the
pedagogical changes that need to be made by teachers to accommodate
these needs. There is also little understanding of the depth and diversity of
linguistic resources and cultural funds of knowledge that refugee students
bring to Australian classrooms, and the ways in which these might enrich
classroom learning experiences for all students. Recent curriculum reform
in Australia has prioritised the need for initial teacher education programs
to explicitly address effective teaching and learning strategies for second
language learners in mainstream classrooms. To date, however, many
mainstream secondary school teachers continue to express a lack of
pedagogical language knowledge to adequately meet the language and
literacy needs of learners for whom English is an additional language. This
paper reports on a qualitative case study research project that investigates
the identity construction and practices of mainstream secondary school pre-
service teachers undergoing a practicum at an Australian secondary school
254
with a large refugee learner population. Through providing a finely grained
description of the developing pedagogical language knowledge, attitudes
and practices of the pre-service teachers over the course of their practicum,
the paper illuminates the demand for a far more focused, theoretically
informed pedagogical framework to inform the unique, complex and
multifaceted language and literacy requirements of this learner group.
References
Garca, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and
education. New York: Palgrave Macmillan.
Galguera, T. (2011). Participant structures as professional learning tasks and
the development of pedagogical language knowledge among pre-service
teachers. Teacher Education Quarterly, 38, 85-106.
Hammond, J. (2014). An Australian Perspective on Standards-Based
Education, Teacher Knowledge, and Students of English as an Additional
Language. TESOL Quarterly, 48(3), 507-532.
3. Play, performance, and digital literacies in an afterschool journalism club
in rural Kenya
Maureen Kendrick, Margaret Early
University of British Columbia, Canada
Synonymous with the 21st Century are new literacy practices that require
the ability to use and produce complex multimodal texts comprising images,
gestures, movements, music, speech, and writing across print and digital
media (Kress, 2000, 2003). With these new literacies come an increased
recognition that there are social and cultural differences in how we
communicate through visual, audio, spatial, and linguistic modalities and
that these modalities are combined in complex ways to make meaning.
How these new literacy practices are learned in under-resourced contexts
such as East Africa, however, have not been well documented. Taking
inspiration from play and culture studies (Huizinga, 1950/1955), New Literacy
Studies (NLS), multimodality, and identity work, we foreground context in an
investigation of the processes and practices that were integral to how 32
adolescent girls learned to use new digital technologies in an afterschool
journalism club in rural Kenya. During a year-long case study, we applied
ethnographic techniques to document our participants innovative ways
of blending social, cultural and linguistic resources, with newly introduced
digital tools (i.e., donated digital cameras, voice recorders, and laptops
with connectivity) in their journey to becoming young journalists. Key
findings highlight the importance of imaginative play, situated rehearsal,
appropriation, and performance as the girls publicly and privately engaged
with the roles and linguistic repertoires of musical performers, professional
journalists, and social justice advocates. We juxtapose these findings of
what is possible in an afterschool context with the learning constraints of
secondary school English classrooms.
References
Huizinga, J. (1950/1955). Homo Ludens: The Study of the Play Element in
Culture. Boston, MA: Beacon Press.
Kress, G. (2000). Multimodality. In B. Cope & M. Kalantzis (Eds.), Multiliteracies:
Literacy learning and the design of social futures London: Routledge, 182-
202.
Kress, G. (2003). Literacy in the new media age. New York: Routledge.
4. From Linguistic Dead-End to Centre Stage Translingual Innovation in
Township Teaching
Lara Krause, Mastin Prinsloo
University of Cape Town, South Africa
Schools in what have been called fragile urban settingstownships,
favelas, slums are often researched through a centre-periphery lens
which depicts them as linguistic and social dead-ends where entrenched
social inequalities are reproduced. This lens readily results in a deficit view
regarding language resources, teaching inadequacies and student failure
in these settings, where teachers are seen as speaking and endorsing
locally restricted, sub-elite varieties of standard languages. Our research,
in contrast, focuses on teacher and student creativity and flexibility in the
context of the fluid language practices of the township and in the schools
and the rigid curricula demands of the centralised and elite-oriented
schooling system. Canagarajah (2015) cautions against the assumption that
teachers and students language practices are symptomatic of their being
stuck in such fragile settings, and we consider evidence in our research
of linguistic and pedagogic complexity, creativity and innovation shown
by teachers and students in a school in Khayelitsha Cape Town, including
translingual/metrolingual (Otsuji and Pennycook, 2010) resources as well
as contrastive language analysis, in their teaching, talk and writing. Given
the fact that these so-called marginal settings constitute the sites where
most teaching and learning happens in South African and elsewhere, we
make the case for treating these practices as of central importance in
research on curriculum development in language and education, rather
than treating these sites as marginal, deviant or deficient. We examine what
such a change of research perspective implies for a revision of theoretical
resources regarding language in education.
References
Canagarajah, A. S. (2015). Negotiating mobile codes and literacies at the
contact zone: Another perspective on South African township schools. In
Language, Literacy and
Otsuji, E., & Pennycook, A. (2010). Metrolingualism: Fixity, Fluidity and
Language in Flux. International Journal of Multilingualism, 7(3), 240-254.
Symposium discussant
Virginia Zavala
Pontificia Universidad Catlica del Per, Peru
Symposium discussant
C443-446
Time: Thursday, 27/Jul/2017: 10:15am - 12:15pmLocation: Venezia II
10:15am - 10:45am
Jogos CYOA e leitura na aula de ingls: uma experincia de ensino no nordeste
Brasileiro
Jarbas Medeiros Lima Filho1, Fredy Lobo Monteiro2, Mirelly Karolinny Meireles3
1
INSTITUTO FEDERAL DE EDUCAO, CINCIA E TECNOLOGIA DA
PARABA - IFPB, Brazil; 2INSTITUTO FEDERAL DE EDUCAO, CINCIA E
TECNOLOGIA DE ALAGOAS - IFAL; 3INSTITUTO FEDERAL DE EDUCAO,
CINCIA E TECNOLOGIA DO RIO GRANDE DO NORTE - IFRN; profjarbas@
gmail.com
Apesar da lngua inglesa estar disponvel em diversas formas na vida
dos jovens brasileiros modernos (jogos de PC, seriados de TV, msicas,
aplicativos, entre outros), despertar o interesse deles para o estudo e
produo de lngua de modo autntico ainda um grande desafio para o
professor de ingls de nvel mdio em muitos contextos no Brasil. Por isso,
a presente pesquisa relata a organizao de um curso de leitura em ingls
que ocorreu em paralelo s atividades regulares da escola (contraturno)
em um campus do Instituto Federal de Educao, Cincia e Tecnologia de
uma cidade no interior do Nordeste brasileiro. A matria prima do curso foi
a utilizao de jogos CYOA (choose your own adventure) como forma de
atrair o interesse do referido pblico para a prtica de leitura e aquisio de
vocabulrio, pois esta habilidade lingustica a mais requisitada no contexto
em que os alunos se encontram (considerando as necessidades da carreira
tcnica e o ENEM). Os jogos foram conduzidos de forma individual ou em
grupos, mas sempre na forma de batalha entre os prprios participantes
255
para que o sentimento de competitividade entre eles pudesse funcionar
como um elemento catalizador de interesse em participar ativamente dos
trabalhos. Entre os jogos utilizados inclumos: o dilema do viajante, o
dilema da diviso do dinheiro, o dilema do prisioneiro, o milionrio, e
outros. Aps 12 semanas de curso, os alunos melhoraram substancialmente
o nvel de leitura em lngua inglesa deles. Os ndices e a descrio do
desenvolvimento deles sero apresentados atravs de grficos e tabelas.
Todavia, se por um lado aprimoraram o conhecimento e o vocabulrio na
modalidade escrita, por outro, o projeto tornou-lhes alunos mimados, pois
na produo de sala de aula no demonstraram qualquer interesse na
leitura e produo de textos que no lhes fossem desafiadores.
10:45am - 11:15am
Brazilian speakers of English: an attempt at teaching English as a lingua
franca
Dborah Caroline Cardoso Pereira Rorato, Tuanny Amaral
Universidade Estadual de Londrina, Brazil; deborahccp@hotmail.com
Researchers from different parts of the world have been discussing the role
of English in our globalized society (RAJAGOPALAN, 2011; JENKINS, 2009,
PILLER E CHO, 2015, MOITA-LOPES, 2008). The status of English as a Lingua
Franca provokes some consequences on the process of teaching and
learning this language. Therefore, this study aims at presenting a didactic
activity that was developed with future English teachers in a Letras course
in a State University in the South of Brazil, objecting the usage of English
by Brazilian speakers, facing the process of teaching and learning English
from a critical perspective and considering English as a lingua franca. In
addition, it will be discussed the theoretical and methodological guidance
from the discipline entitled English Phonetics and Phonology. For that
matter, we shall discuss the status of English in our society and the need of
a teachers education based on a critical perspective, the one that takes into
consideration both sides of teaching English: pride and profit (HELLER and
DUCHENE, 2012), the one that verifies and avoids the propagation of the
English as a language that minimizes and weakens the learners language-
culture (BARRY, 2011), the one that problematizes and questions discourses
that promote inequalities and pain (FREITAS and PESSOA, 2014), the one
that helps students to act and transform their worlds (LEWIS et al, 2014).
11:15am - 11:45am
Seeking a better way to motivate Japanese learners of English through
cooperative learning
Masahiro Yoshimura1, Yasunori Nishina2, Ryo Kirimura3, Tomohito Hiromori4
1
Setsunan University, Japan; 2Kobe Gakuin University, Japan; 3Ritsumeikan
University, Japan; 4Meiji University, Japan; m-yoshim@ilc.setsunan.ac.jp
Motivation issues are usually critical to the successful teaching of English
in Japan, where most students, without feeling immediate needs of using
English outside the classroom, find it difficult to have specific goals of
studying English. As a potentially powerful tool of motivation, we focused
on the idea of cooperative learning (CL), and implemented it in our English
courses at two private universities in Japan. This study shows the impact of
a project-based activity on the basis of the five components of CL offered
by Johnson, Johnson, and Holubec (2002) on student motivation in the EFL
classroom. As a teaching approach adopting the CL concept, we assigned
the students the task of making a short film in English for a period of 15
weeks . As for intervention, we first explained the concept and procedure
of how to make a short film in a group to them. The process of film-
making consisted of five stages: (1) script writing, (2) rehearsing, (3) acting
and filming, (4) editing, and (5) public showing. In each of those steps, the
students were encouraged to work together in group inside the classroom
and outside as well. The final product of the task was a thirty-minute short
film performed in English and subtitled in Japanese. Each of the films was
viewed both in class and by some audience outside the class. Before and
after the CL intervention, we conducted a pre-post questionnaire survey
to assess the effect of CL on motivation. The results showed that students
were more motivated and engaged to English learning in general and film-
making in particular by carrying out the project-based film-making task with
CL. Detailed results, educational implications and suggestions for future
research will be reported at the presentation.
11:45am - 12:15pm
The Role of Critical Thinking Instruction in Japanese University Students
Discussion in English
Jitsuko Kitsuno1, Yoko Kobayashi2, Stephen Hurling3
Tokyo Polytechnic University, Japan; 2International Christian University,
1 Peer Mentoring Second Language Teachers: A Mutually Beneficial Experience?
Japan; 3Tokyo University of Agriculture and Technology, Japan; kitsuno@
bas.t-kougei.ac.jp
This research investigates discussions in English by Japanese university
students. Specifically, it examines if students who have critical thinking
strategies can hold argumentative discussions by developing their ideas
from multiple perspectives. It is generally assumed that discussions
help improve students critical thinking abilities (Brookfield, 2011; Nicole
and Boyle, 2003), and this method is used in university classrooms.
However, it is also known that many Japanese students find it difficult to
develop argumentative discussions for reasons such as Japanese cultural
characteristics or lack of systematic instruction (Kaneko & Kimizuka, 2007).
Namely, they simply exchange opinions with each other, often seeking
agreement and presenting ideas based solely on personal experience.
We believe that their failure to develop their ideas in discussion derives
from a lack of training in critical thinking. In order to have a constructive
argument, they need to scrutinize a topic from various perspectives, which
is the core of critical thinking. Our hypothesis is that students with training
of critical thinking can engage in argumentative discussions. We recorded
discussions by Japanese university students who had had critical thinking
training. The transcribed data was qualitatively analyzed with focus on the
development of their discussions. Students self-analysis and reflection
were also examined. The findings show that students were able to develop
argumentative discussions although the discussion topics had some effect
on the results. The data of this research will be compared with that of our
previous research with students who had never had any critical thinking
training. More detailed results of these analyses will be given and discussed
at the presentation.
C447-450
Time: Thursday, 27/Jul/2017: 10:15am - 12:15pmLocation: Venezia III
10:15am - 10:45am
Projeto Londrina Global- A participao dos professores nos grupos de
estudos e aspectos da colaborao.
Rafaeli Constantino Peres
Universidade Estadual de Londrina, Brazil; rafaeli.cvp@gmail.com
Este artigo tem como objetivo a partir da perspectiva scio histrico
cultural analisar a relao do grupo de professores participantes do Projeto
Londrina Global, e os sentidos que os mesmos atribuem a colaborao,
quanto ao mtodo, os papis e a motivao. A proposta analisar como
essas professoras que esto juntas nesse projeto se colocam quanto
aos aspectos da colaborao? Quais as implicaes desses aspectos
para o trabalho em grupo? Essas condies caracterizam o grupo de
que maneira?No caso deste texto, o foco a partir de uma perspectiva
scio-histrico-cultural buscar interpretar e compreender os sentidos da
colaborao nas aes do grupo de professores de Ingls do Projeto
Londrina Global Ensino de Ingls para Crianas, que participam do
Projeto de Formao Continuada para Professores da Rede Municipal de
Londrina. O Projeto Londrina Global - Ensino de Ingls para crianas,
uma iniciativa da Prefeitura Municipal e Secretaria Municipal de Educao
de Londrina, que comeou em Fevereiro de 2008, com a implementao
256
do ensino ingls nas escolas municipais. Essas perguntas no podem ser
respondidas em um todo, mas algumas possveis interpretaes podem ser
realizadas a partir da discusso dos resultados aps a contextualizao do
grupo e a aplicao de um questionrio adaptado do instrumento chamado
Collaboration Q-Sort desenvolvido por Vera John Steiner e Kathryn Miller,
com objetivo de obter informaes sobre os aspectos da colaborao
neste grupo.
10:45am - 11:15am
Scott Patrick Kissau
University of North Carolina at Charlotte, United States of America;
spkissau@uncc.edu
Almost half of new teachers in the United States leave the profession within
their first five years of teaching. A lack of support for new teachers both
during their transition to classroom teaching and throughout their first,
formative years has been one reason proposed for this high degree of
attrition. Losing so many new teachers is particularly problematic in the field
of second language teaching, where many countries are reporting a critical
shortage. To retain more new second language teachers in the profession,
and to promote effective classroom teaching practices, enhanced mentoring
practices has been recommended. To provide support for novice teachers
and develop leadership skills among their colleagues, the researcher
developed and implemented a mentoring partnership that paired practicing
English as a second language (ESL) and foreign language teachers who
had not yet completed their second language teacher training with licensed
teachers who were pursuing a masters degree in second language
teaching. Using a mixed methodology, the researcher then investigated the
perceived benefits of this partnership. Results of the study corroborated
previous research with respect to characteristics of effective mentoring
partnerships and suggested when both mentor and mentee share content
area expertise and worked together in a nonjudgmental, supportive manner,
the partnership can be mutually beneficial. The results also suggested that
the relationship can be facilitated when both the mentor and mentee are
of similar age and have a similar amount of teaching experience. Second
language teacher education programs and school administrators should
consider the results of this study when planning means of both supporting
new teachers and developing leadership skills among other, more
experienced teachers. Implications and applications of the study as well as
logistical challenges during its implementation will be discussed.
11:15am - 11:45am
Discussion of the application of communities of practice to classroom
language learning research
Takuya Kojima
UNSW Australia, Australia; t.kojima629@gmail.com
Proposal Details:
An objective of this series of empirical qualitative case studies is to examine
whether language classrooms are able to function as communities of
practice (Wenger et al., 2002, hereafter CoP).
CoP are groups of people who share a concern or a passion for something
they do and learn how to do it better as they interact regularly (Wenger-
Trayner, 2015). CoP view learning as an evolving form of participation from
peripheral to full participation in social practices of a community. Through
increasing participation, members learn how to engage in and complete
various situated practices of CoP whilst understanding how relevant
knowledge and skills are used in a given situation (Lave & Wenger, 1991).
Designing a learning environment as CoP is key to this type of learning.
To date, CoP as conceptual/theoretical framework has been applied to
language learning and teaching research in various settings using relatively
broad interpretation. One controversy of much of the literatures on CoP is its
application to formal settings i.e. classrooms in schools (Haneda, 2006). For
instance, theoretically, all members in a language classroom increase their
participation to their full extent. Such interpretation ends up emphasising
that failure in participation is failure in learning although not all members
participate fully in classrooms. It has been argued that such application of
CoP based on broader interpretation undermine its theoretical strength in
understanding learning as participation in classrooms (Lamb, 2012).
This presentation will discuss how CoP as a theoretical framework needs to
be modified for its application to classroom settings based on some empirical
data collected throughout 2016. This aims to contribute to strengthening the
theoretical framework for further understanding of classrooms as CoP and
learning within classroom CoP.
Alternative Abstract:
The effect of peer interaction on the acquisition of the Japanese noun
modifier no
=================================================================
=================
Chan, Sally (UNSW Australia, Australia);
In the framework of socio-cultural theory, language learning is viewed as a
social phenomenon that occurs during interactions with others (Vygotsky,
1978). Studies examining peer interaction in language learning demonstrated
benefits such as the promotion of learning, better self-regulation and so on
(Aljaafreh and Lantolf, 1994; Nassaji and Swain, 2000, others). However,
peer interaction has seldom been applied to the examination of second
language acquisition (SLA) of Japanese in the context of negative language
transfer (-LT) as there is a tendency to examine individual learning and their
cognitive processes.
The presentation aims to examine whether peer interaction promotes the
learning of Japanese by the Chinese L1 learners focusing on the Japanese
noun modifier (no), that is examining second language acquisition via a
socio-cultural approach.
The noun modifier no is the ownership indicator in Japanese. Its misuse
is often observed in second language learners of Japanese (Okuno, 2005;
Sakoda 1999). However, the Chinese L1 learners of Japanese, in comparison
to other L1 learners (e.g. Korean and English) at the advanced proficiency,
exhibit a delay in acquisition of no. This is considered to be due to -LT
(Chan, 2014). -LT is the hindrance effect of knowledge of a language on
the learning or use of another language (Jarvis and Pavlenko, 2008). The
Chinese (de) is also an indicator of ownership, however different from
no, which can only follow nouns, de can also follow verbs and adjectives.
This similarity with the difference was suggested to cause some delay in the
acquisition of no in the Chinese speakers.
This paper examines the transcribed audio data of peer interaction of
Chinese L1 speakers with their peer, either another Chinese or a more
capable other, i.e. Korean, English or Japanese L1 speaker to reveal the
effect of peer interaction on the acquisition of no.
Classroom communities of practice and L2 motivation: a case of a junior
teacher
a UNSW beginner classroom where JTs participate consists of diverse
membership. It consists of not only of beginner learners and a teacher but,
at times, also native speaker (NS) and non native speaker (NNS) teaching
practicum students, and other volunteers.
The results of the study indicate that the social interactions in and out of the
JTs classroom stimulated JTs current and future identities, which in turn
influenced their L2 motivation. The presentation will consider the classroom
through the framework of a community of practice or CoP or groups of
people who share a concern or a passion for something they do and learn
how to do it better as they interact regularly (Wenger-Trayner, 2015). The
theory emphasizes both social interaction and learning defined as identities
development from a newcomer to a full member through interactions in a
CoP. The presentation also discusses the JT program as a learning design
which promotes L2 learning through lived experience of social interaction
with diverse members to stimulate L2 learners imagination to encourage
them to dream what they could become in future, consequently, fuelling
their L2 motivation.
Discussion of the application of communities of practice to classroom
language learning research
=================================================================
===============================
Kojima, Takuya (UNSW Australia, Australia);
An objective of this series of empirical qualitative case studies is to examine
whether language classrooms are able to function as communities of
practice (Wenger et al., 2002, hereafter CoP).
CoP are groups of people who share a concern or a passion for something
they do and learn how to do it better as they interact regularly (Wenger-
Trayner, 2015). CoP view learning as an evolving form of participation from
peripheral to full participation in social practices of a community. Through
increasing participation, members learn how to engage in and complete
various situated practices of CoP whilst understanding how relevant
knowledge and skills are used in a given situation (Lave & Wenger, 1991).
Designing a learning environment as CoP is key to this type of learning.
To date, CoP as conceptual/theoretical framework has been applied to
language learning and teaching research in various settings using relatively
broad interpretation. One controversy of much of the literatures on CoP is its
application to formal settings i.e. classrooms in schools (Haneda, 2006). For
instance, theoretically, all members in a language classroom increase their
participation to their full extent. Such interpretation ends up emphasising
that failure in participation is failure in learning although not all members
participate fully in classrooms. It has been argued that such application of
CoP based on broader interpretation undermine its theoretical strength in
understanding learning as participation in classrooms (Lamb, 2012).
This presentation will discuss how CoP as a theoretical framework needs to
be modified for its application to classroom settings based on some empirical
data collected throughout 2016. This aims to contribute to strengthening the
theoretical framework for further understanding of classrooms as CoP and
learning within classroom CoP.

================================================================= Teacher roles in orchestrating situated language learning

==============
=========================================================
Mori, Tamami (UNSW Australia, Australia);
Kinoshita Thomson, Chihiro (UNSW Australia, Australia);
The socio-cultural approach states that learning takes place through social
Lave and Wenger (1991) views learning as becoming a full participant in a socio-
interactions (Vygotsky, 1978). Based on this view, the presentation will focus
cultural practice. This naturally demands interaction with other participants. This
upon results of a study that followed three intermediate learners of Japanese
understanding of learning is congruent with language teaching and learning,
who participated in the junior teacher (JT) internship program and who acted
and a number of research studies and pedagogical practices based on this
as mentors to beginner learners. The junior teacher (JT) internship program
understanding have been reported. However, Lave and Wenger also state that
has been offered to intermediate level learners of Japanese at UNSW since
learning is independent from intentional teaching. They argue, mastery resides
1995 (Thomson, 1998). The JT program offers opportunities for a group of
not in the master but in the organization of the community of practice of which
intermediate level students to participate in beginners classroom activities
the master is part (p.94). They caution that using the classroom as a location of
and lesson planning under the supervision of teaching staff. Typically,

257
learning may not be adequate. In the above context, we, the teachers of foreign
languages, in other words, the masters in classrooms, appear to have no roles
in intentionally teaching our students. Challenging this notion, this presentation
considers teacher roles in enhancing socio-culturally embedded language
learning in institutional settings.
Traditionally, we understand teachers roles as authorities who set a teaching
curriculum, supply resources, and give meanings to learning content. In our
instructional realities, we cannot help but have a certain degree of teaching
the curriculum, however, by increasing the proportion of a learning curriculum,
which consists of situated opportunities, we can transform our roles to those of
orchestrating our students situated learning. Provided that a learning curriculum
is student-driven and at the same time situated in the institutional and wider
socio-cultural community, in order for us to promote the learning curriculum, we
cannot be an isolated teacher who manages one class alone. We would have to
be networking and communicating with students, teachers, administrators, and
community members to find and enhance the situated learning opportunities.
The presentation provides some concrete examples of such orchestration,
while advocating for transforming ourselves from pedagogical masters to
orchestrating our students situated learning.
11:45am - 12:15pm
THE RELATIONSHIP BETWEEN BRAZILIAN STUDENTS WMC, PRE-READING ACTIVITIES, AND
INFERENCE GENERATION IN READING COMPREHENSION
Deise Caldart Roscioli1,2, Lda Maria Braga Tomitch2
1
IFRS - Cmpus Serto, Brazil; 2UFSC - Florianpolis, Brazil;
deise.caldart@hotmail.com
This research aims at investigating whether there is a relationship between
Technical High School Brazilian students working memory capacity,
the use of pre-reading activities, and inference generation in reading
comprehension. A group of 90 students from the third year of the
Technical High School Course (Tcnico em Agropecuria Integrado ao
Ensino Mdio) at Instituto Federal do Rio Grande do Sul (IFRS), Campus
Serto, are going to participate in this study. Participants are all beginner/
pre-intermediate speakers of English as a Foreign Language. The
instruments which are going to be used in this study are a proficiency
test, the Pause Protocol (Cavalcanti, 1989, adapted by Tomitch, 2003);
two texts, being one narrative and one expository text, besides a
practice text; the pre-reading activities; the Reading Span Test; two
sets of comprehension questions (one for each text); a readers profile
and a retrospective questionnaire. Although this research is currently
being conducted, and therefore the results are only going to be fully
presented at the Conference, it is believed that as inference generation
helps students to construct meaning from texts, understanding how
low and high span readers generate inferences, and how inference
generation affects comprehension can help teachers to assist their
students, aiding them to become more proficient readers. Moreover,
understanding the importance of pre-reading activities for reading
comprehension and inference generation and also their possible effect
on reducing the demands on working memory capacity during reading
may help teachers to prepare classes that better fit the students needs.
Furthermore, it is expected that this research will contribute to the
existing research on individual differences in working memory capacity
and reading performance, not only in the educational area, but also
areas like discourse comprehension, text and computational linguistics,
and psycholinguistics, providing findings that contribute to a better
understanding of the reading comprehension process.
258
C451-454
Time: Thursday, 27/Jul/2017: 10:15am - 12:15pmLocation: Venezia IV
10:15am - 10:45am
A multi-case study of Chinese-English translation teachers teaching
competence
Lili QIN
MIN ZU UNIVERSITY OF CHINA, China, Peoples Republic of; lilyqin@vip.
sina.com
Research on translation teacher competences has largely focused attention
on the competences teachers should have, but has neglected those which
teachers already have as well as their formation process.
This study, based on 102 hours of class observation and 30 hours of
interviews, focuses on four university translation teachers with rich
professional Chinese to English translation experience. Acknowledging
Deweys notion of psychologising subject matter, this study analyses the
formation of the C-E translation teachers teaching practices by researching
their competences as [1] a C-E translator, [2] a C-E translation teacher, and
[3] the process of teachers psychologising their translator experience into
their translation teaching.
Following the EMT translator competences (2009), this study found that
the teachers translator competences were distinguished by individual
characteristics originating from their first language, learning experiences
and professional translator practice.
Employing the EMT translator trainer competences (2013), this study
found that aiming to cultivate specific translator competences (particularly
those the teachers had) in students was key to teachers organizational
competence. Meanwhile, diagnosing the problems in students translation
process and giving students specific improvement advice was the main
component of their instructional competence. Reflection aimed at enhancing
teaching practice was key to the teachers assessment competence.
Moreover, commitment to change students to be professional translators
was inseparable part of the three competences.
The formation of translation teaching competences needs to be understood
in psychological and social contexts. Specifically, this study highlights
how teaching primarily as a translator can actually hinder the formation of
teaching competences, and therefore, developing a translation teacher
identity may be an essential premise to fully make the transition to
pedagogical effectiveness. Though this identity was primarily a product of
teachers translator experience, this study found it was crucially affected
by the students motivation to be translators and the universitys evaluation
standards for teachers.
10:45am - 11:15am
National stereotypes and the native speaker: the need for reconciling
research results and teachers practice
Ana Cristina Biondo Salomo
UNESP - Faculdade de Cincias e Letras de Araraquara, Brazil;
anacbsalomao@yahoo.com.br
In a recent special issue of the journal Applied Linguistics on the past, present
and future of the field, the authors argue that epistemological advances
have not affected the professional practice in significant ways, nor have they
directly contributed to theoretical debates. They also state that language-
learning practices from countries with different educational traditions have
helped to raise questions on applicability of Western SLA research in non-
Western countries. In this sense, we would like to discuss the need to go
past the dichotomy between Western and Eastern thought and discuss
the teaching of foreign languages from the perspectives of in-service and
pre-service language teachers in Brazil (a Latin American country). Our
experience here as a foreign language professor and teacher educator
shows us that Eastern and Western thought patterns might not be the only
issues concerning the differences between educational local practices, as
we still need to reconcile with the gap existing between researchers and
practitioners, as well as problematize (and empower) the legitimacy of
nonnative speakers teachers. In this way, we would like to present results
of our previous research on language teacher education in two different
contexts. In the first study, we present the results of a qualitative study of
ethnographic nature conducted in the context of the project Teletandem
Brasil, in a continuing education course. In the second one, we show the
conceptions of culture of future English teachers undergraduate students
at a public university in the state of So Paulo. Our focus is on beliefs
about national stereotypes and the native speaker as the only legitimate
informant of language and culture in both studies. The results show the
need to question the focus on national identities through key concepts such
as symbolic competence, cultural essentialism and otherness in language
teacher education in such contexts.
11:15am - 11:45am
Novice EFL Teachers Beliefs and Practices about Instructional Policies in
Intensive English Programs
Gken Gk
Middle East Technical University Northern Cyprus Campus, Turkey; gok@
metu.edu.tr
Teacher cognition constitutes a theoretical framework for many studies in
the field of language teaching since it enables researchers to unearth mental
foundations that inform teachers professional behaviors and practices.
Exploring L2 novice teachers cognition is yet a relatively neglected domain
of inquiry (Borg, 2010; Farrell, 2008). To address this gap in literature, this
study investigates how novice English as a foreign language teachers
navigate their teaching at a professional school culture with standards
of conduct. The purpose is to explore the influences of the instructional
policies implemented at an intensive English program on novice teachers
cognitions and teachers practice-based responses to these policies. Two
Turkish novice teachers participated in this study. Data was collected
qualitatively by means of interviews, classroom observations and think-
aloud protocols. The results showed the novice teachers had confusions
regarding the skill-specific expectations to be achieved through the syllabus
components under study. This made them develop further confusions about
the methodology they employed in the teaching of certain skills. They also
had difficulties in managing some of the teaching materials. Moreover, the
novice teachers experienced tensions between their beliefs and practices,
which prevented them from teaching in line with their beliefs. Finally, the
teachers benefitted from certain aspects of the teaching components
under study, which involved ready-made materials and teacher learning
opportunities. As regards to their instructional practices, the study found
that the novice teachers responded to the instructional policies in class
in different ways. Although the teachers felt to have been assisted by the
instructional policies to a certain extent, the fact that they were not able
to put their beliefs into practice either by complying with the policies or
by deviating from them indicated that the policies, as interpreted by the
teachers, were a hindrance for them rather than help in their first year of
teaching.
11:45am - 12:15pm
O ensino-aprendizagem de ingls e a interculturalidade: um estudo de
narrativas de aprendizes
Josibel Rodrigues Silva
Instituto Federal de Educao, Cincia e Tecnologia do Amazonas, Brazil;
jubileu82@gmail.com
Neste estudo objetivo apresentar reflexes sobre o ensino-aprendizagem
de ingls e a interculturalidade no Instituto Federal de Educao, Cincia
e Tecnologia do Amazonas (Ifam), Campus Manaus Zona Leste (CMZL),
a partir da anlise de narrativas de aprendizes. Neste trabalho tomo a
posio de que o ensino-aprendizagem de ingls um espao privilegiado
259
(BYRAM, 1997) para o dilogo intercultural, bem como para se refletir e
discutir questes da diversidade, assumindo que o reconhecimento da
heterogeneidade cultural representa uma virada epistemolgica e poltica,
em que se elevam a diferena e a diversidade como categorias centrais nas
abordagens sociais e educacionais (CANEN, 2013). Justifico a relevncia
deste estudo por vivenciar e considerar o desafio do ensino-aprendizagem
de ingls no contexto sociocultural do Amazonas, com o reconhecimento
das dificuldades enfrentadas por professores e aprendizes, em que
determinantes de categoria social, identitria, etnicidade e gnero atuam
de forma marcante, relacionadas tambm s desigualdades ao acesso a
bens econmicos e materiais. Sendo assim, por meio deste estudo pude
vivenciar os desafios concernentes incluso de prticas interculturais
no ensino-aprendizagem de ingls, refletindo sobre as possibilidades
de fortalecimento de perspectivas tericas e prticas acerca da
interculturalidade, e tambm compreender como os aprendizes compem
significado sobre as relaes culturais de outros pases e sobre a realidade
brasileira e local.
C455-458
Time: Thursday, 27/Jul/2017: 10:15am - 12:15pmLocation: Venezia V
10:15am - 10:45am
Narrativa, Moralidade e Estigma e a Prtica Policial em UPPs
Carolina Oliveira, Maria do Carmo Oliveira
Pontifcia universidade catlica Rio de Janeiro, Brazil; carolvalente8@gmail.
com
A vida dos moradores dentro das comunidades situadas no Rio de Janeiro
sempre foi marcada pela violncia e descaso do governo. Ao longo dos
anos, traficantes e milicianos eram aqueles que exerciam o controle na
comunidade. Tendo como base os princpios da polcia de proximidade
e indo alm do conceito de polcia comunitria, uma das polticas de
segurana implantadas pela Secretaria de Segurana da cidade Rio de
Janeiro em combate ao crime organizado, recuperao de territrios
ocupados pelo mesmo e entrada de servios pblicos, infraestrutura,
etc. foi a instalao fsica de Unidades de Polcia Pacificadora dentro das
comunidades. Contudo, muitos moradores possuem uma viso negativa
da polcia devido ao contato negativo com policiais (COX e WHITE, 1988).
O presente trabalho tem como objeto de estudo a moralidade e a prtica
profissional policial na perspectiva dos moradores de uma comunidade
pacificada localizada no Rio de Janeiro. Em um sentindo mais amplo,
nosso foco se apresenta nas questes morais que surgem de eventos
problemticos passados narrados por nossos entrevistados. luz da
abordagem etnometodolgica (GARFINKEL, 1967) buscamos entender (i)
como questes morais (BERGMAN, 1988) so reflexivamente moldadas e
realizadas atravs de narrativas (SCHIFFRIN, 1996) de eventos de interao
reais que ocorrem em diferentes encontros dentro da comunidade, (ii)
identificar os fatores que explicam a estigmatizao de uma dada categoria
e os efeitos dos estigmas (GOFFMAN, 1963) na vida dos moradores e (iii)
o que os moradores esperam de um policial de UPP. Foram selecionados
excertos de entrevistas semiestruturadas realizadas com moradores de
uma comunidade pacificada. Por meio dos resultados observamos que as
narrativas selecionadas mostram os moradores como vtimas de estigmas
e preconceitos atravs de regras subjetivas ou sociais impostas pelos
policiais e a identificao dos policiais como membros inadequados a
moralidade que orienta as distines feitas pelos moradores.
10:45am - 11:15am
O ethos da comparao cultural em um contexto de ensino/aprendizagem de
Portugus como Lngua Estrangeira
Mrcia Souza
Universidade Federal de Alagoas, Brazil; marcia-mars@hotmail.com
Este trabalho apresenta um recorte da pesquisa de mestrado em
andamento que reflete sobre o ethos (MAINGUENEAU, 2008; AMOSSY, an African (isiXhosa) intellectual contribution to global knowledge, and need
2005) dos/as alunos/as estrangeiros/as num contexto de ensino/
aprendizagem de Portugus para Estrangeiros (ALMEIDA FILHO, 1997; to be brought into the centre as part of South African intellectual history.
2006). O estudo se desenvolveu em um curso de extenso, intitulado
Prticas de Produo Textual: Portugus para Estrangeiros (PROEX/
FALE), que ocorreu na Universidade Federal de Alagoas (UFAL) e que
teve como objetivo o ensino da lngua atravs da reflexo sobre seu uso
social. Esse ensino previu a produo e reelaborao de textos sob a
tica de uma perspectiva dialgica de ensino/aprendizagem, no qual os
sujeitos envolvidos na pesquisa interagiam por meio da lngua-alvo (lngua
portuguesa). Assim, como resultado da prtica de alteridade (BAKHTIN,
C479-492
2014), analisaremos especificamente o ethos especular (SOUTO MAIOR,
2009) do/a aluno/a perguntando-nos: Que imagens eles/as constroem Time: Thursday, 27/Jul/2017: 10:15am - 12:15pmLocation: Studio 1
do/a brasileiro/a a partir da imagem de si observadas nesse contexto de
ensino-aprendizagem de Portugus para Estrangeiros? Quais reflexes
surgem sobre a prpria cultura por meio do vivenciamento na cultura da 10:15am - 10:45am
lngua-alvo em um contexto de ensino? Dessa forma, dentro da perspectiva
interpretativista da Lingustica Aplicada, que considera a linguagem do Produes multimodais no meio digital: contribuies para multiletramentos
ponto de vista processual e entende que essa postura metodolgica
assume a perspectiva do uso/usurio nos processos interacionais (MOITA na ps-graduao
LOPES, 1996), refletimos sobre as construes de ethos nesse contexto
de ensino/aprendizagem a partir de uma perspectiva dialgica (BAKHTIN,
2003; 2014) de ensino interligado aos posicionamentos culturais expostos Vera Cristovo
em sala de aula, e o que essa relao implica numa proposta de ensino de
portugus como lngua estrangeira. Universidade Estadual de Londrina, Brazil; veraluciacristovao@gmail.com
11:15am - 11:45am Neste trabalho, presumindo as experincias em/com outras prticas
The linguistic ordinariness of youth linguascapes in Mongolia
Sender Dovchin letradas de alunos novatos e experientes na comunidade acadmica,
University of Technology, Sydney, Australia; dovchin@u-aizu.ac.jp bem como o pressuposto da importncia da ocupao de espaos para
Drawing on varied casual offline and online interactions among young agir criticamente e valorizao das identidades mltiplas, propus o uso da
adults, and popular music contexts situated in the Asian peripheral nation
such as Mongolia, this paper argues that urban youth linguistic diversity plataforma moodle em uma disciplina do Programa de Ps-Graduao em
in contemporary post-socialist Mongolia should be better understood
from the perspective of the linguistic ordinariness of linguascapes. The que atuo com o intuito de contribuir para a pesquisa sobre multiletramentos
notion of linguascapes is important in capturing the rising complexity
of youth mixed language practices and urban youth linguistic diversity na esfera acadmica. Considerando esses pressupostos, esse trabalho
fundamentally produced by the flows of transnational linguistic resources
that are intersecting with other social landscapes. However, these youth tem como objetivo compreender as relaes entre a participao em um
linguascapes in Mongolia are neither novel nor eccentric linguistic
productions as mostly imagined in some literatures of bi/multilingualism and ambiente virtual de aprendizagem, atividades na plataforma moodle e o
local language ideologies. Instead, youth linguascapes in Mongolia should
be understood as part of young peoples everyday, mundane and ordinary processo de multiletramentos vivenciado. Para isso, identifico influncias
linguistic practices. Hence, linguistic diversity becomes linguistic normativity.
Diversity becomes the one true thing they have in common. de aspectos multimodais do ambiente virtual de aprendizagem sobre a
Consequently, it is important not only for scholars in applied linguistics and escrita de ps-graduandos e mudanas nas prticas discursivas nesse
bi/multilingualism but also local language educators and language policy-
makers in Mongolia to reconsider youth linguistic diversity in globalisation processo. O estudo foi realizado com 29 alunos de uma disciplina de um
through the eyes of sameness of differences or the ordinariness of the
diversity. There is nothing new or exotic about the unconventional youth PPG de uma universidade pblica do estado do Paran. Os dados para esta
linguascapes in Mongolia since they are just following the current linguistic
norm. The creative processes are better understood as their basic pesquisa referem-se aos textos (questes provocadoras, comentrios e
practices, in which the imitation, repetition, mimicry and copy is the norm, outras postagens) publicados pelos participantes nos fruns online, na sala
while
English and other languages are used along with other linguistic and cultural moodle da disciplina, ao longo do primeiro semestre de 2013, bem como
s memrias de aula produzidas em duplas. Os participantes assinaram
resources for pleasure, creativity, difference and identity repertories.
um termo de consentimento livre e esclarecido expressando anuncia
em relao ao uso desses dados. Os procedimentos de anlise baseiam-
11:45am - 12:15pm se em Kalantzis e Cope (2012) para multiletramentos e multimodalidade,
The hidden voice: recovering a century of the subdued knowledge of amaXhosa Drogui e Cristovo (no prelo) para participao e interao em ambiente
in South Africa virtual e Bazerman (2013) para questes de gneros e ao letrada. Os
dados mostram que os gneros oferecem referncias para que a ao
Pamela Maseko
linguageira, os contedos mobilizados, os recursos da lngua e outros
Rhodes University, South Africa; p.maseko@ru.ac.za
sistemas semiticos se articulam na regulao da organizao textual e na
In the present-day world, where written word is presented as a reliable orientao para a produo de sentido.
record of the past, it is generally acknowledged that one learns about a
societys past and present perceptions of the world through what is written 10:45am - 11:15am
about that society (Odora Hoppers, 2004). GNEROS COMO MEGAINSTRUMENTOS NO ENSINO DE LINGUACULTURA ESTRANGEIRA: por
uma pedagogia na perspectiva dos multiletramentos
The memories of amaXhosa in South Africa, as with all memories of the
Otalmir da Rocha Gomes Jr.1, Claudia Vivien Carvalho de Oliveira Soares2
indigenous population, are neglected or distorted in the recorded history
of the region. Writing of isiXhosa was pioneered by missionaries in the Instituto Federal de Educao, Cincia e Tecnologia Baiano, Brazil;
1

1800s in alignment with their project: to evangelise and provide basic
education, censoring with moral high-handedness any written work
illustrating cultural world-view and knowledge of the indigenous population.
Despite missionaries disdainful attitude, writing reflecting intellectuality of
amaXhosa flourished in newspapers. Conflicted with how western schooling
system and religion could undermine their established beliefs systems, the
amaXhosa literates took ownership of newspapers and wrote, from 1837,
stories reflecting their society and emanating from their oral heritage, stories
that and mirrored the societys virtues and values.
However, because of the lifespan of newspapers, these works are unknown.
However, Rhodes University has collaborated with Opland in enabling their
republishing, thereby unmuting voices that have been hidden and invibilised.
This paper, therefore, presents an intellectual contribution of selected
isiXhosa writers writing between 1840 and 1940, but focusing on Gqoba who
writes between 1878 and 1888. Gqoba is a linguist, social critic, preacher,
teacher, historian, poet, folklorist and editor. I argue that these writings make
2
Universidade Estadual do Sudoeste da Bahia; tatogomes_jr@yahoo.com.
br
Novos caminhos o que deseja apontar esta dissertao de mestrado
que tem como funo precpua a construo de propostas alternativas de
trabalho para o ensino de ingls como Lngua Estrangeira. O objetivo geral
do estudo analisar como o conceito de gnero pode ser utilizado em
uma abordagem inter/multicultural no processo de ensino e aprendizado
de linguacultura inglesa. Desenvolvida com base nos pressupostos
metodolgicos da pesquisa-ao, esta pesquisa insere-se no paradigma
qualitativo e interpretativo da Lingustica Aplicada, na rea de Ensino e
Aprendizagem de Lnguas e traz como principais aportes tericos a vasta
teoria sobre gneros do discurso, o conceito de linguacultura, ou seja, a
relao imbricada entre o ensino de lnguas e cultura e os estudos sobre
multiletramentos (BARBIER 2007, ERICKSON 1990, MOITA LOPES 2006,
BAKHTIN 2003, MARCUSCHI2008, ROJO 2008, KRAMSCH 2007, RISAGER
2005, NEW LONDON GROUP 1996). A pesquisa de campo foi realizada
com alunos em formao profissionalizante no campus Uruuca do Instituto
Federal de Educao Cincia e Tecnologia Baiano e consistiu na construo

260
e aplicao de material didtico baseado em um gnero discursivo (o seriado
de televiso estadunidense GLEE) tendo em vistas proposio de novas
linguagens para a ensino de LE na escola brasileira. A pesquisa prope
uma pedagogia e discute a necessidade de a escola tomar a seu cargo os
novos letramentos emergentes nas sociedades contemporneas e de levar
em conta a grande variedade de culturas presentes nas salas de aula de um
mundo globalizado e caracterizado pela intolerncia na convivncia com a
diversidade cultural e com a alteridade. Como resultados de pesquisa se
apresenta as reflexes decorrentes do estudo e uma amostra de material
didtico construda sobre princpios dos multiletramentos, a saber, prtica
situada, instruo aberta, enquadramento crtico.
percorrendo os seguintes questionamentos: a) como foram organizados os
contedos das atividades de leitura de textos nos meios impresso e digital?
b) quais so as estratgias de mediao da aprendizagem de leitura e escrita
que os professores utilizam para contemplar a interatividade nos meios
impresso e digital? c) as atividades, as estratgias de aprendizagem de
leitura e escrita colaboram para o efetivo aprendizado de LI? Desse modo,
repensar algumas mudanas no fazer docente, pode trazer contribuies
ao aprendizado dos alunos inseridos na era digital.
Palavras-chave: textos digitais, multimodalidade, prticas multiletradas,
fazer pedaggico.

11:15am - 11:45am
Multiletramentos: o letramento digital como rizoma
C493-506
Flvia Girardo Botelho Borges Time: Thursday, 27/Jul/2017: 10:15am - 12:15pmLocation: Studio 2
Universidade Federal de Mato Grosso, Brazil; flavia2b@gmail.com 10:15am - 10:45am

Inscrito no iderio cultural da ps-modernidade (LYOTARD, 1979), que Investigating local practices in the English Language classes: agency and
retrata um momento scio-histrico em que os metarrelatos no oferecem conflicts
mais a segurana dos significados postos, este trabalho prope uma Denise Akemi Hibarino
discusso terica a respeito das principais concepes de letramento Institute of Language Studies - UNICAMP, Brazil; dhibarino@gmail.com
digital (XAVIER, 2007, 2011, LANKSHEAR; KNOBEL, 2008, SOARES, 2003),
This paper examines the concept of English teachers agency (JORDO,
em vigncia nas pesquisas, dentro do vis da Lingustica Aplicada, no
2013, MORGAN, 2010, MONTE MR, 2014) developed and experienced in
quadro terico dos estudos sobre multiletramentos. Partindo de uma
the context of the Interdisciplinary Higher Education Program (IHEP) at the
reflexo histrico-semntico-cognitiva, prope-se um novo olhar para
State University of Campinas (UNICAMP), in So Paulo, Brazil. Established
o fenmeno do letramento digital a partir da perspectiva do rizoma
in 2011, this pilot program aims at increasing and improving access to
(DELEUZE; GUATTARI, 1995). Define-se o rizoma a partir da incorporao
higher education for public high school students who have the opportunity
dos princpios de conectividade, heterogeneidade, multiplicidade, ruptura,
of studying in a two-year inter/multidisciplinary curriculum (ANDRADE et
cartografia e decalque, que marcam a permanncia e transitoriedade
al,2012) as well as developing collaborative academic projects. Focusing on
e que, quando relacionados ao entendimento do letramento digital,
the teachers agency in the English Language classes, the present research
delineiam a complexidade do fenmeno. Para tanto, esta discusso terico-
was carried out based on the theoretical framework of the multiliteracies
prtica apresenta, metodologicamente, quatro partes, compreendidas em
(COPE & KALANTZIS, 2009, 2011; KALANTZIS & COPE, 2001) articulated with
introduo, em que se desenha o momento scio-histrico do fenmeno
the bakhtinian concepts of authoritative and internally persuasive discourses
abordado, seguida da segunda parte que apresenta o mapa conceitual do
(BAKHTIN, 2004 [1929], 2003 [1979], 1990 [1934-1935]). In addition, the data
letramento digital tanto internacional quanto nacionalmente, para construir,
was generated through an ethnographic approach to qualitative research
nesta esteira, na terceira parte, o terreno rizomtico do conceito proposto.
(COHEN; MANION; MORRISON, 2007) during the English Language classes
A quarta parte revela, a partir de atividades prticas com crianas de escola
held in the second term of 2015 and was complemented by the conduction
pblica e privada, em processo de construo tanto da alfabetizao/
of a focus group with the participant-teachers. The research findings
letramento quanto do letramento digital, algumas imagens resultantes do
indicate how they (re) negotiated their different conflicts, roles, values and
rizoma formado por essas habilidades lingustico-cognitivas, em situaes
discourses. Furthermore, the partial results also evidence the (re) design
contextualizadas de uso de computadores. Por fim, as consideraes finais,
processes (COPE & KALANTZIS, 2009, 2011) related to their discourses
na qual so tecidas algumas reflexes sobre este trabalho epistemolgico,
and pedagogical practices and how these processes brought relevant
na esperana de contribuir para a discusso e estudos sobre o letramento
transformative practices in the development of the program curriculum. In
digital na contemporaneidade.
conclusion, this study is intended not only at understanding the agentive
teachers role but also at providing theoretical and practical resources for
11:45am - 12:15pm
the current discussions in the English teacher education area.
Os textos digitais multimodais: os desafios de ensinar lngua inglesa na era
digital 10:45am - 11:15am
Simone Cristina Succi
Investigating the practices of teacher educators with an eye on teacher
PUC - SP, Brazil; simone_succi@hotmail.com
development: focusing on mediation
Este trabalho tem como objetivo discutir o impacto das tecnologias digitais Adriana de Carvalho Kuerten Dellagnelo
de informao e comunicao (TDIC) nas prticas pedaggicas da era Universidade Federal de Santa Catarina, Brazil; adrianak@cce.ufsc.br
digital contempornea. O pblico-alvo so alunos do 3 ano do Ensino
This study is grounded in a Vygotskian sociocultural theoretical perspective,
Mdio e professores de Ingls que lecionam nesta srie e que se utilizam
according to which human cognition emerges in response to external forms
tanto do material impresso como da tela do computador como suporte para
of social interaction that progressively turn out into internalized psychological
ensinar leitura e escrita em Ingls. Por meio da descrio comparativa entre
tools for thinking (Vygotsky, 2007 [1978]; Johnson & Dellagnelo, 2013;
algumas atividades de gramtica, de estruturas lingusticas e discursivas
Johnson, 2015; Dellagnelo, Silva & Rocha, 2015; Cerutti-Rizzatti & Dellagnelo
e as inferncias para a leitura e compreenso de texto, propostas pelo
2016). In the context of L2 teacher education and teacher cognition,
material didtico impresso e pelo material digital, podemos perceber que
conceiving learning to teach and teacher development as phenomena in
as atividades digitais exigem novas posturas do professor que precisa
which interpsychological relations precede ones intrapsychology (Johnson,
desenvolver cada vez mais as prticas multiletradas para realizar seu fazer-
2009; Dellagnelo, 2012) implies the understanding that human mental
pedaggico. Assim, este estudo, pautado na perspectiva qualitativa, se
functioning is rooted in and characterized by the interpshycological contexts
prope a investigar as mudanas didticas para o ensino de lngua inglesa
within which it develops. This viewpoint, in turn, carries the notion that if
a partir da interatividade dos alunos com o professor e com os contedos,

261
teachers are to internalize and/or (re)conceptualize new knowledge, there
is the need of continuous and extended participation in social activities
related to the learning of teaching and marked by goal-oriented and
strategic mediation (Wertsch, 2007). In this vein, this study lays emphasis
on the practices of teacher education, within which teacher educators and
teachers engage in dialogic interactions towards teachers professional
development. Data come from different contexts of teacher education
programs and foregrounds the quality and character of the mediation that
unfolds in these situated social practices, drawing a comparative analysis in
relation to more versus less experienced teacher educators, explicit versus
implicit mediation, systematic versus unsystematic mediation, conceptual
versus non-conceptual mediation. The analysis will map the kind(s) of
mediation that best supports (support) teachers in their professional
development as they (re)conceptualize teaching and move towards higher
levels of expertise and agency.
11:15am - 11:45am
Negotiating the Zone of Proximal Development in an Academic writing
classroom: A case study
Ibtissem Knouzi
OISE- University of Toronto, Canada; i.knouzi@utoronto.ca
Grounded in a sociocultural theory (SCT) of mind and a social-constructivist
view of learning, this case study examines classroom instruction as an
example of cognitive mediation that enacts the students Zones of Proximal
Development (ZPDs) (Vygotsky, 1978). The study expands the available
research on the construction of the ZPD in expert-novice dyads and explores
the different factors that facilitate or hinder the co-construction of a class-
ZPD in a semester-long pre-university EAP (English for Academic Purposes)
course. Specifically, the study (a) investigated the teachers perceptions
and implementations of factors that facilitate the creation of opportunities
for learning in the classroom, (b) analyzed classroom participation and
interaction patterns over time to identify the instructional and organizational
choices that were most conducive to learning, and (c) examined the factors
that facilitated or hindered student uptake of opportunities for learning in
the class.
Multiple data collection tools and sources were used, including in-depth
teacher interviews at the beginning and end of the semester, detailed
observation and coding of 70 hours of classroom instruction, teachers and
students stimulated recalls on selected episodes of classroom interactions,
and several artifacts such as course handouts, students assignments, and
teacher feedback on student writing. An interactional ethnographic approach
was used to analyze and represent the data and to trace the development
of opportunities of learning and knowledge take-up. Qualitative analyses of
teachers and students comments on classroom episodes helped contrast
the participants perceptions and gain an emic perspective on the classroom
culture.
Preliminary findings indicate that opportunities for learning were constructed
in the space of overlap of several factors including emotional sustenance,
effective instructional practices (e.g., explicit connections between units,
gradual withdrawal of assistance), individualized support, and student self-
regulation and investment in the learning experience. The findings and their
implications for theory, research and teaching will be discussed.
11:45am - 12:15pm
INTERNACIONALIZAO DO ENSINO SUPERIOR: IMPACTOS E POSSIBILIDADES NA
FORMAO DE PROFESSORES DE ELE E PLE
Fabrcio Dias de Andrade, Dorotea Frank Kersch
Universidade do Vale do Rio do Sinos - UNISINOS, Brazil; fabrdias@gmail.
com
O acordo do MERCOSUL tem se consolidado como um importante
projeto de poltica na Amrica Latina. Entre seus objetivos, que prev o
melhor relacionamento entre os pases do bloco, a educao foi vista
262
como elo estratgico de integrao e o Setor Educacional do MERCOSUL
(SEM) o responsvel pela construo desse espao. Nesse contexto, as
instituies superiores so extremamente importantes, pois preparam o
futuro professor de lngua estrangeira para o exerccio de sua atividade.
O objetivo desse estudo verificar como, na percepo dos participantes
da pesquisa, as aes conduzidas no ambiente acadmico, atravs dos
programas de internacionalizao das universidades, podem influenciar na
formao de futuros professores de ELE e PLE. Trata-se do caso da parceria
entre a Universidade do Vale do Rio dos Sinos/UNISINOS e Universidad
Nacional de Cuyo/Argentina na participao do programa da CAPES de
Parcerias Universitrias de Graduao em lngua espanhola e portuguesa
no MERCOSUL, com o projeto Formao de Professores de Portugus e
Espanhol: aes articuladas em torno de aproximao de currculos. Com
base no Plano de Ao do Setor Educacional do MERCOSUL (BRASIL,
2011/2015) e no Projeto de Cooperao entre a Universidade do Vale
do Rio dos Sinos UNISINOS/Brasil e a Universidad Nacional de Cuyo/
Argentina (KERSCH, 2010), esta pesquisa ancora-se nos estudos sobre a
Internacionalizao das Universidades (KNIGHT, J., 2004) e a importncia
das Comunidades de Prtica (WENGER, E., 2001) na constituio de
identidades (HALL, 2005; RAJAGOPALAN, 1998). Os dados foram gerados
atravs de entrevistas parcialmente estruturadas realizadas no perodo de
imerso ou ao retorno dos participantes ao pas de origem. Os resultados
da pesquisa destacam caractersticas entre os sistemas de ensino que
podem contribuir na aproximao de currculos, bem como os impactos da
aproximao dos participantes cultura e lngua estrangeira na formao
de professores de LE.
C507-520
Time: Thursday, 27/Jul/2017: 10:15am - 12:15pmLocation: Studio 3
10:15am - 10:45am
Conscincia lingustica: possibilidades de autonomia
Valeria Zanetti Ney
Universidade Feevale, Brazil; valerian@feevale.br
O presente estudo tem por objetivo analisar a possvel percepo dos
aprendizes de ingls como segunda lngua atravs das noes de
Conscincia Lingustica, sob vis da Teoria Sociocultural, na construo
da autonomia dos aprendizes. A relevncia da pesquisa se d a partir do
momento em que no h um nmero expressivo de trabalhos na rea e
pode contribuir de forma significativa para a comunidade acadmica em
geral, uma vez que produzir conhecimentos para uma rea ainda carente
de estudos. O trabalho tambm prope identificar a percepo dos
aprendizes sobre seu processo de aprendizagem na lngua alvo, identificar
e analisar atividades que trabalhem diferentes percepes das estratgias
de aprendizagem, analisar como o processo corretivo percebido pelos
aprendizes e as possibilidades de desenvolvimento da autonomia dos
aprendizes. O estado da arte deste estudo centrado nas questes de
Conscincia Lingustica, a Teoria Sociocultural e as noes de Autonomia.
Atravs da reviso bibliogrfica sobre a Teoria Sociocultural de Lev
Vygotsky, entende-se que o desenvolvimento cognitivo e logo a aquisio
da linguagem ocorrem atravs de um processo interativo. Considera que
todo e qualquer indivduo um ser social, sendo crucial a interao entre
os sujeitos, com o ambiente em que esto inseridos, com as relaes que
estabelecem para que possa se desenvolver cognitiva e psicologicamente.
Assim, estudos sobre conscincia lingustica tambm so indispensveis
para que se possa traar detalhamentos sobre a aprendizagem da segunda
lngua, uma vez que os aprendizes descubram a lngua por eles prprios.
A conscincia lingustica a possibilidade de melhores resultados nas
reas da linguagem em diferentes nveis de aprendizagem, alm de facilitar
a discusso da diversidade lingustica. Assim, a conscincia lingustica
compreende conhecimentos sobre linguagem, atitude investimento
em relao ao processo de aprender uma nova lngua e oportunidades
metacognitivas que possibilitem ao aluno refletir sobre o processo de
aprendizagem e uso da lngua.
10:45am - 11:15am
INCIDENTAL LANGUAGE LEARNING E DESENVOLVIMENTO DA BILINGUALIDADE DOS
APRENDIZES DE LNGUA ESTRANGEIRA EM CONTEXTOS ESCOLARES.
Mrjori Corra Mendes1, Ana Cludia Peters Salgado2
1
Universidade Federal de Juiz de Fora, Brazil; 2Universidade Federal de
Juiz de Fora, Brazil; marjori.mendes@gmail.com
Crianas aprendem pelo princpio da disponibilidade (KROLL & DE GROOT,
2005), na medida em que vo colhendo informaes atravs do que est
disponvel em seu entrono. A escolha do que ser aprendido, porm,
parece ocorrer de forma incidental (ROBINSON, 1997), j que elas no
aprendem s o que nos propomos a ensinar ou tudo o que nos propomos
a ensinar, mas sim o que lhes atrai, mesmo que em nvel mnimo, e o que
lhes significativo de alguma forma. Sendo assim, quanto mais rico o
contexto de aprendizagem, maiores sero as opes do que aprender.
Dessa maneira, precisamos pensar com muito cuidado o ambiente da sala
de aula. Ofelia Garca (2009) defende que a educao bilngue seria a nica
forma de pensar educao no sculo XXI, uma vez que proporcionaria
aos indivduos envolvidos nesse processo o poder de se comunicar e
posicionar tanto poltica como socialmente nesse novo mundo que se
apresenta. Baseadas nessa perspectiva, defendemos aqui a ideia de que o
objetivo do ensino de lnguas deva ser o desenvolvimento da bilingualidade
(SALGADO & DIAS, 2010) do aprendiz e que a educao bilngue um
excelente caminho para o desenvolvimento dessa bilingualidade, j que
o torna apto a interagir nas mais diversas situaes. Assim, esse trabalho
busca entender como o aprendizado incidental de lngua promove o
desenvolvimento da bilingualidade do aprendiz em contextos escolares.
Para tanto, sero analisados dados coletados em trs projetos de pesquisas
diferentes. Nossa hiptese de que o aprendizado incidental de lnguas,
proporcionado pela grande variedade de estmulos multimodais presentes
nos contextos de educao estudados, nos quais as crianas estavam
expostas a contedos significativos, foi extremamente relevante para o
desenvolvimento da bilingualidade desses aprendizes.
11:15am - 11:45am
UNDERSTANDING EFL PUBLIC SCHOOL LEARNERS MOTIVATIONAL SYSTEMS: AN
INVESTIGATION FROM A DYNAMIC PERSPECTIVE
Cleuma Nascimento1, Michell Moutinho2
Universidade Federal do Par-Brazil; 2Universidade Federal do Par-Brazil;
1
cleuma.nascimento@gmail.com
This presentation aims at analyzing the motivational dynamics of a group of
high school foreign language learners in a public school in Northern Brazil
who were involved in the organization of an on-line magazine (English,
French, Spanish and German). From a dynamic systems perspective,
motivation is not a static construct; it undergoes changes in the foreign
language learning process. Early studies investigated the role of attitudes in
relation to the learning of the target language (GARDNER; LAMBERT, 1972),
the interplay between intrinsic and extrinsic motivation (DECI; RYAN, 1985),
the emotional and motivational entailments of academic success and failure
(WEINER, 1992) and the process of motivational change in time (DRNYEI;
OTT, 1998). Nowadays, studies show that motivation is an ever-changing
construct that regards the individual and the context as inseparable.
Therefore, this concept is now seen as socio-dynamic (DRNYEI; USHIODA,
2011), i.e., motivation is outlined under the perspective of the individual
differences, the person-in-context relational view (DRNYEI; USHIODA,
2011) and the complex dynamic systems (LARSEN-FREEMAN; CAMERON,
2008). While acknowledging the importance of addressing this issue,
investigating language learners motives to participate in a non-compulsory
school project benefits from a more holistic understanding of motivation
263
integrated to the various systems and subsystems related to the learner. The
data was obtained through open-ended questions the learners answered
in the course of the project as well as the researchers observations of
participants discussions. Results indicate the need for more investigation
on public schools language learners motivational behaviour, not as a set
of linear causal relations among variables, but through the lens of socio-
dynamic perspective, as it unfolds through the dynamic interactions of multi-
level subsystems.
11:45am - 12:15pm
Resisting the monolingual hegemony in super-diverse urban contexts:
Collective autonomy and interlingual spaces
Terry Eric Lamb1, Goran Vodicka2
University of Westminster, United Kingdom; 2University of Sheffield, United
1
Kingdom; t.lamb1@westminster.ac.uk
This paper builds on the exploration of relationships between learner/
teacher autonomy and space/place that took place in the AILA 2014
symposium organised by the first author and Garold Murray. It contributes
to the field by taking an interdisciplinary perspective on the construct of
autonomy in relation to theories of place/space, which involves a shift from
personal autonomy that has been a major orientation in research in the field
in recent decades to a collective, political autonomy that considers how
groups/communities can empower themselves. Data will be drawn from
three research projects conducted by the authors in the UK and elsewhere
in Europe. These projects have employed ethnographic research methods
e.g. classroom observations, structured discussions, policy and documentary
analysis, and analysis of artefacts, to explore the spaces in which different
languages are included and excluded in the linguistically super-diverse urban
contexts of formal and informal educational and public spaces. In particular,
they have focused on ways in which both educational communities and
urban linguistic communities have resisted such exclusion by finding spaces
in which they are able not only to maintain linguistic diversity, but also to
develop strategies to challenge the monolingual hegemony that suppresses
other languages, repositioning multilingualism as a resource for all rather
than a problem. Data from both a national research project in England and
a European project will illustrate ways in which, despite policy constraints,
school communities have developed structural and curricular interlingual
spaces that include diverse languages as well as preparing all learners to
value multilingualism. We will also draw on our research into ways in which
linguistic communities themselves produce interlingual spaces, ensuring
that their languages continue to be learnt, used and valued both in informal
educational spaces and in local neighbourhood spaces.
C521-534
Time: Thursday, 27/Jul/2017: 10:15am - 12:15pmLocation: Studio 4
10:15am - 10:45am
Implementing effective English Medium Instruction (EMI) in universities: a
matter of pedagogy or proficiency?
Ron Martinez, Francisco Fogaa, Eduardo Figueiredo
Universidade Federal do Parana, Brazil; ronmartinez@ufpr.br
English Medium Instruction (EMI) is generally understood to mean the
teaching of regular school subjects in English where the usual language of
instruction is not English. Although there are many native-speakers of English
who teach subjects in EMI contexts (for instance, an Australian who teaches
biology in Japan, in English), more and more non-native speakers of English
are being asked to deliver their usual course content in English (for example,
a Brazilian who teaches biology in Brazil, in English). Currently, there is a
common perception that EMI lecturers must possess an advanced (e.g. C1)
level of proficiency in English in order to deliver content effectively -- though
there is a lack of empirical evidence to support this assertion.
This paper will present the findings that emerged from a grounded theory,
ethnographically-driven study of EMI classrooms in higher education
settings in Brazil. Several hours of EMI classes were observed, recorded and
transcribed to monitor for such behaviors as teacher-student interaction,
and student-student collaboration. In addition, EMI lecturers and students
from both EMI and non-EMI settings were interviewed.
Especially revealing were the data that emerged from mirrored classroom
observation. In mirrored observation, lecturers are recorded teaching the
same course content twice -- once in English, and once in their first language.
Changes in teaching and student behavior in such observation settings are
particularly interesting since the content delivered is essentially the same,
with the main independent variable being the medium of instruction.
The findings of our research show that while proficiency does appear to
matter to some extent, the degree to which it impacts instruction is mitigated
by a number of factors, including subject matter, student motivation, and
even the classroom physical environment.
Actual examples from the observations will be provided, highlighting insights
about EMI instruction that emerged from the data collection.
10:45am - 11:15am
What Does Integration Look Like? Investigating Multilingual Learners Use of
English in US Mainstream Classes
Clara Vaz Bauler, Emily Kang
Adelphi University, United States of America; cbauler@adelphi.edu
Historically, instructional practices aimed at teaching English as an additional
or new language in public schools in the United States are often marked
by the existence of self-contained or special instructional periods on
English language development (Valds, 2001; Shin, 2013). In view of that,
multilingual learners are regularly deprived of engaging with using English
for academic purposes in meaningful and authentic contexts of use for a
long period of their schooling (Durn, 2008; Janzen, 2008). In contrast to
these more conventional practices, recent New York State regulations,
implemented in the 2014-2015 academic year, now mandate that English
as a New Language (ENL) teachers and content area teachers collaborate
in Integrated ENL Periods, where multilingual learners are mainstreamed
into general education classes. This inclusion of multilingual learners in
mainstream classes has generated a series of needs, challenges, and
opportunities for ENL and content area teachers as well as the students.
Through video recording, field notes, and interviews with the participants,
this study investigates multilingual learners use of English for academic
purposes in and through integrated ENL periods implemented in four
elementary schools in a K-6 district in New York State. As a result of the
study, implications of the collaborative practices engaged by the teams of
teachers to include and support multilingual learners in mainstream classes
are also examined.
11:15am - 11:45am
Academic staff perspectives on language policy and practice in an English-
dominant higher education context
Eleni Mariou
University of Birmingham, United Kingdom; e.mariou@bham.ac.uk
UK higher education institutions have become increasingly diverse as a result
of globalization and internationalization. UK higher education programmes
are often dominated by students whose first language is other than English,
while of particular interest is the fact that academic staff comprise a diverse
community as well, coming from a variety of educational and linguistic
backgrounds. This pilot study focuses on a relatively unexplored field;
that of the perspectives of both native English-speaking and international
academic teaching staff about language policy and practice in an English-
dominant UK higher education context. In particular, it explores how English
language policy is understood by academic staff, the implications it has on
their teaching practice, the challenges experienced by teaching linguistically
264
diverse groups and finally how their educational, linguistic and professional
background shape their beliefs and pedagogic practice.
The paper focuses on data from 14 semi-structured interviews with both
native English-speaking and international academic staff, and it draws on
nexus analysis (Scollon and Scollon, 2004), which aims at mapping out
the relationship between social action and circulating discourses around
a particular social action. The findings suggest that the discourses which
mediate social action in this particular nexus of practice are context-
specific and are largely shaped by academic staff members educational,
linguistic and professional background and experiences, which in turn
shape language policy and teaching practice. In addition, the responses
reveal that there is a need for a more strategic approach to the professional
development of academic staff which incorporates and addresses linguistic
diversity, in order to enhance awareness and improve pedagogic practice
in relation to the conceptualization and use of English in English-dominant
higher education contexts.
Scollon, R. Scollon, S.W. (2004) Nexus Analysis: Discourse and the Emerging
Internet. London: Routledge.
11:45am - 12:15pm
Different Bilingual Learners in Bilingual Preschools
Christina Schelletter
University of Hertfordshire, United Kingdom; C.Schelletter@herts.ac.uk
Methods of bilingual classroom teaching vary. While Cummins (2008)
advocated the two solitudes assumption, the idea that the two languages
should be rigidly kept separate, others, such as Creese & Blackledge (2010)
advocate a more flexible approach. Bilingual teaching methods will be
discussed in relation to the pre-school of the German school in London, a
school that aims to support the acquisition of German and English through
the presence of native speakers in both languages.
The present study was carried out as part of a European project (Early
Language and Intercultural Acquisition Studies) and funded by the European
Commission. Different groups of children were identified based partly
on parental questionnaires about the childrens language background:
1) Children with a predominantly German home language background,
2) Children with a balanced bilingual background and 3) Children with a
predominantly English home language background. Language tests were
carried out with all three groups, including tests of productive vocabulary in
both languages, grammar comprehension as well as narratives.
The test results show that the groups differ most in terms of their vocabulary
knowledge in both languages, reflecting language dominance or the degree
of balance in simultaneously bilingual children The questionnaire results
show differences in the language input of the children, suggesting that their
needs during pre-school time clearly differ. Particularly the children with a
predominantly English background have a low level of German vocabulary
and would benefit from more German input at pre-school. On the other
hand, the children with a dominantly German background and German home
language would require more English input, particularly if the aim is to go on to
a monolingual English school. Translanguaging might be an approach in this
context that is better suited to address different learner needs.
C535-548
Time: Thursday, 27/Jul/2017: 10:15am - 12:15pmLocation: Studio 5
10:15am - 10:45am
Technology integration into Modern Languages Courses in Brazil: the voices
of foreign language teachers
Claudia Beatriz Monte Jorge Martins
Universidade Tecnolgica Federal do Paran, Brazil; claudiab@utfpr.edu.br
One of the only areas of study that has a specific field to study its relationship
with technology is the language teaching area. This field is called Computer
Assisted Language Learning (CALL). For this reason, and also considering
the ubiquitous presence of technology, foreign language (FL) teachers
are increasingly expected to use technology. In higher education (HE) this
demand is even higher because of the central role they play in the education
of future FL teachers.
But does this happen in Brazil? Is technology an integral part of FL teaching? If
so, how is technology used? Are future teachers being taught to integrate CALL?
The objective of this presentation is to discuss and report the results of a
qualitative study on technology integration in the classrooms at universities and
colleges of the state of Paran, Brazil. The study aimed at analysing technology
integration from the point of view of teachers in the context of HE.
Sixteen semi-structured interviews were conducted with teachers from
twelve HE institutions located in eight different cities throughout the state.
The interviews took place from April to August 2014. Participants were
selected according to the results of a prior quantitative phase and to
Rogers Individual Innovativeness Theory. Data analysis used the constant
comparative method and the software MAXQDA. After coding the data
five categories emerged: the dimensions of use of CALL; the context of
educational institutions: obstacle to be overcome for CALL integration;
teachers digital literacy: the prevalence of the informal; teacher education
in Modern Languages courses: the negligence of the CALL dimension; and
the influence of students in teachers CALL uses.
The results provided a clearer picture of CALL in HE institutions and can
help teachers, teacher educators and administrators make informed
decisions about CALL by understanding how its integration takes place in
the classroom.
10:45am - 11:15am
A construo de um repositrio digital de tutoriais para professores de
lngua estrangeira em pr-servio
Patrcia da Silva Campelo Costa Barcellos, Mariana Backes Nunes
Universidade Federal do Rio Grande do Sul, Brazil; patricia.campelo@ufrgs.
br
Este trabalho discute o processo de criao de tutoriais e vdeos para o uso
de ferramentas digitais em uma disciplina a distncia focada nos processos
de ensino e aprendizagem de lngua estrangeira (LE). A disciplina Ensino
de Lngua Estrangeira e Tecnologia (EAD) se prope a fomentar o trabalho
em rede entre os licenciandos de LE do curso de Letras da Universidade
Federal do Rio Grande do Sul (UFRGS). Especificamente, essa uma
disciplina voltada a alternativas de currculo, organizao de contedos e
avaliao em ambiente digital. Em suma, a disciplina (que conta com alunos
de licenciatura em ingls, espanhol, italiano, alemo e francs) tem como
objetivo a discusso e familiarizao com tecnologias digitais passveis de
serem aplicadas em aulas de LE. Para tanto, os professores em formao
lidam com dispositivos digitais que podem utilizados em suas prticas
futuras na mediao da aprendizagem. Visto ser essa uma disciplina a
distncia, notou-se a necessidade de elaborao de tutoriais relacionados
ao uso das ferramentas digitais abordadas na disciplina, de modo que
os letramentos digitais (LANKSHEAR; KNOBEL, 2011) dos alunos fossem
fomentados. Os tutoriais foram criados em formato de vdeo e atravs
do uso do software Wink, o qual se destina justamente elaborao de
tutoriais e apresentaes. Alm dessas criaes, tambm foram produzidos
vdeos direcionados a professores em formao e professores em servio,
nos quais so sugeridas prticas pedaggicas mediadas pelas ferramentas
digitais especficas mostradas nos tutoriais. Tais materiais formaram um
repositrio transformado em canal do YouTube, a partir do qual tanto
a comunidade acadmica quanto a comunidade externa tm acesso
ao conjunto de mdias elaborado e constantemente atualizado. Neste
trabalho, tecida uma anlise de como ocorreu o processo de construo
dos materiais, a fim de que futuramente se avalie tambm como ocorre a
recepo desse repositrio por parte dos professores.
11:15am - 11:45am
Moving toward more effective design of MOOCs for language education
Glenn Michael Davis
Stanford University, United States of America; gmdavis@stanford.edu
MOOCs (massive open online courses) launched into the public
consciousness with much fanfare in 2011. Supporters have promoted the
potential of MOOCs to revolutionize education by removing barriers and
improving access to quality education in a student-centered format that can
scale to infinitely large populations with little additional investment. The past
six years have seen a partial realization of this potential, with registrations
for some MOOCs reaching into the hundreds of thousands of users, but
also recurring problems with low user engagement and stale pedagogical
designs that show little progress beyond the traditional lecture model.
Language education MOOCs have developed alongside traditional
disciplinary content-based courses, and appear uniquely positioned to
address key problems in foreign language education, such as inadequately
trained teachers and insufficient classroom resources in rural areas of many
East Asian countries. However, little work has rigorously examined the
design of these language education MOOCs to determine how they might
best take advantage of the specific features of MOOC platforms in order to
address these problems.
This paper examines an English language education course hosted on a
Chinese MOOC platform that has attracted enrollments well into the tens
of thousands of users. The strengths and weaknesses of the course in its
current form are analyzed through the lens of course design decisions, both
explicit and implicit. An alternative perspective in the form of a small private
online course (SPOC) hosted on the same platform is provided in order to
contrast course elements. This SPOC was designed to improve students
English standardized speaking test scores through nativelike formulaic
language usage. Student outcomes are assessed through a standardized
speaking test and measures of fluency and formulaic language usage, and
results are presented with a view to informing the design of future language
education MOOCs.
11:45am - 12:15pm
Mdia Social e aprendizagem de lnguas: possibilidade de encontro?
Irene Izilda da Silva1, Maria Eugenia Witzler DEsposito2, Rogrio da Costa Neves3
1
SEESP, Terramar Educacional; 2Faculdade Cultura Inglesa, Brazil; 3Colgio
Pedro II/PROPGPEC/MPPEB; eugeniadesposito@yahoo.com.br
Vivemos em uma sociedade da informao com novas formas de
organizao econmica, social, poltica e cultural, alm de novas maneiras
de trabalhar, comunicar-se, relacionar-se, aprender, pensar e viver. Desse
modo vemos a busca por novos cenrios se compondo no ambiente
educacional, uma vez que a escola contempornea e a gerao polegar
(Serres, 2013) que a compem, requer que repensemos o paradigma
educacional tradicional dando espao para um novo paradigma (Morin,
1990/2008; 1999/2006), repensando o processo de ensino-aprendizagem
de lnguas considerando as tecnologias da informao e da comunicao
(Coll & Monereo, 2010; Coll & Engel, 2010; Coll & Illerra, 2010; Silva, 2010;
Almeida & Valente, 2011; Braga, 2013) e o uso de mdias sociais (Raacke &
Raacke, 2010; Petrovic et al., 2012; Eteokleous, 2012; Petrovic at al., 2013;
Mallia, 2014). O foco desta pesquisa investigar como professores e futuros
professores do ensino bsico enxergam o uso de mdias sociais no ensino-
aprendizagem de lnguas para que, como formadores de professores,
possamos repensar a formao sendo ofertada. Para a investigao um
questionrio baseado em pesquisas anteriores foi elaborado e enviado via
email a professores de lnguas do ensino bsico e graduandos em Letras
no Brasil. Os resultados indicam conflito entre a literatura da rea e as
percepes dos professores e dos graduandos a respeito do uso de mdias
sociais no ensino-aprendizagem de lnguas.
265
 C549-562
Time: Thursday, 27/Jul/2017: 10:15am - 12:15pmLocation: Studio 6
10:15am - 10:45am
Speech-making in college EFL classes through the analysis of Malala
Yousafzais speeches
Shinji Fukuda
Fukuoka University, Japan; sfukuda@fukuoka-u.ac.jp
Through speech-making activities, students are given chances to
express their ideas and chances to learn how to formulate and organize
their opinions. The purpose of this study is to explore a way of teaching
useful and effective speech-making in college EFL classes. When making
speeches, great speakers often use the traditional artistic production of
rhetoric which dates back to the historic period of the ancient Greeks. In
this study, after analyzing Malala Yousafzais speeches, the author uses
them to teach rhetoric and technique, which are useful for students learning
speech-making. First the author investigates the style, in terms of rhetoric
and disposition, of the speech delivered by Malala Yousafzai on July 12,
2013 at the United Nations, and some of her other speeches. The study finds
in her speeches some rhetorical factors: 1) choice of words, 2) repetition,
and 3) antithesis. The author teaches students what kind of rhetoric strongly
impacts the audience through exploring Malala Yousafzais speeches. Then,
students make their own speeches using techniques learned through
analyzing her speeches. The words they use appeal to the senses, helping
the audience to see, hear and feel, like Malala Yousafzais words do. This
study also describes experimental lessons conducted by the author using
the proposed method.
10:45am - 11:15am
The Fractal Shape of Language
Diane Larsen-Freeman
University of Michigan, United States of America; dianelf@umich.edu
If language is a complex adaptive system, as some have claimed it is (Ellis &
Larsen-Freeman, 2009), then certain features should follow. In this paper, I
explore one of those features, namely that language has a fractal shape. A
fractal is a geometric figure, which is self-similar at different levels of scale.
Nature uses fractalsthey are an efficient way of squeezing in an amount
of material into a small amount of space (Mitchell, 2015). Fractal patterns
are generated as the result of iteration. Fractals follow a power law as they
reduce in size by a fixed ratio. An example of the fractal nature of language
can be seen in Zipfs power law connecting word rank and word frequency
for many natural languages. I will present data from a number of differ
languages to reveal their fractal patterns.
It makes sense for language to be structured in this way in order to make it
easily transmissible from generation to generation. In addition, the learning
of another language is facilitated by consistent patterning. In service of
the latter, it has been proposed that frequent and reliably contingent form-
meaning-use constructions are made more available to language learners
through a social process of co-adaptation, an iterative process, with each
interlocutor adjusting to the other over and over again (Larsen-Freeman &
Cameron, 2008).
Language teachers can take advantage of the fractal nature of language by
creating or adapting iterative activities and materials with which to engage
their students. It is important to distinguish iteration from both repetition
and recycling, which I will do in this paper. I will conclude this presentation
by providing examples of such activities and materials, the latter aided by
technology.
266
11:15am - 11:45am
Cultural Literacies: intercultural education and early language learning
Patricia Driscoll
CCCU, United Kingdom; patricia.driscoll@canterbury.ac.uk
Intercultural and cultural development have played a prominent role in
language education policy both in secondary and primary schools (Enever,
2011). There is strong evidence that there is a significant increase in
opportunities for young pupils to engage in cultural and intercultural visits,
cross-cultural collaborative curriculum projects and events associated
with language learning despite the marginalisation of culture in language
lessons in England (Cable et al, 2010) and across Europe (Beacco et al.,
2015: 10). Children are being socialised in an unprecedented interconnected
and globalised world with increased exposure to multi-lingual and multi-
cultural influences in schools, in their communities, through the media
and on television. Kramsch suggests that foreign language education with
one culture has been significantly reduced and that national cultures have
become hybrid and fragmented (2014: 303). The national school inspection
regime in England, however, assess school performance on cultural
development including provision that promotes British values.
This paper reports on childrens perceptions of the influences that they
consider to be important for their own cultural development, their views
about the own cultural context, the communities where the foreign
language is spoken and their concept of otherness. The childs voice is
at the heart of the study but parents and teachers perceptions are also
included in the analysis.
Drawing upon a sociocultural theoretical framework and using a mosaic
approach (Clarke and Miss, 2001) which focusses on childrens lived
experiences and recognises them as agents in their own lives, data was
gathered within an interpretivist paradigm through in-depth interviews with
twelve learners (8 to 11 years of age), in one case study school in an area
significant socio-economic challenge. Interviews with teaching staff and
parents and observations of cultural engagement undertaken. All interviews
were audio recorded and names anonymised to ensure confidentiality.
Analysis has yet to be undertaken.
11:45am - 12:15pm
USE OF L1 GLOSSES IN FOREIGN LANGUAGE READING: AN EYE-TRACKING EXPERIMENT
Belen Ibaceta, Carolina Bernales
Pontificia Universidad Catlica de Valparaso, Chile, Chile; carolina.
bernales@gmail.com
The cognitive influence of the learners first language (L1) on second or
foreign language (L2) learning has been clearly established by a robust
body of research, which acknowledges the cognitive advantages of
using the learners L1 during the processing of the L2 (Anton & DiCamilla,
1999; Butzkamm, 2003; Cook, 2008;Grosjean, 1989; Kroll and De Groot,
2005; Swain and Lapkin, 2000; Turnbull and Dailey-OCain, 2009). The
present study investigates L1 use in the form of access to L1 glosses and
its relationship to L2 reading comprehension from a lexical processing
perspective using eye-tracking technology. Reading research approaches
that use eye-movement recording methods assume that eye movements
are linked to attention and, therefore, to cognition and that these movements
can signal cognitive processing difficulties (Rayner, 1998; Reichle, Rayner &
Pollatsek, 2003). Eye-tracking data are therefore of utmost value to gain
a more comprehensive understanding of the moment-to-moment cognitive
processes involved in reading (Rayner et al., 2006) and in L2 processing
(Roberts & Siyanova-Chanturia, 2013; Winke, Godfroid & Gass, 2013). In
this experiment, it was hypothesized that access to L1 glosses facilitate
cognitive processing and comprehension of L2 texts of a high level of
difficulty for FL learners with a low language proficiency level (B1 CEFR)
and that attention to glosses (i.e., fixation times) result in better reading
comprehension scores. Twenty-five university EFL learner were asked to
read four different short passages in four different conditions: low level of
difficulty/L1 gloss, low level of difficulty/no gloss, high level of difficulty/L1
gloss, high level of difficulty/no gloss. After each text, participants answered
reading comprehension questions.Findings point to a more comprehensive
understanding of the strategies (L1 use) that L2 learners employ in trying to
process and comprehend L2 texts. Implications for FL policies and teaching
are discussed.
C563-576
Time: Thursday, 27/Jul/2017: 10:15am - 12:15pmLocation: Studio 7
10:15am - 10:45am
Complexities that constitute teacher-researchers work and identities:
Challenges for Brazilian Applied Linguistics
Raquel Gamero
UEL/ UENP, Brazil; raquelgamero.rg@gmail.com
Applied Linguistics, as a research field in constant transformation, faces
numerous challenges to respond to contemporary societal changes.
(Almeida Filho, 1991; Schmitz, 1992; Moita Lopes, 1996; 1999; 2013;
Cavalcanti, 2004; Paiva; Silva; Gomes, 2009). Understanding what
comprises teacher-researchers identity, itself part of teachers professional
identity, is one of such challenges (Bucholtz; Hall, 2005; Gamero, 2011).
This paper, based on mix methods research (Barbour, 2008; Creswell,
2010), profiled Brazilian Applied Linguistics teacher-researchers overall
characteristics, working in governmental higher education, and outlined the
elements which constitute teacher-researchers work and identities. Data,
generated throughout 2012 and 2015, is comprised of a national online
survey to ALAB affiliates, and semi-structured interviews with scholars
representing the most usual profiles that emerged according to the survey.
This paper aims to comprehend the complexities that constitute teacher-
researchers work and identities in Applied Linguistics in Brazil, and more
specifically, to outline the academic-professional profiles in this field to
indicate activities used to scaffold research and professional development
in this area. Additionally, the paper aims to identify teacher-researchers
representations in regards to research education in teacher education
degrees and to highlight identity features of the participants during the
research process. The analyses follow the principles and procedures from
the Sociodiscursive Interactionism (Bronckart, 2003; 2006, 2008) as well
as the inquiry tools from quantitative data analysis based on Pearson and
Spearmans coefficient (Lira; Chaves Neto, 2006; Filho, 2009). The findings
indicate that there are different predominant profiles related to the level of
education, geographical areas, working arrangements, institutional financial
support, which constitute the participants identities. It is evident as well that
contemporary social changes directly influence teacher-researchers work
and identities, shaping their work conditions and modeling challenges to
contemporary Applied Linguists.
10:45am - 11:15am
The Role of Teachers Knowledge and Identity in Teacher Education
Aymen Eltayeb Elsheikh
New York Institute of Technology - Abu Dhabi, UAE; elsheikhaymen@
hotmail.com
What is teacher knowledge and what is teacher identity? Do they really
matter? If so, what are the implications of teacher knowledge and identity
research on pre-service and in-service program development? And, overall,
are teachers what they know? This latter question was discussed by
Johnston (1999) when he asserted that teachers are what they know which
267
suggests that knowledge is an integral part of teachers identity. Therefore,
this assertion defies the Cartesian dualism which views teachers knowledge
and identity as two separate entities. The purpose of this presentation is to
find answers to the questions raised above. I will first discuss the theoretical
and empirical literature on teacher knowledge (e.g., Borg, 2006; Shulman,
1987), teacher identity (e.g., Brizman, 1991; Varghese et al, 2005), as well
as the relationship between knowledge and identity (Golombek, 2009;
Johnston, 1999; Miller, 2009). These discussions center around post-modern
views of knowledge and identity as multiple, a site of struggle, relational,
negotiated, and constructed through discourse (Gee, 1996; Norton & Darvin,
2015; Weedon, 1987). After reviewing the relevant literature, I will then
report findings from different studies I conducted in Africa and the Arabian
Gulf. These studies examined pre-service and in-service EFL teachers
professional experiences through reflecting on their professional training as
well as their classroom practice. The findings revealed that the teachers
constructed their identity discursively. That is, they identified themselves not
only as knowledgeable but as also as certain kinds of teachers through their
narratives and classroom practices. The presentation will then conclude by
suggesting implications for program development including, but not limited
to, courses on subject-matter knowledge, pedagogical content knowledge
and the socio-political and cultural contexts which influence both teacher
knowledge and identity. Classroom teachers will also walk away with
different ways in which they can examine their knowledge and identity
construction process.
11:15am - 11:45am
Construes discursivas de lugar de fala em embates online
Leonardo Cruz
Universidade Federal do Rio de Janeiro, Brazil; leodias_cruz@yahoo.com.
br
A emergncia de tecnologias digitais nas ltimas dcadas conferiu aos
sujeitos a possibilidade de se engajarem cada vez mais em prticas
discursivas fronteirias, tanto presencial quanto digitalmente, em que
o contato com o outro cada vez mais frequente, intenso e inesperado.
Esse contato, de forma geral, no tranquilo, mas perpassado por atritos,
conflitos e disputas por poder, sinalizando uma constante negociao
por significados. Nesse contexto, possvel perceber a ascenso do
Feminismo na web, trazendo consigo o debate em torno do lugar de
fala. No caso do Feminismo, em meio a tantas discusses sobre cultura
do estupro ou papel da mulher no cenrio poltico e campanhas como
#meuamigosecreto, h uma questo central: quem pode falar no/sobre o
movimento? Considerando essa discusso, o presente trabalho focaliza
comentrios no artigo #Primeiroassdio: no d para esquecer, publicado
no site PapodeHomem em 2015. Esses comentrios, escritos por mulheres
e homens, se debruam sobre a possibilidade de homens se declararem
feministas ou no. O objetivo desse estudo investigar os posicionamentos
interacionais desses leitores, tentando entender como eles constroem
discursivamente o lugar de fala, bem como sua relao com categorias
sociais como homem e mulher. Apesar de no ser possvel tecer concluses
fixas e generalizadas, pode-se perceber que, nessa interao, a construo
do lugar de fala instvel e perpassada por relaes de poder. No
h um lugar de fala; h diferentes construes ora convergentes ora
dissonantes em jogo. Em alguns casos, so conferidas aos homens as
possibilidades de fala, considerando-os tambm vtimas do machismo,
enquanto h momentos em que homens so construdos como causadores
do machismo ou portadores de privilgios e, portanto, impossibilitados de
falarem em/sobre um movimento de mulheres. O que vemos que lugar
de fala uma expresso que indexicaliza diferentes sentidos, estando
fortemente imbricada a construes, tambm volteis, de categorias sociais.
11:45am - 12:15pm
ESTERETIPOS SOCIAIS NA DISCRIMINAO DE IDENTIDADES DE GNERO
Dina Maria Martins Ferreira1, Tibrio Caminha2
Universidade Estadual do Cear; 2Universidade Estadual do Cear;
1
dinaferreira@terra.com.br
Neste estudo, abordamos a estereotipia como estratgia de sistemas de
categorizao para classificar o gnero e a prtica sexual na sociedade.
E se estereotipia for associada sigla LGBTTT (lsbica, gay, bissexual,
transgnero, travesti, transexual), ainda lidamos com identidades
marginalizadas pela cultura heteronormativa. Na composio do conceito
de gnero, adotamos duas caractersticas: diferena e performatividade;
o que nos permite abordar a noo de gnero no mais como uma
classe (classificao), mas como uma dimenso, em prol da subverso ao
poder heteronormativo. Mas ainda verifica-se que os papis sociais so
avaliados ora no extremo positivo (heterossexualidade), ora depreciados
no extremo negativo (homossexualidade), o que nos leva a alocar as
multidimensionalidades de gneros excludentes no entre-lugar (Bhabha,
2007. As implicaes do esteretipo nos mostra que a ancoragem do
no-familiar da e na representao social (Moscovici, 2010) ocasiona a
excluso, uma excludncia provocada pelo sistema classificatrio que no
obedece s normas culturais. Caso a diferena se aloje dentro dos limites
da tolerncia social, ela escondida e cai na categoria do comum a todos.
Mas, no entanto, os discursos sociais contagiam o imaginrio coletivo com
valores e crenas, promovendo uma organizao integrada e dinmica dos
modos de ser, cuja marcao do Outro (LGBTTT) pode ser tida como ao
e resistncia aos crculos de poder hegemmicos. Diante de uma posio
crtica contra generalizaes, faz-se necessrio investir em estigmas sociais
como forma de reatualizar polticas de outrora cujas razes esto cravadas
na opresso e na excedncia de uma categoria sobre as outras. Os tempos
ps-modernos apontam para a desnaturalizao de convices tradicionais,
mas, no entanto esteretipos ainda servem de subterfgio para a manuteno
das relaes de poder no apenas como uma rotulao e representao
social, mas tambm como reafirmao verdades ditas universais.
C577-590
Time: Thursday, 27/Jul/2017: 10:15am - 12:15pmLocation: Studio 8
10:15am - 10:45am
Reflexivity in qualitative interviews; insider views of the interview process.
Steve Mann
university of warwick, United Kingdom; steve.mann@warwick.ac.uk
This talk is built around reflexive vignettes concerning qualitative interviews.
The vignettes provide a transcribed extract from the featured qualitative
interview and foreground key reflexive issues in the extract. The talk aims to
show the importance of reflecting on and learning from discourse analysis
of interviews.
Borer and Fontana (2012: 45) say that today, instead of focusing on
constructing and deconstructing meta-theories about the nature of society
and the self, we can focus on smaller parcels of knowledge and study
society in its fragments, in its daily details. The paper of this session is
somewhat similar with regard to interviews and reflexivity. The focus will
be on how individual researchers view the daily detail of their interview
fragments, thereby providing insider views of the interview process. Given
the situated and complex process of qualitative interview, I will argue that it is
necessary to open out this practice through more sharing of actual interview
interaction and corresponding reflexive accounts from interviewers.
Drawing on recent publications, the talk will particularly consider the impact
of key aspects of interviewer role and identity in interview interaction. It will
also suggest that reflexivity is important at all stages of interview planning,
management, analysis and representation.
10:45am - 11:15am
Navigating a path through a methodological jungle: combining nexus analysis
and conversation analysis
Annamari Martinviita, Mirka Rauniomaa, Maritta Riekki
University of Oulu, Finland; annamari.martinviita@oulu.fi
The presentation will introduce work-in-progress from a research project
on human activity in natural settings. The project studies the significance
of nature for people and for how they use language, interact with one
another and accomplish social actions in situ. The project aims to contribute
to methodological innovation and explore how ethnomethodological
conversation analysis (EMCA; building on work by Garfinkel and Sacks,
Schegloff & Jefferson) and nexus analysis (NA; building on work by Scollon
& Scollon) can best be combined and applied in studying social action and
interaction. This also represents a key challenge for the project and the
researchers involved.
Where EMCA enables the discovery and description of the basic building
blocks of social action and interaction, viewed from a very close range, NA
takes such in-situ actions and aims to unravel all of the elements shaping
the social action, taking a very wide view of historical, social and cultural
trajectories. EMCA studies are highly data-driven, guided by phenomena
that can be detected in recordings, while NA begins by defining a social
action and then looking for sites of engagement that could provide useful
data. Thus there are differences not only in what these approaches focus
on, but also what can be discovered through them. Nonetheless, EMCA
and NA can be seen to complement one another, providing a multilayered
perspective on social action that could not otherwise be reached. Studies
that adopt the two approaches, typically drawing on EMCA methods to
examine data and phenomena defined through NA, are as of yet few but
all the more promising (see Raudaskoski 2010; Keisanen & Kuure 2011).
This presentation will discuss the methodological choices we have made
in collecting and analysing data from these different viewpoints, and the
challenges and new potentials we have discovered during the journey so
far.
11:15am - 11:45am
O ensino de ingls na proposta curricular
tocantinense: entre expectativas e silenciamento.
Gilberto Arajo
UFPA, Brazil; gilbertoa.araujo@yahoo.com.br
Este artigo aborda o discurso da proposta curricular do Tocantins a partir da
Anlise do Discurso, com base em Pcheux (1995, 1997a, 1997b, 2006) e
Orlandi (1998, 1999, 2004), levando em conta as noes de esquecimento,
assujeitamento, inter e intradiscurso. So tambm consideradas concepes
de outros autores a respeito de identidade, complexidade e letramento.
Os dados tratados envolvem recortes da proposta curricular estadual para
o ensino de lngua estrangeira no ensino mdio, subscrito por tcnicos e
professores locais e de outras regies do pas. Esse documento apresenta
orientaes regionais aos docentes no implemento do ensino do idioma
estrangeiro. O objetivo principal deste trabalho identificar representaes
discursivas sobre o ensino escolarizado de lngua inglesa do ponto de vista
oficial. Os documentos curriculares projetam esse mesmo ensino em um
extenso horizonte de expectativas com relao a sua significncia; tendem
a sobrelevar o discurso cientfico e literrio na medida em que procuram
reservar o silncio voz do docente em sua prtica cotidiana. Alm disso,
os resultados indicam que h no documento certo silncio em relao s
crticas diretas ou menes sobre a situao contempornea do ensino
de ingls. Ao mesmo tempo a proposta curricular atribui a essa prtica
os valores da independncia intelectual, redimensionamento cognitivo e
ideolgico (no sentido de viso do mundo), trabalho, formao humana e
oportunidades de mobilidade geocultural e, qui, poltica. No entanto, no
sistema econmico (ou no uso/utilidade) que ela busca as respostas para
os porqus do ensino desse idioma no Tocantins. Por fim, a identidade dos
268
sujeitos redatores do documento surge como desejo de inteireza, unidade,
como centralizao em torno da adoo da Teoria da Complexidade; ora
essa mesma identidade se reprojeta com nuances visionrias e encanto
literrio, ora tomada pela incerteza e pela disperso, ou s vezes ressurge
com caractersticas de univocidade.
11:45am - 12:15pm
Politeness and intonation in Spanish
Maria del Mar Vanrell, Lluisa Astruc
The Open University, United Kingdom; lluisa.astruc@open.ac.uk
In this paper we explore the interaction of politeness and intonational
phonology in a corpus of offers and requests in L1 Spanish, and how is
this received by L2 Spanish learners. Whereas requests have been widely
studied (from Garca 1993 and Koike 1994 to Orozco 2010, among many
others), offers have received scant attention in the literature, with only a few
studies in Spanish (Chodorowska-Pilch 2002, 2003; Ruiz de Zarobe 2001;
Barros Garca 2010; Astruc and Vanrell 2016).
We ask these research questions: What are the linguistic correlates of
politeness in Spanish? Are these politeness strategies correctly interpreted
by L2 hearers? To answer the first question, we designed and applied a
Discourse Completion Test (DCT, e.g. Kasper and Dahl 1991, Cohen 1996,
Beebe and Cumings 1996, Prieto 2001, Nurani 2009). The DCT included
offers and requests, and controlled the following factors:
(a) Social distance between participants (D)
Low social distance (sibling, - D) vs. high social distance (stranger, + )
(b) Power of the hearer over the speaker (P)
Equal power (your colleague, - P) vs. power imbalance (your boss, + P)
(c) Cost of the face-threatening act (D)
Low cost (passing over small items, -C) vs. high cost (car ride, + C)
We recorded 15 L1 Spanish speakers and analysed their pragmalinguistic
strategies, intonation, and voice quality. The initial analyses show that: (i)
cost is the only statistically significant factor in the choice of intonation, (ii)
both cost and distance have an effect on the choice of pragmalinguistic
strategies, (iii) although voice quality is used to signal intonation, this is the
feature that shows wider inter-speaker variation. At a second stage we
designed and run a perceptual experiment with L2 Spanish learners at
different proficiency levels. We discuss the results and the implications for
L2 teaching, and suggest practical classroom applications.
C591-604
Time: Thursday, 27/Jul/2017: 10:15am - 12:15pmLocation: Studio 9
10:15am - 10:45am
Social and instructional determinants of language-related episodes in a
Spanish L2 classroom.
Paul David Toth1, Kara Moranski2, Yohana Gil-Berrio1
Temple University, United States of America; University of Pennsylvania,
1 2
United States of America; ptoth@temple.edu
This study examines how adolescent L2 Spanish learners negotiated small-
group information exchange tasks following two types of explicit instruction
on the pronoun se. Participants included 29 learners from two intact classes
of third-year Spanish in a public U.S. high school, where three 90-minute
lessons focused on impersonal, passive, and inchoative uses of se during
one instructional week. In one class, (n=15) learners received brief, explicit,
deductive explanations for se in each lesson, followed by communicative
practice consisting of two comprehension tasks and two small-group
information exchange tasks. In the other class (n=14), learners completed
each lessons comprehension tasks before engaging in a guided, inductive
269
co-construction of rules for se based on its use in the comprehension texts
(Adair-Hauck & Donato, 2016). This involved first hypothesizing rules in small
groups, with the teacher then guiding the whole class toward a consensus.
Learners then performed the same small-group information exchanges as
the deductive class.
Focusing on the information exchanges, this study documents the frequency,
topical focus, and outcomes of the language related episodes (LREs; see
Swain & Lapkin, 1998; Williams, 1999) that arose in the two classes, with the
aim of determining whether either one reliably produced a more consistent
focus on the target structure, and/or more accurate outcomes. Likewise, the
study considers the social dynamics of the small groups in each class to
determine if consistency in target-structure focus or accuracy of outcomes
varied greatly among groups, and whether it related to the proficiency
of particular individuals or the degree of mutuality exhibited among all
participants (Storch, 2013). Individual participation in LREs is also compared
to target structure performance on interpretive and productive assessments
six weeks after instruction. Implications for the social and design factors that
contribute to accurate and target-structure focused LREs will be discussed.
10:45am - 11:15am
Genre-based speaking tasks and requirements for task design
Britta Freitag-Hild1, Manuela Pohl2
University of Potsdam, Germany; 2University of Potsdam, Germany;
1
mpohl@uni-potsdam.de
The genre approach to language teaching (e.g. Rose & Martin 2012) relies
on the assumption that we always communicate in the form of cultural
genres and assumes that language learners need to acquire genre
knowledge in order to communicate successfully. While this approach has
had a considerable influence on literacy programs and writing instruction,
this paper examines genre pedagogy and its use for the acquisition of
speaking skills (cf. Paltridge 2001). We will address the question of task
design and focus especially on the choice of audio-visual model texts which
are supposed to make learners aware of genre knowledge they can apply in
communicative situations. Based on video data of EFL learners performing
a parent-child argument, we will discuss the learners individual strategies of
interacting in a conflict situation and analyse to what extent they make use of
genre knowledge to accomplish the given task. The video data derive from
a research project conducted at German secondary schools. The project
aims at developing and testing genre-based speaking tasks and materials.
Therefore, discourse analysis is used to understand how learners draw
on generic structures and forms to communicate. The results of the video
analysis are then used to define the requirements of genre-based speaking
tasks and materials. Thus, we are proposing guidelines for classroom
implementation of genre techniques.
Martin, J. R.; Rose, David. Learning to write, reading to learn. Genre,
Knowledge and Pedagogy in the Sydney School. Equinox 2012.
Paltridge, Brian. Genre and the language learning classroom. Ann Arbor :
University of Michigan Press, 2001.
11:15am - 11:45am
How do L2 learners parse English sentences? Five basic verb patterns
Kozo Yanagawa
Hosei University, Japan; kozo@msh.biglobe.ne.jp
This study aims to reveal to what extent individual L2 learners parse
English sentences according to the framework of the five basic verb
patterns which has long been used in ELT (English Language Teaching)
at secondary schools in Japan. Parsing is a crucial processing step that
occurs after the input text is perceived and recognised by L2 learners.
While the conventional framework is expected to facilitate L2 processing,
not much research has gone into how L2 learners parse input text and to
the relevance of parsing by the framework at different proficiency levels.
These are important and imminent issues as they can provide insights into
how parsing should be incorporated into ELT approaches that emphasise
less on grammar instruction. In addition, they can help bridge the gap in
ELT between secondary- and tertiary-level schools (universities or colleges).
Therefore, this study attempts to reveal how L2 learners parse input text
using the framework of the basic verb patterns (Research Question 1),
how their parsing varies depending on their proficiency level (Research
Question 2), and how their parsing differs from that of native speakers
of English and proficient L2 users (Research Question 3). A total of 1,000
Japanese university students participated in this study. Factor and/or cluster
analysis and correlation analysis on standardized test scores were used to
answer Research Questions 1 and 2, respectively. Research Question 3 was
answered by comparing and discussing the results of Research Question
1. The results revealed that L2 users do not necessarily parse English
sentences according to the five basic verb patterns while proficient L2
users do and native speakers of English parse differently from L2 users.
The results of Research Question 2 were revealed at the conference.
Discussions considered ELT and teaching grammar, in particular, in foreign/
second language classrooms.
11:45am - 12:15pm
Prticas hibridizadas de letramento na zona rural: a comunidade na escola, a
escola na comunidade
Juliana Battisti1, Luciene Simes2
1
Universidade Federal do Rio Grande do Sul, Brazil; 2Universidade Federal
do Rio Grande do Sul, Brazil; battistijuliana@gmail.com
Esta pesquisa tem como objetivo descrever as orientaes de letramento
de crianas de uma turma de primeiro e terceiro ano do Ensino Fundamental
I de uma escola pblica estadual, localizada no sul do Brasil, bem como
investigar a presena e os usos da escrita das crianas e dos seus familiares
fora do contexto escolar. A pesquisa foi realizada por meio de trabalho de
campo de cinco meses, que envolveu a gerao de dados etnogrficos na
escola e na comunidade por meio de observao participante, gravao
audiovisual das aulas, entrevistas com os professores e membros
da comunidades, registros fotogrficos e coleta de documentos. A
fundamentao terica que orientou todo o processo investigativo est
baseada nos Novos Estudos sobre Letramento (HEATH, 1982,1983, 2012;
STREET, 1984; BARTON, 2007), os quais entendem letramento como um
conjunto de prticas sociais que envolvem a leitura e a escrita e que esto
inscritas em um contexto cultural especfico. Os principais conceitos que
guiam este trabalho so o de letramento (BARTON; HAMILTON, 1998),
eventos de letramento (HEATH, 1982) e prticas de letramento (BARTON,
2007). Por meio da anlise dos dados, conclumos que h, dentro da escola,
orientaes de letramento alinhadas valorizao de um conhecimento
construdo socialmente e que est conectado identidade social de ser
agricultor. A escrita medeia um encontro entre a vida que est fora da
escola e a vida que se faz dentro, estabelecendo determinadas funes
para o letramento. Nessa escola, saber ler e escrever serve para: ser
agricultor; ser agricultor/cidado do mundo; ser agricultor/pesquisador.
Alm disso, constatamos que as crianas e os seus familiares so membros
de um grupo social que usa a escrita de diferentes maneiras e para diversos
propsitos em suas vidas. O presente estudo pretende dar visibilidade
s prticas de letramento dos membros de uma comunidade rural em
diferentes contextos.
C883-884
Time: Thursday, 27/Jul/2017: 10:15am - 12:15pmLocation: Catete
10:15am - 10:45am
Classroom to community: Intercultural competence development in
translation and interpretation
Christine Elizabeth Poteau
Rowan University, United States of America; cpoteau@icloud.com
From rural to urban communities, our global societies are consistently
experiencing demographic shifts. Hence, our linguistically and culturally
270
diverse communities manifest the need to develop intercultural competence.
As a key ingredient in translation and interpretation, intercultural competence
refers to the effective management of interaction between people who,
to some degree or another, represent different or divergent affective,
cognitive, and behavioral orientations to the world (Spitzberg & Chagnon,
2009, p. 7). Thus, intercultural competence extends beyond cognizance
and entails utilization of cultural and linguistic codes in interactions. A lack
of intercultural competence in the professions consistently evidences
negative consequencesfrom medicine (Ohana & Mash, 2015; Prez &
Luquis, 2014) to law (Eades, 2012; Hafner, 2012). Specifically, in medical
contexts, a lack of intercultural competence can lead to fatalities, significant
financial costs, misdiagnoses, and medical ethnocentrism or a barrier to
accessing health care because it inhibits a practitioners understanding of
the patients beliefs and behaviors (Anand & Lahiri, 2009, p. 391). Moreover,
intercultural incompetence in legal contexts can result in misunderstandings,
miscommunications, and client mistrust (Angermeyer, 2015; Broome, 2015).
Consequently, intercultural competence plays a critical role in diverse
interactions and is influenced by an individuals attention to internal (e.g.,
attitudes) and external (e.g., social environment) stimuli. As a continuous
process in the brain, attention involves interaction between the individual
and ones environment (Schuchert, 2014). Experiential learning enables
learners to diversify their roles from the classroom to the community
and direct attention to autonomous and reflective forms of intercultural
competence development.
Accordingly, this presentation examines three areas: 1) role of intercultural
competence and attention in translation and interpretation, 2) innovative
experiential learning examples based on the authors intercultural
competence pedagogies in undergraduate language courses, and 3)
global approaches to intercultural competence development in virtual and
community contexts that aim to break language barriers.
10:45am - 11:15am
Training translation students to be professional revisers
Sirkku Latomaa
University of Tampere, Finland; sirkku.latomaa@uta.fi
Due to technological advances, such as machine translation, the demand
for translation revision will probably increase rather than diminish during
the coming years (Murphy 2013). This means that many translators and
translators-to-be will eventually work as revisers. To address these changes,
university education needs to prepare students by developing the necessary
skills for professional revision.
As studies on translation revision are still rare, especially on teaching
translation revision and on learning how to revise, one objective of this
paper is to contribute to the theoretical discussion by addressing this gap.
The empirical studies conducted on translation revision cover a variety
of issues (see Knzli 2007, Mossop 2007), and they focus predominantly
on professional translators. By comparison, fewer studies focus on how
students of translation develop into professional revisers.
This paper examines the process of professionalisation that translation
students experience while developing their expertise in revising authentic
commissions on a course offered at the University of Tampere. For the
purposes of the analysis, I utilised my observations as well as material
collected during the course, such as commentaries and final reports written
by the course participants, to determine the major issues and challenges
students encounter when learning to revise.
The study indicated that students needed to acquire strategic, interpersonal,
professional and instrumental competences (Knzli 2006) to be able
to perform their revising tasks successfully. In other words, in addition to
acquiring professional attitudes, this included developing detection skills,
checking sources, improving time management, learning to balance their
feedback as well as learning to communicate with clients. By the end of the
course, the top performers achieved a level that would enable them to be
paid as a reviser, whereas others still needed to have more practice.
 11:15am - 11:45am
Correlations between learning style and translation performance in a group
of undergraduate translation students
Kyriaki Kourouni
Aristotle University, Greece; electra@enl.auth.gr
The paper presents findings from a series of experimental tasks examining
the relation between the learning styles of a group of undergraduate
translation students vis--vis their overall translation performance when
the translation task takes place under time constraints. It attempts to relate
pedagogical practice directly to the translation industry, while treating
translation as a set of managerial actions and promoting respect for students
individual differences. The actual study relies on pedagogical approaches to
translation favoring realistic or real world criteria. It employs product-based
analysis and it draws on research from the process-oriented translation
paradigm. It takes advantage of elements from management theory and
practice. In this context, learning styles are defined as a pattern of thinking,
perceiving, problem-solving and remembering when approaching a learning
task (modified from Cassidy 2004: 48).
The study is based on data collected by means of keystroke logging, screen
recording, pre- and post-task questionnaires, as well as from the translation
products themselves and instruments for the identification of learning styles.
Emerging product- and process-based performance patterns are checked
for possible correspondence with dominant learning style dimensions.
Findings seem to indicate that learning styles may be employed as self-
awareness tools in translator training, as aids toward the preparation of
students for crossing the threshold from the academia into the workplace
as well as indicators toward effective work placement. Other implications
of interest to translator trainers, translation trainees and their perspective
employers are discussed.
Cassidy, Simon. 2004. Learning styles: An overview of theories, models and
measures. In Educational Psychology 24 (4): 407-419.
11:45am - 12:15pm
Building Technical Glossaries Using Corpus Linguistics Tools
Alexandre Trigo Veiga
So Paulo Catholic University (PUC-SP); alexandretrigoveiga@gmail.com
The creation of technical glossaries may become an arduous task if
translation students rely simply on document analysis in order to choose the
key words to be included in their lists. Document analysis is time consuming
due to the fact that large amounts of texts have to be individually read and
handled. In addition to that, document analysis depends exclusively on the
readers skills to pick and choose words to be included in their glossaries.
The present research was developed in order to present an alternative
methodology for gathering and identifying terms from a specific area of
studies in comparable corpora in Portuguese and English using computer
tools designed for linguistic analysis. This method was based on corpus
linguistics approaches to language analysis, which is the study of language
carried out using relevant samples of language in use. In terms of relevance,
corpus linguists consider relevant an amount of language that represents the
language usage within a community. The selected specific area in this study
is Symbolic Freemasonry, one of the divisions of Freemasonry, which is one
of the worlds most ancient and largest non-religious, non-political, fraternal
and charitable organizations. The compiled corpora for this study were
manuals and rituals used by freemasons during their works that are available
in the Internet. These manuals and rituals are used to teach self-knowledge
through participation in a progression of ceremonies. The computer tools
used for this research are the WordSmith Tools 6.0, the zExtractor and the
SketchEngine. The terms identified as a result of this research were used to
develop a bilingual glossary of Symbolic Freemasonry to aid translators and
proof-readers who specialize in masonic works.
271
C411-412
Time: Thursday, 27/Jul/2017: 11:15am - 12:15pmLocation: Ducale I
11:15am - 11:45am
Understanding the path: Supporting Brazilian English majors academic
writing abilities
Avram Stanley Blum
Universidade de Braslia, Brazil; avram@unb.br
In this individual research paper, I use the theory of Translinguistic Identity
as Pedagogy (Motha, Jain, and Tecle, 2011) and the lens of Global Englishes
(Canagarajah, 2013) to explore how one Brazilian university English professor
uses her experience as a learner of English as an additional language
to support the development of her students academic writing abilities in
a context where English is used as a means of communication primarily
between multilingual users. Through a series of classroom observations
and interviews over the duration of an academic semester, I found that her
understanding of the path of learning how to write in English allowed for
her to develop and manifest intensified empathy with the students, which
generated strong rapport between her and them. I present excerpts from
transcriptions of classroom interactions that illustrate how she harnesses
this ability to relate to the learning process to help them overcome particular
points of difficulty. Furthermore, I include excerpts of transcriptions of
interviews in which she expresses her awareness of the importance of
doing so. From these results, I generate possibilities for valuing the unique
contributions that English teachers who learned it as an additional language
make to the field of Teaching English to Speakers of Other Languages.
11:45am - 12:15pm
DISCOURSE AND IDENTITY OF FOREIGN LANGUAGE TEACHERS: A STUDY IN A DEVELOPMENT
PROGRAM AT AMAZONAS
Marta de Faria e Cunha Monteiro
Federal University of Amazonas - UFAM, Brazil; martamonteiro20@hotmail.
com
This work had as its main objective to investigate the development of
teachers of a National Elementary Teacher Development Program PARFOR,
in the Amazonas state, Brazil. It took into consideration their discourse and
identity regarding the teaching and learning of English, in the context they
live in. The theoretical framework was anchored on discourse (FAIRCLOUGH,
1992/2001; 2003; 2008; GEE, 1990/1996; 1990/2008; 1998; 2005) and
identity (GIMENEZ, 2005; HALL, 1996/2000; 1997/2003; MOITA LOPES,
2002; RAJAGOPALAN, 2003). The methodological procedures were based
on the qualitative paradigm (CELANI, 2005; DENZIN; LINCOLN, 2006;
ANDR, 2005), according to the action research theory (EL ANDALOUSSI,
2004; THIOLLENT, 2011). The context was a second major course in English
as a Foreign Language/Literature, offered by the Federal University of
Amazonas (UFAM), in the Amazonas state and the participants were 20
teachers of the course. The research tools were profiling and investigative
questionnaires, guided interview using a semi-structured guideline, chat
gatherings, practicum report, reflective and memorial logs, and field
journal. Results showed that the development experienced in the PARFOR
course was a space that triggered changes in the participants discourse in
relation to the teaching-learning of English and the strengthening of their
professional identity. Furthermore, it also possibly promoted changes in
their teaching practices. At the end of the work, proposals are put forward
and include, among other suggestions, the implementation of meetings of
continuing development with the objective of developing English teachers
as critical literacy agents.
 C417-418
Time: Thursday, 27/Jul/2017: 11:15am - 12:15pmLocation: Ducale II
11:15am - 11:45am
Movimentos de transio capilar na web: performatividades de raa e gnero
em jogo
Aline da Silva Azevedo Carvalho
UFRJ, Brazil; azeline@ig.com.br
Pesquisadores como MELO e MOITA LOPES (2014) asseveram que o
ambiente online pode contribuir para dar visibilidade s minorias, dentre
elas os corpos banos. Durante os ltimos anos, talvez em num esforo de
celebrao dos corpos e da esttica negra, crescente no Brasil o numero de
mulheres negras que aderem movimentos de transio capilar, amplamente
divulgados na web, atravs de vdeos, blogs e diversas redes sociais.
Passar pela transio significaria abrir mo dos processos qumicos
e libertar os cabelos tnicos dos resqucios de fios alisados. Muitas
das mulheres que aderem a esse movimento parecem adotar um
posicionamento discursivo politico de luta contra o colonialismo, FANON
(2005) e consideram conforme HOOKS (2006) que sucumbir aos
alisamentos as faria cmplices de uma politica de dominao que fere.
Por opo politica apostam em uma construo de raa fixa, baseada em
uma essncia e parecem engessar as possibilidades de uma mulher negra
se construir como tal. Como assevera Melo (2015) parecem essencializar
uma nica performance discursiva e apagam outras possibilidades de se
encenar performances identitrias no hegemnicas.
Com a presente comunicao, recorte de uma pesquisa em andamento,
pretendo atravs da etnografia dos ambientes virtuais HINE (2000, 2005)
e LEANDER e MCKIM (2003) mapear e compartilhar reflexes sobre as
performatividades (BUTLER, 1990; PENNYCOOK, 2007) de raa/gnero
possibilitadas por tal movimento.
11:45am - 12:15pm
Prticas Identitrias e questes de raa e racismo, anlise no filme Brder
Roberto Borges
CEFET/RJ, Brazil; borgesrcs@gmail.com
As questes raciais esto em evidncia em diversos espaos acadmicos,
elas tm sido pesquisadas e debatidas em vrias reas do saber, incluindo
a Lingustica Aplicada. Assim, pretendemos com esta comunicao enfocar
a construo do ethos (identidade discursiva, imagem de si) conforme a
concebem Maingueneau (2000, 2002, 2004), Charaudeau (2004, 2006a,
2006b) e Amoussy (2005), em paralelo s categorias de raa e racismo,
segundo Hall (2002, 2003, 2009), Fanon (2008) e Mbembe (2014). Neste
sentido, analisaremos o ethos construdo para o personagem Jaiminho,
(representado pelo ator negro Jonathan Haagense), no filme Brder (2011),
do diretor Jefferons De. Brder um filme de fico, cuja narrativa se
passa no Capo Redondo, bairro situado na periferia da cidade de So
Paulo. Jaiminho um famoso jogador de futebol, que, numa festa surpresa,
reencontra dois amigos da infncia. Um deles Macu (representado
pelo ator branco Caio Blat), que se tornou criminoso e o outro Pibe
(representado pelo ator negro Silvio Guindane), que vive com mulher e filha
e trabalha muito para sustent-las. Esse reencontro ameaar a amizade
mantida pelos trs personagens. Para tal, partimos do argumento de que
Raa no somente uma construo poltica e social, mas tambm uma
categoria discursiva que organiza e estrutura um sistema histrico de poder
socioeconmico, de explorao e de excluso ou seja, o racismo, que tem
lgica prpria como prtica discursiva (Hall, 1994). Partindo-se da premissa
de que as identidades na ps-modernidade, ou modernidade tardia, esto
sendo descentradas, isto , deslocadas ou fragmentadas (Hall: 2002),
propomos a anlise da prtica identitria do personagem Jaiminho atravs
da construo do ethos do personagem. Uma anlise parcial nos mostra
que as prticas identitrias nos possibilitaro entender como as questes
de raa e racismo fazem parte das relaes sociais do sujeito negro.
272
C895-896
Time: Thursday, 27/Jul/2017: 11:15am - 12:15pmLocation: Ducale III
11:15am - 11:45am
The Primary English Classroom Corpus: a window
into early foreign language teaching in Germany
Holger Limberg
European University of Flensburg, Germany; holger.limberg@uni-flensburg.
de
My talk introduces a new corpus of English lessons in German primary
schools and discusses its potential for language teacher education. The
Primary English Classroom Corpus (PECC) is a specialized pedagogical
corpus with a current database of 20 transcripts, consisting of English as
a foreign language (EFL) lessons taught in primary schools in Northern
Germany. The corpus compilation was based on the following principles:
authenticity, comprehensiveness, and accessibility. The recordings mirror
actual classroom interactions; they document complete lessons on video
and produce transcripts that are easily available and accessible for students,
teachers, and researchers.
The PECC seeks to function in two distinct ways in teacher education: to
provide access to interactions conducted in a specific classroom setting
(early foreign language education), including the ways teachers and learners
use the foreign language to organize and facilitate learning. Secondly, the
corpus provides a learning tool for future teachers of English who can use
extracts from the transcript corpus to analyze specific aspects of primary
classroom interaction and to develop an understanding of how theoretical
models in applied linguistics and foreign language teaching are reflected in
current teaching practices.
Corpus-informed research is seen as a promising avenue for language
teacher education, especially one that addresses the research-practice
dichotomy. Studying the specifics of early foreign language education and
gaining a better understanding of authentic classroom talk-in-interaction
helps prospective teachers to develop a knowledge base for their own
professional skills (cf. OKeefee and Farr 2003; Walsh 2006).
References:
OKeefee, A. and Farr, F. (2003). Using Language Corpora in Initial Teacher
Education: Pedagogic Issues and Practical Applications. TESOL Quarterly
37/3, 389-418.
Walsh, S. (2006). Investigating Classroom Discourse. New York: Routledge.
11:45am - 12:15pm
Efeito de diferentes tipos de feedback corretivo na produo escrita em
ingls como lngua estrangeira
Ricardo Kirinus
Idiomas Escola de Lnguas, Brazil; kirinus9@hotmail.com
Partindo do pressuposto de que a correo pode ser uma aliada e no
inimiga do aluno, e considerando a habilidade de escrever enquanto
processo, esta pesquisa, qualitativa e de base interpretativista, tem por
objetivo entender a importncia da produo de textos para a aquisio da
escrita em lngua estrangeira (LE). Alm disso, a inteno perceber se a
interferncia feita pelo professor, como forma de feedback corretivo, produz
melhores resultados na produo escrita dos alunos quando oferecida em
momentos diferentes e de forma distinta. Os dados foram coletados a partir
de textos corrigidos de quatro alunos de nvel intermedirio, estudantes de
ingls como LE, ambos brasileiros no-nativos de lngua inglesa, em uma
cidade do interior do sul do Brasil. A amostra foi composta de dezesseis
composies, j corrigidas, sendo dois textos, escritos sobre temas
diferentes, de cada aluno e suas respectivas reescrituras, bem como de
um questionrio, onde os aprendizes mostram suas opinies a respeito
da escrita, do erro e do tratamento corretivo. Os resultados deste estudo
demonstram que a interferncia do professor, atravs da sua ajuda e
interao com o aluno, independentemente da forma ou momento, auxilia

no aprimoramento das produes dos aprendizes e contribui para que eles
percebam que a aprendizagem acontece de forma efetiva. Esses resultados
evidenciam a importncia de o professor trabalhar com o processo da
correo e do tratamento corretivo na escrita de forma adequada e
compreensvel dentro de sala de aula, a fim de poder servir como apoio
para o desenvolvimento da lngua alvo dos aprendizes.
C901-902
Time: Thursday, 27/Jul/2017: 11:15am - 12:15pmLocation: Ducale IV
11:15am - 11:45am
To teach or not to teach stylistic variation at a beginner level?
Leif Michael French1, Suzie Beaulieu2
1
Sam Houston State University, United States; Universit Laval, Canada;
2 Federal University of Ceara, Brazil; andreiaturolo@hotmail.com
suzie.beaulieu@lli.ulaval.ca
Research has shown discrepancies between second language (L2) learners
and teachers beliefs about the importance of addressing language variation
phenomena in the classroom (Monerris Oilveras, 2015). While L2 learners
appear eager to receive explicit instruction about language variation so
as to be better prepared for real-life communicative situations (Beaven &
Garrido, 2000; Durn & McCool, 2003), teachers, on the other hand, often
seem reluctant to dedicate classroom time to language variation out of
fear that it may confuse or overwhelm learners (Beaven, 1999; Etienne &
Sax, 2009). To evaluate the degree to which teachers concerns may be
founded, two beginner French courses in an American University received
systematic explicit instruction on the variable use of the negative morpheme
ne in verbal negation over a 15-week period.
A pretest / post-test design was used to assess the effects of explicit
instruction on participants (N= 35) productive knowledge of negative
sentences. A picture-cue task was used to assess students written
productive knowledge on the rst day (Time 1) and the last day of the course
(Time 2). In addition, an oral picture description task (in informal and formal
settings) was added at the post-test (Time 2) to measure oral productive
knowledge. As a control, the same tasks were also administered to a group
(N = 15) receiving no explicit instruction. Data analysis consisted of calculating
the number of contextually appropriate use of the negative morpheme ne
in each data set.
Findings will shed light on the development of both written and oral productive
knowledge of contextually appropriate use of ne deletion/retention. The
discussion will offer an informed perspective on the current debate over the
possibility of dedicating classroom time to language variation phenomena
without fear of interfering with learners L2 development.
11:45am - 12:15pm
O papel da leitura e da lngua nativa na aquisio de
vocabulrio na segunda lngua
Leila Cordeiro Saglioni
Novo Anglo Taquaral, Brazil; leilacs@gmail.com
A aquisio de vocabulrio na segunda lngua um dos fatores que mais
preocupa o aprendiz desta. Contudo, muito h a ser explorado sobre os
processos que levam a efetiva reteno do vocabulrio e sobre as prticas
que levem a essa reteno. Considerando essas observaes, o objetivo
desta pesquisa foi aferir como a leitura pode auxiliar neste aprendizado,
usando como um segundo fator a lngua nativa, com o intuito de encontrar
uma alternativa que auxilie tanto professores como alunos. Para tal, o
estudo foi desenvolvido levando em conta um texto literrio em ambas s
lnguas (L1 e L2) e um teste foi realizado para conferir a taxa de reteno
de vocabulrio. Apoio-me Jiang (2000, 2002) para pensar na aquisio
de vocabulrio na segunda lngua, e as implicncias da L1 na obteno de
significado dos termos na L2; e na Involvement Load Theory de Hulstijn
273
e Laufer (2001) para mensurar o impacto dos exerccios na reteno dos
itens desejados. Meu foco neste estudo foi observar como a aquisio
de vocabulrio se desenvolve para transpor em prticas que auxiliem ao
aprendiz atingi-la. Esta pesquisa foi feita como parte da tese de mestrado
na Universidade de Reading, na Inglaterra. Espero com esta pesquisa
promover uma reflexo sobre os paradigmas que vigoram nas prticas de
sala de aula, com o intuito de auxiliar docentes.
C881-882
Time: Thursday, 27/Jul/2017: 11:15am - 12:15pmLocation: Alcazar
Affordances in a distance education Brazilian program of English as a foreign
language
Andreia Turolo-Silva
The processes of foreign language learning and teaching in distance
education have conquered increasing space in practice and in research
agendas driven by the interest in understanding how the continuous
technological and scientific progress impact methodologies and practices
of teaching and learning language. Inserted in this universe, the context of
this research was one course of English teacher education (Letras) through
distance education offered for municipalities located in the countryside of
the state of Ceara, Brazil. Due to various technological and environmental
constraints present in this scenario, the online interpersonal interaction in
the virtual learning environment was realized predominantly in the written
mode. Text-based Computer-Mediated Communication (CMC) presents
several constraints on participants because of its visually-reduced mode.
On the other hand, text-based CMC presents different features, which
help to sustain the interaction and can promote language learning. In this
context, the main objective of this research was to describe the mechanisms
of engagement with the affordances that helped to sustain the text-based
interpersonal interactions in a virtual learning environment where English
was learned as a foreign language, specifically in discussion forums and
chats. The notion of affordance, which came from ecological psychology
(Gibson 1986), was discussed in this work according to three dimensions: (i)
the environmental dimension, (ii) the technological dimension, both of them
with contributions by Lamy & Hampel (2007) and Rama et al. (2012), mainly,
and (iii) the linguistic dimension, associating a linguistics pragmatics theory
about contextualization cues to the latter (Gumperz 1982; Greeno 1994).
Integrating Social Networking Sites for Language
Learning in a Language Education Program
Jose Aldemar lvarez Valencia
Universidad del Valle, Colombia; jose.aldemar.alvarez@correounivalle.edu.
co
Social networking has challenged the area of Computer Mediated
Communication (CMC) to expand its research palette in order to account for
the way individuals engage in processes of learning and socialization, the
way they interact, and the way they construct and perform their identities. It
is necessary to examine the new material conditions, social arrangements,
and the communicational landscape of social media and in particular new
spaces for language learning such as Social Networking Sites for Language
Learning (SNSLL). The literature on these virtual spaces is limited and there
is the need to examine the potentialities that these environments offer
to language teachers and learners in formal education settings. Unlike
previous research on SNSLLs that has mostly focused on characterizing
and examining their uses, this presentation reports on a study that aimed
to explore how to articulate the SNSLL Livemocha in the language classes
of a foreign language education program in Colombia. Through surveys,
observation, screen recording of students work on Livemocha, students
logs and focus groups, the study looks at the gains of using these interfaces
and the possibilities to integrate them in formal language learning contexts.
Results indicate that it is possible to articulate the SNSLL to some extent
with the syllabus of language classes, although this articulation will
mostly work with classes of lower English levels. Four-semester students
perceptions regarding the gains of using the website are mixed, with
students indicating language improvement at the lexical or grammatical
level or better understanding of cultural aspects arising from the interaction
with the websites contents or tools. One main implication of this study is
that combining SNSLLs with language classes at the college level offers
another source of socialization that could be exploited to enhance language
development.
C915-916
Time: Thursday, 27/Jul/2017: 1:30pm - 2:30pmLocation: Queluz IV
1:30pm - 2:00pm
Pronunciation Development in Mainland China: A Social Perspective
Yilu Nie, Margaret M. Lo
The University of Hong Kong, Hong Kong S.A.R. (China); yilunie@gmail.com
The deepening of globalization has led to an unprecedented wave of
enthusiasm for English language education across China. However,
discrepancies in social, economic and political profiles of different regions
seem to have resulted in an imbalanced development of learners English,
in particular, their pronunciation. To investigate this issue, this study focused
on the pronunciation development of learners in a secondary school in
Mainland China, where the researcher used to work as an English teacher
and where learners develop their pronunciation mainly in the classroom. In
this paper, I present the preliminary findings of an ethnographic case study,
which aimed to provide a nuanced, socially-embedded and contextualized
picture of learners pronunciation development. Research data were
collected through classroom observations and interviews with both learners
and teachers. The constructs of communities of practice from Lave and
Wenger, investment and identity from Norton, and cultural capital from
Bourdieu were drawn on as the theoretical lens to illuminate how teachers
and learners conceptualized pronunciation development and how learners
viewed pronunciation learning as a means of social participation for their
membership in communities. These constructs also helped to explore how
learners understood their socially-constructed relationship with English
pronunciation, how power relations in communities facilitated or constrained
learners opportunities to practice pronunciation, and how pronunciation
development took on more or less importance for learners. It is hoped
that this study will provide insights into the complexities of pronunciation
teaching and learning, and thus help to understand learners sometimes
ambiguous investment in it, and the co-constructed nature of classroom
pronunciation learning.
2:00pm - 2:30pm
Second language coded students categorizations and position(ing)s in the
everyday life in school
Frida Siekkinen
University of Gothenburg, Sweden; frida.siekkinen@gu.se
This paper, which is a part of an ongoing thesis project, examines how,
when and where students of the school subjects Swedish as a second
language, Second language coded students, are made as a category and
positioned and position themselves as subjects in the everyday life in a
secondary school. A poststructuralist approach and discourse analysis as
well as an intersectional perspective are used as the theoretical frameworks
and methodology in the paper and the concept of subject positions is
used as an analytic tool that replaces the notion of identity. The study is
carried out as ethnography at a Swedish secondary school where the
division between two Swedish school subjects (Swedish and Swedish as
a second language) that results in the coding of some students as second
language students is analyzed. Focus is on how, when, and where the
274
categorization and coding of the students is activated and made relevant
and what the consequences are for the students subject position(ing)
s and what other consequences the categorization has for the Second
language coded students. A further aim of the paper is to challenge the
norms that operate though discourses in the school system. The students
subject position(ing)s are vital because it results in future possibilities
and/or limitations which are examined and highlighted in this paper.
S51
Time: Thursday, 27/Jul/2017: 1:30pm - 3:30pmLocation: Queluz VI
Lets co-research! Learners as co-researchers in autonomous foreign
language learning
Organizer(s): Maria Giovanna Tassinari (Freie Universitt Berlin, Germany),
Christian Ludwig (Pdagogische Hochschule Karlsruhe, Germany)
Increasingly, the importance and promise of participatory research in foreign
language learning is being understood by authorities, researchers, teachers,
and, last but not least, learners, alike. In a similar vein, learner autonomy
is currently one of most vibrant areas of research in the field of second
language acquisition. While it is often referred to as a slippery concept
because it is difficult to define, there appears to be a broad consensus that
learner involvement and reflection in an environment in which they can
experiment constitute its main principles.
The aim of this symposium is to establish a relationship between the two
concepts, which are of considerable interest and concern within the field
of foreign language learning. In order to do so, we will examine common
cornerstones of implementing learner autonomy and of conducting action
research. To mention but a few examples, both equally involve learners as
co-researchers and by doing so encourage them to gradually take over
responsibility for their own learning and research. Furthermore, performing
action research and implementing learner autonomy both follow the exact
same scheme, i.e. planning, acting and reflecting.
Grounding on experiences with learners in different contexts, from primary
school to higher education, we will explore the multifaceted roles of
involving learners as co-researchers when it comes to learner autonomy
development. In addition to this, we intend to shed light on how learners
move away from dualist thinking and are empowered by being actively
involved in action research projects. Last but not least, it will be elucidated
how the collaboration of and with co-researchers can be given shape in
different stages of the research process.
Details of the Symposium Papers
Learners as co-researchers of their own learning processes: an example
from an autonomous learning environment
Leni Dam
formerly University College Copenhagen, Denmark
This presentation is concerned with a mixed ability class in a Danish school
in which learners were required to take responsibility for their own learning.
This implied that learners, with support from their teacher, would be involved
in planning, organizing, managing, and evaluating their learning - the cyclical
phases which are common practice in action research.
An important tool in this process was the logbook, in which learners had to
document their daily work and enter reflections on the learning process.
These written records of activities carried out, and of learners own
evaluations of procedures and outcomes, were not only a crucial tool for
learners in their learning process, but also a valuable source of material
for the teacher in her ongoing research in connection with the process of
developing learner autonomy. As well as being constantly involved in the
various phases of these learning projects (planning, managing, evaluating),
by gathering and providing data, the learners took on roles as co-
researchers, while the teacher became a co-learner in the research process.
The presentation offers a concrete example of learners as co-researchers,
in a project dealing with the problem of how to improve the social climate in
class and thus to facilitate group work and peer-tutoring. The data is derived
partly from the learners logbooks and partly from the teachers logbook and
these are complemented by questionnaire data.
Students as (co-)researchers: Investigating form and function of formulaic
language
Saskia Kersten
University of Hertfordshire UK, United Kingdom
Less proficient learners of English tend to use fewer fully or semi-
preconstructed phrases than highly proficient learners or native speakers
of English, which may be in part due to the fact that EFL teaching oftentimes
focusses on teaching grammar rules on the one and vocabulary items
(i.e. individual words) on the other hand (Boers & Lindstromberg 2009: 1).
This presentation will first outline research that has shown that teaching
chunks of language is an important aspect of (instructed) second language
development and draws on suggestions for practical classroom applications
in an EFL context (see e.g. Arnold, Drnyei & Pugliese 2015, Lindstromberg &
Boers 2008). In a second step, it will be outlined how raising the awareness of
the existence of chunks can also be combined with autonomous (language)
learning in tertiary education settings, e.g. for learners who want to become
teachers of English and/or participate in Applied Linguistics modules. It is
argued that including a research project investigating formulaic language as
part of the assessment enables learners not only to develop their research
skills, but also has the potential of raising their awareness of the ubiquity of
formulaic language in communication as well as enhancing their language
skills by acquainting them with tools suitable for autonomous language
study. Lastly, it discusses various free and subscription-based online tools
and corpora that can be used for both research, teaching and self-study
purposes.
Co-research in practice in a self-access language centre
Maria Giovanna Tassinari
Freie Universitt Berlin, Germany
The self-access language centre (SAC) at the Freie Universitt Berlin employs
thirteen student assistants with manifold tasks. They are responsible for
receiving learners and answering their questions, for updating the online
SAC catalogue and the website. They also work on the tandem program
and, in addition, some of them offer peer advising.
As the director of the SAC, it is my responsibility to train the student
assistants, monitor their work and reflect with them on their current practice
in order to meet academic and institutional quality control requirements.
The student assistants are, of course, actively involved in the training and
reflection process, keeping track of their work and bringing to the table their
own points of view on SAC provision. This means they are encouraged both
to suggest and implement their suggestions for projects in small teams.
All such projects are carried out through a cyclical process of identifying
goals and the target audience, planning, implementing and evaluating
the provision on offer. In an ongoing exchange between them and me as
director, the student assistants learn to be reflective practitioners and co-
researchers-in-action.
The aim of this presentation is to reflect on these processes in order to
illustrate how they contribute to the development of the student assistants
problem-solving skills and to their own autonomy as language learners and
as future language teachers. Moreover, the question that will be posed is
to what extent these actions fulfil the criteria of action research, since the
research conducted addresses specific issues and involves observation
as well as the collection and analysis of data, all with a view to making
suggestions for change and improvements within the academic community
of the SAC, its staff and learners.
275
Space, place and learner autonomy: learners co-researching linguistic
landscapes
Christian Ludwig
Pdagogische Hochschule Karlsruhe, Germany
In recent years, there has been an increasing interest in the potential of
linguistic land- and cityscapes for second and foreign language acquisition.
This presentation reports on a research project in which students were
encouraged to act as co-researchers by exploring the linguistic landscapes
(LLs) of their living areas. In this respect, linguistic land- and cityscapes
hold great potential as they can promote extra-mural English activities
known to play an important role for learning. However, what if examples
of linguistic land- and cityscapes would not only be used as objects for
classroom discussions but also for research projects conducted by the
students themselves? By doing so, students are encouraged to engage with
the multilingual reality of the world outside the walls which they come in
contact with every day. Thus, students can work with real language in a
situated and authentic way, while the classroom ideally turns into a research
hub for all stages of the action research cycle.
The main aim of this project was primarily to familiarise students with the
concept of linguistic land- and cityscapes and raise their awareness for
potential learning opportunities outside the foreign language classroom.
However, when dealing with the socio-spatial dimensions of plurilingual LLs
in small-scale research projects, learners also became more autonomous
by immersing themselves in the multifaceted aspects of research in LLs and
(re-)shaping the spaces in which LLs occurred and which they are intimately
related to through written and other discursive modalities, such as visuals,
non-verbal signs of communication, architecture and the built environment.
S52
Time: Thursday, 27/Jul/2017: 1:30pm - 3:30pmLocation: Queluz VII
Linguagens, fronteiras e identidades: corporeidades, educao e
aprendizagens
Organizer(s): Hilario Inacio Bohn (UCPel, Brazil)
Pode-se afirmar que as ltimas dcadas do sculo XX e o incio do sculo
XXI foram de intenso debate e pesquisas sobre formas identidrias, debate
em que os direitos das minorias, das identidades perifricas, hbridas e
interculturais ocuparam um lugar central. Junto com estes estudos tambm
houve amplas discusses sobre questes de poder que produzem e
controlam as identidades, especialmente as que divergem da tradio
e da confortvel hegemonia das masculinidades, das nacionalidades
definidas pelo espao geogrfico, da escolha do gnero pela configurao
corporal e pela raa designada pela cor da pele. Os vnculos religiosos e
lingusticos no estiveram isentos desse debate globalizado que exigiu a
criao de novas linguagens, de novos espaos de (com)vivncia em que
os conceitos de desconstruo, interculturalidade(s), entre-lugares, terceiro
espao, ocuparam lugar de destaque. As apresentaes do Simpsio
procuram problematizar estes conceitos fronteirios das identidades em
um espao geogrfico especfico entre o sul do Brasil, RS e do Uruguay
em que as linguagens, as culturas, as aprendizagens e as corporeidades
se entrelaam 24 horas por dia entre a lngua espanhola e portuguesa em
todas as suas variedades e hibridismos de expresso (inter)cultural. Dentro
desta perspectiva se examinar o aspecto formativo de profissionais de
lnguas atuando nessa fronteira Brasil-Uruguay; o aspecto de aprendizagem
intercultural e o fluxo das identidades que circulam nessa fronteira hbrida.
Os apresentadores tambm representam esta complexidade identitria e
profissional. Do lado brasileiro, a professora Luciana Domingo desenvolve
atividades de ensino e pesquisa na formao de professores interculturais.
O professor Hilario Bohn desenvolve pesquisas e orienta teses de
mestrado e doutorado sobre identidades perifricas e fronteirias. Do outro
lado da fronteira, a Virginia, professora e pesquisadora da Universidad de
la Republica (Uruguay), UDELAR, focaliza aspectos da aprendizagem de
lnguas prximas, espanhol-portugus-italiano.

Details of the Symposium Papers
Corporeidade e identidades fronteirias: brasileiros e uruguaios tecem suas
individualizaes
Hilario Inacio Bohn
UCPel, Brazil
A Globalizao colocou os seres humanos num redemoinho de quase
infinita variao de identidades. Isto torna os processos da individualizao
(DURKHEIM, 2010) mais complexos com reflexos imediatos na estrutura e
coeso social. A dinmica dos modos de vida disponibilizados pela mdia
e pelas redes sociais leva os indivduos a explorarem novos nichos de
pertencimento e de criarem as condies de visibilidade e de percepo
(MEARLEAU-PONTY, 2015) em que a corporeidade torna-se um dos
significantes mais importantes na criao e expresso de sentidos. No
presente trabalho discute-se como os indivduos de nacionalidades
distintas, nas cidades de Chu, Brasil e Chuy, Uruguay, em contato de
interao diria utilizam seus corpos para marcarem as suas diferenas e
se identificaram como brasileiros ou uruguaios em suas relaes familiares,
atividades profissionais e de lazer. Procura-se verificar at que ponto as
pessoas que vivem nesse entre-lugar (BHABHA, 2005), neste terceiro-
espao, nessa ambivalncia, lidam com as censuras, as coeres e
jogos de (in)dependncia. Indaga-se tambm como as interculturalidades,
criadas entre as culturas e as lnguas, alimentam-se nos movimentos
da corporeidade, dos gestos de aproximao e de distanciamento, na
manifestao da expresso de valores, no ocultamento ou ostentao
da pele que envolve os corpos que, segundo Meli (2013), cria os grupos
tnicos, raciais e de gnero. Os dados para anlise e interpretao vm de
entrevistas semi-estruturadas de 12 pessoas, 06 homens e 06 mulheres
que vivem e desenvolvem atividades profissionais e culturais na fronteira
Brasil-Uruguay nas cidades de Chu e Chuy.
Fronteras mviles: acerca de los significados de aprender lenguas
extranjeras
Virginia Orlando
Udelar, Uruguay
En este trabajo reviso desde una perspectiva dialgica los significados
de aprender una lengua extranjera para aprendices (adultos, hispano-
hablantes) de francs, italiano y portugus; ms concretamente, las formas
en que esos aprendices construyen significados sobre sus trayectorias de
aprendizaje de una lengua extranjera en entrevistas semiestructuradas. El
escenario de investigacin se sita en los cursos de lectura en francs,
italiano y portugus dirigidos a alumnos universitarios de grado y posgrado
de una universidad pblica, y previstos como apoyo para la lectura de
bibliografa especializada. Los procesos de enseanza y aprendizaje de
lenguas extranjeras constituyen experiencias en que los individuos rehacen,
una y otra vez, el acto sagrado de regere fines (BOURDIEU, 2001), es decir
de trazar las lneas fronterizas que separan lo propio o familiar (en este caso,
su lengua) de la lengua extranjera. En investigaciones previas (ORLANDO,
2011 y 2012) en que se analizaron las clases de esos cursos de lectura fue
posible identificar la existencia de fronteras cuya delimitacin se relaciona
tanto o ms con los diversos gneros discursivos (ms o menos familiares
para los aprendices) en circulacin dentro de esos salones de clase. En
esta ocasin se revisan entrevistas de 22 estudiantes de francs, italiano y
portugus sobre sus trayectorias de aprendizaje de una lengua extranjera.
En la exploracin de las construcciones discursivas de esos estudiantes, las
fronteras se muestran mviles, diversas, inestables, y sobre todo, asociadas
a diversas facetas identitarias de las biografas individuales. A partir de
esa exploracin se perfila una diversidad que desafa las elaboraciones
fronterizas propias de la modernidad naciente, relacionadas a su vez con
las ideas fundadoras de identidad nacionalista (HABERMAS, 2002).
Descolonizando saberes na formao inicial de professores de lnguas na
fronteira Brasil-Uruguay
Luciana Domingo
Unipampa, Brazil
Este trabalho aponta perspectivas de ao na promoo da
interculturalidade na formao inicial docente em regies fronteirias.
Considerando o contato entre as duas lnguas-culturas e o contexto scio
histrico onde os sujeitos compartilham saberes e prticas culturais,
pretendemos contribuir para a reflexo sobre a necessidade de incluirmos a
perspectiva intercultural crtica na formao de professores de portugus e
espanhol a partir da compreenso de professor de lnguas como mediador
intercultural (SERRANI, 2005). A discusso tem como base a distino de
trs perspectivas distintas no sentido de interculturalidade proposta por
Walsh (2010): relacional, funcional e crtica. Desenvolvido na perspectiva do
Letramento Intercultural (DOMINGO, 2015), este trabalho sugere alternativas
para a promoo da educao da linguagem orientada ao respeito,
diversidade e singularidade das culturas, constituindo, como afirma
Abdallah-Pretceille (2001), a fronteira entre o saber e a ao. A ideia de
descolonizao parte da leitura dos trabalhos de Anbal Quijano, Edgardo
Lander, Ramn Grosfoguel, Santiago Castro-Gmez e Walter Mignolo
no Grupo Modernidad/ Colonialidad (M/ C), um dos mais importantes
coletivos sobre o pensamento crtico latino-americano. Responsvel por um
movimento epistemolgico iniciado no final dos anos 90, o coletivo rompe
com os estudos subalternos latino-americanos apontando a superao da
colonialidade do poder, do saber e do ser como desafio para o continente. A
perspectiva crtica adotada neste trabalho tem como inspirao a proposta
inicial deste Grupo de romper com a episteme estabelecida, tendo como
centro o Norte. Nossa contribuio a este debate prope a constituio
e manuteno de Estudos Fronteirios que defendam uma formao de
professores de lnguas histrica e culturalmente situada.
S53
Time: Thursday, 27/Jul/2017: 1:30pm - 3:30pmLocation: Venezia I
Popular culture and literature: Recent perspectives on multidimensional
studies
Organizer(s): Marcia Veirano Pinto (So Paulo Catholic University, Brazil)
Multidimensional (MD) analysis is a methodology introduced by Biber (1988,
inter alia) to identify underlying parameters of variation in corpus data.
Such parameters of variation result from linguistic spaces defined by the
cooccurrence patterns of linguistic features in the texts of a corpus that
are typically of different registers. In this symposium, studies complement
and push the boundaries of MD analysis by applying it to the investigation
of literary style, variation in specific registers of popular culture (reality TV
shows and American movies) as well as to the identification of dimensions
of lexical variation in web registers. The first paper addresses two important
issues regarding the design of corpora of popular culture sources for corpus-
based media studies namely, sampling and size. The second paper applies
both the dimensions of variation in English established by Biber (1988)
and the dimensions of US television established by Berber Sardinha and
Veirano Pinto (forthcoming) to provide a comprehensive lexico-grammatical
description of the verbal language of US Reality TV. The third paper aims to
explore the stylistic features of Brazilian writer Machado de Assis by applying
the dimensions of contemporary Brazilian Portuguese register variation
(Berber Sardinha, Kauffmann and Acunzo, 2014). A final study conducts two
full MD analyses across web varieties in both English and Portuguese. The
first analysis is a mainstream MD analysis, in which the texts were tagged
for part of speech using state-of-the-art taggers such as the Biber Tagger
(for English) and the Palavras parser (for Brazilian Portuguese). The second
analysis is based on a different type of MD analysis, whereby the data
were not grammatical features but groups of words, identified by programs
designed for the study. The dimensions identified thus were called lexical
dimensions of variation, and consisted of lexical sets that shared a common
aboutness (Phillips) as well as mutual semantic preferences (Stubbs; Hoey).
276
 Details of the Symposium Papers
Methodological concerns underlying the multidimensional studies of movies
and television programs
Marcia Veirano Pinto
So Paulo Catholic University, Brazil
The objective of this talk is to address two important issues regarding the
design of corpora of popular culture sources for corpus-based media studies.
The first one refers to sampling, more specifically, to choosing whether
to collect scripts, transcripts or subtitles for a corpus. In the workshop, I
will talk about the advantages and disadvantages of using each of these
sources, and will report on a research project that actually compared the
results of a Multidimensional Analysis of transcripts (produced by me)
and subtitles (drawn from DVDs) of the same movies. Dimension scores
were obtained for each corpus on each of the dimensions, and ANOVAs
compared the dimension scores of the 31 transcriptions and subtitles. The
results showed small differences on particular dimensions, with respect to
the complementary co-occurrence of grammatical features. In the talk, I will
illustrate the impact of each source on the dimensions as well as the care
needed in terms of preparation for text tagging. The second issue refers
to corpus size, another major concern in Corpus Linguistics in general and
in corpus-based media studies in particular. In this talk, I will describe a
method for calculating the number of texts needed to represent a particular
variety. Although this method was introduced more than 20 years ago (Biber,
1993), it was only recently taken up (Berber Sardinha, 2014; Berber Sardinha
and Veirano Pinto, forthcoming). Both these methodological concerns will
be illustrated with corpora from both published and ongoing research in
corpus-based media studies.
Reality TV Multi-dimensional analysis: A US television corpus-based study
Rafael Fonseca de Arajo
So Paulo Catholic University, Brazil
This paper presents a Multi-dimensional (MD) analysis (Biber, 1988 et seq.) of
a corpus of American Reality TV shows (CARTS). The major goal of the study
was to provide a lexico-grammatical description of the verbal language of
US Reality TV by investigating a corpus of 780 texts taken from 39 popular
Reality TV shows, totaling over 6 million tokens. Reality television can be
described as unscripted television shows with non-professional actors
being observed by cameras in preconfigured environments (Kavka, 2012).
Despite being a relatively new TV genre, Reality TV shows are a cornerstone
of contemporary USA television programming, since according to some
critics they have remade television culture (Murray and Quellette 2004).
CARTS texts were classified into four main program types (Competition,
Documentary, Talent and Professional, and Transformation) and into 13 sub-
program types, namely, celebrities, dating, gamedoc, docusoap, hidden
cameras, reality sitcoms, business, cooking, fashion, performing, expert
guidance, self-improvement and social experimental. The corpus was
balanced so that each category had a similar number of texts to avoid a
biased sample. CARTS was tagged for part of speech with the Biber Tagger.
Results show how CARTS is mapped along the five main dimensions of
general English register variation as well as along the five dimensions of
American television register variation (Berber Sardinha; Veirano Pinto, 2014)
Exploring style dimensions from literary fiction corpora by Machado de Assis
and his contemporaries
Carlos Henrique Kauffmann
So Paulo Catholic University, Brazil
Despite the fact that the literary prose of Brazilian writer Machado de Assis
(1839-1908) has been regarded as a canonical body of work for generations
of students and scholars until now, there are scarce linguistic studies
specifically designed to recognize his peculiar style. This ongoing research
intends to describe the methodology used to explore Machados stylistic
features as well as to report its initial findings. The empirical approach of a full
Multidimensional Analysis (Biber, 1988) was employed with the purpose of
277
distinguishing Machados language from a corpus composed of a variety of
novels and short stories published in the same period as his works. In order
to achieve this aim, the collected corpus by Machados contemporaries, with
3.2 million words totaled from 47 different works written by 20 authors, has
more than three times the size of Machados whole published production
during his life 17 books, corresponding to 849.100 words. The proportion
between both corpora complies to an equivalent study by Egbert (2012),
which analyzed the style of Nineteenth-century American and British writers
with the same technique. The corpora were tagged according to their
lexico-grammatical characteristics with the help of PALAVRAS automatic
tagger (Bick, 2014), which has an accuracy of over 95%. A second analysis
will apply the dimensions of contemporary Brazilian Portuguese register
variation identified by Berber Sardinha, Kauffmann & Acunzo (2014). As a
result, a way to detect shared trends of literary styles from the past based
on a reference corpus will be proposed.
A study on web register variation in English and Brazilian Portuguese
Cristina Mayer Acunzo
So Paulo Catholic University, Brazil
This paper presents the results of two complementary multidimensional
analyses of register variation across web varieties in both English
and Portuguese. Web registers have been the object of several MD
investigations (Biber et al., 2011; Titak and Robertson, 2013; Berber Sardinha,
2014; Biber and Egbert, 2015), however these studies have not focused
on social networks and consumer-generated content such as comments,
reviews and complaints. To fill this gap, a corpus of 15 of these registers for
each language was designed and compiled following the recommendations
introduced by Biber (1993) about the optimum number of texts for each
register based on the amount of variation measured in a pilot corpus. Two
separate multidimensional analyses (MD) were conducted on the corpus.
The first one was a mainstream MD analysis, in which the texts were tagged
for part of speech using state-of-the-art taggers such as the Biber Tagger
(for English) and the Palavras parser (for Brazilian Portuguese). The features
were then counted and normed using specialized programs and were
entered in a factor analysis. In this analysis, the dimensions represented
the functional parameters underlying the variation across the registers. The
second analysis was based on a different type of MD analysis, whereby
the data were not grammatical features but groups of words, identified
by programs designed for this study. As in the first analysis, the data were
entered in a factor analysis, however the dimensions reflected semantic
groupings rather than functional considerations. These dimensions were
called lexical dimensions of variation, and consisted of lexical sets that
shared a common aboutness (Phillips, 1989) as well as mutual semantic
preferences (Stubbs, 2001; Hoey, 2012). In the presentation, I will compare
the dimensions found in both analyses, for English and Portuguese, illustrating
how the lexical dimensions can reveal representations in terms of different
languages and cultures.
S54
Time: Thursday, 27/Jul/2017: 1:30pm - 3:30pmLocation: Venezia II
Potentially exploitable pedagogic or reflective activities: discursive actions
for understanding
Organizer(s): Ins Kayon de Miller (PUC-Rio, Brazil)
In the past two decades, Exploratory Practice, an ethical and inclusive form
of practitioner research, has been advancing innovative and epistemological
contributions to the field of contemporary Applied Linguistics, both in
Brazilian and international contexts (MILLER et al, 2008; MILLER, 2010, 2013;
ALLWRIGHT, 2006; ALLWRIGHT & HANKS, 2009). Exploratory practitioners
have prioritized quality of life, worked for understanding, involved everybody,
brought people together, believed in mutual development, integrated their
work for understanding with their regular practices and made such work
continuous. Innovation and epistemological challenges are being generated
by re-signifying activities in schools, in initial and continuing teacher education
courses and in post-graduate programs. This symposium discusses
illustrative Potentially Exploitable Pedagogic or Reflective Activities (PEPAs
or PERAs) that were developed in diverse Brazilian contexts by practitioners
who plan their work for understanding puzzles that have been emerging
in their daily routines (ALLWRIGHT, 2005). The first paper highlights how
EP finds a fertile ground in schools and language courses, contexts in
which PEPAs are being created by teachers and learners. The second and
third papers describe in detail and reflect upon activities that have been
integrating regular professional practices that occur in the context of initial
and continuing exploratory teacher education (ALLWRIGHT, 2008; MORAES
BEZERRA & MILLER, 2015). We discuss how narrative discursive practices
can generate learning opportunities (ALLWRIGHT, 2005) and emphasize
the interpretative potentials of the collaborative analyses carried out by a
group of future teachers, in-service teachers, and teacher educators. The
fourth paper discusses how PEPAs or PERAs may provide interesting paths
to reflect on scientificity in academia. We also present academic research
that has seriously grappled with the issue of balancing contextual demands,
the search for understanding and quality of life. Based on the analysis of
PEPAs and PERAs proposed by BARRETO et al (forthcoming), symposium
presenters will attempt to relate their activities to a continuum of discursive
actions for understanding, within which emerging defining characteristics for
activities are: ethical orientation, centrality of the agents everydayness,
notion of opportunity, exploratory orientation, critical-reflexive posture,
pedagogic implication and discursive hybridity.
Details of the Symposium Papers
Potentially exploitable pedagogic activities in the context of schools and
language institutes
Clarissa Xavier Ewald1, Maria Isabel A. Cunha2, Ricardo Benevides Silva de Oliveira3, Mara
Regina de Almeida Griffo4, Cristiane Cerdera5, Andra Houara Lordello Lima6, Evellyn
Juliane da Rocha Brando7
1
Colgio Teresiano, Escola Alem Corcovado, Brazil, 2CAp UFRJ, Brazil,
3
CEFET/ RJ, Brazil, 4Associao Educacional Miraflores, Brazil, 5Colgio
Pedro II, Brazil, 6IPEL Lnguas/PUC-Rio, Brazil, 7Mestranda PPGEL/PUC-Rio,
Brazil
This presentation will discuss different kinds of Potentially Exploitable
Pedagogic Activities (PEPAs) that have been developed at schools and
language institutes in Rio de Janeiro. PEPAs are familiar classroom activities
which, with slight adaptations, can be used to generate useful data. Pair
work, tests, interviews, suggestion boxes, diaries, and games are just a
few examples. All of them have in common an exploratory orientation
that encourages learners to act as knowledge-producers and developing
learners and an ethical stance that helps practitioner researchers
develop their questioning, agentivity and critical thinking (BARRETO et al,
forthcoming). We identify four major conceptual types of PEPAs that can be
created (1) by learners, connected to emerging puzzles in the classroom. For
puzzles such as Why do Brazilian people like to speak English? and Why
do some students have English names?, learners used interviews and class
discussions, followed by analyses of opinions and beliefs; (2) by teachers,
linked to their own puzzles. Based on a puzzle Why do I have to teach the
present perfect?, the teacher slightly adapted an activity from the school
syllabus focusing on the understanding of her question; (3) by learners,
related to teachers puzzles. Very often PEPAs are created by learners who
find inspiration in puzzles suggested by teachers. Working with the puzzle
Why are my students so hostile to each other?, the learners were invited
to create different activities to investigate this attitude; and (4) by learners or
teachers, usually related to a reflexive theme. For example, a new teacher
to a group, interested in knowing the learners characteristics, decided to
create a common pedagogic activity for them. As the language genre in the
syllabus was description, the teacher asked learners to describe themselves
in writing, based on questions that they thought she might have about them.
278
Exploratory narratives as opportunities to (re)construct reflections about
life in the classroom.
Ins Kayon de Miller1, Walewska Gomes Braga2, Ana Beatriz Nunes de Oliveira Simes2,
Maria Cristina de Ges Monteiro1, Beatriz de Castro Barreto1
1
PUC-Rio, Brazil, 2E.M. Santo Toms de Aquino, Brazil
The aim of this study is to search deeper understandings about life in
the classroom through writing exploratory narratives, which have been
socialized by Facebook and analyzed collaboratively in weekly (future)
teacher-research sessions. We turn our investigative look to the narratives
produced by a group of future teachers and supervising teachers, all
fellows of the Government Grant Program for Initial Teacher Education
(PIBID/ CAPES/ PUC-Rio), with special attention to the evaluative moments
that generate reflections on the daily teaching practices experienced by
the group at Santo Toms de Aquino Municipal School, in Rio de Janeiro.
Working within a qualitative interpretative participatory research paradigm
(DENZIN, LINCOLN, 2006), we consider the study as practitioner research
(ALLWRIGHT, 2003) and the exploratory narratives as potentially exploitable
pedagogic or reflective activities (BARRETO et al, forthcoming). Our
collaborative analysis suggests that the act of narrating life in the classroom
can be conceptualized as a locus for reconstruction and reinterpretation
of pedagogical contexts. We consider that the narratives are generating
learning opportunities (ALLWRIGHT, 2005) and reflection on issues of
professional and pre-professional identity. Emerging issues such as
ethics, reflexivity and autonomy, become relevant to enrich the process of
integration into the Community of Exploratory Practice (EWALD, 2015).
Activities for teacher development: fine-tuning our senses to quality of life in
the classroom
Isabel Cristina Rangel Moraes Bezerra, Gysele Colombo Gomes, Renata Lopes de Almeida
Rodrigues
UERJ, Brazil
In the past years, some teacher educators have addressed the task of
contributing to initial and in-service development of language teachers by
adding a puzzle-driven approach (ALLWRIGHT, 2008; MILLER, 2009) to it.
As teacher educators of a public university, we have been developing our
daily practices aligned with this approach, inspired by Exploratory Practice
principles which propose a sustainable way of integrating teaching, learning
and researching in the language classroom to prioritize quality of life
(ALLWRIGHT, 2008) and the work for understanding under an inclusive
and collegial frame. By doing so, the very syllabus of subjects, part of
the curriculum, is re-signified since every piece of teachable content may
generate puzzles, which emerge from practitioners experiences as learners
and/or as teachers in initial education. In this presentation, we aim at reflecting
on the possibilities of generating understandings regarding the quality of life
in teaching-learning contexts, articulated to a critical standpoint (BARROS,
2010; FREIRE, 1994) in the initial education process, which is socially and
interactionally organized in classrooms (DANIELS, 2002; PONTECORVO,
2005). We will problematize how the learner-teachers are encouraged to
open their eyes and fine-tune their ears to the images and sounds that
compose the richness and complexity of life in and around educational
contexts. This goes beyond a mere technical view of doing teaching
and doing learning so to encompass a human dimension (ALLWRIGHT &
MILLER, 2012). The emerging puzzles become the starting point upon which
practitioners work to involve every participant in the teaching-learning
process through Potentially Exploitable Pedagogical Activities (ALLWRIGHT
& MILLER, 2012) and/or Potentially Exploitable Reflexive Activities (PERAs)
(MORAES BEZERRA, 2007). Finally, we will discuss the epistemological
contribution this approach might bring to language teacher development
and to the process of construction of practitioners identities (MOITA LOPES,
2002; HOLMES, 2006; MOITA LOPES & BASTOS, 2010).
Exploratory work for understanding: the lived experience of researchers in a
post-graduation program
Sabine Mendes Lima Moura1, Bruno de Matos Reis2, Thelma Christina Ribeiro Crtes1, Diego
Fernandes Coelho Nunes3, Carolina Apolinrio de Souza4
1
PUC-Rio, Brazil, 2Colgio Pedro II, 3Mestrando PPGEL, PUC-Rio, Brazil, 4The
British School, Brazil
This paper presents the lived experience of five researchers who have
been developing their Masters dissertations and PhD theses in the
context of a Language Studies post-graduate program by using Potentially
Exploitable Pedagogic Activities (PEPAs) (BARRETO et al, forthcoming).
These activities have had a highly catalytic effect for problematizing and
developing understandings about the production and distribution of
scientific knowledge. Along these lines, we address issues such as the
role of scientific research in teacher and learner education (DEMO, 2011;
FREIRE, 2014; CELANI, 2002), the influence of emotions in the context of
reflective pedagogic practice (PALMER, 2007; BARCELOS; COELHO, 2010;
MASTRELLA-DE-ANDRADE, 2011), and the role of a collaborative community
in the production of formal academic products. Thus, we do not only intend
to share our lived experience as we developed our research work but also
discuss how we have been considering the PEPAs as important tools to
work for understanding life in the context of academic research and to
construct new understandings about life in the classroom and in broader
pedagogic contexts. We have been inspiring our work in the principles of
Exploratory Practice (ALLWRIGHT, 2003, 2006; MILLER ET AL, 2008; MILLER,
2010; ALLWRIGHT; HANKS, 2009), a pedagogic-investigative proposal
characterized as ethical, indefinitely sustainable and which can be better
understood as constant work to reflect and enhance the understanding
of issues that are motivating, puzzling and intriguing to those involved in
investigative practices.
S55
Time: Thursday, 27/Jul/2017: 1:30pm - 3:30pmLocation: Venezia III
Rastros de letramentos de sobrevivncia
Organizer(s): Adriana Lopes (UFRRJ), Daniel Silva (UNIRIO)
Entre as costumeiras dicotomias que fundamentam o pensamento
moderno- liberal, encontramos o binarismo vida/morte. Essa polaridade,
aparentemente uma afirmao de nossa necessidade biolgica, esconde
uma hierarquia violenta, que se desdobra em outras. Assim, enquanto vida
percebida como critrio para se estabelecer o que humanamente valioso
ou no, a morte sinnimo de cinzas e de finitude humana. Trata-se de
certa lgica vitalista que concebe o sujeito a partir de uma matria orgnica
que triunfa sobre a morte. No entanto, se pensssemos que no s existem
diversas maneiras de morrer e de viver, mas, para alm deste esquema,
deixssemos transbordar distintas formas de se pensar e de se fazer o
viver e o morrer? Se trouxssemos os rastros de escritas que colocam em
xeque o prprio maniquesmo de tal diviso? Derrida, em Live on. Border
lines (1979), argumenta que h um intervalo entre essas polaridades, que
persiste, luta e est alm do viver e do morrer: a sobrevivncia. Pensada
para alm das dicotomias, a sobrevivncia um termo-chave que nos
permite trazer tona reflexes sobre as estratgias que os sujeitos
subalternizados encontram para escrever suas prprias histrias. Inspirado
pela crtica ao vitalismo que embasa noes como nao, linguagem
e escrita, este Simpsio estabelece um dilogo com os Novos Estudos
do Letramento para abordar o que cunhamos como Letramentos de
Sobrevivncia. Trata-se de prticas escriturais que se elaboram s margens
do letramento formal e padagogizado, desafiando o grafocentrismo, a
dicotomia oral/escrito e os princpios de racionalidade e individualismo que
permeiam as definies eurocntricas daquilo que conta como escrita na
modernidade. Letramentos de sobrevivncia colocam-se como rastros que
resistem, ndices de que aqueles subalternizados pela modernidade no se
entregam pacificamente escrita, mas se apropriam dela, transformando
279
seus significados e reinventando formas de sobreviver culturalmente.
Details of the Symposium Papers
Papo Reto Digital: mdias mveis e letramentos de sobrevivncia no Complexo
do Alemo/RJ
Junot Maia
Unicamp/IFSP-Pirituba
Em 2010, como parte do processo de pacificao de favelas, o Governo
do Estado do Rio de Janeiro comandou uma invaso militar no Complexo
do Alemo, etapa preliminar para a instalao no territrio de Unidades de
Polcia Pacificadora (UPPs). Inicialmente aclamada pela mdia corporativa
e por diversos setores da sociedade, o processo de pacificao no
Complexo do Alemo tem sido acompanhado de denncias feitas pela
populao local como aes violentas praticadas pelos agentes das UPPs,
envolvendo desde agresses verbais e fsicas at torturas e homicdios.
Essas denncias, por sua vez, dificilmente conseguem espao nos veculos
de mdia corporativa, de modo que sua circulao e eventual cobertura tem
incio e se deve principalmente s redes viabilizadas por conexes internet.
Nesse cenrio, as mdias mveis tm assumido papel consideravelmente
relevante na medida em que, conectadas, permitem que os moradores
denunciem abusos de poder e aes violentas praticadas pelos policiais e
pelo Estado. O acesso a partir de mdias mveis a redes sociais digitais como
Facebook e Twitter, por exemplo, faz com que os usurios lancem mo de
diferentes recursos de postagem a fim de divulgarem suas denncias para
mltiplas audincias. O presente trabalho entende que essas postagens
fazem parte de letramentos de sobrevivncia, que performativizam formas
de sobreviver diante da opresso que se materializa pelas aes de
violncia praticadas pelo Estado. Proponho, ento, um estudo de caso
baseado nas postagens feitas por uma moradora do Complexo do Alemo
que usa o seu perfil na rede social Facebook para diferentes propsitos de
participao cidad. Analisando o contedo de suas postagens, pretendo
refletir sobre como esses letramentos de sobrevivncia ampliam as chances
de participao social desses moradores, seja localmente, viabilizando
e facilitando articulaes em sua prpria comunidade, seja globalmente,
estabelecendo articulaes com interlocutores externos e, desse modo,
expandindo informaes para audincias mais abrangentes.
Funk Proibido: letramentos e poltica no sobreviver
Dennis Novaes, Adriana Facina
UFRJ
As categorias proibido e proibido so frequentemente acionadas
para fazer referncia aos funks que produzem narrativas sobre o universo
da criminalidade, tangenciando o cotidiano e as sociabilidades ligadas
noo de bandido. Acionar tais categorias para se referir a msicas que
embalam milhes de pessoas, em sua maioria jovens negros e favelados,
algo que tem muito a nos dizer sobre as configuraes raciais e scio-
econmicas do Brasil contemporneo. Os compositores, intrpretes e
produtores destas msicas costumam sofrer sanes fsicas e simblicas
por parte da mdia corporativa e agentes estatais de represso e controle,
que categorizam suas manifestaes culturais como apologia ao crime ou
uma espcie de marketing do trfico. Olhados de perto, estes artistas tm
outra perspectiva acerca de seu trabalho: jornalistas verbais e cronistas
so algumas dentre as tantas analogias que acionam para definirem este
narrar. Tais funks produzem reflexes esttica e politicamente elaboradas
sobre o ser favelado e a complexidade da vida em meio a um cotidiano
militarizado. Danando e cantando no limiar entre a vida e a morte, os MCs
e DJs do proibido reinscrevem a cidade, as juventudes perifricas e as
noes tradicionais do fazer poltica e talvez por conseqncia (res)
significam as ferramentas hegemnicas de transmisso e produo de
conhecimento e de letramentos.
 Nomear as identidades: a sobrevivncia aps a inveno da diferena
Denise Braga, Paulo Gomes
Unicamp
Nesse estudo, discutimos o processo de inveno da diferena de
segmentos sociais e sua nomeao por parte de grupos hegemnicos.
Entendemos esse processo como uma etapa de um outro mais amplo de
opresso e buscamos identificar movimentos de reao desses segmentos
nominados. Como reaes para a sobrevivncia, os grupos nominados se
engajam em movimentos, iniciando um conflito que, para alm das disputas
territoriais, de recursos sociais e de interesses, passa a ser tambm um
conflito de representaes lingusticas. Considerando essa questo, o foco
do estudo se volta para as denominaes referentes e autorreferentes,
presentes em redes sociais digitais e em mdia tradicional, a grupos
situados em periferias urbanas geograficamente delimitadas e a disputa de
denominao de seus moradores pelos termos favelados, comunidades
ou, simplesmente, morros. A metodologia utilizada envolve os aspectos
quantitativos, de frequncia de uso, e qualitativos, forma e significado
de uso na mensagem. A anlise desse contedo se faz, portanto, pelas
significaes que explicitam valores de diferena, de identidade, de
excluso, de solidariedade e de preconceito, transformando os ambientes
de comunicao em arenas de discursos, como espaos de disputa entre
grupos hegemnicos, grupos no-hegemnicos, seja em aes isoladas
ou em movimentos sociais. O estudo aponta que a disputa pelo poder,
prpria do processo poltico, ganha nova dimenso na medida em que
formas de comunicao menos formais e mais voltadas velocidade de
envio e recepo de informao, como as redes sociais digitais, permitem
a grupos no-hegemnicos superar filtros de norma-padro de lngua e
apresentar suas demandas dentro de uma forma eficiente de comunicao.
Essas novas formas de expresso e canais de interao propiciado pelas
Tecnologias Digitais de Informao e Comunicao (TDICs) registram
lutas por sobrevivncia e resistncia na medida em que viabilizam o
reconhecimento de segmentos e grupos aliados e tambm segmentos
adversrios no ambiente urbano e social.
O que os/as jovens aprendem fora da escola? Letramentos de sobrevivncia em
intervenes culturais perifricas
Adriana Lopes1, Daniel Silva2
1
UFRRJ, 2UNIRIO
Sobrevivncia e narrativas no so fenmenos separados; elas so parte
de uma mesma fbrica em que a sobrevivncia informa e informada por
narrativas. Porm, narrativa e sobrevivncia no possuem uma relao
especular, isto , uma narrao no um espelho fiel do que ocorreu,
tampouco o prprio eu da narrativa um reflexo de um self interior
e exterior narratividade. Compartilhamos a viso de alguns autores da
antropologia lingustica, na qual narrativa entendida como uma forma
de agir no mundo, ou melhor, uma performance. Situados em um campo
de estudos interdisciplinar, buscamos construir um tipo de dilogo com
narrativas de dois jovens, Calazans e Janana: estudantes universitrios,
moradores de reas subalternizadas na cidade do Rio de Janeiro e
produtores de intervenes culturais, intrinsecamente relacionadas ao local
de origem e habitao. Para Calazans e Janana, tudo aquilo que um dia
faltou no lugar onde vivem acesso, infraestrutura, bens, tcnica, dentre
outros torna-se matria-prima para a produo daquilo que alguns autores
dos Novos Estudos do Letramento chamaram de eventos e/ou prticas
de letramento. Rodas de funk, batalhas de rima, saraus, cine-clubes etc.
so parte do cotidiano desses locais e das mltiplas redes educativas nas
quais as juventudes perifricas esto inseridas. Nesses eventos, a escrita
e a leitura circulam por meio de uma diversidade de linguagens artsticas,
que tecem caminhos para garantir o direito cidade para os jovens das
camadas populares, negros em sua grande maioria. Em suas narrativas,
esses eventos so significados como estratgias de sobrevivncia, por
meio do qual Janana e Calazans constituem-se como autores textuais,
reinventam a si e (res)significam os territrios da cidade.
S56
Time: Thursday, 27/Jul/2017: 1:30pm - 3:30pmLocation: Venezia IV
Recursos Educacionais Abertos (REA) no ensino de lnguas
Organizer(s): Vilson J. Leffa (Universidade Catlica de Pelotas, Brazil)
O uso dos Recursos Educacionais Abertos (REA) tem recebido, nos ltimos
anos, uma ateno muito grande, no s de educadores e pesquisadores,
mas tambm de autoridades educacionais em diferentes instncias, desde
a ONU at as secretarias de educao de alguns municpios brasileiros,
passando pelo ministrio da educao e pelas secretarias estaduais. Apesar
desse grande interesse, o uso real desses recursos nas escolas est ainda
muito aqum de seu potencial, principalmente por questes de natureza
logstica, como a falta de planejamento educacional, alm de problemas
conceituais do que realmente significa um REA, envolvendo aspectos
como o conceito de domnio pblico, a questo da autoria e o trabalho
colaborativo. O objetivo do simpsio refletir sobre esses aspectos, tendo
como foco de interesse o ensino e aprendizagem de lnguas, considerando
os benefcios que podem ser usufrudos pelos alunos e professores com
o uso mais adequado desses recursos. Selecionamos, para este simpsio,
quatro aspectos que, a nosso ver, merecem uma reflexo especial.
Iniciamos dando um exemplo do que existe para o professor, considerando
o ensino do espanhol numa concepo de Educao Aberta, sem limites
de fronteiras geogrficas e mesmo de lnguas. A segunda apresentao
aborda a percepo dos professores de Educao a Distncia em relao
ao conceito de REA e ao uso da colaborao na produo de materiais
de ensino. A terceira apresentao analisa a potencialidade do feedback
automtico, ainda pouco explorada pelo professor quando prepara seus
REA para seus alunos. Finalmente a ltima apresentao, de base mais
terica, objetiva explicar a abordagem usada em nosso Projeto Ensino de
Lnguas Online (ELO) para implementar o recurso da adaptao dos REA
para diferentes contextos de aprendizagem.
Details of the Symposium Papers
O professor de espanhol no movimento por uma educao aberta: opes de
REA e MOOC
Alan Ricardo Costa
Universidade Catlica de Pelotas, Brazil
Dentre as variadas alternativas de prticas abertas no movimento
para uma Educao Aberta, podemos mencionar a popularizao dos
Recursos Educacionais Abertos (REA, Open Educational Resources) e
dos Massive Open Online Courses (MOOC). Com base na literatura da
rea, a emergncia dos REA e MOOC para o ensino de lnguas maternas
e estrangeiras tem contado com o apoio de diferentes instituies,
principalmente pela necessidade de fomento em duas instncias: (1) pela
contribuio significativa que os REA e MOOC podem trazer para o trabalho
do professor de lnguas; e (2) pela necessidade do rompimento de barreiras
geogrficas e lingusticas, viabilizado pelo movimento de uma Educao
que no se restringe a pases cuja lngua oficial seja o ingls. Prova disso o
desenvolvimento de projetos em pases como a China, Turquia e Brasil, entre
outros, abordando materiais digitais em diversas lnguas, como portugus,
japons e espanhol, sobre o qual este trabalho recai especificamente.
Assim, o objetivo desta pesquisa investigar as opes de REA e MOOC
ao alcance do professor de Espanhol como Lngua Estrangeira (E/LE) no
Brasil. uma pesquisa exploratria, cujo corpus constitudo de 15 projetos
com base na perspectiva de REA/Educao Aberta, delimitados a partir
da listagem de iniciativas mapeadas no pas e apontadas em relatrio
internacional da UNESCO, de 2011. Foram selecionadas, entre as referidas
iniciativas, aquelas que apresentam opes de recursos para professores
de E/LE. Os resultados indicam um nmero reduzido de tais recursos para o
ensino e a aprendizagem de lngua espanhola, sobretudo em comparao
lngua inglesa. Ainda assim, alguns projetos, como o Banco Internacional de
Objetos Educacionais (BIOE), so alternativas que podem ser consideradas
pela maior visibilidade e divulgao no meio acadmico, em funo da
contribuio que podem aferir ao ensino e aprendizagem de E/LE.
280
 A colaborao e os Recursos Educacionais Abertos
Vanessa Ribas Fialho
Universidade Federal de Santa Maria, Brasil
A presente comunicao se fundamenta no pressuposto de que as
ferramentas colaborativas do meio eletrnico nos permitem mais quando
agimos coletivamente. A ideia da colaborao defendida por autores
como Surowiecki (2006), Tapscott e Williams (2007), Shirky (2012), no sentido
de creditarem s ferramentas da web 2.0 nosso alto grau de conexo e a
formao de inteligentes coletivos. Fazendo o gancho com o ensino de
Lnguas Estrangeiras (LE), o debate que pretendo estabelecer se centra
nas ideias de colaborao, defendida pelos autores supracitados, com a
prtica de professores de LE no que tange a produo de materiais de
ensino. O foco da discusso sero os Recursos Educacionais Abertos (REA)
e sua produo e/ou (re)utilizao. Para tanto, apresentarei os resultados de
uma pesquisa feita atravs do uso de um questionrio do Google Docs a
professores da Educao a Distncia (EaD) sobre o material de ensino que
usam em suas aulas de LE ou relacionadas LE (como cultura e literatura),
tentando perceber sua conscincia ou no sobre os conceitos de REA e
colaborao, bem o quanto se usam dessa colaborao para a produo de
materiais de ensino. Alm disso, conto com a anlise do material disponvel
no Moodle para ilustrar o uso ou o desuso que os professores fazem de
REA disponveis gratuitamente na internet ou produzidos por eles. Os
sujeitos so ou foram professores de um curso de formao de professores
de lnguas estrangeiras a distncia pelo Sistema Universidade Aberta do
Brasil (UAB). Os resultados sugerem que os professores no conseguem
desenvolver a cultura da colaborao, necessria para a produo dos
REA, seja com seus pares ou com repositrios de REA na internet, apesar
de utilizarem muitos recursos disponveis gratuitamente na rede para
comporem suas disciplinas.
Feedback Automtico e os Recursos Educacionais Abertos
Andr Firpo Bevilqua
Universidade Catlica de Pelotas, Brazil
Independentemente da concepo de feedback que cada autor adote,
consensual, na literatura, que o tema no tenha sido suficientemente
pesquisado. Uma breve visita ao Portal de Teses da Capes permite-nos
vislumbrar que apenas seis dissertaes e uma tese sobre o feedback no
ensino de lnguas foram produzidas no Brasil, sendo que nenhuma delas
trata especificamente do feedback automtico, ou seja, daquele feedback
fornecido pela mquina (computador, dispositivo mvel, videogame, entre
outros). Assim, o objetivo do presente trabalho analisar em que medida
os professores esto explorando as possibilidades de feedback automtico
do Sistema de Autoria Aberto (SAA) intitulado Ensino de Lnguas Online
(ELO), resumidamente categorizadas como: a) feedback geral: explica
se a resposta do aluno est certa ou errada; b) feedback situado: utiliza
a resposta do aluno para reforar o que est adequado ou, no caso de
alguma inadequao, evidenciar o que precisa melhorar, podendo propor
alguma reformulao (recast); c) feedback estratgico: no d a resposta
ao aluno, mas sugere estratgias para que ele consiga chegar ao resultado
mais adequado. Para a anlise de cunho qualitativo, sero considerados
somente os Recursos Educacionais Abertos (REA) produzidos para o ensino
de Espanhol como Lngua Estrangeira (E/LE) no SAA. Os resultados indicam
que algumas potencialidades do SAA no que concerne ao feedback
automtico no esto sendo exploradas em Recursos Educacionais Abertos
(REA) produzidos por professores. H predominncia de atividades com
feedback geral, fortemente influenciado pelas abordagens behavioristas, em
detrimento de atividades com feedback situado ou estratgico, motivadas
por abordagens sociointerecionistas. Conclui-se que a preferncia dos
professores por atividades com feedback genrico pode estar relacionada
a questes de fluncia tecnolgica e de uma concepo de ensino na
qual o erro no aceito como um aspecto significativo para o processo de
ensino e aprendizagem de uma lngua estrangeira.
Adaptao de Recursos Educacionais Abertos:
transformando o todo pela parte
Vilson J. Leffa
Universidade Catlica de Pelotas, Brazil
Embora os Recursos Educacionais Abertos (REA) tenham sido propostos
com base nos quatro Rs (Reusar, Revisar, Remixar e Redistribuir), o
que temos observado em nossas pesquisas sobre o uso de REA por
professores de lnguas a prevalncia quase exclusiva do primeiro R
(Reusar). Nossa hiptese de que a razo principal que leva os professores
a apenas reusar o que j existe est na falta de oportunidade para que
produzam seus prprios REA e na impossibilidade de adaptar o que j
existe, resultando no uso de um REA como se fosse apenas um objeto
monoltico de aprendizagem. O objetivo da apresentao discutir as
bases tericas dos processos de Reviso, Remixagem e Redistribuio,
encapsulados aqui no conceito mais abrangente de adaptao. Entende-
se por adaptao o processo de reestruturao dos elementos que
compem um REA, produzindo nele uma transformao, de modo a atender
s necessidades de um determinado contexto de aprendizagem. Essa
reestruturao pode ocorrer por mudana, substituio ou reordenamento
dos elementos dentro do REA. Para que haja adaptao duas condies
so necessrias: (1) uso de uma abordagem componencial, que v o REA
no como um bloco monoltico, mas como um todo composto de partes;
(2) a disponibilidade de um instrumento de autoria que permita no s a
desmontagem dessas partes, mas tambm o tratamento a ser dado a cada
uma delas e a remontagem das partes no todo. A concluso de que o uso
dessa abordagem componencial, viabilizada e facilitada pelo instrumento
de autoria adequado, pode trazer uma contribuio significativa para o uso
dos REA no ensino e aprendizagem de lnguas, como sugerem os dados j
produzidos em nosso projeto Ensino de Lnguas Online (ELO).
S57
Time: Thursday, 27/Jul/2017: 1:30pm - 3:30pmLocation: Venezia V
English in Brazil: views, policies and programs
Organizer(s): Kyria Rebeca Finardi (UFES, Brazil)
This symposia offers an overview of different approaches to and views of
English in Brazil and is divided in four presentations. The first presentation
entitled Language, Power and Autonomy, presented by Renata Archanjo,
Christine Nicolaides and Edson Estarneck discusses notions of language
and power in relation to language policies in Brazil and offers a retrospective
look on autonomy development in language learning in Brazil. The second
presentation entitled Language Teaching and Policy in Latin America,
Internationalisation of Higher Education and ELF in Brazil and presented
by Kanavillil Rajagopalan and Telma Gimenez offers a historical overview
of foreign language teaching in Brazil with some implications for English
language teaching in Latin America, as a result of suspicious feelings
associated with US interests and the tensions in the discourses associated
with internationalization of higher education and the view of English as a
Lingua Franca/native language in Brazil. The third presentation entitled
Materials Design and Autonomy in ELT and the National Textbook Program
and presented by Rafael Vetromille-Castro, Juarez Lopes Jr. and Simone
Sarmento explores issues related to materials design and autonomy in
relation to English development in Brazil and describes the Brazilian-
government funded National Textbook Program with implications for foreign
languages in general and for English language teaching in particular. The
fourth presentation entitled English medium instruction and the Languages
without Borders Program and presented by Waldenor Barros Moraes Filho
and Denise Abreu Lima considers the implementation of English Medium
Instruction (EMI) in Brazilian Higher Education and describes the Brazilian
Program Languages without Borders discussing its impact on language
policy, English pre-service teacher development and status of English and
foreign languages in Brazil.
281
 Details of the Symposium Papers
Language, power and autonomy
Renata Archanjo1, Christine Nicolaides2, Edson Estarneck3
1
UFRN, Brazil, 2UFRJ, Brazil, 3UNIABEU, Brazil
This presentation discusses the relationship between languages and power
through the analysis of language policies in Brazil. Language ideologies
about monolingualism or multilingualism are deeply rooted in the way
societies and nation-states are constituted. As a form of power, language
policies invest and disinvest in languages as social practices, as mediums of
instruction and as a vector for social mobility. Through an overview on how
languages (official, native and foreign) are considered in the contemporary
Brazilian context by public language policies, we will problematize how
empowerment or disempowerment operates and forges asymmetries in the
way people consume languages. This discussion will ultimately generate a
reflection on the role played by language knowledge in educational settings
in general and particularly in higher education where the ownership of those
symbolic resources might (or otherwise) reinforce established inequalities.
The second part of the presentation aims to present some historical
accounts that inform how the studies of autonomy in language learning
in Brazil correspond to some concepts originated from various academic
disciplines, such as, sociology, philosophy of language, and psychology.
These areas became relevant to the applied linguistics field and influenced
some Brazilian researchers throughout the last three decades. Therefore,
this goal leads us to bring to light some ideas that convey Bakhtins ([1929]
2006) and Vygotskys (1991) contributions, also used as groundwork for
research in learner autonomy. The presentation emphasizes the collective
aspects rather than the individual ones of learner autonomy, based on the
so-called sociocultural autonomy (Oxford, 2003) concept. We also propose
to point out new trends in the field of learner autonomy in Brazil, which are in
consonance with ideas of fluid and hybrid identities (HALL, 1992; BAUMAN,
2005; MOITA LOPES, 2006) in the post-modern world.
Language teaching and policy in Latin America, internationalisation of higher
education and ELF in Brazil
Kanavillil Rajagopalan , Telma Gimenez
1 2
1
rajagopalan@uol.com.br, 2UEL, Brazil
Foreign language teaching has had a chequered past since the
independence of the country from Portugal 1822. French was for long the
preferred foreign language of the people, especially the elite. Things took
a dramatic turn at the end of World War II and the ascendancy of the United
States as a super power and the free worlds champion, which paved the
way for the rise of English as the most sought after passport to professional
success. But, then, not everything is as smooth-sailing as it might seem. The
US has a history of brazen interference in the internal affairs of the South
American continent and the lingering suspicions in this regard as well as the
rather blurry identification of English with the US interests makes the task
of teaching English in the continent a tricky business. Although initiatives
to bring an international perspective into Brazilian academia are not new,
a recent governmental program that has outbound student mobility as its
main strategy has fueled these efforts. The large scale of this program
(Science without Borders - SWB) has sparked actions at various levels, but
more prominently it has impacted the teaching of English at university level.
Similarly to other contexts where universities are rapidly moving towards
internationalization, the SWB program has prompted Brazilian universities to
adopt the discourse of internationalization. This move has also favored the
hegemony of the English language despite endorsements of a multilingual
approach. As such, it illustrates the role of English in the internationalization
of higher education and exposes the tensions between English as a Lingua
Franca and English as a Native language. In presentation we will explore
how these tensions are played out in the discourses associated with SWB
and the internationalization of higher education in Brazil.
282
Materials design and autonomy in ELT and the National Textbook Program
Rafael Vetromille-Castro1, Juarez Lopes Jr.2, Simone Sarmento3
1
UFPEL, Brazil, 2IFSul, Pelotas, Brazil, 3UFRGS, Brazil
The intertwinedness between pedagogic materials and language teaching
is not new. Among several issues derived from such a close relationship it
is the extent to which universally, broadly targeted materials can fulfill the
diverse ranges of language learning needs from individuals all over the
globe. This kind of concern brings to discussion not only the possibility
for language teachers to develop materials for their own classes and
courses, but especially the skills and theoretical reflection demanded from
the professionals to select, edit and create educational resources. In this
presentation, we intend to explore such questions, while we describe a
material development experience in a language teaching program from
a public university in Brazil. Also, it is our aim to discuss the challenges,
theoretical-methodological demands (e.g. the reflection on symbolic
competence) and results from this collaborative, autonomy and task-based
approach to material development. The National Textbook Program (PNLD)
started in Brazil in 1929 and is one of the most comprehensive textbook
programs in the world. Every three years, publishers submit books following
specific criteria disclosed in the notices. The books then go through a strict
blind peer review process, which aims at identifying which ones are suitable
for the public school contexts. After the review, teachers choose from the
approved books, the one they prefer. Since its launching, the PNLD has
undergone several changes concerning its name, rules and number of areas
covered. One of these changes was the inclusion of additional languages
(AL) in 2011. This presentation aims at unveiling details about how the AL
program has been working in the schools reporting on extensive research
carried out between 2010 and 2015 and which analyzed the criteria English
teachers used to choose books, as well as how the books are being used
in the classrooms.
English medium instruction and the Languages without Borders Program
Waldenor Moraes Filho1, Denise Abreu Lima2
Universidade Federal de Uberlandia, Brazil, 2Program Idiomas sem
1
Fronteiras, UFSCAR, Brazil
Considering the implementation of policies focusing on the
internationalization of Brazilian Higher Education being developed by the
Brazilian government and universities, such as the Science Without Borders
and Language Without Borders Programs and the current discussions
towards the design of academic programs involving institutions belonging
to the BRICS block, it is essential that efforts be made aiming at raising
the level of English proficiency in academic contexts. Since the teaching
of English through content is one of the strategies being considered, this
chapter aims at discussing aspects which comprise a basic framework upon
which EMI programs could be structured in Brazilian Higher Education,
in articulation with Language Departments, Bureaus of International
Affairs, fields of research and content professors and the policies under
implementation. The Brazilian government-sponsored Science without
Borders program generated the demand for Brazilian university students
to improve their foreign language skills in a short period of time in order to
qualify for participation. In this chapter, we present how, in response to this
demand, the Ministry of Education created and launched the Languages
without Borders program. We focus on the three main elements: proficiency
tests, on-line courses, and face-to-face classes. Furthermore, we elucidate
the programs primary achievements and challenges, including pre-service
teacher development and a network of language specialists actively
involved in national decision-making. One long-term impact of the program
is the opportunity for the establishment of a language policy in Brazil.
 S58
Time: Thursday, 27/Jul/2017: 1:30pm - 3:30pmLocation: Ducale I
Narratives as activity and joint accomplishment: interactionally (re)
constructing identities in ordinary and institutional events
Organizer(s): Cristiane Maria Schnack (UNISINOS), Marileia Sell (UNISINOS),
Mrcia Del Corona (UNISINOS)
This symposium aims at discussing how narratives come to exist and be
sustained, or not, by ratified interlocutors in ordinary and institutional
events. Narratives are life events, in which interlocutors narrate themselves
(OCHS; CAPPS, 2001; OCHS, 2004) and focuses then on the identity work
done by these interlocutors at every new movement within the narrative
(BUCHOLTZ; HALL, 2003; 2005). Narratives are analyzed as an interactional
accomplishment (OCHS; CAPPS, 2001), which means that all interlocutors,
narrators, recipients and non-recipients, play an important, though diverse,
role in allowing an event to be narrated and in shaping this narrative.
Recipients, in this perspective, become coauthors of the event put into
narrative (C.GOODWIN, 1984). This understanding reinforces the situated
aspect of any narrative and any event put into narrative, once what can be
told, and the way it is allowed to be told has to be locally negotiated and
signified. From this perspective, analyzing narratives allows us to understand
not only the meaning interlocutors negotiate for the event itself, but also
who interlocutors are and how they position themselves in relation to the
event and in relation to each other. This means that, while the narrative is
being constructed, interlocutors identities are intensively and interactionally
negotiated, ratified and/or refused. Based on a talk-in-interaction analysis
(SACKS, 1992) and assuming an ethnographic approach (OREILLY, 2009), the
three studies analyze identity work being done in three different contexts: 1)
household interactions, in which school-based experiences are brought for
familial scrutiny, 2) counseling interactions, in which sexually-abused children
and counsellor reconstruct the event of abuse, and 3) emergency calls, in
which callers and call takers (re)construct the event which may validate the
dispatch of a police car. Each study proposes a discussion about the unique
characteristics of the construction of the narratives in these contexts and
its relation to identities interlocutors project, ratify and negotiate. These
proposals contribute to deepen our understanding of how the shaping of
a narrative reveals and relies on the morality(ies) (BERGMANN, 1998) which
constitute the events and contribute to (disruptive) interactions and services
being offered.
Details of the Symposium Papers
Narrating and (un)identifying with the school: school narratives at home in
talk-in-interaction
Cristiane Maria Schnack
UNISINOS
Parental participation in childrens school routine requires that parents
know this routine, meaning that they engage in narratives about school
experiences. Narrating these experiences becomes thus a crucial
moment in the configuration of the relation parents/families establish with
schools. Finding space in everyday life in household interactions is a joint
accomplishment (OCHS;CAPPS, 2001) embedded in interactional work.
This study analyses how school experiences come to exist and are shaped
in two families throughout the first year of school of their children. Being
this an ethnographic study (OREILLY, 2009) based on the analysis of talk-
in-interaction (SACKS, 1992), the study analyzed video and audio-recorded
interactions which were organized as narrative events of the childs school
experience, brought to light by either the parent or the child. Embodied
interactional moves were taken into account to understand participant
orchestration, which allowed an experience to be told. In this sense, it
is not only the narrator who authors the narrative, but all interlocutors
become coauthors of the experience (C.GOODWIN, 1984). This embodied
orchestration allows us to understand the identities being projected,
negotiated and denied both in terms of the event itself, and thus the
school, and to the interlocutors, once identity is housed in this interpersonal
construction of relationships, in which participant roles and interactional
stances are crucial (HALL; BUCHOLTZ, 2005). Data analysis shows that the
283
two families hold different positions in relation to the school, either affiliating
and aligning to the narrative activity in progress (STIVERS, 2008). While in
one family, the school becomes a shared family responsibility, in the other, it
is the childs responsibility to select what a tellable school experience, in an
understanding of school as a divided responsibility, in which family members
establish clear boundaries for each persons identity in relation to school.
The production of narratives in emergency calls in Brazil
Mrcia Del Corona, Marileia Sell
UNISINOS
For Ochs e Capps (2001), we (re)signify our autobiography when we narrate
our own experiences. How these experiences are formulated depends on
the tellership of the narrated events, that is, who the interlocutors are and
what their agentivity is in the interpretation and elaboration of the story
being told. This study analyzes telephone emergency calls to Brigada Militar
(190), in Porto Alegre, from an ethnographic (OREILLY, 2009) perspective
and based on Ethnomethodological Conversation Analysis (GARFINKEL,
1967; SACKS, 1992) to identify the discourse strategies used by the caller to
convince the call taker to send help when there is no crime underway. In
Brazil, the institutional mandate of the Military Police is to dispatch a police
car in reply to emergency calls that report events in compliance with the
institutions understandings of what constitutes a police matter and within a
time frame that allows their intervention. Yet there are situations in which the
police are called to act when there is no crime in the course of action, but
an intrinsic motivation to end a situation of personal conflict the caller can no
longer bear (DEL CORONA, 2011). The analysis of the data reveals callers
orientation to certain Membership Categories (SACKS, 1992; SCHEGLOFF,
1972) in the production of narrative accounts (DE FINA, 2009), which aim at
convincing call takers of the legitimacy of their requests. These narratives
are not coordinated packages carefully organized in terms of timing and
chronology of events, but locally co-constructed by participants turn by
turn in the sequentiality of the interaction. Based on the socially shared
knowledge of morally loaded events, at the same time that these narrative
accounts victimize the caller, they also build an antagonistic relationship
between caller and aggressor with the latter being allegedly responsible
for the facts being reported.
Authentic victims: socially accepted identities tailored in narratives of
child sexual abuse
Marileia Sell, Cristiane Maria Schnack
UNISINOS
This study, based on theoretical foundations of Conversation Analysis (SACKS,
1992; SACKS, SCHEGLOFF, JEFFERSON, 1974), and ethnomethodologically
oriented (GARFINKEL, 1967), analyses audio-recorded interactions
between a counsellor and children victims of sexual abuse. Throughout the
interactional activity of reconstructing the event, the counsellor is oriented to
his professional agenda of constructing a persuading and tellable report to
the judicial system, fashioning the activity so that it contemplates the evidence
taken as necessary to configure it as a sexual crime. Narrative contour is
constructed according to the action it does in the interaction (i.e. to prove
the sexual abuse, secure protection measures for the victim and punishment
for the aggressor). Data analysis shows the counsellor actively engages in
the action of signifying the experience with the victim, activating diverse
interactional strategies. However, the counsellors engagement in the action
of signifying the experience assumes a prescriptive value in this process
of signifying both the experience and the performance of the identity of
the ideal (EHRLICH, 2002; TRICH, 2013) or authentic (McMARTIN, 2002)
victim. While signifying the victims experiences, the counsellor enables to
emerge in talk-in-interaction moral values which embed the law discourse,
which are also elements of the socialization of children about how to feel
and talk about the suffered violence, only legitimizing the narratives which
are socially ratified and silencing alternative meanings (OCHS; CAPPS,
1996). This study proposes reflection about narrative practices with children
who are sexually abused, considering that interactional practices, when
inadequate, can result in revictimization (CEZAR, 2007). It is also important
to consider, academically, whether these untold stories wouldnt allow
us to understand this social phenomenon which is complex, full of gaps,
contradictions, silencing and secrets.
 S59
Time: Thursday, 27/Jul/2017: 1:30pm - 3:30pmLocation: Ducale II
Alunos e professores em desenvolvimento: o papel dos gneros textuais
Organizer(s): Eliane G Lousada (University of Sao Paulo, Brazil), Luzia Bueno
(University So Francisco, Brazil)
Neste simpsio, apresentaremos trs pesquisas em andamento sobre o
papel dos gneros textuais no desenvolvimento de alunos e professores
de lngua materna e estrangeira. A partir do quadro terico mais amplo
do Interacionismo Social (Vygotski, 1997, 2004), as pesquisas focalizam o
desenvolvimento dos participantes por meio da linguagem, considerada
como um instrumento psicolgico que medeia as interaes dos indivduos
com si-mesmo e com outros. Nossos estudos esto embasados em duas
vertentes do Interacionismo Social: o Interacionismos Sociodiscursivo
(Bronckart, 1999, 2006, 2008) e seus desdobramentos no campo da didtica
das lnguas (Schneuwly; Dolz, 2004, 2009; Machado, 2002), sobretudo
no que diz respeito ao papel dos gneros textuais para a aprendizagem;
duas das chamadas cincias do trabalho, a Clnica da atividade (Clot, 1999,
2001, 2008) e a Ergonomia da Atividade dos profissionais da educao
(Fata, 2004, 2011; Saujat, 2004; Amigues, 2004), no que concerne aos
textos produzidos por professores. Os estudos concentram-se na anlise
de textos orais e escritos, pertencentes a diversos gneros utilizados na
formao de alunos e professores, procurando mostrar o desenvolvimento
dos envolvidos por meio da linguagem. No caso dos textos produzidos
por alunos, trata-se de estudar o desenvolvimento da produo textual e
das capacidades de linguagem em torno dos gneros comunicao oral
e trabalho de concluso de curso, produzidos em diferentes contextos
de ensino de graduao e de ps-graduao. No caso dos professores,
o objetivo analisar textos orais, produzidos em situao de trabalho
educacional, procurando verificar se houve desenvolvimento profissional
de formadores e professores iniciantes por meio do gnero entrevista de
confrontao.
Details of the Symposium Papers
Letramento acadmico: a comunicao oral em eventos cientficos
Juliana B Zani, Luzia Bueno
University So Francisco, Brazil
Este trabalho visa a apresentar uma pesquisa de doutorado que est
sendo realizada na linha de Prticas discursivas, processos culturais e
educativos, do Programa de Ps-Graduao Stricto Sensu em Educao da
Universidade So Francisco (USF), cujo objetivo central compreender o
trabalho de ensino com uma sequncia didtica para o gnero comunicao
oral em eventos cientficos e as implicaes deste para o desenvolvimento
de capacidades de linguagem dos alunos, contribuindo, desta forma,
para o letramento acadmico desses discentes. Adotamos a perspectiva
terico metodolgica do interacionismo sociodiscursivo (Bronckart,
1999/2009, 2006, 2008, 2013) que orienta as pesquisas e os pressupostos
propriamente didticos sobre o ensino de gneros e as questes
referentes ao desenvolvimento humano, considerando tambm o papel
da linguagem neste desenvolvimento. Baseamo-nos tambm nos estudos
de didticas das lnguas (Schneuwly e Dolz, 2004/2013) no que se refere
ao trabalho com gneros em sala de aula e questo das capacidades
de linguagem. Como estamos tratando de um gnero oral, para o qual as
questes da conversao tambm se fazem presentes, subsidiamo-nos, em
Marcuschi (2001, 2003) e Koch (2007, 2012). Com base no modelo didtico
desenvolvido por Schneuwly e Dolz (2004) sobre o gnero exposio
oral e o modelo didtico do gnero a arguio do candidato para
qualificao ou defesa de mestrado e doutorado desenvolvido por Zani
e Bueno (2013), elaboramos uma sequncia didtica e aplicamos em um
minicurso, oferecido aos alunos do Programa Ps-Graduao Stricto Sensu
em Educao de Mestrado e Doutorado, na Universidade So Francisco em
Itatiba. Ainda que no tenha sido feita a anlise final, j possvel perceber
que a SD parece ter contribudo para a produo final dos alunos.
A insero de graduandas no letramento acadmico por meio do Trabalho de
concluso de curso
Ermelilnda Barricelli1, Helosa de O Macedo2
Faculdade Mtodo de So Paulo/Famesp , Brazil, 2Unicamp, Brazil
1
Nesta contribuio, apresentado o quadro terico metodolgico do
Interacionismo Sociodiscursivo para elaborao do material que orientou
a produo dos alunos. Partimos do pressuposto de que os gneros se
constituem como instrumentos para o desenvolvimento de capacidades de
linguagem (capacidade de ao, lingustica e lingustico discursivo), como
discutido por Schneuwly e Dolz (2004). A pesquisa desenvolveu-se em
uma faculdade privada da cidade de So Paulo e focou alunos do curso de
pedagogia que, a partir do terceiro semestre, comeam a ser orientados
para elaborar o TCC. Durante os trs primeiros semestres de orientao, os
alunos realizaram atividades de uma sequncia didtica elaborada para o
desenvolvimento das capacidades relacionadas com a escrita acadmica
do gnero em discusso. O estudo em pauta configurou-se a partir da
anlise das produes escritas para verificar o percurso de aprendizagem
percorrido pelas alunas no decorrer desses semestres. Analisamos as
verses dos TCCs que foram sendo entregues e como o texto das alunas
foi se constituindo ao mesmo tempo em que elas foram se apropriando
do gnero. As anlises apontam para: (i)progressivo desenvolvimento das
alunas, na medida em que a produo escrita delas tambm se desenvolveu;
(ii)desenvolvimento da professora e o aperfeioamento do material, que
foram se (re)construindo ao longo do processo. Do ponto de vista mais
especfico da formao discente, a perspectiva aqui discutida apresenta-se,
portanto, como uma contribuio para a rea na medida em que favorece
a reflexo dos processos formativos no que tange o letramento acadmico.
Implicaes da interveno sobre o trabalho no desenvolvimento do mtier de
tutor em lngua estrangeira
Simone M Dantas-Longhi, Eliane Lousada
USP, Brazil
Nesta comunicao, apresentaremos alguns dos resultados encontrados
em nossa pesquisa de doutorado cujos pressupostos tericos apoiam-
se, por um lado, no Interacionismo Sociodiscursivo (Bronckart 1999/2009,
2006/2009, 2008; Machado, 2009, Bulea, 2010) e, por outro, em aportes
das cincias do trabalho, mais especificamente da Clnica da Atividade
(Clot, 1999, 2001, 2008) e da Ergonomia da Atividade (Fata e Vieira, 2003;
Fata, 2004; Saujat, 2004; Amigues, 2004). A pesquisa desenvolvida no
contexto dos cursos de extenso universitria em lngua francesa de uma
Universidade pblica paulista. Esses cursos tm por misso, alm do ensino
de francs para o pblico interno e externo Universidade, servir de local
de pesquisas e de formao para os estudantes de licenciatura e de ps-
graduao que os ministram. Uma das atividades de formao proposta
pela coordenao pedaggica, e que constitui o objeto de nosso estudo,
o tutorat, consiste no acompanhamento dos professores iniciantes por
professores mais experientes, os tutores. Em 2014, foi constitudo um coletivo
de tutores interessados em discutir sobre os desafios de seu trabalho
e encontrar solues para as dificuldades vividas. A partir dos anseios
desses tutores, conduzimos uma interveno baseada em entrevistas em
autoconfrontao simples e cruzada e reunies de retorno ao coletivo,
nas quais os tutores participantes puderam se colocar na perspectiva de
observadores de sua prpria atividade. Aps a interveno, as entrevistas
e reunies foram transcritas e analisadas segundo o quadro terico e
metodolgico do Interacionismo Sociodiscursivo, acrescido de categorias
prprias para a anlise de textos que tematizam o trabalho, as figuras de
ao (Bulea, 2010). Nesta comunicao, apresentaremos resultados de
nossas anlises que permitiram avaliar as possveis contribuies e tambm
as limitaes do processo de interveno, por meio das entrevistas em
autoconfrontao, para o desenvolvimento dos tutores e de seu mtier.
284
 S60
Time: Thursday, 27/Jul/2017: 1:30pm - 3:30pmLocation: Ducale III
Contextos de imigrao: polticas lingusticas locais e translocais
Organizer(s): Cloris Porto Torquato (UEPG/UFPR)
Neste simpsio, visamos reconhecer e discutir o espao scio-poltico
das lnguas de imigrao nas prticas letradas escolares em contextos de
imigrao resultantes das disporas que ocorreram no sculo XX e tambm
atuais para o Paran. Para dar conta desse objetivo, compreendemos o uso
da lngua(gem) em prticas sociais e ideolgicas, e o plurilinguismo como
um conjunto de recursos comunicativos ideologicamente carregados, que
as pessoas usam em suas prticas sociais e prticas lingusticas (HELLER,
2007; BLOMMAERT, 2010; PENNYCOOK, 2010) para fazerem o dia a dia, se
constiturem e constiturem a comunidade. Os trabalhos que compem este
simpsio partem desses pressupostos epistemolgicos e tm em comum
olhar para prticas letradas no contexto escolar. Voltam-se para usos
lingusticos de alunos que aprendem o portugus como lngua adicional e
prticas letradas nas quais as lnguas de imigrao tm um papel de mediar
o processo de ensino e aprendizagem na escola e as relaes sociais na
comunidade. Com a discusso dos resultados desses trabalhos, esperamos
contribuir para uma discusso acerca de polticas lingusticas locais, nas
quais tanto as lnguas de imigrantes quanto a lngua portuguesa so cruciais
para a vida das pessoas e da comunidade. Assim, buscamos refletir sobre
as seguintes questes: como os sujeitos, nas prticas letradas em contexto
escolar (BARTON & HAMILTON, 1998; STREET, 2014), constituem polticas
lingusticas? Que dilogos (BAKHTIN, 2001) essas polticas estabelecem
com polticas institucionais/oficiais? (JOHNSON, 2013; SPOLSKY, 2004;
McCARTY, 2011; RICENTO; HORNBERGER, 1996; ASKER & MARTIN-JONES,
2013; RICENTO, 2000; 2006) Em termos epistemolgicos, essas questes
requerem novas perspectivas terico-metodolgicas (GARCIA CANCLINI,
2013; SANTOS, 2010), que propiciem diferentes modos de investigar e
compreender as articulaes entre as prticas locais e globais. Neste
sentido, conceitos em torno da superdiversidade (BLOMMAERT; RAMPTON,
2011; BLOMMAERT, 2010), oriundos de uma realidade europeia, podem
ser produtivos para investigarmos contextos que se formaram a partir de
disporas em grupo que ocorreram/tem ocorrido para o Brasil?
Details of the Symposium Papers
Conceitos de proficincia em alemo em prticas letradas numa escola situada
num contexto multilngue Schwowisch/Portugus/Hochdeutsch
Adriana Dalla Vecchia
PG/UEM
Este trabalho filia-se ao campo da Lingustica Aplicada, objetivando investigar
conceitos de proficincia que constituem as prticas letradas nas aulas de
lngua alem como lngua adicional em um colgio situado em um contexto
plurilngue Schwowisch/Portugus/Hochdeutsch,composto de cinco
colnias organizadas em uma comunidade de fala. O foco deste trabalho
compreender a relao entre a aprendizagem da lngua alem nessa
instituio particular de ensino e a sua articulao com os valores locais. Trata-
se de uma investigao de carter qualitativo-interpretativo, caracterizando-
se como pesquisa microetnogrfica por descrever como as prticas letradas
so organizadas no cenrio da sala de aula de lngua alem. A partir do
trabalho de campo, observou-se que, no contexto plurilngue explorado por
esta pesquisa, prticas translngues ocorrem principalmente nas aulas de
lngua alem como lngua adicional, para a aprendizagem, no entanto tais
prticas tendem a no ser valorizadas em funo do conceito de proficincia
que permeia o ensino de lngua relacionado noo de lngua pura e a
insero de nveis de aprendizagem.Nesse sentido, o conceito oficial de
proficincia em lngua alem nas prticas letradas investigadas atrela-se ao
entendimento do conceito de proficincia de exames oficiais, pois os alunos
so preparados para os exames de alemo e, em geral, obtm resultados
positivos. Aaprendizagem da lngua alem se d, por sua vez, partindo do
pressuposto de que esta se situa dentro de uma comunidade de fala alem,
mesmo sendo um termo genrico,cujos valores parecem ser legitimados na
escola. Em muitas prticas h, no entanto conflitos com as prticas lingusticas
dirias, nas quais os participantes da pesquisa utilizam, em grande parte, a
lngua local, o Schwowisch, o portugus local e prticas translngues.
285
Polticas/Ideologias Lingusticas e interculturalidade nas aulas de holands
em Arapoti-PR
Alyda Zomer
PG/UNICAMP
Um grupo de famlias imigrantes, vindo da Holanda, aportou em Santos
no dia 08 de junho e aps uma longa viagem de nibus desembarcou
em Arapoti/PR no dia 09 de junho de 1960. Desde a fundao da colnia
holandesa de Arapoti (da qual a pesquisadora faz parte), essas famlias
holandesas se relacionam de uma forma ou de outra com os brasileiros j
moradores da cidade. Tendo em vista esse contexto sociolinguisticamente
complexo, portanto que comporta dilogos interculturais (GARCIA CANCLINI,
2013; JANZEN, 2005), este trabalho, que um recorte de uma pesquisa
de doutorado em andamento, busca olhar para as polticas lingusticas
(MCCARTY, 2011; RICENTO, 2006) e ideologias lingusticas (WOOLARD,
1998) e interculturalidade [vista como processo] que configuram as prticas
letradas/sociais (STREET, 2014) das aulas de holands no colgio da
colnia holandesa em questo. Vale ressaltar que as aulas so ministradas
por professoras que tambm so integrantes da colnia, portanto
podem estar refletindo, como podem confrontar as polticas e ideologias
lingusticas e os dilogos interculturais que circundam a referida colnia.
Metodologicamente, a pesquisa de carter qualitativo [interpretativista]
etnogrfica (ERICKSON, 1986, 1984, FLICK, 2007, GARCEZ e SCHULTZ,
2015). Dessa forma, o procedimento utilizado para a gerao dos dados
se deu atravs das anotaes no dirio de campo da pesquisadora, de
uma entrevista gravada em udio com uma das professoras da escola, e a
anlise do documento norteador das aulas de holands. Com a discusso
dos resultados, objetiva-se refletir acerca de como as polticas lingusticas
esto sendo repensadas localmente, especialmente no que diz respeito ao
ensino das aulas de holands.
Sendo ucraniano em uma comunidade multilngue no sul do Brasil:
identidades e polticas lingusticas
Jakeline A. Semechechem
PG/UEM
Nesta comunicao, temos como objetivo apresentar como se constituem
polticas lingusticas locais por meio de uma identidade cultural e lingustica
de ucraniedade em uma comunidade rural multilngue (portugus,
brasileiro, ucraniano e polons) em Prudentpolis, sudeste do Paran. Os
pressupostos tericos que orientam advm dos estudos de Bucholtz e
Hall (2004) sobre identidades como um processo de identificao, social
e poltico em permanente andamento, e como um construto scio-histrico
essencialmente poltico, ideolgico e em constante mutao (MAHER,
1998). Alm disso, ser relevante o conceito de ideologias lingusticas como
crenas e sentimentos sobre as lnguas como so usadas na sociedade
(KROSKRITY, 2004). Trata-se de um recorte de uma pesquisa etnogrfica
na qual identificamos que, embora as identidades das pessoas nessa
comunidade sejam so mltiplas, h a construo de uma identidade
cultural e lingustica de ucraniedade, alm de brasileiros, paranaenses,
prudentopolitanos, as pessoas nessa comunidade se identificam como
ucranianos. Ser ucraniano na comunidade no apenas ser descendente e
ter antepassados vindos da Ucrnia, mas falar ucraniano, ter o esteretipo
fsico e participar das prticas religiosas da igreja ucraniana. H uma
ideologia lingustica que no relaciona apenas lngua e etnia, mas lngua
e religio, o que contribui para a construo de uma identidade tnico-
lingustica e religiosa, uma identidade de ucraniedade local. Essa identidade
reconhecida e valorizada na escola, o que contribui para o espao scio-
poltico da lngua ucraniana na escola.
Polticas lingusticas locais: estudantes estrangeiros no sistema regular de
ensino em escolas pblicas paranaenses
Cloris Porto Torquato
UEPG/UFPR
Neste trabalho, busco refletir sobre polticas lingusticas empreendidas
por estudantes estrangeiros (muitos dos quais so haitianos) e docentes
brasileiras/os em escolas pblicas paranaenses no municpio de Ponta
Grossa (PR). Especialmente nos ltimos cinco anos, algumas escolas de
Ensino Fundamental e Mdio neste municpio tm recebido estudantes
estrangeiros que aprendem a lngua portuguesa como lngua adicional e se
inserem em prticas letradas escolares nas quais suas lnguas de imigrao
integram processos de ensino-aprendizagem. Neste contexto de letramento
escolar, os sujeitos envolvidos nos processos de interao constituem
polticas lingusticas (McCARTY, 2011; SPOLSKY, 2004). Os usos lingusticos
e, por consequncias, as polticas lingusticas so marcados por (processos
de) hibridismos e heteroglossia (BAKHTIN, 2001; 2002) e se articulam a
(constituem e so constitudos por) ideologias lingusticas (WOOLARD; 1998;
KROSKRITY, 1998). Esses usos so ideologicamente carregados e orientam
as pessoas em suas prticas sociais e prticas lingusticas (HELLER, 2007;
BLOMMAERT, 2010), orientam-nas no dia a dia e constituem a comunidade.
Neste contexto, buscamos compreender as interaes entre os sujeitos
como dilogos (e possveis conflitos) interculturais (JANZEN, 2005), que
se configuram como ou podem configurar processos (no harmnicos)
de hibridao (GARCIA CANCLINI, 2013). Em virtude dessas perspectivas
mobilizadas, esse estudo requer que aspectos terico-metodolgicos sejam
repensados: que dilogos podem ser estabelecidos entre os arcabouos
terico-metodolgicos mobilizados neste trabalho? Que contribuies este
estudo pode apresentar para o campo mais amplo da Lingustica Aplicada
e para o estudo das Polticas Lingusticas? Em que medida essa ecologia de
saberes (SANTOS, 2010) pode contribuir para a investigao sobre polticas
lingusticas locais (do ponto de vista dos sujeitos) relacionadas a polticas
lingusticas institucionais/oficiais (McCARTY, 2011; RICENTO; HORNBERGER,
1996)? Levando em conta essas questes, o trabalho de refletir sobre polticas
lingusticas locais constitudas em prticas letradas escolares pode contribuir
para o debate sobre os desafios epistemolgicos da Lingustica Aplicada.
S61
Time: Thursday, 27/Jul/2017: 1:30pm - 3:30pmLocation: Ducale IV
Contribuies dos estudos bakhtinianos para pesquisa aplicada
Organizer(s): Nvea Rohling (PPGEL-UTFPR), Nara Caetano Rodrigues
(PROFLETRAS-UFSC)
A partir da dcada de 1980, no Brasil, houve um crescente interesse por
parte de pesquisadores na rea dos Estudos da Linguagem como nas
Cincias Humanas em investigar questes filosficas e aspectos inerentes
linguagem tendo como lentes os conceitos advindos do Crculo de
Bakhtin. Tem sido producente o desenvolvimento de estudos balizados pela
abordagem dialgica da linguagem, amplamente tematizada em pesquisas
de cunho qualitativo e interpretativista. Neste contexto epistmico, o
presente simpsio tem por objetivo problematizar as potencialidades dos
escritos do Crculo de Bakhtin para balizar percursos terico-metodolgicos
dos estudos aplicados no campo da linguagem, sobretudo na Lingustica
Aplicada. Assim, neste simpsio, sero debatidos aspectos como: a)
escolhas terico-metodolgicas no processo de gerao e anlise dos
dados; b) a relao entre o pesquisador e o campo e objeto de pesquisa; c)
a observao de regularidades emergentes no processo de investigao;
d) conceitos bakhtinianos relevantes na pesquisa (discurso, enunciado,
esferas de atividades humanas, cronotopo, gnero discursivo, alteridade,
autoria, hibridismo, plurivocalidade); e e) produtividade nos dilogos
epistemolgicos entre o pensamento bakhtiniano e outras bases tericas.
O simpsio constitudo por quatro trabalhos, propostos por pesquisadores
oriundos de diferentes universidades pblicas do Brasil, tendo em comum
a ancoragem terico-metodolgica nos estudos bakhtinianos. O primeiro
trabalho apresenta uma pesquisa a partir da anlise dialgica de discurso de
enunciados gerados na formao inicial de professor de lngua portuguesa
em contexto de Educao a Distncia. O segundo estudo, por sua vez,
problematiza as contribuies bakhtinianas para a prtica de anlise
lingustica na disciplina de lngua portuguesa. Na sequncia, o terceiro
trabalho apresenta reflexes sobre a narrativa como metodologia de
pesquisa em Educao na perspectiva de gnero discursivo apresentada
por Bakhtin. Por fim, o quarto estudo discute os saberes docentes e as
vivncias no percurso de pesquisa em um curso de mestrado professional
em Letras. Em suma, este simpsio busca constituir um espao dialgico em
que os pesquisadores, participantes do simpsio, narrem suas trajetrias
de pesquisa, evidenciando a produtividade epistemolgica e metodolgica
do Crculo de Bakhtin para estudos contemporneos sobre linguagem,
formao docente e ensino-aprendizagem de lngua.
286
Details of the Symposium Papers
A anlise dialgica do discurso e a formao de
professores: uma escuta dialgica
Nvea Rohling
PPGEL-UTFPR
Tem sido crescente o interesse de pesquisadores da Lingustica Aplicada
em investigar/analisar o discurso do professor de Lngua Portuguesa bem
como os discursos sobre o professor, sua prxis e seus saberes a fim de
trazer contribuies para os processos de ensino e aprendizagem de
lngua na escola bem como para formao de professores. Nesse contexto
de investigao, o presente trabalho apresenta aspectos metodolgicos
imbricados no processo de anlise/escuta de enunciados gerados no
processo de formao do professor de LP, mais especificamente na
modalidade de Educao a Distncia. Assim, nesse espao de interao
sociodiscursiva, buscou-se investigar os sentidos atribudos atuao do
professor de LP por sujeitos em processo de formao inicial. Tal incurso
analtica significa observar como esses discursos so permeados/fulcrados
por discursos j-ditos, advindos tanto das interaes concretizadas no
curso de sua formao acadmica e tambm das experincias vividas pelos
sujeitos (seja como professores j em atuao ou como estudantes na sua
escolaridade pregressa universidade). No ato de fazer pesquisa, mostrou-
se producente a ancoragem terico-metodolgica do Crculo de Bakhtin a
partir de noes como: enunciado, discurso, relaes dialgicas, cronotopo
e esferas de atividades humanas. Nessa trajetria de pesquisa foi possvel
verificar que, na teorizao elaborada pelo Crculo, h caminhos para se
examinar a organicidade do discurso de diferentes esferas sociodiscursivas,
o que contribui significativamente para uma nova perspectiva a respeito
da linguagem humana e aponta para formas outras de compreenso da
produo de sentido.
Palavras-chave: Anlise Dialgica do Discurso; Discurso do Professor de
Lngua Portuguesa; Lingustica Aplicada.
Contribuies do Crculo de Bakhtin para a
prtica de anlise lingustica na sala de aula
Rosngela Hammes Rodrigues, Rodrigo Acosta Pereira
PPGLg/PROFLETRAS - UFSC
No Brasil, entre 1980 e 1990, temos um amplo debate sobre o ensino de
lngua portuguesa, em especial, acerca das finalidades do ensino de lngua
portuguesa na escola, e que levou ao que se chamou a virada pragmtica
do ensino, cujos ecos se encontram hoje, em diferentes matizes, em
documentos oficiais, materiais didticos e prticas docentes. Em grande
medida, os estudos do Crculo de Bakhtin, especialmente as concepes
de linguagem e sujeito, sustentaram essa virada. No obstante, se essa
virada se consolidou no plano do discurso proposicional (via documentos de
ensino e textos acadmicos), dentre outras questes, com a proposio das
trs grandes unidades de ensino articuladas entre si - a saber, as prticas
de leitura, escuta e produo textual no domnio dos usos da linguagem e
a prtica de anlise lingustica no domnio da reflexo sobre a lngua(gem)
-, no plano da elaborao didtica, ou seja, na prtica da sala de aula, os
caminhos esto sendo construdos em passos lentos, quer pela novidade
da proposta, quer pela presena dominante do discurso da tradio, que se
apropria e ressignifica a mudana. Sob essa perspectiva, nesta comunicao
temos por objetivo discutir as contribuies do Crculo de Bakhtin para a
elaborao didtica da prtica de anlise lingustica nas aulas de lngua
portuguesa, trazendo para o dilogo os conceitos de linguagem, esferas
da atividade humana, gneros do discurso, enunciado e estilo, que podem
balizar, por meio de atividades epilingusticas e metalingusticas, a reflexo
sobre a linguagem, bem como podem contribuir para integrar a prtica de
anlise lingustica s prticas de leitura, escuta e produo textual.
Palavras-chave: Crculo de Bakhtin; gneros do discurso; prtica de anlise
lingustica; aula de Lngua Portuguesa.
 Narrativas e Gneros do Discurso - implicaes para o campo educacional
Guilherme do Val Toledo Prado
UNICAMP
Esta comunicao tem o propsito de contribuir com as reflexes sobre
narrativa como metodologia de pesquisa em Educao na perspectiva de
gnero do discurso conforme apresentada por Bakhtin. Quando narrativas
orais, no contexto de enunciados tpicos de profissionais da educao
bsica, escapam dos muros da escola e passam a ser vistas tambm como
enunciados escritos que, alm de fazerem parte da esfera de comunicao
escolar, tambm podem compor dados de pesquisas do campo
educacional, possvel construir uma valorizao desse gnero discursivo,
e por conseguinte, de seus produtores professores e profissionais da
escola. Essas narrativas, no contexto de dilogo estabelecido entre na
ambincia acadmica e escolar, alm de configurarem-se como um
modo legtimo de produzir conhecimento, seja na perspectiva cientfica,
como na narrativa, a partir do vis do pensamento de Bruner, propicia a
emergncia de um professor/profissional-pesquisador-narrador a partir das
singularidades de seu prprio campo de utilizao da lngua que no s
tensiona o campo da pesquisa acadmica, como tambm gera possveis
intercmbios entre essas duas esferas comunicacionais. Neste contexto
comunicacional e de dilogo entre estas duas instncias discursivas,
possvel vislumbrar possveis mudanas, qui transformaes, dos
gneros discursivos, em seus elementos intrnsecos: o estilo, o contedo
e a construo composicional, conforme as proposies bakhtinianas,
que podem contribuir para a construo de um dilogo mais estreito entre
essas duas esferas comunicacionais e gerar novas transformaes na
cadeia enunciativa relativa aos discursos que constituem o conhecimento
profissional docente.
Palavras-chave: Formao de Professores, Narrativas, Gnero do Discurso.
Articulao entre os saberes acadmicos e experienciais nas pesquisas
desenvolvidas no Mestrado Profissional em Letras
Nara Caetano Rodrigues
PROFLETRAS-UFSC
Nas ltimas duas dcadas, as questes relacionadas ao ensino de lngua
portuguesa na escola bsica tm motivado reflexes e aes tanto de
pesquisadores da Lingustica Aplicada quanto das equipes que tm
proposto documentos no bojo das polticas pblicas nacionais. O Profletras
surge como uma das aes do conjunto de polticas governamentais
de incentivo formao continuada do professor que est atuando no
ensino fundamental, nas redes pblicas municipais e estaduais. No mbito
dos estudos acadmicos, o pensamento bakhtiniano tem contribudo
significativamente para criarmos inteligibilidades para as situaes vividas
na esfera escolar, pelos sujeitos envolvidos nos processos de ensino e
aprendizagem de lngua materna. Assim, nosso propsito nesse simpsio
problematizar as escolhas feitas por professores pesquisadores no
Curso de Mestrado Profissional em Letras/UFSC, com vistas investigao
da metodologia e do referencial terico utilizados em suas pesquisas
na escola pblica. Para tanto, olharemos para o discurso acadmico dos
professores, materializado nas dissertaes, e sua articulao com as
intervenes propostas como estratgia privilegiada de gerao de dados.
A produo do trabalho final segue a orientao nacional, que aponta como
foco de investigao temas da realidade escolar, voltados para o ensino e
aprendizagem na disciplina de Lngua Portuguesa no Ensino Fundamental,
Assim, a metodologia utilizada tem priorizado a pesquisa qualitativa de
natureza interpretativa e interventiva, podendo contemplar o estudo de
caso, a pesquisa-ao, a pesquisa etnogrfica e a anlise documental.
Palavras-chave: Pesquisa na escola bsica; articulao de saberes
docentes; formao de professores de LP.
287
S62
Time: Thursday, 27/Jul/2017: 1:30pm - 3:30pmLocation: Ducale V
Curso a distncia na formao de professores de lnguas
Organizer(s): Solange Maria Sanches Gervai (Universidade Paulista, Brasil.),
Maria Aparecida Caltabiano (PUC-SP)
A educao a distncia uma realidade que apresenta um conjunto de
variveis que definem os cenrios educacionais, tais como os papis de
alunos; professores; formas de avaliar e aprender. Os cursos de extenso,
graduao e ps-graduao esto se consolidando em ambientes
totalmente a distncia e contribuem com dados e pesquisas para o debate,
reflexo e aprimoramento do trabalho em EAD.
Este simpsio tem o objetivo de abrir espao para o compartilhamento de
estudos sobre processos de ensino-aprendizagem em cursos a distncia,
com foco nas possibilidades para o desenvolvimento de multiletramentos,
mediao em fruns, avaliao, autonomia do professor e uso de recursos
tecnolgicos. Nosso propsito apresentar e discutir as pesquisas que tm
sido feitas pelos professores do curso Teachers Links sobre o andamento
do curso, envolvendo as vrias prticas pedaggicas, para que se possa
avanar sobre o conhecimento nesse importante cenrio da educao. As
pesquisas tm como aparato terico-metodolgico a Lingustica Sistmico-
Funcional (LSF) (Halliday e Matthiessen, 2004 e 2014), conta com o software
Wordsmith Tools (Scott, 2008) para o tratamento dos dados, alm de autores
como Celani & Collins (2005), Gervai (2007), Wadt (2009), Victoriano (2010)
que trabalham com formao de professores e uso das tecnologias na
educao.
O curso de aperfeioamento Teachers Links destinado a professores
de ingls da rede pblica de ensino, uma parceria entre a PUCSP e a
Associao Cultura Inglesa de So Paulo e possibilita ao interessado o
desenvolvimento de prticas de leitura e escrita em ingls.
A reflexo sobre as questes de planejamento das atividades, do
desenvolvimento da autonomia do professor, da mediao, entre outras
oportunidade para aprendizagem, no somente da equipe, mas tambm
para todos os envolvidos com educao distncia.
Details of the Symposium Papers
Frum de Discusso: Uma Anlise da Interao sob o Enfoque da Teoria da
Avaliatividade
Clia Macdo1, Leila Barbara2
UFPA. Brasil, 2PUC-SP. Brasil
1
Tendo como aparato terico-metodolgico a Lingustica Sistmico-
Funcional (LSF) (Halliday e Matthiessen, 2004 e 2014) e contando com o
software Wordsmith Tools (Scott, 2008) para o tratamento dos dados, o
objetivo desta comunicao apresentar a anlise do posicionamento
avaliativo dos participantes de um frum de discusso de trs turmas do
Teachers Links, curso online oferecido pela PUC-SP e pela Cultura Inglesa
e destinado formao continuada de professores da rede pblica do
estado de So Paulo. No frum, os alunos-professores compartilham
suas respostas a trs perguntas propostas: a) What aspects of course
planning did the teachers take into account [when planning the course]?
b) What experiences do they highlight in the process of developing and
teaching the course? c) What important/informed decisions did they have
to make? Tambm, os participantes acrescentam feedback e/ou sugestes
sobre o curso. Em sua contribuio ao frum, os alunos-professores: a) se
posicionam em relao tarefa de desenvolver um curso online e b) avaliam
o curso que esto concluindo. Dessa forma, a teoria da avaliatividade
(Martin & White, 2005) da LSF foi o apoio terico-metodolgico para o
agrupamento dos elementos avaliativos escolhidos pelos participantes
em cada uma das trs categorias propostas por Martin e White: atitude,
gradao e engajamento. Ademais, as ferramentas do programa Wordsmith
Tools facilitaram o levantamento das palavras mais frequentes e tambm
a anlise dos elementos avaliativos em seus contextos de uso. A anlise
demostrou que das trs subcategorias da teoria da Avaliatividade as mais
frequentes so Apreciao e Julgamento (estima social). Os itens avaliados
so: o curso (professores, feedback, material, carga horria, atividades); a
tarefa de construo de um curso online; o desempenho do aluno no curso
/ o crescimento do profissional aps o curso.
Caminhos para uma Pedagogia dos Multiletramentos em um Curso de Formao
de Professores a Distncia
Solange Maria Sanches Gervai
Universidade Paulista/ PUC-SP Cogeae
O objetivo da apresentao analisar prticas de aes pedaggicas
(Gervai, 2007) do curso Teachers Links - Reflexo e Desenvolvimento
para Professores de Ingls, oferecido pela PUCSP/Cogeae, levando em
considerao questes relacionadas s mudanas possibilitadas pelos
hipertextos e hipermdias. O trabalho busca entender aspectos do curso que
podem contribuir para a preparao de professores para uma pedagogia
que envolva a diversidade das prticas letradas apoiadas em multimeios
e diferentes modalidades de textos. O Teachers Links um curso de
aperfeioamento de professores de ingls, que visa desenvolvimento
profissional, acadmico e pessoal, com foco em reflexo crtica sobre
o papel do professor no ensino e de sua capacidade de planejar e
organizar ao docente. O curso totalmente a distncia, em plataforma
virtual (Moodle). A pesquisa utiliza dados de ferramentas que possibilitam
interao sncrona e assncrona com alunos/professores em dinmicas
interativas individuais e coletivas. A anlise dessas aes pedaggicas tem
como base terica as contribuies de autores como Garrison e Anderson
(2003), Celani & Collins (2005), Gervai (2007), Wadt (2009), Victoriano (2010)
e pesquisadores da rea dos multiletramentos, como Rojo (2012), Kalantzis &
Cope (2012), Lemke (2010), Kress (2003), entre outros, para reflexes sobre
uma pedagogia dos multiletramentos durante a formao de professores.
Avaliando o Desempenho dos Participantes em uma Atividade Reflexiva sobre
Elaborao de Material Didtico
Maria Aparecida Caltabiano1, Maria Ceclia Lopes2
1
Pontifcia Universidade Catlica de So Paulo, 2FMU/ PUC-SP Cogeae
O processo de avaliao de cursos a distncia, to frequentes nos dias de
hoje, deve ser contnuo, abrangendo tanto o desempenho dos alunos quanto
s propostas de atividades que podem levar reformulaes e melhorias
no curso. Para a equipe de elaborao do curso de aperfeioamento
Teachers Links: Reflexo e Desenvolvimento para Professores de Ingls,
oferecido pela PUC-SP h vrios anos, a atualizao pode envolver ainda
as tendncias de ensino-aprendizagem de lnguas e o uso das tecnologias.
O objetivo de nossa apresentao discutir a participao dos professores-
alunos em um Frum do mdulo O desenvolvimento da autonomia e a sala
de aula: Reflexo sobre planejamento e materiais de ensino. Como em
todos os mdulos, as atividades contm como estmulo para discusso, a
leitura de artigos, documentos oficiais, fotos e vdeos. O Frum, objeto de
nossa anlise, decorrente de uma videoaula elaborada especialmente
para o curso. Na exposio, discutiremos em um primeiro momento
aspectos referentes ao desempenho dos participantes em uma atividade
reflexiva sobre elaborao de material e em seguida, apresentaremos a
avaliao dos alunos-professores sobre o prprio curso. A reflexo sobre
as questes de elaborao do contedo do mdulo, do planejamento das
atividades, do desenvolvimento da autonomia do professor, entre outras
oportunidade para aprendizagem, no somente da equipe, mas tambm
para todos os envolvidos com educao a distncia.
A Avaliao dos Alunos do Teachers Links sobre o Aprender Distncia
Marcos Cesar Polifemi
Cultura Inglesa So Paulo, Brasil
Nessa apresentao compartilharei os resultados de uma pesquisa feita
com os alunos que concluram o curso online de aperfeioamento Teachers
Links no segundo semestre de 2014.
Essa pesquisa teve como objetivo identificar a satisfao geral dos alunos
no curso, bem como identificar suas necessidades, desejos e a percepo
deles sobre o impacto deste curso online em suas prticas docentes. Os
alunos do curso, participantes da pesquisa, em sua grande maioria, so
288
professores da Rede Pblica Estadual e Municipal de So Paulo que tm o
curso patrocinado pela Cultura Inglesa So Paulo.
Para a investigao, trabalhei com trs questes abertas, a seguir:
1. O que voc mais gosta no curso Teachers Links?
2. Quais outros contedos voc gostaria de ter no curso Teachers Links?
3. Como o curso Teachers Links atende as suas necessidades prticas?
A partir do retorno a esses questionamentos, com base em uma anlise de
contedo e de recorrncia de tpicos, pude identificar alguns aspectos que
considero importantes de serem reafirmados e considerados em futuros
desenhos instrucionais de cursos a distncia.
C921-924
Time: Thursday, 27/Jul/2017: 1:30pm - 3:30pmLocation: Catete
1:30pm - 2:00pm
A complexidade do desenvolvimento da atividade de formar professores de
ingls reflexivos
Francisco Estefogo
Faculdade Cultura Inglesa, Brazil; franestefogo@uol.com.br
Esta comunicao objetiva discutir as propostas de estudo de um projeto
de ps-doutoramento em Lingustica Aplicada desenvolvido na Pontifcia
Universidade Catlica de So Paulo (PUCSP). O principal objetivo do estudo
investigar a complexidade do desenvolvimento da atividade de formar
professores de ingls reflexivos, ou seja, o objeto idealizado compartilhado
pelos mesmos sujeitos, alunos e professor, de uma faculdade particular
de formao de professores de ingls, da cidade de So Paulo. Mais
especificamente, o contexto para este estudo ser duas disciplinas
dirigidas para essa formao reflexiva, denominadas A Formao do
Docente Reflexivo 1 e 2, ministradas durante o primeiro ano do curso, cujos
objetivos especficos so propiciar ao aluno um estudo e discusso dos
aportes tericos e metodolgicos sobre a docncia reflexiva (Alarco, 2001;
Celani, 1984, 2002, 2010; Estefogo, 2001, 2005; Leffa, 2001; Liberali 1994,
1999, 2000, 2004, 2012, 2015; Magalhes, 2004, 2011; Pimenta, Ghedin,
2002, Smyth, 1992; Kemmis, 1987; Schon, 1983, 2000) necessrios para se
desenvolver uma postura reflexiva sobre sua prtica docente, no que se
refere ao ensino de lngua inglesa. Os dois principais pilares de sustentao
terica do presente estudo so a Teoria da Atividade (Engestrm, 1987,
2011; Leontiev, 1978) e a Teoria da Complexidade (Morin, 2000). O foco
do estudo analisar em medida os artefatos mediticos multimodais
constituiro a atividade da formao reflexiva dos participantes envolvidos,
considerando os desequilbrios, as situaes de caos, a complexidade
humana, de incertezas e de dvidas, mas com a onipresena da criatividade
e inovao da ao humana que normalmente gera possibilidades de uma
nova ordem, da realizao um novo objeto. Os dados coletados durante o
primeiro ano do referido curso sero analisados e interpretados com base
numa perspectiva da leitura crtico-interpretativa, sob a tica de categorias
argumentativas de interpretao (Liberali, 2000, 2004) .
2:00pm - 2:30pm
Cultura e identidade no ensino-aprendizagem e na interao em lngua
estrangeira
Nelson Viana
Universidade Federal de So Carlos, Brazil; nlsviana@gmail.com
Com base na concepo semitica de cultura (Geertz, 1973, 1989) e na
concepo estrutural, proposta por Thompson (1990, 1995), compreendemos
cultura como smbolos em contextos sociais estruturados e transpomos essa
compreenso para o ensino-aprendizagem e uso de lngua estrangeira (LE).
Nessa transposio, evidenciamos a relevncia de se levar em considerao
em materiais didticos e em sala de aula os processos interacionais como
eventos culturalmente orientados, organizados, definidos e constitudos.
Parte-se das consideraes tericas, para, em seguida, abordar: 1) maneiras
como tradicionalmente so abordados aspectos culturais no ensino de LE,
com amostras extradas de material didtico; 2) a escassez de atividades
com nfase em aspectos culturais vinculados interao, demonstrando
que, quando focalizados, apenas tangenciam a questo; 3) micro eventos
comunicativos evidenciadores da importncia de abordagem, no ensino de
LE, de aspectos culturais na/para a produo de sentidos na interao, e 4)
a complexidade do tema e a indicao de encaminhamentos, relacionados
a um processo de sensibilizao cultural do aprendiz, como parte do
desenvolvimento de aprendizagem do idioma. Por ltimo, apontamos a
importncia do conceito de competncia comunicativa intercultural, em
cuja composio podemos considerar (e compreender), como legtimo,
um entre-lugar em que a interao pode se configurar como um complexo
espao de conflito, no qual a identidade do aprendiz no se apaga mas
pode enfrentar a necessidade de movimentos de desestabilizao e
deslocamentos.
2:30pm - 3:00pm
O (no) uso dos gneros textuais no ensino intercultural do espanhol como
lngua adicional
Llian Latties dos Santos
UEAP e Unisinos, Brazil; lilian_latties@hotmail.com
O presente trabalho busca refletir sobre como a cultura, no ensino do
espanhol como lngua adicional, trabalhada a fim de que o aluno
possa desenvolver competncias comunicativas interculturais na lngua
estudada, bem como busca saber se os gneros textuais so usados no
desenvolvimento de tais competncias. Por se tratar de uma pesquisa
qualitativa-interpretativista, os dados esto sendo gerados a partir de: a)
entrevista com quatro professoras que atuam no ensino fundamental e
mdio em escola da rede pblica de ensino do municpio de Macap-AP,
com ou sem formao inicial no curso de graduao de Letras/Espanhol;
e b) observao, com caractersticas etnogrficas, em (ao menos) uma
turma de cada professora ao longo de um semestre letivo. A referida
pesquisa de dissertao encontra-se em andamento e est embasada,
principalmente, nas discusses tericas propostas por Byram (2001), sobre
o desenvolvimento de competncias comunicativas interculturais no ensino
de lnguas; Corbett (2003), quanto ao desenvolvimento de competncias
comunicativas culturais a partir dos gneros textuais; Wenger (2001), quanto
concepo social de aprendizagem a partir de comunidade(s) de prtica(s)
considerando a construo identitria dos membros (professor e aluno)
dessa(s) comunidade(s) e o princpio da negociao entre eles; Guimares
e Kersch (2012, 2015), quanto elaborao e reflexo da metodologia do
Projeto didtico do gnero (PDG) como uma proposta de didatizao dos
gneros textuais no ensino de lnguas. Desta forma apesar dos dados no
terem sido ainda todos gerados, aqueles de que dispomos nos permitem
perceber que os professores que trabalham com a cultura de maneira
informativa, no explorando os gneros para desenvolver junto aos alunos
as competncias comunicativas interculturais, so os mesmos docentes que
no reconhecem a sala de aula como um espao social de aprendizagem e,
portanto, como uma comunidade de prtica em que a aprendizagem se d
na construo identitria.
3:00pm - 3:30pm
Variveis individuais e pedaggicas no ensino de espanhol a aprendizes
brasileiros
Elena Ortiz Preuss
UNIVERSIDADE FEDERAL DE GOIS, Brazil; elena.ortizp@yahoo.com.br
Pesquisas sobre efeitos de instruo na aquisio de L2 tm apontado
diferentes evidncias favorveis tanto a abordagens mais implcitas
quanto a abordagens mais explcitas de ensino. Mais recentemente
os pesquisadores tm se dedicado a observar como os efeitos das
intervenes pedaggicas podem ser afetados pelas diferenas individuais
(sistema cognitivo, motivao, etc.) entre os participantes (SANZ, 2005).
Nessa perspectiva, temos desenvolvido pesquisas que visam a observar
de que forma variveis individuais em termos de memria de trabalho,
ateno e funes executivas podem interferir nos efeitos de instrues
pedaggicas em contextos em que brasileiros aprendem espanhol como L2.
Alm disso, almejamos compreender melhor como a proximidade lingustica
pode ou no demandar intervenes especficas. Sob essa perspectiva,
elaboramos intervenes pedaggicas para o ensino do verbo gustar e
tempos verbais no pretrito do indicativo (imperfeito, perfeito e indefinido),
as quais aconteciam entre a aplicao de pr-e ps-teste especficos sobre
esses contedos. Alm dessas intervenes os participantes realizaram
testes cognitivos e lingusticos para avaliar a memria de trabalho, rede
de ateno e controle inibitrio. Os resultados dos testes esto sendo
submetidos a anlises estatsticas para observar as possveis associaes
entre as variveis. Estima-se que os dados podero aportar informaes
importantes ao processo de ensino de espanhol para brasileiros.
C925-928
Time: Thursday, 27/Jul/2017: 1:30pm - 3:30pmLocation: Alcazar
1:30pm - 2:00pm
RELATOS DE EXPERINCIAS DE APRENDIZAGEM DOS PARTICIPANTES DA UFG NO
PROGRAMA DE LICENCIATURA INTERNACIONAL (PLI)
Francisco Jos Quaresma de Figueiredo
UNIVERSIDADE FEDERAL DE GOIS, Brazil; fquaresma@terra.com.br
Temos presenciado, nos ltimos anos, no Brasil, muitos programas
implementados pela Coordenao de Aperfeioamento de Pessoal de
Nvel Superior no sentido de proporcionar, a estudantes brasileiros, a
oportunidade de participar de intercmbios no exterior. Vrios autores
valorizam as oportunidades de aprendizagem decorrentes da participao
em programas de intercmbio em um pas estrangeiro (Byram, 1994, 1997;
Byram; Fleming, 1998; Roberts et al., 2001; Amuzie; Winke, 2009; Campos;
Figueiredo, 2010, Ellwood, 2011; Kinginger, 2011), visto que, por meio de tal
participao, o aprendiz tem a oportunidade de aprender ou desenvolver
no apenas outra lngua, ou aprender outro sotaque, mas tambm aprender
sobre outros estilos de vida e prticas culturais (Byram; Fleming, 1998;
Wang, 2010; Ellwood, 2011). Nesta pesquisa, objetivei compreender o
processo de aprendizagem em experincias de intercmbio, bem como
a questo da interculturalidade, questes identitrias e possveis quebras
de esteretipos, a partir de relatos de alunos brasileiros da Universidade
Federal de Gois (UFG) que participaram do programa de intercmbio
PLI, na Universidade de Coimbra, de 2012 a 2014. O estudo se justifica
devido ao fato de ser a primeira vez que o curso de Letras da Universidade
Federal de Gois participa do Programa de Licenciatura internacional (PLI)
e pretendemos compreender as possveis dificuldades encontradas pelos
alunos na adaptao ao novo pas, nova cultura, ao sotaque diferente da
lngua portuguesa. Para tanto, os participantes foram entrevistados sobre
suas experincias de aprendizagem durante o programa de intercmbio em
Portugal. Os resultados demonstram que a participao no PLI proporcionou
aos participantes oportunidade de refletir sobre questes identitrias, bem
como a desmistificao de alguns esteretipos e mudanas de crenas.
Puderam tambm comparar o sistema educacional nos contextos brasileiro
e portugus. A participao no PLI fez com que os participantes tambm
desenvolvessem uma maior autonomia e uma maior segurana no campo
profissional.
2:00pm - 2:30pm
Estudos identitrios na formao de professoras/es: impactos, desafios e
potencialidades para a prtica docente
Mariana R. Mastrella-de-Andrade
Universidade de Braslia, Brazil; marianamastrella@gmail.com
A rea de ensino-aprendizagem de lnguas tem sido bastante impactada
pelos estudos sobre identidades (NORTON, 2013), uma vez que eles
permitem entender os processos de ensinar e aprender novas lnguas
sempre a partir da indissociabilidade entre questes sociais, individuais,
relaes de poder e uso da lngua como prtica social. Nessa perspectiva,
este trabalho analisa o impacto da insero dos estudos identitrios, que
concebem identidades como construo, isto , no como natural ou fixa
(WOODWARD, 2000), no curso de Letras com professoras/es de ingls
em formao. A partir dos estudos dessa temtica, as/os licenciandas/
os, futuros professores, puderam ter acesso a leituras, reflexes e
discusses sobre prticas identitrias na ps-modernidade, processos de
construo de identidades, identidades plurais e fluidas e a relao dessas
perspectivas com ensino-aprendizagem de lnguas. Essa foi, portanto, uma
pesquisa qualitativa, de cunho interpretativista, com coleta de dados a partir
de dirios, entrevistas e narrativas. O objetivo foi investigar a forma como
a discusso sobre as temticas anteriormente listadas, uma vez inseridas
na formao docente, faz diferena sobre concepes do futuro professor
sobre questes pertinentes ao ensino-aprendizagem. Os resultados das
anlises permitem compreender como a teoria sobre identidades pode ser
importante para desafiar compreenses equivocadas a respeito de, por
exemplo, a hegemonia do falante nativo, prescries de certas variedades
de ingls em detrimento de outras, a construo da autoestima do futuro
professor de ingls, a relao com a vida da sala de aula na escola pblica e
o uso de livros didticos. Com isso, os resultados tambm mostram como os
estudos identitrios podem ser teis para a formao crtica de professores
e o ensino de lnguas voltado para a cidadania.
289
 2:30pm - 3:00pm
Making disciplinary identity relevant in academic presentations addressed to
multidisciplinary audiences
Laurie J. Anderson1, Letizia Cirillo2
1
University of Siena, Italy; 2Free University of Bozen-Bolzano, Italy; laurie.
anderson@unisi.it
The present paper investigates how, and to what purposes, disciplinary
identities are made relevant in research presentations addressed to a
multidisciplinary audience using English as an academic lingua franca. The
analysis is based on a corpus of 176 presentations given by international
research fellows within an EU-funded program for postdoctoral studies. It
draws on Membership Categorization Analysis (e.g. Sacks 1992) and on the
notion of altercasting (Weinstein and Deutschberger 1963; Van De Mieroop
2008) in order to identify the primary functions of explicit mention of self
and of audience members in conjunction with academic categories. Self-
categorization using I involved explicit membershipping along the vertical
axis of generalization/specification (e.g. Im a historian as opposed to Im
an early modern historian) and horizontal axis of contrast/co-categorization
(e.g. Im not a political scientist or theorist but a sociologist) (Bilmes 2009).
Altercasting of the audience using we (to co-categorize the speaker with
part or with all of the audience) or you (to address the whole audience or
a part thereof) served two main goals: a) signaling preceding or upcoming
talk as addressed to a specific audience segment (e.g.just to give you some
background context, especially for the non-historians) ; and b) establishing
interdisciplinary ties/networks (Im not an expert in these empirical
questions [] so I will be in your hands from now on). The analysis indicates
that membership categorization devices contribute to recipient-designing
talk for a multidisciplinary audience by invoking standardized and locally
relevant relational pairs (Sacks 1972). A systematic use of such devices
makes the audience relevantly present by co-implicating their perspectives
in what is being said and done, thus conferring an interactive dimension on
what may at first glance appear a relatively monologic genre.
3:00pm - 3:30pm
O conflito da cultura
Luiza Silva
Universidade Federal do Rio Grande - FURG, Brazil; msluiza@hotmail.com
A palavra conflito - conflitos polticos, conflitos de gneros, conflitos
blicos, conflitos econmicos, conflitos religiosos, conflitos sociais, conflitos
tnico-raciais tem sido ostensivamente alardeada nas redes sociais,
nos mercados dos bairros, nas redes de televiso, nas escolas, enfim, na
sociedade de um modo geral. Seria demasiado forte dizer que em meio a
tantos conflitos, experimentados nos processos de globalizao, o mundo
vive um momento de falncia? Ao termo conflito, j mencionado, podemos
acrescentar as palavras identidade e cultura que esto intrinsecamente
ligadas linguagem, prtica essencialmente humana. O trabalho proposto
tem por objetivo discutir intensamente o termo cultura, aliado a prxis humana
da linguagem, para ajudar a entender as razes pelas quais o vocbulo
conflito to contemporneo e hodierno em tempos de modernidade
lquida (termo definido por Zygmunt Bauman para determinar o perodo
em que vivemos) ou, como diria Stuart Hall, ps-modernidade. Assim, faz-
se necessrio trazer os aportes de diferentes reas do conhecimento
das cincias humanas -, com o intuito de discutir a palavra cultura sob
diferentes pontos de vista, como as contribuies de Canclini (2012),
Eagleaton (2011), Bauman (2012), Hall e Mellino (2011), Jullien (2009), Whitte
(2009) e Williams (2012). importante deixar claro que no objetivo deste
trabalho instituir um conceito de cultura, mas discuti-lo profundamente; no
queremos encerrar um termo to amplo em si mesmo, j que assim como o
mundo em que vivemos, a cultura no admite qualquer limite.
SIMPC10
Time: Thursday, 27/Jul/2017: 1:30pm - 4:30pmLocation: Louvre II
Innovations and challenges in language and superdiversity
Organizer(s): Miguel Prez-Milans (UCL Institute of Education, United
Kingdom)
Superdiversity has received increasing attention over the last years. First
coined by Vertovec (2007) to highlight the unpredictability of the category
of the migrant that results from complex patterns of transnational mobility
emerging from the 1990s, this term invites us to depart from passport-based
290
narratives of language, culture and identity. In particular, the superdiversity
label has been carefully chosen to engage policy-makers and push public
discourse on diversity, beyond its prevalent conceptualization as a compound
of countable cultural entities. In the language disciplines, some of its main
supporters (Rampton, Blommaert, Arnaut & Spotti 2016) have introduced the
term to foreground the ontological and epistemological suitability of long-
standing research traditions in sociolinguistics and linguistic anthropology.
Preoccupied with description of processes of social structuration, these
traditions have taken the situated communicative practice as the entry
point of analysis by avoiding presupposed links between actors involved
in such practices and a pre-defined set of places, territories, communities
and language-culture blocks. However, superdiversity has not been free
from controversy, and concerns have been raised over uses of this term
that may lead to academic branding (Pavlenko 2016) and postmodern
celebration of hybridity (Kubota 2014). Such celebration, we are reminded,
may be in complicity with contemporary neoliberal social policies. On the
one hand, diversification can be constituted as an indexical resource to
perform prestigious social personae (Jaworski 2016) and align with elite
institutions (Prez-Milans; Soto 2016). On the other, celebration of hybridity
may contribute to obscure class- and race-based forms of socioeconomic
inequality by overemphasizing individual differences, therefore undermining
collective politics whereby language-culture-identity blocks are strategically
mobilized by marginalized groups for political participation (May 2014).
Proponents of alternative perspectives to description of multilingual and
multimodal meaning-making practices in applied linguistics, such as that
of translanguaging (Li Wei; Zhu Hua 2013), also question whether contact
rather than migration may be the most important factor in linguistic change.
Details of the Symposium Papers
Engaging Superdiversity an empirical examination of its implications for
language and identity
Massimiliano Spotti
Babylon Centre for the Study of Superdiversity, Tilburg University, The
Netherlands
Looking back at the time in which Vertovec coined its hyphenated version
(Vertovec 2006), it is quite evident that super-diversity has first hinged on
a flourishing stream within the anthropology of transnationalism. Despite its
clear pertinence to that field, it is only in 2009 with an ESF funded workshop
on the implications of super-diversity in Europe that sociolinguistics has
approached to this term (Blommaert & Rampton 2011), calling for a deep
revision of the conceptual and methodological apparata that had been
insofar characterised the field.
Against this background and aware of the critique that the term superdiversity
has given way to (Flores forthcoming; Pennycook forthcoming), the present
contribution compounds the early and later moments of superdiversity
work in progress. It does so by starting to examine whether superdiversity
has an incremental or a transformative potential (Silverstein 2015:7-18)
and it proposes intermediary bridging concepts like infrastructure for the
grasping of diversity and mobility without falling into the celebration of
individuality and hybridity. Rather, drawing on the case of an asylum seeking
application, the contribution shows how infrastructures of globalization,
like the web, come to either enforce ill-formed believes about someones
identity while actually doubts should be casted on the formal and non-
formal categorization processes at hand and the role these both play in the
delicate process of identity construction and attribution of the applicants.
Sociolinguistic superdiversity: paradigm in search of explanation, or
explanation in search of paradigm?
Stephen May
University of Auckland, New Zealand
Critical applied linguistics has over recent years turned to Vertovecs (2007)
notion of superdiversity to frame discussions of the increasing complexity
and fluidity of multilingual repertoires in major urban conurbations,
particularly as a result of the expansion of transmigration in this late modern
world. Such repertoires have been described variously via Ramptons (2011)
contemporary urban vernaculars, Canagarajahs (2011) codemeshing,
Creese, Blackledge, et al.s (2011) flexible bilingualism, Makoni and
Pennycooks (2012) lingua franca multilingualism, Pennycooks (2010)
metrolingualism Garcas (2009) translanguaging, and Jrgensens
(2008) polylingual languaging, to name but a few.
These developments are broadly to be welcomed. But the linking of
superdiversity and multilingual (urban) repertoires also has a number of key
limitations that are, as yet, only variably acknowledged. In this presentation,
I will highlight and explore four such limitations. The first is the inherent
(although largely unintentional) ethnocentrism that attends applied linguistics
recent (re)discovery and rehabilitation of multilingualism as the norm for
discussion and analysis (Canagarajah & Liyanage, 2012). Second, the almost
exclusive focus on multilingualism in urban contexts, and their related elision,
understates or simply ignores the equally complex multilingualism evident in
non-urban contexts, while also unnecessarily reinforcing a wider urban-rural
dichotomization (May, 2014; Patrick, 2012). Third, the privileging of individual
linguistic repertoires, and language use, over-emphasizes the potential of
individual linguistic agency and, relatedly, delimits wider analyses of the
effects of ongoing linguistic hierarchies and related inequalities (Busch,
2012; Liddicoat, 2013). Fourth, the renewed focus in these accounts on
parole at the expense of langue likewise foregrounds individual multilingual
oral language use while simultaneously underplaying or simply ignoring the
significance of access to, and use of standardized, literary and/or prestige
language varieties. The latter, particularly via education, remain a key factor
in wider, long-term mobility for multilingual speakers in the late modern
world (May, 2012).
Superdiversity as reality and ideology
Ryuko Kubota
University of British Columbia, Canada
In sociolinguistic and language education research, key notions, such as
superdiversity, multilingualism, hybridity, and lingua franca, often describe
the current social, cultural, and linguistic phenomena of globalization. These
terms denote what is indeed observed in many immediate contexts, as
evident in increased diversity of linguistic landscape, translingual practices,
and complex intersections of ethnicity, positionality, and context reflected in
linguistic forms and practices. Nonetheless, these key notions also work as
ideology that reproduces the ways in which we understand and explain social
and linguistic practices. Recognizing the current reality of sociolinguistic
multiplicity and hybridity, this presentation will shed light on ideological
facets of the perceived reality by drawing on criticisms of postcolonial
theory (e.g., Moore-Gilbert, 1997) and by examining ideological complicity
with neoliberal multiculturalism (Kymlicka, 2013). The conceptualization
of hybridity as well as the institutional status of postcolonial theorists has
been critiqued as privileging Eurocentric knowledge, individualism, and
a depoliticized elitist cosmopolitan identity of the First World vis--vis
subalterns struggles in the Third World. This gap between theory and
practice corresponds to the linguistic challenges posed by the real-world
insistence on correctness in academic contexts. Furthermore, the scholarly
attention to fluidity and plurality in our field is ideologically complicit with
neoliberal multiculturalism, reproducing the discourse of superdiversity and
the multi/plural turn. Filling the theory/practice gap poses challenges for
scholars in neoliberal academic institutions.
Superdiversity as a discursive field: language, identity and territory in Hong
Kong
Carlos Soto1, Miguel Prez-Milans2
The University of Hong Kong, 2UCL Institute of Education, United Kingdom
1
Officially positioned as Asias world city, postcolonial Hong Kong has
become a global financial and economic hub, this new role followed by public
and private policies oriented to attract human and material resources from
all over the world, and accompanied by new official discourses representing
diversity as a key cultural feature (Flowerdew, 2004). These discourses are
indeed showcased by Hong Kong Tourism Board which, in the last decade,
has strongly invested in the sloganization of Hong Kong as a unique fusion
of Western and Eastern cultures. In so doing, diversity has become a
normative value that, although may be seen as denotatively empty, draws its
force from the indexical role it plays in articulating marketing devices linked
to the cultural communities of the business and management world (Urciuoli,
2003). Drawing from a linguistic ethnography of the networked trajectories
of a group of working-class South Asian youth in Hong Kong (Prez-Milans &
Soto 2014, 2016), this paper aims to engage with contemporary sociolinguistic
developments whereby public policies/discourses of multilingualism
and multiculturalism are examined vis--vis socioeconomic, institutional
and cultural processes of change tied to the conditions of late modernity
291
(Rampton, Blommaert, Arnaut & Spotti 2016). Following up on Spottis call
to bring about a greater focus on inequality in studies of superdiversity
(2014), we examine the ways in which our participants navigate and make
sense of diversity and diversification as a socially stratified discursive field
(Heller 2007). As such, these participants attempts to reconcile nation-
based grand narratives about language, identity and territory, on the one
hand, and their own transnational experience, on the other, get shaped by
a particular institutional logic that assigns different value to different types
of social persona, alignments and normative categories within the highly
neoliberalized educational context of Hong Kong.
(Super-)diversity as an ideology of language and social practice: A view from
text-based art
Adam Jaworski
The University of Hong Kong
Over the last several decades, a significant body of work in sociolinguistics
has been focused on the linguistic analysis and critique of social groups
with regard to their self-positioning as homogeneous with well-defined
boundaries, or as diverse with fluid boundaries. Studies of banal
nationalism and (super-)diversity appear to epitomize this tension as
possible end-points of a scale. However, as the former has been treated as
part of social actors work aimed at achieving a particular end (i.e. support
in the nation-state building project), so must the latter. Communities are not
naturally homogeneous or diverse. They achieve unity or disunity through
ideologically-driven practices and meta-semiotic displays. Therefore,
just as uniformity, (super-)diversity needs to be treated as an ideological
position in research or in any other aspect of social life underpinned by
specific stances, for example, celebratory or emancipatory by linguists,
or scaremongering by right-wing politicians. To paraphrase the definition
of culture advocated by critical intercultural communication scholars (e.g.
Halualani and Nakayama, 2010; Piller, 2011), I address (super-)diversity
by asking who makes it relevant to whom in which context and for which
purpose. Furthermore, while most sociolinguistic studies of super-diversity
have concentrated on accounts of the apparent ethnolinguistic contact
and mixing at the low end of globalization (Matthews, 2007), I propose to
examine instances of the production of linguistic (super-)diversity at the top
end: international art. Thus, this paper aims to approach (super-)diversity
as it is thematized in social life through the lens of linguistic performances
by artists. The illustrative examples include orientalising pseudoscripts in
early Renaissance Italian art (Nagel, 2011), Vincent van Goghs stylizations of
Japanese script, and Ahmet Gnetekinins sculpture Kostanitniyye (2015).
Post-multilingualism, translanguaging and linguistic superdiversity:
perspectives from China
Li Wei1, Zhu Hua2
1
UCL Institute of Education, United Kingdom, 2Birkbeck College, University
of London, United Kingdom
Whilst the concept of superdiversity has helped to draw special attention
in social sciences to the consequences of recent massive migration in
Europe in particular, its adoption in (socio)linguistics as an analytical tool is
not without problems. Critiques of linguistic superdiversity often comment
on its apparent ahistorical and Eurocentric undertone. This presentation
focuses linguistic innovation and creativity involving the Chinese language
and its speakers. Using examples from historical language adaptation of
Manchu in Chinese, as well as current cases of net Chinese, New Chinglish,
and pseudo Chinese in Japan, the aim of the paper is to argue that contact
rather than migration may be the most important factor in linguistic change.
Some of the linguistic phenomena are responses to the Post-Multilingualism
challenges to protect the identity and integrity of individual languages
whilst recognizing and even encouraging the fluidity and intensity of
contact between languages; to articulate ones own views and values
through languages that are traditionally associated with others. We further
argue that Translanguaging, which regards language as a multilingual,
multimodal and multisemiotic system of historically evolved and value-laden
meaning-making resources, is a more powerful analytical perspective for
understanding the complexity of linguistic innovation and creativity in the
21st century.
 S92
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Time: Thursday, 27/Jul/2017: 1:30pm - 4:30pmLocation: Queluz I
The language of numbers. Understanding financial communication from an
applied linguistics perspective. Part 1
Organizer(s): Marlies Whitehouse (Zurich University of Applied Sciences,
Winterthur), Daniel Perrin (Zurich University of Applied Sciences, Winterthur),
Rudi Palmieri (University of Liverpool, Liverpool)
Over the last years, the study of financial communication from a discursive
and textual perspective has attracted strong interest not only in finance and
accounting but also in the humanities. This symposium intends to enhance
the understanding of the linguistic aspects of financial communication from
innovative Applied Linguistics perspectives.
The symposium presents and discusses research in which the various
discourse genres of finance (e.g. corporate announcements, annual and
quarterly reports, earnings conference calls, analysts recommendations,
takeover documents, IPO prospectuses, central banks statements, rating
decisions) are examined from Applied Linguistics perspectives that
reconstruct, scrutinize, or aim at improving the interplay between, e.g.,
numeric, visual, and verbal semiotic systems;
descriptive, explanatory, argumentative, and narrative practices;
stakeholders such as companies, banks, financial analysts, specialized
press, regulators, professional investors, and society-at-large.
In line with the overall theme of the AILA 2017 World Congress, Innovation
and epistemological challenges in applied linguistics, this symposium
specifically addresses theoretical, methodological and practical challenges
of investigating the intertextual dynamics and linguistic strategies at the
interface of verbal and numerical languages. Methods combined include
text analysis, multimodal genre analysis, writing research, and critical
discourse analysis.
The individual contributions to the symposium focus on aspects that include:
How financial market actors adapt their rhetorical strategies to the genre
The impact of social media on communication to investors
The linguistic strategies of security analyst in their dialogue with executives
The use of hedging and modality in forward-looking speeches
Rhetorical strategies for image restoration and trust recovery in crisis
communication
Polyphony in financial journalism
Framing strategies in corporate financial communication
Relationship between communication quality, market bubble and fraud
Details of the Symposium Papers
The social costs of financial illiteracy the communicative interplay between
financial analysts and investors
Marlies Whitehouse
Zurich University of Applied Sciences, Winterthur
On the one hand, financial analysts and their analyses play a key role in the
financial markets. On the other, there is empirical evidence that financial
analysts communicational attempts challenge, if not overburden, their
target readers financial literacy. Despite this mismatch, both the analysts as
writers and the texts themselves are widely under-researched (Whitehouse
& Perrin, 2015). This is the gap that my research project on financial analysts
written communication aims to close.
Based on a context-annotated corpus of roughly 1500 financial analysts
company reviews (in German, English, and Japanese), I investigate the
292
cultural, organizational, and individual variety of financial analysts text
production. The final goal of the entire research project is to identify critical
situations and situative good practices and to quantify the social costs that
are caused by communicative problems that are, for example, related to
investors financial illiteracy and financial analysts writing.
In my presentation, I focus on how equity analysts combine verbal, numerical,
and visual language when they write their recommendations for investors
(part 1). Based on a qualitative Japanese and a qualitative German sub-
corpus (part 2), I use pragmatic text analysis (part 3) to explain why these texts
are hard to understand for relevant parts of their target readers and what the
social costs of such communicative problems can be (part 4). I conclude by
showing which measures can improve the communicative potential of these
texts (part 5). By doing so, I draw on principles of transdisciplinary action
research.
Whitehouse, M., & Perrin, D. (2015). Comprehensibility and
comprehensiveness of financial analysts reports. In A. Rocci, R. Palmieri
& L. Gautier (Eds.), Text and discourse analysis in financial communication.
Thematic issue of Studies in Communication Sciences (pp. 111119).
What effect does a financial news article have on stock price?
Robert Schumaker
University of Texas at Tyler
To answer this question we investigate stock price movements within the
minutes following financial news releases, broken down by media outlet,
time of release and article sentiment. Our data shown a Sharpe ratio (a
measure for calculating risk-adjusted return) of 1.18 versus a random dataset
of 0.06, indicating significant price movement immediately following article
release. Second, we found that articles released through WSJ, Reuters
UK Focus, NYT and FT all experienced significant positive returns, whereas
articles in Barrons, MarketWatch, Forbes and Bloomberg experienced
significant negative returns. Third, we found that articles released at certain
times had abnormally high price movements associated with them, more
so than random chance. Lastly we discovered a minority of positive news
articles trending upwards and suddenly reversing direction following a
financial news article release. In one particular case there was a period of
several days where the release of IBM articles triggered large price declines
with steady prices otherwise. We believe these findings could be used by
companies as a form of stock price management.
Rhetorical strategies in earnings calls: a multimodal analysis
Belinda Crawford Camiciottoli
University of Pisa
Earning calls have become the primary form of oral financial reporting in
corporate settings. These events take place via teleconferencing, with
teams of company executives giving presentations of financial results to
professional analysts who are listening by telephone. The executives are
keen to persuade the analysts of the continuing investment-worthiness
of the company, while the analysts aim to encourage the executives to
respond to their questions in the most exhaustive way possible. In earnings
calls, other semiotic modes beyond verbal language make an important
contribution: PowerPoint slides contain numerical data and visual/graphical
images, and the vocal production of the participants may reflect additional
meanings that become integrated with the semantic content of the
message. Thus, earnings calls can be described as highly multimodal and
multimedial, representing key dimensions of their nature which has not yet
been explored in the literature.
In this paper, I analyze the non-verbal features of earnings calls. Particular
attention is paid to the interplay between non-verbal and verbal elements
to shed light on their intersemiotic complementarity. Using a case-study
approach, I analyze the verbal and non-verbal input of the earnings call
of Nokia Corporation for the third quarter of 2014. The data consist of the
written transcript of the speech, the corresponding MP3 audio file, the written
earnings release for the same financial period, and the PowerPoint slides
used during the presentation component of the earnings call. The analysis
relies on state-of-the-art software for the multimodal annotation of digital
resources, namely ELAN. Preliminary analysis indicates a strong presence
and distinctive interplay of multiple semiotic resources that appear to be
linked to the different roles and objectives of the participants. The findings
will contribute to a heightened understanding of how the participants of
earnings calls exploit multiple semiotic modes strategically to achieve their
professional goals.
The sample considers the media coverage of U.S. non-financial IPOs
The language of consolidated statements of profit or loss
Miriam Paola Leibbrand
Vienna University of Economics and Business
The internationalization of the economy and the advent of English as the
lingua franca of business deeply affect business practices. For example,
listed companies are legally required to publish financial statements in
accordance with the relevant national and with the international accounting
standards.
This paper focuses on a highly specialized genre and deals with language
variation in the terminology of consolidated statements of profit or loss in
French. Conceptually, it draws on a business communication and specialized
discourse approach with a focus on financial communication and discourse.
The genre of the consolidated financial statement is part of the genre-
system of financial communication.
The paper analyzes the terminology of consolidated financial statements
of profit or loss used by listed companies in different French-speaking
countries. It investigates how the International Financial Reporting Standards
developed by the International Accounting Standards Board have been
applied. For this purpose, a small specialized corpus of consolidated
financial statements from companies in Belgium, France, Morocco, Quebec
and Switzerland has been built.
The results of the analysis show a high terminological variation. They
address manifold subjects pertaining to applied linguistics: terminology,
language variation, business discourse, in particular financial discourse, and
translation practice and pedagogy. Inter alia, they can be useful for translator
training since they inform about terminological practice and deliver language
data from authentic contexts of usage. Moreover, the results address
research and pedagogy in the field of specialized communication. Such,
they help bridging the gap between professional practice and academia
in translation as well as in specialized communication. Beyond translation
and specialized communication, the results address the status quo of
standardization and harmonization in financial disclosure, a core terminology
issue. Thus, the paper informs the language professions but also accounting
and management professionals about the state-of-the-art of normalization
processes in financial disclosure.
Exploring the discourse of successful IPOs by extracting keywords from
media coverage
Andrea Rocci1, Carlo Raimondo2
1
University of Lugano, 2University of Lugano and University of Bologna
Over the last few years, the financial literature devoted special attention to
the role of media during the Initial Public Offering (IPO) process. Quantitative
text analysis has been increasingly popular among finance researchers
during the last decade, with applications to different genres of financial
disclosures and media texts. In the case of IPOs, where, by definition, no
prior public trading data exist, textual data acquire a special prominence.
Methodologically, straightforward sentiment analysis based on word lists
is the prevalent method. Comparatively little effort has been expended in
the principled, systematic, creation of wordlists adapted to different genres,
and, once wordlists have proven their predictive power they tend to be re-
used and applied across genres and contexts. Moreover, only little attention
has been devoted to referential news content beyond tone in IPOs.
In this contribution, we seek to advance this state of the art by drawing
293
conceptual insights and methods from corpus linguistics and discourse
analysis. The cornerstone of the approach is a multi-layered concept
of keyword. To investigate the media coverage of successful IPO, we
extract the keywords of their media coverage both against the whole
IPO coverage corpus and against a generic reference corpus of financial
news. Furthermore, we compare the media coverage of successful IPOs to
unsuccessful ones, seeking for possible anticipatory media signals.
from 1994 to 2013. It consists of 28,140 articles composed of 19,512,275
words about 2,814 IPOs published on 474 newspapers. The proposed
methodology has a double outcome. First, it will allow the principled
discovery of new sentiment words. Second, it will allow to discover a new
category of significant words that function as proxies for arguments justifying
a positive evaluation, and to single out, among these words, those that are
more robust across cases.
Automated discourse analysis of financial narratives
gnes Sndor
Xerox Research Centre Europe
My interest is around automated discourse analysis of narratives in financial
reports with the aim of supporting fine-grained qualitative studies relying on
deep expert insight, which at present executed at a small scale, and thus do
not give access to large-scale data analysis.
NLP and corpus linguistics have mainly been used in the automated
processing of financial narratives for sentiment and tone analysis and
detecting topics. Widely used NLP methods include POS tagging and the
use of semantic tags (e.g. WMatrix), which are used as features in machine
learning algorithms. We propose adding syntactic and semantic parsing in
order to detect discourse patterns.
The approach that we propose for analyzing financial narratives aims at
detecting topics according to the discourse functions in which they are
embedded. For example, in Management Discussion and Analysis detect
which topics are described in terms of performance characterization, which
topics are explained, what kinds of explanations are given, which topics
are mentioned as part of the description of a wider context, in the forward-
looking statements etc. This method allows the experts to compare the
content of different documents.
S94
Time: Thursday, 27/Jul/2017: 1:30pm - 4:30pmLocation: Queluz V
The Languages without Borders Program as a stage for research in applied
linguistics
Organizer(s): Anamaria Welp (Universidade Federal do Rio Grande do Sul,
Brazil)
In the last few years the federal government has invested in actions to
boost the internationalization of Brazilian public universities. It is well known
that the process of internalization of Brazilian public higher education
institutions may thrive only if a national language policy is sustained for
that matter. In 2012 the Languages without Borders Program (LwB) was
created as to provide, and in some cases expand, opportunities for access
to knowledge produced in additional languages. In this perspective, the
program ensures internationalization at home and caters Brazilian public
university communities, which, in turn, are forced by the challenges that
arise rapidly as globalization not only impacts education but also becomes
an agent of change (KNIGHT, 2008). To meet such demands, the actions of
LwB include the provision of distance learning and classroom courses, as
well as language proficiency testing. LwB thus is a vast setting to Applied
Linguistics as it offers numerous possibilities for research on the uses of
language. According to Rajagopalan, to do applied linguistics is to devise
theory within practice, and, for the applied linguist, the practice is a stage
for theoretical reflections (SILVA SANTOS, JUSTINA, 2011). In that sense, this
symposium reports on investigations in the field of applied linguistics held in
the language centers of the English without Borders Program in five different
Brazilian federal universities: Universidade Federal de Santa Catarina
(UFSC), Universidade Federal do Rio Grande do Sul (UFRGS), Universidade
Federal de Minas Gerais (UFMG), Universidade Federal Fluminense (UFF)
and Universidade Federal do Mato Grosso (UFMT).
Details of the Symposium Papers
Peer-review of abstracts: a study focusing on the concept of intersubjectivity
Adriana Kuerten Dellagnelo, Maria Ester W. Moritz
Universidade Federal de Santa Catarina, Brazil
This study focuses on text production, here understood as a process of
construction and sharing of meanings, established in the interpsychological
relations that occur in human interaction. The objective is to identify if
interlocutors of written texts produced in the academic sphere perceive
written text production as such. In order to achieve this goal we refer to
data generated in the context of the program English without Borders from
the Federal University of Santa Catarina, particularly in an academic writing
course of English as an additional language, with a focus on abstracts.
Classroom work with such genre focused on writing as a situated, purposeful
and meaningful activity, thus emphasizing the analysis of communicative
purposes, style, content and structure (Bakhtin, 1997). Subsequently, students
produced abstracts which were peer-reviewed. The theoretical rationale
underlying the study is based on sociocultural theory, precisely on Vygotsky
(2007 [1978]; 2009 [1934]; 2012 [1931]; Lantolf & Thorne, 2006; Daniels, Cole
& Wertsch, 2007), with a focus on the notion of intersubjectivity (Wertsch,
1985), which conceives the appropriation of knowledge as originating
from interactions. This leads to the understanding that development, and,
by implication, intrasubjectivity, originates from the interpsychological
relations between I and other. Data analysis shows that, despite of a
classroom work focused on the social function of writing, the peer-reviews
neglect revisions that are pertinent to the process of constructing meaning,
concentrating on systemic aspects of language. As we interpret these peer-
review practices, we infer that traditional conceptions of language and
language learning-teaching still populate the conceptions of the students
participanting in this study. We can thus question whether these students
perceive written text production as an opportunity to construct knowledge.
Pre-service teachers narratives in the English without Borders Program
Anamaria Welp, lvaro Rutkoski Didio
Universidade Federal do Rio Grande do Sul, Brazil
The Language Center (NucLi) of the Language without Borders Program
(LwB) in the Federal University of Rio Grande do Sul (UFRGS) has 15
teachers, all undergraduate students in English Teacher Training. This
paper reports on an investigation conducted in the NucLi UFRGS, which
aimed to analyze the narratives produced by three training English teachers
within the settings of LwB. Starting from the following guiding questions: 1)
What factors have contributed to teacher training within the program? and
2) How has the image teachers have of themselves changed considering
their experiences in the program?, semi-structured interviews (MASON,
2002) were made through which the training teachers were encouraged to
produce accounts of their experience and development in the context of the
LwB. The results of the analysis of the reports suggest that student teachers
should be prepared for the work on themselves, of self-reflection and self-
analysis, and that it is impractical to separate personal and professional
dimensions (NOVOA, 2009). The narratives also point to the importance
of training programs such as the LwB, placing the pre-service teacher in
the classroom during the period of their undergraduate years so that their
professional development is grounded in concrete case discussions in
which there is articulation between theory and practice (WELP, 2016).
Learner corpus-based activities to improve writing skills
Deise Prina Dutra
Universidade Federal de Minas Gerais
294
Learner corpus-based research and its implications for the understanding
of second language learning and teaching have been widely discussed
(Barfield and Gyllstad (2009) and Granger et al. (2013). Some studies focus
on the description of learner language use (Biber and Gray, 2013; Dutra and
Berber Sardinha, 2013; Bertoli and Shepherd, 2015) while others present the
effect of corpus-based activities in learner language (Groom, 2009; Reppen,
2009). In Brazil there is a paucity of studies of both types, so that we can tackle
students necessity and prepare effective activities. This paper objective is
to analyze discourse organizing features (Biber et al., 1999) in argumentative
essays produced by Brazilian university level students, taking the Language
without Boarders face to face courses and to evaluate the effect of corpus-
based activities. This investigation used the essay section of the Corpus do
Ingls sem Fronteiras (CorIsF) with 175,049 words. The reference corpus
used was the British Academic Writing English corpus (BAWE), containing
6,506,995 words. Since CorIsF is composed of diagnostic and final essays,
in this study the diagnostic ones were analyzed to determine the linguistic
items that should be the activity focus. This first analysis included, also, a
comparison with BAWE. After the analysis, the activities were prepared and
used in two different level groups (A2 and B1). The results showed that both
A2 and B1 level students tend to overuse contrast discourse organizing
features (e.g. but, however) and misuse addition features (e.g. besides). The
corpus-based activities had an impact in the variety of discourse organizing
features used in the B1 final essays to express addition, and helped improve
the A2 group use contrasting features. The proposed activities not only
raised students awareness of discourse organizing features but also gave
them confidence to try a variety of linguistic items.
Its not was here, were, we must use were - languaging in EAP classes
Ktia Modesto Valrio, Morena Paula Lemos de Santana
Universidade Federal Fluminense
Although EAP has been more concerned with the skills necessary to
perform certain tasks in academic settings (FLOWERDEW & PEACOCK,
2001), research shows accuracy is perceived as important by university
students and professors alike (FERRIS, 2001). In this respect, focus-on-form
instruction can contribute to learners interlanguage development (SWAIN,
1998; SWAIN e LAPKIN, 1998; VIDAL, 2010; BALEGHIZADEH, MEMAR &
MEMAR, 2011; ELLIS, 2015), enabling them to overcome difficulties in relation
to formal aspects of the target language. Underpinned by Sociocultural
Theory (VYGOTSKY, 1978; 1986), we take collaborative dialogue as an
effective means for focus-on-form interaction-based instruction and report
on activities created for the Language without Borders (English) Program
and for the English Teacher Education course which takes place at Instituto
de Letras in Universidade Federal Fluminense. We are interested in the
way these activities afford languaging (SWAIN, 2000; 2013) and their
effectiveness to the promotion of greater linguistic accuracy in EFL learners
written production. With short authentic videos on themes of general interest
as affordance, the activities proposed are based on different degrees of
control on the process of the collaborative reconstruction of the content
of the videos, pushing learners (SWAIN, 2005) to use forms that could be
avoided in uncontrolled text reconstruction processes.
The communicability of MyEnglishOnline interface in the eyes of its users
Vincius Carvalho Pereira
Universidade Federal do Mato Grosso
Within the Languages without Borders (LwB) program, three main actions
were outlined for each language: international proficiency exams, face to
face foreign language classes and online foreign language courses. This
research is aimed at studying the online platform LwB students are provided
with: MyEnglishOnline (MEO), which is a free of charge self-instructional
course developed by National Geographic Learning in partnership with
CENGAGE Learning. MEO has been incorporated to LwB from the beginning
of the program, but not very successfully. Dropout rates in the online course
have shown to be high, and that was a major problem in the beginning of
LwB, because only active students in MEO could apply to face to face EFL
classes, thus causing a negative cascade effect for the program. However,
little attention has the Brazilian academic community paid to MEO, which can
be noticed from a lack of papers and theses about this system, although it
is part of one of the biggest public policies in Brazil nowadays concerning
foreign language education. We herein continue previous studies (PEREIRA,
2013) on MEO, by analyzing the platform in the light of Semiotic Engineering,
a theory from the field of Human-Computer Interaction that investigates the
communicability of computer interfaces. Considering MEO had its interface
recently partly redesigned, this paper presents the results from an evaluation
of the interface communicability, showing specific points of disruption in the
message conveyed by the system. This analysis was carried out with MEO
users, through a method from Semiotic Engineering called Communicability
Evaluation Method (CEM).
C479-492 B
Time: Thursday, 27/Jul/2017: 1:30pm - 4:30pmLocation: Studio 1
1:30pm - 2:00pm
Ensinar Lngua na Lngua: Perfis de Oralidade e Uso oral da LE.
Joana Grant
Cooplem Idiomas, Brazil; carr0sclassicos@yahoo.co.uk
Os movimentos acadmicos e as necessidades prementes de atender
as exigncias da profisso no Brasil formam a fora propulsora para o
cumprimento deste trabalho, que teve como uma de suas finalidades
investigar a oralidade dos professores no-nativos de lngua inglesa. A
pesquisa apresenta no contexto estudado - o mapeamento dos perfis
dos professores de lngua inglesa no conjunto dos professores de lnguas
do pas atuantes na esfera do Ensino Fundamental II, Ensino Mdio, das
redes pblica, particular e uma Cooperativa do ensino de idiomas, no
Distrito Federal. Na literatura do trabalho trago, alm de outros escolares,
nomes que se destacam no cenrio nacional da Lingustica Aplicada, como
Almeida Filho, Consolo, Teixeira da Silva, Vidotti, Mastrella-de-Andrade,
Quevedo-Camargo, bem como o Projeto RENIDE (Referencial de nveis
de desempenho em lnguas) no mbito de polticas de ensino de lnguas
(POELIN). Procuro entender os fenmenos da circulao da oralidade
em sala de aula, empregando instrumentos e recursos adequados como
questionrios, observaes de aula e entrevistas semi-estruturadas,
lanando mo da orientao qualitativa para responder a duas ordens
de perguntas luz da literatura que trata das disposies pessoais, dos
valores desejveis na tradio de ensinar e aprender nas escolas. Pela
adoo do estudo de caso, aponto os achados que refletem as situaes
de qualificao dos perfis encontrados, elenco os 9 pontos de fragilidade
no ensino de lnguas, e encerro os trabalhos fazendo meno s limitaes
da pesquisa e encaminhando sugestes para investigaes futuras e linhas
de ao.
2:00pm - 2:30pm
Inovaes e desafios na construo do pensamento crtico luz do
letramento visual
Giselda dos Santos Costa, Francisca de Ftima de Lima Sousa
Instituto Federal do Piau, Brazil; giseldacostas@hotmail.com
Letramento normalmente significa a capacidade de ler e escrever, mas
tambm pode referir-se capacidade de ler vrios tipos de sinais semiticos,
como por exemplo, imagens ou gestos. A proliferao de imagens na nossa
cultura como em jornais e revistas, na publicidade, televiso ou mesmo na
internet, traz muitos elementos que podem ser explorados sob a perspectiva
do letramento visual, tornando-se um campo frtil para que os professores
se apropriem de um leque de possibilidades para criarem atividades, a fim
de que os alunos desenvolvam a capacidade de ler imagens como uma
habilidade importante no ensino de lnguas. Williams (2007) recomenda
que os estudantes tenham mais experincias com letramento visual
nas escolas, pois o desenvolvimento de competncias visuais aumenta
tanto a capacidade de construo de significado quanto de pensamento
crtico. Sosa (2009) pontua que um grande problema no desenvolvimento
do letramento visual que os professores no sabem como avaliar as
imagens, porque eles nunca receberam instruo adequada para esse tipo
de atividade. Esta comunicao, portanto, tem como objetivos (1) enfatizar
que a integrao do letramento visual no currculo escolar pode incentivar o
pensamento crtico, e (2) apresentar uma atividade crtica visual explorando
um videoclipe com o objetivo de mostrar no s os benefcios de incluir
comunicaes visuais nas abordagens multimodais para a aprendizagem
de lnguas, mas tambm para mostrar algumas estratgias que podem ser
aplicadas nas salas de lngua para ensinar os alunos uma forma de codificar
e decodificar os artefatos de sua cultura. O pblico-alvo desta comunicao
so alunos de Letras, professores de lngua estrangeira e pesquisadores
que visam conhecer estratgias de aplicao do letramento visual em sala
de lnguas atravs de textos multimodais. A multimodalidade, aqui neste
estudo, refere-se a um campo de aplicao, em vez de uma teoria.
2:30pm - 3:00pm
Multimodalidades e Tecnologia Assistiva: implicaes para os letramentos de
pessoas com deficincia
Beatriz Furtado Alencar Lima
Universidade Federal do Cear (UFC), Brazil; alencarbia@gmail.com
Este trabalho versa sobre as implicaes que a interdisciplinaridade
entre as pesquisas na rea da multimodalidade e dos Novos estudos
do Letramento, pode trazer para a reflexo acerca dos letramentos de
pessoas com deficincia. J vem consolidando-se, ao logo dos ltimos
quinze anos, pesquisas centradas na articulao entre os letramentos e as
multimodalidades (STREET, 2004; JEWIIT & KRESS, 2003; KRESS & STREET,
2006; STREET, 2012). Observamos, no entanto, que nesses estudos a
articulao entre letramentos e multimodalidades d-se, principalmente,
atravs de reflexes pautadas na presena das Tecnologias da Informao e
da Comunicao (TICs) nos contextos escolares. Para os fins deste trabalho,
tal articulao levada em conta; nosso foco, porm, residir nas inter-
relaes entre letramento e multimodalidades via TA. Esta, de acordo com
a definio do Comit de Ajudas Tcnicas CAT do Brasil uma rea do
conhecimento, de carter interdisciplinar, que engloba produtos, recursos,
metodologias, estratgias, prticas e servios que objetivem promover a
funcionalidade, relacionada atividade e participao de pessoas com
deficincia, incapacidades ou mobilidade reduzida, visando sua autonomia,
independncia, qualidade de vida e incluso social. Acrescentamos, ao
arcabouo terico dessas reas, os conceitos de centralidades corpreo-
discursivas dominantes e de ordem visiocntrica do discurso (LIMA, 2015),
elaborados com base nas abordagens da Anlise de Discurso Crtica (ADC),
do letramento como prtica social e do Modelo Social de Deficincia.
Com os conceitos de centralidades corpreo-discursivas dominantes e
de ordem visiocntrica do discurso, investimos na possibilidade do incio
de uma trilha reflexiva sobre o desenvolvimento proposto por Street
(2004) de um Modelo Ideolgico de multimodalidade. Entendemos que
essa proposta poder ajudar, igualmente, pesquisas sobre as prticas de
letramentos, no contexto da Poltica Nacional de Educao Especial na
Perspectiva da Educao Inclusiva, no qual se prev a articulao entre
salas regulares, Atendimento Educacional Especializado (AEE) e Salas de
Recursos Multifuncionais.
3:00pm - 3:30pm
METODOLOGIAS DE PESQUISA EM DISSERTAES DE MESTRADO PROFISSIONAL:
CONSIDERAES PRELIMINARES PARA O LETRAMENTO DO PROFESSOR
Wagner Rodrigues Silva
Universidade Federal do Tocantins - UFT, Brazil;
wagnerodriguesilva@gmail.com
A articulao entre conhecimentos tericos e demandas da prtica
pedaggica se configura como um conhecido desafio na formao
de professores. No tocante ao ensino de Lngua Portuguesa, agentes
governamentais brasileiros almejam o enfrentamento desse desafio a partir
da oferta do Mestrado Profissional em Letras (ProfLetras), por universidades
pblicas, dentro de uma poltica oficial para reverter os resultados
295
indesejados do ensino da lngua materna nas escolas de educao bsica.
Tomando o referido curso como contexto de pesquisa, investigamos os
principais percursos metodolgicos construdos por discentes do ProfLetras
em dissertaes apresentadas como trabalhos de final de curso. Situada no
campo indisciplinar da Lingustica Aplicada (LA), os principais referenciais
tericos desta pesquisa so alguns estudos do letramento do professor,
produzidos na prpria LA, e do letramento cientfico, produzidos no Ensino
de Cincias. A investigao da construo dos objetos de pesquisa nas
dissertaes focalizadas possibilita o diagnstico da formao profissional
e cientfica oferecida no mestrado, desdobrando-se em efeitos retroativos
no trabalho pedaggico realizado nas aulas de portugus das escolas
pblicas brasileiras. A exposio proposta mostrar alguns resultados
preliminares vinculados ao projeto Letramento Cientfico do Professor no
mestrado Profissional em Letras (CNPq - UFT), desenvolvido no mbito do
grupo de pesquisa Prticas de Linguagem PLES (CNPq - UFT).
3:30pm - 4:00pm
English Learners in Utahs DLI Programs
Johanna Watzinger-Tharp1, Jamie Leite2
1University of Utah, United States of America; 2Utah State Office of
Education, United States of America; j.tharp@utah.edu
We will discuss research to determine achievement in English Language
Arts (ELA) by English Learners in Utahs dual language immersion programs.
This on-going research will contribute to scholarship that has asserted
the effectiveness of dual language/immersion education for closing the
achievement gap for ELs (e.g. Collier & Thomas, 2004; Marian et al., 2013;
Thomas & Collier, 2015). The recently completed Portland study (Steele et al.,
2015) measured causal effect of random assignment to dual immersion on
achievement of native English speakers and ELs. The study found positive
effects on ELA by 5th and 8th grade across languages and program types,
including two-way programs.
Our EL achievement study builds on previous studies on ELA and math
achievement of students in Utahs dual immersion programs, conducted in
2013 and 2014. Our 2013 study found that DLI students, who learn math
exclusively in the target or partner language in grades 1-3, performed at
the same level as their (baseline equivalent) non-DLI peers in 3rd grade
math. Our 2014 follow-up study found that DLI and non-DLI students grew
the same in ELA, but DLI students grew significantly more in math than their
non-DLI counterparts. In both studies, ELs achieved at levels comparable to
their native English-speaking peers.
We are now investigating whether ELs in Utahs DLI programs outperform
their non-immersion peers in ELA to determine whether DLI, as an
intervention, helps close the academic achievement gap for ELs in Utah.
Our current study of 2015 data, expanded to include more students in 3rd
grade, and also 6th grade, will compare ELA performance of ELs to state-
wide ELA data.Wewill alsoaddress the role of dual immersion education in
promoting cultural and linguistic diversity to situateour study inthe broader
sociopolitical context of Utahs changing demographics.
4:00pm - 4:30pm
Responding to English literature through films in learners local languages
within a multiliteracies pedagogy
Shakina Rajendram
Ontario Institute for Studies in Education/University of Toronto, Canada;
shakina.rajendram@mail.utoronto.ca
This session presents the results of a study exploring the experiences
of English as a Second Language (ESL) students engaged in a reader-
response project based on the multiliteracies pedagogy. The participants in
the project consisted of 25 culturally and linguistically heterogeneous first-
year undergraduate students in a Literature in English Language Teaching
296
program in a Malaysian public university. The students engaged in a reader-
response project which required them to work in small groups to write,
produce and present short films in response to the novel Step by Wicked
Step by Anne Fine. Over a period of eight weeks, each group created two
short films, one in English and the other in a local Malaysian language.
Throughout the study, the participants kept journals in which they recorded
their responses to the novel, and reflected on their experiences with the
project. At the end of the project, the researcher conducted semi-structured
interviews with six focal participants. Through a qualitative thematic analysis
of the interviews with the focal participants and their journal entries, the
researcher found that students expressed more aesthetic and critical literary
responses to the novel when they responded to it by producing short films
in their local languages instead of in English. Using their local languages
in the film allowed students to function as language experts, encouraged
them to take liberties with the novel more confidently, helped them to make
intertextual connections between the novel and local dramas and movies,
increased their sense of personal meaningfulness, and fostered intercultural
understanding among them.
C493-506 B
Time: Thursday, 27/Jul/2017: 1:30pm - 4:30pmLocation: Studio 2
1:30pm - 2:00pm
O projeto English Everywhere no mbito do PIBID-Ingls da UFS
Paulo Boa Sorte
Universidade Federal de Sergipe, Brazil; pauloboasorte1@gmail.com
Esta comunicao apresenta a construo, o desenvolvimento e os
resultados do projeto English Everywhere, concebido no mbito do
subprojeto de Ingls do Programa Institucional de Bolsas de Iniciao
Docncia (PIBID) da Universidade Federal de Sergipe (UFS). A ideia foi
desenvolver oficinas de ingls, em uma escola pblica estadual de Aracaju,
com foco na reflexo crtica e em prticas letradas, explorando as mais
diversas reas de conhecimento e formao profissional existentes dentro
e fora da UFS como possibilidades de ocupao de novos e diferentes
espaos na sociedade aps o trmino da educao bsica. Tendo como
base o pensamento de Freire (1967, 1992), o English Everywhere entende
a escola como o lugar em que a realidade dos educandos o ponto de
partida para o conhecimento que eles criam do mundo. Cabe escola,
essencialmente, ampliar essa viso de realidade e proporcionar que novos
conhecimentos sejam (re)construdos; uma educao crtica e criticizadora,
que movimenta os educandos da transitividade ingnua transitividade
crtica. Tambm so referncias tericas as Orientaes Curriculares para
o Ensino Mdio (BRASIL, 2006), Andreotti et al. (2008) e Monte-Mr (2013),
que tratam da crtica e do letramento crtico como olhares de amplitude
acerca do mundo e seu funcionamento. Os dados foram coletados a
partir dos relatrios, questionrios, planos de ensino, notas de aulas e/ou
reunies entre coordenadores de rea, professora supervisora e alunos-
professores. Os resultados revelam como as oficinas foram desenhadas a
partir da realidade e das expectativas dos alunos da escola pblica, alm
dos resultados do desenvolvimento do projeto sob a tica dos alunos-
professores e da professora supervisora, apontando as contribuies e
limitaes desta proposta pensada como um processo, e no como um
produto de desenvolvimento profissional e pessoal na formao inicial de
professores de ingls.
2:00pm - 2:30pm
Polticas de Ensino de Lnguas Estrangeiras para Crianas Recontextualizadas
por Professores de Ingls para Crianas
Jozelia Jane Corrente Tanaca, Elaine Fernandes Mateus
Universidade Estadual de Londrina, Brazil; jozeliatanaca@gmail.com
Este trabalho discute o discurso de polticas educacionais nacionais e locais
que tratam do ensino de lnguas estrangeiras nos anos iniciais da escolaridade,
(re) contextualizados por professores de ingls de crianas, que atuam nos
anos iniciais de escolas pblicas. Objetiva analisar as implicaes destas
(re) contextualizaes na organizao do ensino, no posicionamento de
professores nas escolas e nas significaes de atividades que compem um
material didtico, elaborado pelas professoras durante encontros mensais
de formao continuada, no municpio de Londrina-PR. Temos como corpus
de pesquisa, parte de transcries de gravaes de grupos de estudos
das professoras do Projeto Londrina Global, desenvolvido em Londrina-PR,
durante 2013. Estes dados subsidiam a discusso que indica desequilbrio
nas relaes e papeis desempenhados pelas professoras de ingls, demais
professoras, equipes gestoras das escolas e falta de compartilhamento de
objetivos de ensino entre estes profissionais. A anlise dos dados est
ancorada em Bakhtin (2010); nas caractersticas enunciativas, discursivas
e lingusticas da argumentao em contexto escolar (LIBERALI, 2013); na
perspectiva de aprendizagem sociocultural que concebe aprendizagem e
desenvolvimento como fenmenos processuais, no lineares e mediados
(VYGOTSKY,1988;2001); (JOHNSON,2006); no conceito de Comunidade de
Prtica (WENGER, 1998), na concepo de discurso como prtica social e
conceito de recontextualizao (VAN LEEUWEEN, 2008); (FAIRCLOUGH,
2003).
2:30pm - 3:00pm
Prtica de leitura em voz alta em lngua estrangeira: corpo, voz e literatura
Nomia Soares
Universidade Federal de Santa Catarina, Brazil; noemiasoares8@gmail.com
Esta comunicao pretende relatar, refletir sobre e discutir um projeto de
prtica em leitura em voz alta (leitura expressiva) de textos, sobretudo
literrios, em francs lngua estrangeira (FLE) que vem sendo realizado ao
longo dos ltimos dois anos em cursos de extenso para estudantes de
Letras Francs da Universidade Federal de Santa Catarina (UFSC). Seja
atravs da preparao da leitura dramatizada de excertos de textos teatrais
(Le malade imaginaire, de Molire, por exemplo), seja atravs de atividades
de desenvolvimento da leitura expressiva de textos de vrios gneros com
base em tcnicas teatrais e de expresso vocal, observam-se, ao longo e
ao final do trabalho, mudanas sensveis no desempenho oral em lngua
estrangeira (LE) dos estudantes. Destaca-se que o objetivo deste projeto
, a partir da especificidade da leitura em voz alta (Pastorello, 2015) como
prtica de letramento (Rojo, 2006), com nfase em seu carter performtico
e corporificado (Zumthor, 2007), considerando-se tambm seu carter
interacional (Manguel, 1999), ressaltar o potencial da leitura em voz alta
como um instrumento para apropriao da oralidade em LE pelo estudante-
leitor. Cabe sublinhar que esse projeto tem ainda como propsito recuperar
a leitura em voz alta como uma prtica de interao e distanci-la de antigas
e cristalizadas prticas escolares normativas e vinculadas avaliao de
desempenho, o que feito por meio da corporeidade significante da leitura
em voz alta.
3:00pm - 3:30pm
Representaes, emoes e experincias de professores de lngua estrangeira
sobre competncia docente
Liz Sandra Souza e Souza1, Maria Luisa Ortiz Alvarez2
1Universidade Estadual de Feira de Santana,Brazil; Ps-Graduao em
Lngua e Cultura (UFBA) Brazil; 2Universidade de Braslia, Brazil; Ps-
Graduao em Lngua e Cultura (UFBA), Brazil; lizsouza30@gmail.com
Os estudos em Lingustica Aplicada ao assumirem uma postura crtica tem
revelado seu carter indisciplinar, sua preocupao em estabelecer relaes
entre teoria e prtica, o desafio de compreender o sujeito ps-moderno e
o seu compromisso com a tica e o poder (MOITA LOPES, 2006). Diante
desta perspectiva, a linha de investigao sobre a formao de professores
de lngua estrangeira, LE, se destaca como um campo frtil de estudo.
Neste cenrio, o constructo terico Competncias (ALMEIDA FILHO, 2014;
BASSO, 2001; ORTIZ ALVAREZ, 2015; SOUZA-SOUZA, 2015) se destaca
quando direcionamos o olhar a respeito da formao como um sistema
complexo. Assim sendo, este trabalho objetiva apresentar os resultados
parciais da pesquisa de doutoramento intitulada Representaes, emoes
297
e experincias de professores de lngua estrangeira sobre competncia
docente veiculado Ps-Graduao em Lngua e Literatura da Universidade
Federal da Bahia que prope como pergunta de pesquisa: como as
representaes, emoes e experincias influenciam a construo de
competncias do professor de LE? Para tanto, em primeiro lugar, realizamos
a reviso de literatura tomando como referncia os constructos tericos:
representaes, emoes e experincias; depois pontuamos sobre a
metodologia da pesquisa qualitativa e interpretativista (MOITA LOPES, 1994)
e a pesquisa-ao colaborativa (BURNS, 1999; LIBERMAN, 1986) e, ainda, o
contexto da pesquisa no que tange aos seus participantes e os instrumentos
de pesquisa e, logo, os resultados parciais. Espera-se que a apresentao
desta comunicao possa contribuir para a autoavaliao deste processo
investigativo proposto pela pesquisadora e a professora orientadora a fim
de fortalecer os estudos a respeito da Competncia do professor de LE e,
consequentemente, acerca da educao de professores
3:30pm - 4:00pm
Problematizing interpersonal relationships in the teaching practicum: a
discussion grounded on decolonial studies
Julma Dalva Vilarinho Pereira Borelli
Universidade Federal de Mato Grosso, Brazil; julmaborelli@gmail.com
In a world where certain types of knowledge have been denied and made
invisible responding to a logic of imposition and injustice, we are challenged
to unveil what is still kept under the privilege of being natural and look for
new ways of constructing and sharing knowledge. This paper emphasizes
that this challenge should reach the university context and its main aim
is to problematize the interpersonal relationships promoted during the
teaching practicum. As a possible form of destabilization, I problematize the
relationships between the teaching practicum professor, the school teacher
and the university students grounded on decolonial studies (GROSFGUEL,
2010; LANDER, 2005; MALDONADO-TORRES, 2010; MIGNOLO, 2009,
2012; QUIJANO, 2005, 2010; WALSH, 2009, 2013). This study is part of my
doctorate thesis and here I work specifically with data from interviews of ten
university professors of different cities in the Midwest of Brazil, interviews of
eleven English teachers from the cities of Goinia, Gois, and Rondonpolis,
Mato Grosso, and data from four reflective sessions conducted with students
from public universities in Goiania, Inhumas, Rondonpolis, and Braslia.
The analysis is based on qualitative research methods (DENZIN; LINCOLN,
2013). The results challenge us to develop a decolonial movement in our
institutions, rethinking and problematizing the roles played by universities
and schools in teacher education programs, as well as the relationships
established between them.
4:00pm - 4:30pm
Problematizing practices in language teacher education: actions, tensions,
and meanings of a local critical work
Viviane Pires Viana Silvestre
Universidade Estadual de Gois, Brazil; vivianepvs@gmail.com
The social, cultural, economic, educational, and linguistic conditions that
mark the contemporary world involve developments in several areas
of professional practice, and language teaching is not different. In this
scenario, the political role of language teacher education becomes even
more evident, so that effective changes are made possible through
education. In this paper, I aim to present part of my doctoral research,
which focuses on a critical language teacher education experience within
a subproject of a teacher initiation scholarship program called Pibid. The
Pibid subproject was developed in partnership with a public school, in the
Midwest of Brazil, and included the participation of seven undergraduate
students of a language teacher education course of a public university, a
professor from that university course, and the EFL teacher of the partner
school. Based on qualitative research methods (DENZIN; LINCOLN, 2013)
and on Critical Applied Linguistic studies (JORDO, 2013; 2014a; 2014b;
MENEZES DE SOUZA, 2011a; 2011b; 2011c; MONTE MOR, 2013; 2014;
PENNYCOOK; 1999; 2001; 2004; 2010; 2012; PESSOA; URZDA-FREITAS,
2012; URZDA-FREITAS, 2012; 2013), I analyse the problematizing practices
lived in that language teacher development experience. The results point
to five aspects that were crucial in our local practice of critical language
teacher education: self-reflectivity, critical perception, theoretical studies,
problematizations on language, and identity engagement. Besides, they
suggest different tensions, actions, and meaning making in the process of
constructing a critical agenda in language teacher education nowadays.
researching which prioritises the learning experiences of those involved.
A content analysis of the data was first conducted to identify emerging
content categories, which, in a second analysis, will be juxtaposed with
meanings of criticality in order to understand how criticality has manifested
and developed in my own and the participants EAP educative experience
(Richards, 2003). It is hoped that this study will illuminate one of the aims
of the Western university by contributing to developing understanding of
student and practitioner critical attitude and practice development.

C507-520 B 2:30pm - 3:00pm

Time: Thursday, 27/Jul/2017: 1:30pm - 4:30pmLocation: Studio 3 English Native Speakers Strategies in Learning Chinese Vocabulary: A Think-
aloud Study
1:30pm - 2:00pm
Jing Yan
Collaborative writing in the L2 classroom
Singapore Centre for Chinese Language, Singapore;
Donesca C. P. Xhafaj
yanjing920@gmail.com
Universidade Federal de Santa Catarina, Brazil; donesca@hotmail.com
This study examined English speakers learning of Chinese vocabulary,
According to Vygotskys Sociocultural theory (1978), interaction with the
specifically focusing on the strategies that they employed. Eight English
other will be crucial for ones learning. Based on this premise, Swain has
native speakers who were learning Chinese at a University in the UK
recently modified her Output Hypothesis (1995) to include the role a fellow
participated in the study. They each was provided with a set of 12 flashcards,
learner may play in ones development. Nevertheless, two previous attempts
paper, pens and a dictionary. Each flashcard showed the characters, phonetic
made by the author at verifying this premise (Xhafaj, Muck, & DEly (2011);
symbols (Hanyu Pinyin), meaning in English, and an example sentence of a
Xhafaj (2014)) did not show significant differences between the performance
Chinese word to learn. Each of these 12 words contains 2 characters and
of those learners who had the opportunity to work with a pair preparing
was new to them. The participants individually learned these words on
their oral tasks and that of those who worked individually. Since Swain and
their own and were asked to think aloud. Their think-aloud protocols, notes
colleagues investigations dealt with writing, the main purpose of the study
taken and physical behaviours were analysed to identify the cognitive and
reported was to verify whether languaging (Swain, 2006) would take place
metacognitive strategies they used when learning the Chinese words. We
while 6 pairs of University students with an intermediate level of L2 English
found that these participants collectively employed cognitive strategies
discussed the corrections made in an essay they had written collaboratively.
such as the use of self-made flashcards, use of a dictionary, color-coding for
Data collection took place in two stages: first, participants wrote the first draft
learning pronunciation, writing from memory, modified keyword association,
on an essay in pairs, then, they reviewed and talked about the corrections
and semantic association. They also used metacognitive strategies such as
and comments made by the instructor in their essay. This session was audio
tracking ones own learning and using knowledge of self as a learner. These
recorded so as to verify whether those items that were (most) discussed in
findings contribute to understanding how second or foreign language
the review session would be the ones the participants would change for
learners of Chinese make use of their current knowledge of the radical,
the final version of their draft (which was written individually and without
pronunciation, character, and shape of the characters to learn new words.
having access to the corrections made by the teacher or the recording of
Implications for Chinese vocabulary instruction and future research were
the review session). The fact that learners include such changes in their
discussed.
final versions of the essay and that they continue to avoid the same kind
of error during the rest of the term could be seen as a good indication that
3:00pm - 3:30pm
these items have been learned. Study results will be discussed and possible
pedagogical implications will be offered.
Metaphor use in EFL thesis supervision
Signe-Anita Lindgrn
bo Akademi University, Finland; signe-anita.lindgren@abo.fi
2:00pm - 2:30pm
Developing understanding of criticality in EAP via practitioner research in HE This paper explores the use of figurative language to help students get a
in the UK grip on supervisee and supervisor roles in the dissertation/thesis writing
Ana Ines Salvi process. Previous studies have shown that metaphors can be a powerful tool
University of Warwick, United Kingdom; Ana.Salvi@warwick.ac.uk to enhance self-reflection and critical awareness (e.g., de Guerrero & Villamil
2002; Tait-McCutcheon & Drake 2016). A questionnaire was distributed to
Developing students critical attitude is a goal of the Western university
twenty university students of English Linguistics at the very beginning of
(Barnet, 1997). But what a critical attitude is, why it is an imperative in higher
the writing process. The respondents were drawn from bachelors, masters,
education, in what ways it manifests and how we as educators can develop
and doctoral level. The pedagogical purpose was to raise the writers
it in our own contexts are questions that still need to be clarified. The aim
awareness of themselves as writers and to elicit conceptions of the thesis
of this paper is to share the insights I will have gained from investigating
writing process and expectations on the supervisor. The replies were used
these questions (what constitute criticality, critical thinking, and critiquing
in face-to-face supervision to tackle challenges perceived by the writers.
development, how it manifests and how it can be developed) as part of an
The survey consisted of ten questions. Eight were sentence completion
on-going doctoral research in my own academic English language teaching
tasks, e.g., I would like you (my supervisor) to be like a (choose an animal)
practice in higher education in the UK via practitioner research. I collected
[___ ]because [___] and As a writer I am myself like a (choose an animal)
data emerging from normal pedagogic practice such as audio and video
[___] because [__]. One item was a direct question concerning time
recordings of classes, students in-progress and complete written work,
management and the last one invited the respondents to express further
and students emails. Additionally, I involved students in reflective practice
comments or requests. The questionnaire and the replies were handed
both in writing and via drawings the former, regularly, and the latter, less
back to the respondents during the process and after completion of the
so depending on the affordances of each provision. Recordings of the
thesis, asking them to reevaluate themselves as writers, the process, and
students talk about their drawings (Eisner, 2008) and a reflective diary of
the supervision, and to comment on their initial views and conceptions as
my teaching and research practice are also constitutive of the data. This
well as on any possible changes. The findings clearly indicate the success of
naturalistic way of data collection has been informed by Exploratory Practice
the questionnaire in raising autonomous writers. Further, they draw attention
(Allwright and Hanks, 2009), which is a framework for teaching, learning and
to individual differences. The study has implications for the innovation of

298
the thesis writing process, suggesting pedagogical applications across
disciplines. The presentation provides a theoretical framework, a detailed
presentation of the questionnaire, and analyses of the answers. Limitations
are discussed and finally pedagogical applications suggested.
3:30pm - 4:00pm
Second Language Writing Autonomy in University Writing Course: a Focused
Journal Approach
Chantal M. Dion
Carleton University, Canada; chantal.dion@carleton.ca
As Gadamer (1999) noted, Education is self-education. Mastering self-
educatorship involves to learn and train with the objective of becoming self-
educator, self-confidant, autonomous (Bandura, 2007). Second language
writing (SLW) is no exception. In the actual world, there is enhanced value
to autonomous writing competence in a second language (SL) as this
competence translates in better career opportunities for university students.
French SL writers must learn to properly address SLW challenges. This
involves multiple-level competences: analyzing writing situations, making
skilled and informed decisions, and taking optimal actions. To train SL writers
in an advanced writing class, students are requested to keep a focused
journal. If the value of learner journals is well documented (Fenwick and
Parson, 2009), the focused journal goes further to train SLW autonomy.
Each entry involves three focuses. The first is a brief declaration of linguistic
intent to proclaim the linguistic target of the coming entry. The second is a
text on aspects of the writing process throughout which the writer will show
any presence of the aforementioned linguistic intent. A focused journal
is therefore annotated or marked with instances where reflections and
decisions were made about operating the linguistic intent. Finally, the third
focus is a specific commentary on the process of consciously writing with
the intent of applying a linguistic target throughout. This focused journal
approach has been found to trigger reflection and critical thinking, increase
awareness, improve performance, gain self-confidence and submit superior
productions. Content analysis of 50 SL journals shows emergent and
maturing agency, active autonomy, and confident self-assessment of writing
situations. Multiple related aspects of agency improve: perceptions of
progress and actual progress, educated self-control, motivation, prospective
self-improvement, efficient use of writing tools, etc. Awareness, involvement,
intervention, creation and transcendence emerge as driving forces behind
autonomy and self-education (Nunan, 1997). Suggestions to operationalize
this classroom educated agency.
4:00pm - 4:30pm
DBFJ: contribuio fraseologia jurdica (do portugus para o italiano)
Fbio Henrique de Carvalho Bertonha, Claudia Zavaglia
Unesp-Ibilce, Brazil; bertonha.tradutor@hotmail.com
No mbito dos estudos fraseolgicos, o presente trabalho pretende
alimentar a nomenclatura de uma obra de referncia bilngue indita, em
elaborao: o Dicionrio Bilngue de Fraseologismos Jurdicos, doravante
DBFJ. Partimos do portugus (variante brasileira) para o italiano, ou seja,
almejamos introduzir correspondentes tradutrios em lngua italiana
nomenclatura em portugus do respectivo dicionrio. Nossa proposta
de pesquisa apresenta como objetivos especficos: (i) o levantamento de
fraseologismos, cuja seleo realizada a partir das marcas de uso do
mbito jurdico em verbetes de dicionrios eletrnicos monolngues em
portugus brasileiro de lngua geral Aurlio (2010) e Houaiss (2009)
para constituio da nomenclatura repertoriada do dicionrio proposto de
A a Z, confrontando suas fraseologias; (ii) a elaborao de verbetes para
as entradas, cuja microestrutura se constitui pela definio da palavra-
entrada em portugus e pela contextualizao nas duas lnguas, alm do
equivalente tradutrio em italiano; (iii) a reflexo analtica concernente aos
traos semnticos dos fraseologismos entre as lnguas envolvidas para
constatar se a equivalncia tradutria apresenta ou no a mesma carga
semntica em portugus e italiano; (iv) a apresentao do produto final
lexicogrfico. Interessa-nos estudar especificamente os fraseologismos
299
jurdicos do portugus brasileiro e do italiano, pois tal campo ainda
carece de obras de referncia tanto para consulentes da comunidade
em geral quanto para grupos especficos (estudantes e profissionais de
Direito, pesquisadores, lexicgrafos, tradutores). Assim, procedemos
avaliao dos dicionrios, identificao das fraseologias, delimitao
dos critrios para seleo da nomenclatura, a investigaes rigorosas
em dicionrios italianos monolngues gerais e especializados, alm
de consultas a veculos de busca, como www.google.it e www.yahoo.
it para legitimar os correspondentes italianos via contextos autnticos e
frequentes. Com os resultados, acreditamos contribuir efetivamente
para o desenvolvimento lexicogrfico nacional, sobretudo na produo
textual, pois, no Brasil, a lexicografia especializada bilngue para esse
par de lnguas ainda incipiente..
C521-534 B
Time: Thursday, 27/Jul/2017: 1:30pm - 4:30pmLocation: Studio 4
1:30pm - 2:00pm
Epistemic hazards: The festering stigma of educationally unfulfilled lives
Muchativugwa Liberty Hove
Dr, South Africa; muchativugwahv@gmail.com
This paper takes on a polemic stance towards the urgency of re-calibrating
the English Language curriculum in South Africa. It identifies a systemic
avoidance in curriculum designers to consult published research in the social
sciences and in education which does not support the curriculum changes
that have been made from the National Curriculum Statements in 1996, the
Revised National Curriculum Statements in 2007 and the current Curriculum
and Assessment Policy in 2012. The article analyses and critiques the English
Language curriculum specifications across the years and identifies critical
gaps that have generated both epistemic hazards (Hove, 2014) and general
inequalities. Inequality is a word that makes populist and conservative
politicians feel uncomfortable because addressing and arresting inequality
invokes the spectre of equality, which has redistributive connotations
offensive to free market ideologies (Gilroy, 2013). Equality implies reworking
the epistemic deficiencies of the curriculum, with an urgent emergency call
(Slater, 2011) to create enduring opportunities for successful matriculants.
I connect learner under-achievement to curriculum content deficits and
how such inadequate content is unsatisfactorily taught and assessed.
Both content and pedagogical approaches need re-calibration in order to
break the walls of underachievement, especially in multiply deprived rural
and township schools. Further, the complicating matrices of multilingual
classrooms need to be interrogated in order to arrive at an understanding of
how students get materially, scholastically and ideologically deprived under
the current curricular specifications and practices.
2:00pm - 2:30pm
Evaluating implementation of a Chinese language curriculum in Singapore:
Approaches and reflections
Hock Huan Goh1, Chunsheng Zhao1, Hee San Teoh1,2, Yaw Long Chow2, Zhiwei Wang2
1
Singapore Centre For Chinese Language, Nanyang Technological
University, Singapore; 2Ministry of Education, Singapore;
hockhuan.goh@sccl.sg
In alignment with the Mother-Tongue language review recommendations
(MTLRC, 2010), the H2 Chinese Language and Literature curriculum was
revamped in year 2014. To understand how teachers implement and how
student receive this curriculum, we carried out a three year evaluative study
since 2014. This study used a combination of pre-post language assessment,
classroom observation, students survey and teachers interview to gather
data for analysis. For the pre-post assessment, we used assessment
modes that are similar to the students high-stakes exam, and preliminary
results showed that students generally improved in their oral and written
abilities. For classroom observation, we adapted the established Singapore
Pedagogical Coding Scheme (CLRT, 2007), and we found some differences
in social organization, instructional strategies and source of knowledge
on lessons using authentic materials. For student survey, we adapted the
SCCL Home Language Survey Questionnaire and NIE-CRPP CORE Panel
2 Student Learning Experience Survey to capture baseline information
of students, their attitude towards CL learning and their preference in
the new curriculum. Survey results showed that almost all students are
positive towards the new curriculum and materials chosen in the syllabus.
As for teachers interview, focus group interview with teachers who taught
the curriculum in the same college is in progress, and results await to be
unfolded. Upon positive results so far attained from the various aspects of
evaluation, it should be reasonable to conclude that this curricular revamp
has achieved its objectives, and, to some extent, the set of combined
methods provide a holistic view of this revamp. However, like many other
studies, there is room for improvement on this design, such as the omission
of social organisation due to averaging effect in coding categories. In this
paper, we will focus on reviewing and reflecting on the approaches adopted,
and provide implications for future curriculum evaluative studies.
2:30pm - 3:00pm
Facilitating transformative learning towards productive bilinguals:
Innovations in teaching intercultural communication in China
Xuan Zheng, Yihong Gao
Peking university, China, Peoples Republic of; xuanzh@pku.edu.cn
As China is taking more leading roles at the world stage, speaking English
has become part of everyday life for many Chinese people, adding to
the complexity of the multilingual, multi-dialectical Chinese society. The
goal of English education in China has also undergone changes: simply
imitating native speakers of British/American English and learning about
the western culture is neither useful, nor reflects the linguistic and cultural
diversity the Chinese people live in today. Scholars proposed new models
for language learning in China, e.g. productive bilinguals (Gao, 1994, 2001,
2002, 2014), in which ones growing competence in additional languages/
cultures and his/her competence in languages/cultures acquired earlier
reinforce each other. Although such productive bilinguals are found among
the best language learners in China, not all proficient English speakers in
China demonstrate the flexibility in moving between languages/cultures and
integrating all languages and cultures to their best use.
This paper explores class innovations that facilitate university students
development towards the goal of becoming productive bilinguals. It is part
of a larger action research on a College English course Language, Culture
and Communication in a comprehensive university in Beijing. Guided by
transformative learning theory (Mezirow, 2000), the course emphasized
critical reflection where the teacher guided students to become open and
critical of their own and others assumptions, to redefine problems from
a different perspective, and to incorporate multiple perspectives. The
course also drew on the diverse experiences and identities of the students
themselves as pedagogical resources. By analyzing data from multiple
sources: classroom observations, teaching journals, surveys and students
reflection papers, the study found that the course was able to help students
become more open, critical and incorporative of all their languages/cultures.
3:00pm - 3:30pm
Lectura padres/hijos de libros bilinges: factores influyentes en la
adquisicin del vocabulario
Catherine Gosselin-Lavoie
Universit de Montral, Canada; gosselinlavoiecatherine@gmail.com
La lectura de libros de cuentos, tanto en el entorno familiar como escolar,
es una prctica reconocida para promover el desarrollo de diferentes
componentes de la alfabetizacin emergente, especficamente del
vocabulario, en contextos monolinges (Mol et al., 2008) y bi/plurilinges
(Paez et al., 2011; Lugo-Neris et al., 2010). Considerando los beneficios
cognitivos, educacionales e identitarios asociados al desarrollo de una
competencia plurilinge (Moore, 2006; Cummins, 2001), la lectura de
libros bilinges, que unen dos idiomas, es un camino a explorar con nios
300
aprendientes de una segunda lengua (L2). Hasta hoy, algunos investigadores
se han interesado en los efectos de la lectura de libros bilinges sobre
el desarrollo del vocabulario en nios de edad preescolar (Ariaz, 2010) y
primaria (Ulanoff et Pucci, 1999), sobre todo en medio escolar. Sin embargo,
en nuestro conocimiento, ninguna investigacin ha permitido evaluar la
adquisicin de vocabulario posterior a la lectura de libros bilinges en el
entorno familiar ni respecto a nios de edad preescolar.
En esta presentacin, expondremos los resultados de nuestra investigacin,
en la que hemos observado seis pares de padres/hijos cuya primera
lengua (L1) era el espaol o el bengal (dos idiomas mas o menos cercanos
al francs, la L2), durante la lectura repetitiva de dos libros bilinges (L1/
L2). Describiremos inicialmente la(s) lengua(s) que se han utilizado en las
lecturas. Posteriormente, basndonos en diferentes tipos de interacciones
recopiladas en estudios previos, describiremos las interacciones entre
padres/hijos (tipo, idioma(s), grado de participacin del nio) respecto
a ciertas palabras de vocabulario (target words). Gracias a pruebas de
vocabulario productivo administradas a los nios antes y despus de
las lecturas, discutiremos de los lazos potenciales entre la adquisicin
de vocabulario en L1/L2 y las interacciones, as como otros factores que
consideramos pertinentes. (ej. nivel inicial de vocabulario; presencia de
cognados, etc.).
3:30pm - 4:00pm
Lessons from the margins: complementary schools in Singapore
Ritu Jain
National University Singapore, Singapore; ritu.jain@u.nus.edu
In discourses of minority language rights, Complementary Schools (CS) have
drawn scholarly attention for their contribution to the maintenance of heritage
languages and identities. Particularly in the UK, such schools are viewed as
community responses to exclusion from mainstream education (Blackledge
& Creese, 2010; Mirza & Reay, 2000), buffers against assimilatory forces
of education policies, and above all, symbolic of the failure of mainstream
education (Li, 2006). By implication, institutional support and inclusion
in state education plans have been suggested as corrective goals for
facilitating heritage language maintenance.
This paper offers Singapore as an example of affirmative policy through
which communities collaborate with the state in mainstreaming heritage
languages. In this model, the government offers semi-official institutional
support to Bengali, Gujarati, Hindi, Punjabi, and Urdu in the education
policy. While the languages are accepted as full examinable school subjects
and count towards grade-to-grade progression, the responsibilities and
resources of language management remain with autonomous community
organisations. The option of language instruction during regular curricular
hours within school premises (if student numbers justify the expense and
arrangement) further brings the five languages on par with official languages
(Mandarin, Malay, Tamil).
However, contrary to policy expectation, institutional provision of these
additional languages does not result in uptake by their corresponding
speakers. Notwithstanding the available options, Indian families appear
to be homogenizing towards Hindi. The paper offers enrolment figures,
ethnographic observations, and interview data with teachers, parents, and
students of Hindi to highlight reasons for the failure of affirmative policy
measures towards language minorities. The findings suggest that the
language-in-education judgments of mobile individuals represent calculated
linguistic investments in anticipation of socio-economic returns rather than
identitarian attachments. This paper therefore cautions that mainstreaming
community languages may be more of a romantic than practical goal for
education policies in increasingly globalized societies.
4:00pm - 4:30pm
Newly arrived students and translanguaging - epistomological challenges
Oliver-John St John1, Jenny Rosn2
1rebro University, Sweden; 2Stockholm University, Sweden;
oliver.st-john@oru.se
Newly arrived students and translanguaging epistemological challenges
A central aim of the paper is to explore methodological and theoretical
challenges of translanguaging in education for newly arrived immigrants
in Sweden. The concept of translanguaging has emerged from a growing
interest in multilingualism and multilingual education during the last two
decades, especially in the Global North, which was previously and to a
large extent still is dominated by monolingual norms. Translanguaging
offers a challenging and expansive conceptual lens for understanding the
linguistically hybrid yet fluid meaning-making practices of multilinguals
(Garcia & Wei 2014; Creese & Blackledge 2010; 2015). It highlights the
capacity of bi- and multilinguals to make themselves understood and
produce nuanced meanings by gliding between languages so that they use a
variety of features and practices from their whole linguistic repertoires. Such
communicative mobility on the basis of all a speakers linguistic resources
has significant promise for gaining opportunity to contribute to instructional
processes and collaborate with other students so that (language) learning
is maximized (Creese & Blackledge, 2010). . At the same time, tendencies
in research on translanguaging stand in need of critical assessment.
Translinguists insistence on a single integrated linguistic system supporting
multilingual communication and the deconstruction of named languages
(Otheguy, Garca & Reid, 2015) raises the question of the role of grammatical
systematicity in language learning and how language retains coherent
meanings or determinable meaning potentials across different contexts.
Rather than accounting for translanguagers interaction in terms of individual
repertoires and competence, participants collaborative interactional work
also has to be inspected to understand aspects of translanguaging. By
drawing on empirical examples from two ethnographic studies of language
support for newly arrived students in subject learning from Swedish schools,
we critically explore the potential of translanguaging.
C535-548 B
Time: Thursday, 27/Jul/2017: 1:30pm - 4:30pmLocation: Studio 5
1:30pm - 2:00pm
Reviso textual, tecnologia e ensino: anlise de um ambiente virtual de
aprendizagem
Eleonora Figueiredo Correia Lucas de Morais, Nukcia Meyre Silva Arajo
Universidade Estadual do Cear, Brazil; eleonoralucas@gmail.com
As pesquisas sobre escrita mostram a necessidade de conceb-la enquanto
atividade processual. Apesar disso, percebe-se a manuteno de um ensino
de escrita sem dilogos entre professor e aluno, sendo, assim, difcil para
o aprendiz desenvolver suas habilidades. Focando na importncia de se
ensinar a escrita enquanto um processo constitudo de etapas recursivas,
apresentamos, neste trabalho, um experimento feito com o Sistema On-
line de Reviso de Textos (SORTE), um ambiente virtual de aprendizagem
(AVA) que atua como mediador da reviso textual entre aluno e revisor.
Baseamo-nos em Bakhtin (1988), Serafini (1998), Ruiz (2013) e Garcez
(2010) e buscamos analisar como os comentrios de reviso veiculados
por meio do AVA e as ferramentas de acompanhamento sistemtico do
desempenho (dados estatsticos, grficos, metas etc.) contriburam para o
desenvolvimento das habilidades de escrita de alunos de ensino mdio.
Para isso, foram selecionados 90 alunos do terceiro ano do ensino mdio
de uma escola estadual do Cear para que fizessem, a cada semana, um
texto, no modelo exigido pelo Exame Nacional do Ensino Mdio (ENEM) e
enviassem para reviso por meio do AVA. Com base nos comentrios de
reviso que receberam, os alunos fizeram uma nova verso de seus textos,
aplicando as sugestes de reviso que julgaram pertinentes. Os dados foram
analisados conforme as seguintes categorias de anlise: assiduidade e
frequncia no envio de textos, grau de resposta aos comentrios do revisor e
pontuao geral e por competncia. Resultados preliminares indicam que os
comentrios de reviso, individualizados e dialgicos, aliados s ferramentas
de acompanhamento sistemtico possibilitaram o desenvolvimento das
habilidades de escrita dos alunos e potencializaram sua motivao para a
tarefa de escrever. O dispositivo se mostrou, at ento, eficiente para a sua
proposta de funcionar como mediador da reviso textual e de um ensino de
escrita focado no processo ao invs de no produto.
301
2:00pm - 2:30pm
PLE + ELO: uma experincia virtual no ensino de Portugus como Lngua
Estrangeira
Dbora Racy Soares Soares
Universidade Federal de Lavras (UFLA), Brazil; debora_racy@yahoo.com.br
Uma das diretrizes do Programa nacional PsF (Portugus sem Fronteiras),
do MEC (Ministrio da Educao), diz respeito introduo, paulatina, do
ensino hbrido (blended learning), com foco na aprendizagem de Portugus
como Lngua Estrangeira (doravante PLE), atravs da adoo de atividades
a distncia e presenciais. Os cursos de PLE da Universidade Federal de
Lavras (UFLA) foram recentemente implementados, j atendendo, desde
seu planejamento, as diretrizes propostas pelo MEC. Assim sendo, por ora
refletir-se- sobre a adoo do ELO, entre tantas NTICs (Novas Tecnologias
de Informao e Comunicao) disponveis, como suporte virtual capaz
de verificar e consolidar a aprendizagem de PLE. O ELO (http://www.elo.
pro.br/) uma plataforma de autoria, especialmente desenvolvida para
possibilitar a criao de vrios tipos de atividades didticas, voltadas para
o ensino de idiomas. Entre seus recursos destacam-se questionrios e
feedbacks progressivos para cada resposta do aluno, correta ou incorreta.
Este software gratuito, disponvel na internet, relativamente fcil de utilizar,
alm de conter boias explicativas, em caso de dvidas. O ELO foi utilizado
como complementao das aulas presenciais de PLE na UFLA e observou-
se que a aquisio da L2/L3 foi potencializada atravs de atividades como
jogos de memria, reconstruo textual, complete as lacunas. Atravs
destas atividades, os discentes do nvel bsico, falantes de espanhol como
primeira lngua, puderam melhor compreender os falsos cognatos, os
gneros e os plurais dos substantivos em portugus brasileiro.
2:30pm - 3:00pm
Positive feedback in gamified application for learning languages: Does it
really make learners engaged?
Gisele Medina Nunes
Universidade Catlica De Pelotas, Brazil; gizzask8@yahoo.com.br
We are living in the digital era. Being connected to the world wide web is,
for many people, indispensable. As technology gets more and more familiar
in our daily lives, it seems natural that it becomes present when learning
a new language as well. Today it is possible to find several applications
and websites for language learning. And more recently, these tools
have been gamified, in order to make learning more captivating and fun
(PRENSKY, 2001). Many have a score system, leaderboards and badges,
that function as a positive feedback to the learner (WERBACH & HUNTER,
2012). These positive reinforcements increase engagement and loyalty
through a combination of extrinsic and intrisic motivation. However, it has
been debated that using external rewards to trigger or even replace intrisic
motivation may be harmful and decrease learners desire to keep up with
the activities (DECI, KOESTNER & RYAN, 2001). The aim of this paper is to
show how much external reward or positive feedback can be uneffective
if the activity is unisteresting in the first place. To do that, a pilot study was
developed in which 5 people were interviewed using a semi-structured
questionnaire. The 5 subjects also did activities in a gamified application
for learning English, called Busuu. The activities were done for a period of 3
weeks, everyday. The results showed that the positive feedback or external
rewards were not decisive for participants wanting to do the activities or not.
What really mattered was how interesting the tasks were and how much
the subjects were intrinsically involved in them. This conclusion brings the
importance of the task to the learner. If they are intrinsically motivated to do
something, having external reward does not change their willingness to get
through it.
3:00pm - 3:30pm
Scaffolding Language Learning through Technology in Teacher Education
T.J. Ceallaigh
University of Limerick, Ireland; tj.oceallaigh@mic.ul.ie
Irish, or Gaeilge, is an autochthonous (indigenous) language spoken in
the Republic of Ireland and in Northern Ireland. Since the foundation of
the Irish Free State in 1922, the education system has been targeted as
an agency and model for Irish language planning, education and language
revitalisation and has had a critical role in generating linguistic ability in
the Irish language. Teachers in Irish-medium immersion (IMI) education are
professionally charged with making academic content comprehensible to
students learning through a minority or second language (i.e. Irish). It is critical
therefore that the immersion teacher is a proficient user of the Irish language
and displays a broad range of advanced linguistic skills and competences
e.g. lexicon, grammar, semantics, orthography, phonology, sociolinguistics.
Although there is a growing body of research on immersion pedagogy,
there is a dearth of research on professional development experiences
that positively impact immersion teacher language proficiency. This paper
reports on research conducted on a Master of Education in Irish-medium
Immersion Education (An M. Oid. san Oideachas Ln-Ghaeilge), designed
and delivered using a blended learning approach to assist the IMI teacher
in moving towards linguistic mastery. This dual-focused programme caters
for the mandatory linguistic competencies and associated pedagogical
practices of IMI teachers. Online tasks including discussion fora, online
language glossaries and blogs were utilised to enable participants to
become linguistically-aware, proficient immersion teachers. Qualitative data
were collected from a variety of sources e.g. student feedback, reflections,
module questionnaires and focus groups. Findings point to specific features
of high impact assignments and experiences and provide unique insights in
terms of principles, practices and perspectives on language learning and
enrichment in teacher education. Implications for designing meaningful
and effective professional development experiences through a blended
learning model will also be discussed.
3:30pm - 4:00pm
Theory ensembles in computer-assisted language learning research and
practice
Philip Hubbard
Stanford University, United States of America; efs@stanford.edu
Levy & Stockwell (2006) were perhaps the first to analyze the general
phenomenon of multiple theoretical sources in single studies in
computer-assisted language learning (CALL). They referred to this as
multiperspectivist, acknowledging at that time that it seemed to be
a relatively new occurrence and one most commonly found in papers
reporting on development and design projects. Since that time, however,
research studies focusing on technology-mediated second language
acquisition in domains such as gaming have increasingly been grounded in
multiple theoretical frameworks.
A 2016 publication by the presenter and a colleague revisits and expands a
typological framework developed previously by the presenter to account for
the varying forms of theoretical input in CALL research and practice. As one
new part of that overall framework, we have refined and extended Levy and
Stockwells (2006) descriptive label of multiperspectivist studies, formalizing
the concept under the term theory ensemble, that is, integrating multiple
theoretical perspectives into a study to achieve a broader and deeper
account than a single one would be able to. This paper explores that
concept in greater depth and breadth than previous work.
Following a brief introduction to the role of theory in CALL studies, this
presentation will first define and then expand on the notion of theory
ensemble through examples from published literature, highlighting how
the particular combination of theoretical perspectives in each case
illuminates the phenomenon under study. It will then discuss some of the
major challenges in assembling coherent theory ensembles, given that the
theories may come from different disciplines and that the concept of theory
within those disciplines may vary as well. The objective is both to trigger
more awareness and professional discussion of this complex and growing
practice and to offer researchers and reviewers of that research some initial
tools for evaluating it.
302
4:00pm - 4:30pm
Task Preference, Task Engagement, and Factors Influencing Affective
Responses
Linh Phung
Chatham University, United States of America; lphung@chatham.edu
Despite extensive research into task-based language learning in the past
few decades, research into learners affective responses to tasks and
effects of individual differences on task performance has been argued as
much needed (Robinson, 2011, p. 20). A link between task-specific affective
responses and actual task engagement also needs further exploration
(Dornyei and Kormos, 2000). Following this research direction, this study
investigated learners task preference, the difference in their engagement
with a task they preferred and a task they less preferred, and factors
influencing their affective responses. 21 English language learners at two
universities in the United States performed two opinion-gap tasks and
participated in an interview after the second task. Statistical analyses were
conducted on seven behavioral variables from learners task performances
theorized to indicate engagement and facilitate L2 learning. The variables
were grouped into theorized dimensions of engagement in the student
engagement and language awareness literatures (e.g., Christensen,
Reschly, and Wylie, 2012; Svalberg, 2009): participatory engagement, social
engagement, and cognitive engagement. The interviews were analyzed
inductively and qualitatively to determine learners task preference and
factors influencing their affective responses.
The findings showed that 14 learners preferred one task while seven
learners preferred the other. Statistical analyses showed that learners
generated more sequences of negotiation of meaning and form in the task
they preferred but there were no significant differences in other behavioral
variables. The qualitative analysis showed that factors that influenced
learners affective responses included cognitive demands, communicative
demands, and topic (the three main reasons) as well as availability of options
and freedom in decision making, unfamiliarity, and difficulty. In this session,
the presenter will describe the study, report and discuss the major findings,
make suggestions for future research, and recommend factors to consider
in task design to facilitate learners positive affective responses and task
engagement.
C549-562 B
Time: Thursday, 27/Jul/2017: 1:30pm - 4:30pmLocation: Studio 6
1:30pm - 2:00pm
Vocabulary growth through childrens stories: The case of derivation and
compounding
Marina Tzakosta
University of Crete, Greece; martzak74@gmail.com
The acquisition of word formation processes is the necessary prerequisite
for the mastery of the morphology of the mother language, vocabulary
development and learning (cf. Templeton 1989, Nagy et al. 2003, 2006).
In addition, the acquisition of the morphological component of a language
makes predictions regarding the acquisition of other grammatical
components, such as the phonology, the syntax and the semantics.
Aim of this paper is to describe the main axes and the findings of two
interventions designed for the teaching of the Greek morphology, specifically,
derivation and compounding through childrens stories. Our interventions
are based on two different stories each one of which corresponds to the
word formation processes of derivation and compounding. Each story is
made up of real and novel words. Given that real words may be accurately
used due to mnemonic strategies, the accurate formation of novel words
certifies the acquisition and productive use of word formation rules.
The teaching program was applied to 150 preschool children (EG1) and
150 children who follow the first two grades of primary education (EG2). 50
preschool and 50 primary school children served as controls (CG1 and CG4,
respectively). The results stemming from the application of the stories in
classes of monolingual Greek children display that EG1 and EG2 learn to
form existing and novel words as well word families faster than CG1 and
CG2. Therefore, they consciously apply word formation mechanisms. Finally,
preschool and primary school children accurately target more compound
and derived words at the post-teaching phase as opposed to the pre-
teaching phase.
Therefore, childrens stories provide an effective way of teaching the
morphology of Greek as L1. The success of the presented teaching program
underlines the importance of childrens stories in for the acquisition of the
morphological component, vocabulary development and enrichment of the
mother tongue.
2:00pm - 2:30pm
Aprendizaje de vocabulario en espaol lengua extranjera y grados de eficacia
en la incorporacin lxica
Mara Antonieta Andin Herrero1, Carmen Chacn Garca1, Mara Jos Labrador Piquer2,
Alicia San Mateo Valdehta1, Cecilia Criado de Diego1
1Universidad Nacional de Educacin a Distancia, Spain; 2Universidad
Politcnica de Valencia, Spain; maandion@flog.uned.es
Presentamos y comentamos los resultados de varias aplicaciones de una
investigacin sobre aprendizaje del lxico en espaol como lengua extranjera
o segunda (proyecto Grados de eficacia en ejercicios de incorporacin
de vocablos al lexicn de aprendices de espaol segunda lengua/lengua
extranjera, Ministerio de Economa y Competitividad, Espaa, FFI2013-
44117-P), llevadas a cabo en diferentes puntos internacionales, contexto
homosigltico y contexto heterosigltico. La metodologa experimental est
basada en tres tipos de actividades de aprendizaje de lxico: (1) seleccin
de la definicin correspondiente de la palabra estmulo, (2) seleccin del
ejemplo adecuado para incluir dicha palabra y (3) escritura de una oracin
que responda a la pregunta planteada y que contenga la palabra propuesta.
Se mide el rango de eficacia de las actividades para aprender nuevas
palabras, teniendo en cuenta el esfuerzo mental requerido por cada una
de ellas, y se relaciona con la velocidad de incorporacin al lexicn mental
y con la actividad que es capaz de realizar un sujeto tras este aprendizaje.
Los resultados correlacionan variables dependientes e independientes
de naturaleza sociolingstica, como actividad de aprendizaje, categora
gramatical de las palabras, contexto de aprendizaje, edad, sexo, lengua
materna, aos de estudio de espaol, lugar de estudio, motivacin, tipo de
escuela de procedencia y nivel sociocultural.
2:30pm - 3:00pm
COMPETENCIA FNICA Y LA ENTONACIN DEL ESPAOL HABLADO POR BRASILEOS
Aline Fonseca de Oliveira Fonseca de Oliveira1, Miguel Mateo-Ruiz Mateo-Ruiz2
1Universitat de Barcelona, Espanha; 2Universitat de Barcelona, Espanha;
aline.fonsecadeoliveira@gmail.com
Este trabajo presenta algunos hallazgos de un estudio en curso que focaliza
la adquisicin de la competencia fnica analizando los rasgos meldicos
del espaol hablado por brasileos. Se integra en una investigacin ms
amplia que tiene por finalidad el desarrollo de aplicaciones didcticas
para el aprendizaje del espaol por hablantes brasileos. Se pretende con
ello afrontar un factor determinante en la comunicacin entre hablantes
brasileos (con espaol L2) e hispanos: la caracterizacin del acento
extranjero.
Se parti del anlisis contrastivo de dos corpus de enunciados, uno con
511 contornos entonativos (ver: Fonseca de Oliveira, 2013) emitidos en
situaciones comunicativas genuinas, por un conjunto de 12 informantes
brasileos nativos y otro, que fundament los estudios sobre las
caractersticas del espaol de Espaa y sus variedades, obtenido a partir
del trabajo inicial de Cantero y Font-Rotchs (2007) y de dos amplios corpus
de ms de 2500 enunciados emitidos por 770 informantes (Ballesteros,
2011 e Mateo-Ruiz, 2014). El estudio se basa en los presupuestos de la
teora de Anlisis Meldico del Habla (AMH) (vase Cantero, 2002 y Font-
303
Rotchs, 2007) que ofrece un mtodo de anlisis formal (vase el protocolo
de actuacin en Cantero y Font, 2009), basado en el anlisis acstico y
perceptivo del discurso con medios instrumentales. En el proceso se utiliz
el programa de anlisis y sntesis de voz Praat (Boersma y Weenink, 1992-
2015) con la finalidad de describir el fenmeno de la entonacin desde un
punto de vista fontico y fonolgico.
En conclusin, presentamos los puntos de convergencia y divergencia
de los rasgos prosdicos de los enunciados neutros y suspendidos
producidos en espaol hablado por brasileos y en el espaol peninsular.
Estos hallazgos podrn aplicarse en el desarrollo de aplicaciones didcticas
para la enseanza/aprendizaje del espaol por hablantes brasileos.
3:00pm - 3:30pm
Data-driven language learning across the curriculum: Learning outcomes and
learner perceptions
Nina Vyatkina
University of Kansas, United States of America; vyatkina@ku.edu
I will report the results of implementing Data-Driven Learning (DDL) across
the curriculum of a North American university German Studies program.
The DDL method, or teaching and learning languages with the help of
corpora (large electronic collections of texts), is compatible with usage-
based language acquisition theories, according to which language is
learned inductively through repeated exposure to and practice with specific
language models. Research has shown that DDL can be beneficial because
it provides learners with large amounts of visually enhanced input, fostering
noticing and awareness-raising as well as facilitating learner autonomy.
Nevertheless, DDL is still far from becoming a common pedagogical practice,
not least because it is not yet clear what DDL activities are beneficial for
what learner populations and learning goals.
I will present empirical results from a mixed-methods study that addressed
this research gap. The study comprised several DDL interventions for
teaching selected lexico-grammatical constructions to lower-level and
upper-level learners of German as a foreign language with the help of a
large, publicly available, German corpus. Quantitatively, I used multilevel
modeling data analysis methods to explore learning gains as a function
of DDL type, time, L2 proficiency, learner perception, and linguistic target.
Qualitatively, I explored learner prose commentaries on the DDL process.
The results show that DDL was effective for learners at all L2 proficiency
levels; that it was more efficient than traditional rule-based instruction for
certain targets; and that learning gains were greater and longer-lasting for
lexical than for syntactic targets. Furthermore, DDL perceptions of most
learners were positive and became more positive with practice. I argue
that DDL interventions were successful because they followed the guided
induction principle and systematically progressed from more controlled and
highly scaffolded activities in lower-level courses to more open-ended and
more autonomous activities in upper-level courses.
3:30pm - 4:00pm
Digital Impact in language Teaching and Materials Development
Grace Amarachukwu Obaigbona
University of Grenoble Alpes. France, France; gobaigbona@yahoo.fr
We live in a world where both teachers and learners can become easily
demotivated as related to language teaching and learning due to the
techniques and tools employed. The purpose of the paper will be to bridge
the gap between often purely traditionally oriented teaching and learning
and the role of new technologies.
Rivens (2013) suggests that the learner must be at the center of the system
and that the institution should provide an appropriate pedagogical support
for optimal learning.
Teachers can propose dynamic learning activities that should promote
motivation that will lead to success with the help of the institution. We
are particularly interested in how teachers can wake up the unconscious
motivation of the learner by building a constructive learning environment
with the right teaching and learning tools.
We would reflect on Blended learning as one of the ways out. We will be
looking into the intricate relationship between a variety of factors affecting
language teaching motivations and sustainability with a special focus on
materials development such as webquest, telecollaboration, weblog etc.
This paper will focus on the presentation and examination of theoretically
and empirically founded approaches to language teaching, motivational
maintenance, and revitalization. Besides, we would also like to open up the
discussion of what other factors contribute to, or are affected by changes in
language materials development in language communities worldwide.
Finally, a practical and theoretical descriptive blended learning framework
as applied to French, in pedagogical methods and outcomes will be our
focus. An interest to investigate the role of blended language learning
setting in motivating teachers and learners in second language acquisition
will be briefly examined as well as a variety of teaching/learning methods/
approaches, techniques and motivational strategies that could enhance
teaching effectiveness.
Reference available on request
4:00pm - 4:30pm
Ensino e aprendizagem de ingls para negcios no contexto da
internacionalizao do currculo
Christiane Heemann, Margarete Belli
UNIVALI, Brazil; chrisheemann@gmail.com
O processo de internacionalizao interfere na experincia do estudante
na universidade e leva a mudanas de conhecimento, habilidades,
atitudes e comportamento de todos aqueles que esto envolvidos,
direta ou indiretamente, no processo de ensino e aprendizagem. Parece
haver um consenso nas instituies de educao superior de que h
necessidade de que os futuros profissionais egressos dessas instituies
sejam pessoas interculturalmente competentes, com posturas que lhes
permitam ser considerados cidados globais, que pensem localmente e
ajam globalmente (LEASK, 2015) nos seus lugares de trabalho, sejam estes
nacionais ou internacionais. O material didtico, escolhido pelo professor
para materializar sua prtica docente, constitui-se numa ferramenta
relevante que subsidia as aes educacionais formais, apresentando, assim,
papel fundamental para atingir aquela meta e promover os conhecimentos,
habilidades e atitudes que possibilitem ao estudante se desenvolver como
um ser interconectado e multicultural, apto a viver a globalidade. Este artigo
objetivou avaliar se o material didtico - livro texto, guia do professor e
materiais extras- utilizado em uma disciplina de Ingls para Negcios, em
uma universidade catarinense, est alinhado com as propostas existentes
de internacionalizao do currculo. Para atingir o objetivo proposto, foram
pesquisadas evidncias no material em estudo, o livro Business Result
Intermediate da OUP, seguindo um checklist do Guia de Boas Prticas
para Internacionalizao do Currculo da Griffith University (BARKER, 2011).
Desse modo, buscaram-se analisar o contedo e design, as atividades de
ensino e de aprendizagem propostas, os recursos empregados, as prticas
de sala de aula recomendadas e as diferentes avaliaes a serem feitas.
Aps conceituar internacionalizao por meio de princpios importantes da
rea, os dados processados at o presente momento para responder aos
questionamentos da pesquisa sugerem que o material didtico analisado
atende s recomendaes do guia e, assim, coaduna com as indicaes
apontadas para a internacionalizao do currculo.
304
C563-576 B
Time: Thursday, 27/Jul/2017: 1:30pm - 4:30pmLocation: Studio 7
1:30pm - 2:00pm
GNEROS ORAIS E ESCRITOS: IDENTIDADE, SIGNIFICADOS SOCIAIS E USOS CULTURAIS DE
ACADMICOS INDGENAS
Ana Alice dos Passos Gargioni
Unicamp, Brazil; licinhagargioni@hotmail.com
No estudo a ser discutido nessa comunicao, apresento consideraes
iniciais sobre usos culturais de gneros orais e escritos para identificar
atravessamentos identitrios de acadmicos indgenas. Nesses
apontamentos considero que a identidade no algo acabado, mas
sobretudo uma construo social aliada s relaes histricas e ideolgicas
que entrecruzam discursivamente as narrativas dos sujeitos. Examino
prticas textuais compreendidas como gneros do discurso, que buscam
ser engajadas e acolhidas no mbito acadmico, partindo do pressuposto
de que os alunos indgenas da Licenciatura Intercultural Indgena da
Universidade Federal de Mato Grosso do Sul articulam significados
diversos e/ou distintos a determinadas formas relativamente estabilizadas
genericamente. Para tanto, importante relatar que os povos indgenas do
Pantanal esto em intenso contato com a populao no indgena local
desde o sculo XVIII, fato que delineia um cenrio sociolingustico complexo
por excelncia, um contexto intertnico, plurilngue e intercultural, em que
os atravessamentos identitrios tnicos so mais visveis. O aporte terico-
analtico deste trabalho fundamenta-se na pesquisa de vis interpretativista
de cunho etnogrfico e nas reflexes transdisciplinares da Lingustica
Aplicada (cf. Cavalcanti, 2006), dos Estudos Culturais sobre identidade e
hibridismo (BHABHA, 1998; HALL, 2005) e na discusso bakhtiniana sobre
gneros do discurso (BAKHTIN, 1992). A manifestao de caractersticas
singulares na estrutura textual e condies lingustico-discursivas
especficas despontam reestruturaes criativas de gneros, outras formas
de apropriao da escrita acadmica e a heterogeneidade essencial s
interaes, vindo a denotar usos culturais, marcas de pertencimento tnico
e nuances do modo de ser acadmico indgena e ressignificar o mundo.
Os resultados deste trabalho contribuem na reconduo e reinterpretao
das transformaes de prticas letradas convencionalizadas frente
especificidades culturais, de forma a oportunizar a educao lingustica e
deslocamentos no imaginrio social acerca dos povos indgenas.
2:00pm - 2:30pm
Multilingual practices and societal influences: Intergenerational
communication, styles and identities in western India
Virginia Grover
Birkbeck, University of London, United Kingdom; gigigrover@yahoo.com
This PhD research in progress ethnographically investigates different Gujarati-
English speaking styles among multilingual members of four middle-class
families in India, focusing on young adults, their parents and grandparents.
After the liberalizing of the economy in the early 90s, wide-ranging social
change has been taking place in India, and as a result, young adults have
experienced different social, educational and economic opportunities.
Social distinctions between Vernacular-medium (often government-run) and
English-medium (often private) schools (Ramanathan 2005, LaDousa 2013)
are enacted in the deployment of individuals repertoires. Yet despite Indias
plurilingual ethos (Khubchandani 1997, Canagarajah & Liyanage 2012), and
its linguistic and social diversity, spoken language and multilingual practices
in this post-colonial globalizing context have been under-researched. This
study addresses what constitutes different multilingual speaking styles, and
how these ways of speaking are used in interaction in the home. It explores
the ways in which speaking styles are indexical of particular social meanings,
such as dynamic generational and medium-of-education identities, from the
perspective of style as distinctiveness (Irvine 2001).
The research considers the family as a social institution worthy of interest in
terms of multilingual interactions, and generations as groups to which family
members belong within that social space. The majority of the members of
the parents and grandparents generations in this study have had part or
most of their education in institutions with Gujarati as a medium of instruction,
while the young adults have been studying in English-medium institutions
from a young age. In the process of investigating their ways of speaking, the
research addresses ways of conceptualizing plurilingualism (Canagarajah
2009), exploring the tension between languages perceived to be distinct
entities at one level and on-the-ground dynamic spoken practices at another.
2:30pm - 3:00pm
The Sociolinguistics of Digital Englishes
Eduardo H. Diniz de Figueiredo1, Patricia Friedrich2
1Universidade Federal do Paran, Brazil; 2Arizona State University, USA;
eduardo.diniz@ufpr.br
In the current context of globalization, especially after the advent of the
Internet, applied linguists and sociolinguists have argued for the need to
account for language use in ways that are not static, based on fixed notions
of territory, but that can encompass movement and the dynamics of our
contemporary world. Much attention in that sense has been given to English,
and to how its global spread has made it more dynamic and present in a
variety of contexts. The proposed presentation will report on the results of
a book-length exploration focusing on the ways in which the Internet has
influenced English use, and how the language itself has been transformed
by its worldwide digital expansion. Through analyses of English in instances
of translanguaging, identity construction, and language conceptualization
online, the presenters will show: 1) how users have appropriated and
reconstructed the language in cyberspace; 2) how the language has been
used digitally by individuals to cross identity barriers created by space
limitations; 3) that the new ways in which Englishes have been used in
virtual worlds have reflected individuals conceptualizations of the latter;
and 4) that Englishes have become more polycentric. The importance of
such account lies in the fact that the understanding of the sociolinguistics of
digital Englishes is crucial to the understanding of language, globalization,
and identity construction, since the Internet is a fundamental space for the
expression of contemporary culture, politics, and social life, and Englishes
have been at the core of its development and expansion.
3:00pm - 3:30pm
Transnational students in Mexican schools: linguistic and identity challenges
Colette Despagne
Benemrita Universidad Autnoma de Puebla, Mexico;
colette.despagne@gmail.com
This qualitative case study focuses on return migration (from the United
States to Mexico) in a public school in the state of Puebla. Return migration
in Mexico is a growing phenomenon. According to the National Migration
Institute, 1.6 Million Mexicans have been repatriated between 2010 and 2014.
Currently, there are more Mexicans leaving than going to the U.S. according
to the Pew Research Center (Gonzlez-Barrera, 2015). As a consequence,
families are going back to Mexico with their children. These children and
adolescents (transnational students) have grown up and studied in the
United States. Today, they have to adapt to the Mexican school system,
study in a different language, and learn distinct contents and cultural codes.
Ziga, Hamann and Snchezs (2006, 2008, 2015) groundbraking research
introduced this problem in the Mexican educational research agenda
ten years ago, and showed the lack of educational programs to support
transnational students to shift from English to Spanish literacy. This paper
adds a new perspective to this research using critical applied linguistics.
First, it focuses on linguistic and identity challenges transnational students
have to face at school (Cummins, 1979, 1981, 2000). Second, it discusses
participants interview results and how they negotiate their multilingual
subjective realities (Kramsch, 2009, 2011) to adapt to the Mexican monolingual
and monocultural education system. Third, some public policies for the
Mexican education system are considered that could promote a shift, from a
monolithic paradigm where only one language and identity are allowed, to
a more pluralistic paradigm (Candelier et al, 2007) which would recognize
transnational students multi competencies (Cook, 1992, 2000).
305
3:30pm - 4:00pm
VERNICA BOLINA E A MONSTRUALIZAO DE SOCIABILIDADES TRAVESTIS NA MDIA
Clarissa Rodrigues Gonzalez
Universidade Federal Fluminense, Brazil; gonzalezclariss@gmail.com
Por acreditar que um dos compromissos mais importantes da LA
contempornea o de desenvolver pesquisas responsivas vida social
que tenham um compromisso poltico e tico (MOITA LOPES, 2006) para
com aqueles que mais sofrem o fardo das heranas coloniais e positivistas
que nos imobilizam sociolinguisticamente, as quais se perpetuam por meio
de ideologias lingusticas criadoras e mantenedoras de assimetrias (IRVINE
& GAL, 2000), julgo importante debruarmo-nos sobre casos como o de
Vernica Bolina, que foi humilhada e linchada dentro de uma delegacia de
polcia na cidade de So Paulo em abril de 2015. Debater a maneira como o
caso foi reportado por alguns meios noticiosos na interface online (e.g. Dirio
de So Paulo) evidencia outra forma de violncia: a lingustica/discursiva.
Esta ganha materialidade tanto na maneira como a autodeterminao de
gnero de Vernica no reconhecida e legitimada (o que se reflete no
uso reincidente da flexo de gnero no masculino), bem como nos efeitos
performativos de se continuar ecoando discursos hegemnicos acerca
de performances de travestilidade (que se do por meio da associao
destas com histeria e monstruosidade). Tendo em conta que a proposta
deste congresso a de debater inovaes e desafios epistemolgicos na
LA, recorro jovem Lingustica Queer para fundamentar teoricamente a
discusso (dando especial nfase a maneira como a heteronormatividade
e a prefigurao identitria continuam sendo entextualizadas em narrativas
miditicas). Quanto anlise, a fim de debater o que subjaz indexicalmente
no uso de certos signos, apoio-me em quatro das cinco pistas indexicais
de Wortham (2001) referncia, predio, modalizao epistmica e ndice
avaliativo , bem como nas categorias de footing e alinhamento (GOFFMAN,
[1979] 1998) para, respectivamente, localizar a maneira como Vernica
posicionada no texto noticioso e sinalizar os discursos orientadores que
trafegam em esfera macrossociolgica a partir do relato de um evento
situado.
4:00pm - 4:30pm
Who speaks bad Finnish? Stereotypes and stylisation in multi-ethnic Helsinki
Heini Lehtonen
University of Helsinki, Finland; heinitainatuulia@gmail.com
In this paper I will analyse the social indexicality of a register that I call stylised
bad Finnish. Certain linguistic features are widely used in stylisations
that are labelled as huono suomi (bad Finnish) and associated with non-
nativeness or foreignness. I will explore the stylisations both in the media
and in spontaneous interactions in communities, where the participants have
diverse linguistic repertoires and they come from multi-ethnic backgrounds.
The analysis will shed light on the processes of social positioning in the
context of immigration. Theoretically, it discusses the role of metapragmatics
in the analysis of social indexicality and enregisterment.
My theoretical framework and analytic tools come from interactional
sociolinguistics. The data were gathered during ethnographic field work
among adolescents in suburbs that are among the most diverse in Helsinki.
The data consist of field diaries, interviews, spontaneous recordings, and
retrospective interviews. I have also collected examples in the newspapers
and in the social media forums.
In the social media, and even in newspapers, stylised bad Finnish is
associated with pejorative ideas of non-Finnishness. It serves as a means
of expressing prejudice toward immigrants. For adolescents with immigrant
background, interactions in and about stylised bad Finnish are, thus,
a means of social positioning with respect to stereotypical ideas about
immigrants. My study shows that adolescents employ enregisted features of
stylised bad Finnish as a means of expressing solidarity among those who
learnt Finnish as a second language, but also as a means of opposing the
prejudices and carnivalizing them.
Literature
Agha, Asif 2007: Language and Social Relations. Cambridge: Cambridge
University Press.
Keim, Inken 2008 [2007]: Die trkischen Powergirls. Lebenswelt und
kommunikativer Stil einer Migrantinnengruppe in Mannheim. Studien zur
Deutschen Sprache 39. 2. painos. Tbingen: Gunter Narr Verlag.
Rampton, Ben 1995: Crossing. Language and ethnicity among adolescents.
London: Longman.
C577-590 B
and making them aware of ways of mitigating their discourse in order not to
sound rude. The research used Brown and Levinsons concept of face (1978,
1987) and based the analysis of the data on Trosborgs (1995) construct of
complaint strategies. The data was collected through discourse completion
tasks (DCTs) which were applied to advanced learners from a language
institution, during their normal classes. In a first phase of the research, I
applied a pre-test to verify the need for pragmatic intervention. The results
demonstrated that it would be necessary, which was done by means of
task-based activities. After an intervention of three months, a post-test was
applied two weeks after the treatment. The pre and post-test design allowed
a comparison between the realizations of the speech act of complaining
before and after pragmatic instruction. The post-test results showed that
there were benefits of the pragmatic instruction.

Time: Thursday, 27/Jul/2017: 1:30pm - 4:30pmLocation: Studio 8

2:30pm - 3:00pm
1:30pm - 2:00pm
Spanish- german false friends: characterization of their use in non- native
Reality effects: narrative and discourse in Brazilian cinema environments.
Mrcia Regina Santana Flannery
Clara Alina Escalona Falcn1, Adrian Abreus Gonzlez2, Almut Knig3, Lut Baten4
The University of Pennsylvania, United States of America; merciaf@sas.
1Universidad de Oriente, Cuba; 2Universidad de Cienfuegos, Cuba;
upenn.edu
3University of Wrzburg, Germany; 4Catholic University of Leuven,
The Brazilian cinematographic production of the past decade has relied on a Belgium; claraa@uo.edu.cu
narrative formula that seeks to construct effects of reality in fictional stories.
False friends are words of two or more different languages, the expressive
This tendency has resulted in cinema narratives that documentarize fiction
sides of which (phonological, graphical, and morphological) are very similar
and fictionalize the documentary a commentary on how the resources
or even identical, but their meaning is different . Between Spanish and
employed in some contemporary Brazilian movies culminate in blurring the
German it is possible to find long lists of false friends. They are a challenge
lines between these two genres, documentary and fiction. The acting by
for German-speaking or Spanish-speaking learners who learn the other
amateurs or non professional actors (largely from theater acting groups in
language as a foreign language, since false friends very often cause semantic
favelas), the filming in external locations, and a linguistic expression anchored
and pragmatic ambiguity in the understanding and translation of German to
in day-to-day, informal and group registers, are some of the strategies that
Spanish and vice versa, if they are misused in a given context. This paper
Brazilin directors have employed to create these reality effects. These
shows the results of the preliminary task for a PhD research project. The task
resources often times result in the shock of real (Jaguaribe, 2007), or the
focuses on two questions: 1. Are language learners aware of the Spanish-
resulting impact that the breaking away from fictional simulation in narrative
German false fiends and their actual meaning? How do they use them in
has on a movies audience. Such narratives are organized visually, but
the texts they produce or translate in their non-native environment? With
rely on additional elements to tell the story, while also making diagnostic
the goal of answering these questions, a test was conducted with students
statements about Brazils social-economic and political status quo. The
of Spanish and German as foreign languages at universities in Cuba and
incorporation of these other texts in these filmic narratives contributes to a
Germany. The objective of the test is to analyze and characterize the use
simulation of reality, bringing together fictionalized and real spaces. Thus,
of false friends by these students, in terms of how much sense false friends
fictional narratives in Brazilian cinema have simulated reality by conjuring up,
make in the contexts where they are used, and how the use affects the
or adapting, storylines that address life as it is, even though this reality is
overall meaning of the statements. The results are shown in this paper.
circumscribed, in its essence, to violence and drug trafficking in the favelas
or poverty-with-dignity in the Serto (Bentes, 2007). This paper employs an
3:00pm - 3:30pm
interdisciplinary approach to analyze narratives of reality in contemporary
Brazilian cinematic production. Borrowing from narrative and discourse
The discourses of capitalism: everyday economists and the production of
common sense
analysis, and from cinema studies, this paper illuminates important questions
Christian W. Chun
related to the ways of telling stories in Brazilian film. It examines how these
University of Massachusetts Boston, United States of America;
narratives are organized both as a function of their visual sequence, and the
c_w_chun@yahoo.com
discourses that circulate within and outside the film itself.
Since the ongoing global economic crisis erupted in late 2007, millions
2:00pm - 2:30pm of lives have been adversely affected while economists, pundits, and
politicians continue to argue about solutions. However, there has been
PRAGMATIC INTERVENTION IN THE REALIZATION OF COMPLAINTS BY BRAZILIAN LEARNERS
OF ENGLISH. one unanticipated positive outcome: it has created on an unprecedented
Aurlia Leal Lima Lyrio scale the opportunity for people around the world to debate why and
how this collapse happened. Yet, many economists have dismissed these
Universidade Federal do Esprito Santo, Brazil; aurelialyrio@hotmail.com
views as ill-informed due to a lack of economic literacy, and some have
Although politeness principles are universal, speech act realization is
implied that this illiteracy is a major factor in peoples own misfortunes. This
cultural, a fact that poses a problem to non native speakers. Research has
economic illiteracy discourse has serious problematic implications for any
shown that advanced English learners do not know how to perform speech
society calling itself a democracy because it raises several questions: 1) In
acts politely (PIIRAINEN-MARSH, 1995; NIKULA, T., 1996; LYRIO, 2009; LYRIO,
a democracy, whose voices should be heard regarding economic policies
2016). Such learners employ highly face threatening speech acts, either
directly affecting everyday lives? 2) Are the forms of economic knowledge
of the positive or the negative face, without even mitigating them, which
produced by the general public as valid as those of professional economists?
contributes to pragmatic failure and a breakdown in interaction. Complaints
for example, are by their own nature highly face-threatening speech acts, Because the economy plays a central role in our lives, it is crucial to understand
and, as such, designed to cause offence (TROSBORG, 1995) especially the ways in which we make sense of the economy and the possibilities in
when performed by foreign learners who many times do not know how to our own agencies in addressing economic issues. Drawing upon over 300
express themselves appropriately. This study aimed at instructing learners in interviews on if capitalism is working, I examine how the participants co-
the realization of polite strategies to realize the speech act of complaining, construct hegemonic and counter-hegemonic discourses of capitalism and

306
their own relationships to it. Using a Gramscian framework of hegemony
and consent, I use a mediated discourse analytic approach (Scollon, 2001,
2008) in exploring the following question: how are capitalist discourses
taken up by everyday people in co-constructing their understandings of
the economy, their roles within it, and its effects on their lives. In exploring
how their interdiscursive mediations of capitalist discourses challenge
notions of so-called economic illiteracies, I address how these spaces of
public production of knowledge can contest and intervene in the dominant
discourses of capitalism.
3:30pm - 4:00pm
THE SPEECH ACT OF COMPLAINING IN NATIVE AND NON-NATIVE SPEAKERS OF ENGLISH.
Aurlia Leal Lima Lyrio1, Gustavo Reges Ferreira2
Universidade Federal do Esprito Santo, Brazil; 2Centro de Lnguas para a comunidade da
1
Universidade Federal do Esprito Santo.; aurelialyrio@hotmail.com
Many studies have proved learners inability to perform speech acts politely,
among them, the work of Lyrio (2016) on pragmatic intervention in the
realization of complaints. Such speech acts are highly face threatening, and
therefore, cause offence (TROSBORG, 1995). Lyrios work (2016) proved
that Brazilian high intermediate learners cannot perform this speech act
adequately, threatening the interlocutors positive and negative face most
times. For this reason, this study, which is in course, aims at verifying and
comparing the realization of this speech act by native speakers of English
and advanced university students from the Undergraduate Teaching
Degree Course in English (Letras/Ingls) at Universidade Federal do Esprito
Santo (UFES). Ferreira`s research Strategies of Linguistics Politeness on the
Realization of the speech act of advising (2015) also found that while North
American native speakers used a wide variety of strategies, most of the
Brazilian high intermediate learners of English, chose a limited number of
strategies. Since, in this research, we are dealing with university students,
we expect a better performance. The contemporary and globalised world
in which we live, requires a multicultural and intercultural communication,
which is usually done through English, which nowadays functions as a
lingua franca. And, since, pragmatic norms vary with the culture, such
communication puts an extra burden on the interactants. Hence, the
need for pragmatic awareness and training. We neither expect learners to
perform exactly like native speakers, nor do we think it is necessary. Rather,
we hope that the polite strategies native speakers might use to perform
complaints, give learners a chance to develop pragmatic awareness, and
therefore, improve theirs as well. The data was collected through Discourse
Completion Tasks (DCTs) and the analysis is based on Brown and Levinson
(1978, 1987) and on Trosborgs (1995) categorization of complaint strategies.
4:00pm - 4:30pm
La construccin de identidades en la prensa estadunidense digital: El caso de
Michael Brown
Yohana Gil Berrio
Temple University, United States of America; tub80486@temple.edu
Varios estudios (e.g., KhosraviNik, 2010; Teo, 2000) han analizado discursos
en la prensa que narran acontecimientos que demuestran un antagonismo
mutuo entre grupos de minoras tnicas y grupos mayoritarios. Sus hallazgos
demuestran que las estrategias discursivas utilizadas en los principales
medios de comunicacin construyen una sociedad que se establece
mediante una dicotoma: un Yo-Nosotros, personas con valores positivos
que se distinguen por su poder social, y un l-Ellos-Otro, grupos de minoras
tnicas, representantes de los valores rechazados por la sociedad. Por
consiguiente, investigaciones previas sugieren que los principales medios
de comunicacin no ofrecen un espacio para la representacin positiva de
las minoras tnicas. Sin embargo, dichos estudios han pasado por alto los
discursos en las prensas bilinges que permiten la expresin de las voces
de personas pertenecientes a grupos minoritarios.
Con el fin de atender esta deficiencia, mi investigacin da cuenta de la
construccin de identidades estadunidenses por medio del anlisis de
160 noticias seleccionadas de la cobertura noticiosa de ocho peridicos
307
digitales estadunidenses que recuentan el caso de Michael Brown. Cuatro
de los peridicos son bilinges (ingls y espaol) y cuatro son monolinges
(ingls).
Para el anlisis, empleo el Enfoque Histrico del Discurso (Wodak, 2001;
Reisigl & Wodak, 2001) para investigar cmo diversos grupos sociales,
especficamente los miembros de la Polica Americana y los afroamericanos,
son representados. Las siguientes preguntas de investigacin guiaron
el anlisis: Cmo son nombradas y referidas lingsticamente las
personas? Qu rasgos, caractersticas y cualidades se les atribuyen?
Cules dispositivos o instrumentos discursivos son usados para construir
identidades?
Los hallazgos preliminares destacan la construccin de identidades
mediante una dicotoma: un Yo-Nosotros (grupos internos) vs. l-Ellos-Otro
(grupos externos). Tambin y a diferencia de los resultados encontrados
en estudios previos, en las noticias de peridicos bilinges, las personas
pertenecientes a minoras tnicas fueron representadas de manera positiva.
C591-604 B
Time: Thursday, 27/Jul/2017: 1:30pm - 4:30pmLocation: Studio 9
1:30pm - 2:00pm
LETS PLAY GAMES! o jogo como atividade colaborativa na aprendizagem de ingls
na escola pblica.
Marco Andr Franco de Arajo
Universidade Federal de Gois, Brazil; professormarcoandre@gmail.com
Este estudo tem por objetivo geral compreender como a utilizao de
jogos em sala de aula de lngua inglesa por contribuir para o processo de
aprendizagem do idioma. Trs tipos de jogos foram selecionados: o jogo da
memria, o jogo de tabuleiro e o jogo de descrever, e foram realizados numa
perspectiva colaborativa. A pesquisa foi realizada em uma turma de ensino
fundamental, com alunos com nveis diferentes de conhecimento lingustico
da lngua inglesa de uma escola pblica de Goinia, no primeiro e segundo
semestres de 2015. Buscamos na teoria sociocultural o suporte terico para
nossa investigao. Do ponto de vista metodolgico, realizamos um estudo
de caso e baseamo-nos nos princpios da pesquisa qualitativa para a coleta
e a anlise dos dados. Os resultados revelaram que os jogos contribuem
para a aprendizagem de LE, pois, por meio deles, os alunos coconstroem
o conhecimento, podem tornar-se autnomos no aprendizado da lngua,
e podem, por meio da colaborao e da interao, aprender e ensinar os
seus colegas de maneira efetiva. Observamos tambm que os jogos podem
fazer com que os alunos usem estratgias que vo lhes beneficiar durante
a realizao das atividades e, tambm, favorecem uma maior interao,
tornando o aprendizado da lngua mais significativa.
2:00pm - 2:30pm
Moving the Yoruba learners monolingual dictionary project forward:
Exploring innovative international collaborative learning
George Alao
Institut national des langues et civilisations orientales, France;
alaogeorge@yahoo.fr
The Yoruba Learners monolingual dictionary project (YLMDP) is based on
Lev Vygotskys Social Development Theory suggesting that the potential for
cognitive development depends upon the zone of proximal development
(ZPD) which has highlighted the place of learning through social interactions
and made way for such ideas of group learning as Collaborative Learning.
In YLMDP, small groups of intermediate learners of Yoruba at the Institut
national des languages et civilisations orientales (INALCO, Paris, France) are
formed and encouraged to improve their knowledge of the African language
they are learning by participating in an innovative collaborative project that
requires them to work together at defining, in the target language, each
of the nearly 500 words in the Word List at the end of their previously-
used Yoruba dun un so (Karin Barber, 1984) language manual. While helping
to increase their vocabulary, the ultimate goal of the project is to guide
learners through the creation of a simple monolingual Yoruba Learners
dictionary made by learners and useable by they themselves and other
learners of the language. We recently (NCOLCTL Conference, April 2016)
explored the goals and objectives of the project while analysing different
areas of learners participation and highlighting its successes, challenges
and prospects.
Given the interest this collaborative learning project has attracted for inter-
institutional collaboration from abroad, especially from some members of
American Association of Teachers of Yoruba, this paper explores ways of
moving the project forward by addressing such issues as: selling a European
idea to US institutions, integrating new technology into collaborative
learning, choosing learner activities, forming participating groups, defining
instructors roles, handling official language and intercultural communication,
geographical distance and time zone difference, diversity and cultural
norms, without ignoring learning standards and assessments.
2:30pm - 3:00pm
Flipped classroom 3.0: ESL digital collaborative through student-created
multimedia materials in a college writing course
Mairel Charm Moreto Damon, Olga Filatova
Miami University Oxford, Ohio, United States of America;
moretomc@miamioh.edu
This paper describes the process involved in designing a collaborative
flipped classroom project, student-led and created (Kearney & Schuck, 2005;
2016), in an ESL college composition and rhetoric course, and provides its
audience tips on adapting the project in their teaching contexts. The project
is an adaptation of the currently popular teaching methodology and tool,
the flipped classroom (Bergman & Sams, 2012; Blythe, Sweet & Carpenter,
2015), and the widely produced instructional composition channels online,
focusing on increasing student participation and collaboration by creating
multimedia instructional materials to supplement major course readings
and assignments. This project addresses cultural variations in classroom
participation and expectations, and encourages active learning within the
process of students applying linguistic and course content expertise. It
provides students materials in digital interactive forms before each class,
designed to facilitate better understanding and retention of lessons and
improved performance within and outside the classroom. The design
process consists of students choosing from a reading topic list, creating
a summary for the reading using PowerPoint, composing a transcript to
mimic a flipped classroom storytelling/lecture format, and later adding
audio to the summary for publication on YouTube for class and general
consumption. Instructor feedback and campus technology and peer support
are available throughout the entire process to allow students to revise their
multimedia projects several times throughout the semester. Ultimately, the
project exposes the students to rhetorical composing expectations and
accessible multimedia software and skills. The authors acknowledge that
its implementation may be limited by the skills and resources expected of
the participants and project. However, student-led and created instructional
materials could be produced in various complexities as per student expertise
and level.
3:00pm - 3:30pm
La enseanza explcita y laadquisicinde la prosodia en L2
Cristina Uribe
Universit du Qubec Montral, Canada; uribe.cristina@gmail.com
Esta ponencia tiene como objetivo presentar un estudio realizado en
Montreal (Canad) sobre el impacto que tiene la instruccin explcita
sobre la produccin oral y la fluidez de los estudiantes de espaol como
lengua extranjera. En este estudio, la instruccin explcita se centr en la
enseanza de los fenmenos de enlace del espaol hablado, la sinalefa y
el encadenamiento. El enlace entre las palabras es una caracterstica del
espaol (Quilis,1993). Por esta razn, autores como Chela-Flores (2006) y
Santamara-Busto (2007b) han manifestado la importancia de trabajar estos
308
fenmenos desde los primeros niveles de enseanza con el fin de mejorar
la produccin oral y la discriminacin lexica de los estudiantes. Cuando
hablamos de enseanza de la pronunciacin, la pregunta ms frecuente que
nos hacemos es qu elementos debemos ensear? Al respecto Firth (1993)
propone que el proceso para elaborar una intervencin en pronunciacin
debe constar de cuatro etapas: identificar las variables sociodemogrficas
de nuestros estudiantes, recoger muestras de sus producciones orales,
hacer un diagnstico y disear un programa para trabajar sobre las
dificultades identificadas. Este estudio nace de observaciones empricas
las cuales muestran que los estudiantes tienden a separar las palabras en
lugar de enlazarlas como lo hace el locutor nativo. La investigacin cont
con la participacin de un grupo experimental y de un grupo control. La
metodologa se dividi en tres etapas: pre-test, intervencin pedaggica,
post-test. Los datos recogidos fueron evaluados por tres jueces externos.
Los resultados obtenidos muestran que la enseanza explcita de los
fenmenos en cuestin tuvo un impacto positivo sobre la produccin oral
de los estudiantes. Adems, se observ una correlacin entre la realizacin
de estos fenmenos por parte del estudiante y el nivel de fluidez percibida
por el locutor nativo.
3:30pm - 4:00pm
Material didtico para o ensino de Ingls: uma proposta por meio da Pedagogia
de Multiletramentos
Patrcia Costa
SME-RJ, PG-UFRJ; patriciahscosta@gmail.com
No Programa Rio Criana Global (PRCG), todos os alunos do ensino
fundamental da rede pblica municipal de educao do Rio de Janeiro
possuem aulas de Ingls, inclusive os discentes do Programa Acelera Brasil,
cujo objetivo corrigir o fluxo escolar de alunos com defasagem idade/ano
escolar.
Dentre as caractersticas do Programa Acelera Brasil, temos a utilizao
de materiais didticos elaborados exclusivamente para o seu pblico alvo.
Na contramo deste aspecto, a Secretaria Municipal de Educao (SME-
RJ) determina que os livros didticos de Ingls Zip From Zog 5A e 5B,
utilizados com os alunos do 5 ano do ensino fundamental, tambm sejam
empregados nas aulas de Ingls do programa de acelerao em questo.
Em minha pesquisa de Mestrado, no Programa de Ps-Graduao em
Interdisciplinar de Lingustica Aplicada da Universidade Federal do Rio de
Janeiro, investiguei a adequao dos livros didticos Zip From Zog 5A e 5B
ao Programa Acelera Brasil.
Partindo do princpio de que estes livros didticos no se adequam ao
Programa Acelera Brasil, e consequentemente, deixam a desejar no que
diz respeito ao PRCG como um todo, o objetivo da minha pesquisa de
Doutorado desenvolver unidades didticas para o ensino de Ingls no
5 ano do ensino fundamental do PRCG, de forma a atender demandas
relacionadas prticas situadas de ensino de Ingls, apresentao dos
aspectos formais da lngua, com propsito sociointeracional e crtico, e
formao dos alunos como cidados problematizadores e participativos.
Nesta comunicao, apresentarei a primeira unidade didtica elaborada
em minha pesquisa doutoral. Pensando nas demandas mencionadas
anteriormente, o material didtico proposto estruturado por uma
Pedagogia de Multiletramentos (COPE & KALANTZIS, 2000; KALANTZIS
& COPE, 2012) e fundamentado em uma concepo sociointeracional
(VYGOTSKY, 1991 [1978]) e crtica (LUKE & FREEBODY, 1997; CERVETTI et al.,
2001; NICOLAIDES & TILIO, 2011) de ensino-aprendizagem.
4:00pm - 4:30pm
Mitos, PCN e PNDL: marcas da cultura popular em livros didticos de ensino
fundamental.
Jorge Jablonski1, Maria De Lima2
1IFRN, Brazil; 2UFRN, Brazil; jorge.jablonski@ifrn.edu.br
Este trabalho tem como objetivo geral analisar a presena dos mitos,
como marcas da cultura popular (e do folclore) em uma coleo didtica
bem avaliada pelo Programa Nacional do Livro Didtico (PNLD). Nossas
anlises iniciais demonstram que parece haver um conflito entre aquilo que
da ordem da oralidade e o que seria da literatura oral, tanto nos LD
em anlise quanto nos textos que orientam a organizao dos LD, caso dos
Parmetros Curriculares Nacionais (PCN) e do Programa Nacional do Livro
Didtico. Observamos que no trabalho com textos cuja temtica , de modo
geral, a cultura popular parece haver um movimento de naturalizao
entre esta temtica e as atividades de leitura e escuta dos textos, estando a
o trabalho com a escrita negligenciado. Teoricamente, tomamos como base
a anlise tridimensional de Fairclough (1989; 1997; 2001) para compreender
que a construo de um livro didtico se realiza a partir das relaes de
poder e saber entre as diretrizes governamentais que regem a educao,
como os PCN e o PNDL. Observamos que o LD busca responder s
exigncias do PNLD, quando inclui determinados contedos temticos em
sua composio, mas esta resposta no implica que o trabalho lingustico
elaborado no LD contemple, por outro lado, as exigncias de um trabalho
significativo com a linguagem oral ou escrita.
SIMPC9
Time: Thursday, 27/Jul/2017: 1:30pm - 6:00pmLocation: Louvre I
Queer linguistics: innovations and challenges to applied linguistics
Organizer(s): Tommaso M. Milani (University of the Witwatersrand,
Johannesburg), Erez Levon (Queen Mary University of London)
Applied Linguistics has been famously defined as the theoretical and
empirical investigation of real world problems in which language is a central
issue (Brumfit 1995: 27, emphasis added). Interestingly, gender and sexuality
have been of peripheral interest to applied linguists. And even when these
categories are brought under the analytical spotlight, they are investigated
mainly in teaching and learning contexts. Against this backdrop, the aim of
this symposium is twofold. First, by investigating texts from popular culture,
advertising, online chats, personal narratives as well as scholarly work,
the contributors to the symposium illustrate how gender and sexuality are
key loci of the production and contestation of real world problems in a
variety of discursive and material sites, which are not limited to teaching
and learning environments but also encompass the built environment and
other public spaces, as well as our own knowledge production. Second, the
highlighting of gender and sexuality in the symposium is underpinned by a
broader queer stance that rejects a minoritising logic of toleration or simple
political interest-representation in favour of a more thorough resistance to
regimes of the normal (Warner 1993: xxvi). In this way, through examples
from a variety of contexts Brazil, Colombia, Israel, South Africa, and the
United States the symposium seeks to challenge some epistemological
normalities in applied linguistic research and proposes academic practices
of thinking differently (Foucault 1984) about applied linguistic issues. Such
modes of contrarian thought include inter alia a resistance to academic
mainstreaming and institutionalization hence the low-case letters of queer
linguistics in the title of the symposium as well as a queer self-reflexive
critique of the very grounds on which work inspired by queer theory rests:
its privileging of anti-normativity and of Northern/Western subjectivities as
objects of inquiry.
Details of the Symposium Papers
Israel as homotopia: Normativity and anti-normativity in the discursive
construction of gay Palestinian subjectivities
Erez Levon1, Tommaso M. Milani2
Queen Mary University of London, 2University of the Witwatersrand,
1
Johannesburg
Israels nation-branding strategies have been scrutinized in a burgeoning
body of scholarly work that demonstrates how Israel presents itself as a
national haven for gay and lesbian constituencies both tourists and locals
within an allegedly retrograde and oppressive Middle East. Because of
309
the privileging of state discourses as objects of analysis, such scholarship
has contributed to producing a grand-narrative of Israeli homonationalism
as an all-encompassing and fairly unchallenged project. What often remains
sidelined is the ambiguous entanglement of complicity and resistance within
Israel to the homonationalist project. In this paper, we investigate these
ambiguities through an analysis of the recent documentary Oriented, and
the media debates surrounding it. Produced by the British director Jake
Witzenfeld together with the Palestinian Qambuta Productions, Oriented
presents the lives of three gay Palestinians who hold Israeli passports, vote
in Israeli elections, speak primarily in Hebrew, and yet they cant and wont
call themselves Israeli, because they are Palestinian (McDonald 2015).
With the help of an analytical framework that brings together Foucaults
theories of space with linguistic and visual analysis, the paper illustrates the
identifications with, and disidentifications from, both Israeli and Palestinian
nationalist discourses. We argue that this cacophony of normative and anti-
normative acts of multiple national belongings, in turn, creates the image of
Israel as a homotopia, a place that is simultaneously utopian and dystopian
for Palestinian gay subjectivities
Excitable Signs: a Politics of the (Re/De)Entextualization of Injurious Semiosis
Rodrigo Borba
Federal University of Rio de Janeiro
Linguistic Landscape (LL) scholarship has focused on the role of language
and other forms of signage in the understanding, negotiation, configuration
and contestation of public spaces. The recent interest of LL in the sexual/
gendered quality of public signage has focused on what Milani (2014) calls
banal sexed signs. This paper challenges LL researchers to look at a quite
different kind of sexed signs: those that entextualize hate discourse and
become highly visible signposts of the discursive construction of public
spaces and of the individuals who are granted free passage in them. Inspired
by queer theorists critique of the politics of hate speech, I ask: May signs
wound? To address this question, I draw on ethnographic fieldwork at the
So Salvador Square, in Rio de Janeiro. Located in the heart of Flamengo, a
middle class and overwhelmingly white neighborhood, the square has been
recently claimed by left-wing and queer activists as a place of resistance.
Their presence did not go unchallenged, though. In April, 2016, the doors
of a bookshop in the square were inscribed with what I call injurious signs:
Fag! Butch! Oust Dilma! etc. Some days later, a group of activists painted
a Lotus flower over the offensive words. The newly painted doors of the
bookshop did not last long. New injurious signs were painted over the
Buddhist symbol of purity. Once again action was taken and currently the
image of two hands joined in victory and painted with the rainbow colors
decorates the landscape of the square. Grounded on an archive of images
that tell this semiotic story as well as on interviews with the squares regulars
I discuss the politics of the (re/de)entextualization of injurious signs and how
it semiotically as well as spatially contests sexual and political dissidence in
contemporary Brazil.
Cosmetic Surgery of Womens Bodies in Colombia: Fitting, Contesting or
Creating New Norms
Elana Shohamy1, Doris Correa2
1
Tel Aviv University, 2Universidad de Antioquia
Shaping the bodies of women by powerful industries has been a widespread
phenomenon worldwide, especially in Colombia where a long tradition of
plastic surgery exists and where many women undergo it at an early age. The
phenomenon is manifested via multiple types of Linguistic Landscape (LL)
displays in public spaces. In our previous research, we focused on billboards
displayed on major roads and highways around Medelln, Colombia. We
also compared Internet sites where Colombian clinics marketed different
types of aesthetic procedures, such as breast augmentations, butt implants
and liposuction, to both national and international audiences. We showed
how these LL sites contributed to the presentation of cosmetic surgery, and
particularly breast augmentation, as the norm.
This study focuses on the notion of the norm and feminist theorizing about
bodily alteration so as to conform to gendered ideals. We expand our
consideration of LL spaces to other sites, such as magazines, newspapers,
notebook covers, and clothes tags, and explore (a) how these sites contribute
to both the normalization and contestation of cosmetic surgery, and (b)
how both female and male users of these sites react to the normalization/
contestation taking place. To address these questions, we employ a variety
of research methods, including content-analysis, Critical Discourse Analysis
and multi-modal analysis. Results from our analyses and from interviews with
women and men suggest that even though several forms of contestation
have emerged in the past few years, LL sites still largely contribute to the
construction of women who have had plastic surgery as the norm and
of others as deficient. Results also suggest that women and men react
differently to these sites representations of women and of cosmetic surgery.
We discuss the implications of these findings with a focus on education and
the adoption of critical perspectives to public spaces.
Harassed Skinscapes
Janine Harry, Amiena Peck, Christopher Stroud
University of the Western Cape
This study situates the public space as places where women and girls often
express discomfort when at the receiving-end of sexual imposition in the
public space, of which the perpetrators are largely anonymous men and
boys on the streets of Cape Town. Drawing on the notion of skinscapes
(Peck and Stroud 2015), this study explores the female body as vulnerable
signs or open persons (Goffman 1963; Gardner 1984) in largely hetero-
patriarchical spaces in Cape Town. Considering the varying degrees of
street harassment (cf. Tuerkheimer 1997), this study explores acts ranging
from subtle, non-verbal gestures, verbal commentary, physical aggravation,
sexual assault and other forms of unwelcomed conduct.
Using a phenomenological narrative analysis approach, this research
explores the narrative accounts of harassed females in selected public
spaces in Cape Town, remaining cognizant of the manner in which female
bodies are most often subjected to the male gaze. This research is thus
interested in establishing how (1) street harassment unfolds across time and
space in the lives of harasses, (2) how the spatial organization of public
spaces allow or disallow these events to unfold, and (3) how moving female
bodies are recounted as immobile in the public space. These objectives,
thus allow the researchers to map the ways in which the physicality of
spaces become grounds for street harassment. However, more importantly,
this research provides a platform on which to discuss how diverse women in
Cape Town experience their bodily perception of street harassment through
post-trauma descriptive narrative accounts. Saliently, while the women
suffer having their bodies objectified, they also recount feelings of being
pejoratively classed, crudely racialized and severely castigated for (not only)
the semiotics of their bodies, but its placement in the public space in the
moment of harassment.
Where do Queer Linguistics and Language Revitalization Meet? Indigenous
Language Reclamation in Two-Spirit Activism
Jenny L. Davis
University of Illinois, Urbana-Champaign
In the linguistic research on indigenous language documentation and
revitalization (especially that focusing on Native North America), individuals
seen as gender and/or sexual variant have been relegated to the bottom of
pages as footnote deviants (Hall 1995) if included at all. These individuals
are not completely absent from anthropological literature, however, as
scholars have examined them in relation to gender and sexual alterity.
This gap in the literature suggests that we should expect very little overlap
between contemporary Two-spirit and queer Native language practices
with larger systems of indigenous language use, loss, and reclamation.
Drawing on a decade of ethnographic research in both language
revitalization contexts and the Two-Spirit movement in the United States, I
demonstrate that Two-Spirit meetings and gathering are frequent spaces for
indigenous language use, and that Two-Spirit individuals are key players in
contemporary indigenous language dynamics. From prayers, teasing, and
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presentations in indigenous languages; the near constant use of American
Indian English; comparative and meta-discursive discussions of linguistic
properties within and across language families; and finally, discussions of
language endangerment, revitalization, and activism, I demonstrate that
Two-Spirit gatherings are central to considerations of indigenous language
use. Additionally significant is the role many participants play in language
revitalization in their own communities, where Two-Spirit individuals have
been instrumental in local and broader indigenous language activism efforts
through creating language revitalization methodologies, teaching language
classes, or being active indigenous language learners and users. I argue
that, rather than anomalies of indigenous language use, Two-Spirit linguistic
practices are instead representative of multi-tribal, multi-lingual settings
that are, for many Native Americans, at the center of contemporary life
and that the intersections between the decolonial movements of language
revitalization and Two-Spirit activism may not be as great as the gaps in our
current theoretical frameworks lead us to believe.
Queering beyond the Queer: Discourses of the Everyday as Spaces for
Resistance and Theory-Building
Ana Deumert, Nkululeko Mabandla
University of Cape Town
In this paper we wish to engage with the second aim of the symposium, that
is, we will reflect on the contribution a queer stance can make to research
in the fields of sociolinguistics, applied linguistics and the social sciences
more broadly. In doing so we position queer studies within a broader
epistemological and theoretical project that also includes feminist studies,
postcolonial/decolonial studies, crip studies and Black studies. These fields
of teaching and research are characterized by a strong commitment to
inter- and transdisciplinarity, and provide a critical space that pushes the
boundaries of what is embraced as normative (Matebeni and Pereira 2014:
7). Based on our collaborative work on black queer visibilities in a rural
South African town (Deumert and Mabandla in preparation) as well as on-
going work on international migration (Mabandla in preparation), we argue
that resistances to a normalizing gaze can be found not only in the theories
articulated by critical scholars, but also importantly in theories that are
formulated in everyday discourses by ordinary people. Methodologically
the paper draws on long-term ethnographic fieldwork in rural South Africa,
including video as well as audio data. In our analysis of these discourses we
focus on the ways in which everyday talk about living-in-diversity engages
with diverse notions of human sociality and co-existence. In doing so we
will pay particular attention to the expression of emotion and affect (Ahmed
2004). We will show how emotions circulate in these discourses socially and
historically, and how talk about feelings can be used to resist the oppressive
forces of that which is deemed to be normal.
The rights they claim over our bodies: Intersex experience and biomedical
regimes of the normal
Brian W. King
City University of Hong Kong
This study focuses on perceptions and attitudes of intersex research
collaborators in the USA concerning medicalized language and intersex
experience. Intersex people are those who are born with bodies that do
not fit into the strictly binary male/female classificatory systems which are
socially constructed, ideologically driven, and pervasive across society. Data
for analysis is taken from Google Hangout discussions of the Intersex and
Language Research Group and supplemented by face-to-face ethnographic
interactions. Specifically the data comprise a critical discussion about the
medical nature of most English terminology for describing intersex bodies
and realities. The collaborators discuss the power of doctors to shape
language, and thus knowledge, about intersex bodies while ignoring the
subjective embodied experience of intersex people themselves. They also
explore possible strategies for resisting biomedical regimes of the normal
through creative language use, reporting that certain terms (e.g. for intersex
genitalia) are reappropriated and others coined depending on contexts
that vary from educational to social to intimate encounters. The analysis
focuses on the collaborators metadiscursive awareness rather than their
performance, providing valuable insight into how discourse functions in their
social lives as they work to reclaim power over how their bodies are spoken
about and thereby to reclaim the power to render their bodies and identities
intelligible to non-intersex people and to one another. The findings serve
to demonstrate that both expert and folk metadiscourses are ideological
while also valuable for the empirical study of language in use. Finally, by
blurring the boundaries between expert and non-expert, the chosen
methodology challenges certain epistemological normalities in applied
linguistic research, forcing us as researchers to think differently about our
own power to shape knowledge. Compared to other methodologies that
privilege the researchers own regimes of knowledge, metalinguistic and
metadiscursive lines of investigation prove to be more respectful and more
revealing.
Discussant
Branca Falabella Fabricio
Federal University of Rio de Janeiro
Discussant
SIMPC15
Time: Thursday, 27/Jul/2017: 2:30pm - 7:00pmLocation: Louvre III
Innovations and Challenges on Research In Language and Race
Organizer(s): Glenda Cristina Valim de Melo (Universidade Federal do Estado
do Rio de Janeiro), Ana Lcia Silva Souza (Universidade Federal da Bahia)
Although race studies are rather developed in the Social Sciences in general
(Gomes, 2010), in Applied Linguistics issues specifically related to language
and race have been given relatively little attention. This is surprisingly
so because of the growing awareness in the academic world of the role
language plays in the construction of who we are or can become and
also because of the increasing social problems related to race which are
presently seen world widely. After a period of intense battles fought by racial
social movements, which seemed to have advanced relatively progressive
policies in the racial arena by the end of the 20th century in many parts
of the globe, race has again become a crucial factor in determining social
justice in a moment which has largely gone neo-liberal and conservative.
This may be explained, on one hand, by an unending colonization/
occidentalization process of the world and, on the other, by the intense
migration processes we live nowadays, which makes racial alterity more and
more present in everyday life. Having in mind Mbembes perspective (2015)
that race is an invention, in this symposium we aim at addressing race in
its intersectionalities with gender, sexuality, social class, ethnicity, nationality
etc. so that we can more clearly grasp where, how and when its invented
nature is discursively naturalised or performed. In the last analysis, we aim
at drawing attention to: a) how some bodies are racialized and, as an effect,
are de-humanized or made abject (BUTLER, 2004; MELO; MOITA LOPES,
2015); and b) how such bodies can be invented differently (FOUCAULT,
1985; FABRCIO; MOITA LOPES, 2014; SIMAS, 2016). Participants will focus
on online/offline contexts in different parts of the Americas and will make
use of diverse discursive theoretical-analytical as well as methodological
frameworks.
Details of the Symposium Papers
Autobiographical narratives of Black Language Teachers
Aparecida de Jesus Ferreira
Universidade Estadual de Ponta Grossa
Social identities of race is an issue that has been discussed lately in the field
of applied linguistics all over the world and also in Brazil, considering the
need to include all social identities as part of schools, curricula and society.
Changes to the Brazilian curriculum in relation to the issues of race took
place in January 2003, with the Federal Law 10.639/2003, which made the
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teaching of African and Afro-Brazilian history and culture mandatory (Brasil,
2005). The contribution of this legislation to education in Brazil was welcome
in terms of addressing issues that were previously absent in curricula and in
teacher training courses. This presentation aims to reflect on autobiographic
narratives about black language teachers. Over the last few years, much
has been done in the field of narrative research (Clandinin; Connelly, 1998,
2000); regarding the identity of language teachers (Pavlenko, 2007; Norton
& Early, 2011; Barkhuizen, 2013); and in the field of critical language studies
and critical race studies that considers the importance of narratives (Ladson-
Billings, 1998; Pennycook, 2001; Kubota & Lin, 2009). In order to reflect
about race I use the theoretical framework that arises from Critical Race
Theory (CRT) and critical race literacy, and this was the basis for the data
analysis (Ladson-Billings, 1998; Mosley, 2010). The narratives were gathered
during a course about Language teacher education that I teach as part of
an MA course in Brazil. The research showed the personal benefit to the
language teachers of reflecting about an issue that is very important and
difficult to discuss in Brazilian society. The narratives revealed that, in one
way or another, the issue of race was present in the teachers lives, i.e. in
schools, universities, their families, and also in their classrooms as teachers
(De) Reconstructing Relationships of Language, Race, and Power in a
Secondary Classroom in the USA
David Bloome1, Ayanna Brown2
The Ohio State University, 2Elmhurst College
1
Scholarship on language variation and education has suggested that the
state (and the dominant culture/linguistic group) promulgates a standardized
language through schooling as a means for national definition and the
maintenance of social, political, economic and racial hierarchy. The promotion
of a standardized language through schooling is accompanied by denying
legitimacy to other languages and dialects. Yet, although the state may
promote a standardized language as a means to promote a racial hierarchy
at the level of everyday life people may resist such linguistic hegemony
and reconstruct relationships among languages and dialects. We examine
the case of a secondary school classroom in the U.S. in which the teacher
sought to reconstruct language hierarchies and their intimate connection
to racial hierarchies. Using microethnographic discourse analysis, we
examine the face-to-face interaction of a teacher and her students during a
lesson on a poem that employed African-American language. In this racially
diverse classroom, many students held views of language hierarchy that
positioned African-American language as improper and wrong. The teacher
engaged the students in exploring, problematizing, and reconstructing the
relationships of language, race, and the history/legacy of slavery in the
U.S. as well as language hierarchies. We argue that the deconstruction
and reconstruction of racially aligned language hierarchies requires a shift
in ontologies, on how people come to know about language. We also
argue that analysis of events such as the classroom discussion suggest a
reconsideration of the relationship and definition of macro and micro social
theorizing regarding language in everyday life.
Linguistic (In)Justice: How Black Students Experience, Navigate, and Negotiate
Linguistic Racism
April Baker-Bell
Michigan State University
Researchers (Bailey, 1965; Dillard, 1966; Jordon, 1989; Smitherman, 1972,
2006) have long argued that the language ideologies grounding our
disciplinary discourses, curricular choices, and pedagogical practices
maintain and reinforce linguistic racism, but unfortunately, empirical
evidence illustrating how this impacts Black students who communicate in
Black Language is not easy to find. There does exist a body of literature
that suggests that Black students who experience linguistic racism and
absorb negative ideologies that imply that their language and culture
are deficient, wrong, and unintelligent can develop a sense of linguistic
inferiority and lose confidence in the learning process, their own abilities,
their educators, and school in general (Hudley & Mallinson, 2014, p. 33)
(Fanon, 1952, 2008; Labov, 1970). Internalized linguistic racism not only has
tremendous academic consequences, but also economic, social, cognitive,
and psychological consequences such asfeelings of powerlessness and
inferiority, low self-esteem, unemployment, incarceration, or death. This
paper presentation will report findings from a research study that examined
how Black students in two ninth grade English Language Arts classrooms
experienced, navigated, and negotiated linguistic racism. As opposed to
narrowly focusing on their experiences in academic spaces, this paper will
also report findings of how the students understood their linguistic realities
across multiple contexts including school, community, home, etc.
Host languages and literacies of re-existence in times of displacement
Lucia Maria Assuno Barbosa1, Ana Lucia Silva Souza2
1
UNB, 2UFBA
Displace. This is an increasingly conjugated and feared verb nowadays. It
puts different people in contact and in confrontation, heightening the urgency
for new views to understand demanding social contexts of denaturalization
practices still marked by racism, sexism, classism, homophobia, xenophobia
and other conflicts. The reasons for the displacement are considered here:
ranging from unwanted and forced, spontaneous, temporary or permanent.
The objectives are also identified: to preserve and guarantee ones own life,
as well as to study, to work, etc. In any case, there is always the challenge
of establishing interactions in places/spaces that require new uses of
languages and codes, and consequently, the need to learn languages as a
factor of autonomy, which is neither a simple task nor neutral, as relationships
between people, cultures and identities are formed. Considering this
premise, recognizing the essential, political and interdisciplinary nature of
language learning, we address two constructs that we believe are powerful
for research in Applied Linguistics: 1) the concept of the host language
(BARBOSA; SO BERNARDO, 2017 - in press) - based on other aspects -
such as: the mother tongue (L1), second language (L2), foreign language (FL)
and language for specific purposes (LSP) - to support actions developed in
programs and projects of teaching Portuguese to immigrants in situations
of vulnerability and 2) literacies of re-existence (SOUZA, 2011) which, when
dealing with language use in different modalities, highlights the importance
of reinventing traditions and cultures to construct and communicate identities
in the midst of everyday life. We believe that it is feasible to establish an
alliance between the host language and literacies of re-existence as it can
be productive for studies and practices of teaching and learning languages
concerning realities that bring situations of displacement and new migration
to the forefront.
The names of racism in Mexico
Marisela Coln Rodea
Universidad Nacional Autnoma de Mxico
In Mexico the racism exists, but the majority of the population does not
recognize it says CONAPRED. Discrimination and racism, an action and
an attitude respectively, were subjects studied in a wide and critical way
during the 20th century, its historical, anthropological and cultural character
was indicated (Stavenhagen, 2014). In the 21st century discrimination and
racism are again topics of violent and dangerous discourses, based on lies
these speeches find echo in the racism that prevails in Mexico towards what
is indigenous, what is moreno and what is poor. Robinson (2016) states
that the dimension of extreme racism and its anti-globalization and neo-
fascists discourses look for preventing the overthrow of the current system.
The politicians of extreme-right acquire bigger presence and find support
in majorities many times of the middle class. Disqualifying to the other one,
to insult him appealing to the linguistic mechanisms of which the insult is
served is the most ostensive and most effective resource to achieve such
purpose. Our object of study they are not these antiglobalization and neo-
fascists, discourses not even their linguistic mechanisms of verbal violence.
It interests us to document the forms of discrimination and of racism that we
live in Mexico, to identify the lexical units that name them and the semiotic
and linguistic mechanisms that represent them. We look for answering two
questions: Which are the current forms of discrimination and of racism? How
to name what we live? In order to reach our goals we analyze a corpus of 20
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multimodal texts Online and Offline that are contributed data on the subject
and allow making the phenomenon visible. We find that the discrimination
and the racism invisiblased justify the social inequality and the abuse of the
power in Mexico.
Negra, morena, maybe pretinha: Choices African Americans make in self-
categorization when speaking blackness in Brazil
Uju Anya
Pennsylvania State University
This paper explores the experiences of African American college students
learning Portuguese in Afro-Brazilian communities. The students learn
about linguistic, historical, sociocultural, ideological, and political filters
through which seemingly simple choices such as racial self-categorization
must pass, along with the racialized gender and social class implications
of their options. The complex pigmentocracy governing racial identification
in Brazil presents opportunities for African Americans to be liberated from
the limitations of black and white in the United States, but also yields a
fraught process of accepting notions of race that challenge their politics
and self-concept. This process of shaping racialized selves through which
they understand and communicate their identities according to pre-existing
and newly gained understandings is what I refer to as learning to speak
blackness. Ultimately, the African American students development in the
Portuguese language is mutually constitutive of their growth into new
consciousness of how to do and how to be black in a new context. Through
experiences and participation in different communities within and outside
classrooms, the students are transformed into new ways of understanding,
doing, and speaking blackness in Brazil. Video-recorded interactions,
personal journals, interviews, and Portuguese writing assignments show
how multiple intersecting racialized identities are enacted and challenged in
new language learning. By highlighting key choices African Americans make
to name themselves and speak their material, ideological, and symbolic
selves in Portuguese, thematic, descriptive, and critical discourse analyses
utilized in this paper show how linguistic action can reproduce or resist
power and inequity.
Readers and Literature Teachers Education: Problematizing Racial Relations in
Basic Education in Brazil
Mria Gomes de Oliveira
UFMG
CNPq network research, Language and Literature: Race Relations,
Sociocultural Diversity and Interculturality in Portuguese-Speaking
Countries, developed by researchers from the Reading and Writing Center
/Ceale and from Racial Relations and Affirmative Actions Center/NERA, is
compromised with questions related to the teaching of literature and readers
education. Based on Critical Discourse Analysis (DIJK, 2008) reflections, it
emphasizes South/South dialogues (SANTOS:2010, MUNANGA e GOMES,
2006) and horizontal cooperation among Portuguese-speaking countries,
in accordance with Brazilian Laws 10.639/2003 and 11.645/2008 which
institute the History and Culture of Africans and Indigenous people in
Brazilian schools. In this presentation, we analyse two experiences of
Literary Literacy that contribute to the Formation of Readers and Teacher
Education of Basic Education in Brazil: the first one consists of literary reviews
produced by young students, within the Project Reader to reader: literary
literacy , Diversity and ethnic-racial relations in the 2nd cycle of formation
of Elementary School ; the second presents a In-service Teacher Education
Program developed in partnership with the University of Cape Verde, within
the scope of the CAPES/ AULP Mobility Project Which Language to teach,
Which Literature to read? Interculturality and ethnic-racial relations in Brazil
and Cape Verde .
Entextualization and race: things we do in language and on the web in
Brazilian context
Glenda Cristina Valim de Melo
UNIRIO
The racial question is still little investigated in the field of Applied Linguistic
studies in Brazil. For this reason, we aim at presenting the announcements
entextualization published in a 1824 newspaper in four classifieds posted on
a Brazilian e-commerce site in the 21st century, seeking to contribute to the
strengthening of this theme in this specific area. We also intend to discuss
the racial meanings constructed in the texts analyzed. This research is based
on the entextualization perspective suggested by Bauman; Briggs (1990)
and on the concept of indexicality order proposed by Blommaert (2010);
here, I assume that language is performance (AUSTIN, 1962; DERRIDA, 1972;
BUTLER, 1997, 2004) and race is conceived a social, historical, discursive
and performative construction. The data analyzed are sales announcements
published in a 1824 newspaper and four ads, from 2012 to 2015, selling black
people posted on Mercado Livre, a Brazilian e-commerce site. Based on
the linguistic indexes (SILVERSTEIN, 2003), the analysis indicates that black
lives are performatively constructed as inhuman, inferior, commodities and
worth less in the 21st century. We also observed that in the entextualization
process some marks of the current digital context were incorporated.
On the other hand, centuries after abolishment and social movements
struggles for equality, black bodies are still constructed unequally and the
meaning projected onto such bodies resemble those of the 19th century. We
understand that such speech acts are also effects of whiteness which need
to be discussed and investigated.
SIMPC14
Time: Thursday, 27/Jul/2017: 2:30pm - 7:00pmLocation: Louvre IV
Innovations and challenges in language as a spatial resource
Organizer(s): Suresh Canagarajah (Penn State University, USA)
Traditional structuralist orientations to language have filtered out the
spatiotemporal dimensions of communicative activity in order to define
language as a self-defining grammatical system. In the context of recent
developments in mobility, globalization, and new technology, there is an
increasing realization that shared meanings and grammatical norms are
established in situated interactions in an expansive context of spatial and
temporal resources. Applied linguists now appreciate the relevance of texts
and meanings as an assemblage of diverse social networks, material and
ecological affordances, and bodily and affective resources (Latour, 2005;
Deleuze & Guattari, 2004). Such an orientation compels us to reconsider
fundamental constructs such as context, competence, and genres. To begin
with, it becomes difficult to separate context from text as diverse spatial
and material resources of what were treated traditionally as context
mediate text. Genres of communication would be defined not in relation to
verbal resources only, but integrated with relevant participant frameworks
and ecological affordances, in what might resemble spatial repertoires
(Pennycook & Otsuji, 2015). Competence may not follow a linear direction
from deep to surface structure, as in the traditional arboreal metaphor,
but resemble a rhizome that accommodates truncated multilingualism
(Blommaert, 2010). In studying communication from this perspective, applied
linguists will also have to develop new methodological tools, distinguishing
space from place and accommodating scalar analysis to address layered
spatial and temporal mediations on talk. This symposium will feature
scholars from backgrounds in South Africa, Sweden, Japan, Bangladesh,
Mexico, Singapore, and Sri Lanka, in addition to USA, who will discuss
scalar approaches, place-making, mobility, and gestures and artifacts in
the analysis of literacy and face-to-face interactions across in situations of
language contact.
Details of the Symposium Papers
Space as practiced place: Re-envisioning multilingualism from an activity
orientation
Christina Higgins
University of Hawaii, USA
In this presentation, I discuss how De Certeaus (1984) activity orientation
to space can inform and expand current understandings of multilingualism.
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Drawing on examples from multilingual contexts in Hawaii, I demonstrate
how a spatial perspective on place foregrounds human activities and
practices, rather than geographic spaces, and hence allows us to see how
spaces are not containers for language but are in fact produced at the
nexus of material and communicative activities. De Certeaus idea of space
as practiced place allows us to examine how migrants, transnationals,
and other highly mobile populations experience space, and how they
use their language resources in their practiced places. To illustrate these
ideas, I examine two different contexts in Hawaii where different forms of
multilingualism interact with material processes to produce rather distinct
spaces. First, I explore how the spaces of Waikiki, a tourist center of the
state, are formed at the nexus of trolley routes, Japanese guide books, and
linguistic landscapes , that privilege Japanese and English. Then, I turn to
an analysis of Honolulus Chinatown, where I examine how Cantonese,
Mandarin, and English emerge in contexts of superdiverse human activity at
banks, restaurants, and shops. The presentation ends with a discussion of
how a spatial view of multilingual practices encourages us to reconsider the
static quality of many key concepts in sociolinguistics in favor of the dynamic
capacity of an activity orientation to space and place.
Rescaling communicative activity in the global farmland: The linguistic
practices of migrant farmworker youth
Peter De Costa, Lorena Gutierrez
Michigan State University
Transnationalism and hyperglobalization have irrevocably changed the
agricultural economy in the U.S., resulting in a highly mobile and fluid pool
of migrant and seasonal farmworkers who circulate across the country in
accordance with seasonal changes (Torrez, 2013). Disturbingly, the linguistic
practices of the children of these migrant and seasonal farmworkers, who
often face economic, linguistic and cultural barriers in pursuit of an education,
fail to gain adequate language support in schools. This lack of support
stems in part from the way in which these practices are theorized from a
monolingual perspective that constructs language as a self-standing system
based on grammar and rooted in cognition. In contrast to such an approach
and adopting a translingual and practice-based orientation (Canagarajah,
2013), that is, one that posits language resources as mobile, fluid, and hybrid,
we examine how Latin@ migrant farmworker youth navigate language and
identity in a General Education Developmental (GED) granting migrant
education program. Specifically, we illustrate how they refashion their past,
present and future (Smith & Thompson, 2016) in ways to make sense of their
lived realities. Our investigation of their translingual practices, in particular,
provide new insights into how talk is mediated as these youth move across
space and time against a wider sociopolitical and backdrop that inevitably
sets them against discourses of immigration. Drawing from three years of
ethnographic research that included participant observations, fieldnotes,
platicas (informal conversations), home visits, and individual interviews, we
invoke scalar analysis as a category of practice (Canagarajah & De Costa,
in press) to reframe and reconceptualize communicative activity from an
ecological perspective, while also detailing the ways in which migrant youth
make meaning and place make in contemporary U.S. society.
The functions of embodied actions and classroom artifacts in ELF academic
interactions
Yumi Matsumoto
University of Pennsylvania, USA
This presentation reports on a qualitative study of English as a lingua
franca (ELF) speaker use of embodied actions and classroom artifacts in
multilingual writing classrooms at a U.S. university. It conceives of embodied
actions and classroom artifacts as a part of ecological affordances that
ELF speakers can coordinate with speech. Employing sequential analysis
with ethnographic information, the data analysis illustrates various roles of
non-verbal, multimodal interactional resources when ELF speakers resolve
miscommunication. The analysis reveals how the multilingual teacher
effectively exploits students embodied actions as body quotes (Keevallik,
2010), which enables the meaning of an abstract concept to be visible. This
is closely related to a raising explicitness strategy (e.g., Kaur, 2009, 2011;
Mauranen, 2012), which has been identified as a significant communicative
strategy among ELF speakers. Regarding the functions of classroom objects,
the analysis demonstrates the unique roles, including 1) the information on
the projected screen becomes a point of reference shared among class
members; and 2) the handout controls and organizes classroom interactional
structure. Specifically, the visual, spatial representations afforded by
classroom artifacts, finely coordinated with gestures and embodied actions,
appear to provide affordances that mediate speech. I argue that ELF
pragmatic research should integrate ecological and bodily interactional
resources into the analysis by developing a multimodal orientation to ELF, in
order to complexify the notion of ELF speaker communicative competence.
Polyglot Intercultural Practices in Scientific Communication
Andrea Bogner, Barbara Dengel
Universitt Gttingen, Germany
Departing from culture-specific scientific interaction the presentation seeks
to elaborate the specific potential of polyglot intercultural practices in
scientific communication. The authors analyze constellations of mediation
as exchange processes in international academic settings with special
emphasis on the reciprocal condition of the participants foreignness. The
contribution aims to investigate the development of forms and methods of
mediation that enable the participants to engage in procedures of (cultural)
comparison thereby achieving a differentiation of spaces of knowledge
and generate an epistemic diversity which would not be realized in a
monolingual mode.
Something happening here: Researching the global in place
Mastin Prinsloo
University of Cape Town, South Africa
Following the spatial turn in language theory, space is seen as an agent
in linguistic processes, no longer a neutral background. Languages which
were once seen as unified and homogeneous systems are placed, in an
entanglement and assemblage of bodies, material objects and practices
in space-time. Standard language varieties are only distinct objects to the
extent that they are treated as such by situated actors, while associations
of prestige and power with particular standard language varieties endure
across social, educational and other institutional contexts in ways that require
examination and explanation. Research has to account for both the fluidity
and diversity of language resources that are used in practice and to the
contrastingly rigid construction of language policies in educational and other
institutional settings. The research discussed in this paper is both school-
based, with evidence of translanguaging across a version of classroom
English and an everyday version of non-Standard isiXhosa in classroom
interactions; and out-of-school based, digitally mediated interactions
characterised by transgressive repertoires involving nonstandard uses of
language and media. Scale is the term used in sociolinguistic scales theory
to explain how language inequalities happen in interactions on the borders
between sociolinguistic and social spaces that are hierarchically stratified
and ordered. The argument made here, however, is that such an emphasis
on scaled relations between centres and peripheries is not adequate to the
task of explaining situated social and linguistic complexity and that scale as
an epistemology that is tied to a global-to-local continuum diverts attention
from the concrete details of peoples action and interactions in the spaces
where they reside and act. Instead, the idea of longer and shorter networks
of people and things in space-time is developed, as an alternative to the
theorisation of the global as a scaled system.
Bourdieu, language and spatiality: On competence as a linguistic sense of
placement
Linus Sal
Stockholm University, Sweden
Applied linguists increasingly seek to grapple with the relations between
academic knowledge production, language and location (e.g. Lillis & Curry
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2010). In Swedish academia, English is ever more understood as a pivotal
resource for mobility, allowing access to globalizing markets of knowledge
exchange. Concurrently, however, as publicly funded major players on the
labor market, Swedish universities are nationally embedded. Accordingly,
those who dwell in Swedish academic life are compelled to shuttle between
different social and physical spaces, and to align with the ideological
complexes of ways of using language therein (Canagarajah 2013). This
paper accounts for this form of practical language knowledge by focusing
on the translingual action that feed into the production of English-language
texts (cf. Latour & Woolgar 1979). Here, Bourdieus social orientation to
competence and spatiality is valuable. For Bourdieu, the mastery of language
is inseparable from the practical mastery of situations in which a particular
usage of language is socially enabled. Speakers, he holds, are sensitized to
the value of their linguistic assets as a result of their enduring experiences of
occupying positions in social space. Correspondingly, an agents linguistic
sense of placement is inscribed in the habitus as a bodily, practical sense
of knowing ones place in relation to market assessments, which reflexively
orients discourse. Illustrating these dynamics using workplace data (Sal
2015; Sal & Hanell 2014), I will show that the use of English among Swedish-
speaking researchers is socially constrained by the unease of being out
of place. Conversely, speaking Swedish with other Swedish-speakers who
share a similar sense of space (Hanks 1996) is conceived as natural; that
is, aligned to the power of acceptability imbued in these situations. This
approach to embodied experience as construing spatiality among socialized
speakers brings forth a refined understanding of appropriate language and
the value-attributions of social space.
Essay Writing as Spatiotemporal Resource for Citizenship in Classrooms,
Nation-States, the Kingdom of Heaven
Mary Juzwik1, Sandro Barros2, Cori McKenzie2
Michigan State University, USA, 2Michigan State University
1
This presentation explores how certain practices of north American school-
based essayist writing can participate as resources for being and becoming
citizens within particular spatiotemporal assemblages (Latour, 2005). We
ground our argument in data from the practice of This I Believe essay
writing in a Midwestern US secondary English classroom, and specifically the
response of one evangelical Christian student, Charlie, who framed a This I
believe essay writing assignment as an invitation to honor God, indeed to let
God speak through his writing. The focal essay of this presentation, written
by Charlie (in English), presents a vignette about a Mayan woman who lost
her family in the Guatemalan Civil War, yet maintained her Christian faith
through this hardship. The vignette, and the remainder of the essay -- laden
with Biblical quotation and allusion -- both re-presents and enacts Charlies
belief in Gods faithfulness. We consider Charlies writing alongside classroom
interaction and curriculum, an interview with Charlie, relevant Biblical texts,
and historical accounts of the Civil War in Guatemala (and US involvement
in it); thus, the presentation situates Charlies essay writing practice and the
factors that make it possible in relation to three interacting and layered time/
spaces: the classroom, the Nation-State, and the Kingdom of Heaven.
From Strucuturalism to Spatiality in Language Studies
Suresh Canagarajah
Penn State University, USA
Traditional structuralist orientations to language have filtered out the
spatiotemporal dimensions of communicative activity in order to define
language as a self-defining grammatical structure. In the context of recent
developments in mobility, globalization, and new technology, there is an
increasing realization that shared meanings and grammatical norms are
established in situated interactions in an expansive context of spatial and
temporal resources. Applied linguists now appreciate the relevance of texts
and meanings as an assemblage of diverse social networks, material and
ecological affordances, and bodily and affective resources (Latour, 2005;
Deleuze & Guattari, 2004). Such an orientation compels us to reconsider
fundamental constructs such as context, competence, and genres. To begin
with, it becomes difficult to separate context from text as diverse spatial
and material resources of what were treated traditionally as context
mediate text. Genres of communication would be defined not in relation to
verbal resources only, but integrated with relevant participant frameworks
and ecological affordances, in what might resemble spatial repertoires
(Pennycook & Otsuji, 2015). Competence may not follow a unilear direction
from deep to surface structure, as in the traditional arboreal metaphor,
but resemble a rhizome that accommodates truncated multilingualism
(Blommaert, 2010). In studying communication from this perspective, applied
linguists will also have to develop new methodological tools, distinguishing
space from place and accommodating scalar analysis to address layered spatial
and temporal mediations on talk. This introductory talk will articulate how and
why a post-structural orientation to language has to grapple with spatiality.
SIMPC16
Time: Thursday, 27/Jul/2017: 2:30pm - 7:00pmLocation: Queluz IV
Innovations and challenges in forensic linguistics
Organizer(s): Richard MALCOLM Coulthard (UFSC)
The pattern for the two Symposia will be the same. Setting out to showcase
innovations and challenges in Forensic Linguistics there will be papers in
both symposia on authorship attribution and legal linguistics.
The first Symposium with papers in English will start with a fascinating
discussion of common law interpretations of promising, exploring to what
extent does legal analysis of whether a promise is enforceable accord with
that linguistic analysis. The second paper reports ongoing work investigating
cybercrime asking what input forensic linguists can offer and illustrating
with forensic cases of intellectual property theft and defamation. The
third paper follows on with results of linguistic analyses of online criminal
communities of practice being undertaken in order to assist the undercover
online policing of paedophile grooming and the sharing of images of abuse.
The final paper uses examples from successful appeals against conviction
to demonstrate how linguistic analysis can help to adjudicate between
conflicting claims about how judicially crucial texts were produced.
The first Symposium with papers in Portuguese and Spanish will start
with a paper about the analysis of phonological traits in forensic speech
comparison. Which will explore the nature of idiolectal style and how its
analysis can be useful in a forensic context. The second paper concerned
with the judicial view of womens rights in the discourse of Brazilian
appellate decisions on abortion. The paper argues that criminalization
of abortion plays a primarily bio political role, that the control of womens
bodies, sexuality and reproductive capacities, is basic to achieve capitalist
objectives. The third paper uses CDA to critically examine decisions of
the Brazilian Supreme concerned with vulnerable minority groups. The
final paper focuses on police reports about cases of domestic violence an
uses a critical methodology to see how the ideology of the Civil Police is
embedded in the reports.
Details of the Symposium Papers
What is a promise? Legal and linguistic perspectives
Janet AInsworth
Un. Seattle, USA
From a cultural and normative perspective, promises ought to be kept unless
there is a good excuse for breaking them. The common law, however, will
legally enforce some promises but refuse to enforce others. Speech act
theory and pragmatic analysis can help answer the question of whether an
utterance ought to count as a promise. To what extent does legal analysis
of whether a promise is enforceable accord with that linguistic analysis?
This paper will examine the under-enforcement of promises made by US
employers to their employees, despite employee reliance. I will suggest
that common law bargain contract theory fails to accord with ordinary
understanding of when promises ought to be enforced in the law, but that
315
the doctrine of promissory estoppel might better serve the cultural and
linguistic senses of what ought to count as a promise and how the law ought
to deal with disappointed reliance on those promises.
The epistemological challenges of forensic linguists in cybercriminal
contexts
Rui Sousa-Silva
Uni do Porto, Portugal
The epistemological challenges of forensic linguists in cybercriminal
contexts
Over the last decades, forensic linguistic analysis has been recurrently used
with a high degree of success, both as an investigative and as an evidential
tool, in criminal and civil cases alike. Varied proven linguistic theories have
been applied to the analysis of texts of diverse genres, produced using
different modes and media. However, the more recent technological
developments in information and communication technologies presented
new challenges for forensic linguists of which cybercrime is an example
that linguistic theories can only partly address. Consequently, new analytical
methods had to be devised to respond to these challenges.
This session reports the results of the research project CybercimeLab,
undertaken in cooperation with the Cybercrime Office of the Portuguese
General Prosecutors Office. The findings of a forensic authorship analysis
of authentic cybercriminal texts involved in real forensic cases of intellectual
property theft and defamation are presented and the most relevant and novel
linguistic features are identified and discussed. Subsequently, the relevance
of the forensic linguistic analysis of meaning in cybercriminal investigations
as a means to identify suspicious communications is discussed. The paper
concludes by debating the epistemological challenges faced by forensic
linguistics in cybercriminal contexts.
(Not) standing out from the crowd: cohesion and diversity in online criminal
communities of practice
Nicci Macleod
Uni Aston, UK
The investigation of online communications poses its own unique set of
challenges for investigators of a wide range of threats to the safety and
security of groups and individuals. This paper builds on the Assuming
Identities Online project (see Grant and MacLeod, 2016), which focussed
on linguistic identity assumption in the context of investigating online child
sexual abuse. While online grooming and abuse of children is generally
perpetrated by solitary criminals, other areas of criminal activity such as
online sharing of abusive imagery can be better characterised as being
carried out by communities of practice (Wenger, 1998), membership of
which requires familiarity with group norms, including those surrounding
communication (Eckert, 2006). We test the idea that the degree of linguistic
diversity can be a measurable feature of different communities of practice
and explore how such information can be used strategically in policing tasks
such as online infiltration.
References
Eckert, P. (2006) Communities of Practice. Encyclopaedia of Language and
Linguistics, 2.
Amsterdam: Elsevier. Pp 683-685
Grant, T. & MacLeod, N. (2016) Assuming Identities Online: Linguistics
Applied to
the Policing of Online Paedophile Activity. Applied Linguistics 37(1), 50-70.
Wenger, E. (1998) Communities of Practice: Learning, Meaning, and Identity.
Cambridge: Cambridge University Press.

In Defence of Authorship Analysis
Malcolm Coulhard
UFSC, Brasil
.Much forensic linguistic analysis is concerned with how to attribute
authorship to one of a series of two or more potential authors. However,
sometimes the judicially important questions are about how a text was
created rather than who it was created by. In this presentation, based mainly
on four important cases of miscarriage of justice where I was working for
the man who had been convicted, I will illustrate some of the cutting edge
linguistic techniques that have been used to evaluate conflicting claims
about how a given text was created. In three of the cases, the linguistic
evidence contributed to a successful appeal, while in the fourth the highly
persuasive linguistic evidence was ruled inadmissible on a technicality.
One major authorship concern of forensic linguists is student plagiarism and
analytical tools and concepts first developed for use in two of the above
cases are now used standardly aid decision-making in cases of suspected
plagiarism.
El anlisis de los rasgos fonolgicos en comparacin forense del habla
Nuria Gavalda
Uni Autonoma de Barcelona, Espana
Esta presentacin muestra los resultados de un proyecto de investigacin
llevado a cabo en la Universidad Pompeu Fabra que explora la naturaleza
del estilo idiolectal y cmo su anlisis puede ser til en un contexto forense.
Ms especficamente, el principal objetivo de este proyecto era desarrollar
un ndice de Similitud Idiolectal que pudiera distinguir entre la variacin
lingstica que se produce entre dos hablantes distintos (variacin inter-
hablante) y la variacin lingstica dentro de un mismo hablante (variacin
intra-hablante). Los resultados muestran que este ndice de Similitud
Idiolectal, en su aplicacin a un corpus de Ingls Britnico Estndar, puede
hacer esta distincin aproximadamente el 80% de veces que se aplica. Estos
resultados muestran la relevancia del estudio de la informacin fonolgica,
juntamente con otros rasgos acsticos y articulatorios, para as poder llevar
a cabo un anlisis robusto de muestras orales en un contexto forense.
El presente presentacin tambin propone el uso del trmino comparacin
forense del habla como alternativa a los trminos que se usan de manera
ms frecuente comparacin forense de locutores o comparacin forense
de voces. El nuevo trmino que se presenta evita el foco en el individuo
como hace el trmino hablante, y evita la implicacin de que se realiza
un anlisis solamente basado en propiedades de la voz como el trmino
voz implica. Al mismo tiempo, el trmino comparacin forense de habla
es anlogo con el trmino comparacin forense de texto usado en
atribucin de autora, ya que los dos se centran en la muestra lingstica
texto/habla- y no en el individuo autor/locutor.
The judicial view of womens rights in the discourse of Brazilian appellate
decisions on abortion
Debora Figueiredo
UFSC, Brasil
This presentation is part of an ongoing research about the representations
of abortion produced by the Brazilian judicial system, from the theoretical
perspectives o Critical Discourse Analysis (CHOULIARAKI; FAIRCLOUGH,
1999; FAIRCLOUGH, 2010; VAN LEEUWEN, 2008), Systemic Functional
Linguistics (HALLIDAY, 2004), coupled with discussions from the areas of
feminist legal studies (EDWARDS, 1981; MACKINNON, 1989; SIEGEL, 2007;
SMART, 1989), post-structuralism (FOUCAULT, 1984; AGAMBEN, 2002) and
public health (GRIMES, 2003; KUMAR; HESSINI; MITCHELL, 2009). The
purpose of the present work is to present some initial reflections about
decisions of Santa Catarinas State Court (TJSC) on cases of pregnancy
termination, based on a set of 11 appellate decisions produced by TJSC
between 1991 and 2014. The analysis so far indicates that the criminalization
of abortion plays primarily a bio political role the control of womens
316
bodies, sexuality and reproductive capacities, aspects of womens lives
directly linked to their autonomy, political action and full citizenship. The
taboo and stigma of abortion also hide a central economic issue: for the
capitalist and patriarchal mode of production, it is essential that child-caring
and housework should be conceived as expressions of love inherent to the
essence or the nature of women, rather than as female work expropriated
by capital. From this perspective, we can say that it is in the interest of the
normative social establishment that abortion should be perceive socially as a
denial of the nurturing nature of women, therefore an almost monstrous act.
Lingustica Forense e Identificao de Autoria Textual: Importncia da Pesquisa
Acadmico-Cientfica
Dayane Celestino de Almeida
UNICAMP-DLA
A pergunta Quem escreveu este texto? que emerge, por exemplo,
quando se tem dvidas sobre a autoria de textos literrios, histricos
ou religiosos tem sido feita tambm em contextos forenses, a fim de
solucionar crimes ou processos judiciais quando necessrio esclarecer
ou determinar a autoria de documentos tais como cartas de suicdio, cartas
e mensagens annimas (por exemplo, em caso de sequestros, chantagens,
ameaas), websites com contedo ilegal, e-mails annimos com contedo
ofensivo, entre outros. Essa anlise ganha relevncia medida que grande
parte dos textos que circulam hoje em dia so digitais, virtuais, no havendo
vestgios fsicos que possam apontar para o seu autor. Este trabalho tem por
objetivos: 1) expor alguns casos nacionais e internacionais em que a anlise
lingustica de autoria foi fundamental para o seu deslinde; e 2) discutir a
relevncia da pesquisa lingustica para esta tarefa, com foco no conceito de
estilo, e destacando a ideia de que pesquisas acadmico-cientficas devem
ser realizadas continuamente e no apenas quando um caso se apresenta,
evitando que a aplicao da teoria e anlise lingustica seja feita apenas ad
hoc, sem uma slida base emprica prvia.
O texto policial em debate: sentidos que emergem de relatrios de inqurito
sobre Violncia conjugal
Marcia Cristiane Nunes
UNISUL, Brasil
O texto policial em debate: sentidos que emergem de relatrios de
inqurito sobre
Violncia conjugal
A abordagem lingustica do texto policial configura-se um dos desafios
a serem explorados pela Lingustica Forense, em face da escassez de
pesquisas nessa rea. Neste simpsio proponho uma reflexo sobre
relatrios de inqurito policial de casos de violncia domstica conjugal
e os sentidos que se estabelecem em termos da construo lingustica
do documento. A temtica maior envolta no ensaio so os condicionantes
sociais e histricos contemporneos, relacionados violncia domstica,
em especial aquela praticada contra a mulher, e o objeto de estudo a
produo de sentido estabelecida pelo discurso empregado na elaborao
do texto policial. Pretende-se evidenciar o carter socialmente construdo
do discurso desse texto (o relatrio de inqurito), a fim de contribuir com a
reflexo terica de como a linguagem materializada na ideologia e como
est se manifesta na linguagem das instituies que se dedicam aplicao
da lei (aqui a Polcia Civil, polcia judiciria). Serviro de objeto de anlise,
vinte relatrios de inquritos produzidos em uma delegacia de atendimento
mulher de Santa Catarina. Aspectos relacionados linguagem, ao discurso
e violncia sero aqui abordados, conduzindo a uma reflexo sobre os
discursos produzidos nos textos policiais.
 C605-606
Time: Thursday, 27/Jul/2017: 3:30pm - 4:30pmLocation: Queluz VI
3:30pm - 4:00pm
DESAFIOS NO PLANEJAMENTO DE WORKSHOPS DE LNGUA INGLESA COM VISTAS
EDUCAO LINGUSTICA
Luciane Sturm
Universidade de Passo Fundo, Brazil; lusturm@upf.br
A formao de professores de uma lngua adicional (LA), no curso de Letras,
vive constantes questionamentos e reflexes, diante das problemticas que
envolvem o ensino de uma LA, neste caso, o ingls. consenso entre os
pesquisadores da rea da Lingustica Aplicada e da Educao em geral,
que aulas bem-sucedidas esto diretamente relacionadas ao planejamento
desenvolvido pelo professor. As disciplinas de Prticas de Ensino e de
Estgios so fundamentais nesse processo, por aliarem o estudo terico
prtica de sala de aula. Este estudo parte da premissa de que a linguagem
uma prtica social, pois, a aprendizagem de lnguas um direito de todo
o cidado, entendendo que, atravs de oportunidades para envolverem-se
com textos em outras lnguas, os educandos podero compreender melhor
a sua prpria realidade e aprender a transitar com desenvoltura, flexibilidade
e autonomia no mundo em que vivem e, assim, serem indivduos cada vez
mais atuantes na sociedade contempornea, [...] (Referencial Curricular
Lies do RG, 2009, p. 127). Assim, este trabalho discute o planejamento de
workshops de ingls, por meio da anlise de questionrios e da sequncia
didtica (SD) planejada, respondendo s perguntas: (1) Os estudantes
em formao demonstram conhecimento terico? (2) As SDs focalizam
na educao lingustica que v a linguagem como prtica social? (3) So
utilizados gneros textuais autnticos, como esses so utilizados? (4)
Os workshops foram satisfatrios a todos os envolvidos? Os resultados
evidenciam que o processo de formao de professores de ingls deve
ser cada vez mais dinmico e comprometido, acompanhando as demandas
da educao e da sociedade. Mais ainda, reforam a importncia de se
aliar estudos tericos prtica de sala de aula, ao fazer pedaggico,
proporcionando aos estudantes em formao a conscientizao de sua
importncia na formao integral dos alunos da educao bsica.
4:00pm - 4:30pm
Correlation between content knowledge and teaching effectiveness
Coreen Okraski1, Scott Patrick Kissau1, Mary Jo Adams2
1University of North Carolina at Charlotte, United States of America;
2Providence Day School, Charlotte, United States of America;
spkissau@uncc.edu
Teacher preparation programs face increasing pressure to adopt performance-
based assessments that provide evidence that their candidates have the
requisite content knowledge and are ready to teach using research-based
best practices upon completion of their respective programs. This pressure
is equally apparent in the field of foreign language instruction. While foreign
language teacher training programs continue to adopt expensive, time
consuming, and high stakes measures of candidate content knowledge and
effective teaching practices, few studies have investigated the correlation
between these two types of assessment. For example, do foreign language
teacher candidates who demonstrate a high degree of content knowledge
on proficiency assessments tend to obtain higher scores than their less
proficient peers on performance-based teaching assessments? In this study
involving teacher candidates in a graduate program for aspiring teachers of
French, German, and Spanish in the United States, the researchers used a
mixed methodology. Quantitative data were collected via three externally
scored and reliable assessments, and qualitative data were gathered during
teacher candidate interviews to investigate the relationship between foreign
language teacher candidate content knowledge and teaching performance.
Findings indicated that advanced content knowledge is not a predictor of
effective teaching. The results also suggested that while advanced content
knowledge is important and contributes to effective teaching, the type of
content knowledge commonly assessed on standardized assessments may
be too narrowly defined and may ignore other types of content knowledge
that are also associated with being an effective teacher. It could thus, be
argued that foreign language teacher candidates who are slightly deficient
in the common content knowledge assessed on gatekeeper performance
tests, may be able to compensate for such a deficiency with advanced
knowledge in other aspects of a broader definition of content knowledge.
Implications and applications of this finding for the field will be discussed.
C609-610
Time: Thursday, 27/Jul/2017: 3:30pm - 4:30pmLocation: Queluz VII
3:30pm - 4:00pm
A challenging innovation: Second language speech within the Common
European Framework of Reference for Languages
Bettina Beinhoff
Anglia Ruskin University, United Kingdom; bettina.beinhoff@anglia.ac.uk
This paper explores the development of L2-speech and particularly
perceptive skills in relation to CEFR level descriptions.
Rationale:
The CEFR, developed to make L2 assessment in Europe comparable, is
increasingly used globally to inform language education policies. However,
parts of the CEFR are rather underdeveloped. In particular, speech-related
CEFR sections and relevant level descriptions are vague and none of
the assumptions made therein (such as the supposed linear progression
between levels) have been sufficiently tested yet. In addition, most of the
perceptive skills mentioned in the CEFR are not linked to proficiency levels.
Previous research on L2-speech development confirms that 1) the L1
influences L2-speech perception and 2) a linear progression between levels
is likely, though only very few studies have taken the CEFR into consideration
and none have compared L2 learners from different L1-backgrounds.
Research questions:
Taking two key CEFR elements into consideration (i.e. accentedness and
intelligibility), do listeners levels of L2 proficiency determine how they are
evaluated and perceived?
What exactly are the differences in actual intelligibility between L1-
backgrounds and CEFR levels?
Methodology:
Participants were German and Spanish learners of English from each of
the six CEFR proficiency levels: A1 beginner to C2 mastery level. We tested
their 1) perception of accentedness and comprehensibility and 2) actual
intelligibility of Spanish and German L2-accented English speech (speech
stimuli were short utterances). The participants evaluated the accentedness
and comprehensibility on Likert scales; intelligibility was tested through
transcriptions of the speech stimuli.
Results:
The results reveal that proficiency levels and L1-background significantly
influence intelligibility and evaluation of L2-speech, though not as
anticipated. The transcriptions indicate very specific structures in L2-accents
that inhibit intelligibility. The results partially confirm a linear progression as
proposed in the CEFR and suggest that sharing the same L1 does not confer
an advantage in speech perception.
4:00pm - 4:30pm
Impromptu timed-writing and process-based timed-writing exams: Comparing
L2 learners performance and perceptions
Virginia David
Western Michigan University, United States of America;
virginia.david@wmich.edu
The purpose of this mixed-methods study is to compare L2 learners
performances on and perceptions of two writing exams: an impromptu
timed-writing (TW) exam and a process-based timed-writing (PBTW) exam.
Eighty-one students taking academic writing classes at a large Midwestern
317
university participated in the study. The students had 45 minutes to write an
essay for the impromptu TW exam. The same participants read an article and
watched videos about a topic, discussed the topic in groups, and planned
their essays before they wrote the PBTW exam. The order and topics of
the exams were counter balanced to diminish test or topic effects. The
participants then answered a questionnaire about their perceptions of the
exams and 18 participants were selected to participate in semi-structured
interviews. The results of the study revealed that, although the learners
scores did not differ, they expressed a clear preference for the PBTW exam
because: 1) they learned about the topic through the article, videos, and
discussion; 2) they planned their writing; and 3) they used the ideas from
the source materials in their writing. The scores that the students received
for content and punctuation were significantly higher in the PBTW exam,
while the scores for spelling were significantly higher in the TW exam. In
addition, the participants wrote significantly longer essays and significantly
more words per minute in the PBTW exam. Furthermore, they used more
sophisticated vocabulary in the PBTW exam. The scores that students
received in the exams correlated only moderately (.391), suggesting the
exams measure different constructs, with the PBTW exam measuring
reading, listening, and source integration, among other skills, in addition to
writing. The results of this study suggest that the PBTW exam may be more
appropriate to evaluate the construct of academic writing within the context
of higher education.
C613-618
Time: Thursday, 27/Jul/2017: 3:30pm - 4:30pmLocation: Venezia I
3:30pm - 4:00pm
EDUCAO INTERCULTURAL E LINGUAGEM NA FORMAO DE PROFESSORES (PARAN
-Brasil): EQUIPES MULTIDISCIPLINARES, INTER/TRANSDISCIPLINARIDADE E
MULTICULTURALISMO
Masa Cardoso1, Clris Torquato2
1Universidade Federal de Curitiba, Brazil; 2Universidade Federal de
Curitiba, Brazil; isamahisa@gmail.com
Este trabalho apresenta parte de uma pesquisa de doutorado, em
andamento, que reflete sobre as contribuies da Lingustica Aplicada
(LA) na formao continuada de docentes da Equipe Multidisciplinar de
uma escola pblica paranaense. As Equipes Multidisciplinares visam
desenvolver espaos de debates e de aes pedaggicas que viabilizem e
fortaleam a implementao da Lei n 10.639/03 e da Lei n 11.645/08, bem
como das Diretrizes Curriculares Nacionais para a Educao das Relaes
tnico-Raciais e para o ensino de Histria e Cultura Afro-Brasileira, Africana
e Indgena. Neste sentido, as equipes multidisciplinares que, como o
prprio nome indica, renem professoras/es de diferentes reas ocupam-
se de refletir e agir em relao s identidades e diferenas culturais e tnico-
raciais que constituem as escolas paranaenses, auxiliando na formao
continuada das/dos docentes nas prprias escolas. Compreendendo
que as identidades e as diferenas so constitudas discursivamente
(HALL, 2000; 1992), as aes e reflexes das Equipes se voltam para os
discursos. Uma vez que a maior parte das/dos docentes destas Equipes
no da rea da linguagem, essa formao requer uma perspectiva inter/
transdisciplinar (CAVALCANTI, 2006; KUMARAVADIVELU, 2006; SANTOS,
2010), que tambm tem orientado muitos trabalhos em LA. A proposta de
uma educao intercultural (CANDAU, 2009; 2014) e de dilogo intercultural
(JANZEN, 2005) integra essa formao. Assim, analisando relatos de
professoras/es, busca-se compreender que contribuies a LA pode
fornecer nesse processo de formao, com vistas a superar as posies
iniciais identificadas em relatos de docentes, nos quais se pode observar
que 1) a maior parte dos professores no discerne questes como etnia e
raa; 2) o ndio concebido caricaturalmente, se referindo apenas aos mitos
e lendas. No entanto, a partir de formaes em exerccio que tem mobilizado
perspectivas da LA (CAVALCANTI, 2006; 2001; 2013; KUMARAVADIVELU,
2006), percebem-se vises mais crticas e novas perspectivas sobre as
relaes tnico-raciais.
318
4:00pm - 4:30pm
Nationalism vs ethnification and the politics of language
Rose Marie Beck
University of Leipzig, Germany; rmbeck@uni-leipzig.de
As a result of the protracted colonial encounter and its anchoring in powerful
linguistic ideologies, languages in Africa have become an important marker
of difference, identity and inequality (Errington 2008, Makoni & Pennycook
2012). This can be conceptualized as resulting from a historically contingent
entanglement of language with territory and ethnicity, which played out, in
Europe of the 19th century, as a nationalist, homogenising and hegemonial
trajectory and in Africa as the tremendous fractionation of ethnic-linguistic
groups and the pervasive ethno-linguification of contemporary societies.
Unexpectedly, both trajectories can be shown to have effects at African
universities. Student protests at the University of Stellenbosch (2015-
16) that demanded the removal of Afrikaans as language of instruction,
are perceived as threat against Afrikaner identity. With South Africas
democratic transition in 1994, Afrikaans lost almost all its former institutions
of the Afrikaner nationalist project and increasingly joined the prevalent
linguo-ethnified contexts of identity politics. The opposite can be observed
for Swahili in Tanzania, where its de facto rise as a national language is
reflected in the recent (2015) decision of the University of Dar es Salaam
to use Swahili throughout the administration. As universities are, by history
and definition, national projects, academic languages cannot be owned by
an ethnic group and have no accent (Painter 2008). At the time of writing
this abstract, the role of accentless (?) Academic English remains to be
analysed.
Errington, J. 2008. Linguistics in a Colonial World. A Story of Language,
Meaning, and Power. Malden & Cambridge: Blackwell.
Makoni, S. & Pennycook, A. 2012. Disinventing Multilingualism. From
Monological Multilingualism to Multilingua Francas. In Martin-Jones, M.,
A. Blackledge & A. Creese (eds.) 2012. The Routledge Handbook of
Multilingualism. Milton Park; New York: Routledge. Pp. 441-453.
Painter, D. (2008). The voice devoid of any accent: Language, subjectivity
and social psychology. Subjectivity 23: 174187.
C619-624
Time: Thursday, 27/Jul/2017: 3:30pm - 4:30pmLocation: Venezia II
3:30pm - 4:00pm
AUTORIA NA ESCOLA: experincias de trs alunos do sexto ano com seus
professores de Ingls
Viviane Bengezen1, Lauro Silva2
1Universidade Federal de Viosa, Brazil; 2Universidade Federal de
Uberlndia, Brazil; vbengezen@gmail.com
O objetivo desse trabalho apresentar os resultados de uma pesquisa
narrativa vivida em duas escolas pblicas municipais de Uberlndia, Minas
Gerais, Brasil. Dois pesquisadores narrativos, Lauro e Viviane, interessados
academicamente em investigar as histrias de autoria, autoridade e
assinatura de alunos do Ensino Fundamental II, vivemos experincias nas
aulas de Ingls na escola, onde os alunos foram autores de textos em ingls.
O caminho terico-metodolgico que seguimos foi a pesquisa narrativa,
conforme Clandinin e Connelly (2000, 2011), Connelly e Clandinin (2006) e
Clandinin e Rosiek (2007). As conceitualizaes de conhecimento prtico
pessoal, paisagens do conhecimento pessoal e profissional, composio
de currculo familiar e escolar e histrias que nos constituem moldam nossa
compreenso narrativa do que pode ser autoria. Os resultados corroboram
as concepes de Huber, Murphy e Clandinin (2003), quando afirmam
que as histrias que nos constituem so formadas pelo aspecto histrico,
temporal, contextual e relacional e interconectam o conhecimento prtico
pessoal do professor (CLANDININ, CONNELLY, 1995) com seus contextos
de conhecimento profissional. Mais especificamente, narramos as histrias
de trs alunos: Joo, Manoela e Kamilly, que escolheram produzir um pster,
uma legenda de fotografia e um poema. As histrias criadas do resultado disciplinar, como el de la lengua inglesa. Para alcanzar el objetivo
dessa pesquisa nos ajudam a entender que os alunos tiveram autoridade planteado de mejorar la competencia lingstica en ingls - apoyados en las
narrativa (OLSON, 1995) para desenvolver autoria narrativa. Eles se tornaram posibilidades que ofrecen las TIC-, se propone como principal instrumento
autores quando deixaram sua assinatura, expressando seu conhecimento de mediacin educativa una plataforma, que ser utilizada para potenciar
prtico pessoal por meio das histrias que contaram e dos textos que los aprendizajes de ingls desde un entorno virtual. A ttulo de ejemplo, se
produziram nas aulas de Ingls, construdo na e pelas experincias vividas presentar la implementacin de una unidad didctica.
nas comunidades de conhecimento que formamos.
Esta proyecto implicar una transformacin en la prctica profesional, ya
que su diseo conlleva una reacomodacin de las prcticas docentes con
4:00pm - 4:30pm
el fin de dar cabida a este nuevo y complejo escenario, lo que beneficiar a
Drama as an innovative approach for language learning: Contributions to the los estudiantes en su proceso de aprendizaje de la lengua extranjera.
field of applied linguistics
Burcu Yaman-Ntelioglou, Angelica Galante
4:00pm - 4:30pm
Brandon University, Canada; nteliogloub@brandonu.ca
O USO DO WHATSAPP COMO FERRAMENTA PROPULSORA DE INTERAES EM INGLS COMO
Over the past few decades, the field of applied linguistics and TESOL have LNGUA ESTRANGEIRA
witnessed an increase in research investigating the use of drama in language Suzan Severo
learning, mostly with focus on the development of oral communication in Unisinos, Brazil; sueufrgs@gmail.com
English. Results from past research suggest drama has great potential to
Considerando-se que a aprendizagem se d atravs da mediao de
enhance oral communication (Dodson, 2002; Heath, 1993; Kao & ONeill,
artefatos socioculturais e na interao com outros sujeitos (Vygotsky,
1998; Maley & Duff, 1982; Miccoli, 2003), particularly oral fluency (Galante &
1976), e levando-se em conta o crescente uso de aparelhos celulares
Thomson, 2016) and multimodal meaning-making and collaborative writing
do tipo smartphone com funcionalidades mltiplas que permitem ao
(Ntelioglou, 2011, 2014), benefiting the language learning experience. In
aprendiz no s acessar dicionrios e contedo mas interagir com seus
this collaborative presentation, we aim to enrich our understandings of
pares em ferramentas de chat online a partir de diferentes espaos e em
how drama can benefit other dimensions of language learning, by drawing
diferentes momentos faz-se importante refletir sobre como ferramentas
from our own research with English learners in two different contexts: ESL
tecnolgicas que permitam expandir a sala de aula para alm do tempo e
learners in Canada and EFL learners in Brazil. The first research focuses
espao que lhe so reservados podem ser utilizadas de forma a dinamizar
on the interconnections between drama and language learning in an ESL
e potencializar o aprendizado. Nesse sentido, o objetivo deste trabalho
context in Canada, exploring the affordances of drama for language learners,
observar como se d a mediao da aprendizagem atravs da ferramenta
particularly those who have been disenfranchised or otherwise disengaged
WhatsApp em um contexto de Blended-learning. Mais especificamente,
from their learning. The second is a mixed methods study that examines how
buscou-se analisar a produo escrita/oral dos aprendizes de ingls como
a drama-based EFL program in Brazil impacts foreign language speaking
LE durante a interao na lngua alvo atravs de grupos formados no
anxiety (FLSA) by comparing data from learners in a treatment and a control
WhatsApp, buscando verificar como as interaes podem contribuir para
group. Together, our paper presentation illuminates new knowledge about
a aprendizagem de LE. Assim, o presente trabalho caracteriza-se como
drama, particularly English learners involvement in drama. Implications for
um estudo de caso de uma pesquisa-ao realizada pela docente com
the implementation of drama in language classrooms are discussed so that
diferentes grupos de seus alunos. Como base para tal reflexo, utiliza-se
educators can create dramatic pedagogies that facilitate broad participation,
a teoria sociocultural (Vygotsky, 1978), estudos relacionados ao ensino de
investment and learning in a non-threatening way.
lnguas assistido por computador (Warschauer, 1997, Pinho, 2013, Barcellos
e Lima, 2013, Pinho e Lima, 2015), ao modelo de ensino misto ou blended
learning (Graham, 2004, 2006; Neumeier, 2005, Tori, 2009, Marsh, 2012), ao
C625-630 aprendizado mvel (Kukulska-Hulme, 2009) e hiptese da lingualizao
(Swain, 1985, 1995, 2005). Os resultados apontam para a potencialidade da
Time: Thursday, 27/Jul/2017: 3:30pm - 4:30pmLocation: Venezia III
ferramenta na medida em que permite que os alunos mantenham contato
3:30pm - 4:00pm
e interajam na lngua alvo de modo significativo contribuindo para o seu
Ampliando el aula de lengua extranjera en escenarios suburbanos prprio aprendizado e para o aprendizado do outro.
Nancy Beatriz Lenez, Marcela Elena Morchio
Universidad Nacional de San Juan-Facultad de Filosofa, Humanidades y
Artes, Argentine Republic; nancyleanez@hotmail.com
C631-636
Este trabajo relata una propuesta pedaggica cuyo objetivo es mejorar la
Time: Thursday, 27/Jul/2017: 3:30pm - 4:30pmLocation: Venezia IV
competencia lingstica en ingls, a travs de una plataforma educativa,
en estudiantes de nivel medio de una escuela de gestin pblica, en el 3:30pm - 4:00pm
cono suburbano de la ciudad de San Juan, Argentina. En ese contexto, Analyzing lexical bundles in published history writing in English, Spanish, and
los educadores enfrentan el desafo de dar respuesta a las trayectorias Portuguese
escolares reales de alumnos que, por obligaciones familiares o laborales, Viviana Cortes
muestran un alto grado de ausentismo, bajos niveles de aprendizaje y/o Georgia State University, United States of America; vcortes@gsu.edu
el abandono definitivo del sistema educativo, perdiendo la posibilidad
The study of recurrent word combinations such as lexical bundles has lately
de cumplir con trayectorias continuas y completas. Como docentes
become the focus of many corpus-driven studies of formulaic language.
investigadoras de la Universidad Nacional de San Juan, nos planteamos la
Biber, Johansson, Leech, Conrad, & Finegan (1999) defined lexical bundles
necesidad de ayudar a diversificar las propuestas educativas, en el mbito
as sequences of three or more words that occur frequently in a register. In
del ingls como lengua extranjera, desarrollando proyectos pedaggicos
English academic writing, frequent lexical bundles are expressions such as
que contemplen distintas cronologas de aprendizaje y que amplen los
as a result of, on the other hand, and from the perspective of, to mention
lmites del aula en tiempo y espacio.
only a few.
Esta experiencia se enmarca dentro del Aprendizaje Mixto (Sharma y Barret,
Drawing on several studies that attempted to explore the potential of
2007), y en el enfoque TPACK - conocimiento tecnolgico pedaggico
lexical bundles in the teaching of academic writing, in translation studies
disciplinar- (Mishra y Koehler: 2006), marco conceptual apropiado para
(Cortes, 2008; Tracy-Ventura, Cortes, & Biber, 2007), and in the analysis
integrar la tecnologa en la enseanza de un determinado contenido
319
of disciplinary writing (Cortes, 2004) this presentation reports the findings
of a study that analyzed the use of lexical bundles identified in three one
million-word corpora of published history articles written in English, Spanish,
and Portuguese from American, Argentine, and Brazilian publications. First,
the most frequent 4-word lexical bundles were identified in each of these
corpora and classified structurally and functionally. Then, the use of these
bundles was compared across languages.
The bundles identified in each corpus showed structural characteristics that
are closely related to bundles frequently found in academic writing (phrasal
bundles) and characteristics related to the grammatical structure of each of
these languages. In addition, the functional classification showed that some
bundles shared functions connected to academic prose and to the essence
of the discipline (referential bundles and discourse organizers), as well as
to the topics discussed in the publications from where the texts had been
extracted. These functions occurred across the three languages analyzed
in the study.
The presentation will introduce various pedagogical applications of the
findings of the present project and implications for translation studies, as
well as suggested paths for future research.
4:00pm - 4:30pm
Specially in the last years...: Evidence of ELF and non-native English forms in
international journals
Ron Martinez
Universidade Federal do Parana, Brazil; ronmartinez@ufpr.br
While most publication in the sciences is written in English, a great proportion
of those who publish scientific articles are not themselves native speakers of
English (Hyland, 2015). A general feeling of unfairness and injustice has been
reported in the literature (Flowerdew, 2008; Hanauer & Englander, 2011)
as some non-native authors sense that journal reviewers are intolerant of
non-native varieties of English. While some recent research has shown that,
indeed, there often exist certain stylistic differences between the academic
written discourse of native speakers and that of non-natives (Pan, Reppen
& Biber, 2016; Perez-Llantada, 2014), to date there has been little research
looking for evidence that forms considered awkward or even wrong by
most native-speakers are in fact accepted in English-medium international
scholarly publication. To be able to show such evidence could help relieve
some of the apprehension felt among non-native scholars regarding any
putative intolerance on the part of reviewers of international academic
journals, and possibly even encourage changes in the way academic writing
is currently taught.
This paper presents the results of a mixed-method study that incorporated
qualitative analysis of articles published by non-native researchers in
international English-medium journals in the sciences, as well as corpus-
based analysis of articles written by both native and non-native authors.
Independent judges were asked to identify mistakes or awkward wording
in articles (both native and non-native) -- articles which were not revealed to
the judges as being already published -- and suggest corrections. Results
show that scientific journals indeed regularly publish articles, written by non-
natives, that contain language often considered awkward or simply wrong
by native speakers of English (especially).
Specific examples from the manuscripts will be shown, and possible
implications for writing pedagogy, as well as academic publishing in general,
will be discussed.
320
C637-642
Time: Thursday, 27/Jul/2017: 3:30pm - 4:30pmLocation: Venezia V
3:30pm - 4:00pm
Winding Roads to Languages: a longitudinal project on student changes in
multilingual language degree programmes
Klaus-Dieter Rossade, Sarah Heiser
The Open University, United Kingdom; Klaus-Dieter.Rossade@open.ac.uk
This paper presents the scope and ambition of a seven year longitudinal
project (WIROLA), exploring the beliefs, attitudes, motivations and progress
of language degree students at The Open University, the largest distance
education institution in the UK. We will also evaluate findings from the pilot
year (n= 130) and preliminary results from year one (n= 200).
How studying languages and culture changes people and the worlds
around them is at the heart of the investigation. The project covers the whole
period of study towards a joint-honours BA Language Studies (from English
Applied Linguistics, French, German, Spanish), and the first post-graduation
year. A team of multi-disciplinary researchers draws on theories including
linguistics, philosophy, social anthropology and education, using a range of
quantitative and qualitative methods to analyse multi-modal data sources
including pre-post-questionnaires, in-depth individual interviews and focus
groups, performance records, learner analytics and reflective assignments.
This data will be tracked for individual students and results controlled for
demographic factors which include gender, age, employment status and
previous educational achievements.
In our presentation, we will focus on student responses to their aspirations
and apprehensions at the start and one year into their studies, and thoughts
on their own cultural identity and learner characteristics, preferences and
circumstances. A case study from a phenomenological inquiry into students
concrete lifeworld experiences of studying and using another language will
also be explored.
Participants are typically mature students, often have some migration
backgrounds or are migrants or sojourners themselves, whether as British
nationals abroad or as foreign nationals in the UK. As a cohort, they create a
multilingual community of learners, developing over time and accompanied
by the WIROLA project. Implications from this research reach beyond the
UK and distance study mode and apply widely to other adult learners and
Higher Education contexts.
4:00pm - 4:30pm
Communicative Repertoires and Foreign Language Teacher Education in the era
of Superdiversity
Raquel Lombardi, Ana Claudia Peters Salgado
Universidade Federal de Juiz de Fora, Brazil;
raquellombardi@yahoo.com.br
The way language flows and the way individuals use it in their daily practices
in the era of superdiversity (VERTOVEC, 2006) in which we live in bring
new challenges to foreign language teaching/learning, especially if we
consider the effects of globalization on language education, the concept of
language, and the transformation of a politics of language in contemporary
society (STROUD; HEUGH, 2011). Considering this context, this paper
aims at addressing English teaching/learning from the perspective of the
expansion of the communicative repertoires, a process that also includes
the development of the students bilinguality and literacy. Through a mixed
methods research, we determine the number of students, teachers and
technical administrators who have migrated to Juiz de Fora, Minas Gerais,
Brazil in the past 10 years to engage in student and professional activities
in the federal university of this city. Then, using semi-structured interviews
(FONTANA & FREY, 2000) and questionnaires applied to students majoring
in Languages, we seek to understand the current education of foreign
language teachers, identifying how aligned with the demands of the era
of superdiversity such education is. As a theoretical framework we use the
concepts of superdiversity (VERTOVEC, 2006), communicative repertoires
(RYMES, 2010, 2014), bilinguality (SAVEDRA, 2009; SALGADO & DIAS, 2010)
and literacy (FREIRE, 1991; STREET, 2003). Our recent findings demonstrate
the relevance of the teachers assessment of the concept of communicative
repertoires, as a bidirectional accommodation of repertoires is necessary to
act with language. This paper may contribute to promote a repositioning in
foreign language teaching in Brazilian schools, as we think institutions and
professionals that work in the educational field need to adjust to the new
times and the new communicational needs that build up a dynamic scenario
in terms of linguistic and cultural contacts, that is, the era of the diversity of
communicative repertoires.
C643-648
Time: Thursday, 27/Jul/2017: 3:30pm - 4:30pmLocation: Ducale I
3:30pm - 4:00pm
Asynchronous blended delivery modes in grammar instruction the role of
the native language
Goretti Prieto Botana1, Robert DeKeyser2
1University of Southern California, United States of America; 2University of
Maryland, United States of America; botana@usc.edu
Throughout the last decade, blended instruction has become increasingly
common in higher education, with some projections suggesting that it will
become the dominant educational model of the future (Watson, 2008). This
surge is also evident in foreign languages, where courses combining face-to-
face classes with remote instruction through printed or audiovisual materials
are now commonplace. Yet, little empirical research exists to document which
form of blended instruction may be more efficient for grammar instruction.
In light of this, two experiments were conducted to examine the relative
effectiveness of three asynchronous blended delivery modes. Experiment
1 featured three groups. Group 1, Video+Indexing, received a video screen
capture that laid out in English the rules for Spanish conditionals. The video
featured animations to point learners to illustrations of the metalanguage
as they listened (henceforth indexing). Group 2, VideoOnly, received an
identical screen capture, but without indexing. Finally, in Group 3, ReadOnly,
learners read the metalinguistic information from a version of the video
with neither voice-over nor indexing. Experiment 2 comprised the same
conditions but as treatment learners in all conditions received the Spanish
translation of the video in experiment 1. Exposure to each screen in the video
was kept constant across experiments and conditions. Length of exposure
was determined from a pilot of the materials. Immediately after treatment
learners in both experiments completed a grammaticality judgment test, the
outcomes of which were submitted to statistical analysis with scores from
the pretest as a covariate. For experiment 1, results revealed improvement
for all groups with respect to the control and no differences between
experimental conditions. In experiment 2, however, only the Video+Indexing
group scored statistically higher than the control. These findings suggest
that when staying in the target language, materials that explicitly connect
rules to examples may be a superior form of instruction.
4:00pm - 4:30pm
Perspectives and focuses for testing critical interpretations supported by
ICT.
Julia de las Mercedes Mairs Samuel
Higher Education, Cuba; julia.mairs@reduc.edu.cu
The basic condition for an interpretation is to be accurate in a specified
way to the original content of this interpretation. The initial training of
foreign language in Cuba constitutes a challenge and a demand to assume
the concept of academic status for the pedagogical training. This paper
discusses the applications of didactic guides in the setting of historical and
literary events to enrich presence meetings of the initial training teachers
majoring in English by means of a b-learning model. This model achieves
the competences and abilities that are obvious when obtaining, processing
and transmitting the information from a written register that contextualizes a
given stage regarding the American culture well-contrasted with audiovisual
materials. The Virtual Learning Environment is used as a supplement for the
presence meeting, combined with Content Management System (CMS) in
321
websites. The practical significance is evident in the results obtained due
to the application of these kinds of assessments. Therefore, some didactic
guides are offered to make more dynamic the Teaching Learning Process
of History of the Culture of the English Speaking People II and its validity
rests on the potentialities audiovisual materials offer to make instructive
and reflexive debates which contribute to increase in a higher way the
communicative performance of each of the participants in terms of culture.
C649-654
Time: Thursday, 27/Jul/2017: 3:30pm - 4:30pmLocation: Ducale II
3:30pm - 4:00pm
O que o bilinguismo e como os bilngues o compreendem?
Jlia Costa Mendes, Isabella Mozzillo
Universidade Federal de Pelotas, Brazil; julia.ufpel@gmail.com
Esta pesquisa pretende compreender a viso do sujeito bilngue sobre seu
prprio bilinguismo, assim como a viso do leigo sobre a aprendizagem de
dois ou mais idiomas. Para isso, foram levantadas questes relacionadas ao
comportamento do bilngue no que tange cultura, capacidade cognitiva
e ao prprio conceito de bilinguismo. Alm, busca-se compreender de que
modo o no entendimento sobre tal conceito influencia na aprendizagem
de lnguas estrangeiras (LE) e na construo do indivduo bilngue.
Nos estudos sobre ensino e aprendizagem de lnguas diversas pesquisas
j foram propostas afim de melhor compreender as aulas de LE. Essa
disciplina bastante ampla, pois existem vrios fatores individuais e
sociais que acompanham tanto os indivduos, professores e alunos, quanto
a LE estudada, cultura e identidade da lngua. Os mitos e crenas sobre
o entendimento do conceito de bilinguismo, portanto, tambm esto
relacionados ao ensino e aprendizagem de LE.
De acordo com Mozzillo (2001), no que concerne ao conceito de bilinguismo,
h um continuum que parte dos monolngues e que chega aos equilngues.
Nesse trajeto, pertencem categoria dos bilngues desequilibrados os
aprendizes recentes de outra lngua, aqueles que apenas leem em outro
sistema ou ainda os que no querem ou no conseguem falar outra lngua
por razes pessoais ou de competncia, mas a compreendem bem.
Para desenvolver esta pesquisa, os informantes foram divididos em 3
grupos de aproximadamente 10 pessoas: estudantes de Letras bilngues;
universitrios de outras reas bilngues; pessoas fora da universidade no
bilngues.
Embora esta pesquisa ainda se encontre em fase inicial, j foi possvel
confirmar que grande parte dos entrevistados acredita que bilngues so
os falantes de proficincia elevada em todas as habilidades de uma lngua,
o que denota que o conceito de bilinguismo est permeado de crenas
contrrias ao apregoado pela maior parte do mundo cientfico atual.
4:00pm - 4:30pm
Preparing ESL preservice teachers to address diversity: Understanding
linguistic and cultural ideologies
Daniela Silva
University of Texas at San Antonio, United States of America; daniela.
conceicaodasilva@utsa.edu
There is vast literature on preservice teachers beliefs on culture, especially
concerning English Language Learners (ELLs) (Cavagnetto & Hansen-
Thomas, 2010; Flores and Smith, 2009; Palmer, 2011; Pettit, 2011). However,
not much research can be found on how to improve teacher education
programs when it comes to promote cultural awareness among preservice
teachers and prepare them to address diversity in the classroom. This is
a major problem in the U.S. context because preservice teachers usually
come from middle-class, Anglo-American backgrounds (Zumwalt & Craig,
2005) and have a tendency to share little knowledge on issues such as
discrimination, racism, and structural aspects of inequality. They also tend to
have little multicultural knowledge, promoting, in this ways, stereotypes and
beliefs about students who are from diverse backgrounds (Sleeter, 2001).
This individual presentation is divided into two parts. The first part will
present the results of a mixed method research that took place in a
Southern university in the U.S. The participants are ESL elementary
preservice teachers (Early childhood 6th grade) who completed a survey
on their ideologies about language and culture teaching. Interviews were
also conducted to investigate how these ideologies might influence their
teaching practices once the preservice teachers are in the job market. The
second part of the presentation will provide pedagogical recommendations
to teacher education programs administrators and educators in this area to
better assist ESL preservice teachers to teach not only language but also
culture.
C655-660
Time: Thursday, 27/Jul/2017: 3:30pm - 4:30pmLocation: Ducale III
3:30pm - 4:00pm
O EXAME TOEFL ITP EM UMA UNIVERSIDADE TECNOLGICA: MOTIVAES, PERCEPES,
ATITUDES E CRENAS.
Carla Barsotti1, Claudia Beatriz Martins2
1Universidade Tecnolgica federal do Paran - UTFPR, Brazil;
2Universidade Tecnolgica federal do Paran - UTFPR, Brazil;
cbars@utfpr.edu.br
O exame TOEFL ITP tem sido usado como instrumento para diagnosticar o
nvel de proficincia em Lngua Inglesa (LI) dos participantes do Programa
Ingls sem Fronteiras (IsF) do governo federal. A partir de 2015 o exame
passou a ser requisito para a participao nas atividades do IsF alm de
fornecer a classificao por nvel de proficincia lingustica.
O exame tem sido aplicado em grande escala no Brasil. Na Universidade
Tecnolgica Federal do Paran (UTFPR), em seus treze campi, foram
ofertadas at o primeiro semestre de 2016 22.500 vagas para o referido
exame. Este nmero significativo suscitou o interesse das pesquisadoras
em conhecer mais profundamente as motivaes, percepes, atitudes e
crenas dos participantes com relao ao exame.
O objetivo desta apresentao discutir e reportar os resultados de uma
pesquisa conduzida no ano de 2016 junto aos candidatos que fizeram
o exame TOEFL ITP no perodo de 2013 a 2016 na UTFPR no mbito do
Programa IsF.
Foi desenvolvido, ento, um questionrio on-line para verificar as
motivaes, percepes, atitudes e crenas dos participantes. Dentre
as questes levantadas esto: o exame mensura de forma apropriada
o conhecimento de LI? O grau de dificuldade se mostra apropriado? Os
tipos de questes so facilmente compreendidos? Os participantes fizeram
o exame: por ser gratuito? Para participar das aulas presenciais do IsF?
Para participar do curso My English Online? Para conhecer seu nvel de
proficincia? Por outras razes?
Este retrato detalhado nos fornece uma base dados que auxiliar no
desenvolvimento de estratgias e programas de ensino que promovam o
aprimoramento no ensino e aprendizagem de LI em contexto acadmico.
4:00pm - 4:30pm
Test anxiety: A cross-country analysis
Josefina C. Santana
Universidad Panamericana, Mexico; jsantana@up.edu.mx
Test anxiety can be understood as an emotional reaction to situations
involving evaluation of abilities. It is characterised by a recurring concern
with a possible failure in a given task, and with the consequences of that
failure (Furln, 2006). This paper discusses a study of test anxiety among
university students sitting a high-stakes English language proficiency test in
Mexico and in France. The study used mixed methods to a) discover how
prevalent test anxiety is among the population sampled; and b) understand
322
the participants perspective of sitting a high-stakes test.
A test anxiety questionnaire (Grandis, 2009) was applied to 200
undergraduate students at a Mexican university. Results on the questionnaire
were correlated to exam scores. Seven respondents were selected for in-
depth interviews. Interviews were content analysed. Among the Mexican
respondents, results suggest that lack of preparation for the exam, rather
than test anxiety, explain low scores on the exams. Students do not take
preparation courses nor do they try practice tests. In general, Mexican
students do not feel the locus of control rests in themselves, and they
believe test results are due to external factors: the teacher, the materials,
etc.
Because the literature suggests that test anxiety has a cultural component
(Eccius, et. al, 2016), a second phase of the study will be carried out among
undergraduate students at a French university. The same questionnaire and
interviews will be applied to a similar number of students, and the results will
be compared and contrasted with those of the Mexican study. The second
phase of the study will be carried out between August and November, 2016.
This paper will present the results of both phases of the study.
C661-666
Time: Thursday, 27/Jul/2017: 3:30pm - 4:30pmLocation: Ducale IV
3:30pm - 4:00pm
O PAPEL DO SUPERVISOR DE REA DO PIBID-SUBPROJETO DE LNGUA INGLESA NA
COFORMAO INICIAL
Olandina Della-Justina
Universidade do Estado de Mato Grosso, Brazil;
olandina2008@hotmail.com
Este estudo constitui-se na anlise do papel do professor da educao
bsica que exerce a funo de supervisor de rea do PIBID-Lngua Inglesa
e atua na coformao inicial. No contexto do programa, cabe ao professor-
supervisor acompanhar e orientar os alunos em formao inicial no ambiente
da escola, em que se cofigura um espao importante de vivncias do aluno-
professor ao ensinar e aprender a ensinar. Desta maneira, a parceria entre
universidade (professores universitrios e alunos) e escolas de educao
bsica (comunidade escolar incluindo supervisor de rea) representa um
avano significativo em direo formao inicial de professores com
qualidade. Como apoio terico, as discusses percorrem a formao inicial
de professores de lnguas estrangeiras (COX e ASSIS-PETERSON, 2007;
VIEIRA-ABRAHO, 2007; ASSIS-PETERSON, 2008; SANTOS e BENEDETTI,
2009, entre outros) e perpassa o mbito das competncias discutidas
por lingusticas aplicados (ALMEIDA FILHO, 1993, 1999, 2003, 2012, 2014;
CONSOLO, 2004, 2007; VIEIRA-ABRAHO, 2007; BORGES, 2010; SANTOS,
2011). O percurso da pesquisa recorreu aos moldes da pesquisa qualitativa
de base etnogrfica. A coleta de dados se deu com observao participante,
entrevistas qualitativas, gravaes de sesso de discusso sobre projetos
de ensino-aprendizagem e dirios reflexivos. Os dados so analisados luz
do interpretativismo e os resultados indicaram que a atuao do professor
supervisor foi fundamental no desenvolvimento de competncias dos
alunos-professores para atuar com o ensino de lngua inglesa.
4:00pm - 4:30pm
On the importance of a sociocognitive perspective for effective L2 pedagogy.
Paul David Toth1, Kristin Davin2
1Temple University, United States of America; 2Loyola University of
Chicago, United States of America; ptoth@temple.edu
We argue that highly effective pedagogy requires viewing language and
language learning as complex social and cognitive phenomena, and that
L2 teachers who seek to truly understand the nature of their responsibilities
must have a nuanced, integrated understanding of both. Currently, cognitive
theories see language as a set of hierarchical form-meaning relationships
(Chomsky, 1995; Goldberg, 2006; OGrady, 2008), while emphasizing
attention and common psycholinguistic processes as determinants of
language learning (VanPatten, 2015; Pienemann, 2015; Ullman, 2015). Social
theories, meanwhile, understand language as a semiotic tool for meaning-
making (Halliday & Matthiessen, 2014; Vygotsky, 1978), while emphasizing
the learners jointly-constructed capacity for contextually-appropriate,
purposeful activity as the essence of language learning (Duff & Talmy, 2011;
Kasper & Wagner, 2011). Thus, whereas cognitive theories ignore the crucial
role of context and individual agency in shaping the language use on which
cognitive processes depend, social theories miss the inherent challenges
that particular linguistic tools pose to learners capacity for use, thereby
complicating the ability to anticipate learners developmental needs.
To illustrate the blind spots that theoretical exclusivity entails, we provide
excerpts from L2 Spanish classrooms of learning opportunities both missed
and successfully exploited that require an integrated, sociocognitive
perspective to fully understand. Given this evidence, we define sociocognitive
pedagogy as a meeting of minds within social worlds, emphasizing joint
attention as its most essential feature. We then argue that effective planning
engages learners in iterative cycles of modeling, guidance, and handover to
independent language use, and we identify instructional goals, means, and
support as the essential panning variables at play. We conclude by outlining
current proposals that exemplify sociocognitive pedagogy, including PACE
(Adair-Hauck & Donato, 2016), Genre-Based Instruction (Martin, 2009),
Concept-Based Instruction (Negueruela, 2008) and Dynamic Assessment
(Davin, 2013; Poehner, 2008), demonstrating how they embody both social
and cognitive views of language and learning.
C667-672
Time: Thursday, 27/Jul/2017: 3:30pm - 4:30pmLocation: Ducale V
3:30pm - 4:00pm
Implementing English Medium Instruction (EMI) Policy in an EFL Setting:
Teacher Perceptions
Mouhamad Mouhanna, Leila Mouhanna
UAEU, United Arab Emirates; mmouhanna@uaeu.ac.ae
This presentation reports on the findings of a study exploring teachers
perceptions of English as a medium of instruction (EMI) in a higher education
(HE) context in the United Arab Emirates (UAE). The study problematizes the
taken-for-granted assumptions surrounding an exclusive EMI model as it is
currently implemented in the UAEs HE institutions. Based on a qualitative
approach, this study primarily draws on in-depth, qualitative, semi-structured
interviews with nine teachers from various faculties at a UAE HE institution.
It also draws on analyses of government and institutional documents to
further contextualize and inform the study. Beyond a qualitative approach,
the study also adopted a critical perspective, particularly in the data analysis
and recommendation phases of the study. Qualitative content analysis was
utilized in the analysis of interview data.
A number of salient findings supported other recent Gulf and UAE-based
studies on EMI in HE. On the one hand, teachers are generally supportive
of EMI, based on the utilitarian functions of English as a lingua franca, and
the role of EMI in the process of the internationalization of HE. However,
concerns associated with the implementation of EMI primarily included the
disempowering effect on students with limited English language proficiency.
Students struggles with English were identified by teachers as a cognitive
burden which negatively affects students comprehension, quality of work
and academic performance. Limited proficiency in an EMI context also
negatively affected teachers pedagogical practices. Based on the findings
of the study, and a review of the literature, the researcher acknowledges the
value of EMI as part of a more balanced bilingual language policy, and makes
key recommendations for future practice to address current limitations.
323
4:00pm - 4:30pm
Sight words for early reading in less studied languages: the case of Arabic
Wafa Zoghbor, David Palfreyman
Zayed University, United Arab Emirates; wafapharm@hotmail.com
Acquisition of sight words (words that are recognized as a whole by sight
rather than by decoding their individual letters) is argued to enhance
learners reading automaticity and text comprehension (Mather and Jaffe,
1991; Al-Heilawani, 2003). While lists of sight words and materials based on
them are common and validated for English and other European languages,
for many other languages corresponding lists are non-existent or are
prepared with little empirical basis. The purpose of this research project
is to explore the properties of sight words in Arabic as a first language for
children from KG to Grade 3. Four lists of high frequency words were filtered
using two resources: a list of proposed properties of sight words (Zoghbor
& Al-Qatiti, 2015) and feedback from 27 school teachers on their reasons
to decide which of these high frequency words can be assigned as sight
words. The findings revealed that the number of syllables and letters in the
words, and relative easiness of its pronunciation were all features which
influenced the teachers decision about the suitability of certain words to be
taught as sight words. The teachers also prioritized the following properties
at the semantic and function level of words: significance of the word to the
childs everyday life and needs; similarity of the word in Modern Standard
Arabic in its pronunciation and meaning to a word in the childs dialect, and
frequency of the words in the childs environment. The findings of this study
are used in establishing four lists of sight words in Arabic for Arab children
from KG to Grade 3, where each list is expected to include between 80 to
120 sight words for each grade. We will consider implications and prospects
for early readers of other lower resourced/less studied languages.
C885-886
Time: Thursday, 27/Jul/2017: 3:30pm - 4:30pmLocation: Catete
3:30pm - 4:00pm
O rapto das palavras: produo acadmica e plgio
Augusto Csar Luitgards Moura Filho
Universidade de Braslia, Brazil; amourafilho@uol.com.br
A apropriao indevida de ideias e contedos que so de autoria de outras
pessoas uma ocorrncia no muito rara nos meios acadmicos e no
pode ser vista com complacncia por aqueles que tem o ofcio de zelar
pelas boas prticas acadmicas. O enfrentamento do plgio comea com
a denncia aos comits de tica das instituies acadmicas. Por isso,
os pesquisadores que pretendam credibilidade tm uma longa trajetria
a cumprir a fim de que os resultados de suas investigaes alcancem
os objetivos por eles almejados. Nesse percurso, o encontro com os
princpios ticos inevitvel, ou pelo menos deveria s-lo. Inexiste, at
pela complexidade e vastido do assunto, um roteiro seguro e infalvel
disposio daqueles que investigam. Segundo Punch (1994), cabe a
cada pesquisador traar o seu prprio percurso. Nesta comunicao,
abordo, principalmente, a questo do plgio, que integra, ao lado do
consentimento do participante para realizar a pesquisa, da honestidade,
do estabelecimento de relaes confiveis, do emprego de pseudnimos
e da reciprocidade, os principais dilemas ticos apontados por Fetterman
(1998). O plgio, segundo me proponho a abordar nesta oportunidade, tem
sido prtica recorrente em diversas publicaes acadmicas e, por isso,
urgente que a sua prtica seja combatida para se evitar que maiores
prejuzos sejam impostos produo e disseminao do conhecimento.
4:00pm - 4:30pm
Reconstextualizao em narrativas de violncia de gnero na justia
brasileira
Lcia Freitas1, Liliana Cabral Bastos2
1UEG; 2PUC-Rio; lilianacbastos@gmail.com
Nesta apresentao exploramos a categoria recontextualizao (Van
Leeuwa, 2008), em uma srie de narrativas de violncia de gnero
identificadas em acrdos do Superior Tribunal de Justia (STJ) sobre a lei
de violncia domstica e familiar, 11340/2006, conhecida como Lei Maria da
Penha. De um corpus com 380 acrdos emitidos ao longo dos dez anos
de aplicao da lei, selecionamos uma srie de narrativas sobre brigas de
casais que resultaram em violncia contra mulheres. Procuramos observar,
nessa seleo, princpios que orientam o direito na transposio de
realidades sociais em realidades conceituais, como prprio desse campo.
No processo de recontextualizao das histrias de violncia que so
trazidas nos recursos ao STJ, os agentes da lei moldam o discurso original
com o ponto de vista da instituio, de modo que as narrativas produzidas
incorporam uma perspectiva institucional que se apresenta como natural.
Foucault (2005) observa que os sistemas legais de poder produzem as
matrias que, posteriormente, vm a representar. Com base nessa premissa,
examinamos o processo de recontextualizao das narrativas para discutir
certas representaes que a justia brasileira tece em torno da violncia
de gnero. Combinamos procedimentos de Anlise Crtica de Discurso
(Fairclough, 2003), Anlise de Narrativa (Bastos, 2004; Bastos e Biar, 2015)
e Estudos Feministas. Essas correntes orientam o entendimento de que
as histrias analisadas so um gnero situado, que funciona na criao da
realidade social, manipulando-a e controlando-a. A partir dessa direo,
nos propomos a discutir os elementos narrativos que recontextualizam as
aes: enredos, cenrios, atores, papis, registros temporais e a presena
de avaliaes (que podemos entender como recursos performticos),
que nos so trazidos pela escrita da justia sobre os conflitos de gnero
narrados a partir dos mais diferentes contextos regionais e sociais do Brasil
contemporneo.
C929-930
Time: Thursday, 27/Jul/2017: 3:30pm - 4:30pmLocation: Alcazar
3:30pm - 4:00pm
O conceito de sequncia didtica no mbito educacional brasileiro: da
academia escola
Maria Augusta Reinaldo, Maria Auxiliadora Bezerra
Universidade Federal de Campina Grande, Brazil;
augusta.reinaldo@gmail.com
O conceito de sequncia didtica (Dolz et al) circulou inicialmente, na academia
brasileira, como objeto de reflexo na formao docente. Posteriormente,
atingiu nossas escolas, atravs da formao continuada de professores de
lngua que o exploraram/exploram, visando o ensino/aprendizagem eficaz do
texto oral/escrito. Considerando a aceitao desse conceito e a percepo
de que h entendimentos diferentes do que seja, realizamos esta pesquisa
objetivando identificar o que se entende por sequncia didtica e em que
contextos de ensino ela utilizada. Para alcan-lo, realizamos pesquisa
bibliogrfica e documental, com dados publicados no Brasil, entre 2004 e
2015. So textos impressos e/ou virtuais em cujos ttulos ou subttulos se
encontra a expresso sequncia didtica. Fundamentamos nossa anlise na
didtica e na didtica de lnguas. Os resultados mostram que, na academia,
a compreenso e o uso dessa expresso seguem a concepo original
(atividades escolares organizadas em torno de um gnero oral/escrito). Ao
se propagar na formao continuada e nos planejamentos didticos, esse
conceito se altera conforme a rea do conhecimento e o contedo ensinado.
Em matemtica e cincias, por exemplo, esse conceito se entrecruza com o
de transposio didtica, como forma de tornar o conhecimento cientfico
mais acessvel aos alunos da educao bsica. Na rea de lnguas, esse
conceito ora est vinculado sua origem, ora se modifica, passando a
referir-se a planejamento de aulas de qualquer contedo lingustico. Assim
encontramos sequncia didtica para o ensino-aprendizagem de gneros e
de aspectos formais da lngua, no ensino de portugus e no ensino de ingls.
Como concluso preliminar, verificamos que a relao entre conhecimento
de referncia cientfica e sua didatizao sofre um processo de sntese,
podendo tornar-se outro objeto de estudo.
4:00pm - 4:30pm
Ensino reflexivo de conhecimentos lingusticos: um desafio epistemolgico e
metodolgico
Maria Auxiliadora Bezerra, Maria Augusta Reinaldo
Universidade Federal de Campina Grande, Brazil; bezerramauxiliadora@
gmail.com
As pesquisas em Lingustica Aplicada, neste incio de sculo, defendem o
estudo das prticas de linguagem nos mais diferentes contextos sociais,
orientadas por contribuies de variados campos disciplinares, tais
como a sociologia e a etnografia. Essa tendncia se reflete na forma de
abordagem da lngua em contexto escolar, sugerindo o deslocamento do
foco nas regras e cdigos, previamente estabelecidos, para o percurso
da ao linguageira, com o intuito de descrever recursos, procedimentos
e prticas de uso comum. Esse deslocamento acarreta uma mudana na
construo do objeto de ensino lngua que passa a ser considerado
em sua dinamicidade, a qual responsvel por regularidades e rupturas
nesse objeto. Nesse sentido, tanto as atividades epilingusticas (que
analisam a linguagem relacionada ao processo interativo em si) quanto
as metalingusticas (que tomam a linguagem como objeto para descrio
em um quadro nocional) podem constituir-se foco de estudo na escola,
possibilitando aos alunos o desenvolvimento de um pensamento cientfico.
Esta pesquisa tem o objetivo de discutir o ensino reflexivo de fatos da lngua,
que favorea o conhecimento de caractersticas da lngua portuguesa do
Brasil, a partir de um olhar observador, isento de prescries. Tal ensino
no despreza uma metalinguagem que orienta as atividades do aluno em
busca de entender o funcionamento e a estrutura da lngua, distanciando-
se do comportamento tradicional de apresentar um cdigo de regras a
seguir, to caro a um ensino prescritivo. Essa postura de observao da
lngua exige uma abordagem metodolgica na sala de aula que provoque
questionamentos, dvidas e no certezas e dogmas.
C917-918
Time: Thursday, 27/Jul/2017: 5:00pm - 6:00pmLocation: Queluz V
5:00pm - 5:30pm
OS EFEITOS DO LIVRO DIDTICO NAS PRTICAS DE ENSINO DE LNGUA INGLESA
Marcinete Rocha da Silva
Universidade do Estado de Mato Grosso, Brazil;
profmarcinete@hotmail.com
O objetivo desta pesquisa analisar os efeitos do Livro Didticonas
prticas de ensino de Lngua Inglesa.Esta proposta surgiu ao obtermos
conhecimentos de que a partir de 2012, o PNLD enviou, pela primeira vez,
Livro Didtico de Lngua Inglesa para o Ensino Mdio e em 2014, lanou
quatro colees: Alive High; High Up; Take Over; Way toGo!. Atualmente
o Livro Didtico para o Ensino Mdio pblico realidade, sendo assim,
buscamos refletir at que ponto o LD tem contribudo para as prticas de
ensino de LI na sala de aula? At que ponto tem atendido a expectativa
dos professores de LI que almejavam esse material? Para desenvolver
este trabalho realizei uma pesquisa exploratria, descritiva e explicativa
de natureza complexa, por meio de entrevista com seis professores e seis
alunos do municpio de Vilhena RO. Visto que as prticas de ensino com
o LD so permeadas por diferentes vises e opinies que as influenciam
desde o percurso de produo, edio, avaliao pelo PNLD, avaliao
por professores de diferentes regies e estabelecimentos de ensino,
at o momento de adoo e uso do LD na sala de aula, essas prticas
de ensino so naturalmente complexas. Portanto tomei como principal
aporte terico dessa pesquisa os Sistemas Adaptativos Complexos (SACs)
o qual me possibilitou a esboar neste trabalho como principal resultado
queajustar as prticas de ensino uma questo que vai alm da prtica do
professor de forma isolada, ou do fato de ter ou no um LD, uma questo
de complexidade.
324
 5:30pm - 6:00pm
PARADIGMA INTERDISCIPLINAR ENTRE BRASIL E PORTUGAL NO PROCESSO ENSINO-
APRENDIZAGEM
Eliana Mrcia Santos Carvalho
Universidade do Estado da Bahia, Brazil; elianacte@gmail.com
O processo de formao inicial dos professores que hoje atuam na
realidade escolar tem carter fragmentado, seguindo ainda as linhas da
educao bancria (FREIRE, 2005). Aprende-se a ser professor seguindo
o padro: EU ensino, o aluno aprende. Este trabalho busca apresentar as
concepes de atividades de carter interdisciplinar desenvolvidas por
professores do Brasil e de Portugal - em especfico, em Lisboa - observadas
durante uma experincia de doutorado sanduiche. A vivncia em outra
realidade possibilitou uma investigao no ambiente educacional (Escolas
secundrias e Universidades) em Lisboa/PT, onde foram entrevistadas
pessoas que vivenciaram e ainda vivenciam atividades interdisciplinares
no ambiente de trabalho. Embora ainda no exista uma pronta definio
para o termo interdisciplinaridade, as concepes dos professores e
alunos envolvidos neste trabalho foram o ponto principal para fazer uma
confrontao com as aes desenvolvidas nas atividades cotidianas. Este
trabalho tem como contexto a realidade de uma escola secundria de Lisboa
e de uma universidade do nordeste brasileiro. Os estudos desenvolvidos
possibilitaram a compreenso da abordagem interdisciplinar como uma
atitude educacional em que as interligaes pessoais, metodolgicas e
acadmicas so possveis. O estudo de Histria da Filosofia das Cincias
realizado em Lisboa-PT ponto fundamental para a compreenso da
interdisciplinaridade como manifestao atual da unidade da cincia na
escola. Como base terica, foram utilizados os estudos de Japiassu (1976),
Fazenda (1979, 2008, 2011, etc.) e Pombo (1993, 2011).
C607-608
Time: Thursday, 27/Jul/2017: 5:00pm - 6:00pmLocation: Queluz VI
5:00pm - 5:30pm
Key factors for successful innovation in language teaching: the QualiCEFR
research project
Enrica Piccardo1,2, Brian North3,4
1OISE-University of Toronto, Canada; 2Universit Grenoble-Alpes, France;
3Eurocentres Foundation, Zurich, Switzerland; 4Eaquals (Evaluation and
Accreditation of Quality in Language Services);
enrica.piccardo@utoronto.ca
In our knowledge society, foreign languages play a major role in innovation,
competitiveness, and productivity, facilitating globalized communication and
mobility. However, in many countries, school graduates foreign language
proficiency is still generally modest, despite the time dedicated in school
curricula. Awareness of this issue has led to the development of tools to
provide both transparency in the assessment of proficiency levels and
sound, innovative methodological input. The Common European Framework
of Reference for languages (CEFR) is one such tool which establishes clear,
realistic standards at different levels and promotes a more pragmatic real
world approach to learning. Although the CEFR has increasingly informed
language policies, pedagogy reform, and assessment practices worldwide,
its implementation is largely uninformed by feasibility and impact studies.
This results in a significant limitation in knowledge and expertise transfer.
This presentation reports on a two-year research project funded by the
Social Science and Humanities Research Council of Canada, integrating
qualitative and quantitative research methods with the Quality Assurance
(QA) approach from the business sector, to inform and improve CEFR
implementation. The study compared two multilingual countries with
decentralized educational systems and high immigration rates, namely
Switzerland (actively implementing the CEFR since publication) and Canada
(quite novice in CEFR implementation). The first phase of the study identified
and mapped CEFR-related initiatives in Switzerland and Canada that can be
replicated and upscaled. The focus was on transparency and coherence
325
in language education, orientation in curriculum development and teacher
education, appropriateness of QA procedures, and assessment of
successes and challenges of the CEFR implementation process. Data were
exploited to (a) identify and develop relevant procedures and indicators for
QA-informed implementation of the CEFR, and (b) organize such procedures
and indicators into a QA template that language education stakeholders
would be able to use in their contexts.
5:30pm - 6:00pm
L2 writing instruction practices of TESOL-trained and non TESOL-trained
teachers
Jim McKinley2, Heath Rose1
1The University of Oxford, United Kingdom; 2The University of Bath, United
Kingdom; heath.rose@education.ox.ac.uk
The practice of teaching academic EFL writing with no formal training in
TESOL or applied linguistics raises some important concerns regarding
the impact on students writing education. Such a practice occurs in higher
education in many expanding circle countries, where the TESOL profession
may be unregulated and nativeness may be viewed as a qualification to
teach English language. While some programs provide non-TESOL-trained
teachers with a prescribed curriculum and possibly all materials, others do
not, which raises the question: What do teachers do when TESOL training
is not required and no curriculum is prescribed? In this yearlong study at a
Japanese university, four English writing teachers (two TESOL trained and
two not) were observed monthly in their writing classrooms. The teachers
and sixteen selected students were also interviewed monthly to add further
insight into the practices observed. Findings revealed that teachers took
very different approaches to the teaching of writing due to the lack of a
prescribed curriculum; teachers also expelled different philosophies about
teaching English academic writing, with TESOL-trained teachers basing
their approaches in theory, and the non-TESOL trained teachers drawing
on their own experiences. Despite these differences, all of the classes
focused on thesis-based argumentative writing and utilized a process
approach. However, the two TESOL-trained teachers focused on structures
and forms, while the non-TESOL-trained teachers focused on writing as a
tool to facilitate communication and critical thinking practices. These varying
approaches resulted in different written output and learner comprehension
(or confusion) about English academic writing. We draw connections of our
findings to current epistemological challenges of the TESOL profession,
drawing on the work of Kirkpatrick (2009; 2012) in his call for Multilingual
English Teachers, and also the work of EIL and Global Englishes scholars,
who redefine the concept of a qualified English language teacher.
C611-612
Time: Thursday, 27/Jul/2017: 5:00pm - 6:00pmLocation: Queluz VII
5:00pm - 5:30pm
Language teachers cognitions on language, culture and teacher development
as complex adaptive systems
Shigeru Sasajima
Toyo eiwa university, Japan; sasajima.s@toyoeiwa.ac.jp
Second or additional language teaching and learning can be essential in
the current multilingual society, and English is actually the primary learning
language for those who will study or work in the academic or business
world. The English language has a special status and is diverse into several
types of teaching and learning, such as ESL (English as a Second Language),
EFL (English as a Foreign Language), or EAL (English as an Additional
Language). The paper argues the issues of such diverse needs for English
teachers, especially non-native speakers, who have to cope with such
complex classroom contexts (e.g. Drnyei, 2011). ESL, EFL or EAL cannot be
clearly divided and a growing number of non-native language teachers are
involved in teaching English, so more diverse classrooms could be formed
as complex adaptive systems (CASs), due to learner needs or property.
Teachers thus need to develop their sufficient knowledge and skills for such
complex and diverse classrooms. These days, English medium instruction,
bilingual education, CLIL (Content and Language Integrated Learning), or
IB (International Baccalaureate) program is gradually popular in the school
curriculum globally. Whether native or non-native, language teachers are
required to consider more about their students backgrounds of languages
and cultures, and furthermore, they should understand different types of
learning cultures and contexts. This research therefore focuses on language
teachers kokoro (in the Japanese word connoting a hybrid concept
including mind, spirit, heart, cognition and emotion) in complex classroom
situations. Classroom observation and interview were provided and
analyzed by the researcher, and the researcher and the teachers discussed
and reflected collaboratively in order to ensure the trustworthiness of
the research. The finding suggests that their mindsets or cognitions on
language, culture and teacher development should be recasted into a more
flexible, adaptive, emergent and dynamic form.
5:30pm - 6:00pm
Multiple Mediations: Student and Teacher Scaffolding and Self-Regulation
Through EAL Assessment Task Design
Michael Michell, Chris Davison
University of New South Wales, Australia; c.davison@unsw.edu.au
The application of Vygotskian sociocultural theory to formal test
development in language education internationally is still in its infancy, with
most high-stakes assessments continuing to follow traditional psychometric
principles in their design features and implementation. However, at the
same time there is increasingly rapid adoption by educational systems of
assessment for learning principles (Assessment Reform Group, 1999, 2001;
Black & Wiliam, 1998), and Vygotskian notions of dynamic and scaffolded
student and teacher learning, which directly contradict some of the long-
held assumptions about valid and reliable assessment. This paper explores
some of these theoretical issues and constraints which have arisen in the
context of a large-scale state-funded project in Australia which aims to build
a deep understanding of assessment for learning principles among K-12
teachers of English language learners as well as provide access to a bank of
high-quality assessment tools, tests and tasks, exemplars and work samples,
and networks of supportive and engaged peers. The paper will focus on
the development of the writing assessment framework, first outlining its
theoretical underpinnings and distinctive characteristics, then reporting
on the findings of an analysis of teacher and student feedback collected
during the piloting of the tasks. A Vygotskian sociocultural perspective is
used to highlight the self-regulatory properties of the mediating tools of
text framework, task format and task criteria for both student assessment
task engagement and teacher assessment literacy. Through analysis of the
teachers responses in the use of the tasks, key features of an assessment-
for-learning approach to English language student writing, such as pedagogic
task types and task scaffolding, will be considered along with their efficacy
and value for guiding teachers situated assessment cognition and practice.
The paper will conclude with implications for further development and
research on English language writing assessment.
C577-590 C
Time: Thursday, 27/Jul/2017: 5:00pm - 6:00pmLocation: Studio 8
5:00pm - 5:30pm
Discourses of Austerity: Reporting on interdisciplinary collaboration
between linguists and economists
Kate Power1, Tanweer Ali2
1University of British Columbia, Canada; 2State University of New York,
Czech Republic; katpower@mail.ubc.ca
In the immediate aftermath of the global financial crisis of 2008, governments
around the developed world coordinated policy moves to stimulate
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economic activity and avert a depression. However, in subsequent years,
the perceived need to control government debt has become the dominant
narrative in public debate on economic policy. Cuts to public expenditure,
or austerity, are widely viewed as necessary to avert disaster on both sides
of the Atlantic and few players in mainstream public discourse have
offered a coherent alternative policy prescription. Considerable attention
has been paid to the notion of austerity individually by both economists
(e.g., Schui, 2014) and linguists (e.g., Fairclough, 2013). To date, however,
there have been few interdisciplinary attempts to understand the austerity
juggernaut (cf. Karyotis & Gerodimos, 2015) and none involving economists
and linguists, notwithstanding an emerging interest in the rhetorical
underpinnings of economics (e.g., Guido & Jacobs, 2005; McCloskey, 1988;
Samuels, 1990; Woodmansee & Osteen, 2005). This paper reports on recent
interdisciplinary work looking at the characteristics of austerity discourse
internationally exploring attitudes towards austerity, as these have played
out in media, policy and academic settings. In doing so, it argues that further,
robust collaboration between linguists and economists is critical, not only for
understanding the austerity debate, but also for grappling with a wide range
of influential public discourses.
5:30pm - 6:00pm
A contrastive study on the discourse features of the Introduction Section of
Research Articles
Paulina M. Gocheco, Zhu Ying
De La Salle University, Philippines; paulina.gocheco@dlsu.edu.ph
This paper reports a contrastive study on the rhetorical structures and
metadiscourse resources used in the introduction section of research
articles in two different cultural contexts--English L1 texts by native speakers
of English and L2 texts by Chinese speakers. The researchers examined
RA introductions in the field of Applied Linguistics by adopting CARS and
a metadiscourse model as investigative tools. Through an analysis of 100
RA introductions, the study found that not only at the macro level but at the
micro level, English writers seem to be more sophisticated than Chinese
writers in the realization of genre structures and metadiscourse categories.
Chinese L2 texts tend to display a less elaborate but more implicit version
than L1 texts. The major differences identified between groups are most
likely to be attributed to socio-cultural factors, that is, Confucian Thought
and Collectivism in China, versus Aristotelian Philosophy and Individualism
in western countries. The results gained from this study could help teachers
devise relevant EAP teaching materials for Chinese writers to develop their
writing skills and meet the expectations of native-English speaking readers.
Implications from the results of the study include: language teachers should
be aware of the variation between L1 and L2 texts written by Chinese ;
Chinese writers tend to consolidate the centrality of the topic with a more
elaborate and explicit information; language teachers may help raise the
rhetoric consciousness of chinese writers, not only to sensitize them in terms
of conventional rhetoric but also to equip them in engaging their audiences
appropriately. While the present study analyzed selected RA introductions in
two different contexts, further research may include one or more groups to
fully indentify Chinese RA introductions in terms of genre structure.
Poster Session
Time: Thursday, 27/Jul/2017: 5:00pm - 6:00pmLocation: Versailles
Feedback corretivo oral sob a perspectiva sociocultural no teletandem
institucional integrado: um estudo de caso
Ana Carolina Freschi
UNESP - Universidade Estadual Paulista Jlio de Mesquita Filho, Brazil;
anafreschi@gmail.com
Teletandem (TTD) (TELLES, 2006) um contexto de ensino-aprendizagem
de lnguas estrangeiras no qual falantes de lnguas diferentes trabalham
sncrona, autnoma e colaborativamente para aprender a lngua um do
outro por meio de reunies virtuais, usando tecnologia VoIP (webcam,
voz e texto). Na modalidade institucional integrada (TTDii) (ARANHA;
CAVALARI, 2014), essas reunies (ou sesses de TTD) so incorporadas
s aulas de lngua estrangeira de um curso de graduao de forma que as
aulas estimulam e so estimuladas pela prtica de teletandem (ARANHA;
CAVALARI, 2015). Este trabalho visa a apresentar os resultados de nossa
pesquisa de mestrado, cujo objetivo investigar como um participante
brasileiro, estudante de Letras em uma universidade pblica, oferece
feedback corretivo para a produo oral de um participante estadunidense,
estudante universitrio de portugus como lngua estrangeria, nas sesses
de TTDii. Para isso, busca-se investigar os tipos de feedback corretivo
fornecidos pelo brasileiro, estabelecer relaes entre os tipos de feedback e
a natureza dos erros e descrever esses momentos por meio da perspectiva
sociocultural (VYGOTSKY, 1978; 1986). A investigao caracteriza-se como
um estudo de caso de natureza qualitativa e base interpretativista. O
principal instrumento de coleta de dados a gravao de seis sesses
de interao oral no primeiro semestre de 2014. Os procedimentos de
anlise so a partir da transcrio das sesses: (i) identificao das reaes
do participante brasileiro aos erros do participante estadunidense; (ii)
categorizao dos tipos de feedback fornecidos em relao aos tipos de
feedback e aos tipos de erros e (iii) caracterizao desses momentos por
meio da perspectiva sociocultural. Os resultados deste trabalho podem
contribuir para orientao dos participantes sobre como oferecer e receber
feedback nas sesses de interao oral do TTDii e para formao de
mediadores de teletandem e professores em geral, considerando que o
participante focal um professor em formao.
A estrutura retrica da primeira sesso de interao oral no ambiente de
teletandem institucional integrado
Laura Rampazzo
Universidade Estadual Paulista - UNESP, Brazil;
laurarampazzo31@gmail.com
A presente pesquisa insere-se no contexto do projeto Teletandem Brasil:
lnguas estrangeiras para todos (Telles, 2006), um ambiente de ensino e
aprendizagem de lnguas estrangeiras mediado por ferramentas VoIP. No
teletandem, falantes de lnguas distintas so postos em contato por meio de
ferramentas de videoconferncia a fim de aprenderem a lngua um do outro.
Uma das modalidades do projeto a de teletandem institucional integrado
(TTDii) (Aranha; Cavalari, 2014), a qual tem suas atividades integradas
disciplina de lngua estrangeira, a saber, sesso de interao oral, escrita de
textos na lngua alvo, reviso de textos na lngua materna/de proficincia,
escrita de dirios reflexivos, participao no tutorial e preenchimento de
questionrios. De modo que tais tarefas so recorrentes e comuns aos
participantes de teletandem, acreditamos, como Aranha (2014), que as
tarefas desenvolvidas no TTDii so consistentes com o que Bazerman (2009)
chama sistema de gneros, uma vez que adotamos a definio de gneros
como aes recorrentes, tipificadas e compartilhadas pelos membros de
uma comunidade (Miller, 1984; Swales, 1990). Aranha (2014), que identificou
cinco movimentos retricos nos primeiros quinze minutos da sesso
de interao oral de nove pares, argumenta que os resultados sugerem
que h gneros que circulam neste ambiente que so responsveis pela
manuteno e pelo sucesso na atividade de telecolaborao. Ampliando os
resultados desta autora, nesta pesquisa objetivamos examinar a estrutura
retrica da primeira sesso de interao oral ao analisar os movimentos
retricos presentes nos minutos totais de dez sesses de diferentes pares
a fim de verificar se essa sesso pode ser considerada um dos gneros que
compe esse sistema de gneros. As gravaes das sesses selecionadas
esto disponveis em um banco de dados (Aranhaet al., 2015) em formato
de udio e vdeo e foram transcritas a partir dos modelos de Marcuschi
(2003) e Gonalves e Tenani (2008) no software Transana de modo que
pudessem ser analisadas.
A sistematic review on aphasia and working memory: is there a tendency for
next years?
Fernanda Schneider1,2, Sabrine Amaral Martins1,3, Lisandra Rutkoski Rodrigues1,4, Lilian
Cristine Hbner1, Fernanda Loureiro1,4,5, Gislaine Machado Jernimo1, Luiz Carlos Porcello
Marrone1,5, Natalie Pereira1, Diane Blank Bencke1,4
1Pontifcia Universidade Catlica do Rio Grande do Sul, Brazil; 2Instituto
Federal - IFRS; 3Conselho Nacional de Pesquisa CNPQ; 4Coordenao
de Aperfeioamento de Pessoal de Nvel Superior CAPES; 5Hospital So
Lucas - HSL; sabrineam@outlook.com
Investigations over the last years have suggested language and
communication problems observed in aphasic individuals surpass linguistic
system itself, integrating a complex and dinamic set of cognitive deficits.
Making part in these set, working memory may seriously impact individuals
communicative functioning, contributing to the underlying language-
processing difficulties of aphasia. Not only language disruption, but also
many of these individuals may exhibit concomitant deficits with working
memory. However, such deficits are hard to quantify due to a lack of validated
measures. Likewise the convoluted interdependence between cognitive
constructs motivates the merge of different theories about aphasia and
working memory. This systematic review aims at investigating the possible
implications of working memory theoretical view and assessments in aphasia
based on findings from studies of the last 16 years. The article search was
conducted in the databases PubMed and BVS portal. From the 360 articles
found, 27 were selected. They present distinct concepts of working memory
capacity, such as unique resource for processing and a distinct ability for
several types of linguistic information. There is a heterogeneity of theoretical
backgrounds and concepts of working memory, often classified as short-
term memory as well. Yet, there is a variety of unvalidated tasks to measure
working memory capacity being proposed and criticized. The findings about
a theoretical framework of working memory that could aid our understanding
of a disrupted system and how it involves language comprehension and
production are still inconclusive. Then, a challenge in this field is to develop
adequate measures of working memory capacity for aphasic individuals that
help to nurture the existent theories. It is suggested that future research on
measurement and treatment of working memory is warranted to determine
the impact of working memory in language processing.
A CONSTRUO DA IDENTIDADE INSTITUCIONAL E DA IDENTIDADE SOCIAL NA EDUCAO A
DISTNCIA
Rita de Cassia Soares2, Marco Aurelio Souza1
1Pontificia Universidade Catolica do Rio de Janeiro, Brazil; 2Secretaria
Municipal de Educao do Rio de Janeiro, Brazil;
marcoaurelio.professor@yahoo.com.br
Este estudo tem como objetivo verificar a construo de identidades
institucionais e sociais de tutor e cursistas, em interaes discursivas
verbais em um frum de um curso de aperfeioamento a distncia. A
pesquisa configura-se como etnografia digital (SANTAELLA; LEMOS, 2010;
HALLET; BARBER, 2014), de natureza qualitativa e interpretativa (DENZIN;
LINCOLN, 2006), onde os sujeitos so investigados em seus contextos.
A fundamentao terica se baseia nos conceitos de identidades sociais
(BUCHOLTZ; HALL, 2005; DE FINA, 2006; 2007; GUMPERZ; COOK-
GUMPERZ, 2007) e identidades institucionais (PEREIRA; BASTOS, 2002;
PEREIRA; SILVEIRA, 2006). Estudos demostraram que os comportamentos
sociais dos participantes refletem suas formaes profissionais e seu desejo
de construir identidades virtuais especficas no ambiente online (ASSAF,
2003; BENWELL; STOKOE, 2006; SEBBA, 2007). Analisamos um conjunto
de dados formado por 101 postagens dos cursistas e do tutor no frum.
Os resultados mostram que, na medida em que ocorrem mais interaes,
a linguagem dos participantes torna-se mais expressiva, com a utilizao
mais frequente de microssintaxe nas trocas de mensagens (ASTI, 2011),
construindo identidades diferentes daquelas verificadas no incio do curso.
Esta mudana no comportamento lingustico demonstra a construo de um
novo eu perante os outros. Durante o curso, a transio das identidades
institucionais de professor e aluno para identidades sociais de amigos surge
a partir da verificao da diminuio da utilizao de estratgias lingusticas
de assimetria para estratgias de aproximao e camaradagem.
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APROXIMAES ENTRE A LITERATURA INFANTIL E O APRENDIZADO DA LNGUA BRASILEIRA
DE SINAIS
rica Aparecida Garrutti-Loureno
Universidade Federal de So Paulo, Brazil; egarrutti@yahoo.com.br
Esta comunicao versa sobre o aprendizado da Lngua Brasileira de
Sinais (Libras) na Unidade Curricular (UC) Educao Bilngue: Libras/Lngua
Portuguesa, que compe a grade curricular do curso de Pedagogia, da
Escola de Filosofia, Letras e Cincias Humanas, da Universidade Federal
de So Paulo (Unifesp), tendo a literatura infantil como campo semntico
e lexical. Objetiva investigar as contribuies da literatura infantil no
aprendizado da Libras em tal disciplina, segundo a concepo dos
graduandos. Ao longo do curso, aps a escolha coletiva de um clssico
da literatura infantil, os graduandos organizados em grupos, compem e
planejam roteiros em Libras de verses desse clssico (um por grupo). No
final do semestre, os grupos dramatizam as histrias em Libras, registradas
por meio de filmagem e elaboraram livros digitais adaptados. Aps esse
processo, os estudantes respondem a um questionrio avaliativo, que
constitui o foco de anlise desta comunicao, que agrupa questionrios
aplicados no perodo compreendido entre 2011 e 2015. Como resultados,
os graduandos destacaram as histrias infantis como favorecedoras da
ludicidade e da imaginao, as ilustraes como facilitadoras e motivadoras
para o aprendizado de uma lngua, a ampliao do vocabulrio e a
identificao com o contexto das histrias como elementos auxiliares no
processo da aquisio da lngua e, ainda, o aprendizado por meio do
estudo, pesquisa e prtica dos sinais.
Diagnosing and tracking English academic writing: Is Cognitive Diagnostic
Modelling the way forward?
Qin Xie
Hong Kong Institute of Education, Hong Kong S.A.R. (China);
qxie@ied.edu.hk
To date, only a handful of studies in language testing and assessment
utilized Cognitive Diagnostic Modeling (CDM) for diagnostic assessment of
L2 academic writing. Even fewer studies tracked the development of L2
academic writing over time. This study adopted CDM to profile the English
academic writing performance of first-year university students and tracked
the changes of their writing profiles over an academic writing course. This
study involved 472 first-year undergraduate students from a university in
Hong Kong. Participants were involved in a 13-week English academic
writing course, for which they produced three essays for assessment at
the beginning (Time 1: individual, timed essay), during (Time 2: pair co-
construction, untimed essay), and the end (Time 3: individual and timed
essay). At each assessment point, students writing was assessed by nine EAP
instructors against a fine-grained diagnostic checklist for academic writing.
The diagnostic data were analyzed via the reduced RUM to generate for
each student a multi-dimensional diagnostic profile on five writing attributes.
Salient writing profiles were identified for each assessment point and their
changes were tracked over the three observations. The study identified four
major performance patterns out of the 25 posterior probability of mastery
profiles at each assessment point, and multiple transition trajectories of
such profiles from Time 1 to 3 and from Time 2 to 3. Comparing Time 1 and
3, students writing performance improved on the two attributes of task
fulfillment and vocabulary use, but deteriorated in terms of grammar and
organization. Performance on mechanics has marginal but insignificant
decreases. Besides generating individualized feedback to students,
the CDM-based diagnostic assessment has potential to provide useful
information for course planning, instruction, and evaluation. Limitations of
this study and further directions will be discussed at the end.
328
Effective Coordination of Literacy Programs for Young Adolescent EFL
Learners
Mitsue Allen-Tamai1, Toyoda Hiroko2
1Aoyama Gakuin University, Japan; 2Tokyo University of Technology;
allentamai@cl.aoyama.ac.jp
The coordination of foreign language education between a primary school
and a middle school is one of the most discussed issues for conducting
effective English education in EFL contexts, along with the problem of the
shortage of able teachers. In this presentation, the presenters will report
on a six-year project of coordinating English literacy education from upper
grades of public elementary schools to junior high schools.
This programs aims to develop English phonological awareness, letter
knowledge, and spoken language of elementary school children when they
are in the upper grades, where English is not yet an academic subject at
school, but is taught once a week. The participants are given an effective
head-start training to develop the above mentioned abilities. After they
enter a junior high school, where English is an important academic subject
and taught four times a week, the literacy module time provides them a
chance to promote their reading strategies and academic vocabularies.
The presenters will first explain about the foreign language policy at the
national and district levels. Then they will report on the data analysis
to support the claim of the effectiveness of the trainings. The growth
curve model suggests that each year the participants (N= 655) acquired
phonological awareness, print awareness and vocabularies significantly.
The structural equation modeling suggests that their English reading
ability is greatly affected by phonological awareness, print awareness, and
vocabulary.
The general English ability of middle school participants (N= 432) is
measured by a standardized test and performance-based test. They are
taught different genres and reading strategies, depending on the purposes
of reading. The study shows significant reading development fostered by
genre teaching, strategy learning and vocabulary development.
O design de uma Interface para pessoas com gagueira
Andra Souza, Zuleica Camargo
Pontifcia Universidade Catlica de So Paulo, Brazil;
andreassouza@yahoo.com.br
Esta pesquisa prope um trabalho integrado com o grupo de pesquisa
da universidade, que auxilia na terapia de pessoas que gaguejam,
desenvolvido para melhorar a efetividade da sua comunicao. Tal grupo
congrega pesquisadores das reas de Lingustica, de Tecnologia e de
Reabilitao, para o desenvolvimento e avaliao da interface de um
software voltado a terapia da gagueira, verificando principalmente a
usabilidade (facilidade de uso) e a interao humano computador (IHC),
durante o cumprimento das tarefas pelos mesmos. As cincias fonticas
servem como teoria de respaldo no entendimento das dificuldades dos
pacientes, auxiliando tanto na metodologia, quanto no planejamento do
trabalho. Os objetivos so: analisar a IHC como um veculo de incluso
social, compreender como as pessoas com gagueira podem lidar com a
nova tecnologia com eficincia, eficcia e satisfao, estudar a interface de
forma que ajude a criar acessibilidade e usabilidade. Materiais e Mtodos:
esta pesquisa ser realizada mediante a aprovao do comit de tica.
Em conjunto com o grupo de pesquisa, os sujeitos analisados sero sete
adultos entre 18 a 45 anos em terapia de gagueira, cuja avaliao ocorrer
no espao clnico fonoaudilogo na cidade de So Paulo. O corpus deste
estudo consistir deum roteiro preliminar dividido em trs momentos:
atendimento s recomendaes do modelo de acessibilidade do governo
eletrnico (EMAG) para elaborao e construo da interface do software;
desenvolvimento de um projeto final para ser testado a partir de um estudo
piloto averiguando a experincia de um usurio ao lidar com interfaces,
corrigindo o que ser acrescentado com o restante, e, finalmente, promoo
de melhorias de adaptao. Os dados sero analisados mediante o mtodo
de inspeo de percurso cognitivo (como se navega, memoriza e caminha
pela interface) e avaliao heurstica (os padres oferecidos pelo software
dos quais o usurio ter que lidar).
Professional development through Reverse Mentoring
Liliana Beatriz Valle Zapata, Danilza Lorduy Arellano
Universidad de Crdoba, Colombia; lilianavallezapata@yahoo.com
Professional development is a nonstop process of continuous reflection on
teachers doing as professionals of education, which implies meeting the
challenges of work when is demanded. Colombian primary teachers are
due to confront a big challenge as part of their work assignments; teaching
English to their children without any or scarce knowledge of the language.
This reality has led these teachers to explore the possibility to learn from
pre-service teachers doing their teaching practicum at schools. During
the practicum, a two-way relationship between in-service and pre-service
teachers takes place; not only the pre-service teacher gains knowledge and
skills from the experienced teacher; but also the in-service teacher learns
from the novice teacher. This process is called Reverse Mentoring and it
is an intergenerational experience that is taking place at public primary
institutions in Monteria, which eventually will facilitate in-service teachers
professional growth and will motivate them to keep learning.
This presentation will share the results of a case study that aimed at exploring
in what ways Reverse Mentoring influences In-service teachers beliefs
about teaching speaking to children and how their teaching of speaking
improves as a result of the process of Reverse Mentoring.
This research was conducted in 2 elementary public schools in Monteria,
Colombia with 2 in-service elementary teachers and 2 pre-service teachers
from an English Language Teaching Program, doing their first teaching
practicum at these public institutions. The data collection procedures were
surveys, class observations and stimulated recalls.
Results showed that reverse mentoring played an important role in
transforming in-service teachers beliefs about difficulties of language
learning, communicative strategies, motivation and expectations, foreign
language aptitude and nature of language learning. Moreover, improvements
on some specifics of teaching such as approach to teaching, planning
lessons, use of L1 and promoting students participation were also observed
in current teachers classroom practices.
SCHOOLING EFFECT IN HEALTHY AGING IN NAMING, SEMANTIC KNOWLEDGE, WORKING
MEMORY AND CONCEPTUALIZATION
Sabrine Amaral Martins1,2, Bruna Tessaro1,2, Anderson Dick Smirdale1, Fernanda
Loureiro1,3,4, Lilian Cristine Hubner1,2, Lucas Porcello Schilling1,4, Irnio Gomes da Silva
Filho1,4,5
1Pontifcia Universidade Catlica do Rio Grande do Sul, Brazil; 2Conselho
Nacional de Pesquisa CNPQ; 3Coordenao de Aperfeioamento de
Pessoal de Nvel Superior - CAPES; 4Hospital So Lucas da PUCRS;
5Instituto do Crebro - InsCer; sabrineam@outlook.com
The amount of Brazilian elderly population has constantly increased. This
raising life expectation brings the necessity to seek for higher life quality.
Schooling has been considered an important influence on the aging
course in order to preserve elderlys cognitive functions. Aging people may
present compensatory mechanisms related to cognitive reserves, known to
be influenced by educational and socioeconomic levels, as well as social
and work activities, bilingualism, among other factors. Thus, this work aims
to evaluate the effect of schooling on the performance of healthy elderly
individuals in neuropsychological and linguistic tests, as specified below. A
hundred and seventeen healthy individuals (92 women and 25 men) took
part in the study, 66 with high schooling and 51 with low schooling. The
high schooling group (HSG) mean age was 67 years old (SD=6.26) and
14.56 (SD=3.07) years of instruction. The low schooling group (LSG) mean
age was 71 years old (SD=5,77) and 4.9 (SD=2.11) years of formal instruction.
Participants did not present cognitive decline, neither depressive signs
329
measured by MMSE and GDS. The constructs investigated were episodic,
semantic and working memory and perception of conceptual differences,
assessed by tasks included in Bateria de avaliao lingustica e cognitiva no
envelhecimento - BALCE (Battery of Linguistic and Cognitive Assessment
in Aging: Hbner et al., unpublished). The tasks consisted of 1) learning and
recalling a list of 16 figures, 2) 60 naming items, 3) digit span backwards and
forwards, 4) conceptual differences between two stimuli and 5) proverbs
definition. Results suggest a schooling positive and significant impact on
the performance of MMSE, naming, working memory, perception of different
concepts and semantic knowledge, while no significant differences were
found between the two schooling groups in episodic memory. The results
corroborate the positive influence of higher schooling in some cognitive and
linguistic constructs in aging.
Analysing discussion circles: What constitutes a quality literary discussion?
Matthew Armstrong, Tanya McCarthy
Kyushu University, Japan; matthewarmstrongjapan@gmail.com
This poster presentation describes an Oral Communication (OC) course which
employed short literary stories to facilitate effective and natural discourse. In
past OC courses at the institution in which this research took place, students
were required to produce a 3-5 minute oral presentation. In most cases
however, presentations were memorized or read directly from notes. As a
result, at the end of one year of English study at the tertiary level, students
were unable to effectively engage in natural conversational strategies such
as turn-taking, expanding on responses or asking questions. Students were
introduced to various elements of a literary story and discussion techniques
and as a final examination, asked to discuss a story of their own choosing
using the literary elements and techniques learned. Five group discussions
were recorded and transcribed verbatim. Data analysis of transcripts
revealed features that constituted a high quality literary discussion such as
co-constructed knowledge, extended response, self-generated questions
about the text and critical engagement with the material. The poster will
present the complete research findings of what constitutes a good literary
discussion including extracts from the group discussions. It concludes by
identifying the potential benefits of using short stories as a tool to facilitate
genuine discussion in OC courses in the second language classroom.
Further, the presenters will talk about how this knowledge can be used as
a means of professional development in recognizing the elements of both
quality and poor discussions.
METHODOLOGY OF CLASSROOM-ORIENTED RESEARCH: INNER SPEECH AND EXTERNAL
ACTION IN THE TEACHERS FEEDBACK SESSION.
Marisela Rodea
Universidad Nacional Autnoma de Mxico, Mexico;
marisela.colin@cele.unam.mx
This research focuses on reflective educational sessions and critical thinking
of the second language Portuguese teacher (Celani: 2003; Da Silva, 2008,
Cavalcanti, 2013). The aim of the study is to analyze the voice of the teacher
in a reflexive process on her own pedagogical practice. Critical thinking
(Lipman 2003:2012; Celani, 2005: 41), (1) facilitates judgment because it (2)
relies on criteria, (3) is self correcting and (4) is sensitive to context.The Inner
Speech and the External Action are specially discussed (McCarthy, 2016).
The methodology is based on classroom observation, reflexives feedback
sessions and the deep interview technique. The results show the method
developed by the teacher in the integration of theory and pedagogical
practice.
Key words: teachers voice, critical thinking and methodology of classroom-
oriented research
Da Silva Gomes, Coln, M.; H, Alfaro, M. N. y Herrera L. (2008) La investigacin-
accin y su valor en la formacin terico-crtica del profesor de lenguas,
Memorias del 12 ENPLE, Encuentro Nacional de Profesores de Portugus,
CELE, UNAM.
CELANI, Maria Antonieta Alba (org.) (2003) Professores e formadores em
mudana: relato de um processo de reflexo e transformao da prtica
docente. Campinas, SP: Mercado de Letras, 2002. (Coleo As faces da
Lingstica Aplicada) 231 p
Celani &H. Collins (2005) Critical thinking in reflective sessions and in online
interactions. In Rajagopolan, K. (ed.) (2005) AILA REVIEW 18 (2005), 41-57.
Cavalcanti, M. (2013) Educao lingustica na formao de professores,
In Moita Lopes (org.) Lingustica Aplicada na Modernidade Recente, SP,
Parbola, 211-226.
Lipman, M. (2003) Thinking in Education, Cambridge University Press.
Seedhouse, P. (2005), The interactional architecture of the language
classroom: a conversation analysis perspective, Language Learning
Research Club, University of Michigan, Blackwell Publishing, pp. 151-221.
McCarthy,T.M. (2016) Exploring Inner Speech as a Psycho-educational
Resource for Language Learning Advisors, Applied Linguistics, 2016, I-30.
Simulation, flipped classrooms and reflection-on-learning: Learner
Autonomy in practice
Tanya McCarthy, Matthew Armstrong
Kyushu Institute of Technology, Japan; mccarthytanya.m@gmail.com
Learner Autonomy (LA) has been gaining momentum in Japanese English
language classrooms over the past decade, especially at the tertiary levels,
as the goal of creating independent-minded global leaders continues to be
a central mandate of the Ministry of Education (MEXT). Despite decades of
research on LA in the second language (L2) classroom however, developing
syllabi to meet MEXTs goal has been challenging for many institutions. This
poster presentation describes the development and implementation of two
successful curricular innovations which promoted LA in the L2 classroom at
a national university in Japan. Participants included learners at various levels
of proficiency. For advanced students in an Oral Communication focused
course, simulation of a real-life environment students would encounter after
graduation from university was the first innovation. A simulation scenario
aimed to help students gain a realistic understanding of their future thus
use language in a purposeful manner. The second innovation aimed to
foster LA among a range of students across nine different faculties and at
varying levels. A Flipped Classroom Model in an Academic Writing class was
introduced in order to encourage an independent as well as a collaborative
approach to learning. In both courses, reflection-on-learning was integral to
its success. Through this poster, conference attendees will see the step-by-
step process of the course designs and engage in discussion about how to
promote LA in their own classrooms.
A survey of Japanese compliments and compliment responses in the case of
Japanese undergraduate students
Kayo Fujimura-Wilson
Yamaguchi University, Japan; fujiwils@yamaguchi-u.ac.jp
This paper illustrates the use of Japanese compliments and compliment
responses by male and female undergraduates in Japan. A discourse
completion task (DCT) and questionnaire were used in order to determine
how young Japanese people try to behave when giving and receiving
compliments, and how speakers gender affects their use of compliments.
In previous studies, compliments highly relate to linguistic politeness,
including showing solidarity among speakers and becoming a face-
threatening act. For example, in the study of compliments in New Zealand,
Holmes (1988) found that women gave and received more compliments.
Whilst in a recent study of compliments in the U.S. conducted by Rees-Miller
(2011), men used compliments in a comparable amount to those given and
received by women in particular settings, including the context of sports and
club activities.
In the results of this study, the use of compliments differed among gender in
which Japanese female students paid more attention to ones appearance
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than male students. They tended to choose giving more compliments than
men, especially towards seniors. Male and female students also sometimes
replied differently to compliments, that women responded to compliments
enthusiastically and accepted them more easily than men, whereas men
tried to respond logically and tended to deny compliments while keeping
their face.
Furthermore, the survey, which included questions about giving and
receiving compliments, revealed participants psychological reasons for using
compliments. Most participants acknowledged that compliments are used as
positive politeness to make interlocutors happier and give a good feeling.
References:
Holmes, J. (1988). Paying compliments: A sex-preferential politeness strategy,
Journal of Pragmatics 12, 445-465.
Rees-Miller, J. (2011). Compliments revisited: Contemporary compliments and
gender, Journal of Pragmatics 43, 2673-2688.
Blended Learning e Aprendizagem mvel no Ensino de Lngua Inglesa
Helena Kieling
Universidade Catlica de Pelotas, Brazil; kieling.helena@gmail.com
Blended Learning uma abordagem de educao formal no qual o aluno
aprende, no s, por meio do ensino on-line, mas tambm de modo
presencial, em uma localidade fsica supervisionada, fora de sua residncia.
(CHRISTENSEN; HORN; STAKER, 2013)
Esse novo enfoque tem caractersticas semelhantes aos procedimentos
observados nos servios bancrios, (Valente, 2015), em que o cliente passou
a assumir a responsabilidade de gerenciar suas atividades bancrias, o que
no significou o desaparecimento das agncias, mas uma transformao das
suas funes. Do mesmo modo, no contexto educacional, o aparecimento
de inmeras tecnologias educacionais no provocou o desaparecimento
da escola, mas indica a necessidade de repensar o seu espao, bem como
os papis do professor e do aluno.
O trabalho proposto se d no contexto de um curso de ingls em que a
Blended Learning passou a ser adotada, trazendo o uso do celular como
ferramenta indispensvel s aulas. Em tal proposta, os alunos, em situao
presencial so frequentemente deslocados ao uso da tecnologia mvel
para alguma atividade e, tambm devem utiliz-la fora da sala de aula
para cumprir atividades em uma plataforma on-line. Uma particularidade j
reconhecida pela pesquisadora a diferena no planejamento das aulas, o
aumento da motivao dos alunos e uma maior autonomia no seu processo
de aprendizagem.
O uso de tecnologia mvel impacta a forma de ensino-aprendizagem em
muitas disciplinas e contextos. A portabilidade, a conectividade e o baixo
custo, facilitando o acesso dos alunos ao celular, potencializam mudanas
significativas no ensino. Aprendizagem mvel pode ser definida como um
recurso educacional em que a tecnologia dominante caiba na palma da
mo (TRAXLER, 2005). Kukulsha-Hulme & Shield (2008) enfatizam que
pela continuidade e espontaneidade no acesso, bem como pela interao
gerada, a aprendizagem mvel parece pertencer mais ao aprendiz do que
ao professor.
Ensino de escrita acadmica sob a perspectiva do gnero bakhtiniano e da
gramtica sistmico-funcional
Luciana Rodrigues Villar Luna
Universidade Federal do Rio de Janeiro, Brazil; lucianavillar11@gmail.com
Durante meu trabalho como revisora de textos acadmicos da rea
tecnolgica, pude observar que determinados problemas envolvendo a
linguagem ocorriam com bastante frequncia nos textos de pesquisadores-
autores. Uma possvel explicao para essa situao parece estar no
sistema educacional brasileiro, que costuma ser conduzido com maior foco
nas questes relativas gramtica, como consequncia da preocupao
com o domnio da norma culta, e dedica um espao mais restrito s
reflexes sobre os gneros textuais e escrita. Esse quadro se reflete,
por exemplo, na produo textual dos pesquisadores-autores com os
quais trabalhei. As prticas de pesquisa destes culminam em um resultado
que precisa ser divulgado atravs da elaborao de um texto escrito,
inserido em um determinado gnero, a escrita acadmica. Este gnero
tende a requerer formatos e elementos especficos que coincidem com
a norma culta padro da lngua portuguesa. O desafio que se apresenta
aqui parece ser o de desenvolver uma proposta de ensino com um foco
nesses pesquisadores-autores enquanto alunos e nas suas necessidades
especficas, visando a atender a seus propsitos comunicativos. O objetivo
principal desta pesquisa ser a elaborao de uma nova proposta de
organizao didtica de tpicos em lngua portuguesa, voltados para o
ensino de escrita acadmica, que possa promover uma maior autonomia
para os pesquisadores-autores. A metodologia utilizada ser a pesquisa
qualitativa com o intuito de analisar textos em busca de inadequaes,
estruturar uma proposta de ensino e aplicar tal proposta em um contexto
de ensino-aprendizagem. O estudo dos gneros seria um ponto de partida
para as reflexes sobre a lngua, o que poderia levar a um aprofundamento
de temas relativos gramtica. O estudo da gramtica como sistema, nesta
perspectiva, teria uma motivao real, com base em necessidades reais.
Para tal recorrerei concepo bakhtininana de gneros do discurso e
Gramtica Sistmico-Funcional.
Multiliteracy and the Rio-Warsaw Connection
Hugo Taam Dart
Instituto Brasil-Estados Unidos, Brazil; hugo.dart@gmail.com
This poster is about the creation of multiliteracy opportunities by means
of an intercultural initiative in which students from a language school in
Rio de Janeiro, Brazil interact with students from a high school in Warsaw,
Poland and, on occasion, from other countries as well in an exclusive
Facebook group during 10 weeks of a semester. Each week begins with
one of the managing teachers posting the topic that all participants are to
discuss over the following seven days. The focus is always on interaction
rather than accuracy, though the teachers will address the most relevant
language issues in class, as the participants contributions constitute a
meaningful sample of their linguistic abilities. The project takes advantage
of recent technological developments in order to create meaning-making
communities that are increasingly diverse, from both a geographic and a
cultural point of view (LEMKE, 1998). Because instant and inexpensive online
exchanges are mutually enriching for individuals and for their communities
(CORBETT, 2010), the initiative has resulted in new, community-based
literacies. Throughout the past three years, a total of about 200 students
from six cities in five countries have produced language in the form of short
texts and a video, and shared a number of images, some of which have
been produced by themselves, thus going far beyond what they see in their
respective classrooms. The corpus which is the sum of the interactions that
have taken place points at the advantages of bringing more diversity into
language learning, and of doing it in a way that has never before been so
readily available to teachers around the globe.
O papel poltico do professor na discusso do tema famlia no ensino-
aprendizagem de lngua inglesa
Fabiane Reginaldo
Pontifcia Universidade Catlica de So Paulo PUC-SP, Brazil; fabiregin@
hotmail.com
Este pster traz discusses preliminares fruto de minha pesquisa de
mestrado em andamento sobre prticas docentes e o tema famlia no
contexto escolar. Tem o objetivo de discutir o papel poltico do professor
em um contexto de ensino-aprendizagem de lngua inglesa em escola
pblica. O foco est em discutir em que medida as prticas docentes de
uma professora-pesquisadora de lngua inglesa caracterizam-se como
ativistas criando um contexto de letramento crtico, constituio cidad e
empoderamento dos alunos por meio do tema famlia. Os participantes da
pesquisa foram 19 alunos de uma turma do 6 ano do ensino fundamental
de uma escola da rede municipal de ensino e a professora-pesquisadora.
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Este trabalho est inserido no campo da Lingustica Aplicada Crtica e
Transgressiva (RAJAGOPALAN, 2003; PENNYCOOK, 2001) e embasado
na Teoria Scio-Histrico-Cultural (VYGOTSKY, [1934] 2000). Situa-se
no quadro terico-metodolgico da Pesquisa Crtica de Colaborao
(MAGALHES 1994, 2001, 2012), caracterizando-se como intervencionista,
pois o foco est na compreenso e transformao de modos de agir dos
participantes nos contextos escolares, pautados em questes de justia,
empoderamento e cidadania crtica (MAGALHES, 2012). Para subsidiar a
discusso ser apresentado um recorte de dados formado por excertos
de vdeo-gravaes que foram produzidos durante as aulas em que um
material didtico elaborado pela professora-pesquisadora foi utilizado.
Students anxiety and choice of language in English classrooms at Japanese
universities
Kayo Fujimura-Wilson
Yamaguchi University, Japan; fujiwils@yamaguchi-u.ac.jp
Code-switching in a foreign language classroom has long been discussed
and most teachers have agreed with the idea that only using the target
language is beneficial for learners L2 acquisition. However, there are socio-
cognitive functions of L1 use, which help Learners anxiety towards learning
and using the target language, and L1 is an important tool among L2 learners
with the same L1 background, especially for low proficiency learners (Ahmad
et al., 2009; Antn and Dicamilla, 1999).
Recently in Japan, there has been increased pressure for non-native English
teachers to teach all their lessons in English so that Japanese learners can
improve their acquisition of the English language. However, the question
arises as to how learners feel about being taught only in English. Therefore,
this poster presentation will show the results of a questionnaire of how
university students feel about teachers using only the English language and
how Japanese teachers code-switching affects their attitude in the English
classroom.
A total of 214 university students answered a questionnaire on teachers
code-switching in the English classroom. In the results, most students
supported teachers using Japanese and they showed much anxiety for not
understanding lessons conducted in English. Students felt more comfortable
when teachers use Japanese than English. Moreover, the amount that non-
native English teachers use English seems to vary; therefore, they need to
be more aware of code-switching in English classrooms in order to find out
an appropriate use and balance of L1 and the target language for learners
better language acquisition.
References:
Ahmad, B. H. and Jusoff, K. (2009). Teachers code-switching in classroom
instructions for low English proficient learners, English Language Teaching,
2 (2), 49-55.
Anton, M. and DiCamilla, F. J. (1999). Socio-cognitive functions of L1
collaborative interaction in the L2 classroom. The Canadian Modern
Language Review, 54 (3), 314-342.
the International Arabic Alphabet
Vasiliy D. Ivshin, L.A. Teleghin, Yu.M. Zinina
Moscow Region State University, Russian Federation; ia450@mail.ru
The article deals with the problem of creating an international Arabic
alphabet on the basis of Cyrillic writing.
The Arabic language is one of the six official and working languages of the
UNO along with English, Spanish, Chinese, the Russian and French.
Now there is a brewing necessity for the reform of simplifying of the Arabic
writing and of creating an International Alphabet of the Arabic language not
on Latin (Roman) alphabet (in which there are only 24 letters) but on the
Cyrillic alphabet which has been recognized to be the most perfect by the
well-known linguistic scholars J.Vandries and A.Meie.
And in connection with the appearance and spreading of the Internet two
international alphabets are suggested Latin and Cyrillic alphabets.
For the Arabic language it is ought to preferably pass onto the Cyrillic
alphabet in which there are enough letters for all Arabic sounds and thus to
have two alphabets: the traditional Arabic and the Internet Russian.
The edition of textbooks of the Arabic language on the Cyrillic alphabet
would at once make easier the learning of the Arabic language as an
International one in many countries, especially in Russia.
The new alphabet does not cancel the historical Arabic alphabet, but
creates the International Arabic alphabet.
The Structure Expository Texts in Hebrew L1 and English L2 by School Children
in Israel
Anat Stavans, Dafna Alon
Beit Berl College, Israel; stavansa@beitberl.ac.il
Children around the world live more and more in multilingual literate
landscapes, which may propel literacy awareness, integration and cognitive
assimilation of different writing and notational systems even before
schooling. Learning to write is a complex process entailing integration of
multiple individual abilities (e.g., notational, linguistic, communicative) and
contextual factors (e.g., teaching practices, parental input). This paper is an
exploratory study on expository texts produced in Hebrew L1 and English
L2. The mastery of expository texts, which is long and protracted, is the
most needed in the development of academic literacy at school. This is true
to the process of the development of academic literacy not only in the first
language but also in the second language.
This paper focuses on the structure of expository text productions of 30
elementary school children in 7th and 9th grades in Israel. These children
have not only mastered their language and writing in the first language but
have also learned to do so in their other language (English). The participants
completed a set of written tasks that are related to the potentially explanatory
variables of text quality such as the organization and structure of genre
specific features. The written tasks elicited constituted the production of
informative and argumentative texts, in two different languages and by
two different age groups. Each child produced 4 texts (Argumentative in
English and in Hebrew and Informative in English and in Hebrew). The texts
were analyzed for structure in terms of length, components, genre specific
support, and personalized stance.
Results show developmental differences in the structure of the texts in terms
of: length (L1 texts are longer than L2; Younger participants texts are shorter
than older participants), components (variability of length and variety), genre
appropriate support ( L1 richer than L2 especially in older children).
The use of apology strategies in English and gender differences by Japanese
university EFL students
Timothy John Wilson
Hiroshima Jogakuin University, Japan; twilson@gaines.hju.ac.jp
An apology is an expressive illocutionary act, the aim of which is to maintain
harmony between the speaker and hearer, and to enhance and restore
interpersonal relationships. The Speech act of apology is important for English
language learning as speech acts should be integrated in the classroom to
help learners develop pragmatic competence in the L2 target language.
Japanese English language learners lack knowledge of the sociolinguistic
rules of speaking English. Therefore, successful communication is possible
when English Foreign Language (EFL) learners have pragmatic competence
which exhibits the ability to use language forms suitable in a socio-cultural
context.
The aim of this study therefore, is to investigate the strategies used by
EFL learners of English of the speech act of apology, which is based on
Holmes (1990) and Blum-Kulkas (1989) apology speech act sets. The study
also investigates whether there are any significant differences between
male and female respondents in the use of their apologies. A Discourse
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Completion Test (DCT) comprising of 10 apology scenarios was developed
and conducted by 100 university students in Japan, and it was found that
Japanese EFL learners lack knowledge and communicative competence for
most of the strategies of apology and that there also were differences in the
strategies used between males and females. Interestingly, females tended
to apologise more than males in most of the scenarios, but mostly to only
females. Whereas the males tended to apologise less but equally to both
males and females.
A FUNO SOCIAL E EDUCATIVA DO JORNAL ESCOLAR
urea Brando Santos
IFMA,Brazil; aurea.santos@ifma.edu.br
O jornal escolar surgiu na Frana, com o educador Clestin Freinet (1974),
trazendo a proposta de alcanar diferentes classes e pblicos, e tocar
no mago da funo educativa, propondo uma nova forma de se fazer
escola, uma que trabalhasse alm das normas intelectualizadas, com
base em atividades sociais. No Brasil, o jornal escolar ganhou destaque,
a partir da dcada de 80, com a educadora e pesquisadora Maria Alice
Faria (2007), que propunha o Jornal na sala de aula como uma alternativa
didtica para o ensino de lngua portuguesa, numa relao dialtica que
associasse leitura e escrita, uma atividade pragmtica para o ensino da
lngua materna e um enfrentamento ao ensino estanque e desvinculado
dos contextos sociocomunicativos. A partir dessas bases, elaborou-se
o projeto desenvolvido no Instituto Federal do Maranho, campus So
Raimundo das Mangabeiras, do planejamento, produo e divulgao de
um jornal escolar. Objetivando-se que alm de produzi-lo como um veculo
de comunicao, os participantes pudessem refletir que as atividades de
linguagem contribuem para uma participao mais ativa na vida social.
Neste trabalho, o papel de mediao do professor fundamental, porm
precisa ser bem delimitado, considerando que a prtica deve contribuir
para a autonomia dos alunos. Foram organizadas oficinas para a sua
elaborao, onde sequencialmente, ocorreu o contato com os gneros que
constituem o jornal, lendo, interpretando e compreendendo a estrutura e
o funcionamento dos textos, o processo de produo dos textos escritos,
cumprindo as etapas de planejamento produo reviso reformulao
reescrita, e a fase de diagramao e publicao do jornal. A sua
repercusso positiva nos leva a crer que fundamental que esta prtica
seja difundida, e que os seus benefcios sejam preservados por meio de
novas aes, com diferentes protagonistas e alcanando novos pblicos.
Competncia espontnea do bom aprendiz de Lngua Inglesa
Ana Ceclia Fernandez dos Santos
UFSCar, Brazil; fernandeza.cecilia@gmail.com
Nos ltimos anos, percebemos que vrios alunos da graduao e ps-
graduao de uma universidade do interior do estado de So Paulo
apontavam diferentes estratgias de aprendizagem que utilizavam para
estudar a lngua inglesa. Para confirmar essa situao, aplicamos uma
narrativa piloto, perguntando aos alunos do primeiro ano do curso de
Licenciatura em Letras portugus/ingls da mesma universidade como eles
haviam aprendido ingls. Obtivemos, assim, diferentes respostas: os alunos
mantinham contato ou estudavam a lngua a partir de sries de televiso,
livros, msicas, filmes, videogames, jogos online e pela internet. Algumas
pesquisas (FERRAO DE PAULA, 2008; TAVARES, 2011; SANTOS, 2011;
FRANCO, 2013; ARRUDA, 2014; entre outras) j investigaram estratgias
de aprendizagem (PAIVA, 2005), crenas (BARCELOS, 2004) e a cultura de
aprender (BARCELOS, 2005) de diferentes alunos. Defendemos que essas
teorias fazem parte de algo maior: a competncia espontnea de aprender
(ALMEIDA FILHO, 2014). Considerando esse panorama, achamos relevante:
(1) melhor compreender como se caracteriza a competncia espontnea
considerada ideal; e (2) mapear essa competncia desses indivduos de
modo a propor um modelo da mesma. Esta pesquisa de natureza qualitativa
(SILVEIRA; CRDOVA, 2009; SELIGER; SHOHAMY, 1989) e exploratria ser
realizada com alunos universitrios da citada universidade que possuem
um nvel avanado de proficincia (nveis B2 a C2 do Quadro Comum
Europeu de Referncia para Lnguas). Eles respondero a um questionrio,
faro uma narrativa e participaro de duas entrevistas (LUDKE & ANDR,
1986) no segundo semestre de 2016. Esta pesquisa justifica-se por
desenvolver um assunto que pode auxiliar o aluno de lngua estrangeira
a desenvolver sua autonomia e muni-lo e tambm ao professor de
possibilidades de compreenso de seu aprendizado, alm de tambm ser
til no desenvolvimento de materiais didticos.
Concepes de cultura e literatura no ensino-aprendizagem de Ingls como
Lngua Franca
Carolina Marques Da
UNESP, Brazil; carol_mdea@hotmail.com
O ensino de lngua inglesa encontra desafios em relao escolha de qual
ingls deve ser ensinado. Dvidas como escolher reproduzir a variedade
britnica ou americana (focando nos planos lexical, fontico e cultural de
uma suposta variedade padro) so comuns entre professores de lngua
inglesa, mas preciso refletir se h real necessidade de mimetizar um falante
nativo quando a maioria das interaes em lngua inglesa no ocorrem
entre nativos (SEIDLHOFER, 2011). Alm dos entraves metodolgicos e
tambm das dificuldades na escolha e na adoo da abordagem e do
mtodo no processo de ensino-aprendizagem, professores e linguistas
aplicados podem refletir sobre a concepo de lngua e status dessa
lngua no cenrio internacional: devemos ensin-la como lngua estrangeira
ou como lngua franca? E ainda: o que lngua franca? Neste trabalho
fazemos uma discusso acerca do papel atual da lngua inglesa no
contexto internacional e como esses aspectos tm influenciado o processo
de ensino-aprendizagem e a confeco de materiais didticos, refletindo
sobre possveis impactos lingusticos e culturais para os aprendizes.
O corpus a ser analisado provm dos livros didticos da srie Global
(MACMILLAN, 2010). Alm disso, exploraremos as concepes de lngua e
cultura que subjazem o material, focando os trechos que envolvem textos
literrios. Segundo os editores da srie, a literatura tem papel importante
na aprendizagem de uma lngua, e por isso o material traz numerosos
excertos de obras literrias seguidos de propostas de atividades sobre elas.
Nossas perguntas de pesquisa, ento, so: as propostas que se valem de
literatura como temtica e material para discusses culturais e lingusticas
esto alinhadas com a proposta da srie? Contribuem para a concepo de
ingls como lngua franca? Apresentaremos neste pster dados e reflexes
buscando discutir o status atual do ingls articulado anlise do material e
do uso da literatura nesta conjuntura.
Produo e adaptao de materiais em Centros de Auto Acesso
Mariana Barreto
Universidade Federal do Par, Brazil; marianamaues5@gmail.com
O trabalho objetiva compreender o papel dos materiais para estudo de
lnguas em centros de auto acesso a partir do estudo terico sobre o
tema, do levantamento das necessidades de materiais a nvel local, de
sua elaborao e avaliao. A nomenclatura Centro de Auto Acesso
(CAA) indica, em grande medida, sua definio. Trata-se de um ambiente
especialmente desenvolvido para a busca autnoma pelo conhecimento.
Suas organizaes espaciais, materiais e de funcionamento so destinadas
ao aprendiz que busca o incio ou a continuidade de um processo de
aprendizagem independente. Gardner e Miller (1999) destacam que o
CAA uma abordagem aprendizagem de lnguas, no uma abordagem
ao ensino de lnguas. A Universidade Federal do Par possui um centro
de auto acesso localizado na Faculdade de Letras Estrangeiras Modernas
(FALEM), denominado Base de Apoio Aprendizagem Autnoma (BA). A
partir do estudo terico e da distribuio de um questionrio online para
levantamento das necessidades do CAA local, novos materiais vem sendo
desenvolvidos. Estes materiais so inteiramente produzidos ou adaptados
de outros j existentes. Ao final de cada atividade o usurio encontra
perguntas anexadas que servem como dado para a anlise da eficcia do
material. No estudo em desenvolvimento foi analisado o perfil dos alunos
frequentadores da BA, suas necessidades, objetivos e expectativas quanto
333
aos materiais disponibilizados. Os usurios acusam a falta de organizao
dos materiais e de divulgao do centro, sugerindo a incluso de materiais
interativos, revistas em quadrinhos estrangeiras e manuais para melhoria de
habilidades especficas. Desta forma a produo, incluso e adaptao de
materiais vem demonstrando ser de grande auxlio ao desenvolvimento dos
estudantes, e indicando uma nova dinmica no CAA.
A importncia do ensino da Libras nos Institutos Federais: Aspectos
indentitrios, culturais, lingusticos, didticos metodolgicos.
Marcel de Assis Roque
IFSP - Instituto Federal de So Paulo, Brazil; marcel.libras@hotmail.com
A Lngua Brasileira de Sinais (Libras) foi reconhecida pela legislao
brasileira por meio da Lei n 10.436 de 24 de abril de 2002, que a estabelece
como meio legal de comunicao e expresso das comunidades surdas
brasileiras. Posteriormente, em dezembro de 2005, entra em vigor o Decreto
n 5.626, que regulamente a lei 10.436 e define um conjunto de orientaes
relacionadas ao uso e difuso da Libras, sendo uma das medidas
estabelecidas, a determinao de que a Libras deve ser includa como
disciplina obrigatria nas grades curriculares dos cursos de fonoaudiologia
e licenciaturas de todo o pas. Em conformidade com a Lei, os alunos
das licenciaturas e de fonoaudiologia passaro a ter na sua formao
conhecimentos sobre a lngua de sinais e sobre as especificidades dos
surdos. Conforme S (2013), a principal vantagem da obrigatoriedade do
ensino da disciplina , alm do aprendizado inicial da lngua, a possibilidade
de suscitar importantes discusses a respeito de um grupo especfico de
estudantes e marcar um espao para a sensibilizao e necessidade
de um trabalho diferenciado com pessoas surdas, dando lugar para que
esta diferena seja visvel, notada, legitimada (p. 3-4). A lngua de sinais,
assim como qualquer outra lngua, carrega consigo elementos culturais
e gramaticais. Pretendemos investigar como os professores consideram
esses elementos culturais da lngua no ensino desta para alunos ouvintes
dos cursos de graduao.
Por ser um campo recente de estudos, so escassas as pesquisas que
discutam as melhores formas de ensino da Libras para alunos ouvintes do
ensino superior. Entretanto, em Institutos Federais ela ensinada de uma
forma, contendo cargas horrias e contedos diferenciados. Assim, mostra-
se relevante compreender qual a melhor forma de estruturar essa disciplina
para atender seus objetivos.
BLENDED LEARNING POTENCIALIDADES E INTEGRALIZAO CURRICULAR NO ENSINO E
APRENDIZAGEM DE LNGUAS
Maria Glalcy Fequetia Dalcim
Instituto Federal de So Paulo - Cmpus Avar, Brazil;
maria.dalcim@ifsp.edu.br
O processo de ensino e aprendizagem de Lnguas Estrangeiras caracteriza-
se pela sua complexidade. Estud-lo compreende uma srie de fatores
que esto diretamente ligados s experincias pessoais (PAIVA, 2007;
BRAGA, 2013). Conhecer essas diferentes experincias podem significar
uma amplitude na compreenso do professor sobre os aprendizes alm de
fomentar a criao / utilizao de novas ferramentas e metodologias - fatores
decisivos na manipulao exitosa do processo de ensino e aprendizagem.
No trabalho com alunos do Ensino Mdio Integrado a Cursos Tcnicos,
uma das recorrentes demandas pauta-se na real integralidade do currculo
(ALMEIDA e VALENTE, 2012) da Base Nacional Comum com os Componente
Tcnicos. A organizao temporal, a disposio dos contedos, as
estratgias e metodologias entrelaam-se com o desafio de alcanar e
manter o engajamento dos alunos no processo de ensino e aprendizagem.
Todo esse processo requer cuidado e equilbrio a utilizao de tarefas
presenciais, aulas expositivas de caracterizao passiva do aluno podem
acarretar desestmulo e inapetncia (GARRISON e ANDERSON, 2003); por
outro lado, imergi-los no oceano digital, apesar de serem considerados
como provenientes dessa gerao (KENSKI, 2007) pode suscitar um
descaminho frente enormidade desse universo multimodal tecido por seus
hiperlinks dinmicos e altamente versteis. Na diligncia pela integralidade
do currculo, a integralidade do ensino presencial e online dispe-se como
estratgia promissora, principalmente pela desconstruo das barreiras
temporais e espaciais (TORI, 2012). Nesta perspectiva, des-cobrimos o
blog como um grande propiciador desses pontos de contato e repositrio
ferramental para as atividades online conectadas s atividades presenciais.
Deste modo, o presente trabalho busca refletir sobre os mergulhos iniciais
no oceano da Blended Learning (BONK e GRAHAN, 2005) como apoio
pedaggico disciplina de LEM Lngua Estrangeira Moderna Ingls, no
Ensino Mdio Integrado a Cursos Tcnicos.
Solicitaes no portugus brasileiro e no japons: um breve estudo
comparativo
Jos Luiz Ottoni Neves
Especialista em Letras pela PUC-Rio, Brazil; zlottoni@yahoo.com.br
O objetivo do presente trabalho analisar um ato de fala especfico a
solicitao em um contexto comparativo entre o portugus brasileiro
e o japons. Trata-se de recurso lingustico de grande importncia, pois
envolve o processo de negociao de faces, sendo fundamental, para
a formao de identidade do falante de um novo idioma, conhecer os
comportamentos adequados em variadas situaes. Sabemos que o
processo de ensino/aprendizagem de uma nova lngua vai alm do estudo
de suas normas gramaticais, devendo tambm abarcar o contexto cultural
da lngua ensinada/aprendida. Nesse sentido, uma das melhores formas
de se compreender uma cultura compar-la com outra, observando-se
semelhanas e diferenas. Os dados em anlise consistem nas respostas
de participantes de ambas as nacionalidades (brasileiros e japoneses) a um
questionrio, elaborado nos dois idiomas, contemplando quatro diferentes
situaes, nas quais duas variveis se combinam: relao de poder entre os
interlocutores (igual status e solicitante dominante) e o nvel de imposio
da solicitao (alto e baixo). So elas: igual status e baixa imposio;
igual status e alta imposio; solicitante dominante e baixa imposio; e
solicitante dominante e alta imposio. Foram comparados os tipos de
respostas recebidas em ambas as lnguas e os trs tipos de estratgias
identificados: direta, indireta convencional e indireta no convencional.
Tambm so referidos os recursos modificadores, que funcionam como
atenuantes ou agravantes, tornando a solicitao mais ou menos impositiva,
aumentando ou reduzindo possveis ameaas face do interlocutor. Os
resultados obtidos evidenciam as variaes nos padres de respostas das
duas culturas. Podero ser teis, no ensino de Portugus como Segunda
Lngua para Estrangeiros (PL2E), tanto as variaes e caractersticas
culturais descritas, como os dados coletados, organizados em quadros
esquemticos nos quais se relacionam as expresses utilizadas pelos
respondentes com as estratgias de solicitao e os respectivos recursos
modificadores.
Produo de videoclipe nas aulas de ingls: em direo pedagogia de
multiletramentos
Josibel Rodrigues Silva
Instituto Federal de Educao, Cincia e Tecnologia do Amazonas, Brazil;
jubileu82@gmail.com
Neste estudo, analisamos um projeto de produo de videoclipes nas
aulas de ingls no Instituto Federal de Educao, Cincia e Tecnologia
do Amazonas (IFAM), Campus Manaus Zona Leste (CMZL), Manaus (AM),
luz da pedagogia de multiletramentos. Conforme Rojo (2012), o conceito
de multiletramentos aponta para dois tipos de multiplicidade presentes
em nossas sociedades, a multiplicidade cultural das populaes e a
multiplicidade semitica de constituio dos textos. Sob esse olhar, neste
projeto os aprendizes em grupo desenvolveram videoclipes baseados na
realidade da escola em que estudam, na qual expressaram sua criatividade
e perspectiva em relao a diversos temas ligados a escola, bem como,
conheceram a perspectiva dos outros alunos, dando-se nfase, ento,
multiplicidade de culturas que interagem na sala de aula. Ademais, os
alunos puderam observar a diversidade de estilos musicais, em que houve
um processo de apreciao e estranhamento em relao aos critrios
nas escolhas das msicas, dos lugares para a filmagem, das coreografias,
dentre outros aspectos. Destacamos neste estudo, a influncia de culturas
advindas de pases hegemnicos como os Estados Unidos e Inglaterra,
sendo necessrio, assim, conhecermos e apresentarmos outras formas de
cultura, de linguagem, modos e mdias, relacionando-as realidade local.
Finalmente, acreditamos que os resultados deste projeto foram positivos,
uma vez que buscamos ir em direo pedagogia de multiletramentos.
S98
Time: Thursday, 27/Jul/2017: 5:00pm - 7:00pmLocation: Louvre II
Innovations and Challenges in Applied Linguistics: Perspectives from
Southeast Asia
Organizer(s): Azirah Hashim (University of Malaya, Malaysia), Ee Ling Low
(National Institute of Education, Nanyang Technological University,
Singapore)
Studies on Applied Linguistics in the Southeast Asian region have been
quite diverse. From single disciplinary studies and a focus on ELT in the
early part, much of the focus is now on inter- and multidisciplinary studies,
privileging a broad view of language and communication and integrating
diverse methodologies. This problem-based orientation leads to research
outcomes that are more relevant to practitioners and policy-makers. Studies
on local culture such as the dual court system in certain countries and
doctor-patient communication involving the use of more than one language
are quite popular. In a multilingual region with numerous debates about
medium of instruction and the role of English, issues raised by English for
educational language policies are much discussed. Questions on the need
for a broad multilingual policy that takes into account other languages of the
entire habitat are often asked. In a region where English plays a dynamic
role in both intra- and international communication, research in this area has
received significant attention in the last few decades. National education
systems face a huge demand for appropriate levels of competence in
English and with the ASEAN community there is considerable pressure
to close the proficiency gap that currently exists among different ASEAN
member states. The role of applied linguists as cultural mediators between
the public and the scientific experts is also beginning to be well recognized
in research on health issues, for example. This symposium will discuss
innovative approaches and challenges to research in Applied Linguistics
in the Southeast Asian region in research across various social domains
through four papers. The first will touch on the topic on a comparison of
legal and educational language planning in Southeast Asia, the second will
discuss challenges to national language policies via the lens of ASEAN, while
the third turns its eye on a focal case study in the region where language
policy has long been the bane of contention. Finally, the symposium ends
with a meta-analytic study of research done in Applied Linguistics in the
region from an epistemological perspective and in so doing, discusses
challenges that lie ahead.
DETAILS OF THE SYMPOSIUM PAPERS
Comparing legal and educational language planning in Southeast Asia
Richard Powell
Nihon University, Japan
While applied linguistics research across Southeast Asia is dominated by
the educational domain and focuses heavily on the expansion of English,
this study directs its main attention to the legal domain, where English has
expanded in some civil law jurisdictions that had little use for it before the
acceleration of cross-border collaboration, but contracted in some common
law jurisdictions where its status as the sole legal medium has been modified
by the introduction of vernaculars. The paper first compares the language-
in-law policies of four polities: (1) Laos, where French and socialist legal
traditions and the experience of postcolonial isolation have constrained
efforts to raise English proficiency as part of a modernisation process; (2)
334
the Philippines, which has experimented with the use of Filipino in a mixed
legal system long dominated by English; (3) Malaysia, where Malayanisation
has produced a largely bilingual legal system; and (4) Myanmar, where legal
English has been displaced almost entirely by Burmese except in education.
The paper then discusses the importance of language planning in legal
systems situated in multilingual societies and considers the potential of
bilingualism for enhancing access to justice. Finally, the paper compares
the legal and educational domains, concluding that while they share in
a struggle to balance local languages for national identity with English
for global engagement, law involves entrenched practices that present
particular challenges for language planners.
Challenges to National Language Policies: ASEAN perspectives
Azirah Hashim
University of Malaya, Malaysia
The geo-political, demographic, linguistic and cultural space of Southeast
Asia has ensured that language contact has always been pervasive.
Colonial periods have added a major reshuffling of the demographic and
linguistic make-up of the region and the contact scenario. English has slowly
but surely carved out for itself a considerable space at the expense of other
languages in the regions national and regional languages and habitats.
Inheriting colonial outcomes at independence, ASEAN member states have
formulated national policies of their own with regard to English and their
own native language as the national language. The more contemporary
geo-political changes brought about by globalisation and regionalisation in
ASEAN have added new challenges to national language policies.
In many of the ASEAN countries, the role of the English language has
become a challenge and created in some cases a volatile situation in the
formulation and adherence of a standard language policy for the country
especially now as English has become a means of communication at
three levels namely national, regional and global. At the same time, the
learning of the language has become indomitable resulting in a conflict
among the policy makers on the extent of inclusion of the language in the
education system so that it does not undermine the pre-eminence of the
national language in common usage and growth. This paper discusses the
challenges faced in the formulation of language policies in the region and
innovative approaches that need to be adopted.
Language Policy in Malaysia: Seeds of Contention or Fruits of the Future?
Beng Soon Lim
SIM University, Singapore
This paper will analyse language policies in Malaysia from the establishment
of the colony of Penang in 1786 till today. English has enjoyed its ups and
downs as the country, Malaysia as we have come to know it, grew from a
collection of Malay sultanates and British territories and morphed into the
present nation state. We will explore and explain issues in language policies
within the context of political and economic realities from the onset of British
colonialism in Penang in 1786 till the present day. The issue of language
policies is considered sensitive in modern day multi-ethnic Malaysia and this
paper will attempt to provide insights into the issues of language policies
and language education from a historical, cultural and anthropological
perspective, without which one can hardly ever hope to fully understand
why and how language policies have become a political hot potato in
modern day Malaysia.
On the eve of Malayan independence in 1957 the education landscape
was fragmented as there was no national education policy during the
colonial administration in the last 150 years. The nation builders of modern
day Malaysia wanted a streamlined education curriculum and system with
independence. We shall explore their considerations, thoughts and views
as they debated this tricky question of language policies and education for
a polyglot population.
This paper will delve into the private papers, interviews and biographies
of politicians, administrators and elites of the country during the early
335
independence period to understand the factors, considerations and
debates on language policies.
Research on Applied Linguistics in Southeast Asia: An Epistemological
Perspective
Ee Ling Low1, Anne Pakir2
National Institute of Education, Nanyang Technological University,
1
Singapore, 2National University of Singapore, Singapore
In line with the theme of AILA2017, this paper provides a meta-analysis of
the epistemology of research on Applied Linguistics in Southeast Asia. By
its definition, epistemology is a branch of philosophy that investigates the
origin, nature, methods and limits of a particular field of knowledge. In our
paper, we will investigate the origins via tracing the development of Applied
Linguistics in Southeast Asia, the methodologies used to investigate Applied
Linguistics and the Future Challenges confronting the study of Applied
Linguistics in the region which arise partially out of the limits that findings
from current research have shown. Our meta-analytic study will be based
on research works viz. books, book chapters, journal articles and doctoral
dissertations that have been published in the field in the region spanning
50 years, from the 1960s, which is the decade that scholars have assigned
to the birth of the field of Applied Linguistics to the present. The compiled
database of all research works will be coded according to the main focal
areas, research methodologies used and trend analysis of shifting focal
areas will be done in decade blocks. The emergent findings will help to
determine what Pakir (2004) has termed the pathways, patterns and
predictions in the development of the field in Southeast Asia and highlight
the research gaps charting possible future research directions and discuss
epistemological concerns that confront this field in this region.
S49
Time: Thursday, 27/Jul/2017: 5:00pm - 7:00pmLocation: Queluz II
Challenging ideologies of native-speakerism: global perspectives
Organizer(s): Sue Garton (Aston University, UK), Fiona Copland (Stirling
University, UK), Steve Mann (Warwick University, UK)
Debates about native speakerism, and associated discussions, such as
what is a first language, have been circulating in the literature for years.
Discussion of native-speaker teachers influence has tended to be critical of
the advantages NESTs enjoy as a result of their linguistic skills alone, leading
to what Phillipson (1992) and others refer to as the native speaker fallacy,
that is, the belief that the ideal teacher of English is a native speaker (Selvi,
2016).
At a time when Native English Speaker Teachers (NESTs) are increasingly
seen as a solution to government aspirations with regard to raising
language competence (predominantly English), this symposium will explore
current ideological and academic debates around NESTs and Local English
Teachers (LETs) and compare these to contextualised experiences.
The symposium will explore ways in which the debates have shifted, partly
because evidence suggests that teachers experiences vary considerably.
For example, the key discussion of native-speakerism assumes a native-
speaker privilege in language teaching, while simultaneously proposing a
deficit model for LETs. This has given way, to some extent, to a more complex
exploration of the identity of the expert teacher, predicated, in part at
least, on the emergence of more emic, locally produced perspectives. This
refocuses attention away from a simplistic division (between native and non-
native teachers) to a more nuanced view where a range of qualifications,
skills and experiences are considered relevant.
In this symposium, we will explore current perspectives on native
speakerism. Our presenters will show how ideologies are being maintained
and challenged in a number of different global contexts, suggesting that the
issues are complex, contextual, and challenging.
 Details of the Symposium Papers
Critical debates in native speakersim
Fiona Copland1, Steve Mann2, Sue Garton3
University of Stirling, UK, 2Warwick University, UK, 3Aston University, UK
1
This presentation will explore evolving debates around native speakerism
in language teaching. We will first briefly first examine traditional concerns
in the literature around native speakerism (Holiiday 2005), and the
concomitant flourishing of the NNEST movement, where scholars argued
that Non-native English-Speaking Teachers are able to be at least as
successful as their native counterparts and, in fact, have a number of
advantages over them (for example, being able to anticipate language-
learning problems and acting as a model of a successful learner of English).
We will then suggest that in recent years debates and concerns about native
speakerism have evolved. One shift has been away from the ideological
dichotomy between NESTs and LETs to a conceptualization of expert
teacher without reference to the language of birth. Another recent concern
focuses on race, in particular how expert teachers must negotiate locally
held assumptions about who can be a teacher of English. A third strand
examines how a teachers bilingualism is regarded in local classrooms,
particularly where English is used exclusively as a medium of instruction.
We will close by arguing that academic debates are not always relevant to
the lived experiences of teachers, nor do they always reflect professional
realities. Furthermore, we will show that concerns expressed by LETs and
NESTs are relevant to academic debates but do not always find expression there.
Native speakerism and government discourses of bilingualism: the case of
Latin America
Adriana Gonzlez Moncada1, Enric Llurda2
Universidad de Antioquia, Medelln, Colombia, 2Universitat de Lleida,
1
Catalonia, Spain
Language educational policies (LEP) that promote English in education
are present in many countries in Latin America. They usually associate the
mastery of English to success in the globalized labour market (Wedell, 2009)
and transmit certain values to citizens through the media. In the analysis
of the quality of English language teaching in the public education system,
the language proficiency and even the ability to teach of non-native English
teachers (NNESTs) are questioned in various scenarios, mainly in the media.
In the last few years, several studies have focused on NNESTs identities and
contributions (Llurda, 2005; Mahboob, 2010). Such studies have convinced
many applied linguists of the need to avoid discriminatory practices against
NNESTs. However, open discrimination occurs in many ELT-related job
advertisements (Selvi, 2010) and the benefits of having NNESTs in the
educational system are widely ignored.
In this paper, we provide evidence of less obvious generalized bias against
NNESTs in Latin America. Government discourses about English learning
are closely related to the defence of NESTs as ideal teachers and the stay
in an English speaking country as the valid model for the acquisition of
the language. Data include news from newspapers, radio stations and TV
channels from 4 countries about the role of NNESTs in the implementation
of LEP. News in the media often question the quality of English teaching in
Latin America placing a major responsibility on the role that NNESTs have in
the achievement of bilingualism. Findings suggest that the discourses used
about English teachers perpetuate the dominant native-speaker ideology.
Conclusions emphasize the need to deconstruct current discourses about
English teachers and to educate citizens about the valuable role played by
local teachers in language teaching.
336
Native English Speaking Teachers (NESTs): a reassessment?
Fiona Copland
University of Stirling, UK
Issues surrounding NESTs (native English speaking Teachers) and LETs (local
English teachers, sometimes known as non-NESTs) have recently come
to the fore. In her rousing plenary at IATEFL in 2016, Silvana Richardson
was evangelical in her support of LETs, suggesting that for too long they
had been subject to discrimination and negatively evaluated against NEST
peers, resulting in LETs having feelings of inferiority (Rajagopalan, 2005),
inauthenticity (Bernat, 2008) and even self-hatred (Llurda, 2009). NESTs,
in contrast, have often been dismissed as inexperienced and unqualified
(e.g. Bunce, 2016) monolingual (e.g. Phillipson, 2016) and having limited
understanding of intercultural communication(Jenkins, in Copland et
al. 2016:253), although they continue to find employment in a range of
countries and contexts.
In this talk I will examine data from interviews with 16 NESTs who took
part in a British Council sponsored research project to show that these
representations are can be challenged, with NESTs presenting more
nuanced descriptions of themselves and more positiveviews of their co-
teaching LETs.
S97
Time: Thursday, 27/Jul/2017: 5:00pm - 7:00pmLocation: Queluz III
EXIBIO DE COMPETNCIA E APRENDIZAGEM NA FALA-EM-INTERAO DE SALA DE AULA
Organizer(s): Marcela Lopes (UNICENTRO)
Este simpsio rene trs estudos interessados em descrever a exibio de
competncia e o trabalho de fazer aprendizagem na fala-em-interao de
sala de aula de escolas brasileiras de ensino bsico, com base na Anlise
da Conversa Etnometodolgica (ACE). No primeiro estudo, Uflaker discute
a constituio da competncia no fazer aula, observando o fazer avaliar na
fala-em-interao de sala de aula de uma turma de ensino fundamental.
Para a autora, os participantes competentes orientam-se para a organizao
da tomada de turnos e para a produo de itens preferveis e/ou aceitveis
para fazer aula na turma observada. No segundo estudo, Petermann analisa
os mtodos utilizados por uma equipe de alunos, na fala-em-interao de
sala de aula de uma turma de ensino mdio, para dar conta de um objeto
de aprendizagem. O autor demonstra que alunos e professores se ratificam
continuamente quanto pauta da aula e quanto a sua competncia local
e situada, contribuindo para o protagonismo juvenil no processo de
aprendizagem. No terceiro estudo, Lopes discute o trabalho de fazer aula
e fazer aprendizagem na fala-em-interao de sala de aula de uma turma
de ensino mdio, composta por participaes no cannicas de alunos
que afirmam sua condio juvenil. Nesta sala de aula, os participantes
esto engajados, esto participando (se autosselecionando) e esto
orientados para um conhecimento socialmente compartilhado, exibindo
competncia no uso da lngua espanhola. A partir de uma perspectiva
social de aprendizagem, os trabalhos aqui apresentados destacam que a
exibio de competncia para participar um ndice para a produo de
conhecimento, ou seja, para a aprendizagem. O conjunto dessas pesquisas
forma um observatrio da prtica docente. Esse observatrio ajuda a
pensar a educao em perspectivas circunstanciadas no cotidiano escolar
na ao social humana do cenrio escolar e, por isso, contribui para a
formao de professores.
DETAILS OF THE SYMPOSIUM PAPERS
FAZER AVALIAR NA CONSTITUIO DA COMPETNCIA EM SALA DE AULA
Cristina Uflaker
UFRJ
Este trabalho discute a constituio da competncia no fazer sala de
aula, observando o fazer avaliar na fala-em-interao institucional de sala
de aula. Entende-se competncia como uma realizao intersubjetiva
e contingente da ao humana mediante o uso de outra(s) lngua(s) de
interao (Fortes, 2009) que pode(m) ou no ter sido aquela(s) na(s) qual(is)
os participantes foram socializados em um outro momento de suas vidas.
Portanto, ao descrever o que os participantes fazem sequencialmente na
fala-em-interao por meio do uso da linguagem, busca-se observar que
prticas so produzidas e reconhecidas mutuamente para que eles se
exibam e se reconheam como competentes no fazer aula de alemo e
em/de portugus. Os dados foram gerados em um quarto ano do Ensino
Fundamental de uma escola municipal de Ivoti/RS com ensino de alemo
em sua grade curricular. Seguindo os fundamentos terico-metodolgicos
da Anlise da Conversa Etnometodolgica (ACE), foram analisados dados
de fala-em-interao, segmentados de um corpus de aproximadamente
vinte e duas horas. A partir da anlise dos dados, entendemos fazer ser
competente como uma realizao intersubjetiva e contingente da ao
humana mediante o uso de lnguas de interao (neste caso, portugus e
alemo) que podem ou no ter sido aquelas nas quais os participantes foram
ou no socializados anteriormente em suas vidas, ou de quaisquer recursos
disponveis e aceitveis (levantar a mo, falar na hora adequada, entre
outros) para realizao das atividades constitutivas da institucionalidade
do contexto. Nesse fazer, os participantes competentes orientam-se para
a organizao da tomada de turnos para a realizao da atividade e para a
produo de itens preferveis e/ou aceitveis em um momento coconstrudo
como adequado (o qu, como e quando dizer).
CONSTRUO CONJUNTA DE CONHECIMENTO EM UM GRUPO DE TRABALHO NO ENSINO
MDIO
Rafael Petermann
IFPR
Este trabalho objetiva analisar a fala-em-interao de uma equipe de
alunos de Ensino Mdio inseridos em uma escola privada do Noroeste
do Paran que trabalha com uma metodologia de ensino que prev o
trabalho constante em equipes interseriadas para resoluo de desafios
de aprendizagem. Os pressupostos terico-metodolgicos ancoram-se
na Anlise da Conversa Etnometodolgica (ACE), e este trabalho alinha-
se a outros que tambm se valeram desses subsdios epistemolgicos
para estudarem questes de participao e aprendizagem, entendendo
aprendizagem como ao social. A gerao de dados deu-se por meio
de trabalho de campo, que envolveu observao participante e gerao
de 30 horas de dados audiovisuais. As gravaes foram realizadas no
quarto bimestre de 2014, com uma equipe de trabalho composta por 6
alunos de diferentes sries do ensino mdio. De maneira geral, o contedo
desse corpus apontou para o fato de que os interagentes organizavam
sua participao em torno de um objeto de aprendizagem tentando dar
conta dele. Para anlise de dados e sistematizao de resultados, foram
segmentados, selecionados e transcritos dados de fala-em-interao
que evidenciam a organizao da participao e a construo conjunta
de conhecimento como evidncia de aprendizagem nesse contexto. Os
resultados mostram que os mtodos utilizados pelos interagentes para
darem conta de um objeto de aprendizagem constituem-se em instncias
de construo conjunta de conhecimento de forma que, para produzirem
um entendimento que os ajudasse a avanar na lida com um objeto, um
participante era legitimado com status de conhecimento necessrio para
tal. Por fim, os resultados corroboram o posicionamento de que estamos
diante de uma sala de aula mais democrtica em que alunos e professores
se ratificam continuamente quanto pauta da aula e quanto a sua
competncia local e situada, contribuindo para o protagonismo juvenil no
processo de ensino-aprendizagem no espao escolar.
O TRABALHO DE FAZER AULA E FAZER APRENDIZAGEM DE LNGUA ESPANHOLA NO ENSINO
MDIO
Marcela Lopes
UNICENTRO
Neste estudo, analiso a fala-em-interao de sala de aula de uma turma
de ensino mdio, de uma escola pblica brasileira nas aulas de Lngua
Espanhola. Argumento que h uma nova ordem comunicativa nesse
contexto, que composta por participaes no cannicas de alunos que
afirmam sua condio juvenil. A proposio de estudar tal participao
de alunos, adjetivada como exuberante por Rampton (2006), nasce
do interesse de relacionar tal exuberncia com o que normativamente
esperamos de fala-em-interao de sala de aula de Lngua Espanhola: uma
pauta acadmica e aprendizagem de lngua espanhola. Os dados foram
gerados de maro a outubro de 2012 e consistem em dirio de campo e 11
horas de gravaes audiovisuais de aulas de Lngua Espanhola na Turma
10, ministradas pelo professor Julio. Para a anlise, foram segmentadas
ocorrncias de aluno disciplinando aluno, aluno corrigindo o professor,
aluno desafiando o professor e aluno cantando na sala de aula. A
anlise dos dados mostrou que os participantes compartilham trabalhos
interacionais de fazer aula animada, negociando o trabalho de manter a
pauta, e se mostrar conhecedor da lngua espanhola. Os participantes
se engajam em compartilhar os trabalhos interacionais, usando a lngua
espanhola e se orientando para a manuteno da pauta da aula, o que
constitui para eles fazer aula de Lngua Espanhola. Alm disso, a anlise
dos dados identificou o trabalho de fazer aprendizagem. Os participantes
da Turma 10 esto engajados, esto participando (se autosselecionando
com exuberncia) e esto orientados para um conhecimento socialmente
compartilhado, exibindo competncia no uso da lngua espanhola.
C613-618 B
Time: Thursday, 27/Jul/2017: 5:00pm - 7:00pmLocation: Venezia I
5:00pm - 5:30pm
Negotiating identities in English as a Lingua Franca communication via Skype
Marie-Louise Brunner, Stefan Diemer
Saarland University, Germany; s.diemer@mx.uni-saarland.de
The paper analyzes how identities are negotiated in English as a Lingua
Franca (ELF) communication. Our study is based on CASE, the Corpus of
Academic Spoken English (forthcoming), in which participants from eight
European countries discuss academic and cultural topics in an informal
online setting via Skype. We investigate the negotiation of identities from
both a linguistic and a cultural perspective, discussing individual, regional,
national, and European identity construction.
First, language choice is analyzed as a means of identity creation (cf. Auer
2005), examining its discursive functions and communicative goals during
the co-construction of meaning (cf. Gumperz 1982). Code-switching occurs
frequently in our data. It is used to enhance cultural connotations (cf.
Vettorel 2014), e.g. as a means of emphasizing cultural identity and group
membership (cf. Ochs 1993, Auer 2005, Cogo 2009), not only as part of a
national community but also as ELF speakers. Breaking with the norm of
monolingual communication, code-switching is often used in a humorous
manner (Siegel 1995), contributing to the creation of rapport and common
ground (cf. Spencer-Oatey 2000). We also find instances of dialect humor
(cf. Siegel 1995), negotiating regional identities.
We then examine how the discussion of culturally connoted and
stereotypical terms is used to negotiate identities, analyzing how regional
and national identities are co-constructed for example by talking about
cultural traditions, such as typical food, festivities, etc. Common European
identities often constitute themselves only through imagined and observed
differences from America as the Other, rather than perceived common
features (cf. Neumann 1998, Morley and Robins 2002). This is supported
by our data which suggests that American stereotypes and perceived
characteristics also function as a convenient facilitator for the negotiation
and construction of European identities. The paper thus examines
various strategies used in multi-faceted identity negotiation processes in
international ELF Skype communication.
5:30pm - 6:00pm
O ESTUDO DAS IDENTIDADES DE GNERO LUZ DA ANLISE DE DISCURSO CRTICA (ADC)
Lorena Araujo de Oliveira Borges
Universidade de Braslia, Brazil; lorena.aoborges@gmail.com
337
Esse trabalho tem o objetivo de apresentar reflexes terico-prticas sobre
a relevncia da Anlise de Discurso Crtica (CHOULIARAKI E FAIRCLOUGH,
1999; FAIRCLOUGH, 1992, 2003, 2010) para os estudos ps-estruturalistas
de Gnero e Linguagem desenvolvidos luz da Terceira Onda do
Movimento Feminista. Para Fairclough (1992), o discurso uma forma de
prtica social que se constitui dialeticamente, sendo moldado e restringido
pelas estruturas sociais na mesma medida em que colabora para a
constituio de todas as dimenses destas estruturas. Nesse sentido, um
dos aspectos dos efeitos do discurso seria o de contribuir para a constituio
das identidades sociais (FAIRCLOUGH, 1992), dentre elas as identidades de
gnero (MAGALHES, 2005). Atentas a essa perspectiva, pesquisadoras
propuseram o desenvolvimento de uma Anlise de Discurso Crtica
Feminista (LAZAR, 2005), que tem como foco o estudo dos modos como as
identidades de gnero so representadas, construdas e contestadas por
meio da linguagem. Essas investigaes tm fornecido ferramentas para que
o movimento feminista possa fomentar a desestabilizao das identidades
de gnero heteronormativas (MOTSCHENBACHER, 2010), propondo
formas de reconhecimento de novas identidades que no so aceitas
pelos discursos hegemnicos. Tal perspectiva pode ser vislumbrada nos
processos de reconfigurao semntica de determinadas palavras, como
vadia e feminista, propostos no seio do movimento feminista. Entretanto,
ainda que o Feminismo seja um movimento global, no se realiza da mesma
maneira em todos os lugares, o que significa que uma anlise que se prope
crtica no pode desconsiderar o contexto local (MAGALHAES in RESENDE;
PEREIRA, 2010) em que as prticas sociais tomam lugar. Nesse sentido,
a Anlise de Discurso Crtica se sobressai enquanto aparato terico-
metodolgico no estudo das construes das identidades de gnero,
uma vez que fornece tanto uma estruturao relativamente estvel para
a anlise de textos quanto uma abertura essencial para o reconhecimento
das peculiaridades de prticas sociais localmente situadas.
6:00pm - 6:30pm
O EROTISMO NAS ESCRITAS DE FS NA INTERNET
Rafael Salmazi Sachs
Universidade Estadual de Campinas, Brazil; rafael.sachs@gmail.com
Esta comunicao tem por objetivo contextualizar uma pesquisa de
doutorado cujo objeto so escritas erticas produzidas, compartilhadas
e comentadas por grupos de fs na internet. A apresentao baseia-se,
para isso, em estudos como os de Henry Jenkins e Axel Bruns (entre
outros), para quem a internet hoje um ambiente propcio a prticas
produtivas de consumo de contedos miditicos, especialmente por parte
de grupos de fs que tm por interesse comum determinado produto
cultural (seriado, livro, filme, grupo musical etc.). Partindo dessa percepo
e desses estudos, descreve-se aqui o modo como, em diferentes sites e
plataformas, variados grupos de fs vm produzindo, nos ltimos anos,
uma infinidade de contedos prprios, caracterizados como fan media,
em que determinados elementos de uma obra fonte so apropriados,
recriados e recontextualizados de modo a produzir obras derivada.
Focaliza-se, como exemplo, o caso das fan fictions, narrativas produzidas
por fs com os personagens, o cenrio ou outros elementos do universo
ficcional de sua afinidade, e o modo como essas criaes so, em grande
medida, textos erticos, consolidando-se como produo alternativa de
contedos pornogrficos na internet. Enfatiza-se, assim, o carter central
que as produes erticas demonstram possuir entre os textos de fan
fiction; apresentam-se, guisa de ilustrao, alguns exemplos de sites e
fan fictions em que o elemento ertico fica marcante, e discutem-se, a partir
dos exemplos, os diferentes contextos em que tais produes se d, e as
relaes que sugerem quanto a noes tipicamente associadas ao digital,
como o anonimato e a fantasia, por exemplo.
338
6:30pm - 7:00pm
Studying at the postsecondary level in the French-Canadian minority context:
I see Red
Eva Lemaire
University of Alberta, Canada; lemaire@ualberta.ca
In Canada, the opportunity to study in French at the postsecondary level
is offered to immersion and French-native students by a few universities.
This communication aims to analyze what former students from immersion
schools may experience, as they decided to pursue their studies in French
alongside native Francophones, at the French campus of the University of
Alberta, Campus Saint-Jean. This qualitative research is based on reflective
drawings (Molini, 2009; Lemaire, 2013) produced by 24 students and
followed by explicative paper writing. Students representations are therefore
put not only into words but also into images. This qualitative study suggests
that immersion students share with their Francophone counterparts mixed
feelings, between a love for French language and frustration towards the
linguistic difficulties they still encounter at the university level. This research
also illustrates how the sociolinguistic and socio-educational diversity within
this French-speaking faculty and campus may be a source of both tension
and mutual enrichment for students.
Molini, M. (Ed.) (2009). Dessin rflexif : lment pour une hermneutique
du sujet plurilingue. Cergy : Publications du Publications du Centre de
Recherche Textes et Francophonies.
Lemaire, E. (2013). tudier luniversit en franais dans le contexte
minoritaire ouest-canadien : ce que peut nous apprendre le dessin rflexif.
Cahiers de lILOB, 6, 87-107.
C619-624 B
Time: Thursday, 27/Jul/2017: 5:00pm - 7:00pmLocation: Venezia II
5:00pm - 5:30pm
Exploring teacher development in Amazonas: towards a model of narrativised
teacher cognition
Maristela Silva1,2, Jane Evison2
1Universidade do Estado do Amazonas, Brazil; 2University of Nottingham,
UK; mbs_991@hotmail.com
Narratives have been used to trigger reflection and provide changes in
language teacher development for more than 20 years. However, when
explored together with ideas such as teacher cognition and classroom
interaction, the use of teachers narratives are able to reach new
dimensions. Considering a corpus of more than 100.000 words produced
by language teachers from Amazonas, Brazil, we propose a model of
narrativised teacher cognition with focus on classroom interaction. From this
model we are able to look at language teacher development through new
lenses to try and understand teachers mental processes in relation to their
classroom practice. We view the idea of narrativised teacher cognition as
the representation of an array of individual or interrelated ideas of teacher
knowledge and experience, which can be affected by the relations between
cognitive constructs and all the other aspects relating to teachers narrative
such as the context, the styles of storytelling, and the focus chosen. We
conclude that in the literature there is still much to understand about the
use of narrative for the development of teachers and that the model of
narrativised teacher cognition of classroom interaction is a meaningful way
to reach innovation and epistemological changes as proposed in this
conference.
 5:30pm - 6:00pm
Formao da identidade docente em lngua inglesa: vivncias de alunos
ingressantes do curso de Letras
Clia Regina Lessa Aleixo Devico, Josimayre Novelli Coradim, Luciana Cabrini Simes Calvo
Universidade Estadual de Maring, Brazil; celia@caedi.com.br
A formao do professor de lnguas um processo de aprendizagem
contnuo, o qual envolve a construo de sua identidade docente. Esse
processo de aprendizagem ocorre em diversas prticas sociais nas quais
os acadmicos atuam desde o incio do curso de licenciatura. Tendo como
foco de investigao aprendizagem docente (LORTIE, 1975; SHULMAN,
1986; JOHNSON, 2009; CORADIM, 2015, dentre outros) e identidade
(FLORES, 2003; BOHN, 2005; BEIJAARD; MEIJER; VERLOOP, 2011; REIS;
VAN VEEN; GIMENEZ, 2011, dentre outros), esta comunicao tem como
objetivo analisar de que forma a vivncia de alunos ingressantes do curso
de Letras (Portugus/ ingls e Ingls) em atividades (extra)curriculares
contribui para sua formao como professor de lnguas e para o
desenvolvimento de sua identidade profissional. Este trabalho faz parte do
projeto de pesquisa Formao de professores de lnguas: aprendizagem
e desenvolvimento da identidade docente, o qual tem como objetivo geral
estudar e investigar a representao de oportunidades de aprendizagem
docente e o desenvolvimento da identidade profissional de acadmicos
do curso de Letras em atividades e/ou espaos (extra)curriculares. Para a
gerao dos dados foram utilizados questionrios de cunho dissertativo,
aplicados ao final do primeiro ano letivo. Os resultados discutem quais
espaos os acadmicos mencionam como relevantes para sua formao e
como a vivncia nesses espaos contribui para tal.
6:00pm - 6:30pm
Teacher feedback vs students perceptions on that: an investigation of EFL
Brazilian undergraduate students
Maria Ester Moritz, Karina Lacerda
Universidade Federal de Santa Catarina, Brazil; nicamoritz@yahoo.com
One line of research that permeates the field of writing studies focuses
attention on the feedback given by teachers to students piece of writing
(Dheram, 1995; Ferris, 1997, 2003; Goldstein, 2005; Hyland &Hyland, 2006;
Lee, 2008; Seker & Dincer, 2014). Scholars have found out feedback as
an effective tool on student achievement (Hattie, 2009). In additional
languages writing contexts, that effectiveness plays an ancillary role as it
affects the entire process of language learning. Additionally, it may also work
as an opportunity for revision practices and interaction between student-
teacher and student-student. Although research on the field advocates
the importance of feedback to writing classroom practice, the student still
plays a secondary role in those practices. This ongoing qualitative study,
therefore, can contribute to fill this gap as it aims at investigating the
perception of Brazilian EFL students on teacher feedback in EFL writing
classrooms. The participants will be undergraduate students taking the
Languages Course at Federal University of Santa Catarina. Students from
the fifity semestre taking Writing V were invited to participate and the
professor allowed the researcher to collect data during class time. Data will
be collected using a questionnaire and will be triangulated with interviews
and classroom observation. For the data analysis, the nature of teacher
feedback wil be identified and scrutinized into three main categories, i.e.,
types of revision: i)content; ii) organization, ad iii) writing convention. Results
might help teachers, in assessing the efficacy of their feedback practices,
view learning from a situated perspective and base their decision related
to providing feedback in an informed manner. Students, on the other hand,
can be empowered by that process of raising their voices and giving them
agency over their learning process. The study, ultimately, expects to shed
light on the importance of viewing writing as a non-stop activity process
oriented activity.
339
6:30pm - 7:00pm
Global Professional Identity: A critical dialogue between expert/novice Non-
Native English Speaker Teachers
Carmen Helena Guerrero1, Bryan Meadows2
1Universidad Distrital, Colombia; 2Fairleigh Dickinson University, United
States; helena.guerrero.ud@gmail.com
The field of English Language Teaching (ELT) is recognized as a global
phenomenon. In many ways, globalization has exposed contradictions and
has opened the door to ELT professionals to challenge the conventional
boundaries of authority and legitimacy both in terms of what content to
teach and who will teach it (Kachru, 1986, 1991). For example, ELT scholarship
in the critical tradition (Phillipson, 1992) has illustrated the historical legacy
of Colonialism, which marginalizes Non-Native English Speaker Teachers
(NNESTs) if they do not meet the BANA (British Australian North American)
cultural and linguistic profile. The global spread of English Language
Teaching (ELT) now means that the majority of English teachers worldwide
are NNESTs as are the majority of English speakers (Canagarajah, 1999;
Seidlhofer, 2005). This presentation discusses the findings of a case study on
a pedagogical intervention which brought together in dialogue Non-Native
English Speaker Teachers (NNESTs) who were attending graduate programs
in teacher education at two geographically-distant locations, Colombia and
the United States. The two sets of students connected using an online social
networking platform and exchanged professional commentary on readings
in critical pedagogy. Qualitative analysis of data show that their expert/
novice roles played a significant role in shaping the positions they took in
relation to the four themes they discussed: 1) the role of English Language
Teaching (ELT) in the global world, 2) institutional constraints on teachers,
3) whose culture to teach, and 4) linguistic diversity in the classroom. This
study points to the responsibility of teacher education programs to cultivate
healthy Non-Native English Speaker Teacher (NNEST) professional identity,
given the global complexities that continue to unfold around them.
C625-630 B
Time: Thursday, 27/Jul/2017: 5:00pm - 7:00pmLocation: Venezia III
5:00pm - 5:30pm
Collaborative reading and production in English of multimodal hypertexts in
an academic context
Mariana Backes Nunes, Patrcia da Silva Campelo da Costa Barcellos
Universidade Federal do Rio Grande do Sul, Brazil;
marianabackesnunes@gmail.com
This work explores how the processes of reading and collaborative
writing in English can occur in academic context through the use of digital
technologies. Therefore, activities have been carried out by undergraduate
Language students from a Brazilian public University, targeted at the analysis
and collaborative creation of digital multimodal hypertexts. According to
Gomes (2010) and Marcurshis (2001) studies, hypertext is a text read and
written in a multilinear way in which it is possible to add links that allow
the reader to choose their particular reading sequence. It is a digital text
formed by textual fragments linked in a network which permits the reader
to participate of its constructions - so the general meaning is defined in
the moment of the interaction between the reader and the hypertext. The
methodology used in this research is qualitative, with interpretive and
descriptive exploratory nature. The generation of data for this research was
divided into three activities conducted by intermediate English students. The
first step was the reading and analysis of academic graphical presentations
(a hypertext genre) about teaching and learning the English language
available on websites. The creation of an academic graphical presentation
about a subtheme chosen by the students was the focus of the second step.
Lastly, the students analyzed the hypertexts produced by their classmates,
reflecting about the use of new technologies in the school context. Analyzing
the results of our data, we found some significant occasions of collaboration
between the students (SWAIN, 2006) as they exchange knowledge in order
to complete the tasks. Also, the undergraduate students could explore the
digital environment and the possibilities that the hypertext provides while
they used the English Language to mediate their interactions.
5:30pm - 6:00pm
Enacting identities through multimodal text production in higher education:
possibilities and innovations in English learning
Raquel Gamero1, Lucas Moreira dos Anjos-Santos2
1Universidade Estadual do Norte do Parana, Brasil; 2Monash University,
Australia; lucas.santos@monash.edu
Research on digital technology incorporation into higher education
demonstrates the uneven and uneventful uses young people make of digital
media for learning purposes (Henderson, Selwyn & Aston, 2015; Selwyn,
2016). These recent findings pose timely challenges for language educators
aiming to tap into the participatory, collaborative, multimodal and distributed
nature of digital technology for language teaching. This paper aims to
compare three case studies of digitally based language pedagogies and
tease out the challenges and implications they pose to language learning in
higher education. Data, generated throughout 2012 and 2015, is comprised
of students multimodal texts - more specifically, wikis, glogs and digital
stories. Pre-university and first year university students produced multimodal
texts as they engaged in pedagogical tasks that aimed to scaffold their
understanding of meaning-making practices in digital environments. Each
case study focused on the negotiations with which students engaged to
use the affordances of digital media for their own purposes. The theoretical
framework supporting this pedagogical proposal linked the semiotic
resources emerging from digital literacy practices and individuals identity
enactment and agency (Street, Pahl, Rowsell, 2009; Lankshear; Knobel, 2011).
The analyses follow the principles and procedures from the social-semiotic
perspective on multimodality (Kress, 2010) as well as the inquiry tools from
Discourse analysis based on Gee (2015). The findings indicate that students
attempted to produce meaningful multimodal texts by assembling different
semiotic resources. The students also needed scaffolded opportunities to
learn the technical skills necessary to produce multimodal texts effectively.
Even though students had opportunities to enact identities that represented
themselves and their communities, it became evident that more work
was required to improve students language proficiency. These findings
highlight that more participatory and multimodal pedagogies in digitally
based learning are feasible when students and teachers have sustainable
opportunities to tap into the affordances of digital media.
6:00pm - 6:30pm
Teletandem practices at UNESP: a discussion on different levels of
institutional integration
Suzi Marques Spatti Cavalari
Universidade Estadual Paulista (UNESP), Brazil; smscavalari@gmail.com
Telles (2015) defines teletandem as a virtual, collaborative, and autonomous
context in which two speakers of different languages use the text, voice, and
webcam image resources of VOIP technology (Skype) to help each other
learn their native language (or language of proficiency). The learning setting
defined by this author can be considered a modality of telecollaboration,
as it is characterized by ODowd (2013), who remarks that telecollaborative
practice can be carried out as independent learning, or it can be part of a
blended learning set-up, in which virtual interactions are integrated to regular
face-to- face classroom activities. According to Lewis and ODowd (2015),
the integration of telecollaborative practice into university education can be
categorized within three levels. The first level is classroom independent, in
which online collaborative exchanges are characterized as a supplementary
activity that teachers do not integrate into their study programs. The second
level is called classroom integrated and the telecollaborative activity is
340
incorporated into course syllabuses, class time is dedicated to analyzing
collaborative interactions and students receive course credit for their
online work. And the third level is institutional integrated, in which the
telecollaborative practice is fully recognized by the university institution as
an important part of their internationalization activities, and consequently,
the teacher and students involved receive the necessary support and
recognition to carry out the exchange. Considering teletandem as a modality
of telecollaborative practice, this paper aims at discussing the different
teletandem learning set-ups implemented at UNESP in relation to the levels
of integration described by Lewis and Odowd (2015). The discussion is
based on a questionnaire answered by teletandem practitioners (teachers
and researchers) at UNESP and it focuses on (i) the challenges they face
in integrating teletandem practice and (ii) possible strategies to overcome
those challenges.
6:30pm - 7:00pm
The creation of foreign language pedagogical materials by Brazilian pre-
service teachers for computer-mediated teaching
Marlia dos Santos Lima1, Patricia da Silva Campelo Costa Barcellos2
1Universidade do Vale do Rio dos Sinos, Brazil; 2Universidade Federal do
Rio Grande do Sul; marilialim@unisinos.br
This paper aims at discussing how pre-service foreign language (FL)
teachers handle the process of building pedagogical materials based on
hypermedia content available on the web. We examine how the digital
environment can be a rich means of fostering learning through technology-
supported tasks. Grounded on studies by Derewianka (2003) and Tomlinson
(2012) about the influence of technology on teacher education, this paper
shows how pre-service teachers attending an undergraduate English
language course work collaboratively when creating tasks for computer-
mediated teaching. Furthermore, we analyze how collaboration can
contribute to a task creation process based on studies carried out by Swain
(2000, 2006) and Swain and Lapkin (2001) about the impact of collaborative
dialogue on language teaching. From a methodological perspective, this is a
qualitative study that seeks to examine both the opportunities of negotiation
among participants and the didactical activities generated by interactions
among them. We focus on the interactions carried out by two groups of
interactants. When preparing the teaching materials, the participants were
asked to focus on oral and written comprehension and production, taking
into account concepts such as literacy, textual genres, and students needs
and interests. We sought to analyze the possibilities of task creation as well
as the collaborative learning emerging during the participants interactions.
The results suggest that the collaboration established between the pre-
service FL teachers can enhance the learning process.
C631-636 B
Time: Thursday, 27/Jul/2017: 5:00pm - 7:00pmLocation: Venezia IV
5:00pm - 5:30pm
Academic discourse as a single entity? Investigating disciplinary profiles
through multidimensional analysis
Vander Viana
University of Stirling, United Kingdom; vander.viana@stir.ac.uk
Research in academic discourse analysis has been growing strong in
recent years (e.g. Conrad, 1996, 2001; Farr, 2003; Nesi & Gardner, 2012)
with most studies focusing on written genres (Biber, 2006, 2010; Biber,
Conrad, Reppen, Byrd, & Helt, 2002; Flowerdew, 2002). Despite this focus,
the doctoral thesis still remains as an under-explored genre (Bunton, 2002;
Dudley-Evans, 1999; Paltridge, 2002; Shaw, 1992; Swales, 1990; Thompson,
2000): few research-informed publications have examined this genre (e.g.
Bunton, 1998; Hyland, 2009; Swales, 1990, 2004; Thompson, 2001). The
present paper addresses this gap by investigating this compulsory written
output produced by PhD candidates. The paper also innovates in the
choice of disciplines that is, English Language and Literature as most
studies in Discourse Analysis and English for Academic Purposes scrutinize
the language used in medical, scientific and technological fields (Biber et
al., 2002; Flowerdew, 2002). Two specialized corpora were compiled for
this study, containing 40 theses produced at a number of universities in
the United Kingdom. Each corpus represents one discipline and contains
approximately 1.5 million words. The corpora were investigated through
multidimensional analysis (Biber, 1988) so as to provide a comprehensive
account of the functional dimensions which are characteristic of theses in
English Language and Literature. The theses in these two disciplines are
similar in their informational nature and use of explicit/elaborated references.
However, they differ significantly in relation to (1) narrative versus non-
narrative discourse; (2) overt expression of persuasion / argumentation; and
(3) non-abstract versus abstract style. The findings of the present study are
not entirely compatible with previous descriptions of academic discourse in
Arts & Humanities (or similar disciplinary clusters), thus reinforcing the need
to consider disciplinary specificities in academic discourse analysis (Hyland
& Tse, 2007; Thompson, 2000).
5:30pm - 6:00pm
Analyzing formulaic sequences in spoken Japanese from a large Japanese TV
closed caption corpus
Kohji Shibano
Tokyo University of Foreign Studies, Japan; shibano@aa.tufs.ac.jp
As a result of quantitative studies of large corpora, including the British
National Corpus (BNC 1993), such insights as usage-based linguistics
(Barlow et al 2000), formulaic sequences (Schmitt ed. 2000), and formulaic
linguistics (Wray ed. 2008) have gained attention.
The CEFR (Council of Europe 2001) was widely accepted as the standard
for language education. However, the abovementioned tidal changes in
linguistic studies have not significantly influenced language education
because there are few corpora of languages that cover spoken interactions.
The BNCs most significant characteristic is its inclusion of a spoken corpus.
Google (2006) released the Web 1T corpus of n-grams as well as a large
Japanese n-gram corpus (2007). A corpus of spoken Japanese, known as
the Corpus of Spontaneous Japanese (CSJ) (Maekawa 2006), was also
developed. Similar to the BNC spoken corpus, the CSJ is a corpus of spoken
productions that consists primarily of academic presentations. The CSJ and
the BNC spoken corpus consist of 7 million words and 10 million words,
respectively. Compared with web or written corpora, spoken corpora are
still small.
To overcome this limitation, we first developed a system to record Japanese
TV programming from all seven nationwide networks; the system has been
operational since December, 2012. Approximately half of the TV programs
have closed captions. From 125 thousand programs that totaled 75 thousand
hours, we developed a spoken corpus of 500 million words from the closed
captioning texts.
For an analysis of formulaic sequences, we generated all of the n-grams,
a computation that requires a large data processing capacity. Thus, we
applied Googles MapReduce algorithm (Dean et al 2008) and obtained
formulaic sequences of spoken Japanese. 214,265 formulaic sequences
with more than 100 occurrences have been found.
Details of the recording system, MapReduce algorithm, and analysis of the
formulaic sequences will be provided.
6:00pm - 6:30pm
A real close look at spoken English grammar in native and non-native
corpora
June Ruivivar
Concordia University, Canada; jdruivivar@gmail.com
Should we teach expressions like real good? These nonstandard
constructions are common in speech, but are seldom addressed in English
language classrooms (McCarthy & Carter, 2001). It has been claimed that
341
this has led to learners sounding overly formal (e.g., Brown, 1979; Cutting,
2006), although this has not been empirically observed. The present study
aims to (1) provide corpus-based evidence of this claim, and (2) identify
lexical collocates in native spoken grammar that may be useful to teach.
Five spoken grammar features (topic fronting, disjointed descriptions,
historical present, dropped subjects, and prescriptive violations) were
searched in the Santa Barbara Corpus (Du Bois et al., 2005), a corpus of
spoken American English, and in a spoken non-native corpus designed
to be parallel to the SBC. Preliminary results showed that native speakers
used significantly more of these features overall ( = 11.98, df = 1, p < .0001).
Interestingly, some constructions were more frequent in the learner corpus;
subsequent analyses revealed that these often reflected speech patterns in
the speakers first language. In addition, certain words appeared to attract
nonstandard constructions: real + adjective, looks and gotta with dropped
subjects, and theres + plural noun.
These findings offer evidence that (1) English learners do underuse spoken
grammar forms, but may transfer some spoken grammar forms from their
first language, and (2) spoken English may not systematically follow a loose
grammar, as previously claimed, but rather prefers nonstandard forms in
certain lexical environments. This lends some support to a probabilistic model
of spoken grammar (McCarthy & Carter, 2001). The discussion considers a
corpus-informed approach to teaching where spoken grammar is presented
positivelyas occurring in lexical chunks rather than a deviation from written
norms. Avenues for future research on spoken grammar and learner speech
are also highlighted.
6:30pm - 7:00pm
Using Multi-Dimensional Analysis to Help Teach Writing of Internet Genres
Jeff Connor-Linton
Georgetown University, United States of America;
connorlj@georgetown.edu
Texts on the internet are a robust, important, and nearly free source of
culture-rich input for EFL learners. In recent years, some EFL instruction has
turned to using internet tools (blogs, Skype, etc.) pedagogically, to provide
learners with exposure to English and opportunities to produce English and
to interact with speakers of English. But relatively little is known about new
genres of English language developing on the internet. EFL teachers and
learners can benefit from knowing the functional, collocational features of
these new genres, in order to better interpret and more effectively create
internet texts. How are blogs, tweets and forums similar to and different from
each other, and from their non-digital forebears/analogues?
This paper presents a multi-dimensional analysis of a 600,000 word
corpus of blog posts and comments, forum posts and replies, and tweets
to determine which of a large variety of lexical, syntactic, and stylistic
features are distinctive of each category of texts and how these new genres
compare, functionally and stylistically, with traditional genres of English.
Such an analysis can help EFL teachers to select linguistic features for
instruction and help learners to better understand the purposes, audiences,
interpretation and effective production of genres developing on the internet.
C637-642 B
Time: Thursday, 27/Jul/2017: 5:00pm - 7:00pmLocation: Venezia V
5:00pm - 5:30pm
University Student perspective on CLIL, EMI, and ELF
Jaana Suviniitty
Aalto University, Finland; jaana.suviniitty@aalto.fi
English-medium Instruction (EMI) has become the norm in European
universities. EMI programs are one way to implement the strategic goal of
internationalization and the number of courses instructed in English is used
to measure the level of internationality at a university. This paper strives to
shed light on the benefits and drawbacks of using English as a lingua franca
(ELF) (Jenkins, 2000) in teaching as well as provide a student and a lecturer
perspective on the use of ELF in lectures. It, furthermore, discusses how and
why all these acronyms CLIL (Content and Language Integrated Learning),
EMI, and ELF are present in academia, their relation to each other and how
students view them.
To study EMI, CLIL, and ELF, twenty-one lectures were video-recorded
and a total of 212 paper-based feedback questionnaires were returned
by the students immediately after attending these lectures. Based on the
information collected through these questionnaires, six of the lecture videos
were transcribed for a further, more detailed analysis. The lecturers were
also interviewed for their opinions on EMI/CLIL.
Despite the use of questionnaires, this study is qualitative. The numbers
are, however, used to provide an idea on how students view EMI in our
International Masters Program. This descriptive study offers information on
ELF in lectures and how both students and lecturers view EMI.
Student feedback indicated that ELF in lectures is comprehensible. Fluency
was not seen as a problematic issue most of the time. This agrees with a
study on miscommunication in ELF (Mauranen, 2006). Lecturers felt that a
heavier workload was one of the drawbacks of EMI. At the same time they
indicated that, especially in Forest Based Industries (FBI), the use of English
is essential for the students future working life, which complies with CLIL
principles (Marsh et al., 2001).
5:30pm - 6:00pm
Hacia un modelo cultural, lingstico y profesionalmente relevante en la
formacin de docentes bilinges
Fernando Rodriguez-Valls , Cristian Aquino-Sterling
1 2
1California State University, Fullerton, United States of America; 2San Diego
State University, United States of America; frodriguez-valls@fullerton.edu
El aumento en el nmero de escuelas de doble-inmersin en los EE.UU. ha
creado nuevos retos para los programas de formacin de docentes bilinges.
Actualmente algunos de los mayores retos que enfrentan los programas de
formacin docente se encuentran en (1) cmo mejor desarrollar las destrezas
en espaol acadmico de los futuros maestros y (2) cmo emplear el idioma
como herramienta vehicular en la enseanza de contenidos curriculares.
En esta presentacin analizamos la necesidad de aadir nuevas reas
de formacin en la preparacin de docentes bilinges. Especficamente
consideramos necesario que los programas de formacin de docentes
bilinges incluyan el anlisis de los elementos que constituyen una
pedagoga comprometida, relevante y sensible a las necesidades de todos
los estudiantes que traen consigo repertorios lingsticos muy variados
(espaol chicano; modalidad translenguar/translanguaging).
A travs del dialogo, examinaremos estos conceptos: 1) Elementos de
una pedagoga de inclusin aplicada en una aula de doble-inmersin, 2)
Caractersticas que definen una metodologa de sensibilidad cultural y
lingstica, 3) Desarrollo de las competencias lingsticas en las lenguas
vehiculares.
Con el anlisis de estos temas vamos a responder a estas dos preguntas:
Qu caractersticas ha de tener el maestro bilinge (espaol-ingls) para
que el estudiante llegue a ser un individuo global, multilinge y competente?
y Cmo podemos asegurar que la enseanza en las escuelas de doble-
inmersin sea un proceso que facilite y celebre la integracin de los
ciudadanos en un pas que es multicultural y multilinge?
6:00pm - 6:30pm
As Percepes da Heterogeneidade na Sala de Aula de Lnguas Adicionais
Ana Ceclia da Gama Torres1, Maria Inez Probst Lucena2
1IFSC- Instituto Federal de Educao Cincia e Tecnologia-SC,
Brazil; 2UFSC-PPGLg Universidade Federal de Santa Catarina, Brazil;
anagamatorres@gmail.com
No presente trabalho, ainda em andamento, ponderamos que a partir de
perspectivas fundamentalistas de ensino e de aprendizagem de lnguas
podem aparecer na aula de lnguas adicionais os tradicionais esteretipos
referentes ao aprendiz de lnguas, como, por exemplo, a denominao de
falante no nativo, os estigmas em relao lngua emergente e os estilos de
avaliao que enfocam apenas contedos e habilidades sem considerar as
mltiplas experincias de vida dos educandos. Com base em Garcia (2009),
Rampton (2005, 2016), defendemos que essas concepes reificadas e
o ensino conteudista podem obscurecer as prticas de linguagem que,
ao surgirem localmente, quando devidamente reconhecidas, teriam o
potencial de tornar-se recursos para a organizao da aprendizagem e para
ampliar as formas de participao dos educandos nas vrias esferas da lida
cotidiana. A partir de uma pesquisa interpretativa e de cunho etnogrfico,
apresentamos evidncias que mostram que, em uma lngua adicional,
as pessoas tm possibilidades de lanar mo de prticas de linguagem
diferenciadas para participar de experincias com a lngua emergente e,
assim, alcanar seus objetivos sociais. Uma possvel concluso, em carter
no definitivo, que deixar de reconhecer a heterogeneidade que surge
localmente um grande prejuzo, porm reconhec-la e interpret-la em
tempo real no uma aspirao trivial.
6:30pm - 7:00pm
Contextos Multilngues no ensino de lnguas em Zonas de Fronteira -
linguagem e polticas educacionais.
Isabella Mozzillo1, Giselle Menezes Mendes Cintado2
1Universidade Federal de Pelotas, Brasil; 2Universidad Pablo de Olavide,
Espanha; isabellamozzillo@gmail.com
Visando melhorar as relaes pedaggicas e sociolingusticas dos pases
que fazem parte do Mercosul e seus contextos multilngues tanto discente
como tambm sua mobilidade laboral docente, buscamos estudos mais
profundos para o enriquecimento das prticas em educao intercultural
entre os pases do bloco sul-americano, realando em especial os tpicos
relacionados com os princpios do Mercosul Educacional. Sero analisadas
situaes oriundas do trnsito de saberes, de experincias, de alunos e
de professores uruguaios, argentinos e brasileiros no marco do Projeto de
Escolas Interculturais Bilngues de Fronteira de modo a verificar como se
idealizou o trabaho, como vem sendo levado a cabo e quais os resultados
mais marcantes at o momento. Com este propsito, os temas os quais
este ensaio faz referncia so aqueles relativos s modalidades lingusticas
que deveriam ser tanto objeto de proteo jurdica como tambm
instrumentos de comunicao citados nas obras, entre outros, de Herreras
(2006) e Prez (2006), bem como a atual realidade lingustica nas zonas
fronteirias do Brasil com os recentes dados da Revista do I Seminrio de
Gesto em Educao Lingustica da Fronteira do Mercosul - I GELF (2014), o
relevante trabalho de Beshara (2008) que envolve a experincia brasileira
no Mercosul Educacional, alm de destacar os fundamentos da educao
bilngue de Baker (2006) e o tema da linguagem na anlise de Pignatari
(2002) e Soares (1994).
342
 C643-648 B
Time: Thursday, 27/Jul/2017: 5:00pm - 7:00pmLocation: Ducale I
5:00pm - 5:30pm
Second language acquisition by the syrian and afghan migrants
Barbara Kolkmann-Klamt
GAL, Germany; barbara.kolkmann@orange.fr
Phonological and syntactically Interferences the problems for migrant
children to learn German and English.
During the last years Germany was flooded with asylum seekers from the
Syrian and Afghan areas. People who want to stay now with her families in
Germany are faced with the difficult task of having to learn the language.
The children of these families are subject to compulsory education and
receive intensive language courses. Despite intensive language support
the linguistic learning is problematic.
The contribution deals with the phonetics and syntactic interferences
problems of asylum children aged between 6-13 and gives an overview of
the permanent problems. One is the use of monophthongs and diphthongs:
Although the children learn in the first class the ABC, they arent able to write
the vowels. A test have given the result, that simply words like Banane,
Lampe or Salad was written like Bnn, Lmp and Sld. The same result
was shown by the German word Maus in English mouse, what was given
as Ms. The same result was observed in older children learning process.
Contrary is the oral test, where all vowels were clearly and correctly
pronounced. This shows that the oral word understanding is anchored in
the native language. This hypothesis can be verified: Using by children the
vowel ei, he was written as an i like Arabic jaa at the beginning of the
word like ummii meine Mutter. Another problem deals with the syntactic
interferences, what was given the results of using simply sentences like I
am a pupil; My name is Robert etc. The contribution will give an insight
into the problems of applied foreign language teaching for the migrant
children and discuss specific solutions for existing language problems and
new material development.
5:30pm - 6:00pm
Professores ife e o constante desafio da atualizao e preparao de material
Elza Mello Ribeiro1, Janaina Cardoso2
1IFRJ, Brazil; 2UERJ, Brazil; elzinha2212@gmail.com
O professor de Ingls para Fins Especficos (expresso oriunda da
abreviao ESP, English for Specific Purposes doravante IFE), conforme
conceituado por Hutchinson & Waters (1987) e reforado por Celani
(2015), deve ser um profissional multi-tarefas, isto , aquele que analisa
necessidades e desejos, identifica lacunas lingusticas, seleciona, prepara,
avalia e atualiza material didtico continuamente, dentre as demais funes
de um educador situado scio, histrico e culturalmente.
Para tal, o material desenvolvido precisa dar conta, no somente da
especificidade do contexto no qual est inserido, como tambm do estmulo
ao posicionamento crtico baseado em argumentao fundamentada no
pensamento engajado cultural e politicamente na sociedade. Alm disso,
h de motivar o pblico-alvo, a fim de que as aulas de ingls passem a ter
relevncia para alm dos aspectos lingusticos, mas como disciplina que os
capacita para interao nas as prticas sociais que os constituem.
A complexidade do processo demanda um profissional diferenciado e
preparado na teoria e na pratica. Ainda na contemporaneidade precisamos
problematizar a formao desse docente, por vieses que permeiam as
fronteiras de saberes relacionadas prtica de ensino, didtica, dentre
outros, uma vez que, em sua maioria, os cursos de licenciatura em Letras
no tm formado profissionais para atender tal demanda.
Isto posto, ambos os tpicos aqui apresentados e imbricados intimamente
precisam estar na agenda de debates como o aqui proposto, de modo
que estudiosos da rea se atentem para questes que subjazem a
superficialidade de embasamento terico sobre ESP nos currculos
universitrios.
Pois, s assim, pesquisas como as de Vian Jr (2015) que constatam o dficit
na formao do professor IFE, conceituando-o como um professor para fins
gerais que se viu na iminncia de ministrar aulas para fins especficos, j
no faro sentido.
6:00pm - 6:30pm
Ingls para propsitos acadmicos (IPA): seleo e elaborao de material
didtico
Claudia Jotto Kawachi-Furlan1, Stefanie Fernanda Pistoni Della Rosa2, Eliane Hrcules
Augusto-Navarro3, Guilherme Jotto Kawachi4
1Universidade Federal do Esprito Santo, Brazil; 2Instituto Federal de So
Paulo, Brazil; 3Universidade Federal de So Carlos, Brazil; 4Universidade
Estadual de Campinas, Brazil; claudiajk@hotmail.com
O papel do ingls como lngua internacional da cincia e a consequente
demanda de aprendizes que buscam aprender o idioma para participar
de contextos profissionais e/ou acadmicos tm contribudo para a
elaborao de propostas pedaggicas voltadas para o ensino de Ingls
para Propsitos Especficos (IPE). Tendo em vista a consolidao dessa
rea como metodologia de ensino focada e orientada para atender as
necessidades especficas de aprendizes, uma de suas vertentes, Ingls
para Propsitos Acadmicos (IPA), confirma-se como tendncia atual na
rea de ensino-aprendizagem de lnguas devido sua proposta de focar
nas necessidades comunicativas especficas de membros que atuam em
contexto acadmico desenvolvendo pesquisas, divulgando resultados e
interagindo com pesquisadores estrangeiros por meio da lngua-alvo. Nesse
cenrio marcado pela fluidez de fronteiras entre diferentes competncias
lingustico-discursivas, modalidades de construo de sentido e uso do
ingls para fins especficos e acadmicos, torna-se relevante refletir sobre
as bases tericas e prticas do IPE e IPA. Diante dessa demanda de uso da
Lngua Inglesa para fins acadmicos e o processo de internacionalizao
das universidades brasileiras, essencial compreender como o IPA tem
sido materializado em propostas pedaggicas, sobretudo na seleo e
elaborao de materiais didticos para esse fim. O objetivo desse trabalho
apresentar reflexes sobre o papel do IPA nesse cenrio, bem como
discutir princpios que devem embasar o trabalho com material didtico
nessa rea, partindo de resultados obtidos em contextos educacionais
distintos. Considerando o uso da lngua com foco na internacionalizao,
como em programas de ensino de ingls em contexto acadmico-
universitrio, parece fundamental refletir-se acerca dos princpios terico-
metodolgicos que devem embasar materiais desenvolvidos para atender
a esse fim, especialmente a partir de observao e anlise situadas,
considerando contextos e condies locais de ensino e aprendizagem de
IPA em combinao com a anlise de situaes-alvo e uso global da lngua.
6:30pm - 7:00pm
Prticas de escrita do gnero monografia luz dos Letramentos Acadmicos
Laura Silveira Botelho
Universidade Federal de Juiz de Fora, Brazil; laurabot@hotmail.com
O objetivo central deste trabalho, inserido no campo da Lingustica Aplicada,
investigar a natureza das dificuldades apresentadas pelos alunos de uma
faculdade particular no processo de escrita da monografia. Para cumprir
esse objetivo, realizamos uma pesquisa qualitativa interpretativista de
cunho etnogrfico (ERICKSON, 2003; ANDR, 2008). Como objetivos
subjacentes, temos: a) investigar, a partir da perspectiva de letramentos
acadmicos, em que medida a familiaridade do aluno com o gnero pode
contribuir para a sua produo; b) identificar as dimenses escondidas do
processo de construo da monografia; c) discutir as relaes de poder
presentes na escrita desse gnero em uma dada comunidade discursiva.
O embasamento terico apoia-se nos pressupostos do grupo de Novos
Estudos de Letramento (STREET, 2003, 2007, 2010; LILLIS e SCOTT, 2008)
que compreende o letramento no meramente como uma habilidade
tcnica e neutra, mas uma prtica de cunho social, sempre envolta em
343
princpios epistemolgicos socialmente construdos. Tambm, adotamos a
perspectiva dialgica de linguagem de Bakhtin (2010) ao defendermos a
relevncia da dimenso social do gnero. O Interacionismo Sociodiscursivo
(BRONCKART, 2009), por meio de seu vis didtico, contribui com os
conceitos de mediao e transposio didtica (SCHNEUWLY e DOLZ,
2004). Com a coleta de dados (gravao em udio), que foi realizada
durante as aulas de Trabalho de Concluso de Curso, buscamos encontrar
categorias que mapeassem as dificuldades dos alunos em relao ao
gnero pesquisado. Alm disso, analisamos parte das monografias
(sesso da reviso terica) e entrevistamos alunos e professores de modo
a triangular melhor os dados. Os resultados preliminares sinalizam que
as dificuldades na construo da monografia esto mais relacionadas
aos aspectos sociodiscursivos (por exemplo, falta de familiaridade com o
gnero, falta de apropriao de elementos relativos pesquisa, relaes
de poder na Academia) do que propriamente lingusticos e textuais (como
questes formais e organizao retrica).
C649-654 B
Time: Thursday, 27/Jul/2017: 5:00pm - 7:00pmLocation: Ducale II
5:00pm - 5:30pm
Same same but different? Students conceptions of multilingualism and
language learning
Ulrike Vogl
University of Vienna, Austria; ulrike.vogl@univie.ac.at
Present-day university students live in an era of unprecedented globalization.
Moreover, they grew up in times of radical changes to communication.
However, it is not clear yet, if this changing context of language use also
translates into a more flexible concept of language and language learning.
To what extent is their conception of language shaped by the dominant
ideology of Europe, the standard language ideology (cf. Gal 2009 & Hning
et al 2012)? To what extent do students exhibit novel ways of conceptualizing
language learning?
My paper draws upon data gathered through a survey on Attitudes
on language learning. It was completed by 1880 students from the Low
Countries, the German-speaking area, the British Isles and Central Europe.
With this quantitative approach, I aim at identifying general trends among
students, regarding their conceptions of multilingualism and language
learning. More specifically, I am interested in which types of students tend to
have what kinds of attitudes.
I present the results from a factor analysis that I used to examine underlying
dimensions of language learning conceptions. Examples for such dimensions
are language as a skill and language as a marker of belonging. Those
dimensions are evaluated differently by different students. My focus in
this paper is on students who cluster together regarding their ideologies.
Are students divided by their national and linguistic backgrounds or are
there other factors that divide and unite students? For example, do mobile
students differ from their peers who stay put?
Gal, Susan (2009): Migration, minorities and multilingualism: language
ideologies in Europe. In: Clare Mar-Molinero & Patrick Stevenson (eds.):
Language ideologies, policies and practices. Language and the future of
Europe. Basingstoke: Palgrave Macmillan, 1327.
Hning, Matthias; Vogl, Ulrike & Olivier Moliner (eds.) (2012): Standard
languages and multilingualism in European history. Amsterdam: Benjamins.
344
5:30pm - 6:00pm
The making of a language teacher trainer: mirroring social representations
and interculturality
Raulino Batista Figueiredo Neto, Flvia Cristina Martins de Oliveira
Universidade Federal da Bahia, Brazil; teacherflafi@gmail.com
Given todays demands for the learning of a second/foreign language, it is
of major importance the assumption of teacher training as the main vector
for the setting of this growing field. Aligned with this emerging context,
we are faced with the urge of understanding the way language teacher
trainers (English language teachers in our case), make way to their own
teaching personae all along the process of something we have dubbed
pedagolinguistic tools. On the basis of such assertions we aim at bringing
forth some considerations on two outstanding components in the teaching
field, that is to say, the social representations and the intercultural ingredient,
something we could take as a paramount course of action. The theoretical
construct we have adopted for the accomplishment of this study is based
upon the founding notion of identity as seen in Moita Lopess works (2002,
2008), Hall (2006), Vygotsky (1984, 2010) and Rajagopalan (2003). As for the
Social Representations rationale we fall back on Oliveira (2013, 2014, 2015),
Moscovici (2011), Jodelet (1989) and Dotta (2006). Likewise, the Intercultural
perspective taken in this study is based upon a range of authors from which
we may mention, Mendes (2004, 2008), Figueiredo Neto (2013, 2014),
House (2008), and Alcon Soler; Safont Jord (2008). The main purpose of
the present study is to get to know the social representations of language
teacher trainers as well as the actions which may (overtly or covertly) be
taken as an intercultural pedagogy.
6:00pm - 6:30pm
What is normal?: UK primary teachers talk about supporting bilingual
children, their languages, and families
Clare Michelle Cunningham
York St John University, United Kingdom; c.cunningham@yorksj.ac.uk
Although at least a sixth of all primary school children speak English as an
Additional Language in UK primary schools (School Census, 2011), a casual
visitor would likely note the continued dominance of English in schools and
either explicit or implicit silencing of other languages.
This study comprises interview data from 32 participants across seven
suburban schools in northern England, and adopts the APPRAISAL
framework of analysis (Martin and White, 2000) to report on how teachers
talk about their own and others NORMALITY in managing EAL and home
languages. Teachers opinions are under-reported in this area (Sook Lee
and Oxelson, 2006), particularly in the UK, but are of paramount importance
in understanding how linguistic repertoires and multilingual and multicultural
practices are perceived and managed in the mainstream, especially set
alongside the prevailing negative societal rhetoric towards immigration and
migrants.
Findings suggest that teachers express numerous JUDGEMENTS of
NORMALITY about their own and others teaching practices, as well as
about multilingual and monolingual children themselves and their families.
Interesting discussion can be had about the suggestion that it is in the
non-normal situations where we see some of the most positive multilingual
practices, highlighting the importance of individuals in driving change for
children who are disadvantaged or disenfranchised at school. JUDGEMENTS
of linguistic NORMALITY are closely aligned to those also expressed about
what is possible (CAPACITY) and what should be done (PROPRIEITY) by
teachers, schools and multilingual families, which is acknowledged but
takes us beyond the scope of this particular paper.
Data suggests that teachers make JUDGEMENTS on NORMALITY that
correlate with broader societal opinion on the place of languages other
than English, and this paper discusses to what extent this may inhibit the
teaching force from adopting practices better suited to the growing cohort
of multilingual children in their classrooms.
 6:30pm - 7:00pm
Instructional decision-making and IPAs: assessing the modes of
communication
Mary Jo Adams
Providence Day School, United States of America;
maryjo.adams@providenceday.org
Integrated Performance Assessments (IPAs) provide instructors with the
opportunity to align proficiency-based foreign language instruction with
assessment practices. Although interest in IPAs is spreading among the
foreign language teaching community, many questions remain regarding
the ways in which the assessments are implemented. While IPA guidelines
make it clear that all three modes of communication (interpersonal speaking,
interpretive listening and reading, and presentational speaking and writing)
are to be assessed, IPA-related research is still in its infancy, and provides
few insights into the extent to which teachers assess each of the modes
or to the factors that influence their decision-making. The limited body of
research on IPAs that currently exists provides some evidence to suggest
that each mode is not granted equal importance in classrooms. Using a
mixed methodology, the researcher analyzed teachers assessments in nine
introductory foreign language classes and interviewed both teachers and
students about assessment beliefs and practices. The findings confirmed
that teachers can make dramatic changes to their assessment practices
when provided with intensive professional development. The results also
suggested, however, that despite their intensive training and commitment
to proficiency-based instruction and assessment, the participating teachers
in the study did not afford equal attention to the assessment of all three
modes of communication. Greater emphasis was placed on the assessment
of interpretive reading and presentational writing than on interpretive
listening and interpersonal speaking. This unbalanced emphasis on the
three communicative modes contrasted with teachers stated beliefs and
appears to be due to a variety of logistical challenges and prior experiences.
Recommendations to facilitate greater balance of assessment across all
three modes of communication will be shared.
C655-660 B
Time: Thursday, 27/Jul/2017: 5:00pm - 7:00pmLocation: Ducale III
5:00pm - 5:30pm
The construction of oral communicative competence across the discursive
domains of classroom-based first year EAP
Ana Maria Ducasse, Annie Brown
RMIT, Australia; anamaria.ducasse@rmit.edu.au
The integration into the tertiary curriculum over the last few years of
problem-based learning, and the need for university graduates to enter
the workforce with highly-developed communication skills has heightened
the importance of spoken language in academic classrooms. As a result,
graduate capabilities such as team work and oral communication are
being increasingly incorporated into the undergraduate curriculum, and
students are increasingly required to demonstrate their learning in oral
communication tasks.
This study investigates the construction of oral communicative competence
across the discursive domains of EAP assessment and first year academia.
Applying Genre Theory and Rhetorical Structure analysis to the transcriptions
of student in class oral assessments as a methodology the results illustrate
the moves taken within the oral presentation and the rhetorical relations
within each move.
The study examines the discourse features of performances by thirty local
and international students (15 high achieving international students and 15
local students) on assessed oral presentation tasks in three core first-year
subjects across different faculties i.e. Biology, Business and Health Sciences.
The study is novel in that it analyses actual assessed performances of
in class oral academic assessment tasks. It is argued that the analysis of
345
the construction of oral communicative competence across the discursive
domains of EAP assessment and first year academia have the potential to
inform future refinement of high stakes test tasks.
5:30pm - 6:00pm
EAP performance at University Level: Exploring the relationship between
program outcomes and TOEFL iBT scores
Martha-Isabel Tejada
Universidad de los Andes, Colombia; mi.tejada10@uniandes.edu.co
As English becomes today the language of global communication, it comes
as no surprise that many higher education institutions in non-English-
speaking contexts place a premium on learning the language in English for
Academic Purposes (EAP) programs. In Colombia, the governments recent
policy Colombia Bilinge fosters the development of national human
capital through the teaching and learning of English at all levels. Along
with this fact, there is an increasing concern to ensure future professionals
achievements in EAP programs as to provide them with a better footing
within the international academy (Hamp-Lyons, 2011). This regards meeting
1) context-specific requirements (i.e. field-related language use) and 2)
international standards.
This paper explores students linguistic performance during a six-level EAP
program at a Colombian university. The motivation for this study is twofold: 1)
the necessity to bolster the EAP program as the university wishes to certify
a competitive level of English across all fields, empowering students to
pursue English-medium postgraduate studies and 2) the necessity to attest
internationally comparable outcomes of English.
Following a pre-post design (N=250), which contemplates a semester
of formal language instruction in between, we examine the relationship
between students EAP coursework performance (in-house speaking,
writing and reading tasks) as measured by CAF dimensions (Housen, Kuiken,
& Vedder, 2012) and TOEFL-iBT scores in terms of language gains.
Evidence of using the TOEFL as a research tool at university level has been
delivered for a myriad of purposes ranging from placement to assessing
linguistic performance (cf. Ockey, Koyama, Setoguchi & Sun, 2014; Rosenfeld,
Leung, & Oltman, 2001). Hence, findings from this study are expected
to shed light on the usefulness of using such international test for EAP
program validation purposes and on how non-English-medium institutions
achieve language proficiency in order to trigger both: competitive academic
performance across fields and internationally comparable outcomes.
6:00pm - 6:30pm
Identifying the constructs of language assessment literacy for language
teachers
Young Shik Lee
Hannam University, Korea, Republic of (South Korea); yshlee@hnu.kr
Language assessment literacy (LAL) refers to language teachers familiarity
with testing definitions and the application of this knowledge to classroom
practices and to issues related to assessing language. Recently the concept
of LAL is underpinned by a view of language assessment as a social practice
rather than simply as a technical activity. It has been stressed that language
teachers should be assessment literate to implement classroom assessment
appropriately, to explain the results of standardized tests to stakeholders,
and to follow the standards of assessment rules. One of the most common
ways to promote assessment literacy is through language assessment
courses. These courses are usually offered through pre-service or in-service
language assessment programs. Although there have been many studies on
LAL and language assessment development programs, it appears that there
has not been a sufficient and comprehensive model of LAL which language
assessment scholars agree upon for the language assessment development
program for current language teachers. This presentation reviews studies
on LAL and explores their underlying theories over the last decade. Based
on the reviewed language assessment theories and research results, it
defines the constructs of LAL and describes a comprehensive model of
LAL in order to provide an appropriate framework for language assessment
development programs for contemporary language teachers.
6:30pm - 7:00pm
The Learning Outcomes of Test Preparation Courses and the Dynamics of the
Test Centers
Shahrzad Saif
Universit Laval, Canada; shahrzad.saif@lli.ulaval.ca
This presentation reports on a longitudinal study investigating the language
learning outcomes of IELTS preparation courses offered by a major
commercial test preparation center in Iran. It addresses three questions: 1)
Do test preparation activities reflect the dynamics of the test center? 2) Does
test preparation enhance test performance as shown by an increase in test
scores? 3) Does preparing for a high-stakes test also improve test-takers
proficiency in English?
Using a mixed-methods design, the study was conducted in two consecutive
phases. In Phase I, qualitative data was gathered from 65 stakeholders
(teachers, test center administrators, and test-takers) using questionnaires,
interviews, focus groups, and observations. Phase II examined the effects of
10-week Academic IELTS preparation courses on learners test performance
and English language proficiency. The results of the pre- and post-test
analysis of the data, gathered from 201 learners in two homogeneous control
(General English) and experimental (IELTS preparation) groups, revealed that
both control and experimental groups significantly improved their IELTS and
proficiency test scores. However, the post-test score for the experimental
group was significantly higher than that of the control group implying that,
by the end of the treatment, test preparation helped the IELTS group raise
their test scores and, at the same time, improve their English language
proficiency more than the General English group. The triangulation of these
results obtained in Phase I reveals that teachers and learners perceptions
of the test content as well as a variety of context-specific factorssuch as
the culture of the test preparation center, length of the program, test-takers
expectations, and their motivation for learning English influenced what
was taught and learned in test preparation classes. The implications for the
validity and consequences of high-stakes test scores are discussed.
C661-666 B
Time: Thursday, 27/Jul/2017: 5:00pm - 7:00pmLocation: Ducale IV
5:00pm - 5:30pm
Perceptions and expressions of Teacher Autonomy at a Japanese university.
Peter Harrold, Andrew Gallacher
Kyushu Sangyo University, Japan; peterharrold@hotmail.co.uk
Teacher Autonomy relates to the teachers capacity and freedom to self-
direct and self-reflect on choices that affect their role as a teacher. This may
include aspects such as the level of control they have over the content,
materials, techniques, homework and assessment of the courses they teach.
It also includes taking charge of their professional development through
study, research and reflective practice. The importance of developing
Teacher Autonomy has been linked to the impact it may have on factors
such as motivation, stress or burnout, job satisfaction, and empowerment.
This presentation highlights a recent two-part study conducted in a private
university in Southern Japan that examined 1) the areas in which teachers in
this context felt more or less autonomous, as well as 2) the reasons for their
self-perceived levels of autonomy. The Teacher Autonomy Scale (TAS) was
used to establish the extent to which teachers felt autonomous in regards
to each aspect of their roles as English lecturers in Japan. Interviews with
the participants were then carried out in order to ascertain how they felt
346
empowered or limited in their capacity to establish individual freedom
and creativity and ultimately to develop professionally. Particular interest
was placed on instances where individual participants rated their level of
autonomy on certain aspects higher than the departmental average. In
these cases, the manner in which they tended to express their autonomy, in
otherwise restrictive situations, was discussed at length.
5:30pm - 6:00pm
Pre-service English teacher education and digital literacies: an analysis
focusing on PIBID
Ana Karina de Oliveira Nascimento
Universidade de So Paulo, Brazil; akcoliveira@gmail.com
This paper is part of a study that aims to find out in what ways pre-service
English teacher education has problematized digital literacies within their
programs. More specifically, it focuses on what happens in one specific
project directed to initial teacher education: National Brazilian Pre-service
Teacher Education Program (PIBID) in one specific public university in Brazil.
Considering that the national project started nationwide in 2008, this paper
brings a discussion on how this implementation has contributed to thinking
about and developing digital literacies in pre-service English teacher
education. Although this is part of a bigger study, the presentation will center
on what the qualitative documental research has revealed about the topic.
Understanding PIBID as part of governmental policy in teacher education,
this paper aims to examine how digital literacies are understood within this
national Project. In order to analyze that, we take the view of digital literacies
in the plural form, following a sociocultural perspective (Thorne, 2013;
Lanskshear & Knobel, in process), according to which meaning is created
and exchanged in various ways, due to the diversity of purposes and
contexts. The documents are still under investigation, but the preliminary
results point to some inconsistencies on the way digital literacies are viewed
when we compare the national documents about PIBID and the local ones.
6:00pm - 6:30pm
Presencia y uso de los marcadores discursivos en estudiantes brasileos de
espaol como lengua extranjera
Cristina Corral Esteve
UFPE, Brazil; corrale12@hotmail.com
En el estudio de los marcadores discursivos han confluido desde los
estudios de Lingstica Textual hasta los que se apoyaban en el Anlisis
de la Conversacin, pasando por la Teora de la Argumentacin o la Teora
de la Relevancia. En nuestra propuesta, seguiremos esta ltima y, en el
mbito de los marcadores, su aplicacin al espaol en la obra de Martn
Zorraquino y Portols (1999), en la que los autores diferencian cinco tipos:
conectores, estructuradores de la informacin, reformuladores, operadores
argumentativos y marcadores conversacionales. Presentaremos los
resultados del anlisis de producciones monologales y escritas de
estudiantes brasileos de espaol como lengua extranjera de los niveles
B2 y C2 (segn el Marco Comn Europeo de Referencia para las Lenguas:
aprendizaje, enseanza, evaluacin). En estas, hemos buscado la presencia
y el uso de las unidades de los ltimos cuatro tipos, es decir, estructuradores
de la informacin, reformuladores, operadores argumentativos y marcadores
conversacionales que, por otro lado, son los que menos atencin han
recibido en la bibliografa, frente a lo que sucede con los conectores.
Nuestro objetivo es presentar las conclusiones alcanzadas, a travs de una
metodologa cuantitativa y cualitativa. en relacin a si aparecen o no, si su
uso es el adecuado, si su presencia y uso se da de la misma forma en los
niveles analizados, as como qu grupo y qu unidad dentro de cada uno
de ellos aparece con mayor frecuencia.
6:30pm - 7:00pm
T-Coding (the new method of teaching vocabulary) Survives! Gateways of
Learning Words and Their Efficiency
Mohsen Taraghi Gashti
University of Tehran, Iran, Islamic Republic of; m.taraghi@yahoo.com
As the newest version of mnemonic (keyword) method of teaching vocabulary,
T-coding, presented for the first time at Texas University (2015), is believed
to improve both the speed of learning vocabulary and the retention period
of words. It has also solved the problem of the old version of the method
with abstract words. In fact, T-Coding does not teach vocabulary; what it
does is implanting the meanings in the learners mind. Its implementation
involves three phases. First a link is created, then an explanation is provided
for that link and after that an example is given to include both the link and the
word. This example is called the Code (The Universal Code). The codes are
created based on certain rules and fall into certain categories which were
understood to be the main gateways of learning vocabulary for second
language learners (whatever the method of learning is).
In order to consider the effect of code making on students learning and
also ascertain the rankings of these categories in the speed of learning and
retention of vocabulary, a sample of 185 university students were tested
on their learning of 80 words taught through applying different categories
of code making. In addition, a questionnaire was administered to check
students attitudes toward the efficiency of various codes on their learning.
Their attitudes and answers were correlated to check the accuracy of the
responses; then SEM analysis was run. Findings showed that certain codes
are very much stronger than the others in ranking, resulting in the idea that
mind can learn and retain data that are more compatible with the high rank
gateways. Among these categories, modern facts, scientific information
and pronunciation category gained the highest score, which suggest the
efficiency of these categories in learning new words.
C479-492 C
Time: Thursday, 27/Jul/2017: 5:00pm - 7:00pmLocation: Studio 1
5:00pm - 5:30pm
Teachers education towards Multiliteracies and New Literacies
Ana Amelia Calazans da Rosa
Universidade Estadual de Campinas, Brazil; amelia.calazans@gmail.com
There is a considerable body of literature on multiliteracies and the use of
new technologies for educational purposes. In relation to this, I explore the
works of authors like Cope & Kalantzis, Rojo and Lankshear & Knobel, in
order to address the debate regarding the impact of multiliteracies and new
literacies in a context of a teachers education initiative. I will present data
that show teachers perceptions and representations about the use of new
technologies in the classroom. The aim is to present the problem of teachers
education for critical multiliteracies from a socio-discursive perspective. For
data treatment and analysis, I made use of qualitative and interpretative
methodologies. The results indicated that teachers attitudes in favor of
electronic devices often focus on the device as a tool that reproduces
same old practices. The teachers discourses show they are willing to seek
for a better understanding of their students digital practices. On the other
hand, it is evident that they prefer traditional teaching approaches instead of
taking a chance to explore new paths. By confronting the different pieces of
evidence, I believe that every teachers education program should require
some kind of embodied, hands-on engagement in the practice. Focusing
on practice includes the technical dimensions as well as the perspectives
on what it means to create a new learning environment. In fact, it seems
the scholar community needs to learn how to work with a new mindset
and the curriculum needs to mesh with different subjectivities and cultural
experiences (digital or not). I argue that teachers education programs should
be able to reflect and discuss critically about this pressure felt by educators
to adopt new technologies in class. It is important to realize that the new
learning experience is not about being high-tech, it is about engaging to
the world, participating and creating.
347
5:30pm - 6:00pm
Technology use in the home to support language learning - heritage language
perspectives
Sabine Little
University of Sheffield, United Kingdom; s.little@sheffield.ac.uk
This research documents perspectives and practices in the area of heritage
language and literacy development, among families in the UK. Through a
qualitative and quantitative questionnaire, over 200 families shared their
thoughts on what the heritage language means to them and their children,
and how they support heritage language development at home. While the
research also covered books, DVDs and other more traditional methods,
the main focus is on technology use, including online apps, multimedia
games, online videos and technology-enhanced communication (e.g.
Skype). Families from over 40 different heritage language backgrounds
responded, giving some overview of availability of resources. Families
were asked for specific examples of games and/or apps they use for both
language and literacy development, some of which will be highlighted as
part of the presentation.
The research shows that some parents (particularly those with younger
children, under the age of 5) struggle with an inherent negative outlook
towards technology as being bad for their children, vs. their desire to
support their childs language learning. Furthermore, the research points
towards frustration among some parents regarding the technical know-
how needed to support their children successfully. The questionnaire was
followed up with ten interviews, exploring the themes of the research in
more depth. Where possible, children were involved in these interviews,
facilitating a family exchange around the topic of heritage language
development.
6:00pm - 6:30pm
Critical Literacy and Academic Literacies: motivating pre-service EFL teachers
to write
Andra Machado de Almeida Mattos
Universidade Federal de Minas Gerais, Brazil;
andreamattosufmg@gmail.com
This paper aims at discussing and problematizing academic writing
instruction at undergraduate level in a large Brazilian university. As
demands to internationalize the university grow in the country, catapulted
by the processes of globalization, this presentation seeks to discuss how
implementing a critical approach, namely Critical Literacy, to the teaching
of writing, may motivate pre-service EFL teachers to write. Critical Literacy
highlights the dominant power relations in our society and focuses on
differences of race, social class, gender, sexual orientation, background
culture and language and other critical issues, examining these differences
not as isolated occurrences but rather as part of systemic inequities or
injustices (Cervetti, Pardales and Damico, 2001). Besides, Critical Literacy
fosters independent thinking, ethical relationships and decision-making
participatory processes. Stemming from this perspective, this paper will
present and discuss an experience in developing academic writing at the
undergraduate level, in which writing activities are seen as socially situated
practices and not simply as a way to develop and train vocabulary usage
and grammatical structures. Writing instruction is, thus, viewed through a
process perspective, involving steps such as planning, production, revision
and rewriting. Writing instruction is also approached through the exploration
of varied and relevant genre, as well as through the integration of other
language skills.
 6:30pm - 7:00pm
Notetaking in an L2: A pedagogic model
Joseph Paul Siegel
Meiji Gakuin University, Japan; jojo.siegel@gmail.com
The importance of note-taking skills for ESL/EFL students is increasing, with
the attraction of attending English lectures while on study abroad programs,
the increase of English-medium courses offered in EFL contexts, and the
importance of note-taking on tests like TOEFL and IELTS. For teachers,
notes provide visual representations of comprehension and tools to monitor
student uptake. Learners also benefit from taking notes, not only because
the act engages them with the incoming speech of the lecturer/speaker (i.e.,
the encoding effect) but also because it generates an external record that
they can use for future tasks and review (i.e., the storage effect) (e.g., Piolat,
Olive & Kellogg, 2005). To meet the current demand for ESL/EFL note-taking,
textbook publishers have been producing course books accompanied by
audio and video lectures.
Despite the popularity of ESL/EFL note-taking, few descriptions of
instructional practices exist in the literature, and guidance from teacher
manuals or teacher training programs is lacking. Classroom practice that
asks students to write what you hear or note key words seems too
general and simplistic. Approaches like these fail to recognize the complexity
of taking notes and to present the skill in suitably sized tasks for teachers
to teach and for learners to utilize. While ample note-taking materials have
been produced, pedagogical methods have lagged far behind.
To address the need for note-taking pedagogy, this presentation reports
findings of a study involving 87 Japanese university EFL learners that
introduced explicit, scaffolded note-taking instruction in one-way (i.e.,
lecture) listening using the formal outline format. It investigates whether
the skill of note-taking can be separated into constituent parts, practiced,
developed, and recombined. The presentation describes the note-taking
instruction, discusses research findings, and uses examples of student work
to illustrate changes in note-taking behavior stimulated by the instruction.
C493-506 C
Time: Thursday, 27/Jul/2017: 5:00pm - 7:00pmLocation: Studio 2
5:00pm - 5:30pm
Professional identities in transition: university language teacher-
researchers taking a political and ethical stance
Adriana Diaz1, Chantal Crozet2
1University of Queensland, Australia; 2Royal Melbourne Institute of
Technology (RMIT) University, Australia; a.diaz@uq.edu.au
Modern/Foreign Language Teachers-Researchers (MFLTRs) in Australian
universities formed their own professional network (1) only recently, in
2013. This is indicative of this professional bodys need to reaffirm its
raison dtre in the face of an ongoing state of crisis, as well as its resilient
spirit. Indeed, the creation of the network was prompted by the findings of
several government commissioned reports and scholarly research showing
the alarming decrease in the number of languages taught at Australian
universities since the late 1990s.
While the precarious state of language education in Australia can be largely
attributed to the persistently dominant monolingual mindset in this country, it
is also symptomatic of a field in transition, a field whose goals are currently
being redefined in light of an increasingly multilingual and superdiverse
world for which the development of cross-linguistic and cross-cultural
competencies are vital.
This paper positions MFLTRs as key agents of change in this critical state of
play. Through ten pen-portraits and interview data from MFLTRs in Chinese,
Japanese, Spanish and French studies, we examine MFLTRs perceptions of
348
what university language and culture teaching can be from an intercultural,
political and ethical perspective. Our discussion and analysis of the data are
framed by principles of Narrative Inquiry and illustrate how most of these
MFLTRs journeyed from perceiving themselves as undervalued transmitters
of instrumental language skills to re-envisioning their roles and professional
identity as language and culture educators with a clear political and ethical
agenda.
NOTES: (1) LCNAU (Languages & Cultures Network for Australian Universities).
5:30pm - 6:00pm
Promoting teacher-learning through virtual and video-based cooperation
between teachers of German as a Foreign Language
Marta Dawidowicz
University of Vienna, Austria; marta.dawidowicz@univie.ac.at
Over the last decade, the field of teacher education has been investigated
intensely and its high significance for successful learning of children,
adolescents and adults is acknowledged internationally. Innovative
formats of teacher training programmes contain video-based reflection
and collaboration with colleagues in order to identify, assess and possibly
change patterns of behaviour. Teachers of foreign languages rarely have
access to stable networks of colleagues of the same subject, which is why
virtual space can represent a bridge to overcome that lack of opportunities
of training and cooperation.
The paper presents first results of a PhD investigation on how 5 teachers of
German as a Foreign Language from three continents evaluate their learning
process and what reasons they find for the observed development in a virtual
and lower-cost teacher training by implementing video-based cooperation.
Together they focus on promoting the use of language learning strategies in
their classrooms and discuss their own actions on the basis of video-taped
lessons. Data from open questionnaires, learning reflections and interviews
allow an emic perspective on the relation between individual learning
goals and single didactic components of video-based learning concepts;
furthermore the insight into beneficiary aspects of teacher communication
about videos is broadened by an etic point of view: through the analysis of
teacher interaction in the video conferences. A conclusive discussion about
criteria for instruction and design of video-based teacher trainings, as well
as its potential for other educational areas will close the paper.
6:00pm - 6:30pm
Questions used in mathematics classrooms: A case study of 4 grade 10
mathematics teachers
Maureen Matlakala Ledibane
North West University, Mafikeng Campus, South Africa;
matlakala.ledibane@nwu.ac.za
Questions have been used in centres of learning and teaching all over
the globe since time immemorial for student-teacher interaction, student
learning and assessment. In most of South Africas multilingual classrooms,
these questions are phrased in English, a medium of instruction and also a
second or third language for most of the students. However, the types of
questions and their functions have not been widely explored especially in
mathematics classrooms in as far as the development of English Second
Language (ESL) on the part of the learners is concerned. The possible
reason for that is such questions are not found in mathematics textbooks
(Bellido et al., 2005). Since learning begins with questions (Chuska, 1995:7),
it will be difficult for learners to perform well in mathematics when they do
not understand the mathematical discourse used in the questions. Further
evidence of the significance of questions is provided by Sutton and Krueger
(2002) who assert that mathematics teachers who are highly rated by
students ask a variety of questions.
The paper presents the results from the literature reviewed and the
analysis of data captured from 4 grade 10 mathematics classrooms in
2012, which assisted the researcher with the themes that emerged in a
theoretical model for the functions of questions, namely: comprehensible
input (Krashens Input Hypothesis, 1981, 1984; van Eerde et al., 2008; Van
den Heuwel-Panhuizen & Drijvers, 2014); processing and interacting using
language (Longmans Interaction Hypothesis, 1985, 1996; Moskovich, 2002);
output (Swains Output Hypothesis; van Eerde et al., 2008); and feedback
(Vygotskys Zone of Proximal Development (ZPD) theory on feedback; van
Eerde et al., 2008). The theoretical model assisted the researcher to design
a Planning Tool for Questioning Skills (PTQS) tool for mathematics teachers
to prepare lessons with questions that promote learners understanding of
mathematical discourse and ESL acquisition.
6:30pm - 7:00pm
Seeking a relationship between English majors beliefs about grammar
instruction and attainment
Mirosaw Pawlak
Adam Mickiewicz University, Pozna, Poland, Poland;
pawlakmi@amu.edu.pl
The effectiveness of form-focused instruction (FFI) is often considered only
with respect to the use of concrete instructional options, such as, for example,
deduction and induction, output-oriented and input-based teaching, or
explicit and implicit corrective feedback (Ellis, 2008; Nassaji & Fotos, 2011;
Pawlak, 2014; Loewen, 2015). Although determining the contribution of
specific techniques is by all means justified, their real value in the classroom
hinges upon the beliefs manifested by learners as to how formal instruction
should best be conducted, since students may not be equally responsive
to all instructional options and engage with them to the same degree. The
paper reports the findings of a study which investigated the relationship
between the beliefs about FFI held by 420 advanced learners majoring in
English and their attainment. The data were collected by means of a tool
which contained 36 five-point Likert scale questions concerning: overall
importance of FFI, choice of syllabus type, design of lessons devoted to
FFI, introducing grammar structures, practicing grammar structures and
ways of dealing with grammar errors, with Cronbach alpha values for the
different subscales ranging between 0.7 and 0.83 (Pawlak 2011, 2013). The
survey also contained four open-ended questions concerning participants
preferences. Attainment was operationalized as end-of-the-semester grades
in a grammar course, self-evaluation and results of a final examination.
Quantitative analysis of the Likert-scale items demonstrated that there is a
positive relationship between beliefs and the importance of FFI, the way in
which grammar is introduced and practiced, and the manner in which errors
are treated. Qualitative analysis of the responses to the open-ended items
showed that participants rely on traditional ways of learning grammar, which
is illustrative of the predominant teaching and testing practices of their
teachers. The results provide a basis for tentative pedagogical implications
and suggestions for future research.
C507-520 C
Time: Thursday, 27/Jul/2017: 5:00pm - 7:00pmLocation: Studio 3
5:00pm - 5:30pm
Youre too old to pass that exam! Age, investment, agency and autonomy in
language learning.
Diego Mideros, Beverly-Anne Carter
The University of the West Indies, Trinidad and Tobago;
Diego.Mideros@sta.uwi.edu
Learner autonomy has been widely explored in adult education (Benson,
2011) in both self-access and classroom settings (Little, Ridley & Ushioda,
2003). Diversity in language classrooms is well documented in the
literature (Benson, 2004) given the different kinds of learning experiences
that students bring to L2 institutionlised settings. The classroom as a
homogeneous community is far from a reality, even more so in higher
education contexts, where more and more non-traditional students are
349
enrolling in undergraduate programmes. Traditionally the age of the student
population that enters undergraduate programmes in the context of the
study ranges between 19 and 24. However, the number of students who do
not fall under the traditional age group has been increasing recently.
This paper presents an in-depth phenomenological exploration (van Manen,
1984) of the lived experiences of three mature learners who enrolled in an
undergraduate programme in Spanish. The data used for this study were
drawn from a larger inquiry on autonomy and agency among Spanish majors
at a university in Trinidad and Tobago in which the lived experience of 30
students was analysed. The analysis of their lived experiences suggests that
the three mature students featured in this paper appeared to be agentive
and autonomous language learners. From the theoretical perspectives of
identity (Norton, 2013) and sociocultural (Lantolf, 2011) research, this paper
describes how their lived experiences, personal struggles, environmental
constraints and affordances contributed to their investment (Darvin &
Norton, 2015) in language learning and how their investment resulted in
agency and autonomy.
Although age maturity is not a prerequisite for being a more agentive and
autonomous learner, the study provides rich descriptions of investment
that seem more apparent in mature learners who decide to enrol in
undergraduate L2 programmes at a later age in comparison with the
investment displayed by their younger counterparts.
5:30pm - 6:00pm
Autonomy in the transition from learner to teacher: A longitudinal multiple-
case study
Jing Huang1, Yau Ning Kenny Lock2
1Hong Kong Baptist University, Hong Kong S.A.R. (China); 2Hong Kong
Baptist University, Hong Kong S.A.R. (China); peterjh@hkbu.edu.hk
Originating in Europe in the 1970s, foreign/second language learner
autonomy has become influential as an educational goal in many parts of
the world, including Confucian-heritage societies such as Mainland China,
Taiwan and Hong Kong. In recent years, it has been well recognized that the
development of language learner autonomy depends largely on language
teacher autonomy. Therefore, the development of teacher autonomy in pre-
service and in-service teachers has become a relevant and urgent issue if
we aspire to support and nurture autonomy in language learners. Despite
the ample literature on the interrelationship between language teachers
autonomy and their students autonomy (autonomy of different individuals),
there has been, to date, very little published empirical research on the
complex interaction between autonomy in language learning and autonomy
in language teaching, for the same individual, over a prolonged period of
time. This research seeks to examine the nature and kinds of transition from
learner to teacher autonomy in the development of the same individual
moving from a language learner context to a language teacher context.
Following an interpretative-qualitative research tradition and foregrounding
insider perspectives, the study investigates and compares the learning-
teaching experiences of English learners-teachers, spanning their pre-
service teacher education and their first year in school teaching, in the
Mainland Chinese socio-institutional contexts. The research will contribute
new knowledge to the long-term development of language learner and
teacher autonomy, and related issues of identity and agency particularly
their roles in autonomy development, and will thus generate insights into
pre-service and in-service language teacher education. It will also project
a direction for research on autonomy: A shift away from snapshot studies
of classroom and out-of-class learning towards investigations of the
development of autonomy over long periods of time and in the context of
the lives of institutions and the individuals who pass through them.
 6:00pm - 6:30pm
Interactions, autonomy and English language teaching and learning
Ana Paula Tavares de Moraes Silva Cypriano
FAETEC/ FEUC / SME-RJ, Brazil; apcypriano@hotmail.com
Learners autonomy is desired and expected in all educational contexts.
Nevertheless, it is not always observed which, most of the time, ends up
having a negative impact on the students performance. Learners autonomy
can be divided into two types: the pro-active and the reactive. In the former,
the learner is entirely responsible for his/her learning process; whereas
in the latter, the learner ought to gather all his/her resources to achieve
the pedagogical aims set by the teacher. Being autonomy a complex and
multidimensional aspect, not only does it have an innate component but also
other ones which are not innate and can be enhanced. If a teacher wants
to develop learners autonomy, first and foremost, he/she is to understand
what autonomy comprises and be an autonomous learner himself/herself. It
is also of paramount importance that the teacher encourages interactions
which lead students to improve their learning strategies among other things,
so that they can pick and choose the most appropriate resource among
his/her repertoire to develop his/her autonomy.This paper aims to present
the data gathered in a study which lasted 3 years and highlighted the role
of interactions in promoting English language learners autonomy in large
classrooms in the state school context.
6:30pm - 7:00pm
Learners as Authors: Authenticity & Output Production in the EFL Classroom
Bernd Rueschoff
University Duisburg-Essen, Germany; bernd.rueschoff@uni-due.de
The role of both input and output production in language learning has been
at the forefront of discussions concerning current paradigms in language
learning as well as when considering practical implications for classroom
practice. Therefore, the focus of this paper will be on a discussion of
current perceptions as to the theoretical frameworks as well as the aims
and outcomes of language teaching. It will discuss aspects of learner
autonomy, authenticity in all its shapes and forms.Furthermore, the potential
role(s) of authentic materials and tasks for innovatively impacting classroom
will also be discussed. A major focus of the paper will be on the different
understandings and of the term authenticity as well as a discussion of
participatory learning, task orientation, meaning negotiation, and outcome
production in the language classroom. As to materials and classroom
practice, it will be argued that the flexibility afforded by real-world materials,
digital tools, and task-orientation together with their potential for creating
motivating and strategy building learning contexts might be an invaluable
contribution to fostering multilingualism, intercultural competencies, and -
above all - learner autonomy. Practical examples of scenarios where learners
are encouraged in their role as authors as well as samples of learner-created
products will be included. These will exemplify creative writing screnarios,
poetry production as well as document the use of tools such as digital tools
for creating comics and photo soaps as well as infocharts and poster.
C521-534 C
Time: Thursday, 27/Jul/2017: 5:00pm - 7:00pmLocation: Studio 4
5:00pm - 5:30pm
Reading Strategies and Second Language Learners
Anna Lindholm
Karlstad University, Sweden; anna.lindholm@kau.se
Explicit teaching in literacy skills is something that second language learners
often need to be able to understand both the content and the language of the
subject teached in school. Previous research report that reading strategies
can be taught and that successful instruction enhances comprehension (e.g.
Carrell, Pharis & Liberto, 1989).
In this study I examine how teachers in a multicultural setting work with
350
reading comprehension and reading strategies in grade 4, according to
the model Reciprocal Teaching (Palinscar & Brown, 1984). The research
questions are:
How are the reading strategies implemented in the classroom in three
different subjects in grade 4?
How do the teachers adapt the work with reading strategies according to
the second language learners qualifications and needs?
Classroom observations in two classes in three different subjects in grade
4 have been made as well as interviews with the three teachers. In the
analysis, Cummins (2015) Literacy Engagement Framework is used.
The results reveal that the teachers work with the reading strategies in
partly different ways. The teachers in the study scaffold the learners to a
great extent and they clearly support literacy achievement in the classroom,
according to the Literacy Engagement Framework (Cummins, 2015). One of
the things discussed though is how the skilled readers in the multilingual
classroom can benefit from this work.
References
Carrell, P. L., Pharis, B. G. & Liberto, J. C. (1989). Metacognitive strategy
training for ESL reading. TESOL Quarterly, 20, 463-494.
Cummins, J. (2015). Language Differences that Influence Reading
Development: Instructional Implications of Alternative Interpretations of the
Research Evidence. I: Afflerbach, P. (Red.) Handbook of individual differences
in reading: Reader, text, and context. New York: Routledge.
Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-
fostering and comprehension-monitoring activities. Cognition and
Instruction, 2, 117-175.
5:30pm - 6:00pm
Self-directed speech and second language learning
Markus Ktter
University of Siegen, Germany, Germany; koetter@anglistik.uni-siegen.de
It is a well-known fact that children sometimes speak to themselves for no
apparent reason. Piaget regarded this output, which he called egocentric
speech, as meaningless noise. Others realised, however, that he was
wrong. Vygotsky (1986) claimed that PS plays an important part in peoples
ontogenesis, since it provides them with a training ground for verbalised
thinking that is gradually internalised and converted to inner speech. Even
more recently, research has also begun to treat PS not only as a stepping
stone in the development of cognitive abilities, but also as a potentially
significant contributor to second language acquisition (SLA).
Saville-Troike (1988) and Ohta (2001) in particular conducted noteworthy
studies which suggest that the production of PS is not limited to learners first
languages, but that it can also be observed as part of acquiring additional
languages, that it is produced both by children (Saville-Troike) and by adult
learners (Ohta), and that it can serve a range of different purposes. With my
talk, I want to expand the available body of knowledge about PS in SLA. I will
analyse self-directed speech produced by German learners of English aged
8 to 10 from a corpus of more than 100 audio- and videographed lessons at
different primary schools to ascertain whether
my data corroborate current assumptions about the function of the
production of PS in SLA;
we should treat PS as an idiosyncratic or a fairly universal phenomenon;
at least certain kinds of PS can be elicited deliberately to exploit the
phenomenon for didactic purposes.
Literature:
Ohta, A.S. (2001). Second Language Acquisition Processes in the Classroom.
Learning Japanese. Mahwah, NJ.: Erlbaum.
Saville-Troike, M. (1988). Private speech: Evidence for second language
learning during the silent period. Journal of Child Language 15, 567-590.
Vygotsky, L.S. (1986). Thought and language. Cambridge: MIT.
6:00pm - 6:30pm
Russian-speaking students attitudes towards learning the official language
in Estonia, Lithuania and Latvia
Birute Klaas-Lang1, Kristiina Praakli1,2
1University of Tartu, Estonia; 2University of Helsinki, Finland; birute.klaas-
lang@ut.ee
The topic of the talk is the learning motivation and attitudes of the students
of Russian-language basic schools in Estonia, Lithuania and Latvia towards
learning and the official language (L2) Estonian, Lithuanian and Latvian. All
three Baltic countries are former Soviet countries with remarkable non-native
(Russian) population, particularly Estonia and Latvia. One of the most acute
language and education political issues in all three Baltic countries has been
the teaching and learning of L2 in non-native-language schools. Russian-
speaking student in Estonia spends approximately 1000 hours learning L2
during basic school which should ensure B1 level at minimum. Regrettably,
about one third of those students cannot successfully participate in Estonian-
language subject classes in upper secondary or vocational schools. The
aim of the study was to identify the factors that hinder successful learning
of L2, including factors related to integrative and instrumental motivation
and attitudes. The data was collected in the form of group interviews in
Estonia, Lithuania and Latvia conducted with 15- to 16-year-old students of
Russian-language basic schools, teachers and heads of schools toward the
acquisition of the official language and the opportunities to use the target
language outside language class. For analyzing the interviews the content
analysis method was used.
The study showed that official language for non-native pupils is mainly a
mandatory subject, a language that must be learned due to its position. L2 is
seen as means to continue studies in upper secondary or vocational school,
to get better position at the job market. There was only in Lithuania evidence
of the learners personal relationship with the language and culture, of
perceiving an L2 as part of identity.
6:30pm - 7:00pm
Epistemological challenges in multilingual doctoral education. Is there space
for more than just English?
Britta Schneider1, Shem Macdonald2
1Victoria University, Australia; 2La Trobe University, Australia;
s.macdonald@latrobe.edu.au
With increasing internationalisation of doctoral education in universities,
such as in Australia, English is frequently taken to be the only legitimate
language (Lee & Danby, 2012). In these contexts, English is almost
exclusively used in graduate research. While this may seem logical for
monolingual English speaking supervisors, Higher Degree by Research
(HDR) students with English as an Additional Language (EAL) face challenges
managing the linguistic, social and political practices involved. When it
comes to writing, they are further challenged with understanding the often-
unstated rules of the academic literacy practices as well as negotiating the
potential risks associated with deviating from these (Casanave, 2010). We
explore this situation through in-depth interviews with HDR EAL students
and supervisors of such students at an Australian university. We find that
supervisors reactions to other ways of knowing that multilingual students
bring vary greatly. These range from a lack of awareness of epistemological
differences; to an othering or focus on differences (often viewed as deficient
and in need of remediation); to degrees of tolerance of variance; through to
acceptance and encouragement of alternative ways of understanding and
of communicating these understandings. At the same time, students not only
speak about their struggles complying with disciplinary and linguistic norms,
but also talk of missed opportunities to use their first language to reflect on
key concepts. We are left wondering how multilingual these settings actually
are and how much space there is within them for more than just English.
351
References
Casanave, C. P. (2010). Taking risks?: A case study of three doctoral students
writing qualitative dissertations at an American university in Japan. Journal
of Second Language Writing, 19(1), 1-16. doi:http://dx.doi.org/10.1016/j.
jslw.2009.12.002
Lee, A., & Danby, S. (2012). Reshaping doctoral education international
approaches and pedagogies. Hoboken: Taylor & Francis.
C535-548 C
Time: Thursday, 27/Jul/2017: 5:00pm - 7:00pmLocation: Studio 5
5:00pm - 5:30pm
Ambientes virtuais e formao de professores: possibilidades para o estgio
supervisionado
Luciana de Oliveira Silva
Universidade Federal de Minas Gerais, Brazil; luciana.fale@gmail.com
O curso de formao de professores o ponto de partida para a
ressignificao de prticas pedaggicas. Durante o estgio supervisionado,
momento em que prtica e teoria se articulam, as experincias dos
professores em formao devem ser comunicadas e interligadas, com
maior participao do professor orientador, e com presena de contedos
relativos ao uso dos recursos tecnolgicos e informacionais. O perfil dos
alunos que esses professores em formao encontraro em suas salas
de aula, bem como a necessidade da formao de uma rede digital de
reflexo, interao e colaborao ao longo da licenciatura justificam este
trabalho, que investiga o uso do ambiente virtual de aprendizagem (AVA)
como possibilidade para o Estgio Curricular durante a licenciatura e como
espao privilegiado para o desenvolvimento da competncia tecnolgica.
A perspectiva da Complexidade e da Aprendizagem Situada so adotadas
para anlise dos dados. Essas duas abordagens podem ser entendidas
conjuntamente por considerarem o carter recproco e interdependente
entre aprendiz, atividade e contexto, que faz emergir prticas diversas,
reorganizadas a partir das negociaes ocorridas. O estudo de natureza
qualitativa e de orientao etnogrfica virtual (HINE, 2000). Os dados
foram obtidos por meio das interaes online entre os professores em
formao em uma disciplina ofertada no curso de Letras, pelas notas de
campo da pesquisadora no momento presencial do estgio, realizado em
uma escola de Ensino Fundamental, e por um questionrio e entrevistas.
Esses dados revelam, dentre outras questes, que o AVA apresenta as
bases necessrias para que ele possa ser considerado um ambiente bem-
sucedido de construo do conhecimento, favorecendo a interao, a
imerso virtual, a construo coletiva e a reflexo, aspectos importantes
na formao docente atual. O senso de comunidade que o espao virtual
proporciona aproxima os professores em formao do desenvolvimento
de competncias docentes e tecnolgicas necessrias para a atuao
pedaggica.
5:30pm - 6:00pm
Aprendizagem por projetos no ensino de espanhol para alunos do ensino mdio
tcnico integrado
Maristella Gabardo
Instituto Federal do Paran, Brazil; marisgabardo@gmail.com
Esta comunicao apresenta a concepo e desenvolvimento do trabalho
com a aprendizagem baseada em projetos (PBL) na matria de Comunicao
e Expresso em Lngua Espanhola nos cursos tcnicos integrados ao
ensino mdio do Instituto Federal do Paran, cujo curriculo ainda se
pauta na diviso tradicional entre disciplinas, grade horria e estrutura
de contedos. Para tanto, trs turmas foram selecionadas: mecnica,
jogos digitais e duas de informtica. Ser apresentada uma descrio
completa das etapas elaboradas conjuntamente com os alunos, os desafios
propostos, a durao do projeto, os suportes dados e os resultados dos
projetos. Alm disso,sero apresentadas e postos em debate os resultados
relativos a avaliao da metodologia por parte dos alunos, a integrao com
os demais componentes curriculares, a viso da lngua espanhola dentro
do curso tcnico e as habilidades desenvolvidas pelos alunos mediante
a escolha por essa metodologia. Uma vez que essa prtica se deu dentro
de uma escola tcnica, essa escolha se pautou na ideia de aproximar o
ambiente escolar dos desafios profissionai a serem enfrentados pelos
tcnicos nas reas selecionadas.Como mtodo de acompanhamento e
mapeamento do aprendizado e do desenvolvimento,foram utilizadas vrias
formas de avaliao por pares, por grupos, individuais e as auto-avaliaes,
todas voltadas tambm ao acompanhamento das habilidades que estavam
sendo desenvolvidas e os conhecimentos transversais que estavam
sendo adquiridos. Aps apresentados os dados, se avaliar o impacto do
uso dessa metodologia com relao ao desenvolvimento de habilidades
de comunicao, de aprendizagem autnoma, de trabalho em equipe e
de aprendizagem de lngua espanhola (entendendo-se aqui tambm o
seu espectro cultural, social,dinmico e mutvel) atravs do contato com
materias existentes na rede e que esto direcionados para a futura rea de
atuao do aluno.
6:00pm - 6:30pm
As tecnologias para o ensino de lnguas estrangeiras: incorporao ou
abandono? (1930-1961)
Marta Banducci Rahe
Universidade Federal de Mato Grosso do Sul, Brazil; banduccirahe@uol.com.br
Esta pesquisa, histrico-documental, teve por objetivo buscar os materiais
didticos que integraram as listas de objetos sugeridos e alguns exigidos
para o ensino das lnguas estrangeiras, especialmente ingls e francs,
nas escolas brasileiras de Ensino Secundrio, sobretudo a partir das
Instrues para o Mtodo Direto, em 1931, mostrando que muitos desses
materiais foram adquiridos pelas instituies escolares e habitaram seus
espaos, trazendo com eles, as intenes e necessidades em busca da
modernizao da educao no Brasil, que nesse perodo passou a ter
nos objetos didticos a sua maior vitrine. Ao conectar a escolarizao da
primeira metade do sculo XX modernidade, s mudanas trazidas por
ela e s inovaes tecnolgicas difundidas em nvel mundial e tambm
no Brasil, este trabalho procurou entender como as escolas incorporaram
as modificaes propostas pelas determinaes governamentais e se
apropriaram das recomendaes para seu uso, considerando tambm a
influncia da circulao de ideias promovidas pelos estudos relacionados
s metodologias de ensino para as lnguas estrangeiras modernas.
Desenvolvido entre os depsitos, secretarias e arquivos de duas escolas,
uma pblica e outra confessional, ambas localizadas na cidade de Campo
Grande que, no recorte temporal desta pesquisa, dos anos de 1931 a 1961,
era um dos municpios ao sul do estado uno de Mato Grosso, este estudo
buscou nos Relatrios de Inspeo, Regimentos Internos e Verificao
Prvia, os sinais e discursos ligados presena desses materiais didticos
nas instituies, verificando neles traos que indiciassem seus propsitos
nas escolas investigadas. Foi possvel perceber que as modernidades
tecnolgicas da educao, tais como, colees de discos, os slides, os
filmstrips, os projetores de imagens compuseram o patrimnio material
dessas escolas, entretanto, alguns deles foram encontrados nos seus
depsitos sem vestgios de uso, apontando para a ideia de que eles no
foram incorporados s prticas cotidianas das aulas de lnguas estrangeiras.
6:30pm - 7:00pm
AS TICS COMO ESTRATGIA PEDAGGICA EM AULAS DE LNGUA INGLESA: UM RELATO DE
EXPERINCIA
Mirelly Karolinny de Melo Meireles Meireles, Jarbas Medeiros de Lima Filho Lima Filho,
Adriana Assis de Aquino Aquino
IFRN, Brazil; mirelly.meireles@ifrn.edu.br
Este trabalho consiste em um relato de experincia em aulas de Lngua
Inglesa, realizado em uma Instituio Federal de Ensino, com discentes do
2 ano do Ensino Mdio integrado ao tcnico de Informtica, e tem como
objetivo apresentar e implementar uma metodologia de ensino que utiliza
352
as Tecnologias da informao e comunicao (TICs) em aulas de Lngua
Inglesa no Ensino Mdio. No presente estudo, abordamos aspectos tericos
relacionados s TICS e ao Ensino de Lngua Inglesa (PAIVA, 2001; CELANI,
2003; GEDDES, 2004; GANITO, 2007; KUKULSKA-HULME, 2009; ARAJO
et al, 2009; BROWN, 2010; cf. SANTOS; BEATO; ARAGO, 2012; COSTA,
2013). Desse modo, realizamos atividades utilizando um blog, alm do uso
do celular. Tais atividades foram aplicadas em uma turma do ensino mdio
e participaram 25 discentes. Inicialmente, decidiu-se uma temtica que
seria trabalhada durante todo o bimestre Pases que tm o ingls como
primeira lngua. A partir da, foram organizadas inmeras atividades com o
referido eixo temtico e que utilizavam o blog criado pela turma e o telefone
celular como meio de aprendizagem. Desse modo, foram trabalhados Quiz,
utilizando o Kahoot!; QRCodes, pesquisas e atividades de compreenso
oral. Foram um total de oito aulas e, ao final de cada aula, solicitou-se que os
aprendizes relatassem as suas experincias em um caderno de anotaes,
sendo estes considerados como dirios de campo. Assim, percebeu-se que
durante cada aula, os alunos mostravam-se motivados para a realizao
das atividades e, nos dirios de campo, verificou-se o quanto foi eficaz
tal metodologia, uma vez que foi relatado que conseguiam aprender o
contedo de maneira prtica.
C549-562 C
Time: Thursday, 27/Jul/2017: 5:00pm - 7:00pmLocation: Studio 6
5:00pm - 5:30pm
Desafios lingusticos de aprendizes em cursos de Ingls para Fins Especficos
(IFE)
Fernando de Barros Hyppolito
Universidade Estadual Paulista Jlio de Mesquita Filho, Brazil;
fbhyppolito@yahoo.com.br
Com base em um estudo realizado anteriormente sobre habilidades
lingusticas necessrias para a realizao de provas de proficincia em lngua
inglesa de um processo seletivo de um Programa de Ps-Graduao em
Lingustica, um material didtico de Ingls para Fins Especficos para Leitura,
Interpretao e Traduo foi elaborado para atender s necessidades
do pblico-alvo do Centro de Ensino de Lnguas de uma universidade
pblica paulista. Desta forma, o presente estudo visou detectar quais
eram as principais dificuldades enfrentadas pelos participantes do curso
de Ingls para Fins Especficos, oferecido por esse centro. A metodologia
empregada neste projeto a Anlise de Contedo (AC), juntamente com
a pesquisa qualitativa e quantitativa (LARSEN-FREEMAN, 1991) de base
etnogrfica (ANDRE, 1998). A coleta e anlise de dados da pesquisa foram
conduzidas com base nos conceitos de Vieira-Abraho (2010) e Bauer
(2007), de acordo com a seguinte ordem: coleta de dados dos alunos-
participantes; organizao e categorizao dos dados coletados; anlise
qualitativa e quantitativa, para designar os tipos mais comuns de exerccios
e temas em que tais dificuldades apareciam, assim como a indicao de
padres estatsticos referente ao nmero de alunos que apresentavam
problemas para realizar determinados exerccios ou temas abordados.
Por meio dos dados levantados, podemos apontar que tempos verbais
(principalmente os perfeitos) e verbos modais estavam entre as principais
dificuldades dos aprendizes. Os resultados deste estudo buscam discutir
possveis encaminhamentos para sanar os problemas identificados, atravs
de modificaes futuras para os prximos cursos de Ingls para Fins
Especficos para Leitura, Interpretao e Traduo, oferecidos pelo Centro
de Ensino de Lnguas da referida universidade e de outros contextos que
apresentem as mesmas caractersticas.
 5:30pm - 6:00pm
Ensino e aprendizagem de ingls para fins especficos: foco na formao de
professores
Sandra Mari Kaneko Marques
UNESP-FCLAr, Araraquara, Brazil; sandrak@fclar.unesp.br
O contexto contemporneo para o ensino e aprendizagem de ingls fez com
que a procura por cursos e programas para a aprendizagem dessa lngua
crescesse representativamente, assim como a produo de pesquisas e
materiais que pudessem fundamentar discusses terico-metodolgicas e
prticas pedaggicas acerca das abordagens e metodologias de ensino.
No entanto, no que se refere ao ensino de Ingls para Fins Especficos (IFE),
so poucos os cursos de Letras que inserem em suas grades curriculares
a formao para tais contextos. Dessa forma, este estudo tem como
objetivo estimular a formao crtico-reflexiva de futuros professores para
atuao em contextos de ensino e aprendizagem de IFE, envolvendo a
preparao didtico-pedaggica e a construo de conhecimentos terico-
prticos acerca das especificidades dessa abordagem. A natureza desta
investigao pode ser caracterizada como qualitativa de base etnogrfica,
tendo como procedimentos e instrumentos para coleta de dados, a
anlise documental de programas de ensino de disciplinas de ingls no
curso investigado para identificar como desenvolvida reflexo sobre a
carreira profissional e os processos de ensino e aprendizagem. Alm disso,
cruzaremos as informaes advindas desses documentos com propostas
de programas, projetos e cursos de extenso, voltadas para o ensino e
aprendizagem dessa lngua-alvo, para buscar quais as iniciativas de
aprimoramento pedaggico, realizadas junto aos alunos do referido curso.
Sero aplicados tambm questionrios aos participantes de uma disciplina
sobre metodologia de ensino de IFE para o levantamento do seu perfil
e percurso profissional. Por meio deste estudo, pretendemos favorecer
o aperfeioamento pedaggico e profissional de alunos de Letras ao
engaj-los em projetos, nos quais eles podero atuar como professores
e elaboradores de material didtico. Esperamos que eles sejam capazes
de participar de discusses sobre o ensino e aprendizagem de lnguas
para fins especficos ainda na graduao, para que tenham subsdios para
trabalhar de forma crtica com essa abordagem.
6:00pm - 6:30pm
Conceituando Linguagem no Desenvolvimento de Unidades Didticas
Tania Regina Romero, Helena Maria Ferreira
Universidade Federal de Lavras, Brazil; taniaromero@dch.ufla.br
O propsito desta comunicao relatar e discutir o trabalho que vem
sendo realizado no mbito de um curso de Letras de dupla habilitao
(Portugus e Ingls) de uma universidade pblica. Esse trabalho se direciona
para o desenvolvimento de Unidades Didticas, que contemplam ambas
as lnguas, enfatizando a questo de como os conceitos de linguagem
vo se transformando ao longo do percurso formativo. O trabalho se d
no cenrio especfico do Programa Institucional de Bolsas de Iniciao
Docncia (PIBID), em que licenciandos atuam em conjunto com professores
de escolas pblicas, sob a orientao de educadores da universidade. As
discusses com os participantes do PIBID iniciam-se com a conceituao de
linguagem, partindo-se de teorias lingusticas e dos parmetros oficiais, como
o Contedo Bsico Comum (CBC), utilizado no Estado de Minas Gerais e o
BNCC (Base Nacional Comum de Contedos), em fase de implementao
nacional. Passa-se, ento, anlise de materiais didticos publicados com
base em discusses de Borella e Schoeder (2013), Dias e Cristovo (2009),
Buzen (2005), Dionsio, Bezerra (2005), Rojo; Batista (2003), para, ento,
se dar incio elaborao de Unidades Didticas propriamente ditas.
Destaca-se, no processo, a transformao de conceitos de linguagem
historicamente arraigados para concepes teoricamente orientadas e
pautadas em fundamentos interacionistas. A partir do trabalho empreendido,
observa-se uma tendncia, por parte dos envolvidos nas discusses, para
o questionamento sistemtico de metodologias e para a elaborao de
materiais didticos que valorizem os diferentes usos da linguagem.
353
6:30pm - 7:00pm
Beautiful secrets: the sociocultural worlds of new speakers of an
endangered language: te reo Mori
Elisa Duder
AUT University, New Zealand; elisa.duder@aut.ac.nz
Te reo Mori [Mori language] is the indigenous language of Aotearoa New
Zealand. Since the 1970s major efforts have been made to address language
shift to English, primarily in immersion education contexts. However, since
the very beginning of language revitalisation efforts there has been a
critical group of adult language learners. As research has focused on the
development of younger speakers of Mori in education contexts our
knowledge of the sociocultural worlds and lived experiences of adult L2
(second language) learners has been neglected (Ratima, 2011).
The sociocultural worlds of L2 learners of an endangered language was
explored through interviews with adult L2 learners of Mori. Using a specific
framework within kaupapa Mori research, the researcher developed a
methodology that recognised the roles, traditions and contributions of
previous Pkeh researchers engaging in the Mori world as part of ongoing
negotiation between Indigenous and non-Indigenous groups.
L2 learners of Mori constitute a new speaker group of an endangered
language. As such, they challenge New Zealands monolingual and
hegemonic practices (Lewis, 2014). They confront internal and external
Mori language ideologies and negotiate between shifting identities as they
contend with and respond to endangered language learning as constantly
negotiating access to the language through gender, education, class and
ethnicity (Pavlenko, 2000, 2002).
C563-576 C
Time: Thursday, 27/Jul/2017: 5:00pm - 7:00pmLocation: Studio 7
5:00pm - 5:30pm
Snapshot of the underground: A corpus driven analysis of political graffiti
from Greece (2003-2015)
E. Dimitris Kitis
University of the Witwatersrand, South Africa; dimitris.kitis@wits.ac.za
A special form of graffiti, with an emphasis on written word/discourse rather
than aesthetics, dominates many urban thoroughfares in Greece. Political
in nature, of often anti-authoritarian content, it has a long but checkered
history. Nevertheless, slogan graffiti, as it is designated here, can be
particularly intelligent and may display a subversive dynamism at times of
crisis (consistency, responsive to current affairs, captures vox populi) that is
antagonistic to mainstream discourses (media, government, institutional).
The presentation uses methods from corpus linguistics and Critical
Discourse Analysis (CDA) to examine this type of graffiti between the years
2003 and 2015. In order to accomplish this task it relies on a specialized
corpus compiled by the author and comprised of 3,486 unique instances
of slogan graffiti (28,445 words) that were collected during this period.
Using the corpus tool AntConc (Anthony, 2014) it compares the specialized
corpus of slogan graffiti to the Corpus of Greek Texts (CGT) (c. 30 million
words) (Goutsos, 2010), a representative reference corpus of Modern Greek.
In particular, the CGT is used to search for keywords that are statistically
more frequent in the specialized (graffiti) corpus than would otherwise be
expected in Modern Greek. Subsequently, keywords are classified into
thematic categories through semantic tagging and manual concordance
analysis in order to discern what discourses are present in the graffiti
(Baker, 2006). The resulting categories in order of prominence/frequency
are: abstract/philosophical, government/politics, individuality/consumerism,
profanity/scatological, business/economy and culture/place/identity. It is
notable that the government/politics, business/economy and individuality/
consumerism categories contain words that tend to be negatively qualified.
Further qualitative analysis reveals a shift from discourses of peace/
individuality to discourses of war/community after 2010, the year that Greece
was bailed out by a host of supranational institutions (EU, IMF, ECB), pointing
to a reservoir of marginalized opinion within a social crisis.
 5:30pm - 6:00pm
I want to speak English like people from Cornell: the role of accent in
subjectivity
Emily Elizabeth Linares
UC Berkeley, United States of America; emily.linares@berkeley.edu
This paper builds on Haeuslers (2010) study, which examined ESL students
awareness of and attitudes toward different dialects of American English.
Her informants were largely full-time ESL students at a California community
college in the Sacramento Valley. Nearly one-third of the L2 English speakers
interviewed expressed a preference for California and Sacramento English,
which reflected their positive evaluation of local speech and desire to fit
in (Haeusler, 2010, p. 31). The present study nuances our understanding of
attitudes vis--vis different varieties of American English by focusing on the
perceptions of ESL students in an accent-reduction course at the University
of California, Berkeley. Drawing on questionnaires and interviews with eight
students enrolled in the course, I explore the following questions: (a) How
does participants high level of education in their L1 influence their evaluation
of certain American dialects? (b) What role does accent play in the subject
position(s) that students wish to claim in their L2? The findings indicate
that participants are able to notice difference when exposed to American
English varieties but cannot label dialects. They display a preference for
accents that they personally perceive as clear, and they associate clear
speech with high levels of education. Finally, in favoring clearer, more
educated-sounding accents, in admiring the speech of people from
Cornell University, and in trying to adopt a new way of speaking in their
L2, informants are acutely aware of accent as a tool for the emblematic
marking of social allegiances (Lippi-Green, 2004, p. 291). Participants
wish to align themselves with members of the American elite, that is, to
position themselves in their L2 as they had in their L1, namely, as educated
individuals who have distinguished themselves in their field. Implications
for ESL pedagogy and theoretical understandings of L2 speakers subject
positions will be presented.
6:00pm - 6:30pm
As Linhas do Tempo do Facebook como espaos autobiogrficos e de curadoria
Nayara Natalia de Barros
UNICAMP, Brazil; nayara.natalia.barros@gmail.com
Esta comunicao apresenta uma parte dos resultados da pesquisa de
doutorado intitulada Linhas do Tempo do Facebook como curadorias
de si: realidades fabricadas e performadas, que investiga os processos
de constituio autobiogrfica e performtica de perfis pessoais pblicos
e privados na rede social em questo. O objetivo da apresentao
comparar um perfil pessoal pblico e um perfil pessoal privado, a fim
de expor parte das constataes feitas at o momento, na investigao.
Para o trabalho de anlise, so relevantes os conceitos de autobiografia,
performance e curadoria digital. Pretende-se argumentar a respeito dos
indcios autobiogrficos e/ou para-autobiogrficos existentes nas Linhas
do Tempo, entendidas, aqui, como espaos autobiogrficos, em que
possvel, pelo olhar e leitura da pesquisadora, como visitante dos escritos
multimodais constitutivos desses perfis, perceber o sujeito autobiogrfico
em sua ligao com certas propriedades da linguagem, tais como o ato de
fabricar um valor de verdade, a fim de mostrar aquilo que se ou que se
deseja ser. Nota-se, a partir da perspectiva temporal dos perfis, isto , da
observao postagem postagem, um eu que se exibe, simultaneamente,
fragmentado, justaposto e sequencializado cronologicamente. Espera-se
que o trabalho possa possibilitar a expanso compreensiva da produo
de sentido admitida pelas Linhas do Tempo, que so uma parte privilegiada
da rede social Facebook para se estudar e dar a conhecer as novas formas
de os indivduos contemporneos tecerem autobiografias.
6:30pm - 7:00pm
PIBID Lngua Inglesa and PIBID Interdisciplinar at UTFPR: way and ways
Elizabeth Pazello2,1, Iara Maria Bruz1
1Universidade Federal do Paran, Brazil; 2Universidade Tecnolgica do
Paran; iarabruz@gmail.com
The aim of this presentation is to contrast two teacher education Federal
354
programs in force at Federal Technological University of Paran (UTFPR).
These are PIBID Lngua Inglesa and PIBID Interdisciplinar. These two
Programs have coexisted at the institution for about 3 years so far. When the
Interdisciplinary version was introduced in 2014, it brought along academic
unrest not only because of the lack of information about it , but also because
students and teachers alike started wondering if both public policies would
result in redundancy since they had English language as the focus. This
research found this context a fruitful academic scenario to try to outline
the identity of both initiatives regarding the way each conceived students
interventions in classrooms. It must be confessed that the relationship to in-
service training these programs established were also worth investigating
because of the importance and the number of hours this training takes. Thus,
this qualitative work reflects a hands-on approach of the researchers whose
voice permeates the considerations. From an ethnographic perspective,
data was collected in some Programs meetings. The researchers either
took part in the meetings or observed them and some of them were also
recorded. If the PIBID Interdisciplinar proves to be project work driven, the
PIBID Lngua Inglesa version seems to be more in-service- friendly. As far
as teachers-to-be education is concerned, both programs are concerned
with providing opportunities of contact with public schools, classrooms,
and bureaucracy at large. This work is based on critical reflective teacher
education (SCHON, 1992; 2000; PERRENOUD, 2002; WALLACE, 1991), and
the concept of identity is based on Kumaravadivelu (2003; 2012).
C591-604 C
Time: Thursday, 27/Jul/2017: 5:00pm - 7:00pmLocation: Studio 9
5:00pm - 5:30pm
PROPOSTA DE ABORDAGEM DE ENSINO DE TRADUO PARA SECRETARIADO EXECUTIVO: UM
CAMINHO POSSVEL
Aline Cantarotti
UNIVERSIDADE ESTADULA DE MARING, Brazil; licialine@gmail.com
A formao em traduo deve estar tambm presente no somente no
curso de graduao especfico mas tambm naqueles em que atividades
tradutrias so feitas em determinados momentos da atuao profissional.
Um desses casos a atuao do secretrio executivo para o qual podem
ser designadas tarefas tradutrias em sua rotina profissional, conforme
estabelecido pela lei da regulamentao da profisso (BRASIL, 1985). Na lei,
uma das atribuies de secretrios executivos fazer verso e traduo
em idioma estrangeiro, para atender s necessidades de comunicao
da empresa (BRASIL, 2015, p.2). Dessa forma, alguns questionamentos
norteiam nosso estudo, tais como: h na formao secretarial (nvel
bacharelado) abordagem do ensino de traduo para execuo da
atividade tradutria? Se sim, qual a base desse ensino? Uma de nossas
primeiras hipteses que o ensino de traduo na formao secretarial
negligenciado em mbito nacional, ou seja, poucas instituies teriam
em sua grade curricular disciplinas que versem sobre os Estudos da
Traduo sob qualquer aspecto ou abordagem. Alm disso, de acordo
com levantamentos sobre o perfil da atividade profissional secretarial
com vistas atividade tradutria, sugerimos contribuies dos Estudos
da Traduo (FROTA, 2007; RODRIGUES, 2011) em conjunto com o Ensino
de Ingls para fins especficos (ROBINSON, 1980, 1991; STREVENS, 1988,
DUDLEY-EVANS, ST JOHN, 1998), resultando no que chamamos de
Traduo para fins especficos (CANTAROTTI, PINTO, 2016), abordagem
a qual acreditamos ir ao encontro das necessidades do secretariado
executivo para atividades tradutrias.
5:30pm - 6:00pm
Retos epistemolgicos para la modelacin de la audiocomprensin de lenguas
extranjeras
Jorge Luis Herrera Ochoa, Maria Elena Alvarez Lopez
Universidad de Oriente, Santiago de Cuba, Cuba; jherrera@uo.edu.cu
La audiocomprensin como categora ha sido abordada por numerosos
autores, los cuales indistintamente la denominan comprensin oral o
auditiva.
En la esencia de la comprensin (auditiva o visual) subyacen dos conceptos
fundamentales: la percepcin y el reconocimiento, sin embargo este ltimo
resulta de mayor relevancia por constituirse en patrn de referencia para
el aprendizaje de lenguas extranjeras, aun cuando en este proceso se
precisa de la entonacin como seal informativa, del odo fonemtico, del
mecanismo de anticipacin y de la memoria.
La praxis pedaggica de los autores de este trabajo permite afirmar que
muchas clases de comprensin oral estn ms enfocadas en la evaluacin
de la habilidad y no en su formacin, la cual se realiza ineludiblemente
mediante una estructura jerrquica de ejercicios, que atendiendo a la
funcin que realizan se subdividen en: ejercicios preparatorios, que
persiguen eliminar las dificultades lingsticas y psicolgicas que impidan
al estudiante concentrarse en el contenido del texto y permiten adquirir
hbitos de percepcin y reconocimiento adecuados y desarrollar los
mecanismos de anticipacin y la memoria, y ejercicios del habla, que
favorecen la habilidad de captar los enunciados orales en condiciones
semejantes a la realidad, ensean a determinar la parte del enunciado que
est ms cargada de informacin, y a deducir el significado de las palabras
desconocidas gracias al contexto.
El anlisis epistemolgico de este proceso permiti establecer las bases
para la modelacin de la audiocomprensin. Las relaciones esenciales
que emergen de dicha modelacin se describen en esta investigacin,
revelndose en ellas su carcter didctico, pedaggico y lingstico,
todo lo cual constituye un aporte para la enseanza y aprendizaje de
lenguas extranjeras.
6:00pm - 6:30pm
A escrita colaborativa em contexto de teletandem institucional integrado
Mileni Bertholini Ferreira
UNESP - Universidade Estadual Paulista Jlio de Mesquita Filho, Brazil;
milenibf@yahoo.com.br
O presente trabalho tem o intuito de apresentar a proposta de um projeto
maior de pesquisa que tem por finalidade descrever a forma como se
caracteriza o processo de produo de textos em lngua inglesa de forma
colaborativa que acontece entre alunos de ingls da UNESP IBILCE e alunos
de portugus da Universidade da Gergia UGA, ambos participantes das
atividades de teletandem institucional integrado que ocorrem entre as duas
instituies. O teletandem se trata de um contexto que promove o ensino e
a aprendizagem de lnguas estrangeiras por meio de encontros regulares e
virtuais entre falantes de diferentes idiomas que vivem em diferentes pases,
de modo que, ao revezarem-se entre os papis de aprendizes de uma
lngua estrangeira e de tutores de sua prpria lngua, possam negociar suas
necessidades e experincias ao ensinar e aprender de forma autnoma e,
ao mesmo tempo, colaborativa. Na modalidade de teletandem institucional
integrado que acontece entre IBILCE e UGA, as produes de textos fazem
parte das atividades a serem desenvolvidas pelos alunos participantes e,
em alguns grupos, essas produes acontecem de forma colaborativa, ou
seja, os alunos so engajados a escreverem seus textos juntamente de
seus parceiros. Dessa forma, a partir da descrio do processo mencionado
e tomando como embasamento a teoria sociocultural de Vygotsky, tem-se
como intuito segundo do projeto procurar evidncias que apontem para
a contribuio da atividade colaborativa mediada pelo computador para a
aprendizagem de lnguas estrangeiras, principalmente, no que diz respeito
capacidade expressiva escrita dos aprendizes.
6:30pm - 7:00pm
How does feedback affect EFL writing development in the Chinese context? A
DST perspective
Yu Wang
Soochow University, China, Peoples Republic of; wangyu@suda.edu.cn
This study reports on how teacher feedback in combination with peer
feedback affects L2 students writing development through an 18-week
process-based writing instruction in the Chinese context. Instead of trying to
argue and find evidence for the best way of delivering feedback, the present
teacher-researcher, bearing the larger purposes and goals of composition
instruction in mind, devises a process-oriented writing syllabus, including
carefully-designed feedback treatments implemented and adapted along
the drafting and revising processes. In order to depict a more holistic
picture of how different variables of feedback and students individual
factors interact to affect L2 writing development, she takes a Dynamic
Systems Theory (DST) perspective, proposing that due to the external
force of feedback, the internal forces including motivation and attitude, and
their interplay, students writing undergoes non-linear changes and shows
variability in accuracy, fluency, complexity, as well as critical thinking skills
that emerge from the composing process.
The formative experiments last for 18 weeks in a prestigious Chinese
University. Altogether 20 3rd-year English majors write 5 argumentative
essays of 3 drafts. For each essay, they receive peer feedback for draft 1,
followed by teacher feedback for draft 2, and then finalize and submit draft 3.
The peer feedback sheets for each essay have slightly different focus, and
are designed to suit the specific instructional purposes and students needs.
The teacher responds to the final drafts by marking errors comprehensively
and pointing out problems concerning content, organization, logic and
development. Accuracy, fluency and complexity will be measured for all the
compositions, and critical thinking indices also be calculated.
The findings will be reported in the way that reflects the subtle changes over
time and variability among different students.
S76
Time: Thursday, 27/Jul/2017: 5:00pm - 7:00pmLocation: Catete
Studies on a Language Proficiency Examination for Foreign Language Teachers:
Pre-testing, design and validation
Organizer(s): Douglas Altamiro Consolo (UNESP, Brazil)
In this symposium we report on studies about the development of the
EPPLE (Exame de Proficincia para Professores de Lnguas Estrangeiras),
a proficiency examination for foreign language teachers to evaluate
and classify their linguistic proficiency for teaching purposes. Teachers
language proficiency includes the abilities of language comprehension and
production in both verbal and written modes. General language proficiency
is characterized by the quality of performance in a given language, as it
is used by the majority of its speakers in a variety of everyday situations,
in informal and formal conversations, when reading informative texts and
usual documentation, to understand oral language in verbal messages and
short videos, and in the production of e-mail messages and written texts
aiming at social networking, for example. As for the specialized proficiency
of FL teachers, it encompasses the use of a language for educational
purposes, for example, to manage classroom discourse and communication
in language teaching contexts. Teachers language includes providing
information and giving instructions, pedagogical explanations, evaluating
students performance, reading academic texts and teaching materials,
the understanding of audio and videos for pedagogical purposes, and the
production of materials and instruments to evaluate students. The EPPLE
is constituted of two tests, a paper for reading comprehension and written
production, and a test of listening comprehension and speaking abilities. It is
a computer-based examination in which the tasks for the oral test are done
in its first part and the tasks for the written test are presented in the second
part. The whole electronic examination lasts around two hours. The studies
in this symposium focus on construct and content validity, on pre-testing
for EPPLE candidates, on the design of test items and on the establishment
of criteria to assess teachers language that underpin language and
performance descriptors in rating scales for the EPPLE examination.
355
 Details of the Symposium Papers
An electronic pre-test for the EPPLE examination: design, construct validity,
technical challenges and mobile technology
Douglas Altamiro Consolo
UNESP, Brazil
In this paper I report on the design and pilot phases of an electronic pre-
test for the EPPLE, a language proficiency examination for foreign language
teachers. English language teachers proficiency for teaching purposes
has been a challenge for a number of non-native teachers worldwide,
leading to claims for more successful actions towards teachers language
development and assessment that have motivated the EPPLE project.
EPPLE is expected to contribute to teachers language pre-service and in-
service education inasmuch as it may impact curriculum development and
standards for language teachers profiles. However, due to the fact that not
all EFL teachers may be ready to take EPPLE and achieve successful results,
pre-testing is seen as a guidance for candidates so as to motivate them to
either take EPPLE or else, to engage in actions for language development
in order to probably be successful in EPPLE in a future attempt. It has been
opted to design and pilot a first version of the EPPLE pre-test for oral skills
only, focusing on both listening comprehension and speaking production.
The test has been designed on LingtClassroom (http://lingtlanguage.com)
and it provides detailed instructions for candidates to take the test, and to
submit their answers for correction and feedback on test results. It can be
easily taken online in any desktop or laptop computer. Data on comparisons
between results in the pre-test and in EPPLE will be presented, and these
comparisons indicate the pre-test construct validity. Investigations about
the EPPLE pre-test proceed towards advances in its technical aspects,
with special interest in making the pre-test function in all types of mobile
devices, such as cell phones and tablets, as well as the implementation of an
efficient and more automated process for test correction, and the provision
of feedback to candidates wishing to take the EPPLE examination.
Validation of the EPPLE examination oral comprehension and production test
Vera Lcia Teixeira da Silva
UERJ, Brazil
The aim of this paper is to discuss evidence that ensure the validation of
the items that compose the oral test of the EPPLE Proficiency Examination
for Foreign Language Teachers, in its electronic version. The main purpose
of the EPPLE is to assess the linguistic-communicative proficiency of both
pre- and in-service teachers who work or will work in different language
teaching and learning situations, in various social contexts in the Brazilian
scenario. It is understood that the validity of a test refers to the degree to
which inferences based on the results of this test are significant, useful and
appropriate; it is therefore a criterion for acceptability.The research was
designed as a case study, with descriptive and exploratory reviews. Both
quantitative and qualitative data were analysed. The data came from one
version of the examination taken by undergraduate students in two public
higher education institutions in Brazil, in 2015 and 2016. The discussion will
focus on the exam construct, the main theoretical assumptions that support
it, the construction of proficiency bands based on descriptors of language
levels considered, as well as some of the practical implications that the use
of this instrument will produce among English teachers, specially a positive
washback.
Evidences for validation of the reading comprehension and written
production test in the EPPLE examination
Teresa Helena Buscato Martins
IFSP, Brazil
This paper aims at describing the development and validation of the items
that constitute the reading comprehension and written production test
of the Proficiency Examination for Foreign Language Teachers (EPPLE)
in its electronic version. The EPPLE examination assesses the linguistic-
communicative competence of pre- and in-service teachers who work or are
356
about to work in the Brazilian scenario. When speaking about assessing the
linguistic and communicative competence of foreign language teacher, we
understand that competence in a foreign language is defined in terms of the
knowledge of a language and the ability to use this language at a desired
or required level of proficiency to accomplish communicative tasks which
constitute essential requirements for professionals who act or intend to act as
teachers of a given language. In addition, the teacher has to master a range
of specific skills including metalinguistic competence in the terminology
of the topics discussed in lessons, besides the discursive competence to
address the curriculum and the management of classroom discourse. The
research designed as a case study is composed with quantitative and
qualitative data which were collected from one version of the examination
taken by undergraduate students in two public higher education institutions
in Brazil, in 2015 and 2016. Evidence for construct validity was collected
through correlational analyses and comparisons between groups. The
test was sufficiently reliable and practical, taking an hour and a half to be
administered. Limitations and future research directions are discussed. It is
expected that the EPPLE examination and its research results contribute for
foreign teachers language education.
Performance rating scale development for the EPPLE examination
William Eduardo da Silva
IFRJ, Brazil
This paper reports on some findings of an ongoing doctoral research project
on the production of rating scales for pre-service and in-service teachers
oral proficiency assessment. The study contributes to the development of
the EPPLE examination, a computer-based examination especially designed
to assess teachers linguistic-communicative proficiency in Brazil. This
research is based on theories of second language testing and rating scale
construction (FULCHER, 1993, 2011; NORTH, 1996/2000; OSULLIVAN, 2008,
2011; among others), some studies on teachers speaking ability in class
(ANDRELINO, 2014; BUSNARDI, 2012; MACHADO, 1992), the benchmarks
from the Common European Framework of Reference for Languages (CEFR)
(COE, 2001), and the proficiency guidelines from the American Council on the
Teaching of Foreign Languages (ACTFL, 2012). The methodology adopted
in this study is an attempt to provide an alternative approach to develop a
performance rating scale, as it values and incorporates performance data
from a specific communicative context, that is the recorded answers to
the questions in the EPPLE oral test. The experiment was conducted with
undergraduate English language teaching students from different Brazilian
public universities and aimed to analyse their oral performance while
carrying out tasks with different input types, such as pictures, video snippets,
and audio files. In the end, it is expected that the new research-informed
scales contribute to both the assessment of teachers language and the
improvement of their oral performance.
W12
Time: Thursday, 27/Jul/2017: 6:00pm - 7:00pmLocation: Queluz I
Experimenting with transdisciplinarity between teachers and academics:
potentially renovated epistemological relations bred within teacher
education
Guilherme Adami
FAACG and USP, Brazil; guilhermeadami1302@gmail.com
This workshop aims at promoting exercises that raise the issue of engagement
in conflicts arisen from different knowledge production frameworks playing
out simultaneously at the level of a particular realm established between
schools and the university, which is teacher education. The philosophical
constructs of theory and practice, then, are gathered as necessary to
question the political effects of a kind of animosity often displayed even
in subtle forms by either of these sides towards the other. In this sense, it
would possible to argue that the contemporariness and complexity of such
a debate entice innovative approaches to these questions so as to offer
viable new vistas.
Thus, the main attempt of this session is to give its participants the opportunity
to experience the implications of cognitive-emotional forces affecting trans-
individuation processes (Stiegler, 2015), especially in regard to the concepts
of governmentality (Foucault, 1991) and intellectual doxa (Bourdieu, 1999).
Exploration of such semiotics will take place within the parameters of an
included third, which is a notion that stems from research in theoretical
transdisciplinarity carried out in face of challenges in education (Nicolescu,
2010). From beginning to end, the session proposes post-dramatic theatre
practices as a means to touch upon the question of how sensibilities reflect
on political decisions (Rancire, 2004), which is paramount to understand
potential entrance points to a trajectory of reliance (Morin, 1992). This
has already been partly problematized by Dubocs thesis (2012) with the
concept of curricular attitude, however it becomes relevant to expand
commentary possibilities through other methodological understandings
beyond the logos.
W14
Time: Thursday, 27/Jul/2017: 6:00pm - 7:00pmLocation: Queluz V
Synchronous video communication with young EFL learners: a multimodal
analysis of task negotiation
Shona Whyte , Euline Cutrim Schmid
1 2
1Universit Nice Sophia Antipolis, France; 2Pdagogische Hochschule
Schwbisch Gmnd; whyte@unice.fr
Cognitive-interactionist approaches to instructed second language
acquisition stress the role of meaningful exchanges in interlanguage
development (Ortega, 2007); and in todays highly connected world, such
exchanges can occur via telecollaboration between classrooms in different
countries. This study investigates the affordances of one such communicative
opportunity: live video communication (VC) in English as a lingua franca in
French and German primary schools. Spoken interaction between classes is
supported through the technical affordances of the interactive whiteboard
(IWB), with large-scale class projection of an audio/video feed and screen-
sharing of an IWB file containing movable objects. The primary EFL classes
communicated in small groups: one learner in each class interacted with a
partner in the remote class, each supported by other learners in their own
classroom. Previous research has highlighted the challenges of VC with
young beginners in terms of (a) technical issues, (b) materials and activity
design, and (c) classroom implementation; it has produced frameworks for
analysing classroom interaction and modelling technology integration which
have implications for the language classroom and teacher education (Cutrim
Schmid & Whyte, 2014; Whyte, 2015). However, a close analysis of actual
learner interaction is so far missing from this research programme, hence
understanding of how learners orchestrate and exploit the communicative
affordances of the multimodal VC environment remains limited. The present
study seeks to address this shortcoming by investigating a series of short
live exchanges between young learners in two VC tasks using multimodal
discourse analysis (Collentine, 2009; Dooly & ODowd, 2012; Holt, Tellier
& Guichon, 2015). Video recordings from each side of the exchange are
combined and transcribed using multimodal annotation software. Analysis
permits comparisons across learners, across tasks and over time of learners
use of speech, gaze and gesture to harness different features of this
environment in the negotiation of learning tasks.
357
W15
Time: Thursday, 27/Jul/2017: 6:00pm - 7:00pmLocation: Queluz VI
Engaging Criticality in Language Teacher Education: Assignments with a
Critical Edge
Antoinette Gagn1, Clea Schmidt2
1University of Toronto, Canada; 2University of Manitoba, Canada;
antoinette.gagne@gmail.com
This workshop addresses the question of how traditionally marginalized
students, namely culturally and linguistically diverse learners from immigrant
and refugee backgrounds, are influencing the capacities new language and
literacy teachers need by focusing on assignments for teacher candidates
with a critical edge.
Specifically, we argue that a more robust critical teacher education pedagogy
(what we deem radical teacher education, following McLaren and others)
is required for education systems to affirm the diversity of perspectives,
experiences, and worldviews inherent in multilingual schools. Drawing
on critical theory to provide the rationale for radical language teacher
education, we will demonstrate and deconstruct five critical assignments
that we have begun to implement in our practice with preservice and
inservice language and literacy teachers in two Canadian universities. We
will also highlight the processes involved in our own collaborative critical
action research investigating the infusion of criticality in preparing language
and literacies educators.
The assignments we will focus on include: 1) a critical comparative analysis
of language and literacy curriculum policy documents, 2) a duoethnographic
experience to explore aspects of linguistic diversity, 3) a critical media
assignment analyzing the voices of English language learners (ELLs) and
refugees, 4) a critical analysis of archival data from the National Centre for
Truth and Reconciliation (NCTR) database focusing on the use of language
in residential schools and 5) collaborative critical action research projects
connecting teacher candidates and school communities to meet the needs
of ELLs.
We use critical language teacher education literature, critical pedagogy,
and intersectionality to inform our emerging insights on using these varied
assignments. Our workshop concludes with an invitation to participants to
reflect on and discuss the potential for a radical teacher education paradigm
to prepare language and literacy teachers to confront systemic inequities
and enact culturally responsive pedagogies across a range of contexts.
W13
Time: Thursday, 27/Jul/2017: 6:00pm - 7:00pmLocation: Studio 8
Rethinking digital epistemologies for pre-service teaching in Bahia
communities: role-playing games in renegotiating meanings
Fbio Sandes1, Cristina Eluf2
1IFBA, Brazil; 2UNEB, Brazil; fnsandes@gmail.com
Critical literacies studies have evidenced an education engaged in social
change, cultural diversity, economic equity, and political enfranchisement,
as stated by Luke & Freebody (1997) and Monte Mr (2008), through the
technologies of writing and other modes of inscription. In globalizing times,
Brydon (2010) believes globalization is affecting Education in general,
and Education and English assume greater importance since increasingly
knowledge of English becomes a form of social capital and a required new
literacy around the world. In the midst of our high-tech global economy, Gee
(2004) emphasizes that people are learning in new ways for new purposes,
via specially designed spaces physical and virtual constructed to
resource people tied together by a shared interest or endeavour. In turn,
Lankshear and Knobel (2003) highlight that all of those changes make
us rethink epistemology as one of performance, of rule breaking and
innovation, of knowing how to proceed in the absence of existing models.
Thus, if literacy is seen as socio-culturally situated practice involving
ongoing negotiation of meaning in continuously contested sites of meaning
construction (MENEZES DE SOUZA, 2007), our goal, in this workshop, is to
present game-like problem-solving activities based on RPG samples, which
culminate with the accomplishment of a mission or objective by students.
Such activities were designed among pre-service teachers in Bahia as
an alternative literacy practice, within the perspective of rethinking some
educational paradigms, through a trans-media intertextuality (LANKSHEAR
AND KNOBEL, 2013). Our research echoes these teachers voices , by mostly
considering the use of games-like productions as a new learning embodied
experience (GEE, 2007) in an attempt to identify a feasible alternative for
the development of integrated skills activities within networked classrooms
towards the increasingly collaborative, problem-oriented, and critical nature
of literacy (LANKSHEAR AND KNOBEL, 2013).
C829-830
Time: Friday, 28/Jul/2017: 9:00am - 10:00amLocation: Queluz II
9:00am - 9:30am
Doctoral students dual roles as student and expert scholarly writers: An
Activity Theory perspective
Jun Lei1, Guangwei Hu2
1Guangdong University of Foreign Studies, China, Peoples Republic of;
2Nanyang Technological University, Singapore; rayjun.lei@outlook.com
Scholarly publishing has become increasingly important, thanks to the
ever intensifying globalisation and marketisation of higher education over
the past few decades. The increased valorisation of scholarly publishing is
placing researchers under tremendous pressure to publish more and faster.
This pressure is also acutely felt by doctoral students, who are increasingly
expected to publish during candidature. In doing that, doctoral students are
assuming the dual roles of student and expert scholarly writers.
This paper reports a study conducted to examine Chinese nursing doctoral
students scholarly publishing endeavours during their candidature. Drawing
upon Activity Theory as its theoretical framework, the study employed a
multiple-case study design and collected multiple types of data from six
nursing doctoral students and one supervisor from a major research-intensive
university in mainland China. Thematic and activity systems analyses of the
data revealed a tension concerning the duality of the doctoral students role
as student scholarly writers and as expert scholarly writers. The tension was
manifested in the doctoral students developing but still limited grasp and
use of some conceptual tools needed for successful scholarly publishing.
The analyses also showed that to deal with the tension, the doctoral
students turned to such mediating resources as cultural artifacts and social
others, which facilitated their scholarly publishing efforts. The challenges
stemming from the tension demonstrate that successful scholarly publishing
during doctoral candidature requires abilities to not only draft manuscripts
and handle reviews, but also conceive and design publishable research,
plan and manage research output, and interweave publication with other
activities. The strategies adopted to handle the tension indicate that
scholarly publishing is a culturally-mediated and socially-mediated activity
rich in learning opportunities.
9:30am - 10:00am
Saberes do formador que impactam o aprendizado do grupo de alunos no
ambiente corporativo.
Silvia Conceio Armada
Alegere, Brazil; sarmada24@gmail.com
Educao Corporativa tem recebido pouca ateno nos estudos
lingusticos, apesar do crescimento e relevncia que este mercado
alcanou nos ltimos anos no Brasil. Pensando neste contexto, este
projeto de estudo e investigao tem como principal objetivo pesquisar o
358
docente em Educao Corporativa, como ele articula colaborativamente
a construo de conceitos especficos e promove a integrao entre os
conceitos construdos e as prticas, uma relao dialtica entre o saber
e o fazer. Norteando este projeto, est a Teoria da Atividade Scio-
Histrico-Cultural, como discutida nos trabalhos de Vygotsky (1930/2008;
1934/2001), Leontiev (1977) e Engestrm (1987; 1999; 2001); nos conceitos
de colaborao e reflexo discutidos por Magalhes (2007;2009;2010);
e nos estudos sobre o processo de transformao do aprendizado em
atividades de trabalho nas organizaes, como amplamente pesquisado e
discutido por Engestrm (1991;1993;1994;1996). Para o aluno em Educao
Corporativa relevante que os contedos apresentados e praticados em
sala de aula permitam uma aplicao prtica e imediata no dia a dia, gerando
resultados observveis e mensurveis, esse fator promove engajamento e
percepo de ganho de conhecimento, o que nesse contexto de extrema
importncia. Dessa forma, estudos sobre a relevncia, impacto e aspectos
do discurso do docente que promovem a transferncia do aprendizado
formal do aluno para uma aplicao concreta e que fomentam uma agencia
transformativa, seja ela individual ou coletiva, tambm so uma importante
etapa da pesquisa.
C837-838
Time: Friday, 28/Jul/2017: 9:00am - 10:00amLocation: Queluz VI
9:00am - 9:30am
MDIA SOCIAL E MOBILIDADE URBANA NO RIO DE JANEIRO: FORMULAES
MULTIPARTICIPATIVAS NO TWITTER E FACEBOOK
Marco Aurelio Souza, Maria das Graas Pereira
Pontificia Universidade Catolica do Rio de Janeiro, Brazil;
marcoaurelio.professor@yahoo.com.br
Este estudo analisa interaes entre usurios dos transportes pblicos
ferrovirio e metrovirio do grande centro urbano do Rio de Janeiro,
em canais do Twitter e Facebook, e investiga as estratgias lingusticas
utilizadas para realizar formulaes conversacionais especficas (HERITAGE;
WATSON, 1980; DEPPERMANN, 2011). Vrias formas de relacionamento
surgem em virtude das caractersticas comunicativas das novas ferramentas
tecnolgicas e da utilizao das micromdias socioculturais multiparticipativas
(KATRIEL, 1999; HAYTHORNTHWAITE, 2005; HALLET; BARBER, 2014). Estas
mdias eletrnicas requerem um estudo aprofundado de seu aspecto
interacional (GOFFMAN, 1979; OLIVEIRA; PEREIRA, 2005). Com o uso da
tecnologia, o contexto virtual do Twitter e do Facebook (CASAS, 2013;
SHEPHERD; SALIS, 2013) relaciona-se ao contexto fsico da mobilidade
urbana (LEMOS, 2008; PLANOS, 2009; CARUSO, 2010; VASCONCELLOS,
2012). Os objetivos desta pesquisa consistem em: (i) verificar como se
caracterizam as interaes sociais virtuais; (ii) descrever as estratgias
discursivas utilizadas pelos usurios em seus deslocamentos pela regio
metropolitana do Rio de Janeiro; e (iii) analisar os sentidos das formulaes
conversacionais sobre a mobilidade urbana na mdia social. A observao
emprica de natureza qualitativa e interpretativa (DENZIN; LINCOLN, 2006).
Configura-se como uma anlise etnogrfica digital (SANTAELLA; LEMOS,
2010), que investiga os comportamentos dos indivduos na vida cotidiana,
na interao com ferramentas tecnolgicas. Analisamos um conjunto de 128
postagens nos canais do Twitter e do Facebook das empresas SuperVia
Trens Urbanos e Metr Rio. Verificamos que as interaes entre os usurios
destes transportes pblicos, nos ambientes digitais pesquisados, ocorrem
dentro do microcontexto virtual da linguagem digital e do macrocontexto
fsico e situacional da mobilidade na metrpole do Rio de Janeiro, criando
uma rede multiparticipativa de agentes de produo e reproduo de
informao em tempo real. Dos significados lingusticos destas interaes
em grupo so geradas formulaes conversacionais de reclamaes,
crticas, elogios ou agradecimentos.
 9:30am - 10:00am
The linguistic landscapes of sex work in the Philippines
Dawn Lucovich
Tokyo Womans Christian University, Japan; dawn.lucovich@gmail.com
Linguistic landscape (LL) research (Landry & Bourhis, 1997) examines
the use of language on signs in public spaces and has proven to be a
popular lens through which to analyze mainly urban centers around the
world. Although the Philippines is home to diverse languages used in
diverse ways, few LL studies have been carried out in the Philippines. This
presentation will showcase a study of the text of signs (n = 115) collected
in two major areas of the commercial sex industry in central Luzon in the
Philippines. The presentation will briefly review theory and relevant studies
on LL research, then discuss literature about sex work in the Philippines,
and finally address the specific areas and research questions of the study.
The research questions that guided this study were primarily: 1. to document
and categorize the signage that exists in the area circa 2016; 2. to subject
the signs to linguistic analysis; and 3. to draw some preliminary conclusions
about the landscape that is constructed by the signage. Data was collected
via digital photography and written transcription of signs, then subjected
to qualitative coding (Miles & Huberman, 1994) and quantitative lexical
analysis. The preliminary conclusions indicate that the areas of sex work
are clearly demarcated by the linguistic features of their signage and can
be categorized by the explicit vs. the implicit selling of sex. In addition, they
overwhelmingly privilege monolingual English signage over multilingual,
national or local language usage. Further research is needed in this area,
including data triangulation via interviews with local stakeholders and the
collection of additional non-sign artifacts.
C839-840
Time: Friday, 28/Jul/2017: 9:00am - 10:00amLocation: Queluz VII
9:00am - 9:30am
Integration in Isolation: Newcomer Immigrants in Sweden Negotiate Identity,
Language & Literacy
Liv T. Davila
University of Illinois at Urbana-Champaign (USA), United States of America;
livtd@illinois.edu
This presentation will focus on findings from a qualitative study on the nature
of new language learning among newly arrived immigrant and refugee
students attending a linguistically isolated (Arias & Faltis, 2012; Gifford &
Valds, 2006) urban elementary school in Sweden. Data were gathered
through interviews with students and their Swedish as a Second Language
teachers, and classroom observations, and were analyzed using an ecology
of language framework (Creese, Martin & Hornberger, 2008; Van Lier, 2004).
Findings yielded insights into several factors that both facilitated and
constrained Swedish language learning, as well as nuanced ways in which
newly-arrived students used linguistic resources to make sense of new
cultural content. Couched in the analytical categories of movement and
separation, data show how broader social, political and economic factors
deepen the gulf between students and their society in a manner that
undermined learning (Pavlenko & Blackledge, 2004). Language learning
both suffered from this and was a tool for responding to it. Students also
expressed elasticity and ambivalence toward integration into the broader
school environment (Warriner, 2013), as certain benefits, such as native
language support and peer bonding were afforded within this classroom
setting that were less likely to occur in mainstream classrooms. Findings
shed light on how students engage a mono-cultural curriculum which
often emphasized culturally Swedish content while excluding students
local contexts and backgrounds. This presentation will theorise the long-
term educational and social gains and costs associated with practices that
marginalize students in educational settings, and that ultimately hamper
359
linguistic and cognitive growth, and more broadly, how migration contributes
to the changing linguistic identity paradigms among language minority youth
in increasingly diverse societies.
9:30am - 10:00am
As hashtags nas fotografias do Favela Tour no Instagram
Elis Siqueira
Universidade Estadual de Campinas, Brazil; elisnns@gmail.com
Diferentemente de outras redes sociais cujo foco a postagem de
contedos verbais escritos, o Instagram concentra-se na publicao de
fotografias, s quais legendas podem ser adicionadas. Reproduzindo uma
prtica comum dos usurios do Twitter, essas legendas so, na maioria das
publicaes, acompanhadas pelas hashtags, ferramenta de marcao que
constitui um sistema de busca prprio dentro da rede virtual e possibilita
a organizao e a recuperao do contedo. Segundo Morrison (2007),
as tags so, tambm, um mecanismo de interao entre os usurios e os
prprios sites, pois elas geram uma aproximao da interface e aumentam o
grau de liberdade da navegao. O autor pontua, ainda, que so frequentes
os usos em que as tags so formas de expressar opinies e atrair exposio
em meio ao grande trfego de informaes da web. Esse fenmeno
caracterizado pelo que alguns tericos denominam folksonomia, isto ,
classificaes que so institudas e atribudas pelos prprios usurios.
Mesmo com a ampla subjetividade que caracteriza a composio dos
termos de marcao (NEAL, 2007), de acordo com Beaudoin (2007), h
um padro subjacente para as tags nas imagens. Diante desse contexto,
esse trabalho dedica-se a analisar, a partir das categorias estabelecidas por
Beaudoin (2007), quais grupos de hashtags so frequentes em publicaes
do Instagram marcadas tambm com a hashtag #favelatour. Os dados
so constitudos por registros de postagens realizados ao longo do ms de
maro de 2016, feitos por printscreen e analisados a partir de ferramentas
de mapeamento de redes virtuais, como Hashtagify, Topsy e TagBoard. A
escolha da hashtag #favelatour como n inicial de anlise pode possibilitar
a percepo de alguns traos comuns nas tags relacionadas ao turismo e
favela, bem como esclarecer o que os usurios veem nessas imagens e a
partir de quais aspectos buscam atrair mais audincia para elas.
C841-842
Time: Friday, 28/Jul/2017: 9:00am - 10:00amLocation: Venezia I
9:00am - 9:30am
International ESL Teacher Trainees Understandings of Effective Teaching
Strategies
Helena Hing Wa Sit1, Shen Chen2
1The University of Newcastle, Australia; 2The University of Newcastle,
Australia; helena.sit@newcastle.edu.au
Australian universities are moving towards educational internationalization.
The increasing number of diverse cultural background students has
significantly changed the student composition and classroom environment
in Australian universities. They have brought not only substantial economic
benefits, but also more academic challenges to teaching and learning to
the host universities. It is not an exception in the field of English language
teacher education. There have long been discussions on the issues of
international students language proficiency and inefficient use of the
target language. Some studies on cross-cultural training of students have
investigated lecturers intercultural competence in teaching diverse learners.
However, limited research has explored lecturers teaching strategies used
for advanced English learners who are ESL/EFL teacher trainees in Australia.
This paper reported a study conducted among a group of international
postgraduates enrolled in language teacher education programs in an
Australian institution. Both quantitative and qualitative research methods
were used. The research findings provided students insights on teaching
strategies commonly encountered in Australia in contrast with their home
countries. Discussions on how to apply these teaching strategies to their
overseas ESL/EFL classes are made. It should promote quality learning and
teaching in the context of increasing student diversity in Australian teacher
preparation studies.
9:30am - 10:00am
Between Social Reality and Globalization: Madagascar Facing Multilingualism
Murielle Perrier
Princeton University, United States of America; mperrier@princeton.edu
In this presentation, I will show the complexity of multilingualism in
Madagascar and talk about its social implication in Malagasy daily life.
Taking the cultural and linguistics history of the island as a stand point, I will
illustrate with examples drawn from, linguistics, literary, cultural and musical
fields that multilingualism in Madagascar, which nowadays counts two
official languages, French, only spoken by 2% of the Malagasy population,
and Merina, chosen among other varieties of Malagasy, heightens social
differences in a country that is striving to turn itself politically and economically
towards the idea of multidiversity and a globalized world. Between 1975 and
1991, a long period of malgachisation, the language of the colonizers, French,
was relieved from its official status. Malagasy was the sole official language
then. Since 1991, both Malagasy and French have been reinstated in the
constitution, as official languages. French and Malagasy are now integrated
in the educational system. Taking into account the linguistics variations, the
use of the two official languages, the fact that over 66% of the population is
rural, and that the illiteracy rate represents 67% of the entire population, the
intricacies of the linguistics situation in Madagascar undeniably stratifies the
society and has adverse effect on its schooling system. In this presentation,
I will demonstrate how multilingualism in a country such as Madagascar can
exacerbate social disparities, how the use of the official Malagasy language,
Merina, can also reinforce social, political and educational discrepancies
between various ethnic groups who speak different varieties of Malagasy.
The main questions, I will ponder in this paper are: what does it socially mean
for the Malagasy people to interact with various languages? What issues
arise from multilingualism in Madagascar? How does it affect the Malagasy
culture and its connection to the francophone or Anglophone world?
C847-848
Time: Friday, 28/Jul/2017: 9:00am - 10:00amLocation: Venezia IV
9:00am - 9:30am
A study of text-based computer mediated communication as complex systems:
focus on the interactional trajectory
Andreia Turolo-Silva
Federal University of Ceara, Brazil; andreiaturolo@hotmail.com
This study, which is part of more comprehensive research, approached
text-based interpersonal interactions as complex systems built in online
environments where participants were learning English as a foreign
language,. The complexity theory offered subsidies to understand the ways
in which attractors or repellents influenced the shaping of the trajectory of
the interaction in chats as a complex system. For this, I identified discursive
sequences and participants actions in the interaction trajectory in chats
and forums in a frame of timescales to identify the levels of social and
human organization in each interaction moment. The results showed that,
given the favourable initial conditions, interaction was attracted by the
discursive sequence I-R-F and remained in this basin in dynamic stability,
as understood in complex theory, until participants reached agreement
about the topic under discussion, or until any type of disturbance affected
the interaction, such as technical problems with softwares, applications or
internet service. In both situations of agreement or disturbance, the system
lost energy was drawn to entropy and cessation. I could also observe
that it was in the moments of entropy that the interaction opened to new
energy, and a new question by the teacher, or an unmentioned mentionable
(Schegloff & Sacks 1973) inserted by the students, could attract the system
to a new landscape of stability. The study findings include a list of attractors
360
and repellents, and their typology, as well as the landscape of the interaction
trajectory showing its basins and turbulences. The results proved the
methodology to be fruitful in studying interaction as a complex system.
9:30am - 10:00am
Anlise de Discurso e aulas de Lngua Inglesa para crianas: um estudo
discursivo
Cristinne Leus Tom, Juliana Schweikart
Universidade do Estado de Mato Grosso, Brazil; cristinne@unemat-net.br
A partir da Anlise do Discurso de linha francesa, pelo aporte terico de
Dominique Maingueneau, analisam-se os conceitos de ethos discursivo,
relacionado ao interdiscurso e s cenas enunciativas. O corpus nesta
investigao so as produes textuais escritas, de histrias em quadrinhos
em Lngua Inglesa, por dois grupos de crianas orientados pelos alunos-
professores do curso de extenso O Uso de Tecnologias no Ensino-
aprendizagem de Lngua Inglesa para crianas oferecido pelo curso de
Letras da Universidade do Estado do Mato Grosso, na cidade de Sinop. As
aulas do curso de extenso deram-se entre os meses de maro a outubro
de 2013 em Sinop, em etapas que envolveram: encontros para estudo das
possibilidades de uso das tecnologias para o ensino de Lngua Inglesa;
planejamentos de aulas para as oficinas com as crianas das escolas
municipais pblicas; e prticas das oficinas, momento em que foram
produzidas as histrias em quadrinhos pelas crianas. Esta comunicao
objetiva investigar os discursos produzidos em sees reflexivas sobre as
interaes em sala de aula mediadas pelo uso de tecnologias digitais para
o ensino e aprendizagem da Lngua Inglesa. A anlise evidencia o uso das
tecnologias como um instrumental na prtica educativa e apreendida
pelos alunos-professores como uma ferramenta didtica. Os resultados
obtidos possibilitam observar a construo de sentidos que instituem o
discurso do especialista-pedaggico.
C849-850
Time: Friday, 28/Jul/2017: 9:00am - 10:00amLocation: Venezia V
9:00am - 9:30am
Construindo e desconstruindo discursos miditicos para humanizar luz da
pragmtica
Francisca de Ftima de lima Sousa, Giselda Santos Costa
Instituto Federal do Piau, Brazil; giseldacostas@hotmail.com
Nos ltimos anos tem havido um interesse crescente da compreenso
cultural na educao e de que os professores de hoje possam promover
a aquisio de competncias interculturais em sala de aula. De acordo
com Roux (2001), essa compreenso intercultural promove a cooperao,
a tolerncia e a paz e ajuda a minimizar o dio, o tribalismo, o racismo
e a violncia, que, inevitavelmente, levam guerra. Lindner (2010), da
World Dignity University Initiative, argumenta, tambm, que importante
que o professor aborde em sala de aula preocupaes globais que tm
grande importncia em contextos locais como: proteo ambiental e
desenvolvimento sustentvel, globalizao e economias mundiais, direitos
humanos e justia social de gnero, discriminao e humilhao, resoluo
de conflitos e construo da paz, segurana alimentar, reduo da pobreza,
guerra e desastres naturais, dentre outros temas. Tal conscientizao ir
provocar nos alunos a construo de uma cultura de paz e respeito aos
direitos humanos. Assim, a presente comunicao tem por objetivo de
reconstruir discursos com teor negativo como o rancor, dio e de ruptura do
esprito de brasilidade, veiculados nas mdias impressa e digital brasileira,
relacionados ao momento histrico-econmico-poltico-social em que
vivemos atualmente. Pensando na ideia de estabelecer uma linguagem
humanizadora, reflexiva e que traduza a paz em momentos adversos
(GOMES DE MATOS, 2010) foram propostas atividades para os alunos dos
cursos de licenciaturas do IFPI campus Teresina Central (Licenciaturas
em Qumica e Biologia) e Zona Sul (Licenciatura em Informtica), em que
os mesmos desconstrussem tais discursos miditicos colaborativamente
 luz da pragmtica. Os gneros textuais selecionados foram discutidos e
reescritos pelos participantes e socializados com a tecnologia padlet que
serviu como com um frum de vozes incentivando paz comunicativa.
9:30am - 10:00am
Teaching korean topic particle to french speaking learners with discourse
analysis or pragmatics?
Jin-Ok Kim
Universit Paris Diderot, France; jin-ok.kim@univ-paris-diderot.fr
Korean language was unknown until recently but it is spreading for more
than ten years. It is classified as agglutinative language: the function of a
word in the sentence is marked by a particle added after the noun or the
verbal stem. Among the many grammatical particles of Korean, there is one
which is particularly difficult for learners whose mother tongue does not
have one, like French language. In Korean, the topic particle differs from the
subject particle but in French the topic coincides with the subject (unmarked
topic) or is using other tools.
Textbooks and grammars do not give satisfactory solutions for teaching
the topic particle which appears in the first lesson (in a sentence like
I am student), and its acquisition is complicated as soon as the subject
particle is presented to learners, just several lessons after. The confusion
between these two particles is persisting for all the learning time until a very
advanced level. Numerous linguistic studies are showing a diversity of terms
and definitions of topic according to the adopted models or approaches
(Porhiel, 2005). These studies are nevertheless suggesting certain formal
and functional characteristics, at sentential and textual level. But do these
characteristics help the teaching and learning of Korean topic particle?
In this paper, I will report a teaching experience using elements from
discourse analysis, pragmatics or comparative research about topic in
French and Korean.
References
Jun Young-chul, 2006, Korean Marker NUN for Contrastive Topic and
Contrastive Focus, in Korean, n274, pp. 171-200. [Article in Korean]
Mauranen A., 1999, What sort of theme is there?, in Languages in Contrast,
2, 1, pp. 57-87.
Porhiel S., 2005, Les marqueurs de thmatisation : des thmes phrastiques
et textuels ? , in Travaux de linguistique, n51, pp. 55-84.
C855-856
Time: Friday, 28/Jul/2017: 9:00am - 10:00amLocation: Ducale III
9:00am - 9:30am
Prticas de leitura e escrita de gneros textuais no currculo do curso de
Letras/UFJF
Andreia Garcia Reis
Universidade Federal de Juiz de Fora, Brazil; andreiargarcia@yahoo.com.br
Os gneros so textos materializados na sociedade e por meio deles que
nos inserimos verdadeiramente em prticas sociais e discursivas (DOLZ e
SHCNEUWLY, 2004; MARINHO, 2010), alm de se constiturem em atividades
de linguagem reguladas por escolhas lingusticas e sociais (BRONCKART,
2006). J h algumas dcadas, os documentos oficiais voltados para o
ensino de Lngua Portuguesa, como os Parmetros Curriculares Nacionais
(1997), e Diretrizes Curriculares para a Formao de Professores orientam
que os alunos do Ensino Bsico e os professores em formao devem
ter experincias de leitura e escrita da variedade textual existente na
sociedade para que ampliem sua capacidade lingustica e possam, de fato,
tornarem-se cidados. O MEC, por meio do Programa Nacional do Livro
Didtico, faz exigncias segundo as quais os livros de Lngua Portuguesa a
serem aprovados pelo programa contenham atividades de leitura e escrita
361
de textos que possibilitem aos alunos a insero na cultura da escrita e
o aperfeioamento das habilidades leitora e escritora. Nesse sentido, os
cursos de formao inicial de professores de Lngua Portuguesa precisam
se adequar (GATTI; NUNES, 2009; GATTI, 2010) e oferecer aos estudantes
uma formao para escrita e pela escrita (RINCK, BOCH e ASSIS, 2015),
de modo que os futuros professores tenham condies de atuarem na
perspectiva dos atuais documentos e materiais didticos disponibilizados.
Este trabalho tem como principal objetivo apresentar os resultados de
uma pesquisa realizada no Projeto Pedaggico do Curso de Letras-
Licenciatura (PPC-Letras), da Universidade Federal de Juiz de Fora, a fim
de verificar propostas de trabalho com prticas de linguagem por meio dos
gneros textuais, cuja metodologia a anlise de documentos (MOREIRA
e CALEFFE, 2008). Formar profissionais do ensino com capacidades
lingusticas diversas um dos objetivos expressos no documento, mas nas
ementas e programas tal objetivo no aparece de modo explcito.
9:30am - 10:00am
PROCESSO DE LETRAMENTO ACADMICO DE ESTUDANTES COTISTAS EM CURSOS DA REA
DE SADE DA UFPE
Noadia Iris Silva
Universidade Federal de Pernambuco, Brazil; noadiairis@gmail.com
Este estudo aborda o processo de letramento acadmico de graduandos
da rea de Sade cujo acesso Universidade Federal de Pernambuco foi
favorecido pelo sistema de reserva de vagas, adotado nessa instituio
por fora da Lei no 12.711/12. Objetivamos investigar como esses sujeitos
se engajam em prticas letradas na academia no sentido de assumir
identidades sociais relacionadas a tais prticas. A natureza multidisciplinar
do tema foi contemplada atravs de um construto terico-metodolgico
transdisciplinar caracterstico de pesquisas em Lingustica Aplicada
(ROJO, 2006). Nossas anlises so consubstanciadas na Perspectiva
dos Letramentos Acadmicos, segundo autores como Barton & Hamilton
(2000), Lea & Street (2008), Street (2010), Ivani (2004; 1998; 1994), Bezerra
(2012) Dionsio & Fischer (2010). Fundamentamo-nos tambm nos conceitos
de discurso como a associao entre os modos de usar a linguagem e
modos de pensar, valorizar, atuar e interagir em situaes socialmente
reconhecidas e o de letramento como o controle de um discurso secundrio,
ambos propostos por Gee (1996; 2001 [1989]; 2006). Em conformidade
com tais abordagens, elegemos procedimentos indicadores de uma
metodologia qualitativa de pesquisa, mais especificamente, estudos de
casos etnogrficos (ANDR, 2003). Assim, ganham destaque instrumentos
como entrevistas e observao de aulas, priorizando as atividades relativas
participao dos estudantes em seminrios acadmicos que aqui foram
compreendidos como eventos de letramento (VIEIRA, 2005; SILVA, M. 2007;
MEIRA & SILVA, 2013a, 2013b). Nossos resultados fornecem evidncias de
efeitos controversos neste primeiro ano de vigor da Lei de Cotas e da
necessidade de alteraes no ensino de prticas letradas na academia.
C857-858
Time: Friday, 28/Jul/2017: 9:00am - 10:00amLocation: Ducale IV
9:00am - 9:30am
Investigao de subsdios tericos e prticos para a efetivao de um Web
Currculo
Fabiana Panhosi Marsaro
Instituto de Estudos da Linguagem/Universidade Estadual de Campinas,
Brazil; fabiana.marsaro@gmail.com
O mundo contemporneo tem se caracterizado por inmeras
transformaes sociais e polticas. Vivemos em uma sociedade marcada
pelo avano e pela popularizao das novas tecnologias e de seus gneros
e discursos. A complexidade dessas mudanas e, ao mesmo tempo, as
possibilidades geradas por elas colocam em pauta novas questes para a
sociedade e, consequentemente, para a educao. Torna-se, assim, cada
vez mais necessrio teorizar e propor modelos pedaggicos e ferramentas
tecnolgicas que sejam capazes de atender s demandas atuais.
Considerando que o papel desempenhado pelas Tecnologias Digitais da
Comunicao e da Informao (TIDCs) na transformao da vida cotidiana
e tambm na mediao do ensino-aprendizagem de lnguas tema caro
Lingustica Aplicada, estamos desenvolvendo uma investigao nesse
campo de estudo com o objetivo geral de subsidiar, de forma terica e
prtica, a efetivao daquilo que se tem convencionado chamar de
Web Currculo, termo cunhado por Almeida (2014). Tendo em vista as
demandas apontadas por Lankshear e Knobel (2007) em relao aos novos
letramentos e tambm pelo Grupo de Nova Londres em sua pedagogia
dos multiletramentos (2008), a pesquisa que estamos realizando tem
buscado selecionar, dentre a Literatura disponvel sobre o tema, estudos
que nos auxiliem a subsidiar a efetivao de um Web Currculo, alm de
exemplos de matrizes curriculares utilizadas no Brasil e em outras partes
do mundo, bem como materiais didticos, ferramentas e ambientes em
uso ou em desenvolvimento que tenham potencial para embasar a efetiva
incorporao das TIDCs. O novo modelo de ensino-aprendizagem que
podemos vislumbrar a partir desse cenrio tem potencial para formar no
apenas usurios funcionais das novas tecnologias, mas cidados situados e
crticos, capazes de agir na transformao de suas realidades.
9:30am - 10:00am
Perspectivas histricas do ensino de gramtica da lngua portuguesa: uma
anlise cognitivista
Ana Flvia Lopes Magela Gerhardt
Universidade Federal do Rio de Janeiro, Brazil; portufrj@yahoo.com.br
Discuto a histria do ensino de gramtica do portugus como lngua
materna considerando a avaliao de Savioli (2014), que enumera trs
estgios definidos a partir da insero de descries gramaticais de base
lingustica nos compndios sobre o assunto. Apresento as quatro ideias
hegemnicas presentes nas pesquisas e nos projetos pedaggicos sobre
o tema: carter prescritivo x descritivo de apresentao dos contedos;
observao da variao e mudana lingusticas; perspectiva prevalente
de observao dos fatos e fenmenos da lngua: significado X estrutura;
escopo de observao dos fatos gramaticais palavra, frase, texto.
Observo que as quatro ideias so de ordem lingustica, harmonizadas
perspectiva dos contedos lingusticos a serem ensinados, mas no
da prtica lingustica escolar como uma experincia cognitiva, tampouco
da forma como conceptualizamos o sistema lingustico, para que o
aprendizado de saberes sobre a lngua sejam relevantes s prticas
efetivas de letramento. Argumento que o que Savioli define como melhoria
do ensino de gramtica na verdade uma supresso progressiva do ensino
das estruturas gramaticais do portugus cujo conhecimento importante
para que os alunos desenvolvam com propriedade as suas habilidades
relacionadas escrita e oralidade nas normas prestigiadas do portugus.
Avaliando um texto dissertativo-argumentativo com problemas gramaticais
de um candidato ao ENEM, proponho um ensino de gramtica que
reconhea e trate dos problemas reais de produo textual dos alunos em
todas as etapas de formao escolar, considerando o seu desenvolvimento
metalingustico como um dos objetivos fundamentais do ensino de lngua.
Isso permite um ensino de gramtica voltado no para reconhecer as
estruturas lxico-gramaticais e semnticas, como tem sido feito h dcadas,
mas sim para conhecer o que subjaz s diferentes experincias com a
linguagem e os saberes importantes para um aprimoramento consciente
das habilidades relacionadas linguagem, necessrias ao letramento
crtico e vida em sociedade.
C859-860
Time: Friday, 28/Jul/2017: 9:00am - 10:00amLocation: Ducale V
9:00am - 9:30am
PORTUGUS COMO LNGUA ESTRANGEIRA PARA FALANTES FRANCFONOS: UMA
ABORDAGEM COMUNICATIVA INTERCULTURAL
Adriana Alves
Unesp, Brazil; c4.adriana@gmail.com
Esta pesquisa visa contribuir com o ensino-aprendizagem de Lngua
Portuguesa para estudantes estrangeiros, por meio da abordagem
intercultural (VIANA, 2004; KRAMSCH & URYO, 2014) levando em
considerao tarefas (SCARAMUCCI, 1996) baseadas em msica popular
brasileira. Ressalta-se que a procura pelo ensino-aprendizagem de lngua
portuguesa como lngua estrangeira tem aumentado a cada ano, devido,
principalmente, ao sucesso econmico do Brasil no cenrio mundial
(ALMEIDA FILHO, 2011). Dessa forma, necessita-se promover e discutir
abordagens, mtodos e metodologias para se ensinar a lngua portuguesa
como estrangeira (PLE). Esta pesquisa segue a metodologia qualitativa
interpretativista com aspectos da pesquisa-ao, isto , a partir de um
problema usam-se instrumentos e tcnicas de pesquisa para conhecer
esse problema e delinear um plano de ao que traga benefcios para o
grupo (ANDR, 2001). Assim, pretende-se verificar as principais dificuldades
de francfonos aprendizes de lngua portuguesa. Essas dificuldades sero
levantadas por: anlises de conversaes em pares entre a pesquisadora e
os aprendizes de PLE, na modalidade tandem (TELLES, 2008). Em seguida,
aps o levantamento e com bases nas anlises das dificuldades encontradas
no processo de aprendizagem de PLE observado, sero elaboradas tarefas
de interveno didtica baseadas na abordagem comunicativa intercultural,
utilizando msica popular brasileira como proposta de ensino de PLE a
francfonos e observando sua relevncia. Esta abordagem entende o
ensino-aprendizagem de lnguas pela interseo entre as culturas, portanto,
compreende-se a lngua e o social como indissociveis (PAIVA; VIANA,
2004). Alm disso, infere-se que a msica motiva a aprendizagem, tornando
o processo de ensino-aprendizagem menos mecanicista e mais prazeroso
(ROCHA, 2012). Desta forma, almeja-se que as dificuldades encontradas na
aprendizagem de lngua portuguesa como estrangeira a francfonos sejam
amenizadas e propicie uma estratgia de aprendizagem usando msica,
que promova assim o ensino e aprendizagem de PLE no atual contexto
social e educativo
9:30am - 10:00am
Pre-service English as an Additional Language Teacher Development in the
English without Borders Program
William Kirsch1,2, Simone Sarmento2
1FURG, Brazil; 2UFRGS, Brazil; william_kirsch@yahoo.com.br
This research has investigated the development of undergraduate student-
teachers of English as an Additional Language (EAL) in a community of
practice generated by the Language without Boarders Program (a large-
scale national program managed by the Education Ministry) at the English
Language Center of a large Federal University in the south of Brazil (one
of the 43 centers affiliated with the program). Recent research (Sarmento
& Kirsch, 2015; Sarmento & Kirsch, in press; Sarmento & Kirsch, 2014a;
Sarmento & Kirsch, 2014b) suggests that the activities at this English
Language Center have fostered the emergence of a community of
practice (Wenger, 1998) whose main objective is teaching English to the
university community. However, the development of EAL student-teachers
has emerged as a striking epiphenomenon of the program at the English
Language Center investigated for this research project. In addition to that,
other researchers have made similar claims regarding English Language
Centers at other universities (Augusto-Navarro e Gattolin, 2014; Kuerten-
Dellagnelo, 2014). In summary, this paper consists of the ethnographically
oriented data generated for my doctoral dissertation in the period between
March-July 2016 at the aforementioned Language Center. The present
collection of data suggests that there are a number of events in which
362
participants are aligned to teacher development (Costa, 2013), which are
both institutionally designed by coordinators and emergent from everyday
interactions emerging from participants work. The data also suggests that
participants interpret these experiences as having a positive impact in their
education as EAL practitioners.
analysis of lab-recorded behavioural data, voices arose in favour of getting
TPR out of the lab and away from a narrow focus on cognitive processes
in the heads of translators. TPR now began to situate itself in a third
environment, in wild real-life translation and interpreting work places and
to study embodied, social and distributed cognition rather than cognitive
processes. The preferred methodology for this approach was ethnographic,
with as little technology involved as possible. In my contribution I would

SIMPC11
Time: Friday, 28/Jul/2017: 9:00am - 12:00pmLocation: Louvre I
Innovation and challenges in empirical-experimental translation studies
Organizer(s): Fabio Alves (UFMG, Brazil)
like to discuss the extent to which the above three locations of translation
and translation research and the associated practices, methodologies and
theories are mutually exclusive or can be usefully combined, and perhaps
even extended with studies of translation in new environments, requiring
new methods and generating new theories.

Over the past few years, empirical-experimental translation studies, as Neuroscience and Translation: how neuroimaging can contribute to future
a sub-discipline in the making, has seen an exponential growth not only research in translation studies
in the number of publications but also in the academic impact arising Karina Sarto Szpak1, Augusto Buchweitz2
from inquiries into cognitive aspects of translation. The size and scope 1
UFMG, Brazil, 2PUCRS, Brazil
of research has led some authors to call this field of study Translation
One of the major challenges in translation process research has been to
Process Research, aka TPR (Jakobsen 2014) or Cognitive Translatology
understand what goes on in the translators mind. Some scholars have
(Muoz 2010). Due to its inherent multidisciplinary characteristics, empirical-
built models of the translation process drawing on inter-related disciplines,
experimental translation studies has borrowed extensively from inter-related
such as psychology, psycholinguistics and social cognition. Despite the
disciplines, such as cognitive science, computer science, psycholinguistics,
enthusiasm, at present, the activity of individual translators continues to
and expertise studies, to build its own conceptual and methodological
be opaque (Tymoczko, 2012), leading future research in translation to
framework. Authors such as OBrien (2013) and Alves (2015), among others,
open a new locus of research combining behavioural and neuro-scientific
advocate that borrowing from such inter-related disciplines should also lead
methods. This synergy between methods attempts to outline how brain
to lending to them as the output stemming from the empirical-experimental
research can influence our understanding of translation processing
study of translation becomes meaningful for the further development of
and how neuroimaging techniques may contribute to future research in
these inter-related disciplines. Drawing on this borrowing/lending interface,
translation studies. In particular, we would like to outline that the synergistic
this symposium will look critically at the relationship between empirical-
combination of behavioural and neuroimaging methods can inform our
experimental translation studies and inter-related disciplines in terms of the
understanding of translation processing in four different ways. First, it can
innovation components and the epistemological challenges brought about
answer questions about which functions can be localized to specific brain
by such multidisciplinary endeavours. Questions arising from symposium
regions, questions that are of critical interest for those interested in observing
presentations can be summarised as follows: what is the optimal relationship
translation brain circuits. Second, it can be used as markers of particular
between machine-translation output and human cognitive processing in
mental processes, allowing insight into what processes are being engaged
terms of human-computer interaction?; what are the neurophysiological
during a translation task. Third, it can answer questions about exactly what
and behavioural correlates of human cognitive performance in translation
information is represented in each region of the brain. Such data can be
mapped by neuroimaging and behavioural studies?; what is the relationship
used to address theoretical questions about the structure of translation
between the probabilistic features of human language and the traits of
processes. Fourth, it can answer questions about whether two tasks engage
translated language?; what is the scope of embodied, situated cognition on
common or distinct processing mechanisms, providing important evidence
translational action, including emotion and ergonomics?. Presentations will
to address theoretical questions about the nature of the translation task.
address these questions from specific standpoints and also contemplate
This presentation sets out to address these four ways of understanding the
them from a more holistic perspective, thus providing insights into the
translation processes by providing some empirical evidences, expanding
relationship between translation in the brain, translation as behaviour, and
the purview of translation beyond a science of behaviour, beyond a science
translation as embodied cognitive action.

of the mind, to include it as science of the brain (Cacioppo & Decety, 2009).

DETAILS OF THE SYMPOSIUM PAPERS

On machine-translation output and human cognitive processing: challenges
and opportunities
Classroom, lab or workplace? On the location of translation and translation
research Igor Antnio Loureno da Silva
Universidade Federal de Uberlndia, Brazil
Arnt Lykke Jakobsen
Copenhagen Business School, Denmark Improved machine-translation outputs have changed the perspectives
for the translator, as they have started to provide reasonable gains in
Translation process research (TPR) started 30 years ago on a wave of
productivity. While the positive effect is indisputable on task time and
enthusiasm for the think aloud method, which seemed to promise a way
amount of text processed within a given time frame, the actual impact
of getting inside the heads of others, such as translators. In this phase,
on human cognitive processing is yet to be fully understood and further
participants in translation experiments were mostly foreign language
explored against ergonomic, attitudinal, text quality, text purpose, task
students, who translated using pen and paper while concurrently thinking
setting and instrumental competence concerns. The number of human-
aloud in classrooms. Later, after some ten years of analysis of verbal data
computer interaction settings is large, and the machine-translation output
elicited in classrooms, TPR started using keystroke logging and eye-tracking
may be used, to name a few, as a single input for editing, as an input for post-
as more quantitative and presumably less subjective ways of getting at
editing against the source text, as an input provided along with translation
translators cognitive processes. Participants were now mostly translation
memory segments or in substitution for no matches in the translation
students or professional translators, whose performance was measured,
memory system, or simply as a source of inspiration for human translation.
tracked and recorded in labs as they translated. What they translated was
In fact, this myriad of settings requires innovative approaches and imposes
mostly short texts which could be displayed and read on a computer screen,
several challenges to empirical-experimental translation studies if the field is
where the translation they typed on the keyboard could also be displayed
to understand the actual impact of machine translation on human cognitive
and monitored. After more than a decade of statistical and computational
processing. This symposium presentation will address the question: What

363
is the optimal relationship between machine-translation output and human
cognitive processing in terms of human-computer interaction? In doing so,
it will provide an overview of what empirical-experimental translation studies
has done so far and discuss in what areas the field is still in its infancy and
what gains it could obtain from interfacing with other disciplines.
Parallel corpora as input for the development of example-based approaches
to machine translation
Lincoln Fernandes
UFSC, Brazil
Parallel corpora have contributed significantly to statistical and example-
based approaches to machine translation (MT). These approaches usually
involve two basic methods: (i) one that computes the probability that a TL
segment is the translation of a SL segment, based on the frequency of
the co-occurrence of these segments in the corpus; and (ii) another that
searches for similar segments in previous translations and extracting the
TL segment corresponding to the SL segment. In both methods, parallel
corpora play a pivotal role in developing, training, testing and feeding MT
systems in order to improve their performance. In this context, this paper
reflects upon the use of parallel corpora as a source of information to
investigate the probabilistic nature of human language and the impact of
linguistic frequency/prominence for empirical-experimental translation
studies. To do so, one of the tools provided by The Translational Parallel
Corpus System - COPA-TRAD is explored. This tool, named COPA-CONC,
is a parallel concordancer that enables the user to search for occurrences
of character strings in original texts and their translations, displaying these
strings side-by-side. Additionally, it also enables the user to contrast what
human translators do with the output provided by three renowned machine-
translation systems; namely, Google Translate, Microsoft Translator and
Yandex Translate. It is believed that COPA-TRAD has a great deal to offer
to researchers interested in empirical-experimental translation studies
focusing on Machine Translation.
Mapping conceptual and procedural encodings onto translation process
data: insights from experimental research
Fabio Alves
UFMG, Brazil
Segmenting translation process data for the purpose of identifying patterns
of cognitive effort has been a long-term goal in the field of translation
process research. Dragsted (2004) has shown that the identification of
segmentation patterns can shed light onto translators cognitive rhythms
(Schilperoord 1996, Jakobsen 2002). Alves and Vale (2009, 2011) have also
used segmentation patterns to examine the unfolding of translation units in
time and to propose a differentiation between micro and macro translation
units. Further on, Alves and Gonalves (2013) have used key-logged data to
investigate segmentation in translation from the perspective of Relevance
Theory (Sperber and Wilson 1986/1995), examining segmentation patterns
in micro and macro translation units and building on the relevance-theoretic
concepts of conceptual and procedural encodings. Alves, Gonalves and
Szpak (2014) have also used a similar approach to analyse eye-tracking data in
relation to segmentation patterns in micro and macro translation units. These
findings suggest that there is evidence of statistically significant differences
in measurements of cognitive effort when conceptual and procedural
encodings are analysed in selected areas of interest, with instances related
to procedural encoding requiring more cognitive effort to be translated.
Drawing on the above-mentioned works, this paper will review the literature
to propose a new mapping of conceptual and procedural encodings onto
translation process data. Building on experimental evidence gathered by
means of a corpus-driven approach, the main claim of the paper is that the
translation process evolves not only in time but also in space and, therefore,
a spatial dimension should be mapped onto a temporal dimension to allow
a more precise identification of cognitive effort in relation to segmentation
patterns in translation.
364
In search of new paradigms: cognitive translatology as a case in point
Ricardo Muoz
Universidad de Las Palmas de Gran Canaria, Spain
In search of new paradigms: cognitive translatology as a case in point.
SIMPC8
Time: Friday, 28/Jul/2017: 9:00am - 12:00pmLocation: Louvre II
Innovations and Challenges in Educator Development in Applied Linguistics
Organizer(s): Tania Regina Romero (Universidade Federal de Lavras)
The Brazilian Research Group on Educator Development, linked to the
National Association of Graduation Studies in Languages and Linguistics,
and encompassing scholars from the major Applied Linguistics graduate
courses throughout the country, has been dedicating collaborative academic
efforts since 1999 to constitute a relevant body of studies and reflections
aimed at discussing teachers and other educators education process in
the complex national landscape. Considering its manifold dimensions,
several paths of investigation have been followed in order to bring fresh and
innovative perspectives to the broad area. The purpose of this symposium,
therefore, is to provide a panoramic overview of work in progress by some
of the researchers in this Group. All six presentations are composed of
professors from different Universities, making it evident the inter-institutional
collaboration taking place. The first presentation, considering the challenges
of social investigation, focuses on critical research methodology. The
second one discusses the implementation of inclusion politics for students
with special needs in schools, taking into account the large number of
pathologies to be dealt with. Next, the practicum itself is tackled, with three
distinct approaches in use being presented. The following contribution
addresses the framework sustaining studies on social professional identity
development. The fifth presentation brings the role of teacher education in
superdiverse, multilingual and multicultural contexts in Colombia and Brazil,
both in public and private schools. And the last reviews the relevance of
bringing a critical glance to language teacher education programs, so as to
better prepare future professionals for the challenges of practice and social
life. With the themes above drawing from diverse theoretical frameworks and
taking the Latin American specific scenery into account, the Research Group
intends to engage in a discussion on educator and teacher development
that may be pertinent to all participants from different parts of the world.
Details of the Symposium Papers
1. Critical Research Methodology for Teacher Education in Applied Linguistics
Maria Ceclia Magalhes1, Sueli Salles Fidalgo2, Fabola Sartin Almeida3
1
PUC-SP, Brazil, 2UNIFESP, Brazil, 3UFG, Brazil
Applied Linguistics (AL) has undergone several changes, and can be
considered today as movable praxis as Pennycook (2001) would put it;
i.e., an area whose investigations are constantly shifting, dynamically
challenging itself to react to questions regarding language, education and
other areas where social investigations are carried out. Hence, Pennycook
(2001, p. 173) states that he prefers to see AL as a form of antidisciplinary
knowledge, as a way of thinking and doing that is always questioning, always
seeking new schemas of politicization. Some of the schemas employed in
AL are critical research methodologies, especially when used in (teacher)
education. This presentation will focus on discussing such methodologies,
and their roles in teachers professional learning and development, i.e., their
roles in creating possibilities to understand and transform those involved in
the research process leading to professional development. Bearing this in
mind, the group will work with the concept of Critical Collaborative Research
(Magalhes, 1990 2016), by firstly looking at its history and changes over
the years, and then, comparing it with other research methodologies, such as
Action Research (Thiollent, 2004), Participative (Action) Research (Denzin&
Lincoln, 2008), Critical Ethnography (Madison, 2008), considering that these
are, to a greater or lesser degree, interventionist methodologies aiming at
the transformation of the status quo and of (some of the) people involved
in the investigation. According to Bray et all (2000, p.2), collaborative
inquiry is one of several participatory, action-based methods that have
emerged as innovative ways of improving practice and developing new
knowledge (). Being action-based means it is a social activity and shares
several principles with other action-based inquiries and these ought to be
discussed. It may also mean that it is grounded on Vygotskys discussion
of method(ology) (1924) - as dialectical and activity-based rather than
knowledge/epistemology-based thus our collaborative-interventionist-
transformative focus.
2. Polticas e prticas inclusivas nos cursos de formao de professores de
lnguas
Betania Passos Medrado1, Dilma Mello2, Juliana Tonelli3
1
UFPB, Brazil, 2UFU, Brazil, 3UEL, Brazil
A legislao vigente que normatiza a Educao Bsica no Brasil (BRASIL,
2013) e a incluso de alunos com necessidades educacionais especiais nas
escolas regulares (LBI, 2015) provoca uma reflexo sobre os discursos e
as aes no mbito da formao de professores de lnguas. Observamos
que a concretizao de prticas inclusivas nas escolas brasileiras tem
se apresentado como um processo moroso, pois implica no apenas
mudanas nas polticas pblicas, mas, sobretudo, transformaes de
vrias ordens nos contextos educativos. Considerando que espectro das
necessidades educacionais muito amplo, haja vista os inmeros tipos
de patologias e suas nuances, e pautando-nos no pressuposto de que s
uma formao calcada no pensar crtico, autnomo e informado (CELANI,
2010) possibilitar ao professor criar espaos que sejam propcios a uma
sala de fato inclusiva, consideramos imprescindvel discutir o cenrio da
formao inicial de professores/as de lnguas a partir de uma perspectiva
inclusiva para alm de mudanas arquitetnicas e de acessibilidade
buscando identificar e refletir sobre quais mudanas socioafetivas, ticas e
pedaggicas carecem ainda de um debate nos cursos de formao inicial.
Nesta comunicao, partimos de um olhar sobre os contextos de formao
de trs instituies de ensino superior (Universidade Estadual de Londrina,
Universidade Federal de Uberlndia e Universidade Federal da Paraba),
analisando como a temtica da incluso tem sido/pode ser incorporada
aos projetos pedaggicos, s disciplinas de estgios supervisionados ou
aos projetos individuais e coletivos de professores-formadores. A partir
de uma reflexo situada, intentamos identificar quais desafios formativos
e epistemolgicos se apresentam como fundamentais para uma formao
que se configure engajada poltica e socialmente .
3. Teaching to learn: ways of experiencing the practicum, teacher education
and development
Elaine Mateus1, Ins K Miller2, Janaina Cardoso3
1
UEL, Brazil, 2PUC-Rio, Brazil, 3UERJ, Brazil
This presentation draws on findings from three interrelated research
projects to analyze ways of experiencing the practicum, teacher education
and development from an interventionist collaborative perspective. The
shared fundamentals are 1) learning and development are societal-historical
activities inherent to the nature of human beings, that is we become
ourselves through others (Vygotski, 2005, p. 1021); 2) being and identifying
are functions of our total life, not only of episodic engagement with some
task, i.e., teaching and learning have to be approached through a lens that
considers this participation in schooling as integral part of all the activities
that a person simultaneously (synchronically) participates in (Roth, 2015, p.
295); 3) knowledge and knowing are integral to human active engagement
with the world, meaning that collaborative purposeful transformation of the
world is core of human nature and the principled grounding for learning
and development (Stetsenko, 2008, p. 474). Through the lens of CDA and
Sociocultural Theory, Mateus explores {coteaching | deliberative dialoguing}
as an approach to enhance ELT education. Results indicate that the side-by-
side participation of individuals sharing responsibility for students learning
while reflecting about the present and deliberating new future possibilities
provides opportunities for overcoming the boundaries between Campus
and field-based experiences. Working within Exploratory Practice (Allwright;
Hanks, 2009), an ethical and inclusive form of practitioner research that
is aligned with the aforementioned fundamentals, Miller illustrates how
some written and oral genres practiced during the undergraduate initial
teacher education program at PUC-Rio have been re-signified as learning
and understanding opportunities. Cardoso presents a participatory action
research project (Thiollent, 2011) in which a group of university students
attempt to help learners who have a lower level of English. Besides
language competence, the study focuses on methodology awareness,
mainlyin relation to the development of learning strategies and the use of
educational technologies.
4. Challenges in language teacher education: literacy practices, professional
identity and self-making
Carla Lynn Reichmann1, Tania Regina de S. Romero2
1
UFPB, Brazil, 2UFLA, Brazil
In the past two decades, Brazilian applied linguists have given much attention
to language teacher education, taking into account the relevance of implicit
and explicit theories, methodological choices, teacher representations and
practices, thus enabling awareness-raising and transformation. Grounded
on Bailey et al (1996), Nvoa (2000), Clandinin&Connely (2000), Celani
(2010) and Bruner (2002, 2014), studies addressing socio-professional
identities of novice and practicing teachers have been developed, focusing
on writing as social practice. In other words, based on life stories and the
New Literacy Studies, according to Street(1993, 2003); Barton et al(2000),
and Kleiman&Assis (2016), fluid teacher identities have been investigated by
means of narratives construed in reflective journals, blogs, autobiographies,
school photobiographies, and reflective internship reports, for example.
Along these lines, two researchers focusing on language teacher
development, teacher literacy and identity construction will discuss the
frameworks that sustain their studies, offering a panoramic view of work in
progress in undergraduate and graduate contexts, problematizing the field
for novice and experienced educators in Brazil.
Teacher Education in diverse, multilingual and multicultural contexts
Fernanda Coelho Liberali1, Amparo Clavijo2
1
PUC-SP, Brazil, 2Universidad Distrital, Colombia
This presentation aims to discuss teacher education in superdiverse,
multilingual and multicultural contexts in Colombia and Brazil. As teacher
educators, we identify diverse populations in schools now more than ever
before due to mobility and migration of people around the world because
of global crises (Apple, 2010). These phenomena permeate education in
urban contexts making classrooms diverse and multicultural. Our work is
informed by socio-historical-cultural perspectives to teacher education
(Johnson, K., 2009; Johnson, K. &Golombek, P., 2011) and by a critical
view to discourses of globalization (Blommaert, 2010). The settings for this
presentation are Brazilian and Colombian contexts of public and private
education, where multiple languages are in contact (Brazilian sign language,
Portugueses, Colombian Spanish, indigenous languages, English, Creole,
French). The emphasis is on the description of two projects in which the
concepts of superdiversity, multiculturalism and multilingualism become
essential traits to rethink teacher education. The presentation focuses on
three major questions: How do diversity, multilingualism and multiculturalism
affect teacher education?; In what ways do teacher educators participate in
building and understanding diversity, multilingualism, and multiculturalism?;
and How do teacher educators build curricula that address these issues
in teacher education?. We discuss superdiversity, characterized by
Vertovec (2007) as the mixture and interweaving of diversities, in terms
of an assortment of significant variables that affect where, how, and with
whom people live. We also claim that multilingualism can be seen as the
possibility of articulating different resources from a multimodal repertoire in
order to achieve mobility to act with the Other (Liberali; Megale, 2016). And
we propose the discussion of multiculturalism as the way different ways of
thinking, types of knowledge, and epistemic perspectives are put together
for the sake of peoples development (Santos, 2008).
365
 A critical glance at language teacher education in Brazil
Rosane Pessoa1, Mariana Mastrella-de-Andrade2
1
UFG, Brazil, 2UnB, Brazil
Currently, we have university language teacher education programs
(Cursos deLetras) in Brazil, which consist basically of subjects in the areas
of linguistic and literary studies, as well as those of pedagogical formation,
which includes 400 hours of practicum (EstgioSupervisionado). Besides,
the curriculum contains400 hours of what is called Practice as a Curricular
Component (PrticacomoComponente Curricular). The main objective of
these programs is to educateteachers of various languages to teach in the
final years of elementary school, in secondary school and in professional
education. However, when they start working in schools, many teachers
point out a great incongruity and distance between what they study in
theuniversity programs and what they actually find in the classrooms. The
argument we have most often heard is, we were not prepared for this
context. Based on this scenario, we seek to cast a critical glance at teacher
education in these Cursos de Letras, not simply to highlight their gaps or
insufficiency as signs of negativity, but rather to 1) problematize discourses
that position language teachers as unprepared; 2) deconstruct idealized
notions of teacher education and practice, according to which language
education would correspond to predetermined ways of teaching and to
guaranteed results; 3) discuss teacher education from a perspective that
conceives it as an impossible but necessary project (LOPES; BORGES,
2015), in view of the great complexity of teaching contexts. Our aim is to
underscore the need to educate language teachers to talk (SKLIAR,
2006) and to understand social life as a construction and as a space for
the development of an ethics that must guide us both in our practice of
socialization and in our criticism of it, as affirmed by Pennycook (2001).
C673-684
Time: Friday, 28/Jul/2017: 9:00am - 12:00pmLocation: Studio 1
9:00am - 9:30am
Silence and adult learning in additional language classrooms
Julia Marques
UNISINOS, Brazil; juliamarques79@gmail.com
This study focuses on the silence in interactions between learners of
English as an additional language (AL) while performing collaborative tasks
(SWAIN, 2000) in classroom contexts and its relation to learning. Starting
from the assumption that we interact with the world through mediation and
that we need to learn to develop, this study is based on the sociocultural
perspective in terms of learning (VIGOTSKY, 2007). Its main objective is
to analyze the silence functions (LEMAK, 2012) in interactive events and
investigate the students perception regarding their moments of silence
as well as their partners in these interactions. This being so, observations,
audio and video recordings and interviews were made with adult learners
in a private university in southern Brazil while performing collaborative
tasks. Retrospective verbal protocols (ERICKSON and SIMON, 1993) were
also used as a methodological tool for generating data. Partial results
suggest that, according to the students perception, the various forms and
silence functions used in the dialogues between them provided a better
interaction and helped language learning. Silence in AL classroom tends to
be considered an obstacle to learning since the spoken language is usually
one of its main objectives. However, considering that silence is composed
of the said and the unsaid (JAWORSKI, 1993), one can understand that it is
also part of language and, therefore, it justifies the relevance of the topic.
Moreover, the lack of studies on the subject (BOSAKI, 2005; NAKANE, 2014),
especially within the Applied Linguistics, supports the initiative to examine it.
366
9:30am - 10:00am
Teachers explore the complexity of language learners lives through
ethnographic projects
Maria Dantas-Whitney
Western Oregon University, United States of America; dantasm@wou.edu
In the current era of globalization, in the U.S. and around the world,
educational reforms emphasize highly centralized policies through
standardized curricula and tests. Minority language speakers are particularly
disadvantaged because of an intensified hostility toward immigration, and
a language-as-a-problem ideology (McCarty, 2011). Teachers and children
confront oppressive structures in schools which attribute poor academic
performance to linguistic differences and socio-economic backgrounds.
As a teacher educator in Oregon, U.S., I face the dilemma of how to
prepare ELT teachers to best serve their bilingual students. Using a critical
pedagogical framework (Crookes, 2013), I encourage teachers to adopt
an asset orientation that views home languages and cultures as valuable
resources for learning at school (Gonzlez, Moll, & Amanti, 2005). However, I
acknowledge that teachers today work within rigid constraints of educational
policies that systematically exclude learners from high-level academic
classes (Kanno & Kangas, 2014). Teachers must work against discourses that
frame childrens home languages as obstacles to English acquisition and
assimilation.
To address this dilemma, I developed assignments for my courses which
require teachers to conduct ethnographic research to examine the situated
experiences of particular bilingual learners and their families through
multiple approaches such as observations, interviews, and critical reflection.
As they explore the complexity of their learners lives, they begin to question
school practices and plan for advocacy and change.
This paper will showcase the reflections and collaborative exchanges of 43
teachers conducting such projects. Hopefully, the assignment description
and the teachers narratives in the U.S. will inspire other educators to adopt
similar ethnographic projects in their own contexts.
10:00am - 10:30am
Teaching culture as meaning-making: a case study of Japanese language
teachers
Yukiko Saito
National University of Singapore, Singapore; clssy@nus.edu.sg
Teaching and learning culture in languages education has been increasingly
emphasized as an integral part of developing learners intercultural
capabilities in the globalised context in education including Australia. In this
context, the view of culture in language learning has expanded from the
acquisition of static, mono-cultural information towards learners meaning-
making (Scarino, 2014). Teachers of languages play a central role in shaping
content for the teaching of culture. However, little is known about teachers
conceptions of culture for language teaching and learning and how theses
conceptions are realised in classroom practice.
This presentation draws upon a study that examines how Japanese
language teachers conceptualise culture and enact their conceptions of
culture in Japanese language classrooms in South Australia. Data were
gathered from three teachers of Japanese language over a period of eight
months and included classroom observation, video-recording of classroom
lessons, stimulated-recall interviews, and a review of teaching materials. The
data were analysed thematically.
The presentation will discuss the findings of the study. Firstly, the study
found that teachers work on teaching culture in their Japanese language
classrooms can be best described through three facets; culture as personal
(Dewey, 1916; Schieffelin & Ochs, 1986), culture as pedagogic (Ball et al.,
2008, Halliday et al., 1989, Risager, 2006), and culture as enacted (Kramsch,
1993). Secondly, the study found that the relationship between teachers
conceptions and enactments in the language classroom are not always in
concert. The presentation concludes with a discussion of the implications of
the findings, in particular, the need to attend to teachers conceptions and
ongoing reflection on the role of culture in language teaching and learning.
10:30am - 11:00am
Testing language or culture? A discourse analysis of the Test of Proficiency
in Korean
William Gregory Eggington, Sunok Kim
Brigham Young University, Provo, Utah, USA, United States of America;
wegg@byu.edu
The Test of Proficiency in Korean (TOPIK) is administered worldwide to non-
native Korean as foreign language learners, especially to those wishing to
study at a Korean university, or to work for a Korean company. TOPIK includes
a number of advanced essay writing tasks designed to measure the Korean
writing abilities of test takers. Included within each writing task are sets of
structured questions that serve as guided writing prompts that eventually
steer the writer toward a completed essay. In order to assist learners in their
preparation for the test, TOPIC administrators provide sample questions
and model responses. This paper reports on the results of a discourse
analysis of a corpus consisting of 40 advanced level sample questions and
model essay answers from the TOPIC essay questions covering 1998-2016.
The discourse analysis focused on the presence or absence of assumed
socio-cultural and socio-pragmatic background knowledge included in the
questions and model responses that successful test takers must possess
in addition to Korean language proficiency. Results indicate that the TOPIK
expects successful Korean language learners to possess a degree of
sociocultural and socio-pragmatic knowledge far in excess of their Korean
language abilities. We argue that this knowledge could only be obtained by
learners possessing a Korean language proficiency that exceeds the levels
that the TOPIK is designed to measure. We suggest that TOPIK essay-writing
questions should be adjusted so that objective and general questions and
models are provided that enable test-takers to write in Korean based on
their actual language proficiency. We compare our results with similar
writing protocols in the IELTS and TOEFL. We also draw attention to a subtle
diachronic shift in the rhetorical development of the model responses that
suggests that exemplary Korean writing is beginning to be influenced by
Western, primarily English, rhetorical patterns.
11:00am - 11:30am
THE ROLE OF TIME IN CONTINUING EDUCATION: CHRONOS OR KAIROS
Vanderlice Sl
Instituto Federal Minas Gerais - Campus Ouro Preto, Brazil;
vanderlicesol@yahoo.com.br
This study aimed at investigating the role of time in the process of identity
deconstruction of teachers of English that took part in the continuing
education (CE) project EDUCONLE with predetermined duration. It
was observed, at the end of such project, that some participants did
derive benefits and changed their practice within a short chronological
time, but others seemed not to have enough time to incorporate many
changes. In the search for answers that other theoretical-methodological
approaches could not answer, we searched for support in the crossing
of three perspectives: the discursive, the freud-lacanian psychoanalysis,
and the derridean deconstructivist ones. This qualitative study followed a
methodological approach that used different possibilities of interpretations
over the discursive material. The participants were seven English language
teachers from regular schools from the State of Minas Gerais Brazil, that
took part in this CE Project. Corpus collection was formed by open-ended
367
questionnaires, semi structured interviews, narratives, videotaped classes
and field notes. Considering the psychoanalytical view that teaching is an
action of the impossible order, it sets the teacher in the endless search for
the right actions. As expected, the CE investigated is seen as a place of
knowledge, truth and a place to improve linguistic and methodological
competences, whereas the teachers are seen and see themselves as
always being at fault. The investigation revealed that the teachers process
of identity deconstruction seemed to take place in the path of derridean
traces and indecibles (diffrance, phrmakon) and of the logical or
kairological time, which is subjective and always in process. The results
made it possible to understand how these teachers identity and subjectivity
are deconstructed and reconstructed, and points of singularity emerge to
shed light to the contingencies and surprises that take place in CE contexts
while bringing contributions to the field of Applied Linguistics.
11:30am - 12:00pm
Qu es y para qu sirve la interdisciplinariedad en un aula de lengua
adicional?
Hugo Correa Retamar
Universidade Federal do Rio Grande do Sul, Brasil; huretamar@gmail.com
Contribuyendo con las discusiones sobre interdisciplinariedad, enseanza
de lenguas en la escuela, aprendizaje y formacin de profesores, este
estudio microetnogrfico documenta y analiza 20 horas de interaccin que
ocurren en un aula de lengua adicional en el bachillerato de una escuela
pblica del sur de Brasil caracterizada por una prctica interdisciplinar. Para
el trato de los datos, utilizamos los principios terico-metodolgico-analticos
del Anlisis de la Conversacin Etnometodolgico para entender cules
aprendizajes son posibilitados (de contenido lingstico, de contenidos
de otro componente curricular, de los dos), convertidos en relevantes y
evidenciados por sus propios participantes en el aula de lenguas en la que
se realiza el estudio. As, el examen de la ecologa en cuestin registra
el aqu y ahora de un aula de lenguas con una orientacin interdisciplinar,
adems de analizar los conocimientos construidos por los participantes de
esa aula, describiendo episodios relevantes para formular, a partir de las
acciones de los participantes, qu se entiende por interdisciplinariedad. Tal
concepto, muy utilizado en la jerga educativa, es an poco claro incluso
para profesores que generan hacia l cierta desconfianza (Japiassu, 1976,
1994; Fazenda, 2011; entre otros). Esta investigacin ofrece una subvencin
para la formacin de profesores de lenguas y de carreras de profesorado en
general que estn abiertos a una prctica interdisciplinar, al intentar disminuir
su escepticismo en lo que refiere a la intedisciplinariedad, entendindola
con base en datos naturalsticos. Asimismo, promueve la reflexin sobre el
papel de la enseanza de lenguas en la escuela, asocindola a la prctica
de la interdisciplinariedad. Los resultados preliminares indican que la
interdisciplinariedad, en esa aula, motiva la participacin de los estudiantes,
siendo fundamental incluso para el desarrollo de su competencia lingstica
en la lengua adicional estudiada.
C685-696
Time: Friday, 28/Jul/2017: 9:00am - 12:00pmLocation: Studio 2
9:00am - 9:30am
Aprendizagem e desenvolvimento da identidade docente no contexto do PIBID/
Letras-Ingls
Josimayre Novelli Coradim, Luciana Cabrini Simes Calvo
Universidade Estadual de Maring, Brazil; josimayrenovelli@hotmail.com
O Programa Institucional de Iniciao Docncia (PIBID) uma poltica
pblica em nvel nacional que tem como um de seus objetivos contribuir
com o fortalecimento da formao de professores em cursos de
licenciatura. Tendo como foco de investigao o PIBID/Letras-Ingls de
uma universidade pblica paranaense, a presente comunicao objetiva
investigar como a participao de acadmicos do curso de Letras no
programa afeta a aprendizagem docente e o desenvolvimento de sua
identidade profissional. Esta investigao faz parte do projeto de pesquisa
institucional Formao de professores de lnguas: aprendizagem e
desenvolvimento da identidade docente, o qual tem como objetivo geral
estudar e investigar a representao de oportunidades de aprendizagem
docente e o desenvolvimento da identidade profissional de acadmicos
do curso de Letras em atividades e/ou espaos (extra)curriculares.
Os dados foram gerados por meio da resposta dos pibidianos a um
questionrio de cunho dissertativo, aplicado no ano letivo de 2015. Os
dados discutem: (i) a escolha e a motivao para participar do Pibid; (ii) as
experincias vivenciadas no mbito do projeto que foram significativas para
a aprendizagem docente; (iii) o aprender a ser professor nesse contexto;
(iv) a consolidao da escolha da profisso ao participar do programa. A
anlise e as discusses empreendidas esto ancoradas em estudos sobre
aprendizagem (LAVE; WENGER, 1991; WENGER, 1998; JOHNSON, 2009,
dentre outros) e identidade profissional (FLORES, 2003; BOHN, 2005;
BEIJAARD; MEIJER; VERLOOP, 2011; REIS; VAN VEEN; GIMENEZ, 2011, dentre
outros). Pretende-se contribuir com o campo de formao de professores
de lnguas ao lanar o olhar para uma poltica pblica nessa rea.
9:30am - 10:00am
Quem o Professor De Ingls de Contextos de Privao de Liberdade? Desafios
e Identidades
Valdeni Reis
Universidade Federal de Minas Gerais, Brazil; valdeni.reis@gmail.com
Pouco sabemos sobre o ensino e a aprendizagem (de lngua estrangeira
- LE) em contextos de privao de liberdade. Nesta mesma direo, a
formao de professores que atuam ou atuaro no complexo contexto
de privao de liberdade um universo geralmente ignorado em nossos
currculos, programas educacionais para o ensino de LE ou em nossas
pesquisas acadmicas. Defendendo a necessidade de adentrar esse
contexto educacional, olhando para o sujeito que nele atua, a presente
proposta objetiva apresentar projeto de pesquisa que visa lanar olhar sobre
o/a professor(a) de lngua inglesa em contextos de privao de liberdade.
Discutiremos, assim, a investigao que procura compreender a formao
e a atuao do/da professor(a) de ingls neste contexto particular, sua
relao consigo, com este espao, com o outro e tambm com a lngua que
deve ser ensinada por ele/ela. Estaremos focados no fazer e nos desafios
encontrados por este professor, a fim de que nos aproximemos do modo
como as representaes deste sujeito so demarcadas, (re)produzidas e
mobilizadas, constituindo tanto sua identidade, quanto seu seu dizer sobre
sua prtica. Em momentos distintos da pesquisa, questionrios e entrevistas
foram delimitados com professores de lngua inglesa em unidades
socioeducativas e em presdios do estado de Minas Gerais. Os mtodos e
procedimentos do referido estudo so concebidos em pilares de pesquisas
quantitativas e em princpios e procedimentos da anlise de discurso. Deste
modo, investigamos a formao deste/desta professor(a), suas angstias,
conflitos e as representaes que mobilizam ou estagnam sua constituio
identitria moldando sua prtica e seu posicionamento. Nossa investigao
est, por fim, atenta voz, ao fazer e constituio identitria do professor
de ingls em contextos de privao de liberdade acreditando que este
sujeito tem sido ignorado em seu fazer importante e, igualmente solitrio,
ignorado e at discriminado, scio e profissionalmente.
10:00am - 10:30am
Aspectos lingusticos emergentes em sesses de teletandem: uma anlise a
partir da Conscientizao da Linguagem
Gabriela Rossatto Franco
Universidade Estadual Paulista Jlio de Mesquita Filho, Brazil; gabriela.rf@
hotmail.com
O projeto Teletandem e transculturalidade na interao on-line em lnguas
estrangeiras por webcam (TELLES, 2011) promove a interao via Skype
entre alunos brasileiros e estudantes de vrios cursos de universidades
estrangeiras com o objetivo de divulgar o conhecimento do portugus entre
falantes de outras lnguas e de proporcionar aos participantes brasileiros
o aprendizado de outro idioma de domnio de seus parceiros. Com base
no pressuposto de que os participantes fornecem explicaes sobre a
lngua na qual so proficientes durante as interaes de teletandem, essa
pesquisa analisa os aspectos lingusticos emergentes nas interaes,
observando os equvocos/limitaes cometidos pelos alunos brasileiros
(professores de lnguas em formao) ao esclarecerem dvidas sobre a
lngua em que so competentes (portugus, no caso) a seus parceiros. Os
materiais foram coletados de interaes de teletandem entre alunos de
uma universidade pblica brasileira e alunos de uma universidade privada
norte-americana. Os pares analisados so aqueles cujos participantes
brasileiros so alunos de Letras. Essa pesquisa insere-se no paradigma
qualitativo interpretativista (MOITA LOPES, 1994; DENZIN & LINCOLN, 2005;
DRNIEY, 2007) e recorreu teoria dos episdios relacionados lngua
(SWAIN & LAPKIN, 1998) para a seleo dos dados. Como suporte terico, o
projeto est embasado nas teorias do enfoque sobre a forma (LONG, 1991;
WILLIAMS, 2001) e da Conscientizao da Linguagem (HAWKINS, 1984;
JAMES & GARRETT, 1991; WRIGHT & BOLITHO, 1993; JAMES, 1999; CARTER,
2003; SVALBERG, 2007; ALTENHOFEN & BROCH, 2012). Acreditamos
ser importante que os praticantes de teletandem, futuros professores de
lngua estrangeira, desenvolvam uma atitude reflexiva sobre as prticas de
linguagem. Pretendemos, portanto, promover implicaes para a formao
de professores, para uma conscientizao sobre a educao e sobre a
lngua e suas propriedades, e para a formao do professor-mediador, de
modo que seu papel fundamental ao auxiliar o participante de teletandem
em sua prtica pedaggica.
10:30am - 11:00am
Agency and emotions among L2 teacher students
Tarja Nyman, Kati Kajander, Riikka Alanen
University of Jyvaskyla, Finland; riikka.a.alanen@jyu.fi
In L2 learning, the role of emotions and affective factors has been studied
from a number of perspectives in recent years, with the focus on, from
the pedagogical perspective, how the teacher may best foster a learning
environment that is emotionally supportive, for example (e.g. MacIntyre &
Gregersen 2012). But teaching itself is a highly emotional profession. The
role of emotions in teachers or teacher students has been investigated to
an increasing degree in recent years (Hargreaves 1998, 2005; Zembylas
2005). According to the review of research by Sutton & Wheatley (2003),
teachers emotions appear to mediate the teachers pedagogical thinking
and self-efficacy beliefs, among other things. Yet relatively little is known
how L2 teachers emotions mediate their agency. Agency is here defined
as a process whereby the agent gains access and uses resources or tools
to act on a goal.
The data in the present study come from a larger data set from a
longitudinal study following the university studies of L2 teacher students.
The data come from five students, consisting of learner autobiographies,
learning assignments and teaching philosophies written at various points
of the students studies in education starting in year 1, and their language
teacher portfolio, completed at the end of their pedagogical studies, mostly
in year 4 or 5. The data therefore offer a comprehensive perspective on
the development of the students pedagogical thinking. The contents of
the texts have been analyzed qualitatively, paying attention to emotions
and activities in which they are contextualized. The findings suggest that
emotions appear to mediate not only the students use of resources but also
their beliefs about themselves their self-concept.
368
 11:00am - 11:30am
Explicit Information, Structured Input and Language Background Differences
in Processing Instruction: Final and Online Outcomes.
Laurene Glimois
The Ohio State University, United States of America; glimois.1@osu.edu
Grounded in the theory of Input processing, Processing Instruction (PI) is
an instructional technique that directs second language (L2) learners to
adopt efficient processing strategies and make connections between L2
grammatical forms and their meaning. It relies on two main components:
Explicit Information (EI) and Structured Input (SI).
Substantial evidence suggests that only the latter, SI, is necessary for
learning improvement to show on a final assessment task. However,
research is still ongoing to clarify the roles EI and SI play on learners online
processing of L2 target forms. Also being examined are the interactions
between gains made with PI and learners individual differences. Among
these, the potential effects of language background (i.e. monolingualism vs.
bilingualism) remain in need of investigation.
The laboratory experiment I present addresses the above stated gaps by
attempting to (1) clarify the role of EI on learners online processing of L2
target forms and (2) compare the effects of EI and SI with monolingual and
bilingual language learners. I use Mandarin Chinese classifiers as a target
form; a feature learners tend to overlook when processing input, and
struggle to acquire. Stimuli consist of word-picture pairs and incomplete
sentences written in the pinyin romanization system. Three types of learning
conditions (PI; SI, and control) and two different language backgrounds
(monolingualism and bilingualism) constitute the independent variables. The
dependent variables include (1) improvement over time as assessed by a
sentence interpretation posttest and (2) onset of accurate processing of the
target form as measured by trials-to-criterion.
The session will open with a brief theoretical background on PI. I will then
describe my experimental design; present the data so far collected, and
discuss the emerging trends. This presentation will be particularly relevant
for researchers interested in instructed L2 acquisition, language processing
and bilingualism, as well as educational practitioners.
11:30am - 12:00pm
Cross-curricular collaboration between English and content subject
teachers in CLIL-programmes
Jutta Rymarczyk
Heidelberg University of Education, Germany; rymarczy@ph-heidelberg.de
In Germany, secondary school teachers are usually educated to teach two
subjects. Because of this, it is often tacitly assumed that a learner group
is taught English and a CLIL-subject by the same teacher in German CLIL-
programmes. While this personal union is the perfect situation (Rymarczyk
2003: 48ff.; 69ff.), it is not found too often due to various circumstances,
one of them being that more than one subject is taught in English in some
grades, but only few secondary school English teachers are educated to
teach three subjects. Hence, some questions arise from this situation:
To which degree is collaboration between English and content subject
teachers in Germany needed?
What is this collaboration like?
Do issues like organizational factors and teachers contrasting beliefs
complicate the collaboration?
Finally, the data from Germany are compared to data from Hong Kong,
where teachers are educated to teach only one subject (Lo 2014). If Los
369
results (ibid.) and the results of our study on the German situation show
considerable similarities, further support of current placement modalities
(only teachers with English + content subject for CLIL-programmes) being
maintained in countries like Germany, where teachers are educated to teach
two subjects, might be challenged.
This study provides insight for school leaders, teacher educators, and
teachers.
References
Lo, Yuen Yi (2014). Collaboration Between L2 and Content Subject Teachers
in CBI: Contrasting Beliefs and Attitudes. In: RELC Journal 2014 45: 181-196.
Online: http://rel.sagepub.com/content/45/2/181.
Rymarczyk, Jutta (2003). Kunst auf Englisch. Ein Pldoyer fr die Erweiterung
des bilingualen Sachfachkanons. Mnchen: Langenscheidt-Longman.
C697-708
Time: Friday, 28/Jul/2017: 9:00am - 12:00pmLocation: Studio 3
9:00am - 9:30am
Dinmicas motivacionais em aulas de ingls em uma escola pblica do Brasil
Maria Raquel Bambirra
Centro Federal de Educao Tecnolgica de Minas Gerais, Brazil;
raquelbambirra@gmail.com
Atualmente, e de modo geral, os pesquisadores em Lingustica Aplicada
acreditam que o papel da motivao na aquisio de uma segunda lngua
no est totalmente compreendido e esclarecido (Drnyei e Ushioda, 2012).
Espera-se que uma perspectiva holstica, dinmica e emergente aplicada
pesquisa sobre o construto possa mudar a situao. Sob tal perspectiva,
este estudo buscou entender a inter-relao entre a motivao de trs
professores de ingls de uma escola pblica federal de nvel mdio do
Brasil e a de seus estudantes durante um semestre letivo. A coleta de
dados aconteceu de maro a julho de 2015 e privilegiou narrativas orais dos
professores, gravadas aps cada uma das 16 aulas investigadas, bem como
as entradas feitas pelos estudantes em um logbook, especialmente criado
para fins desta pesquisa, avaliando seus nveis motivacionais no comeo
e ao final de cada aula. Ao tecer a anlise, as abordagens pedaggicas
de cada professor foram descritas com base nas experincias de ensino
por eles vivenciadas e enfatizadas em suas narrativas. A seguir, com base
na informao constante dos logbooks, foram identificadas as aulas em
que os estudantes se sentiram mais motivados e as em que se sentiram
menos motivados, com o objetivo de comparar suas impresses com os
comentrios dos professores, para buscar entender nuances das dinmicas
motivacionais nesse contexto educacional. Os resultados sugerem que
os estudantes do contexto analisado preferem prticas pedaggicas
mais controladas, ou seja, que no invistam muito no desenvolvimento
de sua autonomia e que o trabalho envolvendo atividades orais lhes
mais motivador. Parece possvel afirmar tambm que a motivao dos
envolvidos varia em funo das experincias vivenciadas em sala de aula
e que a motivao de estudantes e a de professores influenciam-se direta
e mutuamente.
9:30am - 10:00am
Engajamento em contextos digitais de aprendizagem de lnguas
Luciana Nunes Viter
FAETEC, Brazil; lucianaviter@gmail.com
Novas formas de se relacionar com o prprio aprendizado tm emergido
de contextos mediados pelas tecnologias, provocando reflexes sobre
potenciais transformaes de prticas educacionais face as questes
especficas que esses novos cenrios fazem surgir. Buscando somar sua
contribuio a essas discusses, a presente comunicao apresenta
pesquisa realizada no contexto de um curso on-line com foco no uso de
recursos digitais que pudessem contribuir para o desenvolvimento de
habilidades comunicativas na lngua inglesa por parte dos estudantes
desse curso. A investigao de natureza colaborativa foi orientada
pelos paradigmas do interpretativismo crtico e priorizou a anlise das
percepes dos participantes sobre sua prpria aprendizagem, enfatizando
a discusso dos aspectos metacognitivos dos processos de aprendizagem
da lngua estrangeira por parte desses alunos. O referencial terico
apoiou-se no construto do engajamento discente como desdobramento
de trs principais variaes motivacionais: a percepo da relevncia, a
construo da autonomia e a busca da excelncia, e nos estudos sobre
a integrao de ferramentas tecnolgicas ao ensino-aprendizagem de
lngua estrangeira. Os principais objetivos da pesquisa foram identificar as
preferncias e necessidades desses estudantes com relao ao uso de
recursos digitais em seus processos de aprendizagem que tenham sido
evidenciadas e atendidas durante o processo de interveno e verificar
em quais das atividades propostas que fizeram uso de tecnologias os
estudantes se engajaram com maior intensidade e melhores resultados.
Os dados analisados foram gerados a partir de questionrios, de
registros de interaes digitais e de entrevistas realizadas no decorrer
do curso investigado. Entre outras concluses, os resultados enfatizaram
a importncia da proposio de modelos pedaggicos centrados nos
estudantes e da construo de estratgias metacognitivas por parte dos
alunos para o uso das ferramentas propostas para que ocorresse maior
engajamento discente no contexto investigado.
10:00am - 10:30am
EXPERINCIAS DE UM TUTOR E DE UMA PROFESSORA-AUTORA E FORMADORA NO PARFOR
LETRAS/INGLS
Lauro Luiz Pereira Silva1, Viviane Cabral Bengezen2
1UNIVERSIDADE FEDERAL DE UBERLNDIA, Brazil; 2UNIVERSIDADE
FEDERAL DE VIOSA, Brazil; lauro_steiner@hotmail.com
Nosso objetivo, neste trabalho, apresentar os resultados de uma pesquisa
narrativa (CLANDININ; CONNELLY, 2000, 2011) desenvolvida por dois
professores pesquisadores durante uma experincia no PARFOR Letras/
Ingls: Lauro, como professor-tutor e Viviane, como professora-autora
e formadora. Nosso objetivo geral foi narrar e analisar como o material
didtico elaborado pela professora-autora foi utilizado pelos tutores
e pelos alunos de um curso a distncia de formao de professores de
Ingls. Para nortear nossa investigao, buscamos atingir os seguintes
objetivos especficos: (a) Narrar e analisar as histrias de mediao entre
o professor-tutor e os alunos do PARFOR; (b) Analisar as experincias
construdas colaborativamente entre a professora-autora e formadora
e o professor-tutor. O contexto de nossa pesquisa um curso de Letras-
Ingls a distncia de uma universidade pblica do Tringulo Mineiro e
ns somos pesquisadores e participantes. Como aporte terico, estamos
fundamentados, principalmente, em Hasan (2001, 2005) que apresenta e
discute o conceito de mediao semitico-pedaggica, em Dewey (1938) e
em seu conceito de experincia e nos critrios de continuidade e interao.
O caminho terico-metodolgico escolhido foi o da Pesquisa Narrativa
(CLANDININ e CONNELLY, 2000, 2011). Para composio dos textos de
campo, como instrumentos de pesquisa, utilizamos os registros do ambiente
virtual de aprendizagem, como os chats e os fruns de discusses entre os
professores-tutores e os discentes. A anlise dos textos de campo, nesta
pesquisa, foi realizada por meio da composio de sentidos (ELY, VINZ,
DOWNING e ANZUL, 2001). Os resultados alcanados foram a construo
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de histrias da professora-autora e formadora, histrias do professor-tutor, o
relacionamento entre eles e os relacionamentos com os alunos. As maiores
tenses vividas nessas histrias foram quanto s concepes de ensino e
aprendizagem e de mediao de tutores.
10:30am - 11:00am
Ingls e Tecnologias Digitais: Sentidos de adolescentes sobre essas
tecnologias em sala de aula
Barbara Duqueviz
Secretaria de Educao do Distrito Federal, Brazil;
barbaraduqueviz@gmail.com
O objetivo deste estudo analisar a produo de sentido de estudantes
sobre as Tecnologias Digitais da Informao e Comunicao (TDIC) para
aprender ingls como lngua estrangeira. Fundamentamo-nos, como aporte
terico, no conceito de produo de sentido como um processo criativo,
social e essencialmente dialgico (BAKHTIN, 1999; MATUSOV, 2011). Dessa
forma, para compreendermos os sentidos produzidos pelos estudantes,
desenvolvemos um estudo qualitativo-participativo, na perspectiva da
Teoria Fundamentada (CHARMAZ, 2014), buscando nos questionrios e
nas entrevistas em profundidade as categorias de anlise. Os participantes
da pesquisa so oito adolescentes com perfil de nativo digital, alunos do
Ensino Mdio e estudantes de ingls de um centro de lnguas pblico no
Distrito Federal. Nativo Digital (FRANCO, 2013; PRENSKY, 2001) refere-se
a pessoas que vivem em um mundo circundado pelas TDIC e as utilizam
para sua comunicao cotidiana, interao, socializao e aprendizagem.
Os resultados apontam para um uso restrito das TDIC como instrumento
mediador de aprendizagem em contexto escolar. Os participantes
compreendem as TDIC com grande potencialidade para a comunicao,
mas no concordam com o uso pessoal dessas tecnologias em sala de aula
porque distraem os alunos durante as aulas. Eles as utilizam para aprender
e verificar o significado de vocabulrio, esclarecer dvidas e acessar sites
indicados pelo professor fora da escola. A autonomia dos alunos para a
aprendizagem de ingls com as TDIC relativamente pequena e est ligada
a entretenimento como utilizar redes sociais, aplicativos, jogos, msicas e
seriados que assistem pelo computador.
11:00am - 11:30am
Blended learning in a colombian tertiary context: A narrative inquiry of
teacher change and innovation
Jenny Alexandra Mendieta Aguilar
University of Auckland, New Zealand; j.mendieta@auckland.ac.nz
This study, from a narrative epistemological and methodological perspective,
explored curricular innovation and teacher change by examining how
a blended learning program was put into action in a language teaching
department of a Colombian tertiary institution. In particular, the study aimed
to identify and interpret the experiences lived out by a group of eight ELT
teachers, each of whom held different positions within their community,
as they grappled with and managed the changes brought about by their
involvement in the implementation of the program. It also sought to establish
how these personal and collective experiences were influenced by broader
organizational and institutional contexts of reform. Data were gathered in a
natural setting for a period of sixteen weeks through regular contact with
teachers, leaders, administrators and students. Data included narrative
interviews, field notes from classroom observation, student questionnaires
and official documents.
Findings indicate that switching to blended learning is a complex enterprise
that goes far beyond getting the mix right as many individual and context-
specific situations come to shape the implementation experience.
Depending on the extent to which their aspirations, beliefs and actions
were consistent with the reality of their professional context, aligned to the
expectations of influential others (Kennedy, 2013) and influenced by external
factors, participants in this study found it more or less difficult to develop
ownership of their practice, feel emotional congruence and perform stable
professional identities. In this presentation, I therefore discuss the ways
in which tensions can be minimized so as to help language teachers and
leaders deal more effectively with the contradictions and tensions arising in
their practice as a result of the change to blended learning.
11:30am - 12:00pm
English on wheels: A comparative analysis of apps for mobile English language
teaching and learning
Heather Lotherington
York University, Canada; hlotherington@edu.yorku.ca
The world is awash in migrant populations seeking better life opportunities.
Many want to learn English as a lingua mundi to improve their prospects.
A very recent development in the centuries-old field of English language
teaching (ELT) (cf: Howatt & Widdowson, 2004; Kelly, 1969) is the app: a third
party computer program (viz. application) designed for mobile devices, such
as smartphones and tablets. The app market is a multibillion dollar industry
(Louis, 2013) that is less than a decade old.
Mobile (-assisted) language learning (MALL)i.e., via appsprovides
an accessible route to learning languages, costing the user anything
from nothing to several hundred dollars. KukulskaHulme (2008; 2009)
distinguishes design-oriented MALL orientations that build potential for
situated, individualized learning, and those espousing content-oriented
transmission typical of traditional classrooms, where the app provides a
self-contained language course in a mobile textbook. The unregulated app
marketplace is booming; however, reviews of top MALL apps are based on
download analytics (cf: Ranosa, 2015) and user-based road-testing (cf: Duffy,
2015), lacking critical scrutiny. This begs important questions: what do app
developers know about ELT? How pedagogically useful and theoretically
sound are individual MALL apps?
This paper reports on the English on wheels research project, which
categorized, comparatively analyzed, and empirically road-tested a range
of ELT apps intended for adult (18+) language learners, including content-
oriented apps explicating the English language, and those teaching
multiple languages; apps exploring voice-activated applications; gaming
approaches; crowd-sourcing; conversational, and other approaches. The
presentation offers a typology of the field of MALL apps; an analysis of
the epistemological and pedagogical approaches taken in app types; and
evaluations of a selection of top-rated apps by both teachers and learners
of English.
C709-720
Time: Friday, 28/Jul/2017: 9:00am - 12:00pmLocation: Studio 4
9:00am - 9:30am
LEARNING EFL ORAL COMMUNICATION IN THE CONTEXT OF DISTANCE EDUCATION
Simone Tiemi Hashiguti
Federal University of Uberlndia, Brazil; simonehashiguti@gmail.com
This paper discusses oral communication in English as a foreign language
(EFL) in the context of distance and higher education in Brazil, giving special
emphasis to the difficulties of oral production. The first group of a totally at a
distance course of Letters is the immediate space of research. Two central
questions guide the study: (1) How did the students experience learning
EFL oral communication at a distance? (2) How do the computer-mediated
conditions of the course affect the learning of EFL oral production? Drawing
on Foucaults framework, concepts such as apparatus, discourse and
statement first support the analysis of (a) the course structure, in the model
of the Open University of Brazil (UAB) and according to the design of the
local university, (b) the types of pedagogic activities in the course, and (c)
answers of former students to a questionnaire with open questions. Second,
Deleuze and Guattaris framework complements the reflections on the data
analysis. The author mobilizes their concepts of becoming, assemblage, fold
and agency to understand learning processes that happen involving organic
371
bodies, machines, multiple languages, and electronic, and educational
discourses. Within such perspective, oral production is not a simple linguistic
decision based on intention to communicate, but a composition that derives
from forces and intensities. Third, postcolonial theories help understand
and explain the historical conditions for enunciating EFL in Brazil and the
research findings. Given its colonial past, speaking this foreign language is
also a matter of having a voice and a discursive position to enunciate it. This
article supports that this hybrid epistemological background and research
positioning properly addresses the dynamics and multiplicity of the ever-
changing circumstance of distance and virtual education, and the Brazilian
postcolonial context.
9:30am - 10:00am
Measuring cognitive efficiency across L2 vocabulary learning methods: Do
pictures speak a thousand words?
Renata F. I. Meuter, Danielle Copplin
Queensland University of Technology, Australia; r.meuter@qut.edu.au
In second language acquisition (SLA) several vocabulary learning methods
dominate. Of interest is whether any method results in superior learning,
not just in quantity but also in quality (depth). We compared the cognitive
efficiency of two learning methods in the acquisition of second language (L2)
French vocabulary, namely the word-word and picture-word methods. We
focused on the automaticity of word recognition, in a unique comparison that
linked two experimental methodologies. In Study 1, a replication of Altarriba
and Knickerbocker (2011; Study 2), English monolinguals (N=30) learned a
French vocabulary using both methods on different subsets of vocabulary
at Time 1. Using a Lexical Decision Task (LDT) a significant priming effect
and greater accuracy emerged for words acquired using the word-word
method, consistent with the original findings. At re-test one week later (Time
2) the same pattern occurred, suggesting sustained superior learning using
the word-word method. In Study 2, the same novice learners performed a
Rapid Serial Visual Presentation task in French (at Time 2), using the newly
acquired vocabulary, following Segalowitz, Lacroix, and Job (2011; Follow-
up Study). Given the richer information provided through pictures, a greater
attentional blink (AB) effect was expected to be associated with target
words acquired using the picture-word method, reflecting the inadvertent
processing of an items richer detail. The AB effect was shown by Segalowitz
et al. to be smaller the lower ones L2 proficiency. Our novice L2 learners
showed no significant AB effect, irrespective of learning method. While this
null effect may reflect their extremely low proficiency, it also suggests that
neither method secured a significant depth of knowledge, at least not across
a short time span. Further research may wish to consider the effect of more
frequent retrieval opportunities across a longer time span to distinguish
between the two acquisition methods.
10:00am - 10:30am
MALL: questes acerca do uso de smartphones em sala de aula de lngua
inglesa.
Luana de Frana Perondi Khatchadourian
UNICAMP, Brazil; luanaperondi@gmail.com
Pesquisadores educadores reconhecem o potencial das tecnologias
mveis como uma ferramenta de aprendizagem para os alunos e
incorporaram-los em algumas prticas de ensino. No entanto, pouca
pesquisa tem sido realizada para categorizar os numerosos exemplos de
aprendizagem mvel no contexto da sala de aula de lngua inglesa. O uso
de aparelhos mveis constante e se torna cada vez mais essencial nos
dias de hoje. Como professora, presencio seu uso em sala de aula, de
forma espontnea e como meio de comunicao e de consulta internet.
A partir deste cenrio de uso constante de aparelhos de smartphones em
sala de aula pelos alunos, realizo um estudo partindo do problema: como
integrar smartphone de forma produtiva em sala de aula de lngua inglesa (i)
sem mutilar o artefato em suas possibilidades de inovao e (ii) assumindo
que a entrada efetiva do artefato necessariamente vai desestabilizar o
que est estebelecido em termos de sala de aula. . Para tanto, abordarei a
questo terico-metodolgica de ator-rede proposta por Latour (LATOUR,
2000, 2005; BUZATO, 2010, 2012), que abarca qualquer tipo de fenmeno
associativo que rena entidades humanas e no-humanas em cadeias de
traduo e deslocamento de foras e significados e questes acerca da
aprendizagem mvel de lnguas assistida por dispositivos mveis - Mobiled-
Assisted Language Learning (MALL) (VIBERG E GRNLUND, 2012; JARVIS
& ACHILLEOS, 2013; STOCKWELL & HUBBARD, 2013; KUKULSKA-HULME,
2013)
10:30am - 11:00am
O ESP EM CONTEXTO TECNOLGICO: ANLISE DAS INTERAES TELECOLABORATIVAS
ENTRE ALUNOS BRASILEIROS E ALEMES
Suelene Vaz da Silva1, Francisco Jos Quaresma de Figueiredo2
1Instituto Federal de Educao, Cincia e Tecnologia de Gois, Brasil;
2Universidade Federal de Gois, Brasil; suelenevaz@yahoo.com.br
Esta comunicao tem como foco as interaes ocorridas em um
contexto virtual de aprendizagem de lnguas para fins especficos, do qual
participaram estudantes brasileiros do IFG, e estudantes estrangeiros de
duas universidades alems, que desenvolveram um projeto telecolaborativo
a respeito de sustentabilidade ambiental aplicada rea de turismo. Para
tanto, foi utilizado um contexto de aprendizagem em teletandem, em que
um aprendiz ensina para o outro a sua lngua materna ou a lngua em que
proficiente. Assim, os estudantes brasileiros ajudaram seus parceiros
estrangeiros com a aprendizagem de portugus e foram ajudados por
eles na aprendizagem de ingls, por meio de um aplicativo computacional
de videoconferncia denominado Openmeetings. Os dados, coletados
durante as sesses de conversao gravadas pelo aplicativo, bem como
por meio de questionrios, entrevistas e atividades escritas produzidas
pelos participantes, foram analisados luz de estudos sobre a teoria
sociocultural (VYGOTSKY, 1998; FIGUEIREDO, 2006; WERTSCH, 1998) ,
bem como com base em pesquisas sobre o uso da modalidade teletandem
(BRAMMERTS, 1996, 2001; TELLES, 2006, 2009; VASSALLO; TELLES,
2006, 2009), seguindo uma perspectiva de ensino de lnguas para fins
especficos (CELANI, 2005; HUTCHINSON; WATERS, 1997; RAMOS, 2005,
2009). Os resultados nos permitem concluir que a modalidade teletandem,
em contexto tecnolgico de ensino, mostrou-se bastante eficaz para o
processo de aprendizagem de lnguas por possibilitar, aos aprendizes, um
trabalho conjunto de produo e compreenso oral e escrita das lnguas que
estavam sendo aprendidas, alm de aprimorar o conhecimento especfico
na rea de turismo e meio-ambiente. Os resultados ainda mostraram que
o Openmeetings favorece a prtica das lnguas por intermdio do uso dos
recursos do prprio aplicativo (udio e vdeo, chat, lousa interativa, anexao
de arquivos, compartilhamento de tela etc.) e de outros agregados a ele
(dicionrios e tradutores eletrnicos).
11:00am - 11:30am
O GRUPO COMO SISTEMA ADAPTATIVO COMPLEXO: UM ESTUDO NORTEADO PELAS
PRTICAS DE LNGUA(GEM) NO FACEBOOK
Valdir Silva
Universidade do Estado de Mato Grosso, Brazil; ollule4@yahoo.com
Essa comunicao tem por finalidade apresentar os resultados de uma
pesquisa que teve como foco investigar os processos de adaptao e os
nveis de complexidade gerados por pequenos grupos de seminrios para
discutirem as prticas de lngua(gem) produzidas no contexto on-line, tais
como, fanfiction, memes, vdeos, mapas, redes sociais, castpods, hipertextos,
entre outros temas e suas aplicaes nas prticas de ensino na Educao
Bsica. Todo trabalho foi realizado no contexto de um grupo no Facebook e
com 32 alunos matriculados na disciplina Linguagem e Tecnologia oferecida
no ltimo ano do Curso de Letras da UNEMAT/Cceres. O estudo foi norteado
pela teoria dos Sistemas Adaptativos Complexos (HOLLAND, 1995, 1997,
1998; WALDROP, 1992; DAVIS e SUMARA, 2006; MENNIN, 2007; STACEY,
1996; LARSEN-FREEMAN, 1997; PAIVA, 2002; SILVA, 2015), com base nas
seguintes categorias de anlise: diversidade, emergncia, adaptao,
auto-organizao, sensibilidade s condies iniciais e imprevisibilidade. A
372
pesquisa permitiu verificar que os pequenos grupos, a exemplo do grande
grupo no Facebook, se configuraram em verdadeiros sistemas adaptativos
complexos e que, no contexto das prticas de ensino, torna-se importante
considerar os processos de interao interna dos pequenos grupos, para
alm daquilo que eles apresentam como resultado final no grande grupo,
uma vez que aponta os nveis de complexidade atingidos pelo grupo,
enquanto efeito de suas dinmicas de interao social e de construo de
conhecimentos para a formao docente individual e coletiva do grupo.
11:30am - 12:00pm
O uso de mapas conceituais no ensino e aquisio de lnguas
Rita de Cssia Veiga Marriott
UTFPR, Brazil; ritamarriott@yahoo.co.uk
Os mapas conceituais so uma poderosa ferramenta para o ensino e
aprendizagem. Usados para promover uma aprendizagem significativa
(Ausubel, 1963), desde a sua criao por Novak nos anos 70 (Novak &
Caas, 2007) eles vm transformando a educao em vrias reas do
conhecimento como a matemtica, histria, cincias, fsica e medicina.
Considerando a aquisio de lngua estrangeira (L2) como um processo
complexo que abraa uma perspectiva tanto cognitivista quanto social
(Larsen-Freeman, 2007), neste trabalho abordamos o uso dos mapas
conceituais no ensino e aquisio de L2, uma dimenso ainda pouco
explorada por essa comunidade de pesquisadores. Apresentamos algumas
das atividades criadas na sala de aula de lnguas onde foi desenvolvida
uma pesquisa-ao em um perodo de 2 anos em 7 turmas de alunos de
lngua inglesa em 6 nveis diferentes de proficincia. Os dados levantados
pela pesquisa qualitativa apontam que, apesar dos mapas conceituais
demandarem tempo para fazer e serem trabalhosos devido a necessidade
do seguimento das regras para sua criao, seu uso promove o pensamento
na lngua estrangeira e contribui como facilitador da aprendizagem e da
compreenso da lngua. Eles proporcionam tanto uma viso de totalidade
quanto de particularidade, favorecendo a compreenso de textos bem
como a de verbos, preposies e da gramtica, podendo ser usados com
alunos nos mais variados nveis de proficincia.
C721-732
Time: Friday, 28/Jul/2017: 9:00am - 12:00pmLocation: Studio 5
9:00am - 9:30am
Anlise dos materiais didticos do IsF-Ingls: um mundo sem fronteiras?
Jamile Bispo Santos1, Steffane Suzi de Jesus Santos2, Juliana Alves dos Santos3
1Universidade do Estado da Bahia, Brazil; 2Universidade do Estado da
Bahia, Brazil; 3Universidade do Estado da Bahia, Brazil; julalves@gmail.com
O ingls atualmente recebe o status de Lngua Internacional, esse carter
confere Lngua Inglesa algumas caractersticas peculiares, tais como
uma lngua que se desnacionaliza e que absorve caractersticas por onde
passa. No Brasil, muitas so as aes criadas para amenizar a defasagem
no ensino-aprendizagem desse idioma. Uma dessas aes o Ingls
sem Fronteiras (IsF-Ingls), curso gratuito e online para estudantes da
graduao e ps-graduao onde so disponibilizados alguns materiais
didticos, tais como e-book, livro de leituras e vdeos. Essa pesquisa
busca verificar se h nos materiais didticos disponibilizados para os
nveis bsico, intermedirio e avanado, uma desnacionalizao da Lngua
Inglesa, atravs da apresentao de aspectos multiculturais e, caso haja,
se ao apresentar esses aspectos so proporcionadas abordagens crticas.
Para atingir esses objetivos foram utilizados os parmetros da abordagem
qualitativa, baseando-se no paradigma interpretativista. Dentre os
resultados encontrados destaca-se que no e-book do nvel bsico quando
so apresentados aspectos culturais, estes so exibidos de maneira
bastante superficial, no oportunizando que o discente questione ou
compare com aspectos da sua prpria cultura. Porm, no livro de leituras
do nvel intermedirio h variados aspectos culturais, em especial de pases
da Amrica do Sul. Espera-se que os resultados encontrados contribuam
para uma melhoria e aprimoramento desses materiais alm de possibilitar
que discentes aprimorem seu senso crtico em relao aos materiais que
lhe so disponibilizados.
9:30am - 10:00am
Discusses sobre o ensino do aspecto fnico da lngua inglesa para
estudantes brasileiros.
Tamiris Destro Costa
Unesp - Araraquara - SP - Brazil; ta.dc@hotmail.com
No ensino e a aprendizagem de lngua inglesa para/por brasileiros, nota-
se que o tratamento do aspecto fnico se mostra inadequado, pois nem
sempre o professor consegue desenvolver o trabalho de percepo dos
sons em LE. Isto ocorre porque, muitas vezes, no se tem formao e
conhecimento especficos sobre os aspectos acsticos e articulatrios dos
sons das lnguas envolvidas, nem sobre como tratar o tema em sala de aula.
Partindo do princpio de que h vrias diferenas nos mbitos segmental,
suprassegmental, acstico e articulatrio entre ambas as lnguas, que
podem causar dificuldades na percepo e consequentemente na
produo oral da LE, o presente estudo est norteado pelo uso de mtodos
qualitativos de pesquisa de base etnogrfica e pretende, por meio de uma
investigao e uma proposta de interveno em sala de aula, abordar
questes implcitas no trabalho de percepo e produo do aspecto
fnico, especificamente, dos sons /i:/ e /i/ do ingls, por estudantes de
graduao em Letras de uma universidade pblica do interior do Estado
de So Paulo, futuros professores de ILE. Para tal pesquisa, so usados os
conceitos de Surdez Fonolgica de Polivanov (1931) e de Crivo Fonolgico
de Trubetzkoy (1939), alm do Modelo de Aprendizagem da Fala de Flege
(1981, 1991, 1995), que nos permitem analisar a aquisio e aprendizagem
de sons em LE com mais preciso e cuidado. Espera-se proporcionar, com
a realizao deste estudo, os saberes necessrios para que os envolvidos
possam perceber as diferenas nos nveis segmentais e suprassegmentais
entre a LE em questo e a LM, a fim de que haja uma reflexo mais profunda
acerca da percepo e produo do aspecto fnico.
10:00am - 10:30am
Exploring relations among online educational design, social activity and
Portuguese as an Additional Language teaching
Gabriela S. Bulla
Universidade Federal do Rio Grande do Sul, Brazil; gabriela.bulla@ufrgs.br
The theoretical basis of an online additional language course and its
teaching methodology, learning materials, virtual environments and tools
are generally conceived or chosen before the course starts or previous to
the course ongoing activities. When the course starts, teachers and students
are compelled to deal with pedagogical tasks and virtual spaces created or
chosen beforehand, which may cause different tensions among the course
design, its development, and the participants. This research aims at (a)
examining interconnections between the design of an online course and the
activities undertaken during the course and (b) analyzing how the concepts of
collaborative participation and discourse genres are locally put into action in
both course design and in the pedagogical activities performed throughout
the online course. We explore data generated through action research and
virtual ethnography respectively in the first two editions (offered in 2011) of
CEPI-Portuguese/UFRGS, an online Portuguese as an Additional Language
(PLA) course designed specifically for exchange students who will study
at the Federal University of Rio Grande do Sul (Porto Alegre, Brazil), and
taught via internet during approximately eight weeks, prior to their trip to
Porto Alegre. The qualitative data analyses was informed by Interactional
Sociolinguistics, Ethnomethodological Conversation Analysis, and
contributions from the Bakhtin Circle, and the area of Computer Supported
Collaborative Learning (CSCL). The analyzes highlight the descriptive
nature of pedagogical tasks as plans, instructions for situated actions, as
discursive objects to which participants are asked to respond through their
participation in situated activities. The analyzes also emphasize the problem
of assuming a socially shared cognition about (a) the pedagogical tasks
and (b) the theoretical construct that underlies the course and the teaching
methods. We present implications for teacher education concerning task
design and the development of teaching practices specifically for additional
language teaching in digital environments.
10:30am - 11:00am
A glance at English as a foreign language curriculum in Brazilian
professional high-school courses
Jane Beatriz Santos
Instituto Federal de Braslia, Brazil, Universidade Federal de Gois, Brazil;
jbvilarinho@gmail.com
In this oral presentation my goal is to discuss the English curriculum in
Federal professional High Schools in Braslia, Brazil. This is part of a
doctoral study I have been developing at the Language Department of the
Federal University of Gois. This paper is based on the Post-Modern and
Post-Colonial theories of knowledge and curriculum (SILVA, 1999) through
which I analyse and problematize the concepts of curriculum that prevail
in teaching English as a foreign language in professional Highschool
courses at the Federal Institute of Braslia. So my main goal is to analyse the
concepts and theories that influence the English curriculum through a critical
perspective. Some current studies in Applied Linguistics such as those of
Pennycook (2006) and Moita Lopes (2006) emphasize the importance of
problematizing norms or stablished knowledge for they express ideological,
social and political points of view. As a result, this research paper adopts
Qualitative Research principles (DENZIN and LINCOLN, 2008), since it is
not intended to reveal the curriculum itself, but to critically discuss it so that
it may not be considered a rule to be followed. The data presented and
discussed here consists of some Brazilian official documents which guide
the English curriculum development and also on interviews with English
teachers who teach at this context. All the participants are graduated in
Languages. Finally, I hope this study contributes to a critical understanding
of the English curriculum in the professional schools and also motivates
other studies in the area.
11:00am - 11:30am
Beliefs about OCF: Their impact on an EFL teachers emotions and classroom
actions
Adelina Snchez Centeno, Silvana Yanina Ponce
Universidad Nacional de Ro Cuarto, Argentine Republic;
adelinasc.unrc@gmail.com
English oral communication is currently vital to belong to this globalized
world. That is why EFL and ESL teachers have the important responsibility
to develop their students speaking ability in university classrooms. It has
been acknowledged that to provide oral corrective feedback (OCF) is one
of the most important classroom instructional responsibilities for teachers; in
addition, OCF is considered to be inherent in the teachers role by students
who eagerly await for an evaluative comment on their oral productions.
During the last years, many scholars have devoted great attention to the
influence of affective factors in the learning of foreign languages. Among
these factors, the beliefs held by teachers and students have been
proved to have a significant impact on the processes of teaching and
learning a foreign language. In particular, teachers beliefs about OCF
have gained a place in the field of SLA. In this study, a recent off-shoot
of the contextual approach to study beliefs: the sociocultural perspective,
and a cognitive approach to classify OCF strategies have been adopted to
better understand teachers beliefs about OCF. Therefore, the aims of this
presentation are: to describe the beliefs held by an Argentinian EFL teacher
about OCF, and to describe the relationship between these teachers beliefs
and her classroom practices at a specific context. A qualitative approach
was adopted and data were collected by means of classroom observations
and video recordings, teacher stimulated recall interviews, and a teacher
open-ended interview. The results showed that the teachers beliefs and
her classroom actions were not always congruent, especially when she was
faced with a paradoxical situation. In the end, the beliefs that had stronger
373
connections to the teachers emotions were the ones enacted in her
classroom practices.
11:30am - 12:00pm
Cultural Elements within the Iranian Coursebooks since the Beginning
Mahdi Dahmardeh1, Hossein Parsazadeh2, Abbas Parsazadeh3
1
The University of Tehran, Iran; 2Allame Tabatabaie University, Iran; 3Kharazmi University,
Iran; dahmardeh@ut.ac.ir
Painting a rosy picture, the glamour and glitter of Western culture has
undoubtedly aimed to dwarf other cultures. In such a predicament, it does
not seem odd to see unquestioning acceptance of Western culture in
a host of subjects and areas in general and an EFL context in particular.
Delving into a wide range of the cultural elements of the Western world,
the current study endeavoured to reveal the tortuous path the secondary
school English coursebooks have passed in Iran. To this end, the secondary
school coursebooks were diachronically investigated for the commonly
unnoticed side of Western culture i.e. the Perspective aspect of culture,
Western names, and images. In so doing, the above-mentioned elements
of culture in the coursebooks since the introduction of the first one into
the country in 1939 were scrutinised. The results suggested that not only
have cultural elements lacked a coherent framework to be translated into
English coursebooks, but they have also been an uncharted island on the
English coursebook authors map. More specifically, it could be stated in
the late 1970s the Western culture was moderately accepted at the outset,
but it was increasingly celebrated with the passage of time until the Islamic
revolution (1978) in which Western culture fell out of favour, and only some
of its cultural elements were to remain. Finally, from 1978 onwards, though
of partial inattention of Western culture, the local (or source) culture has not
acquired its true significance, with the partial exception of the series of 1987.
C734-746
Time: Friday, 28/Jul/2017: 9:00am - 12:00pmLocation: Studio 6
9:00am - 9:30am
Interconnections between ESP and critical ELT: Issues and illustrations
Christian W. Chun1, Brian Morgan2
University of Massachusetts Boston, United States of America; 2Glendon
1
College, York University, Canada; c_w_chun@yahoo.com
This paper aims to contribute to recent research in the interconnections
between English for Specific Purposes and Critical English Language
Teaching (Belcher, 2006; Morgan & Fleming, 2009). ESPs close attention to
occupational, institutional and subject-specific texts and genres can provide
important tools and strategies to enhance the pedagogical dimensions of
critical work within particular settings. Conversely, for ESP, critical theories
and pedagogies expand its predominantly instrumental and pragmatic
orientation by illuminating the operation of language, power and ideology
within ESP domains and by providing deeper contextual understandings
of the constraints and opportunities facing ESP students in their personal,
professional and academic lives.
Presenter 1 will address to implement a teaching of discipline-specific writing
approach from a critical literacy perspective using the model developed by
Hilary Janks (2010). This model addresses questions of power, diversity,
access, design, and re-design in the writing for specific disciplines. Janks
model will be demonstrated in practical terms through a lesson plan in
which undergraduate students in Hong Kong had to learn how to write a
business memo instructing staff members about workplace discrimination
in an English for Business Communications course. In showing how
undergraduate students can learn and appropriate the required genre of
business emails through a critical literacy perspective and implementation,
this presentation suggests ways in which students might be able to redesign
such emails to address social justice issues.
374
Presenter 2 will describe an assignment related to critical citizenship within
an undergraduate, content-based English for Academic Purposes program.
Drawing on Beneschs (1999) work on Needs and Rights Analyses in ESP,
the presenter will describe how the assignmentan examination of media
representation of a current event/issueachieves the dual purpose of
developing conventional L2 academic skills (oral presentations, essay
writing) while supporting critical language awareness within a multiliteracies
and plurilingual framework.
9:30am - 10:00am
The Role of Authentic Videos in Students Recognition of Appropriate English
Requests
Areej Mohammad Alawad
Birkbeck College, University of London, United Kingdom; a_m_
alawad@yahoo.com
The study investigated the efficacy of authentic videos of English requests
in a context of explicit instruction on students ability to recognise appropriate
English requests. Since requests are one of the most face-threatening acts, it
is fundamental to raise foreign language students metapragmatic awareness
through explicit instruction with the assistance of a rich tool such as videos.
An extensive body of literature has found that despite the broad universality
of the existence of mitigating devices in performing polite requests; they
are sometimes manifested pragmalinguistically differently across many
languages (Blum-Kulka & Olshtain (1984) and Tawalebeh & Al-Qqaily (2012)).
In fact, Kasper & Rose (1999) and Jianda (2006) have pointed that second
language (L2) advanced proficiency does not always positively correlate
with L2 pragmalinguistic proficiency which might lead to communication
breakdown (Castillo, 2009). One reason for pragmalinguistic incompetence
is that many L2 textbooks and methodologies are not pragmatics focused
(Delen & Tavil, 2010). Therefore, since videos are considered one of the
richest sources that can help learners experience and observe pragmatics at
work (Kasper & Rose, 2001), this study aimed at investigating the efficacy of
the provision of authentic videos in a context of explicit instruction compared
to its absence. Fifty-six homogenous female undergraduates were split into
two groups: 29 in the experimental group (video group) and 27 in the control
group (no video group). Students ability to recognise appropriate English
requests was tested using multiple discourse completion tasks: post-tests
and delayed post-tests. Results revealed that both groups significantly
outperformed themselves in the post-test and delayed post-test compared
to their pre-test. However, no significant difference was found between the
two groups recognition ability in either the post-test or delayed post-test.
Thus, pointing that explicit instruction with or without videos will suffice in
raising students recognition awareness of the most appropriate English
requests.
10:00am - 10:30am
Using humorous texts to develop symbolic competence in ELT
Paulo Campos1,2,3
1
Instituto Federal de Educao, Cincia e Tecnologia do Rio Grande do Norte, Brazil;
2Universidade Federal do Rio Grande do Norte; 3University of California,
Berkeley; paulorodrigopc@gmail.com
If according to Kramsch (2006) symbolic competence (SC) is about how
students are to position themselves and their ability to produce and exchange
symbolic goods in todays complex, globalized world, then fostering SC
through language teaching presents itself a coherent alternative as far as
students can benefit from the contextual meanings of language. SC can
only be developed if, besides structures and their meanings, students have
the opportunity to understand the power game present in real interactions,
which is indispensable for grasping the culture of communities, and to
reframe such a game in order to accomplish positive results and still save
face. Out of many possibilities I have chosen a humorous ad, believing that
(i) humor can be both attractive and rewarding for students engagement;
(ii) images commonly exert some power over viewers, hence it is relevant
that students are prepared to read them critically; (iii) in addition to critical
reading, students should be encouraged to reframe their own positioning
in relation to texts. My purpose with such an analysis is to devise activities
which make clear to students the links between text and frames, frames
and discourses, discourses and the possibility of reframing. I will show not
only how students can develop SC in the classroom, but how scholars
and teachers can profitably apply SC to various contexts of research and
practice. The discussion briefly presented hereby is part of a doctoral
dissertation research developed at UFRN Natal and UC Berkeley, involving
secondary education students in a Brazilian Federal Institute (IFRN) campus.
For such an enterprise I make use of linguistic theories of humor (Attardo:
2001; Possenti: 2010), cognitive linguistics (Dacygier & Sweetser: 2015;
Lakoff: 2010), discourse analysis (Johnstone: 2008; Blommaert: 2005) and
SC (Kramsch: 2011, 2006).
10:30am - 11:00am
Conceptions of Academic Writing: A Phenomenographic Analysis of Applied
Linguistic Graduates in China
Lian Zhang
Beijing Foreign Studies University, China, Peoples Republic of;
zhanglian@bfsu.edu.cn
This paper addresses the following questions: how Chinese applied
linguistic graduates conceive and understand academic writing; how such
conceptions are formed and developed; and what pedagogical implications
can be drawn for teaching academic writing. Phenomenographic approach
is used because of its potential to capture variation of understanding, or
way of constituting, the conceptions of academic writing. Subjects were
graduate students in applied linguistics from four Chinese universities.
They were invited to write a narrative account of their academic writing
experience based on semi-structured questions and later were interviewed
extensively about their learning history, perceptions and assumptions of
academic writing practices. The results show that there are large differences
among students in the manner they conceptualize academic writing, that
the differences are associated with internal and external sources, and
that five qualitatively different factors can be identified in mediating the
formation and development of their conceptions and they are motives,
prior knowledge, writing models, instructors, evaluation criteria, and use of
rules for writing learning activities. It is concluded that in many cases skill-
focused instructional measures in teaching academic writing do not have
the intended effects. Suggestions are provided regarding the implications of
these results for the improvement of teaching academic writing in Chinese
university EFL instructional contexts.
11:00am - 11:30am
O que penso sobre as aulas de ingls? Um relato de alunos do ensino mdio.
Dbora Busetti
UNISINOS, Brazil; deborabusetti@hotmail.com
Partindo de um pressuposto terico sociocultural no ensino-aprendizagem
de lngua inglesa (doravante LI) (LANTOLF, 2000, 2010; VYGOTSKY,1978), e
sobre crenas no ensino de lngua estrangeria (doravante LE) (BARCELOS,
2004, 2007), este estudo objetiva investigar (utilizando questionrios
estruturados) o que alunos do ensino mdio de uma escola particular
pensam sobre aprender ingls. Para saber o que possvel aprimorar nas
aulas de LI e entender o que os alunos pensam, necessrio ouvir o que
eles tm a dizer, saber de suas crenas, entend-las, e a partir dos relatos,
e anlise, possvel repensar o que j est consolidado. Com os resultados
analisados, os prximos passos consistem em elaborar uma unidade
temtica com tarefas colaborativas que correspondam s expectativas
dos alunos, e em seguida, aps a aplicao das tarefas, realizar mais um
questionrio estruturado objetivando verificar se houve alguma mudana
de percepo dos alunos. Segundo Mateus (2013), a aprendizagem
um processo dinmico (onde h trocas) e as identidades passam por
transformaes neste processo (no agir, no pensar e dialogar). Desta forma,
prticas colaborativas so mediadoras das atividades e/ou tarefas em que
as pessoas se engajam. Dar voz aos alunos faz com que eles deixem de ser
375
somente o objeto pesquisado pois ao escreverem acerca de suas opinies
e concepes referentes aprendizagem eles tambm criam sentido por
exteriorizarem seus pensamentos e experincias.
11:30am - 12:00pm
Um estudo sobre materiais didticos para o ensino-aprendizagem de ingls
para a terceira idade
Vvian Ndia Ribeiro de Moraes
UNESP, Brazil; vivian_demoraes@hotmail.com
A falta de materiais didticos para o ensino e aprendizagem de ingls como
lngua estrangeira (LE) para aprendizes da terceira idade uma realidade
enfrentada por professores que trabalham com esse pblico. Neste contexto,
os professores se utilizam, muitas vezes, de materiais originalmente
destinados ao pblico jovem, no dispondo, pois, de atividades que levem
em conta as necessidades cognitivas e motoras to particulares aos idosos.
Frente a esse cenrio, este estudo tem como principais objetivos fazer
um levantamento de materiais didticos produzidos para aprendizes da
terceira idade e apresentar uma proposta de unidade didtica que aborde
as necessidades e especificidades desse pblico-alvo. Tal proposta ser
implementada por meio de um curso de ingls voltado para alunos de uma
universidade aberta terceira idade de uma instituio pblica do interior
paulista. Para tanto, a metodologia a ser empregada nesta investigao
pode ser caracterizada como qualitativa de base etnogrfica e dentre
seus instrumentos e procedimentos, teremos a aplicao de questionrios
semiestruturados para o levantamento do perfil e das necessidades dos
participantes, e dirios reflexivos da professora para o apontamento de
questes relevantes com relao s prticas realizadas em sala de aula.
Esperamos que este estudo possa dar subsdios terico-prticos com
relao s prticas de sala de aula por meio de propostas didticas para
que o ensino e aprendizagem de lngua inglesa para a terceira idade possa
ser otimizado.
C747-758
Time: Friday, 28/Jul/2017: 9:00am - 12:00pmLocation: Studio 7
9:00am - 9:30am
A focalizao da comunicao multilngue e multimodal como contribuio
para o contexto educativo de surdos
Aryane Santos Nogueira
Universidade Federal de So Carlos, Brazil; aryane.santos.
nogueira@gmail.com
Neste trabalho tenho a inteno de discutir sobre a necessidade de
voltarmos a ateno para as prticas de comunicao e produo de
significados no campo da surdez a partir de um olhar que englobe e
reconhea a complexidade das trajetrias multilngues multimodais dos
surdos, visibilize a malha de recursos lingusticos e semiticos com os quais
eles esto envolvidos, no sentido de pensarmos em contribuies para o
processo educacional de alunos surdos. Afiliando-se Lingustica Aplicada
Indisciplinar (CAVALCANTI, 2006; MOITA LOPES, 2006), apresento os
resultados de pesquisa cujo objetivo consistiu em, a partir de pistas j
trazidas por pesquisadores da rea da surdez (SKLIAR e QUADROS,
2000; REILY, 2003; CAMPELLO, 2008), tentar compreender mais sobre as
relaes de jovens surdos com as imagens e suas representaes sobre
a visualidade surda. A anlise dos registros coletados, orientada pelas
discusses tericas na Sociolingustica da Complexidade (BLOMMAERT,
2010, 2012, MAKONI e PENNYCOOK, 2012; MARTIN-JONES et al, 2012) e
na Sociosemitica Multimodal (KRESS e VAN LEEUWEN, 1996; BALDRY e
THIBAULT, 2006; KRESS, 2010), indicou que, ainda que os jovens surdos
participantes da pesquisa estivessem o tempo todo se relacionando com
o signo imagtico, o valor indexical desse recurso semitico mostrou-
se varivel. Revelaram-se diferentes padres de conduta semitica:
a depender da posio e do valor atribudo aos recursos lingusticos
e semiticos, as pessoas surdas foram localizadas em determinadas
categorias indexicais, diretamente relacionadas s questes de identidade
e, mais especificamente, representao da visualidade surda. Considera-
se que olhar para a complexidade dos processos interativos em contextos
multiescalares e para o modo como so estabelecidas as relaes entre os
sujeitos que deles participam e os recursos pode ser um importante passo
no sentido de aprofundarmos conhecimentos sobre como os aspectos
culturais e identitrios surdos podem ser contemplados nas estratgias de
ensino e em sua participao em contexto educativo.
9:30am - 10:00am
O entre lugar de crianas brasileiras venezuelanas na fronteira
Cora Elena Zambrano
Universidade Federal de Roraima, Brazil; coragonzalo@gmail.com
As lnguas em contato nas fronteiras tm gerado interesse de pesquisadores
em diversas reas, este trabalho em Lingustica Aplicada um exemplo
disso. Busca analisar o bilinguismo de crianas de 4 e 5 anos, nascidas
no Brasil, de famlias venezuelanas, residentes na Venezuela, que esto
iniciando a vida escolar em uma escola brasileira localizada na fronteira do
Brasil com a Venezuela. Com um cenrio sociolinguisticamente complexo,
onde convivem brasileiros e venezuelanos, falando espanhol e portugus,
proponho a seguinte pergunta de pesquisa: De que maneira crianas
nascidas no Brasil, de famlias venezuelanas, moradoras de Santa Elena de
Uairn/VE, se inserem nas atividades da escola brasileira de fronteira?
Tambm tento responder se a professora considera as diferenas
lingusticas e culturais dessa minoria lingustica durante as atividades
culturais na escola. Alm de observar se existe alguma resistncia em
aprender a lngua e os costumes do Brasil e de que forma as crianas lidam
com os smbolos nacionais, analisando como isso reflete na sua construo
identitria.
Dentre os principais autores utilizados esto Grosjean (2008) e Mello (1999)
com os conceitos de bilinguismo, Moita Lopes (1999, 1998) conceitualizando
a Lingustica Aplicada e Cavancanti (1998, 1999, 2006) explanando sobre
minorias lingusticas e escolarizao em contexto bilngue. Aproveitando a
interdisciplinaridade da LA utilizei tericos dos Estudos Culturais como Hall
(2006) e Bhaba (2005) com os quais discuti os temas de identidade cultural
e adotei o termo entre lugar.
10:00am - 10:30am
Implicit intertextuality: making the invisible visible to L2 feature story
writers in the ESL classroom
Aditi Dubey Jhaveri
The University of Hong Kong, Hong Kong S.A.R. (China); aditi5@hku.hk
The paper examines the intertextual strategies used by a class of L2
learners who were required to submit a feature story of 2500 words
as their assignment during the final year of their undergraduate study. A
mixed-method approach consisting of textual analysis and interviews was
used to examine these Language & Communication Major students use
of intertextuality in their writing. Findings reveal that high-ability student
texts demonstrated both overt intertextuality in the form of quotations and
paraphrased ideas as well as covert or implicit intertextuality through allusion
to other texts, which effectively evoked latent meanings related to wider
discourses on the topic. In contrast, medium- and low-ability students mostly
relied on overt intertextuality, and when instances of covert intertextuality
were found in their texts, these resources did not contribute to the overall
communicative purpose of the text. Thus, high-ability students writing was
different in that it made use of implicit intertextual resources intentionally
and thus more successfully than medium- and low-ability students texts. An
external factor that contributed significantly to high-ability students writing
was their knowledge of global and local issues as well as their familiarity
with prevalent socio-political, economic and cultural discourses, and their
ability to make meaningful connections between them. These results have
implications for refining pedagogical practices for L2 students learning
to write feature stories in English. Through a step-by-step, systematic
376
explanation of the intertextual landscape of texts, teachers can empower
writers in the ESL classroom with strategic feature writing tools. The more
broadly, clearly and accurately students can foresee the intertextual world
they can draw upon, the more agency they will have as feature writers in
creating authoritative and powerful texts.
10:30am - 11:00am
Turkish-German classroom interaction: the enhancement of learning
processes by means of multilingual discourse
Angelika Redder1, Jonas Wagner1, Jochen Rehbein2, Meryem elikkol1
1Universitt Hamburg, Germany; 2Akdeniz niversitesi, Turkey; jonas.
wagner@uni-hamburg.de
Multilingualism offers a considerable resource in education. Especially
in problem-solving exchanges, classroom discourse will benefit from
this resource. This holds true because in multilingual settings language
and thought intertwine not only in an ordinary, but in a complex way. To
comprehend, to consider and to reason by using two or more languages
quite often means to mentally represent concepts or ideas in two or more
different ways and thus to get a broader picture of them. So the creativity
of translanguaging (Garcia/ Wei 2014) can be used as a tool to meet
epistemic challenges.
But what do we know about the performance in real classroom discourse?
Is there any division of labor between the languages to be found in order
to manufacture mutual understanding of the contents by means of a
collaborative problem-solving discourse in two languages? In our paper we
will focus on the meso- and the micro-level of speech actions in Turkish-
German maths classes* (7th grade) from a pragmatic perspective (Redder
2008). We will try to determine how teachers and students make use of
their languages to fit the institutional needs of knowledge transfer and
knowledge construction, when interacting in a bilingual mode (Grosjean
2008). As a consequence we will examine the role that each language and
the interrelation of both languages plays in the learning process and thus
will contribute to a better understanding of the benefits multilingual teaching
provides.
Garca, Ofelia/ Wei, Li (2014) Translanguaging: Language, Bilingualism and
Education. New York: Palgrave.
Grosjean, Franois (2008) Studying Bilinguals. Oxford: University Press.
Redder, Angelika (2008) Functional Pragmatics. In: Antos, G./ Ventola, E.
(eds.) Handbook of Interpersonal Communication. Berlin: de Gruyter, pp.
133-178.
* Our empirical data was collected in the interdisciplinary research project
MuM-Multi (granted by the Federal Ministry of Education and Research,
maintained by Prediger, Redder, Rehbein).
11:00am - 11:30am
When English linguistic capital isnt: Chinese/North American transnational
children attending Chinese public school
Klara Abdi
University of British Columbia, Canada; klara.abdi@yahoo.com
Among the growing numbers of transnational families moving between
North America and China, education represents both a reason for such
movements and one of its difficulties. The data for this paper come from
a one-year ethnographic study examining the educational experiences of
five children attending a Chinese public primary school after their families
return from North America. All of the children struggled with their cultural
adjustment and schooling, due, in particular, to their lower Chinese literacy;
however their treatment in the class and school varied.
In this paper, drawing on observation and interview data, I will specifically
explore the value of the childrens English linguistic capital. I will show how
this value varied among the three Chinese and two non-Chinese children
and was in part linked to their appearances and backgrounds. Specifically
only the non-Chinese children were sought out and showcased at school (complementing the study of how inclusion is handled at an institutional
events. In the classroom, only the youngest non-Chinese child, attending level, cf. Lindsay 2007), while defining inclusion as full participation for all
grade 2 where English is not part of the official curriculum, was sought out (Booth & Ainscow 2011).
by his homeroom teacher for his English knowledge and asked to teach
Against this background, the current paper, related to a project on inclusion
short English lessons to his classmates once a week. However, the grade
in Italian primary schools, aims at investigating the relationship between
3 and 4 English teachers who employed a teacher- and textbook-centered
language use and participation in the classroom; more specifically, by
teaching method, did not draw on the other four childrens English language
applying a Conversation Analysis approach, the exploratory analysis
knowledge, putting into question the very value of said knowledge as a
presented here focusses on teachers communicative strategies and their
motivation for transnational movements. By not validating these English
role in enhancing pupils contribution to the co-construction of knowledge
linguistic funds of knowledge at a time when the children were in particular
during whole-class instruction (teacher-led-discussions). Based on a
need of such validation due to their struggles in other classes, teachers
collection of audio- and videorecordings in three Italian primary schools (ca.
inadvertently created a situation where their students English would likely
10 hours), the study explores the ways in which teachers manage to involve
deteriorate gradually and they would struggle again upon their return
all pupils in the activity-at-hand, examining how question design, positive
to North America. I will conclude with implications for teaching young
evaluation, correction and further strategies can play a role in enhacing
transnational students.
individual and collective participation.

11:30am - 12:00pm
9:30am - 10:00am
How classroom interaction supports multilingual students development of
Leituras sobre a tragdia do Rio Doce em pauta no curso tcnico em Portos,
disciplinary literacy
CEFET-RJ
Jenny Uddling
Renata de Souza Gomes
Stockholm University, Sweden; jenny.uddling@isd.su.se
CEFET-RJ, Brazil; renata_souza_gomes@yahoo.com.br
The written language of science is often described in terms of linguistic
Ao elaborar e consolidar novos cursos, o Centro Federal de Educao
density, technicality and a high degree of abstractness. For multilingual
Tecnolgica Celso Sucow da Fonseca (CEFET-RJ) procura atender as
students, science and its written language is likely to be even more
necessidades e demandas da regio, na qual ele est localizado. Diante
challenging as they are learning science in their second language. I will
disso, a unidade descentralizada de Itagua criou e estabeleceu o curso
present findings from my ongoing thesis project, which is a study of how
de nvel ps-mdio tcnico em Portos, em face da criao e expanso
classroom interaction supports multilingual students possibilities to develop
das atividades porturias na cidade de Itagua, no Rio de Janeiro. Uma
disciplinary literacy (e.g. the written language of science). More precisely I
das companhias presentes na atividade porturia da regio a Vale do
examine how multilingual students are supported in the unpacking of written
Rio Doce, e a mesma procura estabelecer parcerias com o campus Itagua,
texts and how they are supported in their own writing, both in whole class
desde a sua fundao. Grande parte dos alunos do referido curso j
instruction and in small groups. Data has been collected from a primary
trabalha ou almeja trabalhar para a empresa. Na estrutura curricular desse
(students aged 11) and a lower secondary physics classroom (students
curso, h a presena e importncia da disciplina de lngua inglesa, uma vez
aged 14), during a period of nine and seven weeks respectively. The data
que, grande parte dos documentos porturios so escritos e emitidos em
comprises video and audio recordings, digital photographs, textbooks and
ingls. A disciplina ainda se apresenta registrada sob o rtulo de ingls
students written texts.Theoretically, the project takes its stance in social
instrumental,o que j denota uma viso tecnicista e instrumentalizada
semiotics, including systemic functional linguistics (SFL). SFL is also used
do discurso em lngua estrangeira. Portanto, essa apresentao almeja
as the main analytical tool. Preliminary results reveal that both the teachers
problematizar a questo de uma certa hibridizao do discurso educacional
and the students use a variety of strategies, which can support multilingual
e do discurso do local de trabalho dentro de uma instituio federal de
students development of disciplinary literacy. Pedagogical implications are
ensino sob o vis da promoo do letramento crtico desenvolvido durante
suggested.
as aulas de lngua inglesa para fins especficos no curso de Portos. O
momento das aulas a ser apresentado a transio das atividades de leitura
dos documentos tcnicos para a leitura de textos diversos e multimodais
C759-770 sobre a tragdia do Rio Doce, em Mariana, Minas Gerais.

Time: Friday, 28/Jul/2017: 9:00am - 12:00pmLocation: Studio 8

10:00am - 10:30am
9:00am - 9:30am
Mapeamento de gneros do trabalho como subsdio para estudos sobre o
Bravissimo! Teachers communicative strategies and participation: an letramento profissional
exploratory study
Denise dos Santos Gonalves
Daniela Veronesi
Centro Federal de Educao Tecnolgica de Minas Gerais, Brazil;
Free University of Bozen-Bolzano, Italy; daniela.veronesi@unibz.it
denisegoncalves@yahoo.com
As an example of institutional communication (Heritage 2005), classroom
Neste trabalho, apresentamos e discutimos dados coletados para subsidiar
interaction has represented one of the main interests within Conversation
uma pesquisa de doutorado por meio da qual buscamos perceber relaes
Analysis since its inception; over the past decades, a number of phenomena
entre apropriao dos gneros do trabalho e letramento do trabalhador em
typical for this setting such as for instance correction and the initiation-
uma instituio pblica que desenvolve cursos de formao profissional.
response-evaluation sequence (Mehan 1979; McHoul 1990; Macbeth 2004,
Nessa modalidade, as atividades de ensino e aprendizagem de textos
Margutti & Drew 2014), the way teachers sustain pupils self-correction
convergem para prticas de letramento do trabalhador na medida em que
(Weeks 1985), scaffolding and question design (Lerner 1995; Koshik 2002,
este exerce suas tarefas por meio da linguagem conformada em gneros
Margutti 2010; Koole & Elberts 2014, among others) - has been extensively
orais e escritos. Tendo em vista que os gneros so compreendidos em
analysed, with detailed descriptions of classroom interaction organization
situaes concretas de comunicao e correspondem a determinados atos
in terms of activity types (Levinson 1992) and participation (Goffman 1981;
de interao nas esferas (BAKHTIN, 2011 [1979]), devem ser abordados nas
Goodwin & Goodwin 2004).
situaes em que ocorrem em relao s atividades humanas, uma vez que
The issue of participation, on the other hand, is becoming more and more esto estreitamente vinculadas ao seu envolvimento social (MARCUSCHI,
relevant in pedagogical studies on the topic of inclusion; these have 2008). Nesse sentido interessam-nos, para a pesquisa, gneros escritos que
recenty stressed the role of micro-analyses of teacher-student interaction traduzam as prticas de letramentos situados (BARTON e HAMILTON, 2000)

377
no ambiente de trabalho. Apresentaremos a estratgia de base etnogrfica
para a coleta dos dados e discutiremos em que medida os gneros
mapeados demonstram formas pelas quais os profissionais desempenham
diversos papis nos eventos de letramento (BARTON, 2007) decorrentes do
exerccio do seu trabalho. O mapeamento dos gneros permite perceber
os diversos lugares institucionais a partir dos quais um mesmo sujeito se
utiliza da linguagem para se comunicar. Como consequncia, e em razo de
tomarmos esses gneros como elos na cadeia de enunciados (BAKHTIN/
VOLOCHNOV, 2010 [1929]) do trabalho, refletir sobre as relaes entre os
currculos dos cursos observados e as mais amplas necessidades de ler e
escrever dos profissionais em formao.
10:30am - 11:00am
Letramentos no trabalho: atividade profissional e autonomia em contexto de
formao em servio
Mrcia Mendona
UNICAMP, Brazil; MENDONCA.MRS@GMAIL.COM
Na perspectiva dos Novos Estudos do Letramento (NLS) (STREET, 2010;
2003; 1984; BARTON & HAMILTON, 2000), dos letramentos crticos no
trabalho (HULL, 2000) e nos estudos discursivos sobre entre linguagem e
trabalho (Faita, 2005, 2010; Nouroudine, 2002) esta apresentao discute
prticas de letramento profissional e processos de legitimao social em
indstria petroqumica, no mbito de um curso piloto de formao em
servio, cujo objetivo era ampliar capacidades de lidar com leitura e escrita
em contextos profissionais. Ao interagir pela linguagem para realizar tarefas
no trabalho, os sujeitos mobilizam e (re)(des)constroem saberes sobre
a linguagem, os textos, os gneros do discurso em que se configuram
e seus respectivos processos de legitimao social, alm das prprias
relaes de poder implicadas nessas interaes. Assim, uma proposta
de aperfeioamento profissional na rea da linguagem deve ultrapassar
o conhecimento dos gneros ou registros lingusticos mais empregados
nesses ambientes e implica uma aprendizagem em servio que considere
o conhecimento situado desses usos, (re)elaborado cotidianamente pelos
profissionais. No curso em foco, mapeamos o pblico-alvo (cf. propostas
de EJA; BRASIL, 1994; CATELLI et al. 2015; 2016), bastante heterogneo
quanto aos percursos pessoais, escolares e profissionais; assim como ao
seu possvel engajamento na formao proposta. Observou-se grande
heterogeneidade quanto a habilidades de leitura, eventos de letramento
e formas de interao verbal privilegiadas. Conclumos que algumas
prticas de letramento e respectivas formas de legitimao, competncias
e habilidades requeridas num mesmo local de trabalho - indstria
petroqumica eram especficas de dado(a) setor/empresa e tinham forte
relao com a cultura organizacional das instituies envolvidas e com o
grau de autonomia dos trabalhadores. Isso aponta para a necessidade de
se configurarem oportunidades formativas a partir do maior conhecimento
sobre os letramentos no mundo do trabalho, de modo que se possa
impactar a formao dos trabalhadores na sua autonomia de atuao.
11:00am - 11:30am
Construo de entendimento em reunio pedaggica: Uma anlise sobre
posicionamentos na narrativa
Clia Elisa Alves de Magalhes1, Maria das Graas Dias Pereira2
1Pontifcia Universidae Catlica do Rio de Janeiro- PUC Rio, Brazil;
2Pontifcia Universidae Catlica do Rio de Janeiro- PUC Rio, Brazil;
elisa.celiamagalhaes@gmail.com
Este estudo investiga a construo de entendimento durante a negociao
de deciso em uma reunio pedaggica no contexto escolar do Ensino
Fundamental e Mdio. A proposta da reunio a padronizao da mdia de
acertos em testes simulados de ingls que objetivam a indicao de alunos
realizao de exames internacionais de proficincia na lngua. A pesquisa,
cujos dados foram gerados pela gravao digital em audio em uma escola
da rede privada do Rio de Janeiro, de natureza qualitativa e interpretativa
(Denzin e Lincoln, 2006), de cunho etnogrfico (Andr, 2001), e est inserida
na rea da Lingustica Aplicada das Profisses (Sarangi, 2012). O foco
378
consiste em investigar, pelo vis da teoria dos posicionamentos (Bamberg,
1997), como o entendimento coconstrudo na prtica narrativa emergente
na interao. Por isso, o trabalho fundamenta-se em pressupostos sobre
a coconstruo narrativa (Ochs e Taylor, 1993; Jacoby e Ochs, 1995; Ochs
e Capps, 2001), focalizando a sequencialidade (Garcez, 2001; Norrick,
2000, 2005; Pereira e Cortez, 2011) e a interao (Garcez, 2001; Bamberg
e Georgakopoulou, 2008) no cenrio coletivo e partilhado pelos docentes,
com insero de narrativas sobre o fazer pedaggico (Nbrega, 2009).
Neste estudo, as prticas so concebidas como modos de fazer coisas,
modos de falar, crenas, relaes de poder (Eckert e MacConnell-Ginet,
2010, p. 102), constitudas nas interaes entre participantes em eventos
comunicativos (Holmes e Meyerhof, 1999, p. 175). Os resultados sugerem
que o engajamento dos docentes em narrativas sobre experincias do fazer
pedaggico possibilita a expresso de percepes que so resignificadas
luz de novos entendimentos construdos na interao. A coconstruo
do entendimento realiza-se em dois nveis: o da (co)narrao interacional
e o das narrativas inseridas. O olhar para a construo bidimensional do
entendimento na interao pode expandir o leque de possibilidades
tericas que estudam a fala na interao em contexto pedaggico.
11:30am - 12:00pm
Domestics with conditions: Brazilian employer-employee relations
regarding the Nova Lei do Empregado Domstico
Kellie Goncalves
University of Bern, Switzerland, Switzerland; kellie.goncalves@iln.no
Over the last 10 years, Brazils position on the global level has shifted
considerably. Not only is Brazil an important member of the BRICS (Brazil,
Russia, India, China & South Africa), thus representing the worlds largest
developing economies, but it is ranked as the seventh largest economy
worldwide. Within the context of domestic migrant workers, Brazil is by
far the largest employer of domestic workers within all of Latin America,
experiencing a stable growth from 5.1 million to 7.2 million domestic
workers between 1995-2009 (International Labour Organization 2013: 26).
In addition, Brazil, along with countries in the Middle East, the Gulf region
and Canada, still recruit domestic workers to reside and work in the familys
home (Romero et al. 2014).
This study investigates employee-employer discourse within a domestic
labor context (Gonalves and Schluter forthcoming) and the inherent
asymmetrical relations of power (Bourdieu 1991) within these relationships.
This study is framed within a recently passed law (2014) concentrating
on equal rights and legal protections for domestic workers (Nova Lei do
Empregado Domstico [No. 11.324] based on the Domestics Workers
Convention, 2011 [No. 189]). I take a discourse analytic approach and examine
the consequences of these legal changes experienced in the lives of both
live-in and live-out domestic workers as well as their female employers.
The methodology employed in this study consists of critical ethnography
(Madison 2012) and conversations with a purpose (Burgess 1982) carried
out with four female employers and three female domestic workers residing
and working in Minas Gerais. Results indicate that while some employers do
not adhere to this new law for several reasons, they are also no longer in a
traditional position of power as many of the domestics rely on this new law
for leverage concerning their everyday work duties.
C771-782
Time: Friday, 28/Jul/2017: 9:00am - 12:00pmLocation: Studio 9
9:00am - 9:30am
Daoist mediums in their workplaces: the language of trance and the question
of identity.
Ghim Lian Phyllis Chew
singapore, Singapore; phyllis.chew@nie.edu.sg
In Daoist temples, there is the ubiquitous practice of spirit-mediumship where
a medium not only subjects himself or herself to self-mortification practices
but also go into trance as a means of obtaining important messages from
the world beyond for his or her client(s). By invoking a special or sacred
language, mediums are able to time travel to retrieve messages from the
spiritual realm. Through such trancing or languaging the medium invokes
the shen (spirits or deity) to take over his physical body and personal identity.
This paper examines the phenomenon of trance and sacred language in
a Daoist temple. What is the language of trance? What are its linguistic
patterns? When a voice speaks to the medium from the next world, what is
the language used? What happens to the mediums personal identity under
trance? What identity(ies) come into play in trance?
The site of research is the Daoist temple in Singapore, where there are a few
hundred temples that that have some regular spirit-medium consultations.
The mediums of one typical temple have been selected as a case study.
The research methods are as follows: 1) participant observation at Daoist
events with spirit-mediums in attendance; 2) one-to one interviews of spirit
mediums; and 3) tape-recordings of the mediums in trance.
This pioneering research on language and identity in the workplace of a
Daoist temple is supported by a grant, SUG 20/15 CGL, from English and
Literature Academic Group, Nanyang Technological University, Singapore.
9:30am - 10:00am
Construes discursivas situadas sobre prticas sociais de fs em ambientes
virtuais
Anamaria Massunaga
Colgio Pedro II, Brazil; anamassunaga@gmail.com
O presente trabalho tem como objetivo investigar as prticas de fs de
uma perspectiva situada, motivada pela minha prpria experincia de f.
Busco, atravs da anlise dos posicionamentos interacionais construdos
na entrevista com as trs fs-participantes, investigar como elas entendem
e se relacionam com suas prticas, focando na construo discursiva
do universo de fs, as formas de participao possveis, as identidades
construdas dentro e fora dos ambientes online e as relaes entre as
prticas de f e a vida cotidiana. Utilizo como fundamentao terica o
conceito de letramentos digitais, que implicam uma nova relao com os
artefatos tecnolgicos (em especial a internet) e os tipos de interaes e
relacionamentos que esses possibilitam. Discuto tambm alguns aspectos
tericos sobre fs, principalmente no que diz respeito chamada cultura
de participao, a prtica de escrever/ler fanfictions (histrias criadas para
um universo ficcional j existente), e como essas questes esto inseridas
no contexto dos letramentos digitais na contemporaneidade. A anlise dos
dados constri um entendimento das prticas de fs como diversificadas,
com possibilidades de participao, colaborao e conflito entre as fs.
As formas de participao tambm so diversas, e so influenciadas por
fatores externos, como a disponibilidade de tempo. Assim, h diferentes
relaes entre as atividades de f e a vida cotidiana das participantes,
incluindo impactos positivos na esfera profissional.
10:00am - 10:30am
Discourses of homosexuality in the fields of mens and boys football (DHoFF)
Samu Mikael Kytl
University of Jyvskyl, Finland; samu.kytola@jyu.fi
This paper outlines the key premises of a research project aimed beginning
in 20172018. Drawing from the sociolinguistics of gender/sexuality (e.g.
Milani 2013), sociology of football/team sports (e.g. Giulianotti & Robertson
2009), and recent work on language and superdiversity (e.g. Blommaert &
Rampton 2011; Leppnen & Hkkinen 2012), this project aims to advance
our understanding of why sexual minorities are grossly under-represented,
publicly almost non-existent, in mens/boys football. While this subject has
recently emerged strongly in gender/sexuality studies and the sociology
of sports (e.g. Anderson 2011; Magrath et al. 2013), strengths and insights
from new sociolinguistics (e.g. Blommaert & Rampton 2011) and multisemiotic
discourse analysis (e.g. Kress 2010; Jones 2012) to fine-grained analyses
of the fabric of everyday social activity have not been harnessed to full
379
potential in research on sexuality in football. Further research is particularly
urgent as sexual minority rights are gaining ground in Western or liberal
societies, yet mens team sports appear as the last citadel where the
full diversity of masculinities and sexualities concretely conceived of as
coming out is not thriving (e.g. Anderson 2015, Kokkonen 2012, Bush et
al. 2012, Skogvang & Fasting 2013, Magrath et al. 2013). My methodological
position lies in the intersection of the abovementioned fields, and the
multi-sited project focuses on discourses of homosexuality in fields of
mens football in the light of different complementary datasets. I use the
ethnographic notion of field (e.g. Wittel 2000; van Maanen 2011) to refer to
both (digitally) mediated and physical sites of social action (e.g. imagined,
told and retold mythical locker room stories), where homosexuality in
mens football is at stake in the form of discussions, statements, story-telling,
insults, chants, narratives of (not) coming out, discrimination, sexism, or
dreams and projections of a more open world of football.
10:30am - 11:00am
EAL doctoral candidates and second language identity development
Morena Dias Botelho de Magalhaes
The University of Auckland, New Zealand; m.magalhaes@auckland.ac.nz
At the University of Auckland, doctoral candidates are required to complete
a post-entry language assessment within the first two months of registration.
This policy was implemented so that all candidates could have access to
appropriate language enrichment opportunities from the beginning of
their studies, regardless of their linguistic background. My research project
focuses on the language learning experiences of international candidates,
for whom English is an additional language (EAL), during their first year of
study. I am particularly interested in: (1) how candidates learning experiences
may impact on their identity development as second language (L2) users; (2)
the relationship between L2 identity and candidates participation in their
host academic communities.
Narrative inquiry is the methodology underpinning my project. A three-
dimensional narrative space, comprising characters, time and place, affords
the realisation of a contextualised investigation. The act of storytelling also
allows for multiple identities to be revealed and encourages reflection.
I interviewed 11 EAL doctoral candidates a number of times during their
provisional first year of study. The interviews were open-ended and on
each occasion my participants shared aspects of their lives as PhD students
trying to find a voice as novice academics while operating in a language
that was not their own. After transcribing all the interviews, I summarised
my participants accounts in narrative form in order to make sense of their
stories. My narrative summaries were subsequently analysed in detail for
both content and context. This presentation discusses the trajectory of one
particular candidate for whom the process of participating in new academic
communities and emerging as an academic was found to be intrinsically
related to embracing and developing her L2 identity, especially as she
discovered her L2-mediated academic identity.
11:00am - 11:30am
English and I: Self-portraits of English as a Foreign Language (EFL) Students
Margaret Marie Palmer
Universidade Federal de Viosa, Brazil; maggiempalmer@gmail.com
Research on beliefs has been a prolific field of study since the 1980s (Barcelos,
2003; Kalaja & Barcelos, 2013; Barcelos and Kalaja, 2011). The data collection
instruments commonly used in most studies to investigate beliefs have been
interviews, questionnaires, written narratives and classroom observations,
amongst others (Barcelos, 2007). Yet it is rare to find studies that have used
visual narratives to investigate beliefs in Brazil (Kalaja et al., 2008). Visual
narratives have been utilized to investigate various aspects of learning, and
more recently, beliefs (Borg et al, 2014; Hakkarainen, T. 2011; Kalaja et al,
2008 & 2013 & 2015; Pitknen-Huhta & Pietikinen, 2014). Thus, this paper
reports on the results of a study that used visual narratives to investigate
beliefs in respect to teaching and learning English amongst a group of
students. Sixty-two (62) students created a visual narrative according to the
instructions in a study by Kalaja (2008) and wrote an interpretation of their
narratives. The analysis followed the criteria developed by Kalaja (2008)
and Pitkanen-Huhta & Pietikainen (2014) so as to render viable significance
through images, icons, and other forms of visual symbols. The results have
suggested that a majority of the students believe that the experience of
learning English as a foreign language is more individual than it is social. The
metaphors and images suggest an important belief: that learning English
offers access to new opportunities around the world. The implications to the
study of the English language, as well as student and teacher education will
be offered at the end.
11:30am - 12:00pm
ESCOLHAS LEXICAIS E DISCURSIVAS COMO MARCADORES DE MOVIMENTOS DE
AGENTIVIDADE
Parmenio Cito
Universidade Federal de Roraima - UFRR, Brazil; parmeniocito@gmail.com
A realizao de movimentos de agentividades em interaes face-a-face
deve considerar aspectos que expliquem suas ocorrncias e as implicaes
de suas realizaes para a dinmica da ao interativa, levando em conta
a relevncia que os participantes atribuem a essas realizaes. A anlise
aqui proposta, a partir de uma perspectiva mica, busca descrever e discutir
procedimentos que definem a relevncia demonstrada pelos participantes
para as realizaes de agentividade, suas e umas dos outros. Trata, de
maneira especfica, sobre intenes e implicaes de tais realizaes para
a construo da interao com base em elementos lingusticos e discursivos
em dois contextos de interao, uma entrevista e uma aula de ingls lngua
adicional, por meio de movimentos de agentividades dos sujeitos. A noo
de relevncia utilizada para a explicao dos sentidos e movimentos
realizados, vinculada a aspectos de intersubjetividade e situacionalidade,
considerando escolhas lexicais e discursivas dos participantes e seus efeitos
em cada contexto interativo. No caso da entrevista, analiso realizao de
agentividades de pessoa iletrada (entrevistada), observando representaes
e movimentos de sentidos seus e da entrevistadora, letrada. O movimento
feito pela entrevistada com relao aos sentidos sobre sua condio de no
saber ler e escrever, que passa de um sentido menos negativo para mais
negativo, configura-se adequao ao sentido realizado pela entrevistadora,
alfabetizada. Na sala de aula, observo momento conflituoso entre sentidos
de alunos e da professora que traz movimentos de adequao daqueles
a sentidos dessa. A realizao de identidades por parte dos alunos, de
mais agente para menos agente, explicada pelos sentidos clssicos
da cultura de sala de aula que conferem poder identidade de professor
para avaliar contribuies de alunos. Resultados demonstram paralelo entre
movimentos nas duas interaes que caracterizam abandono de sentidos
pessoais e conformao a autoridades epistmicas representadas nos dois
contextos.
C835-836
Time: Friday, 28/Jul/2017: 9:00am - 12:00pmLocation: Catete
9:00am - 9:30am
PRTICAS DE LETRAMENTO NA FORMAO INICIAL DE PROFESSORES DE LNGUA INGLESA
Ilza Lia Arouche , Ana Maria Stahl Zilles
1 2
1Universidade Estadual do Maranho, Brazil; 2Universidade do Vale do Rio
dos Sinos -UNISINOS, Brasil; ilzaarouche@gmail.com
Este estudo um recorte de uma pesquisa de mestrado da Universidade
do Vale do Rio dos Sinos. Ele analisa algumas prticas de letramento na
formao inicial de professores de lngua inglesa em uma universidade
pblica no Maranho. Tais prticas tinham como objetivos possibilitar o
letramento acadmico em lngua inglesa e a favorecer o fomento do exerccio
da cidadania, por meio das interaes discursivas de narrativas. A base
epistemolgica deste estudo so os gneros do discurso compreendidos
como ao social (BAKHTIN, 2011) e, os estudos de letramento em uma
perspectiva social (STREET, 2010, 2014); (BARTON E HAMILTON, 2000) e, os
letramentos crticos (PENNYCOOK, 2001, 2003); (CERVETTI, PARDALES E
DAMICO (2001). A pesquisa se configura como colaborativa e interpretativista
de cunho etnogrfico, contemplando aspectos da pesquisa ao. Os dados
gerados, a partir dos relatos dos participantes, revelaram que as prticas
de letramento proporcionaram aos alunos experincias discursivas orais
e escritas enriquecedoras, alm de resgatar valores sociais, provocar
reflexes acadmicas e familiariz-los com diferentes gneros. Ao analisar
os depoimentos dos participantes, percebemos que trabalhar as narrativas,
alm de contribuir para o desenvolvimento de habilidades lingusticas e
comunicativas na lngua materna e na lngua inglesa, proporcionou a eles
conhecimento e valorizao das obras e da cultura local. Desse modo,
pode-se dizer que as prticas letradas em uma abordagem ideolgica,
revelaram ser uma boa estratgia para a ressignificao da prtica de
leitura naquele contexto universitrio.
9:30am - 10:00am
Does writing development in the L2 also help L1 writing?
Candy Palma
Universidade Federal do Parana, Brazil; candidarp@gmail.com
For some years now, applied linguistics has been abandoning the notion
that second language acquisition is a one-way process (L1 L2), instead
acknowledging that the second language also interacts with and affects the
first (L1 L2) (Cook, 2003) . However, this growing consensus is not one
that has often been empirically examined in real-life language classrooms,
and even less so among young learners. The very little literature that
does exist has focused on how L2 learning influences L1 reading literacy
development (e.g. Murphy, Macaro, Alba & Cipolla, 2015), but to date no
research exists that has looked at the effect of L2 writing instruction on L1
writing development among children.
To shed further light on this area, the researcher recruited middle school
students in Brazil who had received some instruction in English, but not any
formal training in written composition. At the outset of the study, the students
provided samples of both English and Portuguese written composition,
and then were given special extra-curricular genre-focused English
writing instruction. During the same period, the same participants did not
receive any extra writing guidance in their L1 (Portuguese). Throughout the
intervention, samples were collected from students in both languages, and
any changes in either language monitored and recorded.
In this session, the researcher will briefly present the background of
the study, and then focus on results that reveal that as certain features
emerged in participants writing in English (e.g. evidence of increased genre
awareness) as a result of the extra instruction, those features also emerged
in compositions in Portuguese, without extra instruction. Some insights from
the interviews and questionnaires will also be highlighted.
To conclude, the speaker will posit some pedagogical implications of the
research, and also discuss possible future directions. Finally, suggestions,
comments, and questions will be invited from attendees.
10:00am - 10:30am
CRITICAL LITERACY FOR DIFFERENCE: TEACHERS PERCEPTIONS OF THE ENGLISH
LANGUAGE CURRICULUM IN BRAZIL
Dnie Marcelo Jesus
Federal University of Mato Grosso, Brazil; daniepuc@gmail.com
In the past decade, the issue of difference has been addressed through
various theoretical perspectives, which clearly demonstrates the need
to question and understand our social lives in a supposedly globalized
world. English Language Training (ELT) research has shown that the English
language classroom has become a rich scenario to develop studies which
focus on critical education and which reassess language teaching practices
and curricula in a way that is more responsive to diversity. Thus, this research
investigates Brazilian teachers perceptions about the English language
curriculum in their undergraduate courses as related to the issue of diversity,
as well as the way they deal with this issue in their daily routine. Data is
380
analyzed through a critical literacy lens. The study involved the use of an
open questionnaire with twenty-three English language educators. Through
an interpretative research methodology, the analysis identified perceptions
that emerged from participants answers. Data suggests that the ELT pre-
service teacher curriculum focuses on content. Teachers also believe they
have not been adequately prepared to face diversity in their educational
settings, but some claim to cope with this topic intuitively (gender, ethnicity).
Others have been discussing diversity with their students to raise their
awareness of cultural differences. This study presents implications for the
use of critical literacy in teacher education, and highlights the need for
reviewing ELT programs in higher education to encompass diversity-related
issues.
10:30am - 11:00am
Bilingual language development of preschool children Policy and practice
Samel Lefever
University of Iceland, Iceland; samuel@hi.is
During the last decade the number of children of immigrant background
entering preschool in Reykjavik, Iceland has more than doubled. Currently
approximately 18% of children in the citys preschools are of immigrant
background and speak languages other than Icelandic. This has put
pressure on the city of Reykjavik to develop language policy and practices
for preschools which address the surge in immigrant families to Iceland.
The most recently adopted policy, called The World is Here, is grounded in
3 main principles: 1) varied teaching approaches and professional services;
2) active bilingualism and 3) parent cooperation, and its main aims are to
ensure the early education and well-being of all children and help them feel
proud of their background and culture. A number of guidelines and initiatives
have been introduced to help preschool staff develop childrens literacy
and deal with language issues in cooperation with parents. Importance is
placed on shifting the attitudes of preschool staff from a deficiency model to
recognizing the advantages and benefits of bilingualism and multiculturalism.
Focus is placed on the teaching of Icelandic as a second language and
supporting childrens home languages.
This paper will draw attention to the challenges and successes that are being
experienced in the implementation of the policy. I will discuss findings from
recent research which has looked at the bilingual language development
of preschool children of immigrant background, what characterizes their
language environment and how literacy issues are being dealt with in
Icelandic preschools. These research studies draw on the perspectives
of teachers, administrators and parents and provide valuable information
about the language and literacy development of young immigrant children
in Iceland. Findings from the studies indicate that although progress has
been made, there is continuous need for training in effective language and
literacy teaching methods in the citys preschools.
11:00am - 11:30am Warning: The presentations finish prior to the end of the session!
On the Relation of Writing and Images in Digital Communication
Christa Duerscheid, Christina Margrit Siever
University of Zurich, Switzerland; duerscheid@ds.uzh.ch
It is commonly agreed that texts are not monomodal but a combination
of different modalities (e.g. when text and images are combined in
online newspapers or when both letters and icons are used in mobile
communication). For the communication partners, this means that they
need to know how the different modalities may be applied and interpreted
in the production and reception of texts. Thus the design of text in digital
communication requires more than the language competences that have
been taught in school so far; a multimodal education (cf. Duncum 2004: 254)
that equips learners with multimodal competences is also needed. Findings
from multimodality research may serve as a starting point here, but these
findings focus mainly on professionally designed texts (e.g. advertisements).
In our presentation, however, we would like to have a closer look at written
everyday communication on the Internet (e.g. via WhatsApp). The following
381
questions will be addressed: 1) What is the relationship between the different
modalities in written interaction, and which communicative functions do they
fulfil? 2) What is the relationship between letters and pictorial signs (e.g. the
use of Emojis) within the text? 3) In what way does the use of images in
digital communication correlate with factors such as culture, gender, the
form of communication and the cause of a message?
Duncum, Paul (2004): Visual Culture Isnt Just Visual: Multiliteracy,
Multimodality and Meaning. In: Studies in Art Education 45(3), S. 252264.
C845-846
Time: Friday, 28/Jul/2017: 9:00am - 12:00pmLocation: Alcazar
9:00am - 9:30am
Foi bastante macho pra ela: subverso e reafirmao de masculinidades
hegemnicas em narrativas sobre pegging
Elizabeth Sara Lewis
UNIRIO, Brazil; elizabeth.lewis@unirio.br
O presente trabalho explora as oportunidades que a internet oferece
para performar identidades diferentes e discutir prticas sexuais vistas
como tabus, atravs de uma etnografia virtual (HINE, 2000, 2005)
e anlise das narrativas publicadas na comunidade online Pegging
101. A comunidade destinada a adeptos/as de pegging, uma prtica
sexual na qual uma mulher penetra um homem heterossexual pelo nus
usando um dildo e cinto. Por causa de ideologias heteronormativas que
no diferenciam identidade sexual e prticas sexuais, e que vinculam o
prazer anal dos homens homossexualidade (SEZ e CARRASCOSA,
2011), os homens heterossexuais que praticam o pegging frequentemente
sofrem ou temem sofrer preconceitos, como ser rotulados de gays
enrustidos ou vistos como no masculinos. O trabalho pretende fazer
uma contribuio inovadora para a lingustica queer (LVIA e HALL, 1997;
BORBA, 2015) ao estudar heterossexualidades, evitando reforar a norma
homossexual oculta nas teorias queer (GUSTAVSON, 2009). Atravs
de um posicionamento queer (BUTLER [1990] 2003, 1993), focando na
teoria da performatividade, analisaremos as performances identitrias de
masculinidade e heterossexualidade na comunidade online, com o objetivo
de ver a tenso entre como narrativas digitais contribuem para mudar ou
manter roteiros sociais de gnero e sexualidade. As narrativas oferecem
simultaneamente a possibilidade de intervir no social para mudar certas
ideologias normatizantes e estigmatizantes (THREADGOLD, 2005; MOITA
LOPES, 2008) e de reforar outras ideologias (hetero)normativas. Primeiro,
analisaremos como os homens que praticam o pegging desestabilizam a
associao ideolgica entre prazer anal e homossexualidade. Segundo,
discutiremos a linha tnue entre a subverso e a reafirmao da
normatividade: apesar do pegging parecer uma prtica subversiva, os
narradores com frequncia reforam masculinidades hegemnicas nas
suas tentativas de defender sua heterossexualidade e virilidade, e reiteram
a ideia da passividade da mulher ao insistir que ser penetrado permite que
eles entrem em contato com seu lado feminino.
9:30am - 10:00am
Queer literacy practices in foreign language education: From conceptual
considerations to practical classroom implications
Thorsten Merse
Munich University (LMU), Germany; t.merse@lmu.de
With sexual and gender diversity increasingly moving into the focus of
educational policies and practices, queer or sexual literacy have been
suggested as both teaching frameworks and learning objectives. In my
talk, I will explore the specific contribution foreign language education can
make towards the pedagogy of developing these particular literacies. I will
set out to suggest which dimensions of queer as a theoretical concept
can be immediately relevant for foreign language education. I will then
critically engage with terminological issues and compare sexual literacy
with queer literacy to show the scope, relevance and possible limitations
of these concepts. Furthermore, I will interrelate queer/sexual literacy with
pedagogic concepts of multiliteracies (e.g. as put forward by the New
London Group) to show how meaning-making practices that revolve around
queer become evident in sociocultural discourses and multimodal texts. In
the following, the potential of texts as teaching resources which learners can
explore and access for queer literacy practices will be highlighted. Based
on my research at the intersection of queer and foreign language teaching,
I will discuss in particular:
- with which texts and tasks queer literacy practices can be developed in
foreign language classrooms so that learners become literates,
- how learners - irrespective of their own sexual and gender (non)-
identification - can be encouraged to engage with discourses from a queer
perspective,
- how teaching can empower learners to critically reflect on norms of
sexuality and gender.
Thus, I seek to carve out a space for queer literacy practices in the foreign
language classroom and highlight why queer/sexual literacy can be thought
of as a constitutive element of foreign language education. Examples from
my research at Munich University and my practice as a teacher educator will
be used throughout the talk to illustrate the line of argumentation.
10:00am - 10:30am
Letramento queer na sala de aula de lnguas estrangeiras: as potencialidades
do cinema queer
Antn Castro Mguez
Universidade Federal de So Carlos, Brazil; acmiguez@hotmail.com
Dentro de uma proposta de queerizao do ensino de lnguas
estrangeiras (MGUEZ, 2014), a partir da mobilizao de discusses sobre
multilinguismo (COX; ASSIS-PETERSON, 2007), pedagogia queer (LOURO,
2007; SILVA, 2007), letramentos sociais e escolares (STREET, [1995] 2014)
e seguindo as reflexes de Moita Lopes (2009) sobre a necessidade de
se problematizar a natureza contingente da construo do conhecimento
no mundo contemporneo (que implique no s mudanas sociais, como
tambm alternativas para a vida social), o objetivo desta comunicao o
de contribuir para as discusses sobre o letramento queer, especialmente
no mbito da sala de aula de lnguas estrangeiras. Inicialmente, discutiremos
a relevncia (e emergncia) de se adotar prticas de letramento escolar
(com especial ateno ao que concerne ao ensino-aprendizagem de
lnguas) que possibilitem (re)pensar as categorias identitrias, tendo-se
em conta sua contingncia e precariedade, a partir de desconstrues (e
desnaturalizaes), como as que prope o letramento crtico, que permitam
deslocamentos e reposicionamentos que contribuam para uma renovao
do conhecimento e alternativas criativas a prticas sociais excludentes
que geram sofrimento humano. Na sequncia, analisaremos como as
questes de gneros e sexualidades so apresentadas e mobilizadas em
algumas colees didticas de lngua espanhola produzidas no Brasil, e
apresentaremos uma proposta didtica desenvolvida a partir da explorao
do longa-metragem M Educao (La mala educacin, Pedro Almodvar,
2004), entendido dentro de uma concepo de cinema queer mais ampla,
em que se problematizam no somente as categorias identitrias como
gnero e identidade sexual, como tambm a prpria noo de gnero
cinematogrfico.
10:30am - 11:00am
muito sensivelzinho: normatividades em interaes na sala de aula de ingls
Alvaro Monteiro Carvalho Arcanjo , Raquel Rodrigues
1 2
1Centro Federal de Educao Tecnolgica Celso Suckow da Fonseca
(CEFET/RJ), Universidade Federal do Rio de Janeiro (UFRJ), Brazil; 2Centro
Educacional de Niteri, Brazil; alvaro.monteirocarvalho@yahoo.com.br
O objetivo dessa comunicao analisar normatividades de gnero e
sexualidade que emergem em interaes que ocorreram em uma sala de
382
aula de ingls de uma escola pblica, no ano de 2011, bem como as tticas
de intersubjetividade (BUCHOLTZ & HALL, 2004) construdas no curso das
interaes postas em tela para anlise. Afiliamo-nos, aqui, perspectiva das
teorias queer sobre as performances identitrias de gnero e sexualidade,
assumindo a posio de que no existe um trao dado a priori que constitui
o que se entende por identidade. Esse entendimento antifundamentalista
advm da problematizao do termo identidade em razo da adoo
da perspectiva socioconstrucionista de Discurso e do que se entende
por identidades (MOITA LOPES, 2002; 2003). As identidades, sob esse
olhar, so produzidas no/pelo Discurso, na interao social, diante da
alteridade. Discursos de diferentes ordens, ento, normatizam, normalizam
e regulam certas formas de ser em detrimento de outras (SULLIVAN, 2003;
BUTLER, 1990, 2004). Os dados, gerados por meio de procedimentos
etnogrficos, foram analisados a partir dos construtos terico-analticos
de indexicalidade (AGHA, 2007, BARRET, 2002; BLOMMAERT, 2005)
e tticas de intersubjetividade (BUCHOLTZ & HALL, 2004), largamente
operacionalizados na rea da lingustica queer. Tais construtos foram
mobilizados devido ao potencial que apresentam em sua formulao
conceitual para um estudo minucioso de como efeitos de identidades
so produzidos em contextos sociolingusticos. Os dados analisados nos
indicam que, em muitos momentos, houve reificao da norma; no entanto,
tambm ocorreram momentos de fissura que podem sinalizar passos
significantes de agncia e mudana social.
11:00am - 11:30am Warning: The presentations finish prior to the end of the session!
O QUE UMA LINGUSTICA QUEER?
Ismar Incio Santos Filho
Universidade Federal de Alagoas - Ufal-Campus do Serto, Brazil; ismarinacio@yahoo.
com.br
Desde minha pesquisa de doutorado, persigo a pergunta O que uma
Lingustica Queer, sobre a qual tenho enunciado algumas consideraes,
em palestras, cursos, aulas, captulo de livro e ensaios. Agora, num
projeto de ps-doutorado, entendo a urgncia de problematizar esse
questionamento e que esse tem justificativa nos aspectos social e
acadmico. Num, porque essa rea de estudos se configura como uma
crtica subversiva, gerando dilogos com a demanda da traduo cultural
nos discursos, de modo a compreender as nuances de sentidos validos
e no-vlidos, de sujeito viveis e sujeitos matveis, na negociao de
significados que se efetivam nos atos de fala e na materializao dos
corpos (homens e mulheres) em suas diversas sexualidades, em nossa
cultura heteronormativa, entendendo, assim, que os usos de lngua(gem)
tm implicaes na manuteno/subverso de gneros, sex(o)ualidades
e desejos considerados inteligveis. Impulsiona-me a considerar prticas
de letramento queer, em seus mecanismos de leitura e de produo.
Noutro, faz-se relevante porque permite-nos construir saberes acerca
dos ganhos que tal rea traz para a Lingustica, contribuindo com os
saberes lingustico-discursivos e queer, dando lugar a essa teoria cnica
e analisando os fundamentos lingusticos desta. Nesses, argumento que
se faz de fundamental importncia problematizar a estrutura do discurso,
bem como a efetivao de uma autoridade moral vinculante, questionado
os procedimentos de anlise. Nessas consideraes, o objetivo maior
construir saberes de modo mais aprofundados acerca do que (e do que
pode ser) Lingustica Queer, em sentido de questionar objeto de estudos,
objetivos, histria e metodologia. Assim, o que me move acreditar na
necessidade de um estranhamento queer, de modo a queerizar os saberes
das letras. Para tal, estabeleo dilogos com Austin (1962), Bakhtin (1929),
Borba (2006), Butler (2003; 2009; 2011), Colling (2015), Lvia e Hall (1997),
Louro (2008), Motschenbacher (2010) e Misckolci (2015), dentre outr@s.
 S99
Time: Friday, 28/Jul/2017: 10:15am - 12:15pmLocation: Louvre III
Innovations in multilingual education: systemic functional linguistic
approaches to content and language integrated learning
Organizer(s): Ana Llinares (Universidad Autnoma de Madrid, Spain), Anne
McCabe (Saint Louis University, Madrid campus, Spain)
Educators teaching in content and language integrated learning (CLIL)
environments face the challenge of providing a meaningful focus on
language while also teaching the subject matter. Systemic Functional
Linguistics (SFL), with its focus on the purposes of language use through
texts and contexts, has provided the theoretical underpinning for applied
linguists and language educators in describing the development of literacy
across subject areas in the school curriculum (especially the notion of
genre). However, to date, there are still few studies that have applied SFL
to the understanding of how academic content and language integrated
learning works in CLIL, immersion or content-based instructional settings.
This symposium brings together researchers from around the world
who use Systemic Functional Linguistics (SFL) to investigate content and
language integration in educational contexts where the learning/teaching
of academic content is combined with the use and learning of an L2 as
part of the curriculum. The four papers in this symposium represent different
educational levels (primary, secondary and tertiary), a variety of content areas
(science and social science) and different bilingual/multilingual educational
and geographical contexts (CLIL in Europe and Latin America, CLIL/EMI in
Asia, CBI in the USA). They also represent a variety of approaches within
SFL (metafunctions, genre and register analysis), in combination with other
emerging models for the analysis of content and language integrated
learning, such as Dalton-Puffers (2013) concept of cognitive discourse
functions. This multi-theoretical focus, together with a rich representation
of different bilingual/multilingual educational contexts, should ensure a
stimulating theoretical and pedagogic discussion and exploration of key
issues in content and language integrated learning.
Details of the Symposium Papers
Elicitation and analysis of metafunctions and cognitive discourse functions
in CLIL
Rachel Whittaker1, Tom Morton2, Natalia Evnitskaya1
1
Universidad Autnoma de Madrid, Spain, 2Birkbeck, University of London,
UK
This paper presents the results from data gathered from a bilingual school in
Madrid, Spain, where local students learn subjects such as natural science
and social science through English. In order to analyze the data in a way
which allows for a full understanding of CLIL (content and language integrated
learning), we draw on two theoretical paradigms. First of all, the linguistic
model used for the analysis of students spoken and written production from
subjects taught in both English and in Spanish is that of Systemic Functional
Linguistics. SFL has proven to be highly apt for describing the specific ways
that language is used to construct subjects in school contexts (Christie &
Derewianka 2008; Christie & Martin 1997; Schleppegrell 2004; inter alia)
and in describing the language of CLIL (Llinares, Morton & Whittaker, 2012),
given its focus on meaning-making through linguistic choices in context.
Secondly, we draw on Cognitive Discourse Functions (Dalton-Puffer 2013),
which have been proposed as basic to the operations involved in learning,
in order to operationalize the content knowledge. We describe the rationale
and design of prompts triggering different cognitive discourse functions for
data collection, resulting in a spoken and written corpus from three classes
at the end of primary school in a bilingual state school. Results provide the
contours of the metafunctional profiles of the cognitive discourse functions in
terms of their typical lexicogrammatical patterns. This analysis complements
SFL research into the discourse semantics of genres and phases (Rose &
Martin 2012; Martin & Rose 2008), and provides further direction for the
ways in which subject teachers can help scaffold students into the language
383
needed to effectively express the cognitive discourse functions.
Teaching and learning history in a foreign language classroom through a
genre approach
Mariana Achugar
Carnegie Mellon University, USA
This paper reports on an action research project implementing a genre
based curriculum (Martin & Rose, 2008; Coffin & Donohue, 2014) organized
around key historical events in Latin America in a Spanish as a foreign
language classroom. Approaching genre based curriculum from a critical
perspective involves not only describing the teaching process and learning
outcomes, but also asking questions about how these practices enable
or constrain meaning making and knowledge construction that expand
or challenge established ways of making meaning in cultural contexts.
The paper describes the teaching-learning cycle of a prototypical genre:
historical account, in a university intermediate-advanced level course. In
addition, students language production and historical content knowledge is
described using samples from their written work produced during this cycle.
The focal task described demands students use of historical knowledge
and linguistic resources to construct an account (Coffin, 2009) using the
linguistic and content resources made available to the community during
the course. The focus of the analysis is on how learners use knowledge in
a historical genre task setting to fulfill the genres social goals. Descriptions
of students written production foreground how students with varied
language learning trajectories draw on targeted configurations of linguistic
resources to construct causal relations in a historical account narrative. The
presentation will conclude with a discussion of future steps and problems
posed by this type of work in foreign language teaching-learning contexts.
Genre and the construction of technicality in Hong Kongs English language
secondary science classes
Corinne Maxwell-Reid
The Chinese University of Hong Kong, China
This paper reports on a project investigating the challenges of learning
science through English in the largely Cantonese-speaking context of
Hong Kong. The data was collected from junior secondary classes (G7 and
G8) in four schools, and comprises video recordings of science lessons,
student questionnaires, and teacher and student interviews. The project
was funded by a grant from the Hong Kong Research Grant Council (Project
No. CUHK24400714).
Learning science has been widely described in terms of two interacting issues:
the transformation of students knowledge from everyday understandings to
those of school science, and types of meanings, or genres (Llinares, Morton
& Whittaker, 2012; Mortimer & Scott, 2003). Systemic functional linguistics
explains the role of language in this construction of technicality. Of central
importance is the shift from the clausal language of everyday meanings to
the dense nominal groups (or noun phrases) of school science. This shift is in
turn crucial to the staging of explanation, a key genre for secondary science.
This paper explores the challenges of this genre for CLIL science.
Contrasting uses of explanation in three episodes illustrate the importance
of aligning teaching purpose and genre, and the misalignments that can
occur. The generic staging of explanation enables the teacher to guide
students through causal relationships, between types of knowledge, and
from the specific example to the general rule. Episodes identified as difficult
by the students and/or teacher were found not to be staged in this way.
The examples provide suggestions for science teacher education and for
materials development.
The report genre in the social and natural sciences in primary and secondary
education
Cristina Boccia
Universidad Nacional de Cuyo, Argentina
School literacy includes a multiplicity of genres, from those that are construed
in the familiar here and now of the student to those that are more removed
from personal experience and that involve knowledge of specialized and
technical discourse. In the EFL context, both occupy a central role. The
interest in field specific genres is currently related to Content and Language
Integrated Learning (CLIL), which has become increasingly adopted in the
EFL context in Argentina. This study examines reports, a genre in which
knowledge of some aspect of experience is reconstructed, stored and made
available (Christie et al., 1990; Martin, 2013). We have modelled the textual
structure of reports from different disciplinary areas, social and natural.
Drawing upon the existing models within the Systemic Functional framework
(Martin & Rose, 2008) that describe reports, we develop the model in
terms of phases (Gregory, 2002; Martin & Rose, 2008, 2012) that are
generically or registerially determined. We have found that reports from
different areas of knowledge unfold similarly in stages determined by the
genre and differently by phases that depend on the area of experience
that is being constructed in the text. Developing models that explicitly
describe these phases and the language resources that are implicated
enhances the teaching and learning of these genres, which benefits from
detailed frameworks.
S63
Time: Friday, 28/Jul/2017: 10:15am - 12:15pmLocation: Queluz I
Prticas e discursos sobre educao, ateno sade e incluso de surdos no
Brasil
Organizer(s): Priscila Starosky (Universidade Federal Fluminense - UFF,
Brasil), Maria das Graas Dias Pereira (Pontifcia Universidade Catlica do Rio
de Janeiro - PUC-Rio, Brasil)
Diferentes discursos sobre a surdez no Brasil perpassam as polticas
pblicas, a formao e as prticas profissionais, da rea mdica e da
educao, as prticas educativas, no contexto das salas de aula. Ferreira
prope tratar de discursos sobre a educao de surdos, atravs de uma
anlise de base interpretativa do Plano Nacional de Educao PNE 2014-
2024. Em sua anlise, dialoga com a perspectiva socioantropolgica da
surdez, que entende os surdos como minoria lingustica, e que focaliza a
deficincia auditiva enquanto rea de ateno da sade e/ou educao
especial. Starosky tem por objetivo refletir sobre os discursos sobre a
surdez que constituem as polticas pblicas destinadas aos sujeitos surdos,
principalmente crianas, adolescentes e suas famlias, e como estes
discursos se relacionam s prticas profissionais nas reas da sade e da
educao no municpio de Nova Friburgo (RJ). Ruiz e Starosky discutem
os esquemas de conhecimento de profissionais do campo da sade e da
educao, no municpio de Nova Friburgo (RJ), sobre as polticas pblicas e a
questes lingusticas e culturais dos sujeitos surdos para propor um dilogo
integrado entre os campos por meio de uma proposta de formao voltada
para a orientao famlias de bebs surdos. Freitas, em contexto de sala
de aula da Faculdade de Letras da UFRJ no Rio de Janeiro, procura discutir
uma proposta de prticas educacionais bilngues multimodais de interao
que possa contribuir na coconstruo de conhecimentos de alunos surdos
jovens e adultos em contexto acadmico. O posicionamento terico do
presente estudo baseia-se em uma proposta de prtica educacional
bilngue multimodal, no mbito da semitica social (Kress & Hodge, 1979;
Kress & Van Leeuwen, 1996), em interface com a sociolingustica interacional
em abordagem discursiva (Ribeiro e Garcez, 2002).
Details of the Symposium Papers
O Plano Nacional de Educao e os discursos pela educao bilngue
Carolina Magalhes de Pinho Ferreira
Universidade Federal do Rio de Janeiro - UFRJ, Brasil
Neste estudo, analisamos discursos sobre a educao de surdos,
interpretando o Plano Nacional de Educao PNE 2014-2024. Analisamos
o texto do PNE que se refere aos surdos e/ou deficientes auditivos,
considerando as polticas pblicas voltadas a eles no que diz respeito
384
ao sistema de ensino, como a Lei de Libras e o Decreto 5626/05.
Ainda, procuramos refletir sobre tenses do campo, abordando a luta da
comunidade surda por uma educao bilngue para surdos, que em certa
medida se ope busca de uma educao inclusiva, nas relaes do PNE
com a poltica pblica mais ampla praticada atualmente no Brasil, cujos
esforos so de promoo de acesso de todos os alunos escola regular.
Focalizamos os discursos do PNE na perspectiva socioantropolgica da
surdez (Skliar, 1998), na qual surdos so vistos como minoria lingustica e
queles que pautam a deficincia auditiva, seja na ateno sade e/ou na
educao especial. Finalmente, analisamos uma entrevista com uma surda
militante do movimento surdo em prol da educao bilngue, que participou
das negociaes com o parlamento para a construo do PNE 2014-
2024, buscando uma educao lingustica, no inclusiva. Na entrevista,
realizada para uma aula presencial do Curso de Ps-Graduao Distncia
em Educao Especial: deficincia auditiva/surdez (CEAD/UNIRIO), a
entrevistadora era esta pesquisadora e houve a mediao de um intrprete/
tradutor de LIBRAS/Portugus. Foram utilizadas duas lnguas na entrevista:
Portugus, pela entrevistadora, e LIBRAS, pela entrevistada. Os dados
foram transcritos e analisados qualitativa e interpretativamente, com base
na anlise da conversa (Norrick, 2000; Sacks, 1972, 1984), Sociolingustica
Interacional (Goffman, 2002; Tannen e Wallat, 2002) e Anlise da Narrativa
(Norrik, 2000; Garcez, 2001; Bruner, 1990), com uso de convenes de
transcrio da Anlise da Conversa (Atkinson e Heritage, 1984).
Discursos e prticas profissionais com crianas e adolescentes surdos na
sade e educao no Brasil
Priscila Starosky
Universidade Federal Fluminense - UFF, Brasil
O estudo tem por objetivo analisar os discursos sobre a surdez que
constituem as polticas pblicas destinadas a crianas e adolescentes
surdos e como estes discursos se relacionam s prticas profissionais
nas reas da sade e da educao no municpio de Nova Friburgo (Rio
de Janeiro, Brasil). As ltimas dcadas no Brasil vm sendo marcadas pelo
surgimento de diferentes aes governamentais em sade pblica que
envolvem ateno sade auditiva e, no mbito da educao, o acesso
de alunos surdos educao inclusiva. Existem divergncias entre os
discursos e as prticas profissionais destas reas, por conta das diferentes
concepes sobre lngua/linguagem, sade/doena e identidade/cultura
que as embasam. As polticas e prticas profissionais vinculam-se s duas
principais vises da surdez: mdico-clnica e socioantropolgica (SKLIAR,
1998; S, 2006). Pesquisadores que focalizam os aspectos culturais e
identitrios da comunidade surda como minoria lingustica veem discutindo
os discursos e as prticas envolvidas no contexto educacional e de ateno
sade de crianas e adolescentes surdos (Nobrega et al., 2012; StrobelL,
2011). Participam como sujeitos da pesquisa gestores e professores
vinculados secretaria de educao assim como, gestores e profissionais
da rede SUS (Sistema nico de Sade), vinculados secretaria de sade do
municpio de Nova Friburgo. Os profissionais sero convidados a participar
de entrevista semiestruturada e/ou de grupo focal para coleta de material
emprico. Este material ser transcrito e analisado qualitativamente com
base nos pressupostos tericos e metodolgicos da lingustica aplicada s
profisses (Sarangi, 2010; 2011). O estudo encontra-se em fase de execuo
na qual os participantes esto sendo contatados e os instrumentos de
gerao dos dados esto sendo construdos.
Prticas educativas multimodais com surdos jovens e adultos em contexto
acadmico
Luiz Carlos Barros de Freitas
Universidade Federal do Rio de Janeiro - UFRJ, Brasil
O objetivo do presente estudo consiste em discutir uma proposta de prticas
educacionais bilngues multimodais (Ferreira, 2008; Starosky 2011; Souza,
2011) de interao que possa contribuir na coconstruo de conhecimentos
de alunos surdos jovens e adultos em contexto acadmico de salas de
aula da Faculdade de Letras da UFRJ no Rio de Janeiro. A literatura sobre
educao de surdos se concentra na criana e no adolescente surdos
no contexto das trs filosofias educacionais de surdos: o oralismo, a
comunicao total e o bilinguismo (Lane, 1996; Christensen, 2000; Goldfeld,
2002; Damzio, 2007; Fernandes, 2005, 2011; Quadros, 2005, 2008, 2010;
S, 2011; Ferreira, 2008; Starosky, 2011; Rezende, 2012; Castro, 2012). No
entanto, em minha prtica como professor de surdos jovens e adultos na
universidade, os alunos no demonstram habilidades para ler, escrever e
compreender textos em lngua portuguesa e no demonstram habilidades
de construo de conhecimento por meio de letramento visual (Taveira,
2013; Magalhes, 2013). O posicionamento terico baseia-se em uma
proposta de prtica educacional bilngue multimodal, no mbito da semitica
social (Kress & Hodge, 1979; Kress & Van Leeuwen, 1996), em interface com
a sociolingustica interacional em abordagem discursiva (Ribeiro e Garcez,
2002). So adotados os estudos surdos, com embasamentos na pedagogia
visual, no bilinguismo e na multimodalidade. Contextualizo aspectos das
culturas surdas, do colonialismo, mediante discusso de relaes de poder,
com enfoque na cultura e identidades surdas no Brasil. Como metodologia, a
pesquisa segue os pressupostos da pesquisa qualitativa, com metodologia
de cunho etnogrfico, observao direta como participante das interaes,
ou seja, como pesquisador e como professor. As reflexes iniciais da
pesquisa indicam o ambiente acadmico como propcio para que esses
alunos transponham o discurso da deficincia rumo coconstruo das
identidades surdas (Perlin, 2000; Hall, 2006; Freitas, 2010) e coconstruo
de conhecimentos, servindo como motivao para esta pesquisa.
O processo de orientao s famlias de crianas surdas nos campos da sade
e educao
Luciana Dantas Ruiz, Priscila Starosky
Universidade Federal Fluminense - UFF, Brasil
O trabalho visa contribuir para a formao dos profissionais das reas de
sade e educao de forma integrada sobre polticas pblicas e prticas
voltadas sujeitos surdos a partir da dimenso tica do cuidado e da
educao bilngue. Assim, propomos investigar localmente, no municpio
de Nova Friburgo (RJ), as concepes e conhecimento dos profissionais de
sade e de educao sobre a surdez, identificando as principais lacunas
de formao destes profissionais a partir do que preconizam as polticas de
humanizao do SUS (Sistema nico de Sade) e o novo Plano Nacional
de Educao (2014-2024), assim como das leis brasileiras que garantem a
diversidade lingustica e cultural do sujeito surdo. A partir desta anlise ser
proposto um programa de formao integrada (curso) com desenvolvimento
de material didtico pedaggico interativo para profissionais de sade e
educao sobre orientaes aos familiares de crianas surdas de zero a
trs anos. Esperamos que os resultados deste projeto possam subsidiar
discusses para focalizar a cultura e a educao de surdos, a necessidade
de prticas mais integradas dos profissionais de sade e de educao que
respeitem as particularidades identitrias e culturais dos surdos (Skliar,
2005; 1999; Perlin, 2005), sendo eficazes no processo de letramento e
apoiando-se na dimenso tica do cuidado (Nbrega et al, 2011).
S64
Time: Friday, 28/Jul/2017: 10:15am - 12:15pmLocation: Queluz II
International perspectives on exploratory practice: innovative approaches
and epistemological challenges in language teacher development
Organizer(s): Judith Hanks (University of Leeds, Leeds, UK)
For many decades practitioner research has been advocated as a way of
gaining valuable insights into language teacher development in multilingual
settings. One innovative form of practitioner research, Exploratory Practice
(EP), positions learners as potential teachers, teachers/trainers as potential
learners, and teachers, teacher trainers, and learners, as potential
researchers. Since its inception in Rio de Janeiro in the early 1990s, EP has
presented a range of epistemological challenges to research and pedagogy
in language education: the EP framework prioritises (i) Quality of Life and
(ii) working for profound understanding(s) rather than problem-solving, (iii)
working collegially and involving everyone in the research enterprise, (iv)
using normal pedagogic practices as investigative tools (see Allwright,
2003; Allwright & Hanks, 2009). This means that the research helps learning
rather than hindering it. For busy teachers and learners this is an essential
concern as they incorporate research into their learning and teaching
practices. But what might this look like in practice? How can learners and
teachers work together to develop understandings? Questions about roles
and identities of learners, teachers, teacher trainers and developers, arise
when the EP principles are enacted. Exploratory Practice blurs traditionally
held boundaries about who does research/teaching/learning, and thus
presents a series of challenges to the hierarchy of education.
This Symposium brings together researchers, teachers, teacher trainers, and
learners, from a range of countries and educational settings, who have been
working with and through Exploratory Practice. From the Modern Foreign
Languages perspective in the UK, Anna Costantino and Assia Slimani-Rolls
discuss the issues raised when they actualized EP in their workplaces. From
Turkey, Kenan Dikilita discusses the empowering nature of EP when he
implemented it with in-service language teachers as a tool for professional
development. Spanning Brazil, China, Japan, Turkey, the USA and the UK,
Judith Hanks focuses on the epistemological challenges to the educational
hierarchy that EP raises. Together, we argue that the innovations of the
Exploratory Practice framework are essential for deeper understandings of
language and education in our multilingual/multicultural settings, and are
central to language teacher (and learner) development.
Details of the Symposium Papers
Exploratory practice: discourses of identity and trust in language teacher
development
Judith Hanks
University of Leeds, Leeds, UK
Until recently in the fields of language education and practitioner research,
the agency potential (Gieve & Miller, 2006) of learners, teachers, researchers,
has been overlooked. In this paper I argue that the principles of the
Exploratory Practice (EP) framework (Allwright, 2003, 2005) raise important
questions about identity and trust in researching language classrooms.
By inviting learners to puzzle, alongside teachers, about their teaching/
learning experiences, EP enables us to become learners-as-teachers and/
or teachers-as-learners researching our classroom practices. Such engaged
practitioners are crucial to developing our understandings of pedagogy and
research. But EP presents epistemological challenges to the educational/
research culture. The principle of working for profound understanding by/for
practitioners means relinquishing the popular problem-to-solution paradigm,
and traditional ideas about who does what. The notions of dis/uncovering
ways of incorporating pedagogy and research, of learning to respect the
already-present acumen (Iedema et al., 2015) of practitioners (learners as
well as teachers), are complex undertakings which transcend cultural and
intercultural boundaries. Here, I examine recent developments in language
teacher development, with examples from teachers, learners, researchers,
engaging in EP in Brazil, China, Japan, Turkey, and the UK. I argue that rigid/
traditional views can be questioned, as learners realize they can puzzle and
investigate alongside their teachers in productive, creative and motivating
ways. Playing with identities, and puzzling about language learning/teaching
requires trust, however. We are constantly engaged in negotiating, defining,
rejecting, and aspiring to, cultural and intercultural norms in language
education, and the stories from practitioners around the world exemplify
such fluidity. This in turn brings the focus onto wider discourses of identity
and trust in language education. I conclude that the elegant innovation of
EP goes beyond the recent notion of research-as-practice, and I propose
instead (exploratory) practice-as-research.
Exploratory practice for teachers-as-learners
Kenan Dikilita
Baheehir University, Istanbul, Turkey
This talk will focus on in-service language teacher education with the
385
gradual introduction of educational research as an inquiry-based tool
for professional development in Turkey, a country where typical training
programs are characterized as top-down practices, usually practiced
without much active involvement of teachers themselves. A catalyst for
development from the focus on passive recipient of knowledge to active
generator of it in teacher development is engaging teachers as learners of
doing research, which might allow for promoting research knowledge and
understanding classroom practices. However, this poses epistemological
challenges for teachers who do not (yet) have a researcher identity. This
is also closely associated with limited knowledge and understanding of
effective personal and professional development. To this end, I will discuss
how Exploratory Practice (EP), as an initial research experience, can help
teachers develop knowledge of research and understanding of their own
practices. Unlike top-down training programs, EP will be introduced as an
empowering teacher development tool, which can be characterized as a
bottom-up approach, which views teachers as learners of how they can
develop in their own capacities. I will draw on EP engagement experiences
of several teachers and teacher trainers from local contexts which can offer
insightful implications to the international audience.
Understanding pedagogical practice as unfolding praxis
Anna Costantino
University of Greenwich, London, UK
In this paper, I report on my involvement in a two-year EP Language Teacher
Research project in a British HE institution as a case-study of unfolding
emancipatory praxis, by reflecting upon the nature of the understanding
gained from both a practical and theoretical perspective. As a practitioner
research participant, I shall illustrate how working for understanding
has become integrated in my classroom pedagogy. In my search for
understanding the reasons behind my learners lack of engagement with
my written feedback, I used regular classroom discussions and dialogical
feedback (Perpignan 2003) to draw the learners as partners in this enquiry.
The interaction with the learners taught me that (i) learners were actually
interested in my feedback; (ii) they specified the type of feedback that was
relevant to them and just as importantly; I learnt that (iii) I had lost track
of the idea that, more often than not, there is no one-to-one relationship
between learning and teaching. However, the understanding generated
by my pedagogical practice serendipitously led me to a second form of
realisation. Joining the project was a personal way of testing in situ my
value-led and theoretical rejection of a transmission- and efficiency-model in
learning and teaching, and, with it, the assumptions of a positivist/empiricist
epistemology. In fact, the puzzlement generated by the critical instances
occurred in my classroom made me understand the extent to which my
identity as a language teacher relied on the very model and epistemology I
thought I had overcome.
Teachers as learners in their quest for integrating research into pedagogy
Assia Slimani-Rolls
Regents University London, UK
In this paper, I address some of the understandings that a group of practising
language teachers have reached following their participation in a research
project (2014-2016) aiming to examine critically the use of Exploratory
Practice (EP) in the classroom. Working in the UK with teachers of French,
German, Italian as well as English, I focus on the impact of the dynamic
roles and inter relationships between the EP principles of learner inclusivity,
collegiality and teachers attempts at sustainability of research to ensure the
mutual development and understanding of teachers and learners paying
particular attention to quality of classroom life.
From my perspective of the research project leader, I report on my
own puzzlement and subsequent understanding of why the teachers
maintained their efforts in the face of challenges they encountered when
having to view the learners as co-partners in the research enterprise
and to use normal teaching activities as investigative tools to develop a
better understanding of their classroom practice. Renewed respect and
386
trust, creative collaborations, integrating diversity and tapping into the
potential of unforeseen opportunities are only some of the notions which
frame the understandings that teachers, learners and the researcher
have reached from taking action to understand language teaching and
learning in the classroom.
S65
Time: Friday, 28/Jul/2017: 10:15am - 12:15pmLocation: Queluz III
Movimentos sociais contemporneos: novas narrativas
Organizer(s): Liliana Cabral Bastos (PUC-Rio, Brasil), Liana de Andrade Biar (PUC-
Rio, Brasil)
Manuel Castells (2013) tem destacado em seus ltimos trabalhos a
emergncia de diversos movimentos sociais reivindicatrios surgidos em
distintas partes do mundo nos ltimos anos. Ainda que sob circunstncias
histricas, culturais, econmicas e polticas distintas, em todos esses
movimentos possvel identificar elementos comuns como o uso das redes
sociais, das ocupaes do espao pblico, o uso de mdias alternativas e a
reivindicao de uma suposta horizontalidade entre os seus participantes.
Por vezes sem um projeto ideolgico claro, com pautas heterogneas e sem
filiaes partidrias explcitas, os indivduos participantes de movimentos
desse tipo expressam, segundo o autor, a crise da representatividade, que
vem suscitando questionamentos acerca dos fundamentos dos regimes
democrticos. Tendo em vista esse cenrio, o presente simpsio rene
trabalhos do grupo de pesquisa Narrativa e Interao Social (NAVIS PUC-Rio)
que se debruam sobre diferentes movimentos sociais contemporneos,
buscando iluminar especificamente a contribuio da Anlise de Narrativa
(Bastos e Biar, 2015) para o entendimento de suas principais questes.
Os dados que compem os trabalhos aqui reunidos foram gerados em
diferentes contextos de interao, desde entrevistas de pesquisa (Mishler,
1986; Bastos e Santos, 2013) at assembleias deliberativas internas.
Em perspectiva microanaltica, qualitativa e interpretativista, procura-se
destacar as narrativas que constituem essas atividades, considerando sua
emergncia na sequncia interacional. A partir de diversas categorias de
anlise, interrogamos acerca das identidades narrativamente construdas
pelos manifestantes e pesquisadores, das relaes de simetria e assimetria
entre os participantes e a relao dessas narrativas com as dimenses
macrocontextuais da vida poltica no Brasil contemporneo. uma
peculiaridade deste simpsio o fato de todos xs pesquisadorxs atuarem
como militantes em seus contextos de pesquisa. Sendo assim, espera-se
contribuir, em perspectiva aplicada, no apenas para a compreenso desse
aspecto da vida social, mas para a prpria organizao interna desses
grupos.
Details of the Symposium Papers
Narrativas e identidades da luta por moradia: as ocupaes urbanas no Rio de
Janeiro:
Wilson Malafaia Peixoto, Liana de Andrade Biar
PUC-Rio, Brasil
Este trabalho investiga narrativas e processos de negociao identitria
no curso de entrevistas de pesquisa com participantes de ocupaes
de terrenos e prdios urbanos realizadas entre 2014 e 2015 no Rio de
Janeiro. A anlise mobiliza as noes de neutralizao do desvio e tcnicas
de controle da informao, conforme concebidos por Becker (1967) e
Goffman (1988), respectivamente. Tais conceitos referem-se a tcnicas
interacionais atravs das quais atores sociais estigmatizados negociam
suas identidades em interao de forma a se alinharem preferencialmente
com as expectativas sociais cannicas de normalidade, ao passo em que
se afastam discursivamente do estigma. Nosso arcabouo terico baseia-
se em teorias que consideram nossas identidades no como substncia
fixa ou concebida aprioristicamente, mas como fluidas, fragmentadas e
passveis de negociao no curso das interaes (entre outros, Moita Lopes,
2002; 2008). Os dados foram analisados a partir de duas laminaes com
base em Biar (2012): na primeira delas, recrutamos categorias oriundas da
sociolingustica interacional, prioritariamente os conceitos de enquadre e
face concebidos por Goffman. A esse respeito, identificamos no trabalho
a centralidade de estratgias como hesitaes, vagueza no fornecimento
de determinadas informaes, no nomeao de atos desviantes,
dentre outros. Identificamos ainda um esforo discursivo por parte dos
entrevistados no sentido de alterar os enquadres propostos inicialmente
pelos entrevistadores. A segunda lmina de anlise se debrua sobre as
narrativas geradas por estes participantes no curso das entrevistas de
pesquisa com base nas categorias de causalidade adequada e sistemas
de coerncia de Linde (1993). Os resultados apontam para o uso desses
recursos como forma de aproximao ou afastamento das atividades
categorizadas como desviantes e, consequentemente, fazem parte do
processo de negociao identitria entre ocupantes e pesquisadores.
A questo da horizontalidade e a produo de significados nos movimentos
sociais pela mobilidade urbana
Naomi Elizabeth Orton
PUC-Rio, Brasil
A partir de um estudo de caso, esta pesquisa tem por objetivo aprofundar
entendimentos no que tange construo da horizontalidade nos
movimentos sociais contemporneos, bem como sua possvel relao com a
produo de significados, com os processos identitrios e com a mobilizao
dos participantes. O trabalho norteado pela viso socioconstrucionista
do discurso (Moita Lopes, 2001), concebendo as prticas discursivas e o
mundo social como entrelaados, constitudos um pelo outro (Fabrcio &
Bastos, 2009). Partindo desse pressuposto, a microanlise fundamenta-
se em noes da sociolingustica interacional (Goffman, 1974), enfocando
o conceito de enquadres de ao coletiva (Benford & Snow, 2000); nos
estudos narrativos (Bruner, 1997 [1990]; Labov, 1972; Linde, 1993, 1997); e os
processos identitrios (Bucholtz & Hall, 2005; Duszak, 2002) que podem
emergir de tal prtica. uma pesquisa qualitativa interpretativa (Denzin
& Lincoln, 2006) com dimenso autoetnogrfica (Bossle & Molina Neto,
2009). Os dados analisados foram gerados em uma reunio realizada
entre dezesseis cicloativistas de movimentos sociais pela mobilidade
urbana no Rio de Janeiro em maro de 2016. A anlise aponta que, apesar
da adoo de metodologias para limitar o tempo de fala, possvel que
um nico falante tome um turno mais longo do que os outros, ao construir
credibilidade e legitimidade para si mesmo, criando, assim, uma interao
assimtrica (Bucholtz & Hall, 2005; Van Dijk, 2012). Tal participante, a partir
da prtica narrativa, refora uma identidade coletiva do grupo presente
alternativa a daqueles que pressupem represent-lo (Duszak, 2002). Da
mesma forma, a negociao desta identidade permite a construo de
um enquadre de ao coletiva em duas lminas: (i) diagnstica, isto , a
crise de representao e (ii) prognstica, a consequente necessidade da
formalizao do grupo e criao de uma associao hierrquica (Benford
& Snow, 2000).
Narrativas das Jornadas de Junho de 2013: um olhar autoetnogrfico de uma
pesquisadora manifestante
Etyelle Pinheiro de Arajo, Liliana Cabral Bastos
PUC-Rio, Brasil
O presente trabalho tem por objetivo observar os processos de construo
identitria em narrativas de manifestantes das Jornadas de Junho de 2013
no Brasil, levando-se em considerao uma dimenso autoetnogrfica
que se d graas participao hbrida na autora na condio de
pesquisadora e manifestante no campo. Assume-se que a autoetnografia
pode ser um importante instrumento na pesquisa nos movimentos sociais.
Para o desenvolvimento deste trabalho, observaremos a relao entre as
identidades que os manifestantes reivindicam para si e os episdios de
violncia policial ocorridos durante os protestos. Focalizaremos a interao
que se estabelece entre os manifestantes entrevistados e a pesquisadora.
Este estudo se alinha viso socioconstrucionista do discurso e das
identidades (Moita Lopes, 2003), a Anlise de Narrativa (Bastos e Biar, 2015)
387
e metodologia qualitativa interpretativista de pesquisa (Denzin; Lincoln,
2000), com uma dimenso autoetnogrfica (Reed-Danahay, 2001). Os
dados foram gerados em entrevistas (Mishler, 1986) com dois manifestantes.
Na anlise aqui proposta problematizamos centralmente o papel da
interao na entrevista de pesquisa para as reivindicaes identitrias
dos manifestantes, tratando-as, portanto, como um processo situado. Alm
disso, percebemos que na forma como conduzo as entrevistas, torna-
se relevante o meu posicionamento acerca da violncia policial. Por fim,
enquanto pesquisadora e manifestante, compartilho com os entrevistados
os significados acerca da violncia policial e os analiso de forma a
problematiz-los luz das teorias aqui discutidas.
Negrxs dizeres, negrxs movimentos: identidade, racismo e interseccionalidade
em narrativas de mulheres negras
Talita de Oliveira
CEFET/RJ. Brasil
Vivemos em um mundo social povoado de histrias que nos fazem
rememorar eventos passados, sonhar com um futuro possvel, tecer
relaes sociais e criar um sentido de coerncia para nossas vidas. Somos
movidos a fazer sentido daquilo que somos e do mundo que nos cerca
atravs de modos narrativizados de interpretao da vida social. Partindo
dessa centralidade das narrativas na constituio dos sujeitos e da realidade
os cerca, a pesquisa social e os estudos da linguagem tm se debruado
sobre as falas desses sujeitos, considerando-as um lcus privilegiado para
compreender a relao entre discurso, identidade e sociedade (Fabrcio
e Bastos, 2009), bem como os processos de resistncia e reformulao
identitria (Bastos e Biar, 2015). O presente trabalho objetiva estudar as
performances narrativas/identitrias (Bauman, 1986; Riessman, 2008) de
mulheres negras que rememoram situaes de racismo vividas no passado
e tecem histrias de sofrimento motivado pela presena da pele negra
em contextos sociais diversos. A noo de interseccionalidade (Crenshaw,
1994; Santos, 2007) ser adotada como ferramenta terico-analtica para
compreender as interaes entre relaes de poder e de opresso
atravessadas por categorias como raa, gnero e classe social nas
narrativas estudadas. Os dados foram gerados em vdeo e compem um
repertrio de entrevistas que faro parte do documentrio Negrxs dizeres,
uma produo dos pesquisadores do Ncleo de Estudos Afro-brasileiros
(NEAB) do Centro Federal de Educao Tecnolgica Celso Suckow da
Fonseca (CEFET/RJ). O estudo aqui empreendido, alm de buscar visibilizar
histrias de sujeitos historicamente apartados do protagonismo social no
contexto brasileiro, visa a impulsionar, como parte das aes estratgicas
do NEAB, formas de reflexo sobre racismo e sociedade. Igualmente, o
trabalho almeja contribuir com os esforos histricos dos movimentos
negros, no sentido de promover o debate sobre as relaes tnico-raciais
(e seus enlaces interseccionais) e produo de conhecimento que combata
as desigualdades raciais.
S67
Time: Friday, 28/Jul/2017: 10:15am - 12:15pmLocation: Queluz V
Corpus Linguistics, translation and language teaching: language use in
specific contexts
Organizer(s): Maria Carolina Zuppardi (So Paulo Catholic University (PUC-SP),
Brazil)
This symposium presents researchers with studies based on Corpus
Linguistics that provide a reflection upon the challenges of translation
and language teaching of language use in specific contexts. Corpus
Linguistics devotes itself to the collection and exploration of electronic
corpora, collections of written or spoken texts electronically stored aimed at
representing a language, textual or linguistic varieties, either synchronically
or diachronically. The papers presented in this symposium will showcase
recent developments in the area in the fields of translation and terminology
as well as linguistic description and language teaching, considering language
use in specific contexts. The innovations and challenges presented by
these four different studies highlight the varied Corpus Linguistics methods,
tools and applications that can be used to investigate specific contexts of
language use.
The first presentation shows an alternative methodology for gathering
and identifying terms from a specific area of study, namely Freemasonry,
in comparable corpora in Portuguese and English using Corpus Linguistics
tools with the aim of building a bilingual glossary to aid translators and
proofreaders who specialize in masonic works. The second presentation
reflects on the use of corpus-based activities for undergraduate students
of a Translation Studies program and the resulting contribution to their
awareness of linguistic patterns of language in use. The third presentation
deals with the creation and analysis of a bilingual comparable corpus of
Curriculum Vitae using Multidimensional Analysis framework (Biber, 1988)
and demonstrates how the results can be used to develop classroom
activities for translators in training. The fourth and last presentation considers
a newly developed use of Multidimensional Analysis (Biber, 1988; Berber
Sardinha, 2015) to identify lexical dimensions of variation of the language
of different fields of knowledge present in higher education, namely health
sciences, engineering and IT, and business with the aim of describing the
most common collocations and their semantic associations in each of these
fields.
Details of the Symposium Papers
Using Corpus Linguistics Tools to Help Translation Students Create Technical
Glossaries
Alexandre Trigo Veiga
So Paulo Catholic University (PUC-SP), Brazil
The creation of technical glossaries may become an arduous task if
translation students rely simply on document analysis in order to choose the
key words to be included in their lists. Document analysis is time consuming
due to the fact that large amounts of texts have to be individually read and
handled. In addition to that, document analysis depends exclusively on the
readers skills to pick and choose words to be included in their glossaries.
The present research was developed in order to present an alternative
methodology for gathering and identifying terms from a specific area of
studies in comparable corpora in Portuguese and English using computer
tools designed for linguistic analysis. This method was based on corpus
linguistics approaches to language analysis, which is the study of language
carried out using relevant samples of language in use. In terms of relevance,
corpus linguists consider relevant an amount of language that represents
the language usage within a community. The selected specific area in this
study is Symbolic Freemasonry, one of the divisions of Freemasonry, which
is one of the worlds most ancient and largest non-religious, non-political,
fraternal and charitable organizations. The compiled corpora for this study
were manuals and rituals used by freemasons during their works that are
available in the Internet. These manuals and rituals are used to teach self-
knowledge through participation in a progression of ceremonies. The
computer tools used for this research are WordSmith Tools 6.0, zExtractor
and SketchEngine. The terms identified as a result of this research were
used to develop a bilingual glossary of Symbolic Freemasonry to aid
translators and proof-readers who specialize in masonic works.
Translation Students and their Class Activities
Maria Ceclia Lopes
Faculdades Metropolitanas Unidas-FMU, Brazil
There have been several researches dealing with Translation Studies and
its descriptive analysis (BAKER, 1993; LAVIOSA, 2003) or the translation
process (ALVES, 2010). However, few studies have been conducted so
as to discuss translation teaching methods or approaches (ALVES, 2000;
OLIVEIRA, 2014). It seems to be important to research and suggest activities
for undergraduate courses in Translation Studies in Brazil. Therefore, we
intend to systematically study the ways translation has been practiced in the
Brazilian university context so as to keep this teaching practice updated and
388
in accordance with the job market demands. Our aim is to present some
reflections upon corpus-based activities proposed during an undergraduate
program in Translation Studies, specifically in subjects known as translation
practice. Some activities will have AntConc (ANTHONY, 2014) as a computer
aid to analyze texts. Others will be based on corpora freely available on-
line, namely the British National Corpus (BNC), Corpus of Contemporary
American English (COCA), Corpus do Portugus, and Corpus Brasileiro.
The results may show that activities based on corpora will contribute so as
to have translation students in contact with linguistic patterns (collocations
and semantic prosody, for instance), following the theoretical language
background proposed by Corpus Linguistics (HOEY, 2006; BERBER
SARDINHA, 2003).
Multidimensional Analysis of Curriculum Vitae
Simone Vieira Resende
So Paulo Catholic University (PUC-SP), Brazil
More than 20 years have gone since Mona Baker (1993) first pointed out
the application of Corpus Linguistics to Translation Studies. After that,
many other scholars have also dedicated their research to corpus-based
translation investigations (LAVIOSA, 2003, GRANGER, 2003, BOWKER,
2003). However, few of them have chosen to work with technical registers.
The register known as Curriculum Vitae, or Rsum, in spite of being daily
used both my scholars and anyone else interested in presenting their
work and education backgrounds, has been neglected by corpus-based
and translation investigations. The aim of this investigation is to fill this gap
and describe the creation of a bilingual electronic comparable text corpus
of Curriculum Vitae (CCC) and its exploitation in descriptive and applied
translation research. The data is drawn from a comparable corpus of CVs,
formed by three sub-corpora, Portuguese CVs, English CVs and Translated-
English CVs. This corpus and sub-corpora are designed according to the
same criteria and specifications and bear the same size. The methodological
tool used to analyze the corpus is the Multi-dimensional analysis developed
by Biber (1993). This research demonstrates how bilingual comparable
corpora of specialized language (CVs) can be used to conceive structured
classroom activities for the translator training whose aim is to enhance
the understanding of the source language text and the ability to produce
fluent target language texts. CCC is also supposed to work as a resource
for translators, language service providers and computational linguistics on
how CVs are and should be structured.
Lexical Variation in Academic English
Maria Carolina Zuppardi
So Paulo Catholic University (PUC-SP), Brazil
Content and language integrated learning (CLIL) and the teaching of English
for Specific Purposes (ESP) are becoming commonplace in higher education
classrooms around the world; however, the focus of English as a foreign
language teaching in universities remains mostly on General English or
English for Business rather than other areas, such as health sciences and
engineering and IT. Therefore, this study sets out to describe the lexical
variation of different fields of knowledge, namely health sciences, engineering
and IT, business, and humanities by identifying the main collocations of each
area in addition to their lexical parameters and the semantic associations
underlying the variation present in these areas of study. The study makes
use of the multidimensional framework for register variation (Biber, 1988 et
seq.) and the concept of Lexical Dimension of variation, proposed by Tony
Berber Sardinha (forthcoming). The corpus being used is the CAT (Corpus
of Academic Texts), composed of textbooks and articles compiled based
on syllabi of undergraduate courses in each of the aforementioned fields
of knowledge. This presentation will show the results of the identification
of dimensions of lexical variation across each area of study, including main
collocations and their semantic profile. Some considerations on how to
apply the findings to the teaching of both English for Specific Purposes and
English for Academic Purposes will also be presented.
 S69
Time: Friday, 28/Jul/2017: 10:15am - 12:15pmLocation: Queluz VII
Multimodality and Multiliteracies; issues of epistemology and pedagogy
Organizer(s): Viviane Heberle (Universidade Federal de Santa Catarina, Brazil)
Pennycook (2010) and Canagarajah (2005), among others, have long called
for need to critically reflect on the epistemologies that underlie language
practices and pedagogies. In his studies on multimodality, Kress (2005)
highlighted the epistemological basis of the relationship between writing
and the visual. In the present context of the technologizing or digitalization
of communication , where the visual seems to predominate in relation to the
alphabetic, generating the prolific multimodality of contemporary literacies
as language use, Lankshear and Knobel (2007) propose that this be seen
as an epistemological shift not only in relation to modes of representation
and new technologies but also in terms of the societal changes within which
such changes occurred. Focusing on these societal changes, Lyotard (2003)
had already emphasized the forms these epistemological societal changes
have on language and knowledge, meaning and knowledge construction.
Cope and Kalantzis (2012) used such considerations of epistemological,
technological and communicational change in contemporary society to
elaborate new multimodal pedagogies. Hence, within this scenario, the
importance of critically reflecting on the epistemological dimension of
multimodal pedagogies or multiliteracies. This symposium aims at discussing
such issues. In Multiliteracies: pedagogy, epistemology, or both?, Daniel
Ferraz discusses the complex relationship between multiliteracy proposals
as epistemologies and as communicational practices. In Epistemic Vigilance
in Multiliteracies: critical possibilities for education, Lynn Mario de Souza
calls attention to the need for connecting reflections on pedagogy with
the ideological and political dimensions of multimodal epistemologies. In
Multimodality and multiliteracies: epistemological and educational concerns
, Viviane Heberle analyzes childrens picture books and video games in order
to identify the underlying epistemological and pedagogical presuppositions.
In Literacies, Applied Linguistics and the Epistemology of Performance: a
discussion on knowledge, language, culture and technology, Walkyria
MonteMr analyses the communicational, technological and cultural
interfaces of multiliteracy proposals in the Brazilian educational context.
Details of the Symposium Papers
Multiliteracies: pedagogy, epistemology, or both?
Daniel Ferraz
Universidade Federal do Esprito Santo, Brazil
According to Cope and Kalantzis (2000, p. 4), the multiliteracies are a
response to the demands that the changing world has placed upon people
as makers of meaning, as citizens, in the workplace, and in lifeworlds. For
Lankshear and Knobel (2003, p. 11), the pedagogy of multiliteracies (ML)
focuses strongly on how cultural and linguistic diversity and the burgeoning
impact of new communications technologies are changing the demands
on learners in terms of what we have identified here as operational and
cultural knowledges in order to acquire new languages that provide
access to new forms of work, civic, and private practices in their everyday
lives. At the same time, as the proponents of ML argue, learners need to
develop strengths in the critical dimension of literacy as well. Thus, based
upon the aforementioned authors, we might state that the ML can be
seen as an epistemology, and as pedagogy. In this sense, we might raise
questions: What are the ML when we think of local contexts? Are they a
set of pedagogical practices to be applied in classes? By bringing videos
(visual and auditory modes), games (gestural, visual, auditory), and songs
(auditory mode) into my classes, am I applying the pedagogy of ML? Or
are the ML an epistemological perspective on the changing world? In order
to problematize these questions, I will analyze some research proposals
approved by the Masters Program of Linguistics Applied Linguistics
(PPGEL) of the Federal University of Esprito Santo, showing that, within this
local context, ML need to be discussed in epistemological terms.
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Epistemic Vigilance in Multiliteracies: critical possibilities for education
Lynn Mario Menezes de Souza
Universidade de So Paulo, Brazil
Stiegler (1998, 2015) has proposed that humanity is essentially lacking in
essence and has traditionally used tools and instruments technology - to
develop this essence. Thus technology, rather than a simple, unessential
appendix, is foundational in making humanity human. Analyzing the use of
technology in literacy practices in specific communities, I called attention
to the situatedness of digital or multiliteracies (Menezes de Souza 2007,
2008) and how digital technology, though indispensable, is not simply
transferable and context-independent. Lankshear and Knobel (2007) refer
to the knowledges implicit in the use of digital technologies as digital
epistemologies, which extend beyond the simple transference of language
to a digital medium. More recently Wolfson (2014) called attention to the
strong current tendency to lift technology out of social context emphasizing
the negative political consequences of this. McChesney (2013) also calls
for a need to situate current digital technological innovation within a social
and political context. Andrejevic (2007) cites as an example of this need
the highly valorized concept of interactivity in digital communication that
may in fact have negative political and financial implications. Freire (1979)
called for a move away, in educational practice, from nave, common-sense
thinking to what he called more rigorous or critical thinking, involving an
epistemological awareness of the relationship between local knowledge
and non-local knowledges. Complementing Freire, Sousa Santos (2007)
proposed the concept of epistemic vigilance which involves a similar critical
reflection on how knowledges are used in contexts of conflict and inequality.
In light of these issues, this presentation proposes a critical , epistemically
vigilant look at current uses of digital media in educational contexts.
Multimodality and Multiliteracies: epistemological and educational concerns
Viviane Heberle
Universidade Federal de Santa Catarina, Brazil
Contemporary epistemological concerns involving studies in multimodality
and multilitercies allow us to challenge boundaries, emphasize
interdisciplinary work and reflect on applications and developments
regarding the use of a wide range of semiotic resources (including
technological tools) in different forms of communication in educational
and other sociocultural contexts. Among the questions raised in terms
of Interdisciplinary and transgressive boundaries, applied linguists may
turn their attention to language and other semiotic systems in multimodal
studies, language, power, identity and knowledge, or still global and local
social practices. As proposed by Kress (2010), multimodality, understood
as a social semiotic approach to contemporary communication, aims at
providing access to the semiotic and other cultural resources for people
to participate in society in sociocultural, economic and political forms of
social interaction. Aligned with this view, studies in multiliteracies, with a
specific focus on educational settings, aim at the development of production
and interpretation skills of new forms of communication (New London
Group, 1996; Unsworth, 2008). The present paper attempts to exemplify
the crossing of these boundaries and their consequent epistemological
concerns, based on theoretical and methodological principles drawn from
studies in multimodality and multiliteracies, critical discourse analysis, and
its interconnections with systemic functional linguistics. Examples are
drawn from videogames, childrens picture books which address alternative
identities and museums, with a focus on multimodal meanings and strategies
of engagement.
Literacies and the Epistemology of Performance: issues in knowledge,
language, culture and technology
Walkyria MonteMr
Universidade de So Paulo, Brazil
Thinking about Lyotards assertion (2003) that to understand the nature of
knowledge in modern times, one must be able to understand how society
operates, and why, at least two intertwining social operations surface in what
the author calls the language game. According to him, each of us are nodes
on a communication net, intercepting and resending messages throughout
the system. These messages in turn affect the nodes in the language game,
causing moves, displacements, and countermoves, all which potentially
enhance and enrich the system by creating innovation and novelty. However,
there is another operation that limits the kinds of moves that are able to be
made and this is the specification of boundaries and rules..
This reasoning can as well be a metaphor for the studies on non-conventional
and conventional epistemologies that have challenged Applied Linguistics
research. Underpinned by premises such as justified true belief and
knowing processes as located within the individual subject, conventional
epistemology has been instigated to broaden up as a way to host different
knowledge processes in digital societies.
Research has evidenced the need to review the language-culture-
technology relationships that allow the acknowledgement of other
epistemological bases and trigger further studies. This paper approaches
Literacies as a linguistic-cultural-educational project as in Kalantzis; Cope
(2012), Lankshear; Knobel (2011), Monte Mor (2015), and interfaces it with
Critical Applied Linguistics, that focuses on questions of power and
inequality, disparity and difference, as in Pennycook (2011), to discuss the
concept of Epistemology of performance, a different way to construct
knowledge in digital societies (Lankshear and Knobel 2003). It claims that
such theories and practices may work in favor of a view of language and
education that responds to decoloniality issues in societies by committing
with critique, agency, and meaning making.
S71
Time: Friday, 28/Jul/2017: 10:15am - 12:15pmLocation: Venezia II
Narratives as complexity metrics in bilingualism and L2-acquisition: lexical,
syntactic, pragmatic and literacy components.
Organizer(s): Christiane Bongartz (University of Cologne), Ianthi Maria Tsimpli
(University of Cambridge), Maria Andreou (University of Cologne), Jacopo
Torregrossa (University of Hamburg)
This symposium aims to discuss the development of narrative skills in
bilinguals and second language learners. In particular, we will investigate
if there are aspects of narrative production in which bilinguals lag behind
monolinguals, and which conditions lead to the enhancement of narrative
skills in both bilinguals languages.
Several studies on bilingual narrative production have shown that bilinguals
performance diverges from monolinguals. This has been interpreted as an
effect of cross-linguistic influence between the two bilinguals languages
(Serratrice 2007; Chen & Lei 2012), imbalanced language proficiency
(Gutirrez-Clellen 2002; Montanari 2004; Andreou et al. 2015) and
processing constraints (Torregrossa & Bongartz to appear). However, most
of these studies focus on single aspects of narrative discourse, such as the
use of referential expressions. Therefore, a more complex pattern of results
may emerge, if one considers different components of narrative production
and how they interact (Gagarina et al. 2016; Mavi et al. 2016).
In this symposium, we will discuss methodologies for a fine-grained,
multi-factorial analysis of narrative discourse. In particular, the narratives
complexity will be assessed on the basis of different measures, including
macrostructure, which refers to the narratives overall structure and content,
and microstructure, related to language-specific form-function mappings
(referring expressions, syntactic complexity, morphosyntax, etc.). The
distinction between these two dimensions of narrative production will reveal
that, when considering more abstract knowledge of narrative structure
(i.e., macrostructure), bilinguals perform equally, or even outperform,
monolinguals (cf. the talks by Papadopoulou & Tantos and Bongartz et
al.). Furthermore, we will investigate which factors motivate variation in
bilingual and monolingual narrative performance, including sociolinguistic
measures (Gagarina et al.), features of the schooling systems (Torregrossa &
390
Andreou) and cognitive constraints (executive functions and speed of lexical
processing, Bongartz et al.).
Narrative skills are considered as a good predictor of literacy outcomes.
Therefore, the issues that will be addressed in the symposium have
several implications for the development of bilingual academic language
proficiency. Besides discussing methodologies for the assessment of
bilinguals narrative skills, we will try to identify which requirements bilingual
educational programs should satisfy to enhance bilinguals language
abilities.
Details of the Symposium Papers
Anaphora Resolution in L1 and L2 Greek: A corpus-based study
Despina Papadopoulou, Alexandros Tantos
Aristotle University of Thessaloniki
Anaphora resolution investigates the complex discursive association of
anaphoric expressions with their antecedents as well as the linguistic
circumstances under which this relation is established. The aim of this
corpus study is to investigate the anaphoric preferences of subject
anaphoric expressions DPs and pronouns in adult L1 and L2 Greek and to
explore the factors that dictate the accessibility level of antecedents. Ariels
Accessibility Theory (1990) predicts variation on the behavior of anaphoric
expressions regarding the saliency of their antecedents. Additionally, the
Centering Theory (Grosz, Joshi & Weinstein, 1995) and the Parallel Preference
(Chambers & Smyth 1998) accounts maintain that the syntactic position
affects antecedent prominence. Topicality also has a significant impact on
saliency, since topic antecedents tend to be more salient than non-topic
antecedents (Ariel, 1990). Finally, according to the Right Frontier Constraint
(RFC, Asher & Lascarides, 2003; 2007) only antecedents which are in the
RF (the previous utterance and any utterance in subordination relation with
it) of the anaphoric expression are possible referents (Charatzidis 2014). In
the present study we explore how all these factors affect Greek anaphora
resolution by means of an L1 and an L2 corpus, 30,000 words each, which
consist of written narrations produced by (non) native speakers of Greek.
The material gathered was annotated using the UAM corpus tool in terms
of the anaphoric expression and their antecedent(s) properties. Preliminary
results indicate that discourse factors, such as the RFC, topicality and the
[topic shift] feature, play a significant role in pronoun resolution in L1 and L2
Greek. Our findings will be discussed in relation to previous work in pronoun
resolution in L1 Greek (Charatzidis et al., 2015; Dimitriadis, 1996; Miltsakaki,
2001; 2007; Papadopoulou et al., 2014) as well as current research about
pronoun resolution in L2 (Sorace, 2011 a.o.).
Migrant childrens discourse skills: Slavic-speaking families in German- and
English-speaking environments
Natalia Gagarina1, Agnieszka Otwinowska-Kasztelanic2, Karolina Mieszkowska2
Zentrum fr Allgemeine Sprachwissenschaft, Berlin, 2Warsaw University
1
Discourse skills are essential for the development of literacy (McCabe,
1996; Wallach, 2008). Transmitting literacy, understood as the general
ability to use languages and engage in culture (UNESCO, 2006), is crucial
for childrens schooling and social functioning. Literacy transmission and
maintenance strongly depends on the socio-linguistic background of the
families and depends on the attitudes towards the home and community
languages (Walters et al., 2014). In case of bi- and multilinguals, literacy
should be assessed in both languages of the child. The present study
investigates bilingual literacy as measured via the Multilingual Assessment
Instrument for Narratives (Gagarina et al. 2012; 2015) in both languages of
the child. In particular, the study compares elicited told and retold narratives
of 42 Polish-speaking migrant children raised in Great Britain (aged 4;5
to 6;11), and 49 Russian-speaking children raised in Germany (aged 5;1 to
7;6). We examine the macro- and microstructure, i.e. the complexity and
coherence of childrens narratives in home and environment languages.
We also explore whether and which socio-linguistic factors of the families
(e.g. the socio-economic status, family size, patterns/contexts of language
use) and other background factors influence the development of skillful,
coherent storytelling in both languages of the child. We draw conclusions
on the factors underlying literacy transmission in minority and migrant Slavic
families.
The effects of different types of bilingualism on cognitive measures: Evidence
from narratives
Christiane Bongartz1, Ianthi Tsimpli2, Maria Andreou1, Jacopo Torregrossa3
University of Cologne, 2University of Cambridge, 3University of Hamburg
1
production. Moreover, a (relatively) high amount of hours of teaching in
the non-dominant language evens out the negative effects related to low
proficiency. The results will be discussed in terms of implications for the
design of bilingual teaching programs which are able to enhance bilinguals
language skills.
S72

Narrative production requires the coordination of linguistic, cognitive, and

social skills (Tager-Flusberg & Sullivan, 1994), and hence, constitutes a valid
tool for assessing childrens linguistic and Theory-of-mind abilities (Hadley,
1998). For narrative production based on a story-prompt, a distinction
is made between skills at the level of macrostructure (story grammar,
psychological terms) on the one hand, and microstructure (referring
expressions) on the other. Recent studies show that bilingualism involves
an advantage in executive control functions (Bialystok & Viswanathan,
2009), but a disadvantage in speed of lexical retrieval (Bialystok et al. 2011).
One further question to be investigated is whether executive functions
and lexical retrieval differ among different types of bilinguals. The specific
aim of the study is twofold: a) to investigate the possible effects of the
type of bilingualism on executive function and lexical retrieval and b) to
investigate whether bilingualism, updating and speed in lexical retrieval
confer advantages across languages when complex tasks such as narrative
discourse are assessed. The data consist of narratives (modified ENNI)
from 60 8-12 year-old Greek-German bilingual children, with monolinguals
as controls. The biographical information is elicited through a background
questionnaire; scores from standardized expressive vocabulary tests were
used as independent measures of language proficiency. Their updating
ability was assessed with the n-back task (Miyake et al., 2000) and their
speed in lexical processing by means of a lexical decision task (LDT)
designed for both languages.
Preliminary results suggest that simultaneous and successive bilinguals
show better performance in macrostructure and updating than monolinguals.
However, in microstructure, bilinguals use of referring expressions diverges
from monolinguals, exhibiting a greater occurrence of ambiguities in
simultaneous bilinguals and of overspecified expressions in successive
bilinguals. The performance in macrostructure correlates positively with
updating, while the number of ambiguities in reference production is
predicted by the performance in the LDT.
Which type of biliteracy enhances bilingual narrative skills?
Jacopo Torregrossa1, Maria Andreou2
1
University of Hamburg, 2University of Cologne
This paper aims to analyze the effects of balanced vs. imbalanced biliteracy
across different groups of bilingual children. Some recent studies have
pointed out that balanced biliteracy enhances both cognitive and linguistic
skills (Marinis et al., submitted on cognition; Bongartz & Torregrossa,
submitted on language). We will analyze narratives told by 20 German-
Greek, 20 English-Greek and 18 Italian-German bilingual children (aged 10-
Time: Friday, 28/Jul/2017: 10:15am - 12:15pmLocation: Venezia III
New perspectives on ESL/EFL teacher education
Organizer(s): Shen Chen (University of Newcastle, Australia)
This symposium will discuss the new perspectives of ESL/EFL teacher
education which is becoming a crucial issue in many non-English counties
countries, in particular, in the Southeast Asia. It will review the evolution
of three models of teacher education and question the existing model by
investigating current EFL classrooms and deconstructing the framework of
knowledge-base for ESL/EFL teacher education.
Firstly, the issue of ESL/EFL teacher education will be examined from an
educational perspective. Since language teachers have shifted their
attention from arguments over teacher-centred and learner-centred towards
learning centred, ESL/EFL teacher education should not be limited in
pedagogical concern but extended to a wider view of education in general
in this post-method era.
Secondly, the technological innovation has a strong impact on teaching
education and ESL/EFL teacher education is not an exception. A
technological perspective will enable ESL/EFL teachers to take advantages
of the new development of ICT and its application in ESL/EFL classrooms.
For instance, the blended learning and flipped classroom have recently
been becoming an incipient trend in todays education system.
Thirdly, in the globalised environment of the 21st century, it is essential to
acknowledge the cultural nature of classroom communication. A social
perspective of ESL/EFL teacher education will teachers to work together
with their students in terms of relations so that they can ensure greater
learning productivity, as well as the preparation of students for a global
existence in which intercultural competence is paramount.
Finally, ESL/EFL teacher education should be closely linked with the learning
environment of schools. The variety of backgrounds of ESL/EFL learners
in terms of age, gender, social economic background and ethnicity in
different schools has led ESL/EFL teacher educators to have an institutional
perspective, namely, a new angle to pay attention to the specific needs of
various schools which has been overlooked in the traditional model in ESL/
EFL teacher education.
This symposium is a joint effort by cooperation between ESL/EFL teacher
educators from Australia, Vietnam, Indonesia, Thailand and Hong Kong,
China.

12). For each of their two languages, the children were tested for proficiency Details of the Symposium Papers

(alias vocabulary score) and administered questionnaires targeting
language use in different contexts. Balanced biliteracy was defined in terms Educational perspective on traditional models of ESL/EFL teacher education
of the difference between hours of teaching dedicated to each language at Shen Chen, Jennifer Archer
school: the lower the difference, the more balanced the educational setting. University of Newcastle, Australia
In particular, one group of children among the German-Greek is the most
As a result of economic globalization and technologic innovation, raising
balanced in biliteracy (33% of hours in the non-dominant language), while
the level of the language of proficiency of English as a world language and
one group among the English-Greek is the least balanced (7% of hours in the
intercultural competence of new workforce is a major concern of many
non-dominant language). For the analysis of the narratives, we considered
non-English speaking countries, in particular, in the Asian countries such
different measures, including story grammar, occurrence of internal state
as China, Indonesia, Thailand, Vietnam, and so on. How to innovate the
terms, syntactic complexity (story length, number of subordinations and
existing curricula for training ESL/EFL teacher to meet the national needs is
complexity of determiner phrases) and patterns of reference-tracking. The
becoming a crucial issue to ESL/EFL teacher educators in those countries.
results reveal that, for all the measured considered, the amount of hours
of teaching is the best predictor of narrative performance: the more hours As an introduction part of the symposia, this paper will review the evolution
dedicated to each language, the better the performance in narrative of three models of teacher education and question the existing model by

391
investigating current EFL classrooms and deconstructing the framework of classroom and instruction. The concepts of blended learning and flipped
knowledge-base for ESL/EFL teacher education. classroom have recently becoming an incipient trend in todays education
system where traditional ESL/EFL approaches and philosophies of teaching
The development of language teacher education has witnessed three
and learning are defied. The growing acceptance of the latest gadgets and
stages featured with (1) the craft model, (2) the applied science model
the readily available of the Internet have further solidified the necessity of
and (3) the reflective model (Wallace, 1991). In the traditional curricula for
intertwining technology with ESL/EFL education. Furthermore, the facts that
ESL/EFL teacher education, a knowledge-based framework has been
the present-day generations of children are growing up with technology
consisting of four elements which a second language teacher must know.
have contributed to the requisite of revisiting the conventional approach
They are (1) second language studies, (2) second language learning and
of ESL/EFL instruction for the improvement of learning. This article presents
acquisition, (3) social-culture context of language teaching and (4) second
means in which technology could be used in beneficial ways for both ESL/
language teaching in according to the fundamental concepts of language
EFL teachers and students alike. It concludes with the emphasis that ESL/
teaching(Stern, 1983). However, if a close investigation is made on the
EFL teacher education program need to be malleable to technological
current situation of ESL/EFL classroom, this knowledge-based framework
progress as opposed to the conventional approach. Such is the influence of
is questionable. A deconstruction should be made in ESL/EFL teacher
technology in ESL/EFL education that ignoring it simply means is left behind.
education programs.

This article proposes a new model of curriculum innovation from ESL/EFL Social-cultural perspective of ESL/EFL teacher education
teacher education: shifting from the traditional four elements to four Thi Thuy Le
domains, namely, (1) educational domain, (2) social-cultural domain, (3) University of Languages and International Studies, Vietnam National
technological domain and (4) institutional domain. The detailed arguments University of Hanoi, Vietnam
are followed by international contributors who will discuss about the four
The field of second language teacher education has recently experienced a
domains respectively.

shift from cognitive perspective into sociocultural perspective, which views
learning and change primarily in terms of socially and culturally mediated
Institutional perspective of ESL/EFL teacher education
meaning construction, taking place through participation in shared
Helena Sit
communities of practice (Vygotsky, 1978; Lantolf, 2000; Brandt, 2006).
University of Newcastle.Australia
Consequently, priority is given to the social context and cultural tools that
The internationalisation of higher education has led Australian universities shape the construction of human understanding and action. Adhering to this
to attract global students to English language education programs that perspective, studying the role of social and cultural environment and the
aim to prepare English as second or foreign language (ESL/EFL) teachers. factors influencing second language teacher education is fundamental to
Traditional ESL/EFL language teacher education modals usually place foci the teaching and training of second language teachers.
on knowledge-based transmission such as second language acquisition,
Given the importance of second language education, especially English
language learning and teaching methods in theory. However, teaching
language teacher education in Vietnam, the author tries to explore its
and learning in language education are complicated processes that
current state. The most pressing pedagogical issues faced by Vietnamese
are influenced by many different factors such as learning context and
tertiary English language teachers and teacher education in the context of
institutional culture. The recognition of diversity of student body (e.g., age,
recent comprehensive educational reforms will be discussed and explained
gender, social economic background and ethnicity in different schools)
from the lenses of socio-cultural theory. As the social-cultural perspective is
and promotion of multicultural experience for both teachers and students
concerned with relations and interactions between the individual and social
has become a major concern for provision of high quality learning and
aspects of learning, identity formation is becoming an increasingly important
teaching in Australian schools, so how to enable student teacher trainees
matter for ESL teacher education research. Phan Le Ha (2004) also contends
to understand the specific needs of various schools will be explored in this
that social and cultural contexts play a significant role in identity formation.
study. Hence, live practice ESL/EFL teaching in Australian local schools as
In this presentation, therefore, the issue of how the identity of Vietnamese
a must practice-based skill should be enhanced for students to undertake
ESL teachers is challenged will be also raised, which will inspire further
to gain actual hands-on teaching experience when walk into an actual
discussions rather than provide a definite solution.
ESL/EFL classroom. This paper reports a case study of student teacher
trainees teaching practicum experience. The findings show the student The impetus of this presentation will be an ESL teacher-training model,
teachers critical reflections upon the theory and practice of teaching, which are drawn from the researchers experience and understanding as
learning, curriculum design, assessment and evaluation. On the other hand, an ESL teacher. Based on solid theories and a comprehensive analysis of
their co-teachers in the practicum schools are also interviewed to provide Vietnamese socio-cultural context, the model is expected to meet the needs
feedback for improving future ESL/EFL teacher preparation programs. The of ESL teacher education in Vietnamese specific context. It is hoped to bring
findings suggest that the institutional practice has an influence on ESL/EFL valuable ideas for ESL educators and curriculum designers.
teacher preparation programs. Teacher professional learning should be
school based and built into the day-to-day work of teaching where teacher
trainees can address the immediate problems and challenges of learning S74
and teaching and continually develop their knowledge and skills.

Time: Friday, 28/Jul/2017: 10:15am - 12:15pmLocation: Venezia V
Technological perspective of ESL/EFL teacher education
Pesquisas em lingustica aplicada: questes epistemolgicas
Oktavian Mantiri
Organizer(s): Maria Jos Coracini (Brazil)
Asian-Pasific International University, Thailand
Trata-se de um simpsio que pretende discutir como se faz pesquisa
Technology has undoubtedly impacted every facets of human existences
no campo da Lingstica Aplicada com base na perspectiva discursivo-
from individuals, society, and institutions be it local, national or global level.
desconstrutivista, que se apia prioritariamente em noes extradas da
In the milieu of education, technology has entered into and become an
viso discursiva de Foucault sobretudo no que diz respeito s noes
integral part of scholastic activities. This article explores how technology is
de discurso, formao discursiva e relaes de poder; da desconstruo
transformation English as a Second Language (ESL) or English as a Foreign
proposta pelo filsofo Derrida que sugere a critica ao logocentrismo, ao
Language (EFL) classroom instruction, the learners and teachers alike. It
pensamento dicotmico da cultura ocidental, de que somos herdeiros, ao
addresses the answers to the following questions: how we learn, when we
sujeito centrado, racional e consciente; e da psicanlise freudolacaniana,
learn, where we learn, how we teach and even, how we manage ESL/EFL

392
sobretudo no que diz respeito questo do sujeito do inconsciente, sujeito
do desejo ou da falta, sujeito da linguagem, efeito entre significantes.
Embora respeitando as diferenas entre eles, os trs filsofos dialogam
nas questes sobre o sujeito inconsciente, a verdade do momento
histrico-social, da formao discursiva, dos aspectos culturais e a
linguagem plurissmica, cujos efeitos de sentido dependem da situao
de enunciao e daquele(s) que interpreta(m). As pesquisas que constituem
o simpsio tm diferentes objetos de anlise: formao de professores,
discurso sobre as chamadas novas tecnologias em livros didticos de
lngua inglesa e o tempo e o espao no dizer de pessoas em situao
de rua. Duas das pesquisas se unem pelo modo como so coletados
os registros para anlise: entrevistas orais semi-estruturadas ou relatos/
histrias de vida, possibilitando aos participantes falarem de si e serem
ouvidos com interesse pelo pesquisador. As entrevistas ou histrias de vida
so autorizadas pelos participantes que assinam um documento de livre
consentimento. A anlise efetuada recai sobre a materialidade lingustica,
evitando, assim, a anlise de contedo. Trata-se de partir da interpretao
que sempre e inevitavelmente violncia, corte, ciso contra e no texto,
que se abre disseminao de sentidos. Nesse aspecto, a subjetividade
do analista se faz presente e deixa cicatrizes no texto que, morto, se presta
observao e disseco. O olhar lanado sobre os registros nas trs
pesquisas que compem o simpsio est imerso na mesma perspectiva
filosfico-metodolgica. Alguns resultados de cada pesquisa sero
apresentados.
Details of the Symposium Papers
As Representaes dos Professores de si e o PNAIC: Mudanas ou Permanncia?
Andreza Rocha
Brazil
Este estudo tematiza a constituio de representaes pelos professores
a respeito de si e do seu trabalho, tomando como cenrio a iniciativa
apresentada desde 2013 pelo Ministrio da Educao e Cultura do Brasil
denominada Pacto Nacional Pela Alfabetizao Na Idade Certa (PNAIC),
compromisso em funo do qual o governo federal, do Distrito Federal, dos
estados e dos municpios visam a garantir a alfabetizao de todas as crianas
at os oito anos de idade, no final do 3 ano do ensino fundamental. Para
tanto, considerando as noes de rastro e de diffrance (DERRIDA:1968),
buscamos apreender quais sentidos emergem em relao influncia do
curso de formao continuada que constitui uma das iniciativas do referido
Pacto bem como a possibilidade de apreender dizeres relacionados
mudanas nas representaes do professor a respeito de si e do seu
trabalho. Metodologicamente, optamos pela realizao de entrevistas
orais semi estruturadas nas quais os participantes foram convidados a
discorrer sobre suas impresses e percepes em relao ao PNAIC, tanto
no que se refere realizao do curso presencial como em relao ao
material escrito produzido em funo dele, os denominados Cadernos de
Formao, processo a partir do qual selecionamos para anlise trechos
da transcrio de entrevistas realizadas com trs participantes. Como
resultados preliminares foi possvel identificar que as representaes dos
professores a respeito de si e de seu trabalho so marcadas por dizeres
que indiciam posturas tais como a de resistncia s injunes colocadas
pelo PNAIC, a de problematizar a validade efetiva do referido Pacto e a de
compreend-lo como elemento gerador de mudanas.
O Discurso sobre as Novas Tecnologias em Materiais Didticos de LI: Simulacros
desterritorializados
Silvelena Dias
Brazil
Esta pesquisa tem por objetivo problematizar a maneira como uma coletnea
de material didtico de lngua inglesa (LI) - integrante do Programa Nacional
do Livro Didtico - 2012 - (PNLD - 2012) - apropria-se do discurso sobre
as novas tecnologias, de modo que seja possvel entrever o imbricamento
entre as representaes sobre aluno, professor, novas tecnologias e
sobre o processo de ensino e aprendizagem de LI. O aporte terico se
393
situa numa perspectiva denominada discursivo-desconstrutivista, balizadas
pelas teorias do discurso com base em Foucault, pela desconstruo
derrideana, que nos permite problematizar o que parece evidente e
natural estabelecido pelo pensamento logocntrico e dicotmico e pela
psicanlise lacaniana, no que diz respeito ao sujeito descentrado, cindido,
sujeito do inconsciente, da falta e do desejo, constitudo pela linguagem
porosa, obscura e equvoca. Procuramos buscar na anlise o entendimento
das relaes entre a materialidade lingustica e o processo scio-histrico
na contemporaneidade, as quais circundam os processos de construo
de sentidos, ou seja, os processos de funcionamento discursivo. Os
resultados de anlise pautados pelas regularidades foram organizados em
trs eixos: o mesmo, o velho e o repetvel no dessemelhante, no novo e
no difervel; corpo materializado/virtualizado; desterritorializao: simulacro
e fetiche. Constatamos que o mito do novo, da internet e da globalizao
se presentificam nas escolhas dos textos do LD de LI que circulam no
mbito digital, nas imagens, nas atividades didticas, nas temticas de
textos e de unidades temticas. O querer parecer tela on-line do LD de LI
aponta para uma forma de dispositivo de controle, que revestido de uma
nova roupagem, possa seduzir o aluno, captur-lo, como uma forma de
motivao ao aprendizado da LI e, que de alguma maneira, tambm, possa
contribuir para a incluso no s do aluno, mas tambm do professor no
mundo digital, transforma(ta)ndo as atividades didtico-pedaggicas em
simulacro.
Tempo e Espao: o caso de pessoas em situao de rua
Maria Jos Coracini
Brazil
Interessa-nos observar como os chamados moradores de rua marcam
em seu dizer a relao que estabelecem com o tempo e o espao,
considerando que a situao de vida, o momento histrico-social e o
contexto cultural definem esses parmetros. Coletamos o corpus em
abrigos diurnos ligados a uma ONG catlica de Campinas (SP) ou na rua,
nas caladas da rodoviria local. As histrias de vida foram gravadas
em udio, devidamente autorizadas pelos participantes da pesquisa,
transcritas e digitalizadas, transformadas, assim, em corpus, arquivo
morto que ganha vida pela e na anlise, efetuada sempre depois de
um gesto de interpretao, conforme o tema que se deseja (en)focar.
A orientao terico-metodolgica do olhar que lanamos aos nossos
registros a que denominamos discursivo-desconstrutivista, que
busca desconstruir todo apego a verdades estveis ou fixas, postulando
a necessidade de crtica ao olhar positivista e racional que advm do
pensamento dicotmico, caracterstico da epistemologia ocidental.
Dentre os resultados possvel vislumbrar que a memria de mdio
ou longo prazo remete os participantes a suas experincias prvias,
quando tinham onde morar (na maioria das vezes, em barracos precrios
feitos beira de rios ou ao longo de morros), pai, me ou esposo(a),
filho(a)s. De modo que, embora na rua, eles se atm a essas lembranas:
o cu ou a laje de uma ponte ou viaduto lhes servem de teto. Referem-se
a lugares onde podem dormir sozinhos, na intimidade que no deve ser
compartilhada (atrs de uma rvore ou encima da ponte ou ainda num
banco de uma praa pblica). Acordam quando um guarda os sacode e
os tira de l. Espao imaginrio, tempo marcado pela natureza ou pelo
movimento das pessoas nas ruas e caladas, alm da fome que avisa
a hora de comer. Tudo isso na era digital em que tempo e espao se
transformaram.
 S78
Time: Friday, 28/Jul/2017: 10:15am - 12:15pmLocation: Ducale IV
The complexities of family language policy across multilingual settings
Organizer(s): Elizabeth Lanza (Center for Multilingualism in Society across the
Lifespan (MultiLing), University of Oslo), Gillian Wigglesworth (University of
Melbourne)
Complexity is highlighted as a fundamental aspect of current multilingualism
in all its dimensions (Ruiz de Zarobe and Ruiz de Zarobe, 2015). In the study
of language transmission in multilingual societies, the family has come in
focus through the burgeoning field of family language policy, which aims to
contribute to the study of the complexity of multilingualism. Family language
policy involves implicit and explicit planning as well as practices in relation to
language use and literacy within home domains and among family members.
While an increasing number of studies have highlighted the familys role in
language and cultural maintenance and shift, the complexities of families,
and how families are defined in examining these processes, are under-
examined, as are the ways in which these are manifested across multilingual
settings. This symposium draws together four papers from a variety of places
across the globe Malawi, Chile, Australia, and Singapore and reports on
family language policies in indigenous, minority languages and multilingual
communities. These papers explore what defines a family, and the factors
involved in multilingual transcultural family members decisions and
practices concerning language use at home by examining what language(s)
caregivers choose to transfer to the next generation and why and how, as
well as issues of childrens agency in choosing what language(s) they speak
with siblings and older generations: why and how. These papers reveal the
very complexities of families across different types of multilingual settings
and their family language policies, and will contribute to our understanding
of the factors that contribute to the transfer or not of minority languages
across generations, and the factors that lead to a possible language shift.
Ruiz de Zarobe, L & Y. Ruiz de Zarobe. 2015. New perspectives on
multilingualism and L2 acquisition: An introduction. International Journal of
Multilingualism, 12 (4): 393-403.
Details of the Symposium Papers
A complex web of decisions: Family language policy choices in multilingual
Malawi
Edrinnie Elizabeth Lora-Kayambazinthu
Chancellor College, University of Malawi
Malawi is a multilingual country where additive bilingualism is the norm
for many Malawians regardless of rural or urban settlements. The family is
the nuclei engine or the main catalyst of intergenerational transmission of
ethnic or heritage languages in maintenance studies; yet it faces a number
of challenges both internal and external in asymmetrical multilingual settings
such as Malawi. The concept of a family language policy becomes a complex
and contested issue in such contact and institutionalised situations in
endogamous and exogamous families. This paper explores the dynamics of
how language policies are shaped and negotiated within endogamous and
exogamous Chewa, Tumbuka, Yao and other ethnic group families in Malawi
and advances the argument that families are macrocosms of the macro
language planning and therefore reflect ideologies, value systems, and
relations between choice, power, identity and external forces in multilingual
countries. Data collected from ten families in Zomba City complemented
by other Malawian data sets using observations, semi-structured interviews
and recordings of natural interactions in these families is used to illustrate
the complex nature of family language interactions, freedom of language
choice, practices and their underpinning socio-economic and psychological
factors. Data reveal that in some cases, the children as heritage language
transmission agents subvert and contest explicit parental efforts towards
home language policies and are primary agents of language shift. Another
pattern shows that parental efforts are compromised by negative attitudes
vis--vis institutionalized languages. The question is to what extent
394
Malawian language policy choices are family-based and how much they are
a reflection of the cosmopolitan, explicit and implicit government language
policy. This paper explores these questions arguing that in most multilingual
settings such as Malawi, the decision to use a particular family language
policy is a complex undertaking governed by a number of ecological, socio-
psychological, economic and political issues.
Indigenous children in the cross fire: Surviving family and school language
policies
Marco Espinoza Alvarado
University of Melbourne
Family language policy must be viewed in relation to the other domains
that make up a given sociolinguistic ecology and which play a role in the
language socialization of children, especially schools. Understanding how
the language policies in these two domains interact is especially relevant
as it can shed light on different aspects of the language development of
children growing up in indigenous communities undergoing language
shift. In the semi-isolated bilingual indigenous community of Butalelbun,
in south Chile, Spanish and the indigenous language Chedungun have
a long history of contact. In this paper, I discuss how language practices
within bilingual indigenous families interact with the top-down language-in-
education policies in monolingual schools, and the possible effects this may
have in the language development of indigenous children. The data consist
of recordings of naturally occurring conversations in indigenous homes,
participant observation notes, and interviews with parents, children and
teachers, and a brief analysis of official documents and current legislation
concerning the language education of minority children in Chile. Findings
suggest that, even within what can be regarded as a single community,
the children are growing up in families that display varying beliefs, attitudes
and practices regarding their language socialization, but also that children
play an important role in shaping language practices within families. Added
to this complex sociolinguistic reality, the school language policies are
playing a major role in language shift and in (re)shaping the attitudes and
beliefs of the community regarding the learning and use of Spanish and
Chedungun. This study argues for the importance of paying attention to the
consequences of these opposing language policies and their implication for
the language development (and lives) of indigenous children.
Family language policy in multilingual Arnhem Land
Gillian Wigglesworth1, Jill Vaughan2
University of Melbourne, 2Norwegian University of Science and
1
Technology, Trondheim
The field of family language policy (FLP) has provided important insights into
the nature of language planning and practice among family members and
in the home. However, inclusion of a greater diversity of community settings
and family contexts is needed to understand how such practices pattern
worldwide. Work in FLP has given great attention to children growing up
learning the dominant language of the community alongside a minority/
migrant language. Fewer studies, though, have considered children raised in
more multilingual societies. Furthermore, the notion of the nuclear bilingual
family, where one parent speaks one language and their partner another,
has loomed large in discussions of FLP, while different family structures
and linguistic dynamics are underrepresented. Many children in Indigenous
Australia grow up within complex multilingual ecologies, in communities
that may use a number of Indigenous languages, contact languages, and
English varieties. Family structures in these communities are diverse, and
may consist of several generations living under one roof. Family members
typically have distinct linguistic repertoires due to their own personal
ancestry or cultural responsibilities. The socialisation processes of the child
may also be influenced by extended time spent with the kid mob, a peer
group of related children. In such contexts, FLP is less likely to be explicit or
overt, but nonetheless remains a guiding force. We report here on a study
of caregiver beliefs and ideologies about childrens language acquisition
in a remote, highly multilingual, community in northern Australia. We situate
the home environment as an important site providing insight into broader
community language ideologies as well as more local language policies.
We argue that further work on FLP across such diverse community/family
types will enable more nuanced understandings of the role of the home
environment in shaping language shift at a community level.
The relationship between management, beliefs, practice and membership roles
in family language policy
Ng Bee Chin, Francesco Cavallaro
Nanyang Technological University Singapore
This study explores beliefs and practices of Chinese families in Singapore,
examining the nexus between maintenance, beliefs and practices with
the various members of the family and their roles in focus. Singapore has
witnessed a dramatic shift in language use in the last 50 years displacing a
number of languages (Cavallaro and Ng 2014). This has seen a multilingual
community transformed to a mainly bilingual one. The census data on
home languages reported that over 50% of Singaporeans currently use
English or Mandarin Chinese at home, a marked increase from 0-2% 50
years ago. However, several studies (Ng 2008, Li and Hu, 2011 and Curdt-
Christiansen 2015) identified bilingualism as the preferred linguistic strategy
within the family. This study focuses on Singaporean parents who received
their complete primary and secondary education in Singapore, as this
is where language management leaves its strongest mark. A language
belief and practice survey involving 152 participants aged 19-25 and 30-
45 was conducted. In addition, in-depth interviews were carried out with
10 families with young children. The findings highlight the crucial role of
beliefs and attitudes in shaping practice and identity. It also shows a high
level of awareness of state language policies within some families where
policies are overtly discussed. Extensive language mixing is the norm for
some families. The agency of children in changing and assigning language
roles to the different participants is evident with conscious deliberations
on language choices. With diminishing diversity in the linguistic repertoire,
role-determined choice of language use may not be sustained in future
generations. The disparity in expectations and reality by the different agents
in family language policy continue to be a source of tension at the heart of
family language policy in this study.
S39
Time: Friday, 28/Jul/2017: 10:15am - 12:15pmLocation: Ducale V
Pronunciation instruction: Advances and challenges across different
learning settings
Organizer(s): Angelica Carlet (Universitat Autnoma de Barcelona (UAB),
Spain), Hanna Kivist-de Souza (Universitat de Barcelona (UB), Spain)
Pronunciation instruction is efficient in improving intelligibility and
comprehensibility of L2 speech; however, it has often been neglected in the
foreign language classroom. According to Darcy, Ewert and Lidster (2012),
this is because pronunciation poses a problem for the learners and the
instructors. This symposium seeks to shed light on the effectiveness of L2
pronunciation instruction by bringing together four empirical papers about
L2 pronunciation instruction across different learning settings: laboratory
training, explicit classroom instruction and student autonomous learning.
In the contribution entitled The Effects of Perceptual Training on English
Vowel Production, Rato presents the outcomes of phonetic training
on L2 vowel production by European Portuguese learners. Haus and
Kluge investigate the principles and methodologies involved in formal
pronunciation teaching as part of the English without Borders Program,
and provide a qualitative overview of the process in their contribution
Teaching pronunciation in the English without Borders Program at UFPR:
methodologies and practices. Gonalves and Silveira examine the effect of
orthographic knowledge on L2 phonological processing in the study The role
of orthographic knowledge in phonological learning: The case of Brazilian
Portuguese-English bilinguals, and add to the current understandings of L2
speech learning. Carlet and Kivist-de Souza elaborate on the effectiveness
395
of explicit phonetics teaching and propose the usage of novel techniques
to promote autonomous learning in their paper Improving L2 pronunciation
inside and outside the classroom.
The goal of this symposium is twofold; it aims at promoting fruitful discussion
about factors that might play an important role in English pronunciation
teaching and learning across different learning settings, and it seeks to
incentivate futher empirical research on L2 phonological acquisition.
Darcy, I., Ewert, D., & Lidster, R. (2012). Bringing pronunciation instruction
back into the classroom: An ESL teachers pronunciation toolbox. In J.
Levis & K. LeVelle (Eds.). Proceedings of the 3rd Pronunciation in Second
Language Learning and Teaching Conference, Sept. 2011. (pp. 93-108).
Ames, IA: Iowa State University.
Details of the Symposium Papers
L2 vowel learning through perceptual training: The roles of training method,
task familiarity and experience
Juli Cebrian, Angelica Carlet, Nria Gavald, Celia Gorba
Universitat Autnoma de Barcelona (UAB), Spain
Pronunciation instruction is efficient in improving intelligibility and
comprehensibility of L2 speech; however, it has often been neglected in the
foreign language classroom. According to Darcy, Ewert and Lidster (2012),
this is because pronunciation poses a problem for the learners and the
instructors. This symposium seeks to shed light on the effectiveness of L2
pronunciation instruction by bringing together four empirical papers about
L2 pronunciation instruction across different learning settings: laboratory
training, explicit classroom instruction and student autonomous learning. In
the contribution entitled L2 vowel learning through perceptual training: The
roles of training method, task familiarity and experience, Cebrian, Carlet,
Gavald and Gorba present the outcomes of different perceptual training
studies on L2 vowel perception by Catalan learners of English. Haus and
Kluge investigate the principles and methodologies involved in formal
pronunciation teaching as part of the English without Borders Program,
and provide a qualitative overview of the process in their contribution
Teaching pronunciation in the English without Borders Program at UFPR:
methodologies and practices. Gonalves and Silveira examine the effect
of orthographic knowledge on L2 phonological processing in the study
The role of orthographic knowledge in phonological learning: The
case of Brazilian Portuguese-English bilinguals, and add to the current
understandings of L2 speech learning. Carlet and Kivist-de Souza
elaborate on the effectiveness of explicit phonetics teaching and propose
the usage of novel techniques to promote autonomous learning in their
paper Improving L2 pronunciation inside and outside the classroom. The
goal of this symposium is twofold; it aims at promoting fruitful discussion
about factors that might play an important role in English pronunciation
teaching and learning across different learning settings, and it seeks to
incentivate futher empirical research on L2 phonological acquisition
Teaching pronunciation in the English without Borders Program at UFPR:
methodologies and practices
Camila Haus, Denise Kluge
Federal University of Paran (UFPR), Brazil
This presentation aims to describe the preliminary results of a study about
the teaching of pronunciation inside the English Without Borders Program
(Idiomas sem Fronteiras- Ingls) at the Federal University of Paran (UFPR).
This program was developed in 2013 by the Ministry of Education to expand
the learning of English in Brazil in order to promote the internationalization
of the federal universities. The main objectives of the present study are to
investigate (i) the methodologies used by the teachers of the program at
UFPR during the course named Improving your Pronunciation; and (ii) the
principles and approaches that rule the teachers practices, considering
an English as International Language (EIL) context. In the EIL scenario, the
process of teaching pronunciation is more complex if one recognizes issues
such as intelligibility, native-speaker model or the existence of several
Englishes (Jenkins, 2009). For this research, four teachers were individually
interviewed by the researchers before the beginning of the target course in
order to explore how and why the planning of the course was developed.
After the interview, the classes were observed by the researchers and the
methods used as well as the aspects of English pronunciation chosen to be
taught by each teacher were analyzed and discussed with each of the four
teachers individually together with the researchers. Toward an identification
of the aspects that were taken into account in the planning, methodologies
and selection of contents, the teachers also answered to a questionnaire
in the end of the course. In this presentation, the preliminary results,
which reveal the aspects considered (or not) by the teachers during the
pronunciation classes, will be shown and discussed under the light of ELI.
Jenkins, J. (2009). World Englishes: A resource book for students. New York:
Routledge.
The role of orthographic knowledge in phonological learning: The case of
Brazilian Portuguese-English bilinguals
Alison Roberto Gonalves, Rosane Silveira
Federal University of Santa Catarina (UFSC)/ CNPq, Brazil
A protracted debate in L2 psycholinguistics has inquired whether
orthographic knowledge is recruited for phonological processing. Whereas
some research has argued for the automatic elicitation of orthographic
information in phonological processing (e.g., Frost & Ziegler, 2007), others
claim that orthographic knowledge is evoked strategically due to task
requirements (e.g., Cutler & Davis, 2012). The extent to which such claims
hold true for Brazilian Portuguese-English bilinguals is unclear, specially
because learners in instructed settings are exposed to copious amounts
of orthographic input. The present study hypothesizes that due to the
different orthographic depths of English and Brazilian Portuguese, learners
recruit orthography for processing phonological forms, as they tend to
operate an assembly process of grapho-phonic rules when learning new
words and rely on orthography to establish stable lexical representations.
Data from Brazilian late learners of English from different proficiency levels
are collected. Our design encompasses an instructional phase in which
participants learn the orthographic forms of non-words on the first day, and
the phonological forms associated to their spellings on the following day.
This allows sleep to induce a process of lexicalization and more reliably
resemble the facets of learning a new language in instructed settings. In the
end, participants are tested in auditory lexical decision and picture naming.
Our results can reveal more about the processes involved in speech
acquisition and yield new understandings of the processing principles that
apply to spoken production, thus informing models of L2 speech acquisition
and pronunciation teaching.
Cutler, A., & Davis, C. (2012). An orthographic effect in phoneme processing,
and its limitations. Frontiers in Psychology, 3(18), 1-7.
Frost, R., & Ziegler, J. C. (2007). Speech and spelling interaction: the
interdependence of visual and auditory word recognition. In: Gaskell, M.G.
(Ed.), The Oxford Handbook of Psycholinguistics. (pp. 107118). Oxford
University Press, Oxford.
Improving L2 pronunciation inside and outside the classroom
Angelica Carlet1, Hanna Kivist-de Souza2
1
Universitat Autnoma de Barcelona (UAB), Spain, 2Universitat de Barcelona
(UB), Spain
The aim of this paper is to discuss the role of explicit phonetics instruction
and consciousness-raising (CR) activities in improving language learners L2
pronunciation.
Spanish/Catalan learners of English as a Foreign Language (EFL) attended
formal articulatory phonetics instruction at the Universitat Autnoma
de Barcelona (UAB). Instruction consisted of theoretical and practical
approaches to English segmental phonetics as well as a contrastive analysis
between the participants first languages and the target language, English.
The learners ability to perceive and produce L2 vowels was assessed
396
before and after the 8- week phonetics course. Results show that the EFL
learners significantly improved their perception of vowel sounds embedded
in words (t[15]=-3.179,p<.05) and non-words (t[15]=-3.445,p<.05). However, no
improvement in production was found as a result of the formal instruction
received. While these results suggest that learners perception skills can
be improved with teacher-led instruction, the quantity and availability of
explicit pronunciation instruction is frequently inadequate and not sufficient
to modify learners speech production. Thus, optimal results require learners
to continue learning outside the classroom context.
Previous research indicates that the employment of CR activities in foreign
language classroom is beneficial for students language proficiency (e.g.,
White & Ranta, 2002). Yet, in the field of phonology, CR activities have not
been extensively studied. We will propose autonomous activities developed
to increase learners awareness about phonology: L1-L2 Pronunciation
Comparison Task and Phonological Self-awareness Questionnaire. These
activities have been successfully employed with L1 Catalan and L1 Brazilian
Portuguese learners from varying proficiency levels. Teaching learners how
to increase awareness about L2 phonology will not only positively reflect
on their L2 pronunciation but also enables them to take control of their
pronunciation learning.
White, J., & Ranta, L. (2002). Examining the interface between metalinguistic
task performance and oral production in a second language. Language
Awareness, 11, 259-290.
S1
Time: Friday, 28/Jul/2017: 1:30pm - 2:30pmLocation: Queluz I
Tecnologia, produo de conhecimento e ensino de Lngua Portuguesa
Organizer(s): Eduardo Rodrigues (Universidade do Vale do Sapuca), Renata
Barros (Universidade do Vale do Sapuca)
Neste Simpsio, objetivamos reunir discusses e resultados de pesquisas
decorrentes de anlises que procurem compreender efeitos de
discursividades que significam a relao entre as ditas novas tecnologias,
os processos de produo de conhecimento e o processo de ensino-
aprendizagem da Lngua Portuguesa (LP), considerada nos vrios nveis e
situaes em que comparece enquanto lngua-alvo. Esperamos estabelecer
um espao de reflexo acerca da incidncia do neoliberalismo enquanto
condio de produo decisiva para o processo de produo de efeitos
de naturalizao-instrumentalizao da produo de conhecimento em sua
relao com as novas tecnologias, impondo ao sujeito social professores
e alunos, no mbito da sala de aula certa inscrio-identificao a modos
especficos de relacionar-se com o conhecimento enquanto mercadoria.
Esse processo de naturalizao-instrumentalizao tambm decorre do
modo como Estado e Mercado intervm discursivamente um no/sobre o
outro, afetando o estabelecimento de procedimentos metodolgicos que
orientam as tomadas de deciso e a conformao de prticas didtico-
pedaggicas voltadas ao ensino da LP. Isso determina, de algum modo,
a relao entre professore e alunos com a produo e o acesso ao
conhecimento, neste caso, a LP. Buscamos, assim, reunir trabalhos que
mobilizem o quadro terico-metodolgico da Anlise de Discurso, para
compreender de que modo prticas discursivas determinam como a
existncia e o funcionamento social das novas tecnologias incidem sobre
os processos educacionais voltados ao ensino de LP, e como esses
processos conformam certos modos de existncia do sujeito no mbito
do espao jurdico-administrativo da cidade. Podem inscrever-se, portanto,
trabalhos dedicados a compreender como os processos de produo de
conhecimento so constitudos, sendo determinados de maneira decisiva
pela significao da relao dos sujeitos com as novas tecnologias,
sobretudo, as digitais. Os trabalhos devem articular os processos sociais,
histricos e polticos, situando suas questes em perspectivas que
consideram indissocivel a relao entre linguagem, sociedade e suas
tecnologias, e que as tecnologias constituem processos e artefatos que
modificam tanto a relao do homem com a natureza e a sociedade, quanto
a relao do homem com a mquina, com o digital, o virtual, com o prprio
homem e com o conhecimento.
Details of the Symposium Papers
A tecnologia enquanto espao de inscrio de prticas de ensino-
aprendizagem de lngua portuguesa
Eduardo Rodrigues
Universidade do Vale do Sapuca
Nesta Comunicao, tenho como objetivo discutir, analisar e compreender
como se pode produzir a conformao das novas tecnologias enquanto
espao de (re)inscrio de prticas didtico-pedaggicas que visam
instaurao de processos, mecanismos, tcnicas e stios de acesso ao
conhecimento relativo lngua portuguesa (LP). Ressalto que o acesso
a esse conhecimento, atualmente, pode se dar tanto por meio de seu
ensino formal, em uma escola regular, por exemplo, quanto por meio de
processos de (re)produo e de circulao de fragmentos desse
conhecimento, o que ocorre, por exemplo, por meio de publicaes mais
ou menos especializadas, que promovem a sua divulgao nas mdias,
assim como por meio da proliferao de sites dedicados a esclarecer,
por exemplo, como fazer para empregar as regras gramaticas que,
supostamente, regeriam o funcionamento da lngua. Em ambos os casos,
o conhecimento correspondente lngua portuguesa recortado a partir
de um imaginrio que delimita para o significante Lngua Portuguesa
um conjunto de contedos e saberes que devem se constituir enquanto
objeto do acesso ao conhecimento relativo a essa lngua. Para realizar
nossa anlise, mobilizarei o quadro terico-metodolgico da Anlise de
Discurso, a partir do qual procurarei responder as seguintes questes:
como o espao da tecnologia inscreve, em mbito escolar, perguntas como
o qu e como ensinar na disciplina LP, em determinado estgio escolar?
Como, diante disso, o espao da tecnologia (re)inscreve modos de os
sujeitos escolares, sobretudo professores e alunos, se relacionarem com
o conhecimento relativo a sua lngua materna (LP)? E que efeitos decorrem
desses processos?
Prticas pedaggicas para o ensino da lngua portuguesa no espao digital: a
questo da fronteira
Renata Barros
Universidade do Vale do Sapuca
A questo do espao digital como espao para a articulao do
conhecimento para o ensino da lngua portuguesa tem sido discutida
amplamente nos mais diversos campos cientficos. A partir das diferentes
problemticas que so colocadas a partir dos efeitos de sentidos que se
produzem da tenso entre os sujeitos e os processos que ali se articulam,
neste trabalho me ocupo de estudar o discurso na relao entre linguagem
e suas tecnologias produzindo diferentes efeitos de sentidos na relao
do sujeito com o conhecimento e a sociedade, vislumbrando alguns
apontamentos especficos a partir de um objetivo mais amplo: as prticas
pedaggicas para o ensino da lngua portuguesa no espao digital, afetadas
pelos processos sociais que, inclusive, so constitudos por aquilo que se
produz em termos de conhecimento humano/humanizatrio, naturais e
tecnolgicos, entre outros aspectos. As reflexes acerca da tecnologia
so pertinentes, sobretudo, se percorremos um caminho que vise
compreenso dos modos como a sociedade afetada e se transforma
frente s mudanas ligadas aos aspectos tecnolgicos. A partir disso, a
amplitude do tema tecnologia na contemporaneidade permite apontar a
importncia de se realizar pesquisas que pensem a tecnologia perpassada
pela linguagem em sua dimenso social significativa, os modos de vida que
se impe ao sujeito frente exigncia da produtividade, da pronta resposta
s demandas econmicas e dos imediatismos das relaes privadas. Dessa
maneira, propomos, nesta comunicao, o aprofundamento do debate que
ora se faz voltado aos efeitos da tecnologia no espao fsico, ora se faz
voltado s prticas dos sujeitos no espao digital, de modo a pensar a
ausncia de fronteiras entre esses espaos, sobretudo no campo do ensino
da lngua portuguesa.
S3
Time: Friday, 28/Jul/2017: 1:30pm - 2:30pmLocation: Queluz III
Expanding the Spanish Classroom: (Re)thinking teaching methods
Organizer(s): Carmen Lucia McCotter (UC Santa Barbara, USA), Stefan Karsten
DuBois (UC Santa Barbara, USA), Joyhanna Yoo Garza (UC Santa Barbara, USA),
Andrea Calabozo Diez (UC Santa Barbara, USA)
This symposium is concerned with challenging traditional methods of
language pedagogy as it applies to the Spanish foreign language classroom
in terms of both content and pedagogical tools. All presentations assess
current norms of language instruction and suggest alternative methods
to improve the conceptual understanding and instructional techniques in
certain areas of the second-language learning environment.
The symposium is composed of two main areas of investigation. The first
portion discusses the incorporation of popular social media applications
such as Instagram or Facebook in the pedagogical agenda of the Spanish
classroom. This study expands on the tradition of the communicative
language teaching approach (Swain 1985, VanPatten 2003, 2004) which
encourages the use of authentic language. By extending the meaning of
authentic language to communicative practices found in online spaces, we
seek to capitalize on students technological savvy while engaging students
to promote in linguistic investment (Norton 1995).
The second topic under investigation is the re-evaluation of the traditional
categorizations and presentation of Spanish reflexive verbs. The suggested
technique involves updating the conventional model of exclusively
teaching reflexive verbs through a daily routine and instead presenting
categorizations of verbs representing middle voice actions (Kemmer 1993,
1994). As outlined for Spanish by Maldonado (2008), presenting these verbs
through a scale of reflexivity affords students a more profound grammatical
understanding of the concept in question, therefore facilitating the process
of correct production.
Both presentations will address the practical application of these methods in
the language classroom, presenting experimental data in order to highlight
the pedagogical benefits for students. These methods aim to make material
more engaging for second-language learners and encourage long-term
retention of content.
DETAILS OF THE SYMPOSIUM PAPERS
Reflexives in the Spanish language classroom: Application of middle voice in
presentation of reflexive verbs
Carmen Lucia McCotter1, Stefan Karsten DuBois2
UC Santa Barbara, USA, 2UC Santa Barbara
1
Spanish reflexive verbs are a particularly troublesome area of second
language learning for native English speakers, as many of them call for a
reflexive pronoun where English would not typically use one (baarse, irse,
enfadarse). In many textbooks (Pura VidaLpez-Burton, Marqus Pascual,
Ballester 2014; MsPrez-Girons Adn-Lifante; ImpresionesSalaberry,
Barrette, Elliott, & Fernndez-Garca), these verbs are introduced through a
section on daily routines, and students learn truly reflexive (Lozano 1997)
verbs such as afeitarse, where the experiencer is also the agent, alongside
what Lozano calls pseudo-reflexives such as despertarse where there is
not such a clearly transitive relationship between agent and experiencer.
Maldonado (2008) argues that such non-reflexive uses of the pronoun se
demonstrate the existence of a middle voice in Spanish similar to many
397
other languages (Kemmer 1993, 1994). Both Lozano and Maldonado criticize
traditional presentations of reflexive verbs, arguing instead for a more fine-
grained approach based both on reflexivity and semantic categories such as
nontranslational motion (pararse, sentarse, estirarse) and emotional change
(alegrarse, enojarse).
The present study proposes a presentation of verbs along a cline of
reflexivity, starting with true reflexives and moving toward middle voice
actions, emphasizing the experiencer. One testing group in the study uses
this approach, one uses the more traditional approach of Pura Vida, and a
final control group is given no instruction. A pre/post-test is administered
to all three groups, and the preliminary results will indicate whether the
group learning verbs according to a scale of reflexivity are more capable of
1) identifying when a verb needs the pronoun se and 2) correctly assigning
the proper reflexive pronoun. We hypothesize that the students who receive
instruction guided by a cline of reflexivity as opposed to the traditional
method will perform better in both of these tasks. Pedagogical implications
for the second-language classroom are considered.
Social media and the Spanish language classroom
Joyhanna Yoo Garza, Andrea Calabozo Diez
UC Santa Barbara, USA
Building on the principles of communicative language teaching (CLT)
(Richards 2006, VanPatten 2003), our study seeks to expand the use
of authentic language (Lpez-Burton & Minor 2014) by incorporating
technology-mediated communication in the second-language learning
environment. It also seeks to address a gap in many teaching methodology
courses that often mention the use of technology but fall short of specifying
what types of discourse can best be presented with certain modes or media.
Since technology plays an increasingly important role in the daily lives of
our students, we chose to incorporate the use of social media such as
Facebook and Instagram. Our project intends to capitalize not only on the
pre-existing technological savvy of our students, but also on the new forms
of communication that emerge from online spaces. Our study proposes
novel ways of including social media in the foreign language classroom,
specifically in the teaching of Spanish. By creating an Instagram and a
private Facebook group that only our students can access, we extend the
physical space of the classroom into an online space that students can
access. By doing so, we offer greater contact with the language. Content
shared on these platforms differ slightly as the forms of social media vary in
their capabilities and user-friendliness. For example, on Instagram, we can
share more live, up-to-date content, while Facebook serves to share content
that is not so time-sensitive. Students will also follow Spanish-speaking
Instagram users and give a weekly individual presentation on an Instagram
photo of their choice. In this way, a dialogue started online can be continued
in the physical space of the classroom. Possible benefits of incorporating
social media in teaching pedagogy include augmented contact with the
language, increased motivation and linguistic investment (Norton 1995), and
a greater contextualization and natural use of language.
W20
Time: Friday, 28/Jul/2017: 1:30pm - 2:30pmLocation: Queluz IV
Conceptualizao e execuo do curso linguagens e prticas sociais na CMD
Tania Gastao Salies , Tania Granja Shepherd
1 2
1Universidade do Estado do Rio de Janeiro, Brazil; 2Universidade do
Estado do Rio de Janeiro, Brazil; tanias.salies@gmail.com
Como definir parmetros para a criao de um curso em CMD? Que
abordagem seguir? Que prticas pedaggicas adotar? Essas so algumas
das questes com as quais nos deparamos ao pensarmos qualquer curso.
Quando o tema CMD, a questo torna-se ainda mais complexa, pois vemo-
nos diante da necessidade de adentrarmos espaos digitais para, a partir
de vivncias, tratarmos o ambiente digital, com suas linguagens e prticas
sociais, como objeto de estudo e de prtica concomitantemente. Esta
398
oficina prope-se a demonstrar como pensar e executar um curso dessa
natureza. Narraremos nossa prpria experincia ao montar e ministrar o
curso de ps-graduao intitulado Linguagens e prticas sociais na CMD,
oferecido no Programa de Ps-graduao em Letras da Universidade do
Estado do Rio de Janeiro. Ao faz-lo, nosso objetivo compartilhar no
apenas a estrutura do curso, mas principalmente o trabalho prtico, incluindo
atividades desenvolvidas luz de uma abordagem experiencial. No curso,
dentre outras tcnicas, lanamos mo de outputs como participao em
um Facebook e produo de dirios digitais e vdeos no processo de
construo do conhecimento. Por fim, partindo de algumas situaes
concretas, motivaremos os participantes a pensarem e apresentarem
atividades semelhantes em grupo. Com isso, esperamos que ganhem
melhor entendimento das oportunidades e limitaes de um curso em nvel
de ps-graduao que faa da CMD objeto de estudo e prtica social. Da
mesma forma, esperamos tambm promover conscientizao sobre os
processos, problemas e vantagens da abordagem adotada e entendimento
crtico sobre a natureza da CMD e seus efeitos no contexto de sala de aula.
Acreditamos que uma pletora de ideias para cursos futuros possam emergir
desse encontro.C
W19
Time: Friday, 28/Jul/2017: 1:30pm - 2:30pmLocation: Queluz V
You must live sin fronteras Using Multilingual Literature in the Modern
English (?) Language Classroom
Christian Ludwig1, Saskia Kersten2
1University of Education Karlsruhe, Germany; 2University of Hertfordshire,
England, United Kingdom; christian.ludwig@ph-karlsruhe.de
The foreign language classroom is being increasingly recognised as a truly
multilingual setting in which learners use a variety of languages to learn.
The foreign language, in this case English, their home languages and
other languages and language varieties spoken in the learners school
and personal environment to mention but a few all influence a childs
learning processes and formation of identities. This workshop will question
the traditional concept of the monolingual foreign language classroom and
explore the potential of multilingual literature which supports the learners
second language acquisition while, at the same time, raising their awareness
of multilingualism and developing their multilingual literacies. Furthermore,
it will discuss the notion of translanguaging, the potential of multilingual
communicative strategies and the pedagogical implications for fostering
these competences.
The English-Spanish childrens book Friends from the Other Side Amigos
del Otro Lado (1993) by American writer and school of Chicana cultural
theory Gloria Anzalda will serve as an example of how working with
multilingual literature can enrich the English language learning experience
of all children. Loosely based on Anzaldas childhood in South Texas, the
book tells the story of the Chicana girl Prietita who helps the young illegal
Mexican immigrant Joaqun and his grandmother.
In the first part of the workshop we will tackle the interplay between the
growing challenge of our multilingual reality, e.g. through globalisation
and migration, and the aim of improving learners English language skills.
Following this, the second part will be of a truly practical nature. Participants
will be given the opportunity to try out different innovative approaches to
using multilingual literature drawing upon and fostering childrens linguistic
and cultural resources.
 W18
Time: Friday, 28/Jul/2017: 1:30pm - 2:30pmLocation: Queluz VI
Running before you can walk - the how and why of speed reading programs in
ESL
Helene Christina Demirci
Higher Colleges of Technology, United Arab Emirates;
helene.demirci@hct.ac.ae
This workshop is based on the outcomes of an action research project
carried out in an ESL setting in a Middle Eastern context and will exemplify
the practical implications of the project. Participants will leave the workshop
having experienced how and why teachers need to develop materials
enabling them to implement a speed reading program (SRP) into the reading
curriculum which is pertinent to the context. The idea to introduce the
program came as a result of student and teacher perceived negative beliefs
about the reading abilities in a higher education institution in the Middle
East (HEIME). It appears many skills related to intensive reading are taught
in reading classes, but recently little attention is paid to specific training of
speed reading.
In contexts where economic development has outpaced social development
many features related to teaching basic skills are taken for granted and
some educators appear to believe learners can run before they can walk.
21st century skills required for future success are based on individuals
possessing basic skills in reading, writing and mathematics. Educators from
a context where historically and socially reading possesses strong value
expect learners to already possess basic reading skills, but unfortunately
this is not the case in many contexts whose heritage is grounded in the
orality of language.
A SRP when incorporated as part of the reading curriculum can boost
student confidence and raise awareness of the skills needed to become
successful in high stakes examinations.
The workshop will equip participants with the practical skills to incorporate
a SRP in a blended reading environment. The participants will learn that
in adopting such an activity they are providing students with the means
to show what they can do and that they are empowering students to take
control of their learning.
W17
Time: Friday, 28/Jul/2017: 1:30pm - 2:30pmLocation: Queluz VII
Research methods tutorial: Assessing phonological and orthographic
neighborhoods in English, Spanish, French, German, and Dutch
Viorica Marian, James Bartolotti, Anthony Shook, Scott R Schroeder
Northwestern University, United States of America;
v-marian@northwestern.edu
Research on language must frequently take into account the linguistic
properties of the words used in experiments. For example, neighborhood
density (i.e., the number of words that differ from a given word in only
one letter or sound) has been shown to impact spoken and written
language comprehension and production across many experimental
tasks. In this workshop, we review some of the tools currently available for
conducting language research with bilinguals and monolinguals, focusing
specifically on a database that allows researchers to access extensive
neighborhood data when designing experiments or when controlling
for confounding variables. The CLEARPOND database (Cross-Linguistic
Easy-Access Resource for Phonological and Orthographic Neighborhood
Densities; http://clearpond.northwestern.edu) provides orthographic and
phonological neighborhood data, both within and across languages, for
five commonly studied languages: English, Spanish, French, German, and
Dutch. In this presentation, we give a step-by-step tutorial on how to use
CLEARPOND. We demonstrate how to obtain lists of words phonological
399
and orthographic neighbors, frequencies of these neighbors, word lengths
by number of phonemes and graphemes, spoken-word frequencies, as well
as bigram and biphone frequencies. We also show how researchers can
use CLEARPOND to quickly and easily develop stimuli for experiments, by
generating lists of words that meet a specified range of neighborhood sizes,
as well as word frequencies and lengths. Moreover, CLEARPOND can be
used to examine language structure, as well as similarities and differences
across languages. For example, CLEARPOND reveals that some languages
have denser phonological neighborhoods (likely due to a higher number
of homophones), whereas others have denser orthographic neighborhoods
(likely due to differences in grapheme-phoneme correspondence), and
that languages from the same language family share more neighbors than
languages from different language families. We conclude that CLEARPOND
is an easy-to-use, freely-available, and data-rich resource that is becoming
an increasingly popular tool for language researchers worldwide.
C863-864
Time: Friday, 28/Jul/2017: 1:30pm - 2:30pmLocation: Venezia II
1:30pm - 2:00pm
Construo identitria dos alunos indgenas da Universidade Federal de
Roraima
Naira Gomes Lamaro
Universidade Federal de Roraima, Brazil; nairalamarao@hotmail.com
Os indgenas esto cada vez mais inseridos nos diversos segmentos
da sociedade, inclusive na universidade. Ao ingressarem em um curso
superior esses alunos trazem consigo sua cultura, suas tradies e sua
lngua. Logo, esta pesquisa pretende analisar como as representaes
lingusticas e culturais dos alunos indgenas da Universidade Federal de
Roraima (UFRR) esto influenciando a construo de suas identidades.
uma forma de dar voz a esses sujeitos que, apesar de numericamente
representativos ainda so invisibilizados no ambiente acadmico, tendo
suas particularidades lingusticas e culturais, negadas. Com base nos
pressupostos tericos da Lingustica Aplicada e dos Estudos Culturais,
entendemos que as identidades so (re)construdas a partir da relao com
o outro e a lingua(gem) desempenha um papel crucial nesse processo.
Alm disso, por meio da representao que as identidades adquirem
um significado, cultural e socialmente atribudo, resultado de um processo
de produo simblico e discursivo. Trata-se de uma pesquisa de cunho
etnogrfico com abordagem qualitativa, ser realizada com 5 alunos
autodeclarados indgenas, matriculados nos cursos de graduao da UFRR,
com previa autorizao. Os registros sero coletados atravs da observao
participante, do dirio de campo e da entrevista semiestruturada. Uma
anlise parcial nos mostra que, embora estes alunos estejam passando por
um processo complexo de construo de identidades, estas apresentam
pontos referenciais bem delineados a identidade indgena e a identidade
universitria. Desse modo, argumentamos que a relao entre linguagem
e identidade faz parte de um construto que nos ajudar a compreender
melhor esse sujeito constitudo scio, histrico e culturalmente.
2:00pm - 2:30pm
Fostering critical feeling: identity practices in the EFL classroom under an
intersectional feminist perspective
Thais Regina Santos Borges
PUC-Rio, Brazil; thaisrsborges@gmail.com
The understanding of the EFL classroom as a place of dissent (MOITA LOPES,
2006, 2013; Souza, 2011) allows us to perceive it as a point of temporary
attachment (HALL, 2000) constructed for us by social and discursive
practices (FAIRCLOUGH, 2001). Also, if practicing the foreign language is
our aim, the EFL classroom can also lend itself to critical reflexivity practices
(PENNYCOOK, 2001, 2006) which encompasses the attempt to further
understand issues of human suffering (MILLER, 2013), power relations
(FOUCAULT, 1970, 1972, 1979) and intersectional feminism (CRENSHAW,
1989; COLLINS, 1990). Accordingly, the objective of this study is to take a
close look into how the identities of a few EFL teachers are constructed
in class, based on the Systemic Functional Linguistics (HALLIDAY, 1994,
2004; HALLIDAY and HASAN, 1989), which sees language from a socio-
semiotic perspective. As follows, I turn to the Appraisal System (MARTIN,
2001; MARTIN and WHITE, 2005) to analyze the lexico-grammatical choices
in the teachers discursive construction of their identities, supported by the
intersectional feminist epistemology (LYKKE, 2010) in order to understand the
crossings of gender, race/ethinicity and class that shape identity as a social
construct formed on the performativity of the interaction (BUCHOLTZ, 1999;
GAL, 1995; BUTLER, 1990). Following a qualitative research methodology
which relies on the concept of situated knowledge (HARAWAY, 1988), I
analyzed narratives of critical moments (PENNYCOOK, 2001, 2006) teachers
have felt/lived in their classrooms and interviewed them so that together
we could better understand our positions about their identity constructions,
with the world and in the world (SOUZA, 2011). Partial results have shown
that reflexive practices help fight the reification of hegemonic ideologies
(THOMPSON, 1990) by fostering critical feeling (BORGES, 2016), the empathy
needed to avoid the neutralization of cultural differences (FERREIRA, 2006)
and promote the formation of critical conscience (FREIRE, 1974)
C865-866
Time: Friday, 28/Jul/2017: 1:30pm - 2:30pmLocation: Venezia III
LETRAMENTO CRTICO E INTERCULTURAL: Formao de professores do curso de
Letras
Dllubia Santclair1, Ricardo Almeida2, Mary Reis3
1Universidade Estadual de Gois, Brazil; 2Universidade Estadual de Gois,
Brazil; 3Universidade Estadual de Gois, Brazil; dllubiasantclair@gmail.com
Nessa apresentao temos como objeto central discutir a relevncia de
favorecer o desenvolvimento do Letramento Intercultural (BYRAN, 1997;
COLBERT, 2003; FIGUEREDO, 2007) nas licenciaturas em Letras, para
contemplar uma formao de professores de lnguas que sejam crticos,
tambm sob o ponto de vista da relao entre lngua e cultura (RISAGER,
2006). Partimos do pressuposto que uma abordagem intercultural para
o ensino de ingls deve priorizar um currculo multicultural e crtico que
possibilite a re/des/construo das identidades pessoal e social dos
aprendizes no processo de desenvolvimento integrados de habilidades
lingusticas, quais sejam: produo e compreenso oral e escrita, assim
como para a construo de uma crtica transformadora (PENNYCOOK, 2001).
Buscamos refletir teoricamente sobre o conceito de aprendiz intercultural
(DEARDOFF, 2004), a partir de uma perspectiva de lngua como prtica social
(MOITA LOPES, 2006), como prxis (BOURDIEU, 1997), alm de dialgica,
contextual, performtica, social e poltica (PESSOA; URZDA FREITAS,
2012), o que desenha um cenrio favorvel ao ensino crtico de lnguas
estrangeiras (PENNYCOOK, 2001). Tais reflexes fundamentam nossas
anlises de um recorte das interaes entre os participantes das aulas de
Lngua inglesa do 4 ano de Letras Portugus/Ingls da Universidade
Estadual de Gois (UEG), campus Cincia Social e Humana, no ano de 2015.
Fizemos gravaes em udio e vdeo, entrevistas e narrativas escritas para
a coleta dos dados. As anlises, at o presente momento, apontam que
o letramento crtico e intercultural integra a formao lingustica, poltica,
social e transformativa do aprendiz, alm de contribuir para a percepo da
sua identidade de falante bilngue e de professores de ingls.
Memria e identidade brasileira em Ba de Ossos
Gilberto Arajo1, Naiane Reis2, Maria Elaine Mendes3
1UFPA, Brazil; 2UFT, Brazil; 3UFT, Brazil; gilbertoa.araujo@yahoo.com.br
Atravs deste artigo pretendemos realizar uma breve anlise do romance
Ba de Ossos, de Pedro Nava (1974), levando em considerao os
conceitos de memria e identidade, conforme Artires (1998) e Candau
(2010); alm das noes de autobiografia e identidade nacional, segundo
400
Cndido (2006; 1989) e Leujene (2008), Pollak (1992) e Hall (2005). Nessa
perspectiva, a obra se projeta para a ps-modernidade, no sentido de fazer
emergir contextos de fluidez e de mobilidade, a perda, a melancolia, a
insegurana e a ausncia. Em uma jornada catrtica atravs do continuum
espao-tempo, Nava parece amenizar a incompletude e a falta, a pobreza
de um homem que pensa trilhar um caminho novo. Enquanto explora
o passado, ele vai exercitando a representao da identidade brasileira,
isto , a capacidade de manter a nao e seus cidados (membros de
uma comunidade imaginada) reconhecveis medida que o tempo e os
eventos se esvaem. Por um lado, sua escrita, nos moldes de um pacto
autobiogrfico, f-lo protagonista de sua prpria histria, e promove nele
uma aguda conscincia de si mesmo, seu ser cindido e responsabilizado.
Por outro lado, seu ofcio de anatomista f-lo enxergar-se como fruto de uma
coletividade muito maior, e que, de certo modo, explica-o, compreende-o,
fornece-lhe razes de ser e existir.
C867-868
Time: Friday, 28/Jul/2017: 1:30pm - 2:30pmLocation: Venezia IV
1:30pm - 2:00pm
Preparing Linguistically Qualified K-12 Bilingual Teachers: A Model for
Developing Pedagogical Language Competencies (PLCs)
Cristian Aquino-Sterling
San Diego State University, United States of America;
caquino@mail.sdsu.edu
Teachers language competencies have been found to be critical
components of pedagogical practice as every aspect of a teachers
workfrom establishing the social and disciplinary climate of the classroom
to communicating the intricate details of complex conceptsrelies on
the [] use of language (Marage, Englert, & Garmon, 2000). Moreover,
scholars have found a positive correlation between the length and quality
of teachers language input and students development of expressive
language skills (Gmez & Levine, 2010). Given the continued proliferation
of K-12 bilingual/dual-language and global/international schools across the
globe, it is imperative Bilingual Teacher Education Programs (BTEPs) meet
the contented demands for linguistically qualified K-12 bilingual teachers
who are highly qualified to teach content-area knowledge in the target
language. From a Language for Specific Purposes (LSP) orientation, in this
paper the author outlines a model for the development and assessment of
K-12 bilingual/dual-language teachers language competencies for teaching
across the curriculum. Drawing on the results of activities implemented in
a bilingual teacher education course purposely designed for developing
and assessing the teaching-specific Spanish competencies of future
K-12 bilingual/dual-language teachers in the USA (Author, 2015; 2016;
forthcoming), this paper makes a case for the usefulness of the Pedagogical
Language Competecy (PLC) model described for developing the disciplinary
language and literacies competencies of future bilingual teachers across
languages and national contexts.
2:00pm - 2:30pm
Students Perceived and Actual Willingness to Communicate in Two Spanish
Language Instructional Activities
Ashley Rose Shaffer
Temple University, United States of America; ashaffer@temple.edu
In the context of language instruction and learning, L2 willingness to
communicate (WTC) is an important factor in learners second language
development. The following exploratory study investigates learners self-
reported WTC versus observed WTC in two instructional activities, one
teacher-led and one learner-led. Forty-eight university-level Spanish II
students served as participants. Questionnaires were used to measure
WTC and to place learners in one of two categories, High or Low WTC. The
instructional topic was practices and preferences with food. The frequency
of volunteering in both activities was recorded and, measured, and analyzed
by counting hand-raises and by investigator observation of student
interaction. Students representative of both high and low WTC according to
the questionnaires were interviewed in stimulated recall sessions and asked
to discuss their reported WTC and their actual frequency of communication
in both activities. The importance of the present study lies in its pedagogical
investigation of learners reported versus actual WTC on its own and also
in comparison of a whole-class, teach-led activity versus a peer-centered,
student-led activity. It seeks to examine if and how students perceived
WTC may be altered based on the type of activity provided. It builds off of
an earlier study by Cao and Philp (2006) which explored WTC of learners
living in the TL country. Therefore, it seeks to examine student investment
in learning the L2 in their native languages country. Lastly, it explores the
idea of how motivating different activities can be to students WTC and if the
students investment in language learning factors into their WTC.
C869-870
Time: Friday, 28/Jul/2017: 1:30pm - 2:30pmLocation: Venezia V
1:30pm - 2:00pm
Studying for a Masters in English language teaching: expectations and
realities
Fiona Copland
University of Stirling, United Kingdom; fiona.copland@stir.ac.uk
The use of English as a language of international communication has
expanded the job market in English language teaching (ELT) all over the
world and encouraged an increasing number of prospective teachers to
pursue postgraduate education in ELT and related areas. The UK is among
the top destinations for Masters students in ELT, where currently 154 post-
graduate courses in ELT are on offer across around 75 universities (Copland
et al. forthcoming). However, to date, little research has been carried out
into the educational provision and how it meets the expectations of both
home and international students. Drawing on survey, focus group and
documentary data, this presentation will report on findings from a British
Council funded project which asked the questions: Why do students choose
the UK for postgraduate study? What are students expectations of their
chosen ELT programme? And, In what ways do the programmes fulfil (or
fail to fulfil) their expectations? The data suggest, perhaps predictably, that
factors such as cost, university reputation and personal safety all play a role
in students choosing the UK. However, the findings regarding expectations
and realities of experience were more surprising and provide food for
thought for Masters course directors wherever they are in the world.
2:00pm - 2:30pm
The Role of Complexity Approach in Initial Teacher Education
Elaine Ferreira do Vale Borges
Universidade Estadual de Ponta Grossa, Brazil; elainefvb@uol.com.br
Kumaravadivelu (2006) has exposed the major trends in TESOL profession
in the past 15 years (1991-2006) on the transition of two pedagogies: from
method-based to postmethod. If, on one hand, the discussion highlighted
the limitations of method in the approaches to language teaching era
method analysis (MACKEY, 1965), method (PENNYCOOK, 1989) illuminated
by the so called CLT and TBLT; on the other hand, it drew attention to the
complexity of the everyday teaching practice teaching analysis (MACKEY,
1965), teachers sense of plausibility (PRABHU, 1987) , and critical discourse.
In favor of a postmethod pedagogy, Kumaravadivelu has proposed three
operating principles: particularity (location-specific pedagogy), practicality
(theorizers-practitioners rupture) and possibility (social transformation). Based
on Kumaravadivelus framework, Maria Helena Vieira-Abraho (UNESP) has
suggested, in a lecture in 2013, that the initial language teacher education
in Brazil potentially still has its pedagogical foundation in a weak version
(method-based) of teacher development. In doing so, she emphasizes that it
is about time for us, teacher educators, to move effectively forward towards
401
a strong version (postmethod) of teacher education. This work presents
preliminary results of a qualitative-interpretative research developed at a
State University of Paran aiming at implementing a postmethod pedagogy
in initial English language teacher education by using the concepts of the
complexity approach to language teaching and learning (BORGES; PAIVA,
2011; BORGES, 2015) an approach that embraces Kumaravadivelus
particularity, and possibility, however, revisiting practicality. For a better
understanding of this discussion, the bases of the complexity approach and
its role in the complexity paradigm and postmethod condition will also be
addressed.
C873-874
Time: Friday, 28/Jul/2017: 1:30pm - 2:30pmLocation: Ducale II
1:30pm - 2:00pm
Voices from the ground: Foreign language teachers dilemmas and anxieties of
changes in higher education
Hong Zhang, Qiufang Wen
National Research Centre for Foreign Language Education, Beijing Foreign
Studies University, China, Peoples Republic of;
zhanghong630@bfsu.edu.cn
This paper reports the results of a qualitative study which aims to
demonstrate university foreign language teachers concerns, conflicting
feelings and anxieties about recent considerable changes in higher
education in mainland China.
In 2013, the Ministry of Education (MOE) authorized the advisory committees
of university foreign language majors to draft China National Teaching Quality
Standards for Foreign Language Majors. The preliminary version of the
doucument has now been circulated among the college foreign language
teachers to get their feedback before it is issued by the MOE. One of the
unique features of this document is that there is one section on teachers
professional development which has not been formally stipulated before.
Compared with primary and secondary school teachers who have received
pre-service and in-service professional education, university teachers
including foreign language teachers are recruited without compulsory
requirement of in-service professional education. Instead, they must be
PhD-degree holders with adequate research publications. Furthermore,
during their career development, universities do not provide them with
opportunities to have long-term and systematic professional learning.
Their promotion largely depends on their research output so long as their
teaching can meet the minimum requirement. Now the new document starts
to put emphasis on professional development. The teachers particularly
young teachers do not know what to do.
Against this background, this qualitative study was carried out. 18 foreign
language teachers of different professional ranks from 12 universities of
different types were interviewed to find out their responses to the new
document. The findings of this qualitative study showed their dilemmas and
anxieties, which have implications for university leaders and administrators
to make better plans for university teachers professional development.
2:00pm - 2:30pm
Why cant we move on? Teacher cognitions about grammar teaching in a
foreign language context
Masatoshi Sato
Universidad Andres Bello, Chile; masatoshi.sato@unab.cl
Research of instructed second language (L2) acquisition has shown that the
development of L2 grammatical knowledge is best facilitated via meaning-
based activities (Loewen, 2015). Yet, the implementation of communicative
teaching methods has encountered continued resistance in many foreign
language classrooms (Shehadeh, 2012). An overarching obstacle to
meaning-based grammar teaching (e.g., form-focused instruction) may be
related to teacher cognitions because they govern teaching practices (Borg,
2015). Hence, the current study conducted a large-scale survey to examine
teacher cognitions of grammar teaching as well as the underlying reasons
for those cognitions.
A questionnaire was distributed to English teachers throughout Chile and
498 respondents completed the survey. The teachers varied in their age,
educational degree, knowledge of L2 learning theories, English learning
background, and teaching experience. The first language of the respondents
was Spanish, meaning that they learned English as a L2. Drawing on
previous research, the questionnaire included 40 6-point Likert scale items
pertaining to belief categories of (a) communicative language teaching, (b)
explicit grammar teaching, and (c) corrective feedback. First, a factor analysis
was conducted, which confirmed those categories as latent variables. The
categories then served as the criterion variables for the following multiple
regression analyses designed to reveal what substantiate the respondents
beliefs. The predictors were (a) teaching experience, (b) content knowledge
about L2 theories, (c) learning experience as L2 learners, and (d) stated
students expectations.
The regression results showed that teacher cognitions were accounted for
by the predictors overall (21 to 45% of the total variances accounted for).
Specifically, more experienced teachers, including those who learned English
via traditional grammar-translation methods, trusted the effectiveness and
feasibility of meaning-based teaching and corrective feedback. Teachers
who valued explicit grammar teaching tended to believe that their students
expected this type of method. Pedagogical implications focusing on teacher
education will be discussed.
C875-876
Time: Friday, 28/Jul/2017: 1:30pm - 2:30pmLocation: Ducale III
1:30pm - 2:00pm
COMO LEIO E COMO ENSINO A LER: (Re)construes sobre a Leitura para
Professores em Pr-Servio
Lucy Raiane Farias, Beatriz Gama Rodrigues
Universidade Federal do Piau, Brazil; lucy_peres@hotmail.com
O presente trabalho objetiva a divulgao de pesquisa de dissertao
de mestrado na rea de Lingustica Aplicada, na qual pretendemos
desenvolver estudo de crenas sobre o ensino e aprendizagem de leitura
e competncias leitoras. Utilizamos para embasamento terico autores
como Almeida Filho (1993;1998) e Barcelos (2001; 2007; 2008) na rea de
cultura de ensinar, cultura de aprender e crenas, traando um panorama
nos estudos da rea nas ltimas dcadas. Para a discusso terica sobre
leitura e competncias leitoras, baseamo-nos em Smith (2004), Leffa (1996),
Marcuschi (2008), Kleiman (2001), Kato (1999), Holliday (1994), entre outros.
Os participantes da pesquisa realizada so professores em formao
inicial e, simultaneamente, professores em servio no programa Ingls
sem Fronteiras, na Universidade Federal do Piau. A metodologia adotada
baseia-se nos princpios da pesquisa narrativa, segundo Connely e Clandinin
(2000), a qual se utiliza de relatos de experincia. Alm disso, atividades,
discusses em grupo em diferentes tempos e contextos, e observaes de
aulas sero realizadas para desenvolver uma comparao entre crenas
e aes, ajudando assim, na compreenso dos contextos especficos de
formao inicial e continuada de professores de lngua inglesa no local
estudado. O estudo de crenas tenta, assim, explicar a dinamicidade na
formao do professor em seu estgio inicial, em diversos contextos e
tempos, auxiliando na compreenso metacognitiva desses professores,
bem como no desenvolvimento de estratgias de ensino e aprendizagem
de lnguas.
2:00pm - 2:30pm
Speaking properly: language conceptions problematized in English lessons
of a university teacher education course
Rosane Rocha Pessoa
402
Universidade Federal de Gois, Brazil; pessoarosane@gmail.com
Why is the idea of speaking properly still so present in language lessons?
Why is standard language still so strong when it is as hybrid as any other
linguistic repertoire? We, language teachers, have been challenged to
go beyond this formalist tradition by many authors, such as Canagarajah
(2007; 2013), Cavalcanti (2013), Harris (1998), Hopper (2002), Makoni and
Pennycook (2007), and Pennycook (2007). Being challenged by them, I
have been trying to walk away from linguistic aspects in my lessons and in
the second semester of 2014 I had an opportunity to do this, which arose
from a group of English oral practice of the undergraduate English teacher
education course (Letras: Ingls) at the Universidade Federal de Gois. On
the first three months we tackled the theme race, and the students watched
the film Help, directed by Tate Taylor (2012). The students got so curious
about African American Vernacular English that language was the theme of
the following month and it became the object of this study, in which I aimed
at analyzing the students accounts about the course. The total of students
in the group was 14, but 13 participated in the most relevant activities I
analyzed in this research. The students accounts about the course indicate
that 12 students found the lessons relevant and, when evaluating them, 5
of them referred only to the content, 4 also focused on the content, but
referred to linguistic aspects; and 3 focused on linguistic aspects. Only 1
student affirmed the course was not a good experience for him because
of interaction problems. The fact that the majority of them highlighted the
content means they were conceptualizing language beyond form. I like
to think that most of the time we were doing things with English: we were
Englishing (PENNYCOOK, 2007, p. 111).
C877-878
Time: Friday, 28/Jul/2017: 1:30pm - 2:30pmLocation: Ducale IV
1:30pm - 2:00pm
Application of activity theory to identifying needs: PhD students participation
in group writing conferences
Naoko Mochizuki, Sue Starfield
UNSW, Australia; naokomoc@gmail.com
Needs analysis in additional language education emphasizes the use of
multiple methods of analysis, including ethnographic methods (Long, 2005).
However, few studies have addressed the process of identifying classroom
needs informed by the findings of such an ethnographic approach
(sociocultural issues, values and beliefs). Using activity theory (Engestrm,
1999) as an analytical framework, this study illustrates how an ethnographic
approach can identify needs in group writing conferences, which emerge
contingently in the nexus of social and psychological activities of each
member of the group.
Discussing one anothers writing in pairs or groups is a common pedagogic
task, however, learners engagement in discussion in such task varies, and
so do the outcomes. Drawing on activity theory, previous studies of L2
classrooms have investigated the interaction between students motives/
goals, participation patterns, community factors, and outcomes (e.g. Fujioka,
2014; Yu & Lee, 2015). In this study, the influence of these components of
the activity was examined to better understand the variability of students
engagement patterns in discussion. The participants were seven PhD
students in two different groups run by different facilitators in the thesis
support writing program at an Australian university. Each group met for two
hours fortnightly over ten weeks. Data were collected through observation
and audio-recordings of the conferences, interviews with the students and
facilitators, and students written samples.
The needs identified include the students use of tools (i.e. language and
written text), rules that govern students speaking and writing (e.g. turn-
taking in discussion and rhetorical conventions of a thesis), and the division
of labour that influences participants contribution in a group (e.g. envisioned
future role, expert-novice role, native/non-native speakers). Based on these
needs, pedagogical implications will be discussed. The study shows the
potential of activity theory to employ ethnographic approaches to inform
needs analyses in language classrooms.
2:00pm - 2:30pm
Collaborative error correction in L2: Metalinguistic reflections and L1
influence
Vronique Fortier1, Philippa Bell2, Valrie Perron3, Isabelle Gauvin4
1Universit du Qubec Montral, Canada; 2Universit du Qubec
Montral, Canada; 3Universit du Qubec Montral, Canada; 4Universit
du Qubec Montral, Canada; fortier.veronique@uqam.ca
Error correction tasks are commonly used to access L2 learners
metalinguistic reflections, and to describe the relationship between these
reflections and the accuracy of error correction (e.g. Green & Hecht, 1992;
Roehr, 2007). Some report observing a positive relationship between
reflections and error correction (Hu, 2002). Others found accurate error
correction was related to either incorrect rules (Green & Hecht, 1992), or to
grammatical intuition without reference to explicit rules (Fortier et al., 2016).
To further explore this relationship, necessary due to conflicting findings, the
present study investigated whether the grammatical structure in terms of
complexity (De Keyser, 2005) and relationship to the L1 (Ammar, Lightbown,
& Spada, 2010) plays a role in learners metalinguistic reflections and error
correction success.
To reach this objective, 32 francophone participants from primary (n=16) and
secondary (n=16) schools completed a collaborative error correction task
in English, their L2. The text contained 95 words with 19 errors targeting
different grammatical features (e.g., relative pronouns, adverb position, third
person -s). Participants were told to correct anything they believed to be
erroneous whilst justifying these corrections in pairs. Their oral metalinguistic
reflections were coded into two main categories: reflection based on a rule
(accurate, inaccurate, or approximate), and reflection based on intuition
(with metalanguage, or without metalanguage). These reflections were
then categorised based on the accuracy of the correction and the type of
grammatical structure presented in terms of complexity and relationship to
French.
Results show rule-based, accurate correction increases from primary
to secondary school. Furthermore, corrections based on intuition are
successfully used by all participants to explain corrections, but this is
mediated by complexity and similarity with French. These findings suggest
that encouraging student metalinguistic reflection is important when
conducted bearing in mind the L1 and target feature complexity.
C879-880
Time: Friday, 28/Jul/2017: 1:30pm - 2:30pmLocation: Ducale V
1:30pm - 2:00pm
CRIANDO UM AMBIENTE PROPCIO AO APRENDIZADO DE INGLS: dados de uma creche
no Brasil.
Joceli Rocha Lima1, Jssica Caroline Souza Aguiar2, Patrick Gomes Peixoto3
1UNIVERSIDADE ESTADUAL DO SUDOESTE DA BAHIA - UESB, Brazil;
2FAPESB,UNIVERSIDADE ESTADUAL DO SUDOESTE DA BAHIA - UESB,
Brazil; 3Universidade Estadual Do Sudoeste Da Bahia - Uesb, Brazil;
jlima@uesb.edu.br
Este trabalho apresenta dados do projeto de pesquisa POACE Project
(Promovendo a Comunicao Oral em Ingls: Projeto Creche) que objetiva
analisar o processo de aprendizagem do ingls por 54 crianas da creche da
Universidade Estadual do Sudoeste da Bahia UESB, Bahia, Brasil. Cientes
de que as crescentes discusses acerca do papel do ingls no mundo hoje
refora a tendncia em se ensinar essa lngua cada vez mais cedo na infncia
(ROCHA, 2007), e, por no haver consenso sobre os benefcios dessa
precocidade, como destaca a autora, este projeto busca contribuir com as
discusses acerca da idade ideal para crianas comearem a aprender uma
lngua estrangeira (LE)/adicional (LA), neste caso o ingls. E busca, tambm,
avaliar se esses jovens aprendizes demonstram resistncia ao aprendizado
da lngua nessa idade. A proposta metodolgica traz encontros semanais
de 1 hora na creche, sendo que esses encontros alternam APs (Atividades
Planejadas, elaboradas e executadas pela equipe) e AR (Acompanhamento
da Rotina, permanncia na sala durante as atividades dirias). As AR foram
concebidas como momento essencial para a equipe POACE interagir com
as crianas em um contexto no controlado, contribudo para a construo
da atmosfera de conforto e confiana desejada e para que as crianas
demonstrem o que tm aprendido em produes gestuais ou orais (em
ingls ou em portugus) e que, espontaneamente, reajam positivamente
, aqui proposta, interao s-ingls (instrutores falam exclusivamente
em ingls). Os registros de observao so feitos em notas de campo.
Para promover a discusso acerca do ensino e aprendizagem de uma LE/
LA por crianas, o estudo traz contribuies de Vygotsky (1998), Rocha
(2007; 2007a), Cameron (2001), entre outros. Os dados tm revelado que
o sentimento de segurana e confiana sendo construdo entre as crianas
e os instrutores do POACE Project fundamental para o aprendizado da
lngua.
2:00pm - 2:30pm
Lngua inglesa para crianas nas sries iniciais do ensino pblico - um dilogo
com Bakhtin
Christiane Agra
Universidade Federal de Alagoas, Brazil; christianeagra@hotmail.com
A presente comunicao um recorte de minha pesquisa de mestrado.
Nesse recorte, me proponho a refletir sobre a introduo da disciplina
Lngua Inglesa nas sries iniciais do Ensino Pblico. Na reflexo, sero
primeiramente abordadas algumas questes referentes Globalizao e
o papel desempenhado pela lngua inglesa na sociedade contempornea.
Em seguida, discorrei sobre o ensino de Lngua Inglesa para Crianas
(LIC) e a importncia de se pensar sobre qual concepo de lngua ser
utilizada no processo ensino-aprendizagem com esse pblico especfico.
Ao se optar por uma concepo dialgica e social de lngua, acaba-se por
imprimir a esse processo um carter formador e transformador. Apoio-me
teoricamente na viso de lngua de Bakhtin/Volochinov ([1929]/2010) que
a considera um fenmeno social que s se materializa na presena do
outro, na perspectiva scio cultural de ensino-aprendizagem de Vygotsky
(1978), na Lingustica Aplicada Crtica (PENNYCOOK, 2006; RAJAGOPALAN,
2006), nos multiletramentos (KALANTZIS e COPE, 2011; ROJO, 2012), e nos
estudiosos do ensino de ingls para crianas (CAMERON, 2001; BREWSTER,
ELLIS & GIRARD, 2002; ROCHA, 2006; TONELLI e RAMOS, 2007; entre
outros). Adotei para esse estudo a abordagem qualitativa de pesquisa
e os instrumentos de coleta de dados foram planos de aulas, relatos de
aula, atividades produzidas pelos alunos, alm de entrevistas e rodas de
conversa. Os resultados apontam para o fato de que a partir do momento
em que a lngua foi aproximada da realidade dos alunos, surgiram maiores
oportunidades de uma aprendizagem significativa, em que o novo idioma
foi utilizado no de forma mecnica e descontextualizada, mas sim como
um instrumento para compreender melhor o mundo onde vivem, tornando-
os capazes de transitar de uma maneira mais crtica e consciente pelos
fenmenos globais e locais de nossa sociedade contempornea.
S101
Time: Friday, 28/Jul/2017: 1:30pm - 3:30pmLocation: Louvre I
Repensando o desenvolvimento dos professores de idiomas: do estgio
prtica reflexiva
Organizer(s): Janaina Cardoso (UERJ)
A formao docente no se restringe educao formal nos anos
de graduao e ps-graduao, mas sim a todos os dias de sua vida
profissional. Como bem disse Paulo Freire, aprendemos quando ensinamos,
e ensinamos quando aprendemos. A todo o momento de nossa prtica
403
docente, temos que tomar decises, e as mudanas so constantes. O que
difere o professor reflexivo dos demais conscincia das razes que nos
levaram a essas aes. A questo que ns, formadores de professores,
devemos nos perguntar : Ser que estamos desenvolvendo professores
realmente reflexivos, que alm de criativos, tm um olhar crtico sobre suas
prticas? A proposta deste seminrio discutir duas pesquisas e um projeto
cujos objetivos principais so ligados ao desenvolvimento de professores
de idiomas crticos. As trs apresentaes bordam diferentes estgios
do desenvolvimento docente: do estgio supervisionado aos encontros
de atualizao. Duas dessas pesquisadoras atuam no ensino mdio e
uma no ensino superior. As professoras de ensino mdio escolheram
seus ambientes de trabalho, para desenvolverem suas pesquisas, mas
no necessariamente suas salas de aulas. Uma apresenta consideraes
sobre o estgio supervisionado, em que futuros profissionais trabalham
diretamente com esta professora. A outra professora que atua no ensino
mdio, ao procurar descobrir o porqu de alunos optarem por outras
lnguas, chegou a questionar a prpria formao dos professores de
idiomas. Finalmente, a professora universitria apresenta um projeto que
visa ao desenvolvimento de professores da rede pblica, usando a Prtica
Exploratria como forma reflexo. Todos os apresentadores fazem parte
do grupo de pesquisa: Ensino e aprendizagem de lnguas: abordagens,
metodologias e tecnologias.
DETAILS OF THE SYMPOSIUM PAPERS
ESTGIO SUPERVISIONADO: COMO TRANSFORMAR VILO EM HERI?
Elza Mello
IFRJ / Doutoranda da UERJ
Apesar de inmeras tentativas e mltiplos estudos sobre a importncia do
estgio na formao docente, ainda h muito o que se discutir e rediscutir.
Novos olhares sob diferentes pontos de vista a respeito da teoria e prtica
precisam ser direcionados ao conhecimento que vem sendo construdo,
desconstrudo e reconstrudo por professores orientadores, regentes e
licenciandos cujos resultados apontam para experincias bem sucedidas.
O simpsio tem por objetivo compartilhar experincias de sucesso no
contexto em questo, contudo com a especificidade da formao de
professores ESP. Ainda, visa problematizar o conceito de estgio produzido
e reproduzido, at ento, sob o pilar de discursos distorcidos e replicados
em boa parte das universidades. Pelo contrrio, o entendimento deve ser o
de aproximao da academia com a sala de aula em dilogo de equidade,
onde todos os envolvidos tm as mesmas voz e vez. nesse sentido que
defende-se uma perspectiva de estgio, aqui compreendido, como o
momento significativo, relevante e pertinente da formao dos docentes,
em que eles devem perceber a relao da teoria com a prtica. Alm
disso, deve-se atentar para o impacto de uma prtica mais colaborativa
e participativa, tanto nos professores regentes, quanto nos licenciandos,
enquanto futuros professores com identidades ainda em construo para o
exerccio do magistrio em suas salas de aula. Para tanto, o aporte terico
que embasa o trabalho apresenta vozes de Gil e Gimenez (2008), Vian Jr
(2015), Celani (2007), Selma Garrido (2013), Maria Do Socorro Lucena (2013),
Almeida Fillho (1999), Vieira-Abro (2006), dentre outros.
INVESTIGANDO A EVASO: UMA PESQUISA ENCAMINHADA POR PROFESSORES-
PESQUISADORES
Marissol Fonseca
Colgio Pedro II / Mestranda da UERJ
Numa era em que o ensino-aprendizagem tem sido cada vez mais objeto
de pesquisa acadmica, necessrio que professores invistam em uma
formao continuada e tenham a iniciativa de produzir conhecimento
cientfico. Alm de educadores, os docentes devem assumir o papel
de pesquisadores e investigadores de sua prtica cotidiana, de forma a
aprimor-la e tambm estimular a produo de conhecimento por aqueles
que esto diretamente envolvidos no processo educacional. Dessa maneira,
decidimos investigar um problema ocorrido em nosso contexto escolar:
uma evaso discente da disciplina de lngua inglesa, ocorrida nos anos de
404
2013 e 2014. A partir do quadro, as seguintes perguntas foram suscitadas: 1)
Quais fatores causaram a evaso? 2) O baixo nmero de alunos inscritos na
disciplina configura efetivamente uma rejeio? 3) O foco em leitura seria um
fator desestimulante para os alunos? Cabe ressaltar que a terceira pergunta
se baseia em nossa experincia docente, que nos tem permitido observar
alguns aspectos do ensino-aprendizagem de lnguas estrangeiras por meio
da abordagem instrumental com foco em leitura. Para responder a essas
perguntas e conduzir nosso estudo, optamos por adotar uma metodologia
mista, que engloba caractersticas tanto da pesquisa-ao quanto do
estudo de caso. Desde ento, dois questionrios foram aplicados aos
alunos dessa escola, e os resultados quantitativos forneceram pistas que
sero confirmadas atravs de um grupo focal. Acreditamos que, por meio
dessa investigao, ser possvel no s solucionar a questo da evaso
como tambm encaminhar meios de aprimorar a prtica docente local e
globalmente. Ao darmos voz aos alunos num caso que vai de encontro ao
constante e crescente interesse em aprender ingls, esperamos antecipar
tendncias no ensino-aprendizagem dessa lngua.
Desenvolvimento de docentes: reflexes sobre a prtica e prtica reflexiva
Janaina Cardoso
UERJ
Professores esto constantemente tomando decises. Essas decises so
tomadas antes durante e, muitas vezes, baseadas em aulas anteriores.
O que difere o professor reflexivo que ele pensa o porqu de suas
decises. De certa forma, todos os professores so pesquisadores, pois o
planejamento requer uma busca constante por conhecimento, para alguns
somente de contedo, para outros tambm por melhores prticas. De novo,
o que diferencia o professor reflexivo o tipo de olhar sobre a prtica
docente. Pelo menos trs aspectos se tornam essenciais nesta ao: a
viso crtica, a criatividade e a flexibilidade para a mudana. No entanto, a
pesquisa formal pode se tornar uma sobrecarga para a vida j to atarefada
desses profissionais. Sendo assim, a prtica exploratria pode se mostrar
como uma tima opo, pois utiliza as prprias atividades pedaggicas
desenvolvidas no ambiente de aprendizagem, como forma de responder
s questes que inquietam os educadores. O professor pesquisador
passa a no ser mais apenas o usurio do conhecimento produzido por
pesquisadores externos sua realidade, mas sim, junto com seus alunos,
se torna produtor de conhecimento. Nesta apresentao, analisamos um
projeto de atualizao de docentes de idiomas da rede pblica, que sugere
a prtica exploratria como uma possvel forma de reflexo sobre suas
prticas. Como base terica, usamos estudos de Allwright 1991, 1992, 2002,
2003; Bortoni-Ricardo 2008; Freire 1998; McKay 2003; Thiollent 2011.
S103
Time: Friday, 28/Jul/2017: 1:30pm - 3:30pmLocation: Louvre III
RESPONSABILIDADE TICA NA PESQUISA SOBRE LETRAMENTO DO PROFESSOR
Organizer(s): Paula De Grande (Somos Educao), Luanda Sito
(Universidad de Antioquia)
Nosso objetivo, neste Simpsio, discutir responsabilidades ticas e
desafios epistemolgicos em pesquisas realizadas na rea de Estudos
de Letramento, no campo da Lingustica Aplicada, com base em estudos
realizados no Grupo de Pesquisas Letramento do Professor. Analisamos
aspectos epistemolgicos, metodolgicos e analticos que podem ajudar
a visibilizar as relaes de poder em cenrios desiguais e contribuir para o
fortalecimento de grupos sociais minoritarizados ou subalternizados, como
professores em formao e, com isso, repensar o papel do pesquisador
ao escolher investigar tais grupos. Preocupado com a perspectiva tica no
fazer investigativo, o campo de Estudos de Letramento, em mais de duas
dcadas, tem se orientado a compreender e atuar em cenrios nos quais a
escrita (re)instaura tenses e conflitos que historicamente marginalizaram um
grande contingente das populaes latino-americanas. Para entender essas
repercusses, destacamos a contribuio de noes como colonialidade,
construo de (as)simetrias, subverso e prtica situada para descrever
tanto os modos de atuao dos sujeitos, inclusive dos pesquisadores, nos
eventos de letramento, quanto as relaes de poder que os atravessam. Os
sujeitos participantes das pesquisas aqui apresentadas so professores em
formao inicial e continuada, em contextos variados: escrita de trabalho
de concluso de curso por alunos cotistas no ensino superior, estgio
supervisionado, formao no local de trabalho do professor e poltica
pblica de formao continuada. Essas descries nos permitem entender
as prticas de letramento de modo situado, ao mostrar o que os sujeitos
fazem com a escrita e os valores atribudos por eles a tais prticas, de modo
a entender a agncia social desses sujeitos. As pesquisas que compem
este Simpsio buscam trazer e compreender suas vozes, geralmente
subalternizadas, pois desvalorizadas e silenciadas, na relao com outros
grupos que se cruzam, para revisar as discusses sobre o que conta como
letramento em diferentes contextos.
DETAILS OF THE SYMPOSIUM PAPERS
Simetrizao na disciplina de estgio supervisionado: escuta da voz dos alunos
nas Rodas de discusso
Marlia Valsechi
Unicamp
As Rodas de discusso eram um evento de letramento realizado nas
aulas da disciplina de estgio supervisionado, ministrada por mim, no
qual alunos e professora formadora sentvamos em crculo para discutir
o tema da aula discusso mediada por mim. Nestes eventos, verificou-
se um processo de simetrizao entre alunos universitrios e professora
acadmica, de modo a tornar a aula um espao de troca, tornando
possvel conhecer o posicionamento de todos e concordar ou discordar,
argumentar. Tal processo caracteriza uma prtica de escuta da voz dos
alunos, o que importante para conhecer a perspectiva destes e, assim,
refletir sobre as prticas acadmicas. Nesta comunicao, discuto a Roda
de discusso como uma prtica colaborativa, fortalecedora da voz dos
alunos, realizada na disciplina de estgio supervisionado do curso de Letras
noturno de uma universidade pblica paulista. Trata-se de um recorte de
minha pesquisa de doutorado, que teve por objetivo analisar os modos de
insero dos estagirios nas prticas acadmicas e profissionais do estgio
supervisionado. Inserida no Grupo Letramento do Professor, esta pesquisa
em Lingustica Aplicada (LA) partilha da responsabilidade tica do Grupo e
da LA, ao partir da perspectiva dos sujeitos participantes, professores em
formao inicial, subalternizados pelos discursos da mdia, governo, senso
comum, e ao traar sugestes de encaminhamento para o problema social
focalizado. De metodologia qualitativo-interpretativista e cunho etnogrfico,
a pesquisa baseia-se na abordagem sociolgica dos Estudos de Letramento
e no arcabouo terico do Crculo de Bakhtin. Para a presente comunicao,
seleciono, da ampla variedade de dados, um excerto de interao em sala
de aula e um trecho de uma entrevista, buscando evidenciar que tanto a
prtica aqui focalizada como a abordagem analtica da pesquisa valorizam
a perspectiva dos sujeitos, os alunos estagirios. Como um dos resultados
da pesquisa, destaco a importncia de promover prticas culturalmente
sensveis aos alunos universitrios.
Agncia social em formao continuada: (as)simetrias e construo de
conhecimento no local de trabalho docente
Paula De Grande
Somos Educao
Este trabalho discute a agncia social de professoras em eventos formativos
em seu local de trabalho. Para isso, descrevemos dois tipos de eventos
de letramento, em horrio remunerado para trabalho coletivo na escola:
o primeiro rene professoras de todos os anos do Ensino Fundamental I
e coordenadora da escola; o segundo rene professoras atuantes no 5
405
ano de toda a rede municipal de ensino. A anlise fruto de pesquisa de
doutorado concluda, qualitativo-interpretativista e de cunho etnogrfico. A
pesquisa buscou a tica das participantes sobre sua formao, perspectiva
adotada pelo Grupo Letramento do Professor, o qual entende que a
formao do professor um processo identitrio construdo em prticas
de letramento variadas. O que considerado como formao depende da
situao comunicativa, o que envolve levar em conta, em primeiro lugar, as
vozes dos participantes e como estes constroem os eventos observados
como formativos. Por isso, a perspectiva etnogrfica foi escolhida,
permitindo olhar para o detalhe das interaes e para os contextos em
que se inseriam as profissionais, alm de imprimir uma postura tica na
relao com as participantes: professoras alfabetizadoras, que tm suas
vozes sobre seu prprio fazer silenciadas e suas vises sobre educao
invisibilizadas. A anlise interacional e discursiva dos eventos mostra que
o conhecimento construdo pelo grupo difere bastante ao se relacionar
a estrutura de participao na interao com os gneros do discurso
selecionados e o espao em que os eventos eram realizados: quando as
interaes so mais simtricas, as professoras constroem novos saberes
profissionais. Consideramos que essas peculiaridades das interaes entre
professoras em seu local de trabalho podem contribuir para a universidade
e para formadores acadmicos (re)pensarem a formao que oferecem,
a partir de uma postura crtica, que favorea saberes construdos por
grupos no hegemnicos, principalmente em sua relao com os saberes
valorizados pela universidade.
Prticas de letramento na formao continuada: entre o entrelaamento e o
confronto das vozes
Slvia Pereira
Instituto Federal do Paran
A incorporao dos Estudos de Letramento no bojo da LA por grupos
interessados pela formao dos professores tem mostrado que a
legitimidade atribuda historicamente aos usos da escrita em algumas
esferas, como a universitria e a literria, produz como um dos efeitos a
subalternizao de determinados grupos, dentre eles os professores da
educao bsica (KLEIMAN, 2001; 2008). O presente trabalho se insere
no quadro de investigaes crticas que buscam visibilizar esses grupos
e seu objetivo apresentar alguns resultados de pesquisa de doutorado
que enfocou os usos da escrita no contexto de formao continuada
universitria. Com o propsito de refletir sobre a pertinncia dos usos
hegemnicos da escrita na universidade para o letramento profissional
do professor, apresento dados provenientes de dois anos de pesquisa
de campo, de carter etnogrfico, gerados a partir de observao
participante em atividades do Programa de Desenvolvimento Educacional
do Paran PDE/PR - poltica pblica estadual paranaense de formao
continuada -, bem como de entrevistas com professores participantes.
Ao observar principalmente interaes entre formadora universitria
e professoras participantes do programa em eventos de orientao,
focalizo os significados por elas atribudos escrita, os papis sociais que
desempenharam, as relaes de poder que perpassam suas interaes e
as funes que a escrita exerce na sua formao. Por meio dessa postura
tica e crtica de pesquisa, atenta s vozes dos participantes dos eventos
de letramento, foi possvel notar que o modo como se entrelaam e se
confrontam as diferentes vozes sociais no espao formativo por vezes
mais centradas no discurso acadmico-cientfico, por outras, mais abertas
ao entrelaamento com o discurso didtico e a prtica escolar decisivo
tanto para no anular as vozes dos professores da educao bsica, quanto
para construir (re)ssignificaes para as prticas escolares com base no
conhecimento sistematizado.
 S104
Time: Friday, 28/Jul/2017: 1:30pm - 3:30pmLocation: Louvre IV
(Re)pensando as Identidades nas Teias Discursivas
Organizer(s): Maria Alzira Leite (Coordenadora), Giulia Gambassi
(Apresentadora), Thais Caroline Lopes (Apresentadora)
Investigaes que contemplam a identidade vm ocupando um lugar de
destaque em diferentes abordagens tericas. Nesse vis, o acentuado
desenvolvimento nesses campos de estudos, convida-nos s discusses
cujo foco perpassa o eixo da linguagem na sociedade, considerando os
movimentos contnuos de experincias que podem transcorrer as teias
discursivas, aportadas numa memria e, ainda, delineando determinadas
(re)construes identitrias. A partir dessas consideraes, o primeiro
trabalho proposto para essa mesa, discorre, primeiramente sobre as
Constituies identitrias delineadas pela autoimagem: o eu determinado
pelo outro. E, assim, abre-se uma discusso acerca do processo dinmico
de representaes ancoradas na memria e, tambm, refletidas nos
dizeres de um grupo de professores, que (re)pensam o ser e o seu
imbricamento em determinadas prticas docentes. Seguidamente, o
estudo Vozes aprisionadas: anlise discursiva dos dizeres de internas da
Fundao Casa busca analisar os modos de enunciar de um grupo de
jovens que cumprem medidas socioeducativas. Partimos do pressuposto
que falar de si permite que sejam rastreados fragmentos da constituio
identitria do sujeito que se expe ao relatar sua histria. Por ltimo, a
pesquisa A vida por um fio: uma anlise discursivo-desconstrutivista de
testemunhos de quase-morte se prope a estudar as representaes de
vida-morte no discurso de pessoas que passaram por alguma situao de
quase-morte. Nessa esteira, h indcios de que o participante construa uma
identidade a partir de representaes de si na situao limtrofe de vida-
morte. O arcabouo terico da mesa do simpsio seguir concepes que
perpassam a Lingustica Aplicada, Abordagens Discursivas, Psicanalticas e
Psicolgicas, entre outros. E, assim, esperamos que as nossas pesquisas
possam colaborar no apenas para uma leitura de mundo, mas, igualmente,
como, prtica de reflexo e uso, a partir dos nossos lugares, enquanto
pesquisadoras e professoras.
DETAILS OF THE SYMPOSIUM PAPERS
As Constituies Identitrias Delineadas por uma Autoimagem: o Eu
determinado pelo Outro
Maria Alzira Leite
Coordenadora
O objetivo deste estudo o de analisar o movimento das constituies
identitrias aportadas na memria e refletidas nos modos de dizer de um
grupo de professores. H indcios de que essas constituies atravessam
dimenses representacionais, ligadas a uma autoimagem, cristalizadas
num eu a partir do outro. Almeja-se, tambm, examinar regularidades
e diferenas nas dimenses representacionais (re)construdas a partir
das crenas, valores e formaes discursivas. Para alcanar objetivo do
trabalho, proponho, sob uma perspectiva lingustica, discursiva, e ainda, com
reflexes psicanalticas, uma interface com as contribuies dos estudos
da Psicologia Social. De natureza explicativa e interpretativa, abordagem
qualitativa e de base etnogrfica, os exemplos discutidos revelam que
as imagens reproduzidas pelos educadores esto atreladas ao percurso
atravs do quais tais imagens adquiriram materialidade e se tornaram
expresses de uma realidade pensada (VALA, 2007). Por isso, quando
deparamo-nos com representaes acerca do professor, retomamos os
conhecimentos anteriores para aderir ou no com aquela representao.
O papel da memria est aqui na medida em que nossa experincia e
ideias atuais continuam a ser invadidas pelas nossas experincias e ideias
passadas. (MOSCOVICI, 2003, p. 38). E, assim, os exemplos analisados
e discutidos apontam que nos modos de enunciar dos professores, h
projees de imagens e sentidos cristalizados em outrora, e estes se
refletem em modelos (re)elaborados e compartilhados de identidades dos
profissionais nas suas prticas sociais.
406
Vozes Aprisionadas: Anlise Discursiva dos Dizeres de
Internas da Fundao Casa
Giulia Gambassi
Apresentadora
No h voz para os sujeitos que esto marginalizados na sociedade.
Colocados num lugar de infmia (FOUCAULT, 1994), seja por consequncia
histrica ou por no terem alcanado fama durante suas vidas, muito se diz
sobre eles, mas pouco se ouve do que eles tm a dizer. Tal constatao
nos provoca a tentar deixar esse imaginrio do senso comum, essa
imagem estigmatizada e atribuda s jovens que esto cumprindo medidas
socioeducativas na Fundao Casa de So Paulo/SP, para ouvir o que
elas tm a dizer sobre si e sobre o outro que constitui e constitudo
por e em uma realidade social precria, que ainda as acompanha dentro
de instituies que propem reabilitao. Partindo de uma perspectiva
discursivo-desconstrutivista, propomo-nos a analisar os dizeres de algumas
dessas vozes (in)fames, para trazer discusso as representaes de si
e de seu cotidiano. Partimos do pressuposto que falar de si permite que
sejam rastreados fragmentos da constituio identitria do sujeito que se
expe ao relatar sua histria (CORACINI, 2008). Portanto, ouvir e analisar
os dizeres de indivduos que esto em um lugar repressivo e disciplinar,
tambm considerando que o fato de serem mulheres agrava sua situao
de silenciamento, poderia, ainda que parcialmente, levar-nos a rastrear ou
a apontar quais so as representaes de si e do outro que essas jovens
construram, sendo diferentes do que o imaginrio comum pressupe.
A Vida por um Fio: Uma Anlise Discursivo-Desconstrutivista d
e Testemunhos de Quase-Morte
Thais Caroline Lopes
Apresentadora
A pesquisa em pauta abre um espao de discusso e reflexo sobre as
representaes de vida-morte, nos dizeres de pessoas que passaram por
alguma situao de quase-morte. Hipotetizamos que o participante construa
uma identidade a partir de representaes de si na situao limtrofe de vida-
morte.A partir dos diversos testemunhos, buscamos responder s seguintes
perguntas de pesquisa: como so materializados, do ponto de vista da
linguagem, o testemunho/histrias de vida pelo (sobre)vivente? Aparece a
questo da imprevisibilidade da vida - aqui tratada como vida-morte? Em
caso afirmativo, de que modo aparece? Como esse acontecimento (sob a
tica de Foucault) parece ter impactado a vida do sujeito? Para a anlise
dos dados so utilizadas as perspectivas de Michel Foucault, para estudos
do discurso, de Jacques Derrida, para a problematizao das dicotomias
herdadas da epistemologia ocidental, e da psicanlise, a partir de conceitos
freudo-lacanianos, sobretudo no que diz respeito subjetividade e
identidade.A escolha por pesquisar este assunto na rea de Lingustica
Aplicada deve-se ao fato de que o cerne deste trabalho o estudo das
representaes, que s so acessveis atravs dos discursos, ou seja,
por meio da linguagem. Alm disso, investigamos memria, identidade e
histria de vida/testemunho, todos assuntos de interesses desta rea do
conhecimento.
S102
Time: Friday, 28/Jul/2017: 1:30pm - 3:30pmLocation: Queluz III
Representaes de si e do outro: reflexes sobre a construo discursiva da
identidade do sujeito-professor
Organizer(s): Dylia Lysardo-Dias (UFSJ)
Em meio a uma tenso entre semelhana e diferena, a identidade uma
construo intersubjetiva dinmica fruto de uma interao historicamente
instanciada. A discusso em torno dos seus modos de apreenso, conforme
proposto por Laclau (1996), Hall (2000) e Moita Lopes (2002 e 2003),
dentre outros, sinaliza o papel das prticas discursivas na emergncia de
uma identidade, algo dinmico que caracteriza-se pelo descentramento
e fragmentao. Compreendendo a cultura escolar como um universo
no qual saberes de diferentes ordens, materialidades diversas, mltiplos
sujeitos e espaos variados transitam e se intercondicionam, o objetivo
desse simpsio analisar a construo discursiva da identidade do
sujeito-professor. Propomos analisar diferentes prticas scio-discursivas
que convergem para o dilogo entre imagens e representaes de si e
do outro, sejam em instncias formais, como em documentos, seja em
prticas interativas de sala de aula, ou ainda por meio de memrias de que
quem j ocupou o espao e a temporalidade de uma escola. Interessa-
no problematizar as relaes interdiscursivas diretamente relacionadas
ao modo como as identidades dos diferentes atores so construdas na e
pela atividade discursiva, na sua inscrio histrico-social. Consideramos
a escola um espao institucional que se constitui a partir da articulao
de diferentes sujeitos reunidos em torno do objetivo maior de instruir-
formar. Imagens de si e do outro, representaes do saber, encontros e
desencontros fazem parte de maneira constitutiva do universo escolar.A
partir dos estudos discursivos, sejam eles de natureza crtico-discursiva ou
filiados aos propsitos da Lingustica Aplicada, destacam-se as interfaces
assumidas por meio da representao de identidades que ensinam, que
se acomodam s facetas sociais ou as subvertem, em apropriaes ou
tenses entre valores e prticas. Interessa-nos dialogar com os estudos
interdisciplinares para avanarmos na compreenso das ideologias que
perpassam as relaes entre a profisso docente e a sociedade.
Details of the Symposium Papers
Ingls de colgio: a construo discursiva da prtica
docente no ensino de ingls
Carolina Vianini
UFSJ
Este trabalho apresenta um recorte de um estudo narrativo sobre
experincias de ensino de ingls de quatro professoras duas de uma
escola pblica e duas de uma escola particular - tendo como foco a agncia
humana, compreendida como um sistema dinmico complexo (MERCER,
2011, 2012). A natureza situada da agncia analisada atravs de quatro
dimenses, a saber: contextual, interpessoal, intrapessoal e temporal,
procurando-se compreender os elementos que medeiam as decises e
aes docentes em sala de aula no que tange ao ensino de lngua inglesa.
Para tal, a experincia tomada como construto e unidade de anlise
(MICCOLI 1997-2014) por revelar relaes que emergem das interaes
entre estudantes e professores em salas de aula, evidenciando elementos
que se inter-relacionam nas trajetrias de ensino e aprendizagem. De modo
a compreender a teia de relaes que subjaz s escolhas das professoras
em sala de aula, fazemos uma anlise discursiva de suas narrativas,
documentando os discursos, ideologias e crenas e que modulam a prtica
docente. Alm disso, refletimos sobre como a representao do outro
(BAKTHIN, 2003; GIDDENS, 2002), personificada na figura do estudante,
colega de trabalho, instituio, famlia e sociedade, construda no discurso
que alicera decises e aes em sala de aula, influenciando as percepes
das professoras sobre si mesmas e orientando os rumos do ensino. Os
resultados evidenciam que a principal convergncia entre escola pblica
e particular se concentra no ensino oferecido, essencialmente tradicional,
contribuindo para a manuteno do discurso do ingls de colgio, no qual
os aprendizes tm pouca participao. Ainda assim, na escola pblica
possvel perceber discursos de mudana, ao contrrio da escola particular,
que sustenta a manuteno do status quo.
Daqui documento no sai: identidades e tenses envolvidas na prtica
discursiva do regimento escolar
Ndia Biavati
UFSJ
O objetivo do trabalho refletir sobre o gnero regimento escolar como
proposta discursivizada de compreenso da ordem discursiva escolar.
Toma-se o que se define como gnero da esfera documental (atas,
regimentos, projetos pedaggicos) como: i)texto regulador das prticas
escolares; ii) prtica de linguagem perpassada por discursos escolares que
se constituem e orientam os movimentos cotidianos do professor; iii) ao
que pretende conformidade aos preceitos estabelecidos. Portanto, cabe
problematizar tais gneros na formao do professor, compreendendo suas
interfaces e implicaes. Como um conjunto de regramentos, tal gnero
textual, considerando as perspectivas discursiva e da Lingustica Aplicada,
marca uma compreenso da realidade escolar cercada por tenses que
se estabelecem na dinmica da formao do aluno da Educao Bsica.
Interessa-nos perceber como os papis sociais (professor e aluno) so
representados nesse gnero, compreendendo-o para alm da estrutura,
mas como um conjunto de realizaes sobre o fazer escolar e pedaggico.
Como gnero, trata de um conjunto de recomendaes e descries
sobre o funcionamento, mas que pouco presentifica de fato a escola como
ambiente democraticamente construdo, em que se deve desenvolver a
ampla interlocuo entre direo, professor e aluno. Tal condio deixa
mostra algumas fragilidades nessa relao que envolve os sujeitos em suas
prticas escolares. Enquanto atividade legisladora, o regimento traz para o
bojo das relaes escolares alguns conflitos em sua prtica discursiva, como
o seu modo de produo, distribuio e consumo, conforme se verificou em
pesquisa sobre o assunto. Vale perceber repercusses compreenso do
objeto, refletindo tal gnero como espelhamento de discursos familiares e
legisladores de regramentos, sob a face das indicaes ticas.
Representaes do professor nas memrias evocadas em Tempos de Escola
Dylia Lysardo-Dias
UFSJ
No programa televisivo Tempos de Escola, do Canal Futura,personalidades
brasileiras que so convidadas a discorrer sobre sua trajetria escolar,
focalizando as lembranas relativas escola, aos colegas e professores.
Esses depoimentos de natureza autobiogrfica atestam, na sua globalidade,
uma apreenso de uma das instncias da vida social, a escola, e fornecem
uma representao de um dos atores sociais (VAN LEEUWEN, 1997) de
grande evidncia que integram esse universo: o professor. Ao rememorar
suas vivncias escolares, os entrevistados revisitam o papel atribudo ao
mestre e avaliam os possveis ecos do seu modo de ser/fazer em sua
trajetria pessoal e profissional. Objetivamos analisar como representada
a figura do professor nos depoimentos do programa televisivo Tempos de
Escola,compreendidos como uma reconstruo discursiva (GUILHAUMOU,
2004) de uma vivncia factual relativa ao passado escolar. Ao historicizar
suas experincias na escola, os entrevistados inscrevem-se em um
movimento de alteridade que interpela o outro nas relaes que com
ele estabelece (BUTLER, 2007), apontando para uma hierarquizao e
valorao dos papis sociais. Inicialmente, encaminharemos uma reflexo
sobre como a memria discursiva (COURTINE, 1981) se materializa na voz
dos entrevistados e tributria de uma dada historicidade. Procederemos
a uma anlise lingustico-discursiva dos depoimentos, focalizando os
procedimentos de qualificao e de nomeao na sua relao com o
dialogismo (MOIRAND, 2003) de forma a identificar os efeitos de sentido
dos modos como se faz referncia figura do professor.Finalizaremos com
uma discusso sobre a imagem que construda do professor, no intuito
de problematizar o discurso sobre a escola (c.f. CARMAGNANI, 2009).
Esperamos que esse estudo possa contribuir para repensar os esteretipos
e estigmas acerca da figura do professor, uma figura que historicamente
transita entre o endeusamento romntico e a responsabilizao pela
suposta ineficincia do ensino.
S93
Time: Friday, 28/Jul/2017: 1:30pm - 4:30pmLocation: Queluz II
Voices from the Periphery: power, language ideology and interactional
regimes in multilingual settings
Organizer(s): Michael Baynham (University of Leeds, United KIngdom), Ana
Deumert (University of Cape Town, South Africa)
A central issue in socially oriented approaches to language such as
sociolinguistics and linguistic ethnography over the last decade or so has
been how to relate the moment of utterance to the higher order social
407
structures understood to impinge on and shape the interactional moment in
a globalized and unequal world. Such constructs as scale, power, language
ideology and interactional regimes have been crucial here as of course has
the notion of indexicality. It could however be argued that there has been
a certain de-emphasizing of the interactional moment in such emphases on
the large scale and social, which is being corrected now by an increased
interest in the role of performativity and voice as a playing out of scalar
phenomena, providing a kind of phenomenology of the material utterance
to complement the indexicality which brings in to our analysis the large scale
social forces which shape the world. In terms of manifest global inequality
notions such as centres vs peripheries/margins as well as South/North
thinking have been influential. In this panel we ask how use the analytic
tools of performativity and voice along with notions such as indexicality,
language ideology and interactional regimes to characterize the changing
dynamics of language use in multilingual settings, where different voices
are becoming audible, partly through changes in the world order, partly
through the affordances of new media. In particular we examine voices
from the periphery, with a number of cases from the global South but argue
that also in the affluent so called superdiverse cities of the global North
there are dynamics of sharp inequality being played out which reproduce
the dynamics of South/North inequalities. Discussants: Cecile Vigouroux,
University of British Columbia; Mastin Prinsloo, University of Cape Town.
DETAILS OF THE SYMPOSIUM PAPERS
Multilingualism and Voice Black Consciousness on Black Twitter
Ana Deumert, Nkululeko Mabandla
University of Cape Town, South Africa
Black Consciousness (BC) philosophy in South Africa has emphasized
at different times during its history the importance of English as a lingua
franca (e.g. Biko 1987 [1978]). Similar voices can be heard today, even
more forcefully and, indeed, even more provocatively. For example, Andile
Mngxitama (Mngxitama and Kaganof 2013: 92) writes in response to a call
to support African languages: I think the so-called indigenous languages
project is a pre-occupation of middle-class motherfuckers We black are in
a shit plantation and as a matter of fact this language bull only breeds little
tribal chauvinisms which divide us further. To foreground English, however,
did not and does not mean the uncritical adoption of the former colonial
standard. Rather, as noted by Biko, Black English has the potential to disrupt
and is thus part and parcel of the decolonization project.
In this paper we take a critical look at language practices on Black Twitter
in South Africa. Black Twitter also referred to as the Afrosphere or
Blackosphere forms an informal fairly close-knit, horizontally organized
and internally diverse social media network, which provides a unique take
on political activism (Boutros 2015). The analysis focuses on the disruption of
English (as a decolonial move, Bongela 2016) as well as on the use of African
languages (a second, and in our analysis essential, decolonial move). The
data on which the paper is based is comprehensive and has been collected
since 2012; however, the focus of the analysis will be on data collected in
2016, i.e. in the context of a growing national debate on the meanings of
decolonization. We show that on Twitter both decolonial moves Black
English and African languages work together in shaping a unique, new,
post-Biko BC voice.
Questions of power and ideology in an interpreting and translating event
Michael Baynham1, Tong King Lee2
University of Leeds, United Kingdom, 2University of Hong Kong,
1
Hong Kong
Recent developments in translation theory (cf Lee 2013) emphasize power
relations and language ideology in translation processes. One way of
understanding the effects of power in shaping translation/interpreting
processes is through the notion of locally situated interactional regimes
differentially positioning languages and language varieties in relation to
each other. Blommaert, Collins and Slembrouck (2005) argue that language
408
use is shaped not just by interactional regimes but also by polycentricity.
Baynham & Hanusova (2017) argue that centres are unequally distributed in
relation to each other: a centre can also be peripheral in relation to some
other centre. Each centre exists in relation to one or more peripheries and
each periphery in relation to one or more centres. In the bumpy, sharply
unequal global/ local terrains of economic/political/ cultural/semiotic
power and influence, each centre is not equally influential and attractive
in the sense of attracting or drawing people and resources towards itself.
Along with relations of attraction, there are also potentially relations of
repulsion. Relations of power, influence and attraction/repulsion are
played out in interactional regimes that shape multilingual encounters. We
examine the production of interactional orders in a multilingual translating/
interpreting event having two sharply contrasting parts. In the first a letter in
a non standard Slovak influenced variety of Czech is being translated into
Standard Czech. Here the interactional regime favours the Standard Czech
variety and features of a formal letter writing register. In the second part,
the version in Standard Czech is discounted and a new version created in
English, not a translation of the Standard Czech version into English, but
a completely new beginning, following the generic characteristics of the
affidavit. At each stage the translation is somewhat resisted by participants
who find themselves identified with the dispreferred variety. We conclude
with implications for translation theory more generally.
Taking hold: transgressive practices, light publics and social media
practices of youth in Cape Town.
Catherine Kell
University of Cape Town, South Africa
A key tenet of (no-longer New) Literacy Studies is that people take hold
of literacy in variable ways consistent with existing cultural and social
patterns and practices. NLS researchers thus challenged views about
the consequences and impacts of literacy. Much current research on
digital technologies and literacies falls into the technologically determinist
paradigm that the technologies in and of themselves have consequences
and impact. This research addresses the question of how do young people
in a range of townships in Cape Town, South Africa, literally take hold
of their phones in order to be public and be in the public, to transgress
public/private boundaries and to perform their identities through language
and other modes of communication afforded them by their phones. The
research draws on a number of ethnographic studies undertaken as part of
a three-year project called Digital technologies and childrens and youths
learning and networking in the Cape Town region. Data is drawn from a
study on performativity and networked identities of young teenagers; from
a study on reading fiction using mobile phones in an out-of-school reading
club and a study on patterns and practices of participating in online hate
speech. The paper argues that young people are negotiating ways through
sets of light publics, and participating in a range of transgressive practices
while evidencing conclusively the importance of unimportant language
(Blommaert, 2015).
Language and languaging in South African universities: translingual third
spaces versus monolingual ideologies
Carolyn McKinney, Xolisa Guzula
University of Cape Town, South Africa
Drawing on research that foregrounds the historical monolingual bias
in applied linguistics as well as critiques of essentialist constructions of
languages as autonomous, boundaried, this presentation focuses on
monolingual ideologies and the positioning of English in South African
higher education language policy. While some authors position the critique
of monolingual approaches and the decentring of English-only as a
decolonial move (e.g in relation to Garcia and Li Wei, 2013, Makalela, 2015),
the student protest movement has a complex relationship with the set of
resources names as English.
Using the theoretical concepts of monolingual language ideologies (Makoe
and McKinney, 2014) and linguistic third spaces or translanguaging third
spaces (Flores and Garcia, 2013), we examine debates around language in
the student protest movement at two South African universities. We will focus
on examples from the University of Cape Town (the founding of multilingual
student newspaper Vernac News) and Stellenbosch University (events
leading up to the proposed new draft language policy). These contrasting
examples foreground different orientations to language that are central
for us to grapple with in relation to decoloniality (Mignolo): Vernac News
appears to embrace a heteroglossic approach consructing translingual third
spaces, while the argument for English mainly at Stellenbosch appears to
strenghten a monolingualist orientation. We argue for the need for African
universities to support the existing translingual third spaces on campuses
as well as for the creation of new spaces. This is central to providing better
access to knowledge and knowledge construction as well as to redressing
the historical positioning of indigenous languages.
The view from the periphery: the voices of self in transnational narratives
Katherine Chen
University of Hong Kong, Hong Kong
Many Indonesian Chinese transnationals in Hong Kong consider themselves
rootless and nationless. Wherever they have been, they were (and still are)
at the periphery--they were the Chinese ethnic minority in Indonesia in the
1950s, they were the returnees who had overseas quanxi (connection)
that made them politically suspicious in the 1960s, they were the new
immigrants from the backward uncivilized China mainland to Hong Kong
in the 1970s. Even after decades of residing in Hong Kong, they are still
not quite local. These Indonesian Chinese retain distinctive language
and cultural practices. They are typically multilingual in varieties of Huaqiao
Guoyu (Overseas Chinese Mandarin), Indonesian languages such as Bahasa
Indonesian and Javanese, Chinese dialects such as Chiuchao, Hokkien
and Hakka. They listen to and dance with Indonesian folk songs, wear
Indonesian attire, enjoy Indonesian and Peranakan/Nyonya food, maintain
close kinship ties with Indonesia and Singapore. Their self-perception of
identity is an ambivalent topic that brought up past reconstructed memories
and reinterpreted experiences. This paper takes their self-narratives as sites
of analysis to explore their multiple voices and performativities in relation to
issues of language and cultural ideology and identity. Ong (1999) exposes
needs for observing the environs concerning transnationals, arguing that
if we pay attention to the transnational practices and imaginings of the
nomadic subject and the social conditions that enable his flexibility, we
obtain a different picture of how nation states articulate with capitalism in
late modernity. This paper examines the transnational practices of these
individuals and the condition that enable their mobilities (or the lack of)
both in physical and symbolic/social levels, and how these practices can
be understood in times of sweeping sociopolitical changes with evolving
relationship between individuals and the nation states.
No cash, sem miser, na maior dignit: transidiomaticity and multisemiosis in
queer rap political performativity
Luiz Paulo Moita-Lopes, Branca Falabella Fabricio
Federal University of Rio de Janeiro, Brazil
From its beginnings in the Black-Latino neighborhood of New York City in
the 1970s, rap has virtually spread everywhere around the globe: from the
periphery of big cities to indigenous groups. Bringing about the voice of
the periphery and their local/translocal lives through a unique aesthetics
experience, rap generally relies on a hybrid performance of so-called
spoken non-standard language lyrics with sampling, peculiar body
movements and a social political theme. In this paper, we focus on how Rico
Dalasam, a contemporary Brazilian rap performer, builds up on this type of
aesthetics and political performance. If rap is traditionally characterized by
hybridity, Dalasam performativities are even more so. Born in the periphery
of So Paulo, he was suddenly reterritorialized in an upscale German
school in the city center, where he was the only black student. He then
maybe said to be able to hybridize traditional peripheral and central social
life traits, which move his rap performativity into something else. After
having been a hairdresser, he became a rapper, identifying himself with
409
the so-called queer rap and exploring mixed aesthetics and references
such as sexualities, genders, race, clothing styles, hair styles, rhythms
and transdiomaticity. In fact, transidiomaticity dominates his lyrics. These
elements are recontextualized in musical performances which configure
a spetacular semiotic landscape in which different Timespace scales and
performativities constitute an inseparable knot. Drawing on the Bakhtinian
chronotope and on the view of counter-literacies as an episteme, this
paper scrutinizes the micro details of Dasalams enactments with an eye
on the multiple signs linguistic and non-linguistic they articulate and the
sociohistorical meanings they indexically invoke. The analysis sheds light on
the production of queer rap as counter-literacy practices which constitute
transgressive aesthetics and queer political performativities. These locally
reorder and reconstruct deep-seated ideologies of language, race, gender
and sexuality.
Transgressive participatory cultural practices
emergent forms of expertise or marginalization?
Sirpa Leppnen
University of Jyvskyl, Finland
This paper focuses on socio-cultural practices in participatory cultures
that, from a mainstream perspective, are often seen as peripheral/esoteric/
trivial. It shows how such practices constitute significant resources for the
management of life in complex, late modern superdiverse societal and
translocal settings. Using a telling case from the Global North - informal,
interest-driven prosumptive social media practices centering around
performative recontextualizations of popular music - this paper will
demonstrate the centrality of linguistic/semiotic resources in such practices.
It will show the polyvalence of such practices: simultaneously evincing active
engagement in popular forms of cultural-production/entertainment, while
also serving as cultural criticism and a form of non-traditional employment
and entrepreneurship.
Discourse-ethnographic analysis of social media practices and of accounts
by social actors involved will illustrate an emergent logic that these practices
share with many other forms of cultural participation. Following Rifkin (2014:
18-9), I argue that we are witnessing here the rise of the decentralized
Collaborative Commons, motivated by collaborative interests and driven
by a deep desire to connect with others and share, open-source innovation,
transparency, and the search for community.
Applied and sociolinguists have a key role in the investigation of
such practices. They are well-positioned to show how communication
constitutes core resources in their construction, sharing, development and
dissemination, and to discuss their implications for and effects in terms
of, for example, identification, empowerment, belonging, connectedness,
education and employment (see also e.g. Alim et al. 2009; Blommaert 2010;
Rampton 2007; Stroud & Wee 2012; Deumert 2015; Leppnen & Kytl, in
press). This paper, too, will engage in such reflection: on the one hand, it will
highlight the value of the grassroots expertise germinating in participatory
cultures, and, on the other, ponder the visions of precarity and insecurity
they invoke in the turbulent and changing societies and labour markets of
the North.
C673-684 B
Time: Friday, 28/Jul/2017: 1:30pm - 4:30pmLocation: Studio 1
1:30pm - 2:00pm
The role of tutor-student written feedback in the development of teacher
language awareness.
Hugo Santiago Sanchez, Katie Dunworth
University of Bath, United Kingdom; H.S.Sanchez@bath.ac.uk
This paper reports on a study that combined two areas of key importance
in language teacher development: teacher language awareness and tutor-
student written feedback. Teacher language awareness is of major concern
in language teaching because of its impact on teachers decision making By taking into consideration a sociointeractional perspective to discourse
and classroom behaviour, such as designing courses and adapting materials (Gumperz, 2002), and the concept of ethics as a responsible act developed
according to learners needs, responding effectively to student queries, and by Bakhtin ([1924] 2012), as well as considering relevant discussion on
presenting new language in ways which are optimally accessible to students Arendts banality of evil (1964), this research investigates a written narrative
(Andrews 2007). Likewise, feedback has been found to play a significant of a student enrolled in Portuguese/English Teacher Practicum at a federal
role in supporting student learning (Merry et al. 2013), even though it has
university in Rio de Janeiro. In the narrative, we analyze the student-
not always been found to be effective in achieving this goal (Wingate 2010).
teachers description of teacher unpreparedness and of violence involving
The main objectives of this study were to explore the role of tutor-student
all actors in the educational process as witnessed in the internship field.
written feedback in the development of teacher language awareness, and
Our results indicate that the student-teacher constructs a narrative from an
to identify the cognitive and contextual factors that may facilitate or inhibit
this process. evaluative position, in which she demonstrates to have witnessed episodes
of a teacher losing control of her class and also episodes of violence
The project was exploratory-interpretive and followed a multiple-case
involving students among themselves and other actors of the school. The
design. Two cases were conducted within an English language teacher
students narrative also addresses issues concerning teacher education,
education course at a state university in Argentina. Each case comprised
discursive misunderstandings, and violence portrayed in elements of
a language awareness class, specifically the tutors who, as part of their
school daily practices. Most importantly, the analysis of this memoir points
responsibilities, provided written feedback, and a sample of three students.
Data were collected from a total number of five tutors and six student towards the banality of how violence has perpetrated school practice and
teachers using preliminary background interviews, content analysis of discourse in this case. Results depict the need for a dialogic construction of
written feedback reports, and stimulated recall interviews. The findings show knowledge and relations in school practices regarding all actors involved
that conceptualisations of language awareness, feedback and pedagogical in the process of initial teacher education, challenging students, teachers,
contexts impacted on the content and type of feedback tutors provided, and and teacher educators to innovate in the ways they may conceive the
on the ways in which student teachers interpreted and responded to written epistemology involving the performative actions of educating teachers both
feedback. These results contribute to a greater theoretical understanding from a theoretical and practical perspective.
of the link between feedback and teacher language awareness, and the
positioning and role of tutor-student written feedback in teacher education
3:00pm - 3:30pm
and development programmes.
A classical discipline rediscovered: Rhetoric as a resource for English
2:00pm - 2:30pm language learners and teachers
Se eu fosse um professor de ingls: Representaes sobre uma boa aula de Max von Blanckenburg
lngua inglesa Munich University (LMU), Germany; max.vonblanckenburg@lmu.de
Aline Caj Bernardo
Rhetorical aspects of communication can be found not only in political
UNIVERSIDADE FEDERAL DE SERGIPE, Brazil; alinecaje@yahoo.com.br
speech but in various communicative contexts. Especially in a globalised
A lngua inglesa considerada, na atualidade, uma lngua internacional
and digitalised world, we encounter persuasive oral and written speech in
e, inclusive, a lngua estrangeira mais ensinada mundialmente (PILHION,
everyday conversation, newspaper articles or social media. Likewise, orators
2008). No entanto, alguns estudos tm revelado que seu ensino apresenta
often make (professional) use of argumentative, stylistic and performative
problemas (GIMENEZ, 2011; PERIN, 2005; WALKER, 2003). Considerando-se
strategies and techniques to create strong, compelling points. At some
esses aspectos, este artigo baseia-se em depoimentos de alunos do ensino
point, however, rhetoric is always in danger of turning into manipulative or
fundamental, obtidos em uma pesquisa de mestrado cujo objetivo foi
irresponsible language use either as a consequence of deliberate choice
compreender os sentidos atribudos aprendizagem de ingls, com base
or possibly a lack of awareness.
na teoria da Relao com o Saber (CHARLOT, 2000, 2005). A pesquisa, de
cunho qualitativo, foi realizada com 115 alunos de duas escolas, sendo uma Therefore, if language teaching is to prepare learners for relevant future
pblica e outra privada, localizadas no estado de Sergipe. Foram aplicados communicative situations, the question emerges if and how rhetoric can or
questionrios semiestruturados e realizadas 15 entrevistas. Tomando por should play a role in classrooms, regarding both teachers and learners.
base alguns dados dessa pesquisa, este artigo tem como objetivo analisar
I will argue in this presentation that it is of importance to empower language
as representaes desses alunos acerca do que constitui uma boa aula de
learners to orientate themselves and participate in rhetorical discourses. By
ingls. As anlises foram pautadas em Jodelet (2002), sobre o conceito de
drawing on research from linguistics, psychology and TEFL, I will suggest
representaes sociais; Charlot (2000, 2005) e Develay (1996), sobre as
that a desirable learning outcome in this context can be best described in
questes de sentido; Charlot (2000), no tocante ao conceito de mobilizao;
terms of a rhetorical competence. This competence aims to encompass
e Norton (1997), no que concerne noo de investimento. Os resultados
those dimensions that are relevant for how language affects thinking and
indicaram uma boa receptividade a esse idioma por parte dos alunos e
decision making and includes a set of analytical and productive skills as
uma aparente disposio para aprend-lo, pelo fato de tratar-se de uma
well as attitudes, motivations and affective factors that empower learners to
lngua diferente e mundial. Na caracterizao de uma boa aula, os alunos
communicate both effectively and appropriately.
pesquisados mencionaram principalmente os procedimentos relacionados
aos traos de personalidade do docente, bem como os aspectos ldicos Similarly, the question arises in what ways teachers themselves can or
do ensino. should responsibly harness rhetorical elements in their classroom discourse,
and how, in turn, they can draw on approaches and methods to help foster
2:30pm - 3:00pm rhetorical competence among learners.
The teacher losing control: ill-preparedness and violence in school in a In this presentation I seek to give insights into both theoretical and practical
student-teacher narrative of internship
considerations on the basis of research on rhetoric in English language
William Soares dos Santos1, Cludia Maria Bokel Reis2
teaching carried out at Munich University, Germany.
1Federal University of Rio de Janeiro, Brazil; 2Federal University of Rio de
Janeiro, Brazil; william_soares@yahoo.it

410
 3:30pm - 4:00pm
PIBID-Ingls: espao para a (des/re)construo de planos de aula
Marlene de Almeida Augusto de Souza
Universidade Federal de Sergipe, Brazil; marlenesouza04@yahoo.com.br
Muitos so os professores (em formao) que buscam os cursos de
formao (continuada) para aprender a receita do plano de aula perfeita.
No entanto, se considerarmos que o processo de elaborao de um plano
exige a anlise de inmeras variveis para que tal plano seja perfeito, ou
adequado ao contexto onde ser implementado, possvel afirmar que
no existe uma frmula mgica. Partindo-se desse pressuposto, quais so
os aspectos a serem considerados pelo professor-formador ao orientar
os professores (em formao) na elaborao de um plano de aula? Essa
foi uma das questes que norteou o subprojeto PIBID-ingls do qual
fui coordenadora. Durante a execuo do projeto, pretendia-se que a
orientao dos professores (em formao) na elaborao de projetos e/
ou planos de aula fosse encaminhada do ponto de vista de um processo.
Ou seja, no se pretendia apresentar algo pronto que eles devessem
implementar, pelo contrrio, o PIBID seria o espao para eles construrem
tais projetos e/ou planos de aula conjuntamente a partir das discusses
terico-prticas durante as reunies do grupo de estudo. Foram trs
os conceitos tericos que delinearam as estratgias desse processo de
orientao: autonomia (Freire 1996), crtica (Cervetti, Pardalles e Damico
2001; Menezes de Souza e Andreotti 2008; Monte Mr, 2013, dentre
outros) e questionamento conceitual (Jordo 2007). Nesta comunicao,
apresentarei e discutirei as estratgias adotadas por mim, professora-
formadora, durante o processo de orientao de elaborao de planos de
aula por um grupo que eu coordenei e era formado por dois professores
de escola pblica estadual e quinze alunos de graduao participantes de
PIBID-Ingls.
4:00pm - 4:30pm
A formao de professores de Ingls no Esprito Santo: caminhos revelados
Christine Almeida
UFBA, Brazil; christinealmeida2013@gmail.com
A presente comunicao objetiva apresentar dados advindos de dois
estudos realizados no Esprito Santo no tocante formao de professores
de Lngua Inglesa. Ambos estudos almejaram identificar caractersticas da
formao sendo oferecida, com o intuito de conseguir indicar caminhos
para uma formao profissional mais alinhada com as demandas do
cotidiano capixaba.
O primeiro estudo foi uma pesquisa de levantamento de dados conduzida
por meio de questionrios aplicados aos estudantes finalistas do curso
de Letras/Ingls (licenciatura simples ou dupla), aos professores, s
coordenaes desses cursos, bem como tambm administrao
das quatro instituies que consentiram fazer parte do estudo. Foram
traados os perfis dos participantes (perfil administrativo e pedaggico
das instituies, perfil dos docentes e perfil dos discentes) e foi realizado o
cruzamento de suas opinies acerca do curso oferecido.
O segundo estudo, um estudo de caso, objetivou relatar as necessidades
formativas dos professores em exerccio da rede municipal de ensino da
capital do ES com o propsito de examinar em que medida o processo
formativo oferecido pela instituio empregadora (Prefeitura Municipal)
atendia s necessidades dos docentes. A anlise de necessidades foi
conduzida por meio de questionrio com os professores participantes e
entrevista com os gestores do processo formativo oferecido pela instituio.
Dessa anlise foi constatada uma falta de sintonia entre os objetivos da
instituio e os anseios dos docentes.
Os dados mais reveladores sobre a formao de professores de ingls no
ES, nesses distintos momentos formao inicial e contnua - decorrentes
desses estudos sero apresentados e analisados.
C685-696 B
Time: Friday, 28/Jul/2017: 1:30pm - 4:30pmLocation: Studio 2
1:30pm - 2:00pm
Effect and student perceptions of collaborative writing in EFL
Ali Shehadeh
UAE University, United Arab Emirates; Ali.Shehadeh@uaeu.ac.ae
This presentation reports on a recent study that investigated the effectiveness
and students perceptions of collaborative writing (CW) in second language
(L2). The study involved 38 first year students in two intact classes at a large
university in an EFL setting in the Gulf. One class consisted of 18 students
and was considered the experimental group, and the other consisted of 20
students and was considered the control group. In the control group, writing
tasks were carried out by students individually; in the experimental group,
these tasks were carried out in pairs. The study lasted 16 weeks and involved
a pre- and post-test. Writing quality was determined by a rating scale that
included content, organization, grammar, vocabulary, and mechanics. The
study sought to answer the following two basic research questions: (1) Does
collaborative writing have any effect on the quality of students writing in L2
after a prolonged engagement in such activity? And (2) How do L2 students
perceive collaborative writing after a prolonged engagement in such
activity? Results of the study showed that CW had a significant effect for
content, organization, and vocabulary, but not for grammar or mechanics. In
addition, most students in the CW condition found the experience enjoyable
and felt that it contributed to their L2 learning. Results of the study will be
discussed in light of the social constructivist view of learning. A number of
theoretical and pedagogical implications of the study will be discussed and
shared with the audience.
2:00pm - 2:30pm
Empowering teachers through self-directed classroom observations
Ana Garcia-Stone
British Council Spain, Spain; anagarciastone@hotmail.com
In teaching institutions, classroom observations are carried out by managers
in a hierarchical structure to either ensure quality control within the
organisation or as part of the teachers professional development. At times,
these observations can be meaningless in terms of teacher development
as managers are often overstretched and the teacher can find the process
stressful and an obstacle to overcome rather than an opportunity.
This paper describes an experiment in three different types of peer
observation carried out over an academic year. The two teachers involved
experimented with a blind observation: I describe my plan to you, I teach
it on my own, I tell you how it went; a second observation where I teach
your group your lesson plan, you watch and we discuss it; finally they
video recorded one another teaching, watched themselves and then came
together to discuss their impressions.
Each type of observation led to their teachers learning about different
aspects of their teaching and increased intrinsic motivation because they
were teaching for themselves rather than for a person who would assign a
value judgement to the teaching; as Edge states (1992: 4), I need someone
to work with, but I dont need someone who wants to change me ... I need
someone who will help me see myself clearly. The dialogue formed part of
the learning process as well as the teaching itself.
411
Each type of observation yielded different learning opportunities for the
teachers involved and there was mutual trust, which was essential, because
as Curtis states (2001:5), there is no professional development without
exposure, and exposing weaknesses is tricky unless there is complete trust.
As a teacher trainer I instigated this project and invited a younger colleague
to join me so this is our story about a years work of mutual, co-operative
learning.
2:30pm - 3:00pm
Enseanza de ingls a alumnos sordos e hipoacsicos en contextos de
inclusin: enfoques y estrategias
Patricia Munoz
UNSJ-FFHA, Argentine Republic; patriciale2002@yahoo.com.ar
Esta presentacin muestra un recorte del trabajo de tesis doctoral La
enseanza del ingls como lengua extranjera a nios sordos e hipoacsicos
incluidos en educacin comn en la ciudad de San Juan, Argentina.
Se presenta la descripcin de la situacin actual de alumnos sordos e
hipoacsicos incluidos en educacin comn y se identifican las estrategias
utilizadas por profesores y alumnos que optimizan los niveles de logro de los
objetivos propuestos en el espacio curricular ingls como lengua extranjera.
Es una investigacin exploratorio-descriptiva basada en un estudio de
casos de cinco alumnos con una prdida auditiva de moderada a profunda.
Los instrumentos analizados fueron documentos escolares, registros de
observacin no participante y entrevistas. Los datos fueron analizados
cualitativamente usando el software ATLAS-ti. El anlisis se apoy en la
lingstica neurocognitiva (Lamb 1999), la teora de adquisicin de la lengua
basada en el uso (Tomasello 2000), un enfoque cognitivo para la enseanza
y un enfoque estratgico para el aprendizaje (Oxford 2011). Partimos de la
hiptesis de que el nio sordo e hipoacsico incluido en educacin comn
puede alcanzar un nivel de competencia adecuado en ingls como lengua
extranjera. Concluimos que estos estudiantes obtuvieron diferentes niveles
de desempeo en funcin de la frecuencia y consistencia de la exposicin
a la lengua extranjera, y del enfoque de enseanza implementado.
3:00pm - 3:30pm
CREENCIAS DEL PROFESORADO SOBRE LAS ACTITUDES Y LA MOTIVACIN EN EL AULA DE
ELE
Alberto Rodrguez-Lifante
Universidad de Alicante, Spain; alberto.rodriguez@ua.es
Los estudios ms recientes sobre la motivacin en el profesorado de
lenguas (Kubanyiova 2012; Ushioda, 2013; Drnyei y Kubanyiova, 2014)
sealan la importancia de sus creencias sobre la importancia de las variables
individuales en los procesos de enseanza y aprendizaje de idiomas. Los
nuevos paradigmas en adquisicin de segundas lenguas (ASL) ofrecen un
marco terico ms amplio y dinmico para intentar explicar las interacciones
complejas que se producen en los procesos de segundas lenguas (Larsen-
Freeman, 2015). En este sentido, consideramos que las creencias, como
parte de las variables individuales en ASL, poseen gran relevancia tanto en
el alumnado, como en el profesorado para entender mejor estos procesos
de la ASL. Las investigaciones que se han llevado a cabo sobre el tema se
han centrado en diversos contextos y, en especial, en el profesorado de
ingls como lengua extranjera, pero en menor medida en el de espaol
como lengua extranjera (ELE).
Por ello, nuestra contribucin, como parte de un estudio doctoral ms
amplio, analiza las creencias de 14 profesores de ELE en el Centro de
Lenguas Extranjeras de la Universidad de Atenas durante 2010-11 y 2011-
2012. Para su realizacin, empleamos una metodologa mixta a travs de
observaciones y cuestionarios al profesorado, donde se examinaban sus
experiencias previas de aprendizaje, sus creencias sobre el papel de estas
variables en el aprendizaje y su prctica docente, su motivacin y la de su
alumnado o su satisfaccin laboral.
Los principales resultados manifiestan que el profesorado posee una
412
consideracin muy positiva sobre el papel de estas variables en el aula
de ELE, as como un alto grado de motivacin, a pesar de la situacin de
crisis. A su vez, la psima condicin laboral del profesorado no presenta
una influencia sobre la motivacin del alumnado debido al desarrollo de la
competencia existencial en el aula.
3:30pm - 4:00pm
ENTONACIN PRELINGSTICA Y VARIACIN DIALECTAL: IMPLICACIONES EN LA ENSEANZA
DE LENGUAS
Miguel Mateo Ruiz
Universitat de Barcelona, Spain; miquel.mateo@gmail.com
En los ltimos aos, en paralelo a los avances tcnicos (ejemplificados en el
software PRAAT) y los nuevos enfoques en el anlisis de la entonacin, han
surgido diversas propuestas y estudios que han supuesto un nuevo impulso
para la enseanza de la pronunciacin y la entonacin, tanto en las aulas de
L1 como de ELE (Hidalgo y Cabedo, 2012; Lahoz, 2012, entre otros).
Este trabajo presenta las implicaciones que en dicho mbito, la enseanza
de segundas lenguas, supone la teora Anlisis Meldico del Habla (AMH),
vase Cantero (2002), Cantero y Mateo-Ruiz (2011) y Mateo (2012) para el
protocolo de anlisis. Dicha teora establece la existencia de tres niveles
de entonacin:
Prelingstica: su principal funcin es la integracin del discurso; dos de los
fenmenos que caracteriza son los llamados acento extranjero y acento
dialectal.
Lingstica: permite la interpretacin fonolgica del enunciado en base a la
combinacin de tres rasgos, /enftico/, /suspendido/ e /interrogativo/.
Paralingstica: aporta, fundamentalmente, informacin de carcter personal
y expresivo.
El estudio, que se inscribe en un proyecto ms amplio en el que se han
analizado los rasgos meldicos del espaol hablado por hablantes no
nativos de diversas L1, entre ellas, brasileos (vase Fonseca de Oliveira
y Mateo-Ruiz, 2015 y en prensa), se centra no en el acento extranjero sino
en la otra manifestacin de la entonacin prelingstica, el acento dialectal.
Se ha realizado a partir del anlisis de un corpus del espaol meridional
(2500 enunciados emitidos por 770 informantes (Mateo-Ruiz, 2014), y se ha
centrado en las variedades del espaol de Andaluca y Canarias.
La caracterizacin del perfil meldico de dichas variedades nos permitir
establecer las implicaciones didcticas que supone para la enseanza
de la entonacin del espaol, para evitar los malentendidos debidos a
motivos prosdicos y, por tanto, para la adquisicin de una competencia
fnica plena.
4:00pm - 4:30pm
Estructuras Conceptuales Implcitas en la Enseanza del Ingls: Modelos
Cognitivos Idealizados
Graciela de la Nuez Placeres
Universidad de Las Palmas de Gran Canaria, Spain;
grachixoye@hotmail.com
Si como ya indic Fauconnier (1997) el lenguaje no es ms que la punta
de un impresionante iceberg cognitivo que se nutre de inmensos recursos
cognitivos inconscientes, podramos decir que la lengua en uso de los
docentes no es ms que la punta de un inmenso iceberg cognitivo del
terreno educativo. Tras siete reformas en apenas 35 aos resulta evidente
la necesidad del sistema educativo espaol de una seria reflexin, sin
mencionar los reveladores resultados en el Informe PISA (OCDE, 2004;
2012). Desde el marco terico y metodolgico de las Ciencias Cognitivas de
segunda generacin hemos seleccionado las expresiones ms relevantes
en uso de maestros y profesores del corpus recopilado en las distintas
instituciones educativas pblicas, para as estudiar los Modelos Cognitivos
Idealizados implcitos en su discurso enactivo. Hemos empleado para ello
la Teora de la Metfora Conceptual de Lakoff & Johnson (1980) as como
los descubrimientos en Metonimia de Ruiz de Mendoza & Otal Campo
(2002). Proponemos adentrarnos en nuestra realidad educativa desde la
lengua, que nos sirve como punto de acceso al complejo entramado de
configuraciones conceptuales que habitamos y nos habitan. Sin obviar que
se trata de un fenmeno de cognicin situada, corporeizada, distribuida
y dependiente del habitus (Bourdieu, 1994) entendiendo la lengua como
actividad social (Bernrdez, 2004). Las expresiones analizadas revelaron
una substancial cantidad de informacin vinculada a la construccin de
nuestra identidad educativa. Los resultados indicaron que la metfora
del canal de Reddy (1979/1993) contina jugando un papel fundamental y
mediador como elemento de andamiaje estructurador en la construccin de
significado en nuestras aulas, estrechamente relacionado con el proceso de
enculturacin vigente en locuciones cosificadas como por ejemplo dar la
clase. Este principio estructurador no refleja la complejidad del fenmeno
enseanza/aprendizaje, lenguaje y comunicacin, sino ms bien una visin
atomista del mismo.
C697-708 B
way that complements external structures and learns to perform its role
in a unified system tightly fit together, this way it is noticeable that these
technologies are not only extra additional supports but cognitive processes.
Lvy (1999) sees intellectual technologies as articulators and creators of
synergy, not simply working as substitutes for human reasoning but as
extenders and transformers of our imagining and thinking capacities. Thus,
in order to close the gap between the school environment and the reality of
our students and to help fostering the student-researcher, the use of TIMS
needs to be introduced into the classroom.
Therefore, additional languages become increasingly necessary in a
globalized world since they contribute in exposing students to a wide variety
of sources of information so that he or she can, accordingly, develop critical
reasoning, becoming a citizen of the world.
With that in mind, this research seeks to find out if it is possible to develop
the necessary skills for the learning of an additional language, specifically
the French language, through the use of tools available in mobile devices.
This will be done by means of data collection and analysis of apps in the
Playstore from Android mobile devices.

Time: Friday, 28/Jul/2017: 1:30pm - 4:30pmLocation: Studio 3

2:30pm - 3:00pm
1:30pm - 2:00pm
Impacts of technology-mediated pronunciation instruction in university ELT
English text processing of different genres using digital media by Digital
Kathleen Sheridan, Nicole Bruskewitz, Martha-Isabel Tejada
Natives and Digital Immigrants
Universidad de los Andes, Colombia; k.a.sheridan01@gmail.com
Keyla Maria Frota Lemos, Vldia Maria Cabral Borges
Universidade Federal do Cear, Brazil; keylafrota@gmail.com Technology-mediated learning is essential in 21st century language
education. Since the 1980s, scholars (Chapelle & Jamieson, 1986) have
New Technologies have changed communication and relationships in the
assessed the effectiveness of CALL on language learning outcomes,
third millennium. Moreover, some researchers believe they have modified
processes, environments, etc., as compared to traditional learning. For
the cognitive structures of an entire generation (FRAND, 2000; OBLINGER;
English pronunciation, internet resources have become a key mediator
OBLINGER, 2005; PRENSKY, 2001a, 2001b; TAPSCOTT; WILLIAMS, 2010).
in instruction. Specifically, pronunciation videos and exercises address
The Digital Natives are a generation born in the midst of digital technologies
autonomous learning, yet the majority do not strategically promote noticing
(PRENSKY, 2001a); that has significantly influenced the way they think and
of prosodic features. Keeping with Schmidt, (1995, p. 20) noticing goes
learn, and, because of that, this new generation require a new educational
beyond consciousness raising (Rutherford et al., 1985) in that the noticing
system to fulfill their learning needs. Thus, more detailed investigations
hypothesis states that what learners notice in input is what becomes intake
regarding students practices when using digital technologies for reading
for learning. Noticing is a crucial first step in the acquisition of these features
present themselves as contributions to design an educational system that
(Cross, 2002; Ellis, 1994; 1997). A review by Chun (1998) highlights the
applies the use of such technologies in order to gain from what they have to
need for online and software initiatives promoting autonomous practice of
offer. Bearing that in mind, this research, still in progress, seeks to investigate
prosodic elements. Later, projects in this vein (e.g. ConnecteSpeech) arose
how Digital Natives and Digital Immigrants interact with and process English
but are limited to intonation (Egbert, 2004). Hence, an in-house series of
texts of different genres and in different digital media (computer, tablet,
prosodics tutorial videos and online exercises on reductions, intonation and
smartphone), in order to understand how they process the texts and if there
stress which included feedback were developed to assist intermediate-
is any difference in the processing by Digital Natives and Digital Immigrants.
advanced ELLs in higher education in noticing and producing these features.
We also aim at analyzing whether the possible processing differences are
This paper examines the impact of these videos and computer-based
motivated by the text genre and the digital media the Brazilian readers use
practice on noticing and production attempts. Learners perceptions (n=163)
to read the English texts (computer, tablet, or smartphone). We believe this
of their experience were also considered. Preliminary findings suggest that
study is important as there are no studies that confirm the existence of a new
technology-mediated learner training significantly improves ELLs ability
generation of learners whose brains where modified by digital technologies
to perceive these target forms. It also encourages them to incorporate
(BENNETT; MATON; KERVIN, 2008). Consequently, it is important to
new forms into oral production, a finding which contributes to the debate
investigate the effects of technology on text processing so that efficient
around the role of noticing exercises in acquiring linguistic and paralinguistic
materials and methods can be designed to teach reading for the Digital
features (Otlowski, 1998). Data collected on learners perceptions of their
Native learner.
experiences show that the resources are engaging, useful and convenient.
However, although learners deem the technology-mediated instruction as
2:00pm - 2:30pm
helpful, they state that teacher feedback is fundamental to the acquisition of
French Language Learning through mobile devices these prosodic features.
Ydini Winter
UFRGS, Brazil; yadiniwinter@gmail.com 3:00pm - 3:30pm
Nowadays, contact with information technology has become part of our The use of a bilingual translation corpus to develop intercultural
routine, being present in a diversity of contexts and being used by people communicative competence
of all ages. However, in the school environment, the use of the MWIT (Mobile Sumie Akutsu
and Wireless Information Technology) does not seem to be considered Toyo University, Japan; akutsu@toyo.jp
benefitial, as is made clear by the laws and policies created by governors in
This paper discusses the use of a bilingual translation corpus in order to
different Brazilian states, which forbid, for example the use of mobile phones
develop intercultural communicative competence. The novels written in
in class. According to Clark and Chalmers (1998), human being tends to
Japanese by the author Natsume Soseki are used in a university course
strongly rely on external support since the brain develops itself in such a
for cultural studies as part of English language course. Exploring translated

413
versions of the texts with concordance and text mining software, an
analysis is made to see if cultural and linguistic differences can be found
in the translations in terms of interpretation and language usage. While
the judicious use of translation activities in a university classroom is of
pedagogic value in and by itself, it can be argued that a further benefit
can be derived from doing more advanced research using the bilingual
translation corpus. During the course, learners translate specific targeted
texts and can then compare and analyse their own texts with the ones
written by native and non-native speakers of English using the bilingual
corpus. By comparing their own translations with sample translations done
by a native speaker of Japanese and English, it is expected for students
to have a better understanding of interpretations of the text in terms of
cultural interpretation and language usage. Moreover, by referencing
statistical data of the corpora, learners gain a deeper insight into the
differences between the translated texts by native and non-native speakers
of English, and thus between English and Japanese. The presentation
will demonstrate some examples of comparisons of the translated texts
together with some statistical data of the corpora analysis and show how
this could support students by improving their own writing skills. This
paper will conclude students can become autonomous language users
with better interpretive mediating skills through realizing linguistic and
cultural differences between the Japanese and English languages.
3:30pm - 4:00pm Warning: The presentations finish prior to the end of the session!
The Effects of Hypermedia Annotation Types and Learning Styles on Mobile
Assisted Vocabulary Learning
Serkan Gurkan1, Zeynep Kocoglu2
1Kocaeli University, Turkey; 2Yeditepe University, Turkey; zbkocoglu@
yeditepe.edu.tr
The use of technology in education in general and on ESL teaching and
learning has gained great popularity among educators and scholars as
there are many educational institutions adopting these new technologies
in the conventional classroom environment. Mobile phones, tablets,
computers and many diverse forms of information technologies are in
use in todays foreign language learning environments. It is a widespread
belief that learners have different styles in getting new information in
language learning and the effectiveness of teaching without taking
into account of these different styles is questionable. Among many
components of language learning, vocabulary attracted much attention
in language learning and teaching. This presentation will concentrate on
the effects of hypermedia annotation types and different learning styles
on Mobile Assisted Vocabulary Learning. It first examines hypermedia
annotation preferences of EFL learners with specific reference to different
learning styles during a hypermedia reading text. Second it will explore
the relationship between annotation use and mobile assisted vocabulary
learning and retention. Participants of the study were two seventh grade
classes of a state elementary school. One of the classes will be chosen
randomly as treatment group and the remaining class will be control
group which receives no gloss. The number of the students in each
class is approximately 30. They share similar educational backgrounds.
Data for this study will come from (a) Log files which will be driven from
multimedia software (developed by the researcher), (b) SAS Learning
style questionnaire, (c) data from interviews, (d) think aloud protocols,
(e) pre-test immediate vocabulary test, delayed vocabulary test and late
delayed vocabulary test (developed by the researcher). The results will be
discussed in detail.
414
C709-720 B
Time: Friday, 28/Jul/2017: 1:30pm - 4:30pmLocation: Studio 4
1:30pm - 2:00pm
PUBLICAES NACIONAIS SOBRE TECNOLOGIAS PARA O ENSINO DE LNGUAS NA SEGUNDA
DCADA DO SCULO XXI
Roberta de Oliveira Guedes
Universidade Federal de Sao Carlos (UFSCAR), Brazil;
betinha.guedes@hotmail.com
notria a incorporao e utilizao das tecnologias nas mais diversas
esferas da atividade humana, entre elas, no ambiente educacional com a
utilizao de computadores e outras ferramentas tecnolgicas para o ensino
e aprendizagem de crianas, jovens e adultos, alm do desenvolvimento
de pesquisas e difuso de conhecimento nos centros acadmicos das
universidades (SANTOS, 2013). Ainda em relao esfera educacional,
podemos notar que algumas disciplinas em diferentes reas, tais como
a lingustica, j comearam a (re) pensar sobre suas prticas ao explorar
o ambiente virtual como contexto de investigao (MIRANDA, 2013). No
entanto, alguns pesquisadores (REIS, 2010, LEFFA, 2006) asseveram que
h uma lacuna de pesquisa sobre tecnologias e o ensino e aprendizagem
de Lnguas Estrangeiras (LEs) (REIS, 2010) que possam nortear os possveis
caminhos frente insero e inovaes tecnolgicas frequentes.
Dessa maneira, a partir desse cenrio e de iniciativas governamentais,
de instituies, como a UNESCO e universidades, que desenvolvem
pesquisas sobre tecnologia em diversas reas, propomos a apresentao
deste trabalho que tem como objetivo discutir as publicaes oriundas de
revistas e peridicos nacionais de QUALIS A (A1 e A2) da rea de Letras/
Lingustica nos anos de 2010 a 2014. Trata-se, portanto, de um estudo que
seleciona materiais especficos como objeto particular a ser examinado,
sendo, por sua vez, um estudo de caso instrumental (STAKE, 1994). Tais
publicaes so avaliadas pela Coordenao de Aperfeioamento de
Pessoal de Nvel Superior (CAPES) e reconhecidas pelos pesquisadores
como fidedignas na identificao dos peridicos nacionais (BONINI, 2004).
A partir delas, propomos apresentar e discutir as concepes de linguagem,
de tecnologia, as metodologias utilizadas, os resultados e as limitaes dos
trabalhos divulgados, a fim de compreender em que estgio se encontram
as pesquisas nacionalmente publicadas na rea.
2:00pm - 2:30pm
TDIC no ensino da lngua espanhola: crenas e prticas de professores em
formao inicial
Vnia Aparecida Lopes Leal
Universidade Federal de Viosa, Brazil; lealval@hotmail.com
Muitos trabalhos dentro da LA tm como foco crenas e tambm o uso
das TDIC no ensino aprendizagem de lnguas, sobretudo a lngua inglesa.
Porm a grande maioria tem o foco na formao continuada de professores.
Este trabalho vem suprir essa carncia de estudos sobre crenas e as TDIC
na formao inicial de professores de espanhol. Trata-se de uma pesquisa
qualitativa, de cunho etnogrfico, cujo objetivo principal foi identificar as
crenas de professores em formao inicial em relao ao uso das TDIC
para o ensino e aprendizagem da Lngua Espanhola (LE), assim como
tambm, compreender como essas crenas se relacionam com suas
prticas em sala de aula enquanto professores de um curso de extenso
em LE, mantido por uma universidade federal no interior de Minas Gerais,
na qual eles estudam. Como principal referencial terico, me apoio nos
estudos de crenas sobre ensino e aprendizagem de lnguas (Barcelos,
2004, 2007, 2013; Gimenez, 2013), sobre formao de professores de
espanhol (Parraquet, 2012), sobre TDIC e crenas (Gilakjani, 2012) e sobre
TDIC (Paiva, 2010, 2013; Valente, 2012). Foram utilizados como instrumentos
de pesquisa trs questionrios semiabertos, trs entrevistas, uma narrativa,
observaes de aulas e notas de campo. Os resultados sugerem que
embora os participantes sejam usurios das TDIC para a sua aprendizagem
da LE e acreditem na importncia e necessidade do uso das TDIC no ensino
da LE, o uso (ou no) que eles fazem das TDIC em suas prticas como
professores esto estreitamente ligadas s suas crenas em relao ao
processo de ensino e aprendizagem da LE como um todo, relacionadas a
uma abordagem tradicional do ensino de LE.
2:30pm - 3:00pm
Reflexes sobre design, interao e papel do tutor em curso de lngua
estrangeira a distncia
Ayumi Shibayama1, Jovania Santos1, Renata de Anunciao1,2
1Centro de Lnguas e Interculturalidade - Universidade Federal do Paran,
Brazil; 2Universidade Estadual de Campinas, Brazil; renatafma@gmail.com
O presente trabalho tem por objetivo apresentar o projeto de ensino-
aprendizagem de portugus lngua estrangeira a distncia (PLEaD), que
vem sendo desenvolvido no Centro de Lnguas e Interculturalidade da
Universidade Federal do Paran (Celin-UFPR) desde 2010, para atender aos
intercambistas recebidos pela universidade. Em 2015, o Celin-UFPR ofertou
a primeira edio do curso em plataforma moodle, denominada piloto.
Discute-se, neste trabalho, o processo de reorganizao do curso piloto, a
partir de dados coletados em 2015, por Shibayama (2016), para a oferta da
segunda edio, em 2016. Esses dados apontaram para a necessidade de
reorganizao do curso priorizando o desenvolvimento de maior interao
entre alunos e entre alunos e tutores. Para promover essa interao, foram
propostas tarefas a serem feitas com os colegas ou individualmente, em
fruns, chats, conversas pr-agendadas via Skype e produes enviadas
por e-mail. O curso de PLEaD oferecido pelo Celin-UFPR constitui-se a
partir de trs pilares terico-metodolgicos interdependentes: o uso da
lngua como prtica social situada, pela qual interagimos com os outros
(CLARK, 2000), os gneros discursivos (ROJO, 2005) e o ensino de lnguas
por tarefas (SANTOS, 2014). A partir do levantamento de eixos temticos,
desenvolveram-se tarefas e atividades envolvendo diferentes gneros
discursivos, interlocutores e suportes em situaes de comunicao
caractersticas do contexto dos intercambistas, pblico para o qual o curso
foi criado. Neste trabalho, uma unidade temtica em plataforma digital e
algumas consideraes preliminares sobre as duas edies do curso sero
apresentados. Ao final do processo de reorganizao do curso, concluiu-
se que necessrio discutir mais a fundo questes tericas e revisar
prticas tanto para o ensino de lngua estrangeira como para a formao de
professores-tutores de ensino a distncia, que um importante, mas ainda
incipiente campo de pesquisa.
3:00pm - 3:30pm
Input Enhancement in Captions and Vocabulary Learning: Evidence from an
Eye-Tracking Study
Olena Vasylets, Roger Gilabert, Marina Ruiz Tada
University of Barcelona, Spain; vasylets@ub.edu
Previous studies have shown that watching an L2 video with full captions
(i.e. an L2 audio accompanied by the L2 on-screen text) helps in the
comprehension of video content and leads to superior vocabulary learning
as compared to a non-captioned video (Montero et al., 2013). The aim of our
study is to explore if we can make captions even more effective through the
highlighting of the target words. We report the results of two eye-tracking
experiments in which we investigate the effects of such textual enhancement
on L2 learners processing and learning of idiomatic expressions (Experiment
1) and content English words (Experiment 2). In Experiment 1, Group 1 (N=10)
watched a 20 minute video in which the target idiomatic expressions were
visually enhanced; Group 2 (N=10) watched the video in which the captions
had not been manipulated. All the participants were eye-tracked while
watching the video. Results showed that the subjects in Group 1 showed
more learning gains of the target expressions.
In Experiment 2, the participants formed 3 groups: Group 1 (N=10) were
eye-tracked while watching a 25 minute video with the target content
words enhanced in the captions; for Group 2 (N=10) captions had not been
manipulated; Group 3 (N=10) was a control group (no captions, only L2
audio). Before the eye-tracking session, a pre-test was administered to all
participants to test the knowledge of the target words. After watching the
415
video, post-tests were given to measure various aspects of the target word
knowledge. The tests included: (1) word form recognition, (2) meaning recall,
and (3) meaning recognition. Also, the participants completed a content
comprehension test. Results are discussed in light of the theorizing of multi-
modal input learning (Paivio 1986), incidental and intentional vocabulary
learning (Hulstijn 2003), as well as input enhancement theories (Sharwood-
Smith 1991).
3:30pm - 4:00pm
http://ple3ufla2015.blogspot.com.br/
Dbora Racy Soares Soares
Universidade Federal de Lavras (UFLA), Brazil; debora_racy@yahoo.com.br
De acordo com a proposta do programa nacional Idioma sem Fronteiras
(IsF), do qual o Portugus sem Fronteiras (PsF) faz parte, a implantao de
cursos de idiomas, visando a internacionalizao das Instituies Federais
de Ensino Superior brasileiras, deve observar trs diretrizes especficas.
Uma delas, particularmente, nos interessa. Trata-se da que sugere a
utilizao de recursos pedaggicos virtuais para complementar as aulas de
Portugus como Lngua Estrangeira (PLE). Diante desta diretiva, foi proposta
a criao de um blog para a turma de PLE 3. A iniciativa da criao do
blog partiu da docente, como uma forma de estimular o desenvolvimento
e a realizao de algumas atividades (entrevista oral gravada, transcrio
das gravaes, elaborao de um texto em formato de entrevista para ser
postado no blog) consideradas difceis, do ponto de vista da aprendizagem
lingustica. O blog, portanto, funcionou como ponto final, e no de partida,
como uma espcie de recompensa e reconhecimento do mrito dos
alunos que conseguiram levar a cabo todas as tarefas propostas. Os
discentes, do nvel intermedirio, que cumpriram as atividades propostas
em sua totalidade tiveram o resultado de seu trabalho final publicado
no Jornal da Universidade Federal de Lavras (UFLA) e no blog da turma
(http://ple3ufla2015.blogspot.com.br/). Cabe ressaltar que a elaborao
e implementao do blog PLE 3 UFLA Turma 2/2015 ocorreu de
forma totalmente experimental, visando comprovar, na prtica, o alcance
e a eficcia da utilizao de recursos educacionais ancorados nas novas
tecnologias. O blog, por ser interativo, permite que comentrios sejam
sempre adicionados, o que fornece feedback em tempo real ao trabalho
realizado. Ademais, em sintonia com a crescente demanda, por parte do
MEC (Ministrio da Educao), para (re)pe(n)sar o ensino de PLE luz de
recursos tecnolgicos, a experincia do blog revelou-se deveras produtiva.
4:00pm - 4:30pm
The relationship between effective use of working memory and content
shadowing performances in L2 processing
Yutaka Yamauchi1, Nobuaki Minematsu2, Yasumasa Someya3, Akemi Kawamura1, Megumi
Nishikawa4, Shuhei Kato5, Aki Kunikoshi6, Kay Husky1
1Tokyo International University, Japan; 2University of Tokyo, Japan; 3Kansai
University, Japan; 4Tokai University, Japan; 5HOYA Service Corporation,
Japan; 6McRoberts B.V., the Netherlands; yyama@tiu.ac.jp
Working memory (WM) plays a crucial role in language processing. In
listening comprehension WM enables us to decode input information
while storing important parts to follow the discourse of the text. Since the
capacity of WM is limited, the more advanced L2 learners become, the more
effectively they can use WM. Content shadowing (CS) requires L2 learners
to decode auditory information while storing the main points of the target
passage and simultaneously reproduce the message orally with accurate
pronunciation and suitable prosodic features. The cognitive load of CS is
so high that learners should use their WM effectively to perform better in
CS. Thus the effective use of WM is expected to be highly related to CS
performances. However, because of difficulty in objectively testing WM and
CS performances, little research has been done in this area. This study aimed
to investigate the relationship between CS performances and WM effective
use through an experiment. An on-line WM test based on backward digit
span (BDS) and an automatic CS assessment system were developed for
the experiment. Sixty-six Japanese EFL learners, ranging from 200s to 900s
in TOEIC scores, were requested to listen to and memorize a sequence of
three to ten numbers in English and choose the correct option out of four
which identified the same numbers printed in backward order on the PC
monitor. The same participants were asked to perform CS while listening to
English passages never presented before. The assessment system using
the latest speech technology could automatically analyze the participants
shadowed speech and show numerical scores. The results of statistical
analysis revealed that WM effective use had significantly high correlation
with CS performances and overall proficiency (r=0.67, r=0.82 respectively,
p<0.01) and thus CS could facilitate L2 processing to become more effective,
more accelerated, and more nearly automatized.
C721-732 B
Time: Friday, 28/Jul/2017: 1:30pm - 4:30pmLocation: Studio 5
1:30pm - 2:00pm
Early language learners: the impact of teaching and teacher factors
Suzanne Jane Graham
University of Reading, United Kingdom; s.j.graham@reading.ac.uk
While there is a growing body of work exploring the relationship between
individual differences and learning outcomes for young foreign language
learners, much less is known about the impact of teaching and teacher
factors on such outcomes. This presentation reports on a longitudinal study
across the last two years of elementary (primary) education and the first
year of high school. It compared the linguistic outcomes (vocabulary and
grammatical knowledge) from two different approaches to the teaching of
French in England, one placing emphasis on oracy (speaking and listening),
the other combining literacy (reading and writing) with attention to oracy
development. It also explored the relationship between linguistic outcomes
and two other key teaching/teacher factors: teaching time and teacher
expertise (teacher level of French proficiency, teacher level of training in
language instruction).
Approximately 240 learners of French completed a sentence repetition and
an elicitation task assessing vocabulary knowledge and the acquisition of
gender, adjectival agreement and simple present tense in Year 5 children
(age 10, in the penultimate year of elementary school), with the same tasks
repeated in Year 6 and Year 7 (first year of high school). The presentation
will report key findings from the study and discuss their implications for
curriculum design, policy and pedagogy in relation to early language
learning.
2:00pm - 2:30pm
English educational portals: an alternative to teaching and learning of
listening and speaking in ESP
Flvia Medianeira de Oliveira
Federal University of Pelotas, Brazil; olivafm@gmail.com
In Brazilian educational context, the learning and development of listening
and speaking abilities have afflicted and worried a great number of nonnative
learners, especially in the university setting. Some studies (for example,
CHANG, 2009; XAVIER & BALTHAZAR, 2011), have focused on detecting the
main difficulties and proposing solutions in order to minimizing and trying
to find a solution for these problems. In the context of English for Specific
Purposes the difficulties are accentuated considering that many Brazilian
students had little contact or, in some cases, they did not study English at
school. With the intention of contributing and expanding the researches about
these communicative skills, this study aims at investigating forty listening
and speaking activities displayed in five free-access English educational
portals. In order to attending this objective, the research will be centered
on 1) identifying the kind of pedagogical tasks and exercises suggested; 2)
listing the main learning strategies related to listening and speaking skills; 3)
verifying in which sense these strategies are used and emphasized by the
authors/proponents and 4) elaborating new pedagogical activities based on
the outcomes. Previous studies (ARAJO, 2009; HISSA, 2009; OLIVEIRA,
416
2009) revealed that educational portals can be considered as a repository
of pedagogical activities which presents authentic materials and offers the
possibility of downloading audio and video tasks. The first outcomes show
listening activities seems to focus on the linguistics components without
examining more deeply the contextual and functional aspects of language.
In terms of speaking, the results point out that activities aim at emphasizing
the discussion about social and cultural issues and promoting the interaction
among learners and teachers who access these portals.
2:30pm - 3:00pm
Developing of isiXhosa as academic and scientific language for indegenous
African languages study and research
Linda Loretta Kwatsha
Nelson Mandela Metropolitan University(NMMU), South Africa; linda.kwatsha@nmmu.
ac.za
The paper aims at discussing material development for language learning,
teaching and research in isiXhosa undergraduate and postgraduate at
NMMU. This attempt is to contribute to the development of isiXhosa by
means of support services such as readers and resource material in the
field. The paper will explore and elaborate on the need to redress the
results of past racially discriminatory laws and practices towards previous
disadvantaged languages, isiXhosa in this case. The development of isiXhosa
at NMMU is to maintain its future as field of academic study and research.
The past marginalization of Indigenous African Languages resulted in the
maintenance of separate development which resulted in the privileging of
English even in the teaching of Indigenous African Languages. English was
and still in some universities in South Africa being used to teach and to
produce academic postgraduate research studies for Indigenous African
Languages. The reason being, Indigenous African Languages of South Africa
are still in the process of developing as academic or scientific languages.
The paper attempts to explain how NMMU project to develop isiXhosa as
academic language contributed in restoring isiXhosa as academic study
and research. African languages department in South African universities
once suffer a decline in student enrolment and that resulted in closure of
several language departments and some had to be integrated to Education
Faculties. The paper will discuss how NMMU despite of student decrease
in isiXhosa section has used material development strategy by means of
translation, adaptation, coining and improvisation to keep the language on
its toes and be able to produce dissertation and thesis written in isiXhosa
at this level of research. Terminology development and coinage became
a challenge in this process but the output of MA dissertation and Doctoral
thesis written in isiXhosa is the evidence that the attempt was a success.
3:00pm - 3:30pm
Competncia comunicativa intercultural: promovendo habilidades em aula de
lngua inglesa
Selma Maria de Brito Cardoso Oliveira1, Giselda dos Santos Costa2
1Instituto Federal do Piau - IFPI, Brasil; 2Instituto Federal do Piau - IFPI,
Brasil; selmacardoso@superig.com.br
O aspecto cultural como elemento integrante do processo de ensinar
e aprender lnguas tem sido foco de diversas pesquisas acadmicas
(Kramsch, 1993; Byram, 2008; Liddicoat&Scardino, 2013; Hennebry, 2014).
Com o advento da globalizao, migrao e imigrao e o aumento do
uso das novas tecnologias da informao e comunicao ampliaram-
se as relaes humanas, possibilitando interagir com pessoas que falam
outros idiomas e com outras culturas, exigindo-se novos comportamentos
comunicativos no ensino e aprendizagem de uma lngua estrangeira. Tais
interaes incluem necessidade de aquisio da competncia intercultural
comunicativa, de modo a desvendar aspectos lingusticos e culturais de
um determinado grupo de pessoas, no que concerne a valores, atitudes
e comportamentos para evitar mal-entendidos. Para tanto, Kramsch (1993)
afirma que os alunos devem estar cientes de tradies e crenas culturais
que so diferentes das suas, pois quando nos comunicamos com membros
de outra comunidade, somos inclinados a interpretar comportamentos
de outros com base em nossa prpria experincia cultural. Byram (2008)
salienta tambm que para se tornar um falante competente de uma lngua
estrangeira, os alunos precisam adquirir as competncias lingusticas,
pragmticas e discursivas necessrias para serem capazes de comunicar-
se com sucesso em situaes de contato intercultural. Nesse entorno, esta
comunicao tem como objetivo apresentar propostas de atividades para
preparar os alunos a usar a lngua estrangeira ingls de maneira social e
culturalmente apropriada, visando aquisio da competncia intercultural
comunicativa. Posto isso, pretendemos fazer com que os alunos possam
comear a ver como suas atitudes, crenas, conhecimentos e habilidades
lingusticas podem afetar as suas experincias interculturais, de modo a
tornar a aprendizagem mais significativa.
3:30pm - 4:00pm Warning: The presentations finish prior to the end of the session!
From reading skills to literacy practices: designing undergraduate courses
of English for specific purposes
Elisa Marchioro Stumpf
Universidade Federal do Rio Grande do Sul, Brazil; elisa.stumpf@gmail.com
This paper aims to illustrate the possibilities of using principles underlying
the works about literacy as social practice (STREET, 2004; LILLIS, 2001,
2003; LEA, STREET, 1998) in order to develop materials for specific purposes
courses. More specifically, it focuses on the experience of creating syllabi
and course materials for the development of reading and writing skills in
English for an undergraduate course of Operations Management in a
private university in southern Brazil. This was grounded on the belief that
teaching reading and writing skills and expecting students to transfer these
skills to several text genres is analogue to what Street (2004) calls the the
autonomous model of literacy. It is argued that literacy practices are socially
and culturally situated and that students must learn how to understand
and use them in their specific context, particularly in the academic setting.
The material was designed so as to encourage students to reflect on their
reading and writing experiences in their native language as well as in
English, both inside and outside the classroom, thus drawing attention to the
situated features of these practices. Moreover, this paper intends to discuss
the importance of incorporating new forms of literacy and the use of digital
technology in the classroom. Besides analyzing these possibilities and their
realization in the context mentioned above, impressions from the students
will also be shown, so as to consider the implications of this project for their
literacy development as higher education students.
C734-746 B
Time: Friday, 28/Jul/2017: 1:30pm - 4:30pmLocation: Studio 6
1:30pm - 2:00pm
ENSINO DE ESPANHOL E PNLD: ANLISE DOS GNEROS DISCURSIVOS DO LIVRO CERCANIA
JOVEN
Vitor Pereira Gomes, Cibele Ceclio de Faria Rozenfeld
Faculdade de Cincias e Letras de Araraquara - UNESP, Brazil;
vitorpg9@gmail.com
As lnguas estrangeiras, no contato com os sujeitos, so grandes produtoras
de identificaes. Apresentar novos mundos e possibilidades a alunos da
educao bsica dar liberdade de escolha para os sujeitos e tambm
trazer o reconhecimento de valores de ser brasileiro frente aos outros
pases. Neste sentido, a incluso do espanhol nas escolas da educao
bsica brasileira fundamental para o aprimoramento do processo
educacional, como prevem os documentos oficiais. Neste trabalho, foram
analisados os gneros discursivos apresentados no volume 1 do livro
Cercana Joven indicado pelo Programa Nacional do Livro Didtico (PNLD)
para o perodo 20152017, objetivando uma investigao crtica na relao
entre a teoria e a prtica pedaggica no que diz respeito formao
dos sujeitos mediada pelos gneros discursivos. Como metodologia de
trabalho, observaram-se as atividades com gneros discursivos no livro
didtico e, em outro momento, foram confrontados os resultados desta
observao com os estudos aos quais esta pesquisa est filiada. Para tanto,
procurou-se um embasamento terico em autores que versam sobre os
gneros discursivos na constituio da subjetividade (Bakhtin, 1999, 2003;
Bruno, 2014; Marcuschi, 2008, 2011; Orlandi 2005, 2006), sobre o ensino de
espanhol nas escolas pblicas (Cassin, 2014; Celada, 2002; Bertoldo, 2003)
e sobre o Programa Nacional do Livro didtico (PNLD). Como ferramental
de anlise do livro didtico, o trabalho baseou-se ma caracterizao
de gneros discursivos de Marcuschi (2008), que colaborou tambm na
caracterizao dos textos quanto aos aspectos histricos e ideolgicos que
principiam suas formaes. Espera-se com esta pesquisa contribuir para o
campo do ensino de espanhol como lngua estrangeira e, em especial, para
as pesquisas que focalizam o ensino de espanhol no contexto das escolas
pblicas.
2:00pm - 2:30pm
MATERIAL AUTORAL DE PROFESSORES PARA LEITURA EM INGLS NO ENSINO MDIO
TCNICO FEDERAL
Jacqueline Vicente1,2
1Instituto Federal de Educao, Cincia e Tecnologia do Rio de Janeiro,
Brazil; 2Universidade Federal do Rio de Janeiro, Brazil; jacqueline.
vicente@ifrj.edu.br
Os materiais didticos autorais elaborados por professores vm disputando
espao e a preferncia dos profissionais de educao com os livros didticos
para ensino de lngua inglesa. Nesse cenrio, a compreenso leitora
de textos de diversos gneros tm se destacado. Consequentemente,
observa-se uma profuso de materiais didticos elaborados por professores
e equipes pedaggicas com a finalidade de suprir as necessidades que
esses profissionais acreditam no serem atendidas pelos livros didticos.
Contudo, esses materiais tambm tm sido alvo de questionamentos
e pesquisas. Para entender o corpus, fao a reviso da literatura sobre
linguagem (Bakhtin, 1957; Halliday & Matthiessen, 2004), sobre gneros
(Bakhtin, 1957; Halliday & Hasan 1985/1989; Costa, 2009) e sobre
Letramentos (Kalantzis & Cope, 2012). O objetivo do presente trabalho
investigar um material didtico elaborado por professores de lngua inglesa
de uma instituio federal para aulas de um curso do ensino mdio tcnico
e, a partir da, identificar as prticas de Letramentos que permeia o material
analisado, recursos modais que so empregados no desenvolvimento da
habilidade de compreenso leitora atravs atividades propostas, bem como
as ideologias que os enunciados das atividades propostas constroem sobre
o aluno do curso mdio tcnico. A metodologia de pesquisa se desenvolve
a partir da anlise dos enunciados e das semioses que constituem o corpus,
considerando as ferramentas oferecidas pela categoria de transitividade de
Halliday & Matthiessen (2004), bem como a literatura referente pedagogia
dos Letramentos (Kalantzis & Cope, 2012). Pela anlise realizada at o
presente momento, posso afirmar que as atividades parecem requere uma
atitude passiva dos alunos.
2:30pm - 3:00pm
O ENSINO DA LNGUA ESPANHOLA POR MEIO DE TAREFAS COLABORATIVAS NO ENSINO
FUNDAMENTAL
Tania Beatriz Natel
Universidade do Vale do Rio dos Sinos, Brazil; bnatel@globomail.com
Este estudo apresenta o resultado de um projeto para alunos do nono
ano do ensino fundamental, utilizando-se de tarefas colaborativas, a fim
de promover o ensino da lngua espanhola e de observar se tais tarefas
promovem a colaborao, o andaimento, a aprendizagem lingustica e
intercultural. Verificaram-se as percepes dos alunos sobre as tarefas
realizadas nas aulas de espanhol, se eles acreditam que estas promovem a
aprendizagem, oportunizam a participao, o andaimento e a colaborao
entre eles para a aprendizagem da lngua alvo e, por fim, oportunizou-se
aos docentes o conhecimento de um conjunto de tarefas colaborativas.
Essa proposta pedaggica foi desenvolvida em dois trimestres e integrou
o planejamento da professora titular da turma, tendo feito, inclusive, parte
da avaliao da disciplina e da autoavaliao dos alunos. Os dados foram
417
gerados em uma escola municipal de Porto Alegre, em uma turma de
nono ano do ensino fundamental. Como suporte terico, buscou-se apoio
na teoria sociocultural de Vygotsky (1978, 1987,1988, 2000), Lantolf (2000,
2006, 2014), Mitchell, Myles e Marsden (2013), entre outros, nos estudos
sobre cultura e interculturalidade de Fennes e Hapgood (1997) e Kramsch
(1993, 1998, 2000, 2009, 2010, 2013), no ensino por projetos proposto
por Hernndez e Ventura (1998), Stoller (1997, 2002, 2006) e Sheppard e
Stoller (1995) e nas tarefas colaborativas propostas por Wesche e Skehan
(2002), Swain (1995, 1999, 2000, 2001, 2006), Swain e Lapkin (2001), Lima
e Pinho (2007). Para gerar os dados, utilizou-se a gravao em udio e
vdeo, os textos escritos produzidos pelos estudantes, alm de um registro
em forma de dirio contendo suas percepes acerca da aprendizagem
da lngua espanhola. Nos resultados, h evidncias de que o projeto
elaborado contendo vrias tarefas colaborativas mostrou-se eficaz para a
aprendizagem da lngua espanhola.
3:00pm - 3:30pm
Trazando un camino hacia la enseanza de la pronunciacin del espaol
rioplatense
Ana Cristina Chiusano
Universidad de Montevideo (UM); cristinachiusano@gmail.com
Los estudiantes de una lengua extranjera necesitan poder entender y
desenvolverse con cierta comodidad en cualquier situacin comunicativa
en donde la L2 es el nico medio de comunicacin. La adquisicin de una
L2 requiere desarrollar un nmero de habilidades lingsticas para lograr
la construccin del significado y evitar quiebres en la comunicacin. Esto
implica no solo aprender a tomar decisiones concretas y correctas acerca
de la utilizacin de las estructuras gramaticales y del vocabulario, sino
tambin alcanzar una pronunciacin inteligible. Desde hace varios aos,
se han realizado importantes esfuerzos por incluir a la enseanza de la
pronunciacin en las clases de lenguas extranjeras. No obstante, numerosos
estudios en el rea han dado cuenta de que an existen ciertas discrepancias
con respecto a qu enfoques metodolgicos seran los ms convenientes
y adecuados para lograr mejores resultados en los estudiantes. El objetivo
de este trabajo es presentar una propuesta didctica innovadora para la
enseanza de la pronunciacin del espaol rioplatense que, sustentada
en los principios metodolgicos del aprendizaje basado en tareas (ABT),
conciba a los aspectos fonolgicos como elementos centrales del
aprendizaje. Sugerimos que en la clase de L2, estos aspectos fonolgicos
pueden integrarse con los dems componentes de la competencia
comunicativa para desarrollar en los alumnos la comprensibilidad e
inteligibilidad discursiva. De este modo, proponemos que la pronunciacin
cobre el mismo valor e importancia que tradicionalmente se les asignaron
a los aspectos lxico-gramaticales, para convertirse as en el pvot de las
clases de espaol como lengua extranjera.
3:30pm - 4:00pm
(RE)PENSANDO O ENSINO E MATERIAIS DE PLE LUZ DO LETRAMENTO
SOCIOINTERACIONAL CRTICO
Mariana Monteiro
UFRJ, Brazil; mariana.n.monteiro@hotmail.com
Partindo do princpio de que a lngua portuguesa vem ganhando cada vez
mais espao no cenrio mundial, essencial (re)pensar o processo de ensino
e aprendizagem dessa lngua, assim como os materiais didticos utilizados.
Primeiramente, deve-se adotar uma atitude mais contempladora das
realidades multifacetadas das culturas de lngua portuguesa, uma vez que a
integrao e pontos de identificao entre elas podem gerar uma aquisio
compensadora do PLE (ALMEIDA FILHO, 2011). Dessa forma, preciso refletir
418
sobre qual portugus ensinado nas aulas de PLE e, consequentemente,
quais culturas-alvo esto sendo exaltadas e privilegiadas, enquanto outras
so apagadas, reforando e perpetuando estruturas de poder. Alm
disso, de suma importncia que a rea de PLE se adapte sociedade
contempornea, ou sociedade do saber, criando comunicadores reflexivos
e participativos que sejam capazes de transitar por diversos contextos
sociais atravs de diferentes lnguas sociais (KALANTZIS; COPE, 2012). Para
tanto, o ensino de PLE pode se valer dos avanos nas reas de EFL/ESL
no que concerne os estudos sobre o Letramento Sociointeracional Crtico
(TILIO, 2015), proposto com base na Pedagogia dos Multiletramentos (THE
NEW LONDON GROUP, 1996), e a Teoria Sociointeracional de Linguagem,
com base nas ideias de Vygotsky (1934) e Bakhtin (1929). Levando em conta
todas essas questes supracitadas, esse trabalho visa a problematizar
uma unidade do livro didtico Ponto de Encontro: Portuguese as a World
Language (JOUET- PASTR, M. C. C. et al.), propondo uma ressignificao
da mesma a partir da anlise de uma unidade do livro didtico de ingls
Voices (TILIO, 2015), a fim de colaborar para o desenvolvimento da rea de
PLE, tendo como base experincias epistemolgicas nas reas de EFL/ESL.
4:00pm - 4:30pm
Protocolo de Avaliao de Softwares Pedaggicos: analisando jogos
educacionais digitais para ensino de Lngua Portuguesa
Fernanda Rodrigues Ribeiro-Freitas1, Nukcia Meyre Silva Arajo2
1State University of Cear, Brazil; 2State University of Cear, Brazil;
fernanda.posla@gmail.com
No contexto atual, as Tecnologias Digitais de Informao e Comunicao
tm passado por frequentes atualizaes para suprirem demandas de
vrias esferas sociais, entre elas, e que nos interessa por ora, a cultural.
Sobre as mudanas referentes ao ambiente escolar, especificamente,
Prensky (2000) afirma que a educao mais til para o futuro no est
acontecendo na escola, mas alm dela, na internet como um todo, nos
games. Como reflexo desses avanos, surge, ento, um modelo de ensino
gamificado, ou seja, que se apropria da ludicidade e da dinamicidade,
caractersticas comuns aos jogos, para estimular o aprendizado e a soluo
de problemas de modo autnomo e divertido. Nesse contexto, com o intuito
de complementar o ensino nas salas de aula, ocorre uma invaso de
ferramentas digitais interativas, entre as quais podemos citar os Objetos de
Aprendizagem, como os softwares educacionais de tipo jogo. Dessa forma,
concorrem, hoje em dia, na sala de aula, materiais didticos impressos
e materiais didticos digitais (doravante MDDs). No que diz respeito aos
MDDs, levando em considerao a importncia que assumem no contexto
escolar, esses materiais, assim como feito com os impressos, precisam
passar por uma avaliao rigorosa. Destarte, no nosso trabalho, propomo-
nos a responder como se deve avaliar a qualidade de jogos pedaggicos
digitais destinados ao ensino de lngua materna. Quanto ao nosso principal
objetivo, pretendemos, a partir do Protocolo de Avaliao de Softwares
Pedaggicos (PASP), que desenvolvemos para realizar essa investigao,
avaliar a qualidade didtico-pedaggica e ergonmica de jogos
pedaggicos digitais disponveis online. Na nossa pesquisa, de carter
descritivo, foram avaliados trs jogos pedaggicos digitais destinados ao
ensino de Lngua Portuguesa. Os resultados obtidos indicaram que todos
os softwares educacionais de tipo jogo analisados apresentaram, em graus
diferentes de qualidade, inadequaes tanto no que diz respeito aos
aspectos didtico-pedaggicos quanto aos aspectos ergonmicos.
 C747-758 B
Time: Friday, 28/Jul/2017: 1:30pm - 4:30pmLocation: Studio 7
1:30pm - 2:00pm
Insructional Re-design: interrogating the relation between instructional
design and the Learning context
Abigail Hleziphi Hlatshwayo, Liqhwa Patience Siziba
North West University South Africa, South Africa;
Abigail.hlatshwayo@nwu.ac.za
Universities and high schools continue to operate in a disjointed manner that
churns out students who are ill-prepared to tackle the challenges of tertiary
academic life. This leads to the existing dilemma at most Universities in South
Africa; students come under-prepared for tertiary education and have minimal
or no exposure to technology embedded learning. As a result, students come
with a fainant attitude towards their academic studies and they carry this
attitude throughout their educational career. The instructional design used in
most modules does not address the needs of the Learner and is not based on
the changing student profile in the 21st Century. As a result, students are faced
with estranged teaching approaches coupled with low or poor academic skills
at first entry in tertiary. This in turns leads to low throughput/success rates
at University. The researchers seek to interrogate the existing instructional
design at a particular University and investigate if the learning context
informs the instructional design. It is envisaged that the millennial generation
of students would present a new learning profile thereby influencing the
move towards instructional re-design at tertiary; moving towards integrating
technology into the classrooms. This study bases its theoretical foundations in
constructivism and authentic Learning theories.
2:00pm - 2:30pm
Linguistic Diversity Project for Inclusion; Implications for Schools and
Universities
Lyn Scott
California State University, United States of America; lyn_scott@yahoo.com
The linguistic landscape (LL) of a school or university offers insight into
how students diverse languages and linguistic resources are included
in furthering their learning on the school campus and in the classroom.
Linguistic diversity can strengthen multicultural understanding, validate
individuals life experiences, and retain students and faculty from diverse
backgrounds (Murillo & Smith, 2011). This project spotlights the linguistic
diversity or lack thereof in K-12 schools and in university settings.
Students bring an abundance of resources to their learning experiences.
Many students possess home language and heritage language
competencies while others have become bilingual through foreign language
study (Austin, 2009). To what extent are these linguistic resources utilized
and included in the existing LL?
Researchers documented print and oral language exemplars of languages
other than English in use in an elementary school classroom, in a university
classroom, and on a university campus over 10 months. Cameras, recorders,
and field notes documented the current state of the LL. Examples of the LL
include visual signs, spoken language, school policies, music, and general
impressions of restrictions placed upon campus members. Students,
staff, and instructors in each setting were then surveyed as to the variety
of linguistic resources that each brought to the classroom setting. The
documented exemplars of linguistic diversity were then compared to the
potential for diversity among the students and teachers.
Initial findings include that the potential for linguistic diversity in classrooms
and on campuses far exceeds documented instances of the display and use
of non-English languages and non-dominant English varieties. In surveys,
students who were bilingual reported a restricted use of their bilingual
skills in university and elementary school classrooms. Emergent bilinguals
experienced a limited diversity in print and oral language use in their LL with
minimal inclusion of their primary language.
419
2:30pm - 3:00pm
Patterns of code-switching in lesson phases
Susan Gwee
English Language Institute of Singapore, Singapore; gwee@mac.com
Although there has been qualitative reporting of code-switching in the
different phases or stages of a lesson in post-colonial classrooms (e.g.,
Arthur, 2001; Holmarsdottir, 2006), there has been a paucity of quantifiable
data. This paper examines how teachers in Singapore code-switched, using
an English dialect, Singapore Colloquial English (SCE), in different lesson
phases such as whole class lectures and whole class answer checking,
across subject types (content subject vs. language), and across subjects
(science, mathematics, social studies, and English). The data were drawn
from a larger study whose key objective was to measure, map and model
classroom pedagogy and student outcomes in a large representative sample
of Singapore schools in 2004 and 2005. The sample of the present study
comprised 91 lessons from Grade 5 classrooms in Singapore: 16 lessons
from five science units, 22 lessons from five mathematics units, 18 lessons
from five social studies units, and 35 lessons from five English units. All
occurrences of SCE for all lesson phases were tagged. Differences of SCE
usage in phases across subject types, and subjects were also analyzed,
using the Welch test and Games-Howell pairwise comparisons. The inter-
rater reliability for the tagging of lesson phases was 84.3%. The results
suggest that teachers code-switched most often in whole class lectures
or monologue, followed by whole class answer checking, and individual
seatwork. Content subject teachers code-switched significantly more often
than language teachers in the following two phases: whole class lecture
(F(1, 74.16) = 12.81, p = .001) and whole class answer checking (F(1, 74.90) =
6.84), p = .011). The Games-Howell procedure revealed that all differences
among means of mathematics, science, social studies, and English were not
significant at p < .05. The presenter will discuss these patterns of code-
switching in lesson phases across subject types and subjects.
3:00pm - 3:30pm
Tools for Enhancing Assessment Literacy for Teachers of EAL: Innovation and
Challenges
Chris Davison
University of New South Wales, Australia; c.davison@unsw.edu.au
Teacher-based assessment is rapidly supplanting more traditional externally
set and assessed examinations around the world, exemplified at one end by
the incorporation of schoolbased assessment into traditional examination
cultures and at the other by the calls for greater adoption of more effective
formative teacher assessment processes, including feedback and self-
assessment, as a way of using assessment to better support student
learning. These changes have, not surprisingly, been accompanied by calls
for teachers to develop more assessment literacy. However, it is often not
clear what assessment literacy actually means, nor is it clear how it can be
most effectively developed.
This paper will argue that irrespective of context, to make both trustworthy
and pedagogically useful assessment decisions, teachers need to have a
deep understanding of their subject content and assessment for learning
principles as well as access to a bank of appropriate assessment tools
and tasks, exemplars and work samples, and networks of supportive
and engaged peers. Teachers also need to work in a culture of trust, in
which the assessment system itself exemplifies the principles teachers
are expected to adopt. This paper will demonstrate how such a shift in
assessment context and culture can be achieved, drawing on a critical case
study of the development of a largescale innovative assessment system
and professional development program for -12 teachers of English as an
additional language in Australia based on a Vygotskian theoretical framework
and using an innovative online platform for assessment implementation and
professional learning.
 3:30pm - 4:00pm
Knowing and applying critical thinking: perspectives of Chinese
postgraduate students in ESL and EFL contexts
Shi Pu
University of Cambridge, United Kingdom; pushi_27@126.com
Critical thinking skills, alongside the English language, are seen as key
assets for individuals to thrive in todays globalising world. Research on
critical thinking in the field of second language education is particularly
concerned with how non-Western students could adapt to the conventions
of critical thinking in English-as-a-second-language (ESL) and English-as-a-
foreign-language (EFL) contexts.
This comparative case study aims to understand how critical thinking
is conceptualised and demonstrated within different cultural contexts.
It investigated the perspectives of Chinese students who were writing
Masters theses in Second Language Education. The study involved 29
student participants from three groups studying at three different sites in
China and the UK. Each group was defined as a case. Most of the data
was collected through in-depth interviews, complemented by relevant
curriculum documents. Data collection lasted for eight months, during which
time each student was interviewed twice to reflect upon their thesis writing
experiences. Thematic coding and activity theory were used as mutually
informing analytical methods. The findings revealed that there was a gap
between what the students knew about the concept of critical thinking and
how they intuitively used critical thinking skills in their reflective narratives.
This presentation discusses the nature of this gap by using a comparative
method. It highlights the role of social context in shaping individuals
cognitive development.
This study will be of interests to anyone whose work is related to critical
thinking and academic writing. It is also relevant to whose who are
concerned with cultural issues in second language education. By facilitating
the students to talk about their authentic thoughts about critical thinking,
it explores the possibilities to theorise the concept of critical thinking from
diverse cultural perspectives. It also has pedagogical implications for
developing students critical thinking in both ESL and EFL settings.
4:00pm - 4:30pm
Investigating Initiation-Response-Feedback cycle from moves to discourse: A
comparative study of Chinese & Australian classrooms
Jingya Li
School of Education, UNSW, Australia; jingyali2013@163.com
The Initiation Response Feedback cycle (teachers initiation, students
response and teachers feedback) is a typical discourse cycle in teacher-
fronted classroom interactions especially in language classrooms. By
understanding the IRF cycle, it can help improve classroom interactions and
learning opportunities in classroom discourse. According to literature, the
IRF cycle is investigated in terms of its specific moves and chains of moves
to understand how it can affect learning process in classrooms. However,
there tend to be few studies considering how the IRF cycle functions
within broader classroom discourse. The sociocultural factors and learning
environment play a crucial role in shaping the IRF cycle and affecting the
effectiveness of classroom interactions. In attempting to understand the
IRF cycle and classroom interactions from macro level, this study applies
Classroom Interactional Competence (CIC) framework as a discourse
theoretical framework. CIC framework is clarified and re-defined so as to link
interactional competence to specific classroom contexts. The investigation
is conducted using a field-based qualitative approach of classroom
observations in two culturally different ESL classrooms in China and Australia.
The results are analysed through ethnomethodological conversation
analysis and compared through analytical comparative approach. CIC
framework is applied in discussion to explore how it can help understand
classroom interactions in different contexts. The significance of the study,
on the one hand, is to provide new insights into macro-learning process
in classroom discourse, focusing on how micro classroom interactions can
420
function effectively within macro classroom discourse context; on the other
hand is to apply the CIC framework in specific classroom discourse.
C759-770 B
Time: Friday, 28/Jul/2017: 1:30pm - 4:30pmLocation: Studio 8
1:30pm - 2:00pm
Claiming linguistic agency: multilingual professionals in public
administration
Jyrki Kalliokoski
University of Helsinki, Finland; jyrki.kalliokoski@helsinki.fi
The paper approaches adaptation to linguistic norms and to language
ideologies in L2 context. The main question addressed in the presentation
is how multilingual professionals working in public administration see
themselves as language users and how their language use is assessed
by their colleagues and clients, who mostly have a majority language
background.
The data consist of interviews of professionals with Finnish L2, and their
superiors (L1 speakers of Finnish) working in Finnish public administration.
Traditionally, most employees of Finnish public administration have either
Finnish or Swedish as their first language and as their language of education.
Recently, Finnish administrative bodies have been actively recruiting
academically educated experts with multilingual backgrounds. The focal
informants of the study produce and process written documents and attend
meetings in Finnish which is their second or third language.
In the interviews, the multilingual professionals construct themselves as
proficient, confident and responsible language users. However, they also
report occasional comments on their language use by other members of
the working community. (Cf. Canagarajah 2013, Miller 2014.) The paper
explores how adaptation to and acceptance of the emerging new linguistic
varieties and practices manifest in administrative work and, on the other
hand, how the multilingual professionals perceive and present their struggle
for identity as legitimate users of Finnish (cf. Norton 2013). The interviewees
narratives reflect on and represent the language ideologies (Blommaert
2005, Kroskrity 2010) prevailing in their work community and in the society
at large. The analysis of the data shows that the (potential) conflict of
different language ideologies and norms is most evident in those narrative
performances where the multilingual professionals describe their efforts to
introduce new linguistic (translocal) practices in their work place community
and their professional networks and thus present themselves as challenging
the existing (monolingual) norms of administrative language use.
2:00pm - 2:30pm
Ethical dilemmas and institutional policies: Mental Health Professionals
positions regarding psychiatric patients sexuality and HIV
Diana Pinto1, Branca Telles Ribeiro2, Claudio Gruber Mann3
1Universidade Federal do Estado do Rio de Janeiro (UNIRIO), Brazil;
2Universidade Federal do Rio de Janeiro (UFRJ); 3Fiocruz;
dianap@globo.com
This paper discusses how a group of mental healthcare professionals
perceive and respond to patients sexual activities when they are confined
to a psychiatric institution. Specifically we focus on how professionals
(doctors, psychologists, nurse technicians, among others) from the
Institute of Psychiatry (Federal University of Rio de Janeiro) express their
understanding and positions regarding patients sexuality, mental health,
and HIV/AIDS. The data derives from a multidisciplinary focus group
discussion of Brazilian Mental Health Professionals. Our study addresses the
following questions: how do professionals position themselves in regards to
institutional guidelines of ethical conduct in psychiatric settings (professional
councils on ethics; medical & nursing guidelines and protocols)? How do
these professionals narrate their communicative strategies with psychiatric
patients as it relates to sexuality and HIV/AIDS? In the absence of local explicit
institutional and educational guidelines, how do professionals negotiate
and establish their own social and communicative norms? Prior research
in this field (Ribeiro et al. 2014) indicates that mental health professionals
enact a range of footings (Goffman, 1981) from guardians (assuming more
traditional roles) to counselors (taking a more educational or therapeutic
stance) while also voicing their uncertain choices (often made on a personal
basis related to their specific professional background and expertise). This
study assumes that professional discursive practices are constructed by
an institutional order as described by Sarangi & Roberts (1999). Our data
analysis is based on the interactional perspective of role performance
(Sarangi, 2010) and situated identities (Lemke, 2008).
2:30pm - 3:00pm
Effective communication in hospitals: applying discourse analysis to improve
clinical handover interactions
Diana Slade
University of Technology Sydney, Australia; diana.slade@me.com
Clinical handover the transfer between clinicians of responsibility
and accountability for patients and their care is a pivotal, high-risk
communicative event in hospital practice. Studies focusing on critical
incidents, mortality, risk and patient harm in hospitals have highlighted
ineffective communication including incomplete and unstructured clinical
handovers as a major contributing factor. In Australia, as internationally,
Health Departments and hospital management have responded by
introducing standardised handover communication protocols and more
recently by mandating that the shift-to-shift handovers, wherever possible are
conducted at the bedside and thereby involving the patient in discussions
about their care.This paper presents discourse analyses of spoken clinical
handovers from a three-year study of handover communication in Australian
public hospitals. The translational research involved staff interviews and
ethnographic observations combined with detailed language analyses of
audio and video recorded ward-to-ward and shift handovers to identify the
features of effective and less effective handovers.
We found that most of the clinicians delivering the handovers focussed
exclusively on the transfer of information and that such a focus constrained
their ability to shape effective handovers. In the case of bedside handovers,
the nurses deployed communication styles that excluded and objectified
patients. We argue that handover communication must be conceptualised
as inherently interactive and that attempts to describe, model and teach
handover practice must recognise both the informational and interactive,
interpersonal communication strategies.We will show how we used
professionally re-enacted videos, explicit communication strategies and
scaffolded role plays to support nurses to adopt more effective interactional
and informational styles in bedside handovers. The impact and positive
evaluations of the training suggest that research-based communication
training is a vital component in improving patient inclusion and satisfaction
during clinical handovers.
3:00pm - 3:30pm
Aviation English: a special kind of English as a lingua franca
Markus Bieswanger
Bayreuth University, Germany, Germany; bieswanger@uni-bayreuth.de
For many decades, communication has regularly been listed among the most
important duties any pilot has to fulfil. In most international flying, the use of
what is often referred to as Aviation English is recommended and standard
practice. It is important to note in this context that Aviation English actually
consists of two different specialized registers (cf. Bieswanger forthcoming).
Responding to growing international air travel after the Second World War
and in reaction to several accidents and incidents at least partly caused
by controller-pilot miscommunication (cf., e.g., Cushing 1994; Jones 2003),
the International Civil Aviation Organization developed a set of standards
and recommended practices (SARPs) concerning language use in air traffic
control communication (cf. ICAO 2001; ICAO 2007a; ICAO 2007b), which
has been adopted by most countries world-wide and is referred to as ICAO
421
standardized phraseology (ICAO 2001:5-1; Aviation English 1). Standardized
phraseology, however, cannot cover every conceivable situation and while
all stakeholders in air traffic control communication are encouraged to follow
the SARPs whenever as possible (cf. ICAO 2001:5-1; Prinzo et al. 2010:15f),
switching to Aviation English 2, i.e. what the ICAO terms plain language,
defined as [t]he spontaneous, creative and non-coded use of a given natural
language (ICAO 2010:x), is occasionally inevitable. Based on material from
authentic air traffic control communication, this paper addresses the various
challenges the two types of Aviation English pose to different participants in
air traffic control communication, for example native speakers vs. non-native
speakers of English, and shows how applied linguistics can and should
continue to play an important role in making aviation even safer by helping
to constantly develop and improve air traffic control communication.
3:30pm - 4:00pm
I believe in learning by doing law students learning beyond the language
classroom
Tuula Hannele Lehtonen
University of Helsinki, Finland; tuula.lehtonen@helsinki.fi
The relationship between higher education and the workplace is intriguing.
Higher education is expected to educate new, skilled employees, but on the
other, it is not always clear what skills particular contexts require. It is also
difficult to predict what professional contexts graduates will occupy in the
changing world. Thus the language teaching curriculum easily lags behind
both the individual needs of future employees and the future needs of the
workplace.
Large-scale surveys have indicated a gap between the skills graduates have
learned and those that would be helpful at work. I argue that, in addition to
using these large-scale research findings to prepare our students better, we
need to be aware of the opportunities for learning that recent graduates,
interns and students working while studying have, and the uptake of these
opportunities.
I have analysed over 150 self-reports by Masters in Law students 1) to
tentatively highlight typical features related to language use and learning
at work in the gradual transition to work and 2) to (re)consider the curricular
goals, content and rationale of language teaching in higher education.
To interpret the data, I use Bensons (2011) four dimensions of language
learning beyond the language classroom: location, formality, pedagogy and
locus of control. In addition, I use the idea of community of practice and
the ecological approach to language learning to highlight different types of
opportunities for learning in the data.
The initial learning at work provides us with important information about the
transition from university to work and shows that graduates learn beyond
the language classroom. They do not need to be fully proficient when they
leave the university, but ready enough to learn more and take up different
opportunities.
4:00pm - 4:30pm
The language of entrancement: Language use in a Daoist temple in Singapore.
Ghim Lian Phyllis Chew
singapore, Singapore; phyllis.chew@nie.edu.sg
While religion may be a well-studied field, especially in its doctrinal or
scriptural aspects, its linguistic practitioner practices in work-sites such
as the various religions respective houses of worship are greatly under-
researched. This research on language use in the workplace focuses
specifically on the Daoist temple, traditionally a focal point for the traditional
Chinese community in Singapore. We will observe the phenomenon of
trance and sacred language as used by its practitioners, namely the monks,
the temple manager and the medium. Here, the practice of clairvoyance,
fortune telling, exorcism, invocation, and prayer are everyday affairs. In such
temples, one may witness the ubiquitous practice of spirit-mediumship and
mediums who subject themselves to extreme self-mortification practices
such as piercing their cheeks and bodies with swords. Mediums vary widely
in age and every sort of personality and may be of both sexes. They are able
through the use of special language to travel and retrieve ancient wisdom
within the spiritual dimension. The medium invokes the Shen (spirits or
deity) to take over his body and do the healing that is required through the
language of entrancement. This paper will analyse the semantic, syntactic
and discoursal features of such a language from original tape-recordings of
Daoist medium sances.
C771-782 B
Time: Friday, 28/Jul/2017: 1:30pm - 4:30pmLocation: Studio 9
1:30pm - 2:00pm
INDCIOS DE AUTORIA E MARCAS IDENTITRIAS EM TEXTOS NOTA MIL DO ENEM
Maristela Rabaiolli , Valria Brisolara
1 2
1UniRitter, Brazil; 2UniRitter, Brazil; valeriabrisolara@yahoo.com
Desde 1998, o Exame Nacional do Ensino Mdio (Enem) tem se consolidado
como um dos principais instrumentos no s de avaliao da educao
bsica, como tambm de ingresso universidade. Uma dessas avaliaes
diz respeito ao nvel de proficincia dos estudantes em leitura e escrita,
habilidades que o Enem tambm avalia quando solicita a escrita de uma
redao. Um dos critrios contemplados na matriz de avaliao do exame
refere-se ao investimento autoral do candidato no momento da escritura
do texto. A capacidade do estudante de exercer uma autoria na redao,
posicionando-se frente ao tema proposto, avaliada. Afinal, o texto
instancia o lugar de dizer do candidato e reflete suas convices a respeito
do mundo, da cultura e da historicidade, num espao enunciativo no qual,
ainda que pese o carter artificial do contexto de produo, ele se pretende
autor. Diante desse contexto, o presente trabalho investiga traos de
autoria e marcas identitrias presentes em cinco redaes que obtiveram
nota mil no concurso 2014. Para embasar este trabalho, buscam-se os
conceitos de autoria elucidados por tericos como Michel Foucault, Roland
Barthes, Mikhail Bakhtin e Srio Possenti. Suas noes de indcios de autoria
contribuem para a construo de uma matriz de avaliao especfica, cujos
critrios servem para investigar marcas autorais e identitrias deixadas no
texto pelo candidato. Com relao s questes que envolvem identidade,
so essenciais os conceitos de Stuart Hall e Kanavillil Rajagopalan. Pelos
estudos realizados neste trabalho, possvel constatar que os conceitos
de autoria e de identidade no so uniformemente empregados nem
objetivamente definidos devido heterogeneidade de abordagens que
envolvem o tema e s filiaes terico-metodolgicas dos estudiosos.
Com relao s anlises, percebe-se que os textos possuem tanto marcas
identitrias quanto autorais.
2:00pm - 2:30pm
English as an academic networking language in Cyprus
Manuela Vida, Christiane Maria Bongartz
University of Cologne, Germany; mvida1@uni-koeln.de
This talk deals with the use of English in interactions involving native and
non-native or exclusively non-native speakers of English in Cyprus. The
use of English as a Lingua Franca (ELF) has been characterized, in addition
to other aspects, by its focus on successful communication: ELF speakers
use morphological and syntactic variants of English in often linguistically
complex situations of language contact. The language(s) we use can
influence the formation of our identity, our cultural and political thinking, our
belonging to a social group and our mobility. We will focus on the social
embeddedness of morphosyntactic and pragmatic features and aim to show
how borderline identities are negotiated in the Turkish and Greek areas of
Cyprus. In so doing we contribute further to the discussion about ELF and
World Englishes.
Since the independency of Cyprus in 1960 there has been a shift from
Kachrus Outer to the Expanding Circle. Therefore, Cyprus has a linguistic
landscape of high variety a priori. People involved in the academia in
Cyprus, e.g. international and Cypriot students, scholars and employees,
have been interviewed individually and in groups and relevant findings will
be presented. We combine linguistic research in higher education settings
and everyday communication to contribute to questions of the ownership of
the English language and the norm development and adjustment in English
used by non-native speakers as well as on the identity constructions of those
speakers. The students preference of using English in private conversations
or rather stick to a shared mother tongue have also been investigated, since
the social component of ELF has not yet been focused on.
2:30pm - 3:00pm
Language attitudes of Brazilians in Brazil and in the UK: comparing
quantitative and qualitative approaches
Rafael Lomeu Gomes
Queen Mary, University of London, United Kingdom; rlg1984@gmail.com
This study aims to contribute to the debate of language attitudes in the fields
of sociolinguistics and applied linguistics by examining the factors that affect
attitudes of language learners. Considering the existence of two major,
opposing conceptual frameworks in studies of language learners attitudes,
namely sociopsychological (Cargile et al. 1994; Gardner 2005; Lambert
et al. 1960) and poststructuralist approaches (Morgan 2007; Norton 2013;
Pavlenko 2002), this project employs methods and mobilises concepts of
both in order to analyse the limitations and contributions of each.
Two groups of language learners are examined in this project: Brazilian
learners of English (BLE) living in Brazil, and BLE in the UK, First, participants
attitudes were elicited through a questionnaire based on notions such as
social status and solidarity (Garrett 2010). Second, one-to-one interviews
were conducted, transcribed and analysed in the light of poststructuralist
approaches (Morgan 2007; Norton 2013; Pavlenko 2002). Previous literature
has motivated the following hypotheses: (i) L1 will be positively evaluated (ii)
English will be positively evaluated; (iii) social exposure in the L2 country
may have an effect on language learners attitudes.
Finally, we argue that the global English (Crystal 1997), linguistic imperialism
(Phillipson 1992) and World Englishes (Kachru 1985) frameworks share the
same epistemological matrices with the sociopsychological approaches. In
opposition, Pennycooks (2007) Global Englishes and Moita-Lopes (2015)
Global Portuguese frameworks are arguably related to poststructuralist
approaches. Thus, an underlying claim of this study is that while the
sociopsychological, quantitative framework may contribute to the
understanding the homogeneities and uniformities of abstract systems,
poststructuralist approaches may help to understand the discrepancies,
conflicts and heterogeneities that might be overlooked by the former
framework.
3:00pm - 3:30pm
Layers of meaning: Tosepan Kalnemachtiloyan. Reframing students indigenous
identity in bilingual education.
Ana Maria Benton Zavala
University of Auckland, New Zealand; a.benton@auckland.ac.nz
A grassroots educational project aiming for language revitalization is the
focus of this paper. It is a Mexican indigenous bilingual school: Tosepan
Kalnemachtiloyan (The School of All). It was initiated by a cooperative
of Nahuat and Totonaku peoples from the Sierra de Puebla in Mexico.
My research aims to capture the complexity of the language planning
in this school. Indigenous language and culture are at the core of this
work, resembling a much familiar Onion (Ricento&Hornberger, 1996;
Hornberger&Johnson, 2007), the multiple layers include: indigenous
knowledge, identity and Tequio an indigenous form of collaboration,
reciprocity and work for the community. A unique aspect of my research
is my application of this concept and an outside indigenous concept
to the Mexican school. The language planning of the school will also
422
be examined through the Maori lens of whanaungatanga a concept
encompassing, but not limited to, goodwill and care for family and
community, in reciprocity and collaboration.
The struggles of the Mexican indigenous school within a complex
sociocultural context will be discussed, along their innovative educational
work. Based on critical ethnographic fieldwork, I argue that indigenous
students identity is reframed within this process in a way that allows them
not only to recover their language and indigenous identity, but to learn
ways to positively challenge the asymmetry of power in their interaction
with mestizos in the region. This symmetry is highly unusual in the Mexican
context. These students will no longer face their challenges as powerless
subjects of an oppressive and deprived context. They will impel change. The
indigenous conceptual tools, critical theory and local indigenous meanings,
help unpack the complexity of layers, subtle interactions and meanings of
this inspiring Mexican educational project, and could indicate a way towards
less inequality for indigenous students in a highly unequal country.
3:30pm - 4:00pm
Seducing scientists: academic identities and the discourse of persuasion
Salme Klkj
University of Oulu, Finland; salme.kalkaja@gmail.com
I will present the findings of my PhD work on how our academic identities
affect the way we value others science. Why do we seem to be more
attracted to some ideas than others? As much as science is a rational
endeavor, much of how we perceive, for instance, the legitimacy of a journal
article or the allure of a theory comes down to a subconscious reaction.
What this reaction entails and where it comes from are the two key questions
in my study.
I approach the subject from an autoethnographic, nomadic (as introduced
by Braidotti) point of view, starting from tangibles such as language use,
and building upon those on a theoretical level with influences from theories
on identity formation and negotiation and Scollon and Scollons nexus
analysis. My work is intended to be a cartography (a theoretically based
and politically informed reading of the present) of scientific communication
which operates on many levels of discourse, taking into account both the
tacit rules governing the practice and the corporeal manifestation, i.e. the
text.
As I see it, academia operates in terms of collective identities (different
schools of thought, research groups, the notion of shared academicness)
and any such identity contains the notion of breaking your subjectivity:
letting go of some notion of a split between self and others. Some social
semiotic signs (linguistic conventions etc.) that demarcate the lines between
different tribes are rather unremarkable and seemingly arbitrary and
have no meaning by themselves they are emblematic in that sense. This
seeming randomness makes teaching academic writing rather challenging.
In ones socialization as an academic, one needs to learn not only the lingo
but also all the tacit rules and social conventions. My exploration of this topic
could provide instructors of academic writing with insights into the subject.
4:00pm - 4:30pm
Language ideologies on English as a Lingua Franca: conflicting positions
expressed Brazilian students
Paula Szundy
Universidade Federal do Rio de Janeiro, Brazil; ptszundy@gmail.com
Drawing on the concept of ideology proposed by Voloshinov (1929 [1999])
and on the notion of language ideology (Woolard 1998; Kroskrity 2004),
this paper addresses language ideologies expressed by participants of
an Academic Writing course taught to undergraduate students majoring in
English and Portuguese in a public university in Rio de Janeiro, Brazil. The
data from which participants language ideologies are interpreted come from
literacy events that integrate a wider set of literacy practices (Street 2000,
Street 2009) in which participants engaged in Moodle, the virtual learning
423
environment of the course. These literacy events are: students participation
in activities proposed in an online forum based on a video by Martin Dewey
explaining the notion of ELF; pupils personal responses in summaries to
questions about academic articles on ELF; and the professors feedback
to these responses expressed in her comments when evaluating the final
version of their summaries. The analysis of how students entextualize
authoritative ideologies on ELF in their writings depict a reflective (un)
learning process marked by both ruptures and permanencies. For in the
struggle to make sense of conceptions that challenge a Standard Native
English ideology that many of them took for granted, different students
show either willingness or resistance to (re)construct new truths about
English. As for the professor, the stances she assumes in her responses to
students writings leaves no doubts that these new truths are the ones she
legitimates and authorizes in ELT and teacher education contexts.
C851-852
Time: Friday, 28/Jul/2017: 1:30pm - 4:30pmLocation: Alcazar
1:30pm - 2:00pm
COMPOSIES MULTIMODAIS UTILIZADAS NO ENSINO: RELATOS DE PERCEPES DOS
APRENDIZES
Smia Alves Carvalho1,2, Antnia Dilamar Arajo1
1Universidade Estadual do Cear, Brazil; 2Universidade Federal do Cear,
Brazil; scarvalho50@gmail.com
Ao serem utilizados em conjunto, os modos semiticos verbal e visual criam
reas de complementariedade semitica (ROYCE, 2007) de forma que
parte do sentido reside em um modo e parte em outro. Somente atravs
da leitura do conjunto dos modos pode-se acessar os sentidos do texto. A
compreenso desse tipo de texto requer a leitura da linguagem verbal, das
imagens e das relaes entre dois. O presente estudo visa identificar quais
as interaes imagem-texto presentes em atividades online compostas por
textos multimodais cujos objetivos de ensino sejam trabalhados atravs da
complementariedade intersemitica. ainda objetivo da pesquisa, verificar
quais concepes os alunos tem de textos multimodais e se percebem as
relaes entre os elementos e a funo didtica desenvolvida atravs da
interface verbal-visual no ensino. A pesquisa fundamenta-se teoricamente
na viso metafuncional da comunicao da Lingustica Sistmico Funcional
de Halliday e Matthiessen, (2004) e pela Gramtica do Design Visual de
Kress e van Leuween (2006). As funes das imagens em relao aos
textos verbais so categorizadas de acordo com Carney e Levin (2002).
Trata-se de uma pesquisa qualitativa, descritiva e interpretativa. Os
participantes so alunos de um curso de graduao online em Letras-Ingls.
Eles so solicitados a fazerem duas tarefas que requerem a leitura de textos
multimodais constituidas de imagens e texto verbal. A funo didtica dos
textos multimodais so diferenciadas em cada uma das tarefas. Em seguida,
os participantes preenchem um questionrio e so entrevistados acerca
do que pensam sobre as composies que leram. Embora a pesquisa
encontra-se em andamento, resultados preliminares apontam para uma
certa conscincia das relaes entre os elementos que compem os
textos multimodais. Contudo, embora reconheam que esse tipo de texto
importante para o aprendizado, especialmente o aprendizado online, as
funes didticas que estas composies desempenham no aprendizado
no so identificadas pelos participantes.
2:00pm - 2:30pm
USO DE RECURSOS TECNOLGICOS PARA O ENSINO DE LNGUA INGLESA: IMPLICAES NA
FORMAO DOCENTE
Juliana Schweikart
Universidade do Estado de Mato Grosso, Brazil; juliana@unemat-net.br
Este resumo objetiva apresentar resultados de uma pesquisa que
investigou como se caracteriza o processo de formao inicial de
professores de lnguas em um curso de extenso de lngua inglesa para
crianas por meio das tecnologias digitais. O curso de extenso teve
durao aproximada de um ano evolvendo momentos de estudos e prtica
das possibilidades de uso de recursos tecnolgicos para o ensino de
lnguas, bem como momentos de preparao e prticas pedaggicas de
oficinas, desse tema, para crianas do ensino fundamental em contexto de
escola pblica. A pesquisa teve como base a teoria Scio-histrio-cultural
da Atividade (VYGOTSKY, 1982, 1998; ENGESTRM, 1987, 1999; FERREIRA,
2012; LIBERALI, 2012; para citar alguns) e o uso de recursos tecnolgicos na
formao inicial de professores de lngua (KLEIMAN, 2007; SOUZA, 2007;
BLAIR e MONSKE, 2009; MAYRINK e ALBUQUERQUE-COSTA, 2013 entre
outros), bem como na compreenso do processo de ensino e aprendizagem
de Lngua Estrangeira para Crianas (SANTOS, 2009; ROCHA, 2010
entre outros). O corpus utilizado para a anlise dos dados composto
por produes textuais escritas e gravaes em udio de momentos de
interao com as novas tecnologias. Os resultados obtidos possibilitam
observar contradies que emergem dos participantes durante o processo
de planejamento e das prticas pedaggicas nas oficinas para as crianas.
Essas contradies foram possibilitadas pelo contexto sociocultural em que
os alunos-professores se encontravam e entendidas como oportunidades
de busca por solues que ocasionaram expanso da aprendizagem de
ser professor.
2:30pm - 3:00pm
An analysis of multimodal comprehension processes in line graphs
Luane Fragoso, Erica Rodrigues
CEFET/RJ, Brazil; luanefragoso@hotmail.com
The role of images in reading comprehension processes has been drawing
attention in pedagogical contexts. The aim of this study is to investigate
the comprehension of a particular type of multimodal genre - line graphs
considering a possible dialogue between two different perspectives: the
social semiotic approach established by the New London Group (COPE;
KALANTIZIS et al, 2000), Kress (2008), Lemke (2010) and Rojo (2013), and
a cognitive perspective on graph comprehension related to the work of
authors as Pinker (1990), Mautone & Mayaer (2007) and Acarturk (2015).
We intend not only to analyze the relation of line graphs with written texts
concerning aspects of visual and verbal grammar but also to discuss the
integration of linguistic and visual information in a multimodal comprehension
process, focusing on the importance of statistical literacy. We report results
of an eyetracking study, conducted with Brazilian undergraduate students
performing a task of sentence-graph compatibility judgement. Given that we
are involved in a great multimodal environment (Dionsio e Vasconcelos,
2013) in which multissemiotic forms are part of our daily life, we intend
not only to contribute to researches on multimodality in order to promote
greater understanding about the existing relations between different types
of representations but also to suggest possible contributions to work with
graphs in the classroom, helping students to become more efficient and
creative readers.
3:00pm - 3:30pm
On Methodology and Semiotic Affordance: Comicbooks as Complex Multimodal
Artefacts
Francisco Osvanilson Dourado Veloso
The Hong Kong Polytechnic University, Hong Kong S.A.R. (China); francisco.
veloso@polyu.edu.hk
An important development to Applied Linguistics in late decades is the
understanding that language does not happen in isolation, and that the study
of communication in contemporary society requires a multimodal approach.
One of the challenges, however, is to identify the units of analysis and adopt
a methodology that fits the purposes, instead of simply trying to apply
existing categories to different artefacts. In this context, this presentation
reports partial results of an on-going project (PolyU GRF 154050/14H) on the
description, annotation and analysis of comicbooks as complex multimodal
documents. In the first stage of the research, building on Groensteens
notion of hyperframe (2007), page-layout has been identified as the macro-
unit of analysis to the elaboration of an annotation scheme that allows the
424
systematic description of the page composition of visual narratives such as
comics and graphic novels (Bateman et al, 2016). The annotation scheme
aims to provide a better understanding of comics as a medium, mapping
its diachronic development through a data composed of comics published
between 1940 and 2010. The analysis aims to provide a historical mapping
of the development of the medium as well as of visual communication since
early in the 20th century. The second stage of the research has included
the testing and fine-graining of the annotation scheme followed by training
of annotators to verify inter-code reliability and therefore substantiate
the methodology. Preliminary annotation results suggest an increasing
expansion of the semiotic potential in comics, moving from grid-based
layout into different possibilities of geometric transformation.
3:30pm - 4:00pm
Interpreting Stereotypes: Images and Texts
Mohammed Ali Alhuthali
Taif University, Saudi Arabia; mohammed.alhuthali@gmail.com
This paper will explore the semiotics of interpretation when presented
with text and images. Of importance in this respect is that the creator of
an image may well intend it to be read in a particular manner with the
various multimodal elements designed to support a given interpretation.
This suggests that the evaluation of an image should take account of the
component parts and the assumed interpretive framework.
This can be effectively carried using the framework developed by Martin
and White (2005) of affect (how do we feel about the images), judgement
(how is this influenced by the social norms in use) and appreciate (how do
we read the image).
This paper studies a two frame cartoon which has a clear message and
considers how we might evaluate this using the concepts of affect,
judgement and appreciation. In this respect, judgement is how we interpret
our initial feelings in respect of the wider social rules while appreciation
captures the value we place on things (such as education). In this case, the
reader of the cartoon is clearly meant to identify positively with the second
interaction (both what is being said and how). However, it is worthwhile
to note that in both frames, the street sweeper is presented completely
passively either as an object of pity or to be helped lacking any agency
in their own respect.
Thus in a closed interpretation we are asked to evaluate two interactions but
taking full account of the concepts of appreciation and judgement allows us
to also consider if there are other interpretive frameworks. These may lead
the observer to read the image in a manner very different to that intended
by the original author.
4:00pm - 4:30pm
Intermodalidade e o processo de construo de significados na Literatura
Infantil-Juvenil: implicaes pedaggicas.
Vernica Constanty1,2, Viviane Heberle2
1UNIOESTE; 2UFSC; vercoitinho@gmail.com
Atualmente a sociedade vem passando por grandes transformaes que
abrangem os
aspectos culturais, sociais, polticos, econmicos e tecnolgicos que a
permeiam. Nesse processo de mudanas a prpria noo de linguagem
passa a se deslocar de uma viso antes voltada para o texto escrito, texto
verbal, para considerar outras semioses no processo de construo de
significados (Grupo de Nova Londres, 1996).
Nesse cenrio de mudanas relativas linguagem, ensinar e aprender
lnguas vai alm do desenvolvimento da competncia lingustica (Royce,
2007 e Heberle, 2015), pois esse processo envolve tambm a integrao
das habilidades de letramento visual. Royce e Heberle prope que uma
competncia multimodal seja considerada no ensino de lnguas, com um
trabalho voltado para uma variedade de textos que sejam explorados dentro
de suas mltiplas linguagens. Considerando-se que o desenvolvimento da
competncia comunicativa multimodal no ensino de lnguas primordial,
proponho apresentar resultados parciais do estudo da relao entre o texto
verbal e visual no processo de construo de significados em obras da
literatura infantil-juvenil selecionadas pelo PNBE. Para tanto, tomo por base
a Gramtica do Design Visual (Kress e van Leeuwen 2006) e a proposta de
Painter, Martin e Unsworth (2013) que expandem essa Gramtica e trazem
a noo de intermodalidade, ou seja, os referidos autores propem uma
adaptao dessa para o estudo das narrativas encontradas em livros infantis
e juvenis no que tange a relao entre o texto verbal e o texto visual. Busca-
se, com o presente estudo, contribuir com a rea do ensino de lnguas no
contexto brasileiro por meio de reflexes advindas das anlises de parte
do material selecionado pelo Programa Nacional da Biblioteca da Escola.
S4
Time: Friday, 28/Jul/2017: 2:30pm - 4:30pmLocation: Queluz I
Challenging discourses of internationality and international language(s):
Ethnographic and historiographic approaches to institutions in
transformation
Organizer(s): Maria Rosa Garrido (Universit de Fribourg)
The goal of this panel is to critically analyse and question the discursive
tropes of international(ity) and international language in different types of
institutions orienting beyond the nation-state frame in their ethos, activities or
membership. In particular, the papers jointly interrogate these emic concepts
in international institutions which are undergoing historical, socioeconomic
and discursive transformation in late modernity. Which are the sociopolitical
aims and historical processes behind the discourses of internationality?
How are given languages constructed as international within the current
discourses of diversity, in particular English? Following Bourdieu (1991),
institutions are understood as a durable set of social relations that endows
speakers with power, status and resources under certain conditions. The
panel reports on an international organisation (the Council of Europe), an
international humanitarian agency (International Committee of the Red
Cross), an elite international school (Forum International School) and an
international artistic event (Brave New Voices International Youth Poetry
Slam Festival) as producers of discourses on multilingualism and diversity.
The papers investigate the historical conditions of discursive production
(Foucault 1984) and intertextuality with other fields and across institutions
(Bakhtin 1981). Epistemologically, the contributions will draw on
historiographic methods (Duchne 2008) and institutional ethnography
(Smith 2005). The findings reveal that internationality is often caught in
the tensions between ideologies of authenticity based on pride and identity
values, and ideologies of anonymity that construct linguae francae for
everybody (Gal/Woolard 2001, Heller and Duchne 2012) in the institutions
studied. Discourses on internationality celebrate diversity (Urcioli 2015),
but they ultimately reveal inequalities among linguistic resources and may
encourage the predominance of an international language, which is mainly
English as documented in international NGOs (Tesseur 2014), multilateral
organisations (Pym 2008) and multinational workplaces (Park 2013). In line
with the rhetorics of a multilingual Europe (Sokolovska 2016), languages
other than English are constructed as international to add value and
distinguish institutions as more innovative than others in their domain, as
is the case of Chinese as an emergent language in international schools, or
as more traditional, as in the case of French as a diplomatic language in
established humanitarian agencies.
Details of the Symposium Papers
International, important but insufficient: The construction of English in the
Council of Europes language debates
Zorana Sokolovska
Universit de Fribourg/ Universit de Strasbourg /
The Council of Europe (CoE) is an international (interstate) institution
425
founded after the Second World War with the aim to unite its member states,
European nation-states. As a means of improving cooperation among the
member states, the CoE has produced a discourse on languages since its
early years of existence. The discourse emphasizes equality of value among
all languages, promotes the idea of an egalitarian linguistic diversity and
puts forward a model of a plurilingual European citizen. This discourse,
however, masks the predominance of the teaching, learning and usage of
English in Europe.
The aim of this paper is to question the negotiation of the place of English
in the construction of an egalitarian discourse on languages in the CoE. The
study adopts a critical sociolinguistic perspective and a discourse analysis
approach, and draws on a historiography of the debates on languages
within one of the CoEs main instances: the Parliamentary Assembly.
My study brings to light English-related ideologies in the four language
debates within this instance (1953, 1977, 1998, 2001). I particularly examine
the continuity of two ideological complexes. Firstly, I study the diachronic
intertwining of the discourse on language diversity with the discourse on
an economically powerful and politically stable Europe, for the realization of
which English is presented as both important, because it is international, and
insufficient, because it is not distinctive enough. Secondly, I examine specific
sociohistorically-situated tendencies of regulation of the discursive place of
English in which the institutional discourse on language diversity as a terrain
for preserving nation-state official language(s) and nation-state prerogatives.
Finally, I examine the ensuing hierarchization of both ideological complexes
and the way they converge in the interest of both the CoE and the nation-
states that compose it.
Competing languages for the internationalisation of personnel in a
humanitarian agency
Maria Rosa Garrido
Universit de Fribourg
The goal of this article is to analyse the ideological constructions of French
and English as linguae francae in the process of internationalisation at the
International Committee of the Red Cross (ICRC). This process consisted in
the opening of positions to all nationalities, which were reserved for Swiss
nationals until 1992. The ICRC currently recruits over 13,000 employees from
130 nationalities for 80 delegations worldwide. Departing from a critical,
sociolinguistic and historicising perspective, I analyse language ideologies
(Woolard 1998) about international languages in this humanitarian
institution. The data include interviews with different generations of ICRC
delegates, institutional documents such as brochures and job offers, and
fieldnotes from recruitment events.
The ICRC has been transformed from a Francophone, all-Swiss association
with an international mandate into a multi-national humanitarian enterprise
(Palmieri 2012) undergoing changes in the values of international
languages. Since its foundation, this institution has had an international
mandate based on the Geneva Conventions. Until 1992, both the managing
Committee and the personnel were Swiss-only with a predominance
of Francophones. The ICRC had to enlarge its recruitment pool due to a
shortage of Swiss candidates and the geopolitical transformations following
the fall of Communist regimes. This internationalisation has gradually
made English the main lingua franca of this institution (Mercier 2004: 34) and
it is now a requirement for employment.
Today, English indexes geographical mobility in the delegations and is
connected to discourses of internationality. Interviewees regard English as
the international language for field operations. Simultaneously, French has
remained the language indexing genevois institutional origins; furthermore
it is a gatekeeping language for higher management positions, especially at
headquarters. However, it is no longer regarded as the diplomatic language
and has maintained its privileged position within a diversity discourse
that does not question English hegemony, mirroring the construction of la
francophonie (Chansou 1983).
 Multilingual education for the global era: The linguistic construction of
internationality in an elite school
Andrea Sunyol
Universitat Autnoma de Barcelona
Numerous elitist educational institutions are adapting to the social,
economic and political demands of late modernity by undergoing processes
of internationalisation. This renovation of their educational model is usually
associated to a change in the linguistic curriculum and institutional language
policies. The present paper takes a critical (socio)linguistic perspective
and draws on an ethnographic study started in 2014 which examines the
relationship between language and internationality at a school located near
Barcelona (Catalonia). Even though the school offers curricula from infant
school to baccalaureate, this paper will focus on secondary education. The
school has chosen to incorporate English-medium instruction and to expand
foreign language programs to non-European languages such as Mandarin
Chinese in order to distinguish its international program.
The analysis of discourses and practices documented in the site reveals
that the institution is constructing itself as international, but at the same
time needs to preserve its national identification to maintain its niche in
the market. The presentation will examine the tensions between official
trilingualism based on ideologies of equality among languages, and an
identity discourse. While Catalan emerges as a language of authenticity,
there are conflicting categorisations of Spanish, English and other foreign
languages. The ethnographic data reveals that internationality is linguistic
in essence, which shows discursively in the multiple, highly semioticised
platforms that the institution uses to perform such internationality, such as its
linguistic landscapes, institutional communication with parents or advertising
campaigns. The discursive complexity of the site shows how romantic pride-
and profit-based ideas (Heller & Duchne, 2012) on language coexist in
tension and how they challenge social inclusion in the site.
From Yorkshire to DC: Youth spoken word poets going international
Emilee Moore
University of Leeds
This paper will report on an ethnographic study in progress with a youth
spoken word poetry (YSW) group working with diverse teenagers in
Yorkshire, UK. A general aim of the paper is to explore how YSW in the
UK and beyond may be conceptualised, following Bourdieu (1991), as an
institution whose practices cross borders of different kinds (e.g. national,
linguistic, racial). More specifically, the paper will focus on the Yorkshire-
based YSW groups development of a slam team to participate in the Brave
New Voices International Youth Poetry Slam Festival in Washington DC, USA,
in July 2016.
In doing so, on the one hand, the paper will interrogate how the festival is
discursively constructed as an international gathering, while simultaneously
targeting a predominantly US-based community of YSW poets. It is noteworthy
that the theme of the 2016 international slam in DC was Redefining what it
means to be an American in the 21st Century, and only about 10% of teams
were non-US based. On the other hand, the presentation will pay particular
attention to the Yorkshire youth poets processes of translanguaging (Garca
& Li Wei, 2014) in preparing themselves to slam on the international stage.
Such translanguaging includes balancing a shift away from Yorkshire English
and local themes to ensure comprehensibility and impact of the teams
poems with an international audience, while maintaining sufficient local
authenticity to stand out and make it through the rounds of the slam.
Ultimately, the research speaks to broader scientific and educational
concerns with how young peoples plurilingual and pluriliterate ways of
being, knowing and doing may be catalysts for social and educational
transformation.
426
S5
Time: Friday, 28/Jul/2017: 2:30pm - 4:30pmLocation: Queluz II
Complexity and Language Advising
Organizer(s): Walkyria Magno e Silva (UFPA, Brazil)
Since the publishing of Larsen-Freemans seminal text in 1997, the association
between complex sciences and foreign language learning has proven to
be a very productive one. Many studies under this view have emerged in
several parts of the world and have recently appeared in a great number
of conferences in the area, as well as in different research agendas, such
as autonomy (PAIVA, 2005; PAIVA; BRAGA, 2008), identity (SADE, 2009;
USHIODA, 2009), beliefs (MERCER, 2011), motivation (DRNYEI, 2009),
and language learning advising (SILVA; MATOS; RABELO, 2015). Language
learning advising involves the process of helping students to become more
effective and more autonomous learners (CARSON; MYNARD, 2012). In
this framework, the adviser acts as another agent in the advisees learning
systems by disturbing and energizing their learning trajectories over time.
This symposium congregates three studies centered in language learning
advising with a complexity understanding developed in the last years in
northern Brazil. The symposium is closed with a theoretical discussion on
advising as a multitask activity. Understanding foreign language learning
as a complex adaptive system, different stances are taken from studies
focusing (a) on the advisees motivational paths, (b) on the advisors as
disturbers of advisees trajectories concerning their autonomy process, (c)
on the description of the conglomerate of variables that move the system to
an imagined future self and, finally, (d) on how the fact of being an advisor
in the view of complexity can contribute to the emergence of a new kind of
foreign language teacher, more adapted to this paradigm.
Details of the Symposium Papers
Motivation for learning a foreign language: a call for action under the lens
of complexity
Maria Clara Vianna S e Matos
UFPA, Brazil
Motivation for learning a foreign language can be understood as a complex
adaptive system (DE BOT; DRNYEI; WANINGE, 2014; DRNYEI; USHIODA,
2011; LARSEN-FREEMAN; CAMERON 2008). This view grants an alternative
to deal with the way this phenomenon actually develops and not the way
we think it works (DRNYEI; MACINTYRE; HENRY, 2015). It also raises
questions on what insights to offer foreign language educators so they
become better equipped to deal with motivation under such perspective.
This work aims to reflect on this issue as it focuses on a central implication
for the complexity approach, which is the fact no object of study is perceived
in isolation. Instead, relationships among multiple system components
are valued grounded on the perception that everything is connected to
everything else (LARSEN-FREEMAN, 2013). As components interact, they
form interdependent conglomerates of factors that energize the systems
dynamism and, therefore, its constant mutability. Consequently, relationships
among actors that constitute a system play large and unpredictable roles
as they collaborate to foster motivation. In this sense, exploring social
conglomerates that integrate learning circumstances might be a way to
deal with motivation as a complex system. To illustrate this, I encourage
and examine interpersonal relationships between components of language
advising (MOZZON-McPHERSON; VISMANS, 2001) and the trajectories of
students from an undergraduate course in a Brazilian university, in order
to verify their collaboration in the motivational process for learning English
as a foreign language. Data, that integrate a longitudinal research project,
suggest that the social relationship conglomerate interconnected to the
advising system influences the flux of motivation by expanding itself beyond
the language advisor and advisee interactions.
 Advising in language learning: an analysis of the autonomy in the learners
trajectories
Larissa Dantas Rodrigues Borges, Jhonatan Allan de Andrade Rabelo
UFPA, Brazil
This presentation aims at discussing the results of the Advising in Language
Learning (ALL) developed in a self-access center settled in the Amazon
region of Brazil. According to Mynard and Carson (2012), ALL is mediated
by dialogue, advisor and advisee discuss the learning process and find
strategies and tools to deal with the difficulties students face in their
trajectories. We view language learning as a complex adaptive system
considering its dynamism, non linear development, and sensitivity to initial
conditions (LARSEN-FREEMAN; CAMERON, 2008; PAIVA; NASCIMENTO,
2011). For Paiva (2005), autonomy is understood as a complex socio-
cognitive system, presenting different levels of interdependence and control
over learning, and involving capacities, abilities, attitudes, desires, decision-
making, choices, and evaluation as a learner or language user inside and
outside the classroom. A case study was conducted in order to determine
some effects of ALL in the learning trajectories of ten students in the past
three years. The instruments used were questionnaires and interviews
administered to the former and current advisees. Partial results point to
a raise of the amount of successful experiences in the autonomization
process, which can be associated with the benefits brought to the systemic
view of language learning resulting from the Complex Theory approach
taken by the advisors.
The dynamics of motivational self-guides in advising in language learning: a
longitudinal study
Eduardo Castro Santos Junior
UFPA, Brazil
Over the last decade, the field of motivation to learn a foreign language (L2)
has focused on the complex relationship among motivation, self and identity
in specific educational contexts, as well as on contextual, internal and social
processes that shape learners motivation (DRNYEI; USHIODA, 2011). This
new conceptualization has been explicitly explored in the L2 Motivational
Self System (DRNYEI, 2005, 2009) which also introduced future self-guides
and vision to the forefront of motivation theory. The present mix-method
longitudinal study discusses the role of vision and imagery in learners
motivation to learn English as a foreign language (EFL) in the context of
advising in language learning. More specifically, it examines the effects of
the process of advising on the evolving nature of vision and its relationship
to advisees motivation. Besides surveying several motivational dispositions
and imagery-related variables in a group of 20 EFL university students who
are advised, this study focuses on four participants interviewed three times
during an academic semester, thereby exploring the dynamics of future
self-guides and their impact on advisees motivational development over
time. Preliminary results indicate that (a) advisees have a very clear dynamic
L2 self-image and (b) advisers use advisees ideal L2 selves as a powerful
instrument to foster meaningful learning.
The emergence of a complex language teacher
Walkyria Magno e Silva1, Elaine Ferreira do Vale Borges2
1
UFPA, Brazil, 2UEPG, Brazil
The teachers role in education has changed over time. Traditionally,
teachers were in control of the teaching and learning process as a
knowledge transmitter, in the so called teacher-centered approach. With
the advent of humanistic and constructivist perspectives in educational
philosophy, the learner-centered approach emerged. From this stance,
the teacher became an observer, a planner, a facilitator that should create
situations whereby students were able to construct knowledge. Yet, in the
context of more progressive pedagogy, the role of the teacher has gone
from a mediator to a reflective practitioner. Nowadays, on the one hand,
based on a view that encourages teachers to understand and transform
themselves and their classroom environments, the concepts for teachers
as researchers and as intellectual-transformers have come to light. On the
427
other hand, researches on students autonomy and motivation and on the
impact teachers can have in these processes bring into play a teacher who
is also an adviser. However, with the advent of the complexity paradigm,
the understanding of self, language and social phenomena as dynamic,
self-organizing, multifaceted systems, it is imperative a reflection about an
educator that adapts her/himself to all these roles. Given the discussion
above, this presentation attempts to discuss the emergence of a complex
teacher as a language learning adviser. This professional is defined as
someone who values all identities and subsystems nested in a classroom as
well as all historical conceptions associated to this role, aiming at energizing
and moving different systems associated to the profession, including her/his
own. In doing so, and in integrating the complexity which is inherent to her/
his own environment, inseparable from what occurs in it, this teacher has
more opportunities to energize interactions giving way to the emergence of
different types of learning.
S7
Time: Friday, 28/Jul/2017: 2:30pm - 4:30pmLocation: Queluz IV
Mobilidades, fronteiras e polticas lingusticas em tempos de
superdiversidade
Organizer(s): Maria Elena Pires Santos (Unioeste), Neiva Maria Jung (UEM)
Situadas na Lingustica Aplicada, neste simpsio temos como objetivos
trazer para discusso as configuraes geradas pela intensa mobilidade
de pessoas ao redor do mundo em tempos de superdiversidade, o que
vem provocando simultaneamente a diluio e a conteno de fronteiras,
processos que reverberam em polticas lingusticas nem sempre favorveis
queles que vivem s margens. Os quatro trabalhos que compem este
simpsio partem do pressuposto epistemolgico de que linguagem,
sociedade e cultura so indissociveis, tendo em comum a compreenso
das prticas de lngua(gem) como prticas sociais e ideolgicas e a
superdiversidade como a diversificao da diversidade (BLOMMAERT,
2010; PENNYCOOK, 2010). O primeiro trabalho (BERGER) mostra que
as fronteiras simblicas negociadas por meio do uso das lnguas,
reconhecveis nas prticas de gesto dessas lnguas nos espaos das
escolas, so tambm formas de demarcar territrios nacionais e lingusticos.
O segundo (PIRES-SANTOS) apresenta o dissenso entre as polticas
lingusticas de reconhecimento das prticas translngues do movimento
literrio denominado pelos seus proponentes de Portunhol Selvagem
e as polticas lingusticas locais que desqualificam as translinguagens
de alunos, em contexto de fronteira. O terceiro (SILVA) traz o processo
de ensino e aprendizagem de uma comunidade haitiana, por meio da
participao em prticas e eventos de letramento em lngua portuguesa.
O quarto (JUNG) aborda como crianas de uma escola pblica de Foz do
Iguau, protagonistas do seu saber, articulam e dialogam com diferentes
discursos, evidenciando fronteiras diversas, para alm das fronteiras
nacionais. Com a abordagem dos resultados dessas pesquisas, esperamos
contribuir para a discusso de polticas lingusticas e epistemolgicas a
partir de questionamentos que gostaramos de compartilhar quanto ao
modo como as polticas lingusticas locais apontam para polticas e saberes
translocais e como essas polticas e saberes locais so contemplados nas
epistemologias em Lingustica Aplicada.
Details of the Symposium Papers
Prticas escolares de gesto do multilinguismo na fronteira: um estudo da
Poltica Lingustica
Isis Ribeiro Berger
Unioeste
Este trabalho aborda o tema da gesto do multilinguismo, ou seja, das
estratgias/aes/medidas adotadas por um nmero de sujeitos para/ao
lidar com a coexistncia de diferentes lnguas em diversos espaos sociais,
dentre os quais se inscrevem os espaos escolares. A partir de pesquisa
desenvolvida sob a tica da Poltica Lingustica em que se abordou o
fenmeno da gesto do multilinguismo como fenmeno social e sob uma
perspectiva interdisciplinar, foram identificadas e categorizadas diferentes
prticas de gesto do multilinguismo no contexto de duas escolas
brasileiras situadas em Ponta Por, MS na fronteira Brasil Paraguai. A
pesquisa foi desenvolvida no mbito de projeto multi-institucional que teve
como objetivo central a ampliao do campo de observao de prticas
lingustico-educacionais de escolas situadas na fronteira e que, para
tanto, construiu extensivo processo de pesquisa-ao. No que tange aos
resultados, verificou-se as prticas de gesto do multilinguismo consistem
de prticas sociais mediadas por variados sujeitos para/ao lidar com
a presena e com o lugar de diferentes lnguas - mais precisamente do
portugus, espanhol e guarani - nos diversos espaos das escolas e nas
quais incidem diferentes orientaes poltico-lingusticas (lngua-problema,
lngua-direito e lngua-recurso) que intervm na forma como essas lnguas
so usadas na escola e na forma como sua presena sentida pelos diversos
sujeitos que compartilham dessas lnguas e desses espaos. Partindo da
discusso do quadro de gesto poltico-lingustico-educacional em que se
inscrevem as escolas Ponta Por, bem como do ambiente sociolingustico
e socioeducacional desse recorte da fronteira Brasil - Paraguai, argumenta-
se que as prticas de gesto dessas lnguas nos espaos das escolas so
tambm formas de demarcar territrios nacionais e lingusticos.
Prticas translngues no cenrio de Fronteira
Maria Elena Pires Santos
Unioeste
O objetivo desta comunicao trazer para discusso prticas multifacetadas
das translinguagens transfronteirias vistas, por um lado, como um recurso
literrio que dilui fronteiras e possibilita interculturalidades e, por outro, como
anomalias a serem eliminadas, quando se tratam de textos escolares de
alunos. Em seus intramuros, busca-se manter a correlao integracionista e
homogeneizadora entre uma lngua/uma nao, posicionamento (re)produtor
do mito do monolinguismo no Brasil, mesmo em contexto de fronteira em
que a superdiversidade (conf. VERTOVEC, 2007; BLOMMAERT; RAMPTON,
2011) salta aos olhos. Para a discusso proposta, sero tomadas como ponto
de partida prticas translngues de autores que se filiam vertente literria
autodenominada Portunhol Selvagem, em que se entrelaam a lngua
portuguesa, a lngua guarani e a lngua espanhola, e/ou a lngua inglesa,
bem como textos de alunos transfronteirios. Assim, considerando que a
escola tanto reprodutora como geradora de modos de produo social,
essa discusso torna-se central para professores, principalmente aqueles
que atuam/atuaro no cenrio fronteirio que se caracteriza pela intensa
permanncia e fluxo de pessoas dos mais diferentes pases e diversificadas
regies brasileiras, alm dos pases limtrofes de lngua espanhola,
comprovando a impossibilidade de homogeneizao ou diferenciao
classificatria que do margem criao de esteretipos estigmatizadores
e excludentes. Torna-se importante considerar, principalmente na formao
docente, a intensidade vertiginosa com que se rompem e se interconectam
tempo/espao na atualidade, trazendo para o centro uma profuso de
termos e conceitos com a predominncia dos prefixos trans- super- inter-, na
tentativa de explicar os tempos fugidios e incapturveis. Como caracteriza
Baumann (2007, p. 12) so tempos lquidos, os quais pressionam para a
perfurao e quebra de fronteiras.
Polticas lingusticas e prticas de letramento em uma comunidade haitiana no
sudoeste do Paran
Izabel da Silva
IFPR
A porosidade das fronteiras e a variabilidade dos fluxos migratrios
estabeleceram conexes entre o local e o global. Os efeitos dessas
mudanas tm contribudo para uma diversificao da diversidade ou
superdiversidade (VERTOVEC, 2007) e para o aumento de cenrios cada
vez mais plurilngues e multiculturais. Neste sentido, a mobilidade humana
tem proporcionado questionar a crena na homogeneidade lingustico-
cultural (PIRES-SANTOS, 2010; SOUSA SANTOS, 2010). A esse respeito,
podemos citar a dispora haitiana no Brasil, a partir de 2010, quando
Haiti foi devastado por uma catstrofe natural (BERNARTT e GIACOMINI,
2015). Assim, os haitianos, portando como lngua materna o crole e/ou
francs, vieram para o pas em busca de emprego, moradia e de melhores
condies de vida. No entanto, a fronteira lingustica tem sido um obstculo
para a adaptao dos imigrantes nas comunidades de fala brasileira. No
intuito de ampliar a insero da comunidade haitiana nas prticas sociais,
especificamente, em Coronel Vivida/PR, esta pesquisa pretende propor
dois cursos de Portugus Lngua Adicional (doravante PLA) para os
imigrantes: o primeiro voltado ao ensino bsico da lngua portuguesa e o
segundo com foco na preparao para o exame Celpe-BRAS. Por tanto,
o objetivo geral desta proposta de pesquisa investigar como se d o
processo de ensino-aprendizagem da comunidade haitiana por meio da
participao em prticas e eventos de letramento em lngua portuguesa.
Esta pesquisa se insere no escopo da Lingustica Aplicada, como campo
terico essencialmente interdisciplinar (CELANI, 1998; PENNYCOOK, 1998),
e sua fundamentao terica envolve as reas do conhecimento da Poltica
Lingustica (HAMEL, 1993; MAHER; 2013; SCHLATTER e GARCEZ, 2009;
SHOHAMY, 2006) e dos estudos do Letramento (JUNG, 2003; KLEIMAN,
2013; ROJO, 2006; STREET, 2014). Adota, portanto, a perspectiva qualitativa
e interpretativa e os princpios da pesquisa-ao para conduzir o trabalho
metodolgico (ERICKSON, 1989; FRANCO, 2005).
Intercompreenso, co-produo de saberes locais e aprendizagem em uma
escola pblica em Foz do Iguau
Neiva Maria Jung
UEM
O objetivo da proposta de trabalho apresentar, por meio de autobiografias,
principalmente, processos de identificao de alunos de um colgio pblico
da regio de fronteira entre o Brasil, Paraguai e Argentina. Esse colgio
co-participante da histria e do contexto do bairro onde est situado, um
ambiente dinmico, cujas percepes imediatas, elaboradas por parte dos
moradores de Foz do Iguau, so parte da construo ativa e persistente de
um processo de excluso social, cristalizadas em identificaes negativas
do bairro reconhecido como perigoso, visto que foi criado por meio de um
projeto de desfavelamento da cidade. Por meio das produes escritas
escolares de menin@s de 6. ano do Ensino Fundamental emergem
representaes deles mesmos em relao aos outros, escola e ao
contexto em que vivem, representaes nas quais ele se reconhecem
como parte de grupo. Os textos expressam a diversidade por meio das
escolhas das pessoas do discurso, do estilo, da escolha de outros gneros
discursivos e das ressignificaes do contexto, incluindo o agenciamento e
suas negociaes em eventos situados, dos quais participam. As crianas
so protagonistas do seu saber, articulam e dialogam com diferentes
discursos, evidenciando fronteiras diversas, como as fronteiras entre
grupos sociais. Essa experincia parte de uma atividade de letramento
que tematiza a aprendizagem incluindo saberes no legitimados pela
escola, com pressupostos tericos dos Novos Estudos sobre Letramento e
est inserida em uma discusso mais abrangente no interior das pesquisas
brasileiras em Lingustica Aplicada. Essas pesquisas tm lanado mo da
etnografia como uma metodologia qualitativa interpretativa com princpios
e procedimentos de trabalho de campo para a observao de usos da
linguagem, especialmente em contextos escolares. Assim, pressupor a
intercompreenso e co-produo de saberes locais em colaborao com
menin@s em contexto escolar tambm refletir sobre as implicaes
epistemolgicas da etnografia para a Lingustica Aplicada
428
 S8
Time: Friday, 28/Jul/2017: 2:30pm - 4:30pmLocation: Queluz V
Corpus Linguistics and Multi-dimensional Analysis: aboutness in thematic
lexical dimension studies
Organizer(s): Simone Vieira Resende (So Paulo Catholic University, Brazil)
This symposium invites researchers seeking to reflect upon innovations
and challenges of lexical-oriented studies based on Corpus Linguistics and
Multi-dimensional Analysis. The investigations aim at stressing the Thematic
Lexical Dimensions to detect primary topics in corpora, revealing their
aboutness and subject domains evolution over time. All three studies use
Multi-dimensional Analysis (MDA) developed by Douglas Biber (1988) beyond
its original motivation to recognize communicative functional dimensions to
determine Thematic Lexical Dimensions of variations, a concept developed
by Tony Berber Sardinha (2015) that investigates communicative parameters
underlying lexical choices. The innovations and challenges of these three
different studies lay on the method, tools and frameworks developed by the
use of Multi-dimensional analysis and based on the theoretical assumption
that Thematic Lexical Dimensions can be identified by lexical occurrences.
All data analysed are obtained from factor analysis which considers the
sequential, partial, and observed correlations of a wide-range of variables
producing groups of statistically occurring features that bear aboutness. The
first presentation deals with a corpus composed of the material published
in Reinaldo Azevedos blog and it aims at finding empiric evidence of the
Brazilian right-wing ideology. The second presentation copes with a corpus
made up of all the texts published by the Brazilian Journal of Applied
Linguistics (RBLA) between 2001 and 2015 and it seeks to identify the most
recurrent themes and interests of the journal. The third and last presentation
considers an analysis of personal narratives compiled from Museu da
Pessoa and it aims at identifying and describing recurring themes present in
the narratives of Brazilian dwellers.
DETAILS OF THE SYMPOSIUM PAPERS
Multi-dimensional topical identification of a conservative Brazilian blog
Carlos Henrique Kauffmann, Daniel Leo, Zeli Miranda Gutierrez Gonzalez
So Paulo Catholic University, Brazil
Multi-dimensional Analysis (MDA), beyond its original purpose of identifying
main communicative functional dimensions of a general-purpose language
or specific registers (Biber, 1988 et seq.), is also a way to thoroughly detect
primary topics in corpora, revealing the evolution of their subject domains
over time. This innovative approach to MDA is demonstrated in the present
research, which analysed Reinaldo Azevedos blog, one of the conservative
Brazilian pundits in the internet. The purpose is to support with empirical
evidence further studies focusing on contemporary right-leaning discourse
in Brazil, from which the journalist Reinaldo Azevedo is an emblematic
member. Firstly, all of the website content was gathered, from 2006 to 2015,
comprising 12,634 texts and totalling 6.55 million tokens. Then, the corpus
was submitted to a series of analyses. Among them: a survey on lexical
frequency year by year; a factor analysis to determine topical variation;
and ANOVA tests, including R*R to quantify the variation accounted for by
the factors. Seven major recurring topical dimensions emerged from the
analysis associated to recent public affairs newscast, such as Lava Jato and
Mensalo scandals, presidential elections, and government institutions like
the Federal Police and the Prosecutors Office, as well as the Legislative and
Judiciary Powers.
Keywords: Multi-dimensional analysis; Brazilian Portuguese; topical analysis;
Corpus Linguistics; blog language
429
Thematic Dimensions on The Brazilian Journal of Applied Linguistics: a
multidimensional approach
Maria Claudia Nunes Delifino, Marianne Rampaso, Rafael Maverick, Ulysses Camargo
Corra Diegues
So Paulo Catholic University, Brazil
This paper reports a study about thematic dimensions carried out in a corpus
made up of all texts published by the Brazilian Journal of Applied Linguistics
(RBLA) between 2001 and 2015, comprising 361 texts - articles, reviews,
letters of editor and interviews, totalling 2.3 million words. The main goal of
the study was to find out what are the most recurrent themes and interests
of Applied Linguistics in Brazil in the journal publications by analyzing the
most common lexicon in its publications since its very first edition. To this
end, the research is based on Corpus Linguistics (CL) adopting the key
notions presented by Berber Sardinha (2004 et seq.) and Multidimensional
Analysis (MD) - a methodological approach which seeks to identify co-
occurrence patterns of lexical-grammatical features - developed by Biber
(1998 et seq.) initially to compare different registers in English Language
through dimensions of variation, i.e. linguistic spaces defined by these
lexical-grammatical patterns which reveal functional aspects of language.
In this study, that methodology is employed with the purpose of identifying
thematic (lexical) dimensions of variation, comprising a quantitative analysis,
using in particular as a statistical tool the factor analysis of the salient
variables represented, in this study, by the extracted vocabulary from the
corpus, and later, a qualitative analysis by interpreting the theme pointed
out by the lexicon and proven by reading and analysis of the texts. The
multidimensional analysis revealed the existence of ten thematic dimensions
that reflect issues of interest widely discussed in research in Brazilian
Applied Linguistics. The results indicated that besides some researchers
efforts in developing studies with a transdisciplinary approach and engaged
in the empowerment of social and linguistic minorities (Moita Lopes, 2006),
the Brazilian Applied Linguistics agenda in Brazil is still rooted in traditional
issues, such as language teaching and learning and teacher training.
Thematic Lexical Dimensions in Brazilian narratives: recurring themes
Marcia Veirano Pinto, Simone Vieira Resende
So Paulo Catholic University, Brazil
The aim of this study is to identify and describe recurring themes present in
the narratives of Brazilian dwellers. The method employed is grounded on
some of the concepts and principles of Corpus Linguistics, more specifically
on the multi-dimensional framework for register variation study proposed
by Biber (1988). Multi-dimensional analysis (MDA) was initially created to
compare different registers in English Language based on dimensions
of variation. However, this paper uses MDA to identify thematic lexical
dimensions. We use the concept of Thematic Lexical Dimension of variation,
proposed by Tony Berber Sardinha (forthcoming) to circumscribe all primary
themes (topics) that emerge from the corpus. The corpus is diachronic and
composed of narratives compiled by the virtual museum, Museu da Pessoa,
which houses a wide range of personal narratives. The corpus underwent
a range of analyses, among them a quantitative survey on lexical frequency
using a statistical tool, a factor analysis to identify aboutness variation and
quantify the variation accounted for by the factors. Afterwards, the corpus
underwent a qualitative analysis that interpreted the narrative themes. The
key recurring topical dimensions were mostly associated to family and work
and suggested the existence of a common cultural identity regardless of
occupations or time.
Keywords: Lexical Dimension; Multidimensional Analysis; Corpus Linguistics;
Museu da Pessoa
 S9
Time: Friday, 28/Jul/2017: 2:30pm - 4:30pmLocation: Queluz VI
LINGUAGEM E TRABALHO: ALGUNS OLHARES SOBRE AS ESCRITAS PRODUZIDAS POR
PROFISSIONAIS EM ATIVIDADE
Organizer(s): Ana Maria de Oliveira Paz (UFRN/CERES/DLC/PPgEL)
Atualmente, muitas reas de investigao, em especial a dos Estudos de
Letramento, tm direcionado suas discusses de modo a expandir o campo
de abrangncia de suas pesquisas, direcionando o foco para a linguagem
no domnio da atividade laboral. Assim sendo, o presente simpsio
interessa contemplar e discutir trabalhos concludos ou em andamento
que tratem do uso da linguagem por agentes em atividades de trabalho
nas mais diversas instncias sociais. Em termos tericos, fundamentamo-
nos nos constructos propostos por Nouroudine (2001: 2002), ao focalizar
a linguagem no trabalho, como trabalho e sobre o trabalho, assim como
nas contribuies de Medeiros (2016), que complementa os referidos
constructos com a perspectiva da linguagem para o trabalho, alm dos
postulados estabelecidos por Fata (2002). Ademais, lanamos mo dos
Estudos de Letramento como prtica social, sobretudo nos que se dedicam
a abordar as prticas de escritas laborais (PAZ, 2008; COSTA, 2012; SILVA,
2013; OLIVEIRA, 2015, COSTA, 2016). Metodologicamente, os trabalhos
que constituem o simpsio em questo so decorrentes de pesquisas
de campo e adotam a abordagem de dados de natureza qualitativa
interpretativista (BODGAN; BIKLEN, 1994; STAKE, 2005). A partir da
presente proposta, esperamos gerar debates e partilhas de conhecimentos
e experincias de pesquisa acerca dos estudos apresentados, com o
propsito de estabelecermos interaes e, a partir da, fortalecermos essa
frente de investigao de relevncia para o avano e o aprimoramento da
produo cientfica assim como para a focalizao de questes inerentes
atividade laboral. Alm disso, almejamos contribuir para a divulgao das
prticas de linguagem que, por vezes, no conseguem obter a visibilidade
e o reconhecimento de sua importncia pelo mais diversos domnios
sociais, sobretudo, daqueles em que os profissionais colaboradores dessas
pesquisas atuam.
Details of the Symposium Papers
UM ESTUDO DAS REPRESENTAES SOCIAIS DE ENFERMEIROS E TCNICOS SOBRE
ESCRITAS PRODUZIDAS NO SERVIO HOSPITALAR
Ana Maria de Oliveira Paz
UFRN/CERES/DLC/PPgEL
No domnio do trabalho comum os agentes manifestarem suas impresses,
crenas e representaes acerca do que realizam e escrevem no tocante s
tarefas implementadas no mbito de sua atuao profissional. Nesse sentido,
este trabalho objetiva mapear algumas das representaes sociais geradas
por enfermeiros e tcnicos do servio hospitalar acerca dos registros de
ordens e ocorrncias, cuja textualizao compreende um resumo de fatos
e procedimentos mais relevantes desenvolvidos por esses profissionais
em cada turno de trabalho. Para dar conta do objetivo proposto, adotamos
como suporte os pressupostos da Teoria das Representaes Sociais,
especificamente a partir do que estabelecem Moscovici, (1984), Jodelet
(1994; 2001), Leme (1993), Santos (2005), dentre outros estudiosos da rea.
Em termos conceituais, essa teoria se instaura no campo do senso comum,
entendida como um tipo de conscincia, de viso de mundo, formalizado
a partir da sedimentao espontnea de valores, de pontos de vista e de
conceitos criados em torno de fatos sociais e naturais. Metodologicamente,
trata-se de uma investigao de abordagem de dados que contempla um
vis qualitativo com vertente etnogrfica (CANADO, 1995; STAKE, 2005),
haja vista que leva em conta as concepes dos sujeitos geradas em seu
locus de atuao, no tocante a um fazer que inerente ao seu exerccio
profissional. As discusses da investigao implementada indicam que
as representaes construdas por enfermeiros e tcnicos do segmento
hospitalar reportam-se aos princpios ticos que orientam as prticas em
sua instncia de atuao, s funes assumidas pelo uso dos registros nas
relaes laborais assim como a imagens que esses registros assumem em
relao a outras escritas pertinentes ao universo hospitalar.
PRTICAS DE LETRAMENTO LABORAL NO DOMNIO DO IBGE
Maria Aparecida da Costa1, Ana Maria de Oliveira Paz2
1
UFRN/PPgEL, 2UFRN/CERES/DLC/PPgEL
A presente investigao objetiva, sob o escopo da Lingustica Aplicada (LA),
identificar e descrever as prticas de letramento em atividades censitrias
desenvolvidas por tcnicos e agentes de pesquisa do Instituto Brasileiro
de Geografia e Estatstica (IBGE). Neste recorte, buscaremos caracterizar as
rotinas letradas atinentes ao contexto de trabalho dos referidos servidores,
observveis na realizao da Pesquisa Nacional por Amostra de Domiclios
(PNAD), contribuindo, desse modo, para a expanso das pesquisas
que versam sobre o uso da linguagem em contextos profissionais. Em
termos metodolgicos, a pesquisa segue o vis qualitativo de orientao
etnogrfica (BOGDAN; BIKLEN, 2006; CANADO, 1995), por contemplar
as prticas de letramento no universo real dos profissionais em questo.
Quanto ao enfoque terico, tomamos por base os postulados dos Estudos
de Letramento como prtica social (STREET, 2014 [1995], 1993, 1984;
HAMILTON, 2000; KLEIMAN, 1995; OLIVEIRA, 2008; 2010), com nfase no
Letramento Laboral (PAZ, 2008), alm das contribuies de autores como
Bronckart (2008), Marcuschi (2002; 2008) e Koch (1996), dentre outros.
Partindo da concepo de prticas letradas advogada por Hamilton (2000),
as discusses empreendidas sugerem que o domnio discursivo do IBGE,
o qual se configura como uma esfera de trabalho bastante especfica, no
se restringe ao locus geogrfico a que se vincula. Isso ocorre porque,
ao lanarem mo dos recursos lingusticos e de expedientes retricos
inerentes quele domnio, os tcnicos e agentes de pesquisa ampliam os
marcos discursivos censitrios para alm do contexto institucional. Essa
expanso se d, sobretudo, durante as atividades de campo realizadas
nos domiclios da amostra, em que se observa a interao dos servidores
junto aos informantes quando da captao das respostas solicitadas nos
questionrios do IBGE.
LETRAMENTO NO TRABALHO DOS PROFISSIONAIS DO CURSO DE GESTANTE E SUAS
IMPLICAES PARA A MATERNIDADE
Lindneide Dannyelle Maria Luzziara Arajo de Melo Medeiros1, Ana Maria de Oliveira Paz2
1
UFRN/PPgEL, 2UFRN/CERES/DLC/PPgEL
O letramento no trabalho dos profissionais ministrantes do Curso de
Formao para Maternidade se manifesta por meio das prticas de
letramento promovidas com as gestantes inscritas. Essas prticas envolvem
leitura e escrita voltadas para o agir materno e compreendem informaes
e orientaes que vo desde a fase da gestao at os cuidados
necessrios me e ao beb em seus primeiros momentos de vida. Diante
disso, o presente trabalho objetiva discutir as implicaes das prticas de
letramento instauradas pelos profissionais ministrantes para a vida das
cursistas durante a gestao e aps o parto. Teoricamente, ancoramo-nos
nos postulados dos Estudos de Letramento (HAMILTON, 2000; HEATH,
1993; STREET, 1995; BARTON, 1993; KLEIMAN, 2006; OLIVEIRA, 2010),
enfocando mais especificamente os estudos sobre linguagem e trabalho
(NOUROUDINE, 2002) e letramento laboral (PAZ, 2008). Em termos
metodolgicos, a investigao segue uma abordagem de dados qualitativa,
com traos de base etnogrfica (BOGDAN; BIKLEN, 1994; ERICKSON, 1986;
CHIZZOTTI, 2006). O corpus foi gerado a partir da observao participante
e de entrevistas semi-estruturadas realizadas com cursistas e profissionais.
As anlises apontam para uma significativa contribuio das prticas de
letramento promovidas pela equipe de profissionais, haja vista que essas
prticas subsidiaram as mulheres grvidas no sentido de entenderem e
enfrentarem as mudanas emocionais e corporais que a gestao acarreta,
alm de orientarem quanto aos primeiros cuidados com o beb. Tais
investigaes nos possibilitam compreender mais amplamente o universo
mltiplo do letramento, j que suscitam relevantes discusses sobre
esse fenmeno no domnio das atividades laborais com nfase em suas
peculiaridades e implicaes para os agentes de letramento envolvidos.
430
 A LINGUAGEM NO TRABALHO DE TCNICOS EM SEGURANA: PRTICAS DE ESCRITAS NA
CONSTRUO CIVIL
Klbia Ribeiro da Costa , Ana Maria de Oliveira Paz
1 2
1
UFRN/PPgEL, 2UFRN/CERES/DLC/PPgEL
As discusses acerca do uso da linguagem nas mais diversas esferas de
atividade humana tm ampliado o escopo das pesquisas na rea, sobretudo
no que diz respeito s pesquisas vinculadas aos Estudos de Letramento
que fazem interface com os da Lingustica Aplicada. Investigaes dessa
natureza tornam cada vez mais evidente que a linguagem assume um
papel fundamental para a convivncia dos indivduos em sociedade, visto
que permeia as relaes sociais, orientando condutas, comportamentos e
aes diversas, as quais, numa sociedade grafocntrica, so, em grande
parte, mediadas pela escrita. Nesse sentido, o presente trabalho tem como
objetivo discutir as prticas de escrita que se efetivam no decurso das
atividades laborais do profissional Tcnico em Segurana do Trabalho que
atua na esfera da construo civil, na perspectiva de observarmos suas
implicaes para a atuao segura de operrios do setor. Teoricamente,
o trabalho encontra-se ancorado nas concepes de letramento como
prtica social (KLEIMAN, 1995; BARTON; HAMILTON, 1998; OLIVEIRA,
2010), de linguagem como mediadora das atividades no trabalho (SOUZA-
E-SILVA, 2002), do letramento laboral (PAZ, 2008) e de agncia como
posicionamentos assumidos pelos indivduos por meio da interao com
os diversos textos (BANDURA, 2001). Em termos metodolgicos, trata-se
de um estudo de abordagem de dados qualitativa (BOGDAN; BIKLEN,
1994; MINAYO, 2010), com traos da vertente etnogrfica (ANDR, 1995;
CANADO, 1996). Por se tratar de um estudo embrionrio, as anlises iniciais
apontam para a relevncia das prticas de escrita desses profissionais, ao
orientar comportamentos que concorrem para a preservao da integridade
fsica de trabalhadores que atuam nesse domnio da atividade laboral.
S11
Time: Friday, 28/Jul/2017: 2:30pm - 4:30pmLocation: Venezia I
Designing courses, teaching languages and educating teachers: The
epistemology of complexity in practice
Organizer(s): Maximina M. Freire (PUCSP/ GPeAHFC, Brazil)
The scenario from which the four papers included in this symposium
emerge is the one depicted by uncertainty, unpredictability, ambiguity, and
complementary conflicting perspectives. These features seem to act for
the outcomes of the contemporary modernity that, as suggested by Morin
(2205, 2008, 2015), naturally impact on ways of thinking, communicating,
building knowledge, and getting involved in professional practices. The
world changes in such a speed that many previously stable models and
convictions get challenged until becoming practically meaningless. From
the emerging uncertainly comes up the need to review concepts and
theories, to question beliefs and representations, to deal with the rupture
of pre-established structures and ready-made patterns, and then searching
for new alternatives. From the arising complexity comes out our purpose to
present and reflect upon an innovative theoretical course design framework
the complex educational design (Freire, 2013) - as well as interpreting its
operationalization both in a language teaching-learning environment and in
a teachers education context. The complex perspective on which we are
grounded also motivates our intention to invite applied linguists to speculate
on senses, meanings, and presence as the constituent parts of a
complex theory of language. The theoretical and practical issues brought
about by some members of the Research Group on the Hermeneutic-
Phenomenological Approach and Complexity (GPeAHFC/CNPq) emphasize
that a paradigm shift may provide the epistemological basis for envisioning
new challenges in course design, in the teaching-leaning process, in
teachers education, and particularly on the way of understanding language.
This symposium therefore challenges potential participants to take the risk
and to come into a unique complex field of investigation and interpretation
in Applied Linguistics.
Details of the Symposium Papers
The Complex Educational Design as a reference framework to conceive of
complex language courses
Maximina M. Freire
PUCSP-LAEL/ GPeAHFC, Brazil
Many arguments have been used to reinforce the urge for a consistent
paradigmatic shif, since current educational patterns have now shown
unable to provide adequate responses to many contemporary questions
and anxieties teachers, students and society in general have. We have
been living, learning and teaching according to principles that reveal
serious limitations in avoiding content fragmentation, overcoming linear
causality, facing order and disorder as complementary notions, observing
the hologrammatical relationship between the whole and its parts, dealing
with ambiguity and unpredictability, and perceiving knowledge construction
from a complex, inter/transdisciplinary perspective. We have been learning
and teaching languages as if they are not open, complex systems that
constantly evolve and cant be strictly controlled or kept under structural,
predictable rules that tend to maintain the polar right or wrong notion. We
have been educating teachers-to-be to preserve the reduction imposed by
the Cartesian-Newtonian worldview; we have been also offering continuing
education courses to help teachers keep up with paradigmatic principles
that have been fading away by the stunning rhythm life has been evolving
nowadays. Considering such a conflicting scenario, and committed to
objectively contribute to a crucial paradigmatic shift, the purpose of my
presentation is to introduce and discuss a conceptual framework which,
theoretically grounded on the epistemology of complexity (Morin, 2005,
2008, 2015), aims at offering the basis to design language courses that may
be responsive to the needs of students and teachers in the contemporary
changing world. The complex educational design (Freire, 2013) is
operationalized by the articulation of three interwoven stages preparation,
execution, reflection that provide the teacher-designer with the foundation
to conceive of language courses from an innovative, complex perspective,
potentially suitable to deal with the features and demands of complex
learners in a complex world.
We sing, we rock! The complex educational design and the building of relevant
knowledge
Ariane Macedo Melo1, Suzanny Pinto Silva Bium2
1
LAEL-PUCSP/ GPeAHFC/ CNPq, Brazil, 2LAEL-PUCSP/GPeAHFC/ UEPA/
CAPES, Brazil
It has been increasingly recognized, in educational environments, the
importance of a pedagogical work that considers the context, the global,
the multidimensional and the complex, that is, the relevant knowledge
(Morin, 2007). Thus, this communication aims at presenting an online English
language course, entitled We sing, we rock!, designed for graduate students
of the 6th semester of a Language course, from a public university in central
Brazil. The general objective is to promote the construction of relevant
knowledge from a song. The course has been created on the basis of the
Complex epistemology (Morin, 2011) and the Complex Educational Design
(CED) proposed by Freire (2013). Methodologically, Moraes (2008) notes
about integrated learning, Nicolescus (2000) notes on levels of reality
and the logic of the third included in addition to the Londons Group (GNL,
1996) ideas regarding multiliteracies and multimodality allowed us propose
and weave activities that can help students build relevant knowledge. CED
proposal consists of three stages: i) preparation, comprising the objectives,
target audience, needs and expectations of students and teachers besides
the presentation of a draft of the general structure of the course; ii) the
execution, at which time the course is implemented on the online platform
and iii) the reflection, at which teacher and students critically reflect on the
lived experience. The preparation stage as well as part of the execution
stage will be presented in more detail in this work so that we can share
and discuss about the challenges that can come up during the preparation,
execution and reflection of a complex online course.
431
 A complex course for basic school language teachers
Eliana Aparecida Oliveira Burian
LAEL-PUCSP/GPeAHFC/ CAPES, Brazil
This study aims to describe and interpret the phenomenon the design of
a course for basic school language teachers, from a complex perspective
(MORIN, 2000, 2003, 2011). The theoretical framework selected to conduct
the study will be the theory of Complexity (Morin, 2003, 2009, 2011), the
Complex Educational Design, CED (Freire, 2012a; 2013), the ideas of teachers
autonomy and teachers development (Paulo Freire, 2002, 2005), and the
notion of self-hetero-eco-development (Freire, 2009). The instruments
selected to conduct the study are field notes, the researchers reflective
journal, teacher-students perceptions during the learning experience and
reports of their learning experiences generated by these reflections. The
research material receives a hermeneutic-phenomenological treatment,
from the perspective of Freire (1998, 2007, 2008, 2009, 2010, 2012),
developed from van Manen (1990). It is intended, with this proposal, to
enable the understanding of the phenomenon in order to offer relevant
contributions to those interested in English language teacher development,
language teacher development in digital environments and course design.
Towards a complex theory of language: sense, meaning and presence
Marcelo Furlin
UMESP/GPeAHFC, Brazil
The so-called liquid modernity (Bauman, 2011), interwoven with emerging
paradigms (Moraes, 20012), casts light on education along the paths of
challenge. From such an intriguing perspective, teaching and learning
can be seen as a continuous cycle of rethink, re-plan and re-critique,
given that the prefix re- suggests ongoing process and change (Morin,
2008). In this sense, frontiers between linear thinking and the paradigm
of complexity inevitably arise and language comes out as a valuable tool
of possibilities. My current research aims at suggesting further reflections
on a graduate teacher program offered by a confessional university in So
Paulo, particularly on how language per se might become the locus of life-
filled education. For if by speech parole - we understand the realization
of language langue (Saussure, 2010), in an event of discourse there is a
whole myriad of signs and concepts in movement, apart from linearization,
which entails a veritable upheaval in the relations between language and
the world, as well as in the relations between language and the various
human subjectivities involved (Ricoeur, 2007). More specifically, it is in
relation to the notion of an open system that three essential elements can
expand on the project of constructing a complex theory of language: sense
(macro dimension), meaning (micro dimension) and presence (macro-micro
dimension). On such conceptual foundations, the talk intends to disclose
graduate teacher research under the insignia of the (un)predictable and the
(il)logical, inspired by the Complex Educational Design (Freire, 2013).
S12
Time: Friday, Thursday, 27/Jul/2017 - 10:15am - 12:15pmLocation: Queluz VI
Morality in professional encounters
Organizer(s): Paulo Cortes Gago (UFRJ, Brazil), Maria do Carmo Leite de Oliveira
(PUC, Brazil)
The symposium explores how morality emerges in the description of
professional events in Brazil. We illustrate how moral order unfolds in
interactional events in naturally occurring talk and is the product of co-
participation of agents in co-constructing a moral world, mutually proposing
and shaping their understandings of events, in an empirical stance to morality.
Although not always visible, morality is a pervasive phenomenon, central
in human mundane life (Bergmann, 1998) and people treat one anothers
actions as the chosen products of knowledgeable agents, who assess
and judge behaviour for correctness/transgression, what implies moral
judgement (Heritage, 1984). Studies on morality are rarely based on real data,
treat morality as an internal mental phenomenon and as preconceptualized
432
(Cromdal and Tholander, 2012). We underscore the view that something is
(i)moral not because of preconceived norms; in real-life practices, people
do being moral in the ways they conduct their daily businesses (Sacks,
1984). The studies here explore the situated use of discursive resources
(methods) for doing moral work in different professional contexts. Cadilhe
investigates the relationship between morality and the performance of
masculinity in a healthcare context, where physician and patient produce
different frames during a prostate exam. Del Corona shows the discursive
strategies used by a caller in an emergency center to shape her storytelling
to meet the socially shared knowledge of what constitutes a moral and, as
a consequence, a police sanctioning fact. Oliveira analyses the sequential
organization of accounts in an interaction between a police officer and a
female driver and shows how a conflict of moralities can make the exercise
of authority more difficult. Gago analyses the production of narratives in a
couples mediation case to do moral work associated with parties parental
role, creating bad images of each other. The research above contributes to
the understanding of professional practices and represents innovations and
challenges in applied linguistics research.
Details of the Symposium Papers
There are the ones who like it: moralities and masculinities in a prostate exam
Alexandre Jos P. Cadilhe de A. Jacom
UFJF, Brazil
Language studies applied to the health field are traditionally investigating
the meeting between professionals and patients as an event that mainly
occurs through interaction and discourse (Mishler, 1984; Clarck & Mishler,
2001; Sarangi, 2004, 2010). These events are also recognized as spaces
of production of social identities, which are oriented by different kinds
of morality (Maynard, 1996, 1998; Heritage & Lindstrom, 1998). In this
context, gender and sexuality categories emerge in a meaningful way,
constituting the topic upon which health professionals intervene about
through exams and/or counseling consultations (Ostermann & Jaeger,
2012; Sell & Ostermann, 2012). Situated in this context, this research study
aims to understand the moral order emerging in the production process of
masculinity in a urologic consultation. This datum was generated at a gender
and sexuality microetnographic study held in a Brazilian urology clinic
addressed to mens health care (Cadilhe, 2014). A clinic consultation with a
patient who was oriented by his doctor to have a prostate biopsy procedure
done was selected to this study. Despite the need of submitting to the test,
the patient signals being distressed by a moral perturbation related to the
procedure. In his turn, the doctor commits himself to an interactional work
of reframing the biopsy prostate procedure in the normality order common
to all health related procedures. The results indicate that both the doctor
and the patient implement discursive and interactional strategies in the
production of these different frames and alignments, focusing on morality as
a situated interactional production (Bergmann, 1998; Cromdal & Tholander,
2012) which emerges as a resource to the maintenance of an hegemonic
masculinity performance (Connel, 1995; 2013), which is recurrently pointed
at as toxic in mens health care in Brazil (Medrado, Lyra & Azevedo, 2011).
The coconstruction of morality in emergency calls in Brazil
Mrcia Del Corona
UNISINOS, Brazil
For Bergmann (1998), the dilemma institutional representatives must deal
with on a daily basis is to make decisions on peoples lives based on their
moral evaluations of the accounts provided by clients to have their needs
fulfilled. In Brazil, the institutional mandate of the Military Police is to dispatch
a police car in reply to emergency calls that report events in compliance with
the institutions understandings of what constitutes a police matter and within
a time frame that allows their intervention. Yet there are situations in which
the police are called to act when there is no crime in the course of action, but
an intrinsic motivation to end a situation of personal conflict the caller can no
longer bear (DEL CORONA, 2011). This study is a qualitative analysis from a
social interactive perspective of a phone call to an emergency center located
in the southern city of Porto Alegre (SACKS, 1992) to identify the discourse are associated with the child custody issue. Specifically, parties present in
strategies used by the caller to convince the call taker to dispatch help when their narratives, directly and indirectly accusations of parental alienation,
there is no crime underway. Our analysis shows that the caller makes use lack of assistance, absence, negligence, etc., portraying negative images
of discursive strategies to shape her storytelling to meet the socially shared of the other party to the mediator. This scenario poses a real challenge
knowledge of what constitutes a moral and, as a consequence, a police for mediation. I argue that interactional research based on transcripts
sanctioning fact. For that, she (a) progressively constructs the aggressors can contribute significantly to the improvement of professional practices.
identity as someone dangerous not only to herself, but to society in general,
and (b) provides accounts (HERITAGE, 1988) for her actions to build a S13
relationship of antagonism with the aggressor. The description of these
strategies can enhance the understanding of locally situated social practices Time: Friday, 28/Jul/2017: 2:30pm - 4:30pmLocation: Venezia III
in this context and the training of future emergency call takers. Ensino-aprendizagem de LIBRAS e Lngua Portuguesa: discusses sobre

formao docente e metodologias
Conflicting moralities in an interaction between a police officer and a driver Organizer(s): Sueli Salles Fidalgo (Universidade Federal de So Paulo
Maria do Carmo Leite de Oliveira (Unifesp))
PUC, Brazil
Os trabalhos apresentados neste simpsio compem pesquisas realizadas
The literature on morality and professional practice has stressed the tendency
como parte do Grupo de Pesquisa: Estudos sobre Identidade e Cultura Surdas
in modern times to treat moral issues in neutral, bureaucratic, technical
(GEICS), coordenado por professores da Unifesp e cadastrado no CNPq. O
or practical terms (Linell and Rommetveit, 2011). However, the impersonal
simpsio se insere em um paradigma de pedagogia crtica (Freire, 1970); em
domain defined by universal laws can become problematic in societies in
uma viso de ensino-aprendizagem com foco na trade conflito-negociao-
which the domain of the persona and of personal relations coexists. In the
transformao (Vygotsky, 1930); em uma viso de linguagem como arena
case of Brazilian society, as identified by Da Matta (1997), the distinction
de conflito (Bakhtin/Volochinov, 1929) e em uma metodologia que v a
between individuals and persons comprises two ways of conceiving the
colaborao (Magalhes, 2004) que ocorre na zona de desenvolvimento
social universe and our behavior in it. Therefore, interactions between
prxima (Vygotsky, 1930) como um instrumento por excelncia para a
professionals and individuals can become confrontational when rigid and
modificao dos sentidos e significados (idem) que todos trazem para a sala
universal moral laws, rules and regulations collide with a hierarchical morality
de aula. Em termos mais gerais, enfoca a dicotomia ex-/incluso, discutindo
that acknowledges those who think they deserve special treatment. This
at que ponto as escolas esto promovendo uma educao inclusiva j
study explores the issue of morality in the framework of discourse focusing
que a formao, pelo que demonstram os dados, continua precria. Em
on the sequential organization of accounts (Garfinkel, 1956; Heritage, 1984)
termos mais especficos, discute (1) a educao de Surdos, (2) a formao
produced in the interaction between a police officer and a female driver who
dos professores que dela participam e (3) as concepes que as escolas
does not respect the order to stop at a police checkpoint. Our objective
apresentam para educao bilngue, demonstrando que, seja pela falta de
is to examine how the participants manage the conflict between the moral
formao docente ou pela falta de investimento em pesquisas, no parece
orders invoked to justify their actions and evaluations of their conduct as (in)
haver uma metodologia para o ensino de lnguas (LP e LIBRAS) para os
appropriate or (in)correct. The interaction was recorded by the police officer
alunos Surdos. As pesquisas aqui descritas foram realizadas (1) por meio
himself and the video was posted on YouTube. The results show that the
de reunies de formao de professores em pr- e em-servio todos
conflict of moralities makes the behavior of both driver and police officer,
em um grupo de estudos cujo foco o estudo da surdez; (2) gravao de
respectively, a moral work of attack and defense of their conduct (Drew, 2011).
aulas, seguidas de sesses reflexivas (Magalhes, 2016). Encontrar aes
The (in)correctness of the police officers action is supported by means of an
que possam ser realizadas pelo aluno Surdo para que este seja um membro
institutional morality, and that of the driver by a contextual morality, i.e., one
participante da atividade social realizada consentir que esse aluno seja
that is sensitive to the personal identity of those violating the law and not the
tambm agente de seu desenvolvimento (Vygotsky, 1930).
violation itself. In this clash, we can observe an attempt to reverse authority,

thereby hindering and jeopardizing the very exercise of such authority. Details of the Symposium Papers

Let me speak out: narrative and moral order in A Libras na escola bilngue para surdos: lngua de instruo e ensino de
family mediation on child custody lnguas
Paulo Cortes Gago Marcio Hollosi
UFRJ, Brazil Universidade Federal de So Paulo (Unifesp)
Morality is a pervasive phenomenon in human life and exists linguistically in a
O objetivo dessa pesquisa identificar os servios ofertados e as
variety of (in)direct forms, but not always visible to those who do it. Traditional
necessidades existentes para a educao bilngue de surdos em escolas
research on morality is criticized for seeing it as preconceived norms, residing
pblicas do municpio de So Paulo. O Bilinguismo, como proposta para a
within the human mind, and for the lack of empirical materials (Cromdal &
educao de surdos, surgiu na dcada de 80 (Goldfeld, 2002). Essa linha
Tholander, 2012). Morality is approached here from the perspective that
terica defende que o aprendizado da Lngua sinalizada deve preceder
people use methods in their daily lives, in context, in sequences of inter-
o da Lngua Portuguesa (na modalidade escrita), utilizada na comunidade
action with other, in order to pursue certain goals, mutually influencing
qual o surdo pertence. Nesta proposta entende-se a Lngua sinalizada
each other descriptions of events, i.e., people do moral work in order to
como materna para o sujeito surdo, devido a suas caractersticas, por
propose and sustain or change a certain moral order (Bergmann, 1998). In
primazia visual, que compensam eficazmente a falta de comunicao oral.
professional context, moral work will be directly associated to the particular
A Lngua sinalizada , portanto, reconhecida como L1, ou primeira Lngua.
situation at hand that participants need to deal with (Cromdal & Thonlander,
(Fernandes, 2011). A educao do surdo pela proposta bilngue apresenta
2012). In this paper, based on a corpus of 240 minutes of talk of one legal
como primordial o acesso das crianas surdas sua Lngua materna, sendo
family mediation case on child custody, and drawing on the principles of
de preferncia a vivncia e aprendizagem pelo contato com comunidade
turn design, action orientation and sequential organization (Schegloff, 2007),
surda, na qual a criana estar inserida quando maior. Seu desenvolvimento
I analyze the moral order put forward by an ex-couple who meets for the
na Lngua materna considerado primordial para o aprendizado da segunda
first time in the mediation setting, with the help of a professional mediator,
Lngua em sua forma escrita a ser aprendida na escola, tendo em vista a
after not being able to talk for a long period of time due to high conflict
importncia dessa sequncia de aprendizagem para o desenvolvimento
and violence. I concentrate on the first version of narratives that emerge in
integral do sujeito surdo. A pesquisa de natureza qualitativa e ter
talk and their subsequent versions by the other party and show how they
delineamento descritivo, identificando as caractersticas do fenmeno

433
de ensino-aprendizagem/aquisio da lngua em situaes naturais.
Conforme Nunes et al (1999) e Richardson (1989), esse delineamento
expe sistematicamente os fatos e fenmenos de determinada situao ou
realidade, o que permite a identificao de suas caractersticas, ordenao e
classificao. Resultados iniciais demonstram que a Libras no aprendida
nos lares, cabendo escola ensin-la. Por outro lado, nem toda escola tem
conseguido ensinar Libras, por falta de uma metodologia. Dessa forma,
ainda so poucas as escolas que conseguem apresentar algum resultado
positivo relativo ao ensino de L2, lngua portuguesa.
Prticas de ensino de lngua portuguesa para crianas surdas: estratgias em
contextos bilngues
Daniela Schlic Matos
Universidade Federal de So Paulo (Unifesp)
Nesta pesquisa, fundamentada na teoria scio-histrico-cultural, de Vygotsky
(1922-1934), buscamos compreender as prticas de ensino de Lngua
Portuguesa para crianas surdas, em uma perspectiva bilngue, na qual a
Libras considerada a primeira lngua e a Lngua Portuguesa, a segunda,
buscando observar como se d o processo de alfabetizao e qual o papel
da Libras nesse processo. A pesquisa est sendo desenvolvida como parte
dos trabalhos do grupo de pesquisa GEICS Grupo de Pesquisa: Estudos
sobre Identidade e Cultura Surdas -, registrado no CNPq. Segue o paradigma
crtico-colaborativo de metodologia (Magalhes, 2013) e o local escolhido
para realizao da mesma uma turma de 1 ano de uma sala bilngue,
em escola regular, do municpio de So Paulo, que possui proposta de
educao bilngue. Objetivamos a observao da aprendizagem de Lngua
Portuguesa pelas crianas surdas, assim como o levantamento e discusso
das metodologias e prticas, utilizadas dentro daquele contexto bilngue,
com o objetivo de alfabetizar as crianas surdas. Considerando que surdos
e ouvintes possuem referncias diferentes de Lngua, a criana ouvinte
possui a Lngua Portuguesa oral e a criana surda a Libras, o processo
de alfabetizao da criana surda parece exigir estratgias diferentes das
utilizadas com crianas ouvintes. Partindo dessa hiptese, a observao em
campo tem o propsito de investigar tal questo e verificar se a hiptese
levantada corresponde ao que se poder observar, discutindo os dados
gerados juntamente com a professora da turma. A gerao dos dados teve
seu incio na segunda metade do 2 semestre de 2015 e continuar no
1 semestre de 2016. Esperamos encontrar resultados que possam trazer
benefcios s prticas de alfabetizao das crianas surdas, almejando
que a pesquisa realizada auxilie na construo das prticas que levam as
crianas surdas a se apropriarem plenamente da lngua escrita.
O ensino de lngua portuguesa e as adaptaes curriculares na educao dos
surdos
Lucineide Machado Pinheiro
IFSP - Instituto Federal de Educao, Cincia e Tecnologia de So Paulo ;
Universidade Federal de So Paulo (Unifesp)
O ensino de lngua portuguesa segundo orientaes da poltica
nacional de ensino-e-aprendizagem, deve se estruturar a partir de uma
concepo interacionista, que tem como ponto de partida e de chegada
o uso da linguagem, e o texto como unidade bsica de ensino. Espera-
se que o professor de lngua portuguesa desenvolva sua prtica, portanto,
fundamentado nas concepes de linguagem, texto e discurso. Em relao
educao inclusiva, de modo particular direcionado aos alunos surdos,
foco deste trabalho, pressupe-se ainda que ele realize adaptaes
curriculares, como forma de oportunizar aes, em direo s peculiaridades
de aprendizagem. Nessa perspectiva, este trabalho, parte de um projeto
em andamento, objetiva investigar se e como as adaptaes curriculares
propostas para o ensino de lngua portuguesa, so implementadas na
educao dos surdos. Para tanto, conta com o aporte terico de Pereira
(2009), Ges (2002), Kleiman (2004) e Rojo (2009). Assentado na
metodologia crtico-colaborativa (Magalhes, 2014), que possibilita intervir
no lcus investigado, a fim de mudar totalidades que necessitem de outras
perspectivas, mediante a reflexo entre pesquisador e pesquisado sobre
suas prticas, os dados foram coletados a partir da observao das aulas
de lngua portuguesa de duas professoras que lecionam em salas que
possuem alunos surdos matriculados, seguidos de sesses reflexivas e
aplicao de entrevista. Os resultados parciais revelam que o ensino de
lngua portuguesa permanece fundado em mtodos tradicionais, cujo
foco consiste na decodificao vocabular e na memorizao de estruturas
frasais descontextualizadas, sem adaptaes curriculares, distanciando-se,
assim, da concepo interacionista de linguagem. Alm disso, apontam
que o conhecimento prvio, bem como lngua que os surdos utilizam,
na qual se apoiam para aprender o portugus, so desconsiderados no
processo. Contudo, indicam que a relao colaborativa entre pesquisador e
pesquisado contribui para implementar as adaptaes curriculares e tornar
o processo de ensino-e-aprendizagem da lngua portuguesa, significativo.
O caminho mais provvel para a escrita do portugus pelo aluno surdo
Sandra Regina Leite de Campos
Universidade Federal de So Paulo (Unifesp)
O aprendizado da lngua portuguesa do aluno surdo, vem sendo uma das
preocupaes centrais do grupo de estudos GEICS Grupo de Pesquisa:
Estudos sobre Identidade e Cultura Surdas -, registrado no CNPq, contudo
vimos constatando que comum desconsiderar-se a aquisio da libras.
Assim, esforos so empenhados na inteno de que os surdos possam ler
e escrever, sem que exista o mesmo empenho para que eles possam estar
num ambiente que lhes permita a construo da libras como base slida
para a construo de outros conhecimentos. Conforme j constatado por
Mahshie (1994), Svartholm (1994) e corroborado pelas prticas bilngues para
surdos, a no aquisio da lngua de sinais um dos fatores dos reiterados
fracassos do surdo no processo educativo. No Brasil, as polticas inclusivas,
via de regra, negligenciam os primeiros anos escolares, que colocam como
alternativa a presena do intrprete. Assim a primeira infncia surda
assistida de tal forma que o olhar de igualdade proporciona a progressiva
desigualdade que se tornar cada vez mais perceptvel no decorrer do
processo. Cumpre-nos ento questionar quais as causas e intenes
para que tal circunstncia se repita na grande maioria dos programas
educacionais para surdos. Nos estudos da Defectologia de Vigotsky (1997),
perceptvel que a ausncia ou atraso na aquisio de uma lngua ser
um caminho traado no sentido de no estender a educao dos surdos
alm das funes elementares. Assim sendo, estabelecemos para este
grupo um vicioso ciclo de infortnios, permeado por algumas perspectivas
de educao de qualidade. Cabe-nos estabelecer caminhos para que o
aluno possa, antes de se impor a tarefa de aprender uma segunda lngua,
construir sua primeira lngua em um ambiente bilngue no qual encontre o
lugar de conforto proposto por Higgins (1980).
S14
Time: Friday, 28/Jul/2017: 2:30pm - 4:30pmLocation: Venezia IV
Examining teaching, learning and using languages through multimodal
narratives
Organizer(s): Paula Kalaja (University of Jyvaskyla, Finland),
Anne Pitknen-Huhta (University of Jyvaskyla, Finland)
This colloquium focuses on the use of visual and multimodal methodology
in examining language use, learning and teaching. The four papers to
be reported aim to challenge prevailing understandings of concepts and
beliefs related to language use, learning and teaching and of teacher
identities and visions of the future teacher profession. All the papers make
use of visual methods, including drawings, photos, and computer-generated
artefacts, and complement these with data in other modalities. However,
the pools of data in the four papers have been analyzed within a variety
of methodological frameworks or from different theoretical starting points.
There is further variation in the contexts where the studies have been
conducted: Brazil or Finland. One of the studies focuses on young learners,
three on teacher trainees in the two countries.
The studies illustrate cutting-edge research with innovation in the ways
434
of collecting and analyzing visual or multimodal data. All the studies
acknowledge the added value of using data like this in tackling the issues
they address.
The colloquium closes with a critical evaluation of the studies and discussion
of the lessons learnt from using visual or multimodal narratives for these
purposes.
The schedule/organization of the colloquium (a total of 120 min.) is as
follows: Opening, followed by four papers (20 min. each), Discussion in two
rounds, and Closing.
Opening of the colloquium (5 min.)
Paper 1 (20 min.): At the intersection of language, use and proficiency:
Examining the rhizomatic construction of concepts through data triangulation
Paper 2 (20 min.): Visualizing EFL teacher identity (re)construction in
materials design and implementation
Paper 3 (20 min.): Envisioning teaching a foreign language: An English class
of my dreams
Paper 4 (20 min.): What does it mean to be an English teacher in Brazil?
Student teachers beliefs through narratives in a distance course
Discussion round 1: Lessons learnt from the studies (by the participants,
moderated by the organizers) (10 min.)
Discussion round 2: General discussion, audience participation is
encouraged (20 min.)
Closing of the colloquium (5 min.)
DETAILS OF THE SYMPOSIUM PAPERS
Examining the rizomatic construction of concepts through data triangulation
Anne Pitknen-Huhta, Sari Pietikinen
University of Jyvaskyla, Finland
The aim of this paper is to discuss how young multilingual children make sense
of languages in their lives through visual, verbal and material resources. The
childrens multimodal narratives give us a way to explore what language,
language use, and proficiency mean to them. The children are primary-school
aged and they take part in Northern and Inari Smi medium instruction in the
Smiland in the North of Finland. The children were engaged in different
activities with the aim of raising their multilingual language awareness and
encouraging them in the use of all the linguistic resources available to them.
There were three core activities: a questionnaire, a drawing task and the
designing of a childrens picture book. Each of the tasks was accompanied
by discussions and other joint activities. The questionnaire focused on
mapping the languages present in the childrens lives and their use as
perceived by the children themselves. The drawing task was designed to
invite the children to visualize with colours their language repertoires with
the help of a silhouette of a human figure (Busch, 2010). Finally, the children
designed, wrote and illustrated a multilingual childrens picture book, which
was followed by the publication, launch and circulation of the book in the
wider community. With the help of data and method triangulation, we will
bring into dialogue the three interconnected ethnographic case studies to
examine the co-construction of key linguistics concepts as experienced and
explained by this group of multilingual children. This kind of triangulation
helps to shed light on the rhizomatic connections between resources
available to the children, embedded in particular social conditions, and the
emotions related to these resources and their use.
Visualizing EFL teacher identity (re)construction in materials design and
implementation
Ana Carolina de Laurentiis Brando
Universidade do Estado de Mato Grosso UNEMAT, Brazil
This study visually explores how materials design and implementation
experiences shape EFL pre-service teacher identity. The research
435
participant is a Brazilian EFL pre-service teacher who was in her first year
of a teacher initiation project, in which I collaborated as a teacher educator.
The project involved pre-service and in-service teachers in the task of
designing and implementing language materials using digital technologies
at two state schools. The theoretical framework draws from language
teacher development, and narrative concepts on professional identity,
teacher knowledge and context. Field texts include visual narratives,
contextualized by written and oral narratives, and teaching materials
gathered over the course of an academic year. These texts are analysed for
their holistic-content (Lieblich et al., 1998) taking into account a critical visual
methodology (Rose, 2012) and the three-dimensional narrative inquiry space
(temporality, sociality, and place) (Connelly & Clandinin, 2006). The EFL pre-
service teacher, whose experience is the focus of this study, developed a
metaphor to describe her process of identity (re)construction in her visual
narratives: the invisible English teacher. The metaphor encapsulated her
personal teaching philosophies, images of the classroom and of herself as
a teacher, and the narrative unity of her experiences both as a language
learner and a pre-service teacher. Moreover, it addressed how she dealt
with the uncertainties embedded in EFL teachers lives.
Envisioning teaching a foreign language: An English class of my dreams
Paula Kalaja, Katja Mntyl
University of Jyvaskyla, Finland
This study is an attempt to motivate pre-service teachers by stretching
their imagination, or by providing them with an opportunity to envision their
future (Drnyei & Kubanyiova, 2014). This was done in order to challenge the
students past experiences of learning and current theoretical and practical
knowledge of aspects of teaching foreign languages. The students were
asked to envision a class of English, but a class still feasible to carry out after
their graduation, and visualize it in the form of a narrative.
The study was carried out with students of English enrolled on a five-year MA
degree programme at a university in Finland. They were asked to envision
an English class of their dreams after graduating as qualified teachers. To
this end the students produced a picture, for example, by drawing and using
pencils or crayons, applying computer software, or using clippings out of
newspapers or magazines, etc. Furthermore, the pre-service teachers had
a chance to comment on the picture in a sentence or two (What would
be taking place in your class and why?). On the reverse side of the task
sheet they could provide some further details concerning the class of their
dreams. The task was carried out as part of one of the first professionally
oriented courses in the students university studies.
The visual narratives complemented with their commentaries, or pools of
multimodal data, were subjected to qualitative content analysis to establish
the possible variation in the environments where the teaching/learning
of English was envisioned to take place in the future, and the equipment
and materials at hand for the teaching/learning of the language there, and
furthermore, what these would make it possible to teach/learn in the class
and how. Findings will be reported and discussed from the perspective of
teacher education.
Being a teacher in Brazil: Student teachers beliefs through narratives in a
distance course
Cristiane Manzan Perine, Fernanda Costa Ribas
Federal University of Uberlandia, Brazil
This paper aims to investigate student teachers beliefs about being an
English teacher in a distance teacher education course of a federal public
university in Brazil. It is based on studies about beliefs in language teaching
and learning (Barcelos, 2011), and teacher education in distance settings
(Borg et al., 2014). The data for the analysis stem from visual narratives
and meta-narratives posted on two different online discussion forums on
Moodle platform, at the beginning and at the end of a supervised-teaching-
practicum-subject. Visual narratives are a means to discover how teachers
experience language teaching and learning (Kalaja et al., 2013). Online
forums were used as a strategy to raise teachers awareness and promote
reflection on their beliefs and practices. Data were analyzed using Gillhams
content analysis (2000), and the software WordSmith Tools. Results show
that the visual narratives allied to virtual discussion forums created a space
for future teachers to express their voices, to understand beliefs that
permeate their practices and to interact with peers. After a real experience
as language teachers, some of their beliefs were reaffirmed and others seem
to have changed. It is expected that this study encourages the research on
visual narratives to investigate beliefs, their contributions to the process of
teachers reflection in teacher education, particularly in distance settings,
and the several possible avenues for advancing this area of research.
S15
Time: Friday, 28/Jul/2017: 2:30pm - 4:30pmLocation: Venezia V
Faces do nosso objeto: o que estudamos quando estudamos a linguagem
Organizer(s): Daniela Cid de Garcia (UFRJ, Brasil), Marlia Costa (UFRJ, Brasil)
A investigao cientfica de um fenmeno envolve a sua delimitao em um
objeto de estudo. Quando o fenmeno a ser investigado a linguagem,
essa delimitao se mostra relativamente desafiadora, porque o que
entendemos como lngua, no senso comum, um conjunto de elementos
que envolve variveis de diferentes naturezas. Este simpsio tem como
objetivo reunir trabalhos que abordam o entrelaamento entre diferentes
aspectos que se somam para constituir o objeto linguagem.
Os dois primeiros trabalhos tratam essas questes no que concerne a
uma lngua gesto-visual, a LIBRAS, em que a definio de lngua se torna
ainda mais relevante. O primeiro trabalho versa sobre posicionamentos
de pessoas ao se referirem LIBRAS enquanto lngua. Apesar de esta ser
indubitavelmente reconhecida como uma lngua, observa-se, em membros
da comunidade surda, um discurso que acaba por caracterizar essa lngua
como um cdigo comunicativo, com especificidades distintas das que se
esperam de uma lngua. O segundo trabalho estuda a produo escrita de
portugus por surdos, propondo que os desvios em relao ao padro tm
origens distintas. O trabalho se prope a caracterizar esses desvios como
efeito do bilinguismo, ou seja, da influncia da lngua materna, ou como
efeito dos processos formais de aprendizagem de escrita.
Os dois ltimos trabalhos discorrem sobre o foco em elementos estruturais
no ensino de lngua, materna ou estrangeira, refletindo sobre como esse uso
pode repercutir em maior habilidade do estudante em manipular a lngua
para construir sentidos diversos. O terceiro trabalho trata de uma proposta
de oficina para, a partir do conhecimento internalizado do estudante sobre
sua lngua materna, trabalhar o conceito de hierarquia e investigar de que
forma ele contribui para articular diferentes ideologias no discurso. O quarto
trabalho se baseia em estudos que associam a cognio da compreenso
de frases identificao de elementos gramaticais mnimos. Considerando
essas pesquisas, o trabalho investiga se a conscincia metalingustica
desse processo pode impactar positivamente a habilidade de leitura em
segunda lngua.
Diante desses trabalhos, convidamos os participantes a discutirem seus
conceitos de lngua e que implicaes os diferentes recortes trazem para
prticas de pesquisa, ensino e polticas lingusticas.
Details of the Symposium Papers
Posicionamentos sobre o status de lngua da LIBRAS (Lngua Brasileira de
Sinais): pontos de tenso
Marlia Costa
UFRJ, Brasil
O presente trabalho tem como objetivo discutir o iderio em torno da
relao entre os surdos e sua lngua de sinais, focando especificamente
no caso da LIBRAS (Lngua Brasileira de Sinais). Desde os anos 60 o
status das lnguas de sinais enquanto lnguas naturais humanas e no
apenas como um cdigo de comunicao tem sido confirmado por
pesquisas nas reas de fonologia, morfologia, sintaxe etc (STOKOE, 1960;
FERREIRA-BRITO,1995; KARNOPP, 1999; QUADROS, 1999; LEITE, 2008;
ANATER, 2009). Isso trouxe um enorme impacto para a comunidade surda,
pois esses trabalhos contriburam, entre outros desdobramentos, para a
conscientizao da necessidade de que o acesso a servios bsicos do
Estado fossem disponibilizados em LIBRAS. No entanto, se de um lado os
prprios surdos conclamam que no h uma lngua de sinais universal e
que LIBRAS lngua, de outro lado, em seu discurso, tratam sua lngua
natural humana como um cdigo para se comunicar. possvel observar
esse posicionamento nos seguintes enunciados: mas visual, d para
entender ou LIBRAS a lngua natural do surdo. Essas afirmaes
demonstram um desencontro entre o que sabemos sobre o que uma
lngua restries sintticas, processos de formao de sinais (palavras),
organizao fonolgica, etc e o discurso de alguns membros da
comunidade em torno dessa lngua. A comunidade a reconhece enquanto
lngua, mas quando se analisa o discurso nas publicaes da rea e a forma
como se fala sobre a LIBRAS, vemos um tratamento incompatvel com o
que se esperaria de uma lngua. Nessa apresentao, iremos situar LIBRAS
no debate sobre o que uma lngua?, e discutir o impacto desse cenrio
para polticas afirmativas.
Pensando a produo escrita de surdos com LIBRAS como L1
Roberto Freitas
UFRJ, Brasil
O presente trabalho tem por objetivo estudar pontos de tenso lingustica
na produo escrita em portugus como L2 de surdos. A hiptese do
trabalho a de que a natureza desses pontos pode advir da influncia da
LIBRAS como L1 (bilinguismo), ou estar relacionada a processos inerentes
aprendizagem da lngua escrita, como a hipercorreo. Apesar de haver
discusso na literatura do papel da L1, se dominante ou no, na aquisio
da morfossintaxe da L2 (DULAY ET AL., 1982 apud PARADIS, 2007), por
exemplo, alguns trabalhos demonstram haver um padro que pode ser
explicado a partir dos parmetros presentes na L1 dos aprendizes (HARLEY,
1989; PARADIS, 2004 apud PARADIS, 2007). Quanto hipercorreo,
trata-se esta de um movimento com tendncia norma e que se constitui
na restituio exagerada de formas prestigiosas (cf. DUBOIS et al,
1973; LABOV, 2008 [1972]). Essa tendncia geralmente ocorre quando
o indivduo entra em contato com formas no presentes na L1, mas que
pertencem lngua escrita, no caso, a L2 do surdo. Os dados (1) e (2), na
sequncia, exemplificam, respectivamente, os dois grupos de fenmenos
hipoteticamente levantados: (1) tem a porta madeira, a janela madeira, a
cadeira madeira..., em que o aluno no faz a marcao do caso dativo via
preposio, como acontece na lngua alvo, mas segue o padro de sua L1 e
(2) Eu conseguir comprar 2 ingressos..., em que o uso da forma conseguir,
no infinitivo, est relacionado hipercorreo. Nossa metodologia se divide
em duas fases distintas: 1) a produo textual dos alunos (corpus), para
fins de coleta de dados divergentes dos da modalidade escrita culta na
L2 e 2) a diferenciao e anlise dos tipos de fenmenos emergentes. Os
resultados desse trabalho podem oferecer subsdios para novas prticas
metodolgicas de ensino de escrita em L2.
A ideologia na estrutura: conscientizao de estudantes sobre manipulao de
informao por meio da linguagem
Sabrina Santos
UFRJ, Brasil
Este trabalho prope estratgias para desenvolver o conhecimento
sistmico da lngua por estudantes do Ensino Mdio, de modo a formar
leitores mais crticos. Utilizamos como ferramenta de trabalho o prprio
conhecimento lingustico dos estudantes sobre sua Lngua Materna
(HONDA, 1993).
436
Tradicionalmente, escolas atuam com a imposio de gramticas
prescritivas, apresentando uma sequncia de regras sem levar em conta o
conhecimento do aluno sobre a lngua que ele j traz como resultado da sua
aquisio. Diante do fracasso dessa estratgia, buscamos uma alternativa
que parte das regras da L1 internalizada para que os alunos reflitam sobre
como essas regras atuam na construo do discurso. Para isso, focamos no
domnio gramatical do perodo. Aqui, ressaltamos o conceito de hierarquia
na construo da estrutura, questionando-nos sobre como ele opera para
promover intenes ideolgicas.
A metodologia se baseia em estudos que mostraram a relevncia de se
trabalhar por meio de oficinas (LIBANEO, 2004). O presente trabalho ento
vai se utilizar de oficinas com estudantes secundaristas do estado do Rio de
Janeiro para, por meio do trabalho colaborativo, tornar salientes as regras
da sua L1 e perceber como elas se realizam na produo de sentidos. Por
exemplo, em O governo garantiu a manuteno dos programas sociais,
embora o Planalto tenha anunciado cortes na rea, trabalhamos o conceito
de hierarquia. Os estudantes devem levantar questes, colocar hipteses e
chec-las para perceber como a proeminncia da orao principal indexa o
ponto de vista do enunciador.
Com isso, o estudante poder refletir sobre elementos essenciais da
gramtica de sua lngua e sobre como esses elementos operam no discurso.
Trabalhando o conhecimento sistmico por meio da leitura em lngua
estrangeira
Daniela Cid de Garcia
UFRJ, Brasil
De acordo com os Parmetros Curriculares Nacionais para o ensino de
lngua estrangeira, a construo de significado por meio da linguagem
deve associar os conhecimentos sistmico, de mundo e de organizao
textual (BRASIL, 1998a). Neste trabalho, entretemos a hiptese de que
o conhecimento de diferentes nveis de organizao textual e da sua
relao com a produo de sentidos no mundo pode ser propulsionado
pela habilidade de articular os elementos que constituem o conhecimento
sistmico da lngua.
Poeppel et al. (2015) mostram que o processo cognitivo da compreenso
de frases envolve a identificao de cada elemento gramatical mnimo e
a combinao desses elementos para formar estruturas mais complexas.
Diante desses dados, relevante questionarmo-nos se tornar esses
mecanismos salientes conscincia do aprendiz pode contribuir para formar
leitores e escritores mais proficientes e articulados. Para fins deste estudo,
focamos no aprendizado da modalidade escrita em lngua estrangeira.
Como metodologia, propomos um trabalho metacognitivo com alunos
do ensino mdio, que consiste em uma anlise de estratgias aplicadas
durante a leitura e sua interao com domnios bsicos da gramtica e do
texto (morfema, sintagma, orao, perodo, pargrafo, relaes hierrquicas
etc.) Buscando integrar o foco em aspectos formais da lngua com uma
abordagem comunicativa de ensino (NASSAJI e FOTOS, 2011), promovemos
o trabalho de conscentizao metalingustica como um processo cultural
de engajamento em uma pesquisa cientfica (HONDA, 1993; GEE, 2004).
Trabalhando raciocnio dedutivo e criatividade, os alunos colaboram em um
trabalho de levantamento de regularidades, sistematizando, categorizando
e desenvolvendo teorias explicativas.
Ao engajarem-se na anlise dos mecanismos da leitura e, por meio dessa
anlise, tornarem-se conscientes dos elementos constitutivos da lngua,
os estudantes podem adquirir maior autonomia para manipular esses
elementos e usar a lngua de forma mais acurada e fluente em diversas
situaes comunicativas.
437
S16
Time: Friday, 28/Jul/2017: 2:30pm - 4:30pmLocation: Ducale I
Felt presence, imagined presence, hyper-presence in online intercultural
encounters: case studies and implications
Organizer(s): Richard Kern (Univ of California, Berkeley, USA),
Christine Develotte (cole Normale Suprieure, Lyon, France)
Videoconferencing and other audiovisual technologies put people from
various cultural backgrounds and different time zones into what seems
like im-mediate audiovisual contact. This symposium focuses on the new
subjective and intersubjective spaces born of screen-based communication
and the representations that people elaborate from and around online
interactions. When people communicate via videoconferencing or through
still and moving images in social media, they often have the impression
of being in co-presence with one another. But it is a different kind of co-
presence from what is experienced in face-to-face communication, for
their perceptions and representations of the other are constructed and
constrained through resources of the screen. Through the four case studies
presented by researchers from Europe, the U.S., Taiwan, and Turkey, this
symposium will explore the material dimensions of screen interfaces, the
values those interfaces implicitly reflect and project, and what tendencies
they encourage or discourage in terms of interaction and language use. It
is important to understand the dynamics of video-based communication not
only because it is quickly becoming a mainstream medium for personal and
professional communication worldwide, but also because it has interesting
theoretical implications for notions of communicative competence,
intercultural competence, and symbolic competence.
The four papers are based on empirical research projects. The first deals
with a telecollaboration project involving pre-service EFL teachers in Taiwan
and undergraduate education majors in the U.S. The second involves pre-
and in-service language teachers in the TESOL-Electronic Village and the
School Experience in EFL course at Boazii University in Turkey. The
third paper analyzes data from a corpus of videoconferencing exchanges
between undergraduate learners of French at Berkeley and graduate
students preparing to teach French as a foreign language in Lyon, France.
The final paper explores intersubjectivity in the context of video-linked
shared language classrooms at Columbia, Cornell, and Yale Universities.
The 2 hours for this symposium will be divided up as follows: After a
brief introduction, speakers will each have 17 minutes, with 8 minutes of
discussion. During the final 15 minutes of the symposium panelists will reflect
with the audience on implications for teaching and research.
Details of the Symposium Papers
Multimodality and social presence in an intercultural exchange setting
Meei-Ling Liaw1, Paige Ware2
1
National Taichung University of Education, Taiwan, 2Southern Methodist
University, USA
In online communication settings, individuals perceptions of their
interlocutors social presence influences how they build and sustain
relationships. In early computer-mediated intercultural exchanges, social
presence was communicated primarily through text-based representations.
However, with the current wide variety of multimodal means for online
communication with Web 2.0 tools, individuals now have more options
available for creating social presence. But different tools offer varying
degrees of immediacy and perceived authenticity. This presentation reports
on a telecollaboration project involving 12 pre-service EFL teachers in
Taiwan and 18 education-major undergraduate students in the U.S. who
communicated for 10 weeks via an asynchronous tool called VoiceThread
that supports options for users to choose among text-based, audio-based,
or video-based interaction. Data sources include an archive of all text-based
and multimodal discussion postings and comments on themes related to
culture, pedagogy, and language, as well as triangulated sources in the form
of responses to a social presence scale, reflective reports, end-of-project
satisfaction survey results, and post-project interviews. Findings from the
analysis offer insight on the following four themes: 1) participants uses of
different multimodal semiotic resources for communication, 2) the reasons
for their choices and change of choices during communication, 3) how the
different multimodal communication options influenced the participants
perceived social presence during communication, and 4) participants
awareness of the effect of multimodal choices on the dynamics and quality
of intercultural communication.
Conceptualizing participatory literacy: new approaches to sustaining co-
presence in social and situated learning communities
Mirjam Hauck , Sylvie Warnecke , Muge Satar
1 1 2 Seeing and hearing apart: the dilemmas and possibilities of intersubjectivity
1
The Open University, UK, 2Boazii University, Turkey
The potential of Web 2.0 tools and social networking environments for
enhanced peer interaction is increasingly attracting attention in educational
practice. Many institutions are gradually shifting from a computer-as-tutor
approach towards learning through computer-mediated communication
and collaboration with the aim to foster learning through social and situated
communities. Yet, many education professionals do not have the skills
necessary to help their students to fully benefit from this paradigm shift.
This presentation focuses on Tutoring with Web 2.0 tools Designing for
Social Presence, a module developed for pre- and in-service language
teacher training, and its implementation in the context of the TESOL-
Electronic Village (EVO) 2012 and the School Experience in EFL course at
Boazii University, Foreign Language Education Department (FLED). The
training programme was based on Hovens (2006) experiential modeling
design where the tools and processes tutors are expected to use in their
teaching were experienced from a learners point of view. Drawing on data
from the participants learning journeys we hypothesize that the ability
to send and read social presence cues is a precondition for sustainable
online learning communities. Our findings provide new insights into the
notion of online participation and highlight the need for a different way
of conceptualizing what happens in online learning contexts, taking into
account creative agency and participatory literacy. We argue that Galley et
al.s (2010) community indicators framework (CIF) is particularly well suited
for capturing the participants continuous efforts to re-position themselves
during the learning process in order to maintain a co-presence, and provides
a new lens for examining the shifting role of tutors, teacher trainees and
eventually students in this process.
From action to perception and back: a multimodal approach to digital
presence
Samira Ibnelkad
University of Lyon, France
This paper contributes to the understanding of the complex concept
of presence within digital interaction through the perspective of action
and perception. Whereas the physical presence of an individuals body
immediately confirms his existence in face-to-face communication, in screen-
mediated communication, the individual must actively construct a presence
or risks remaining invisible to others (Georges, 2008). Furthermore Vial
(2013) develops the theory of digital ontophany, i.e., the alteration of the
process by which the being (ontos) appears to us (phaino), and reminds
us that individual interactions are henceforth hybrid both digital and non-
digital, online and offline (Ibid.). Thus individuals presence is about making
visible the invisible in a constant interactivity between action and perception.
In video-synchronous digital interactions, the enactment of presence is
dependent on media affordances and is produced from available resources
in the setting, body language, and other paralinguistic phenomena (voice,
posture, facial expressions, gestures). In order to make those resources
perceptible to the online interlocutor, the speaker needs to engage in
multimodal activities that involve technical, verbal, and bodily dimensions.
Therefore, in order to grasp screen presence, digital interaction analysis
cannot focus solely on spoken output, but must take a multimodal approach.
438
This presentation will illustrate a multimodal research methodology applied
to online interactions between students of French in Berkeley and graduate
students in Lyon. By using dynamic screen captures as well as in-room
video recordings that document participants physical surroundings off-
screen, we can obtain multiple visual perspectives on the interactions.
When combined with the overlay of transcriptions of speech, these
perspectives allow researchers to analyze communicative behavior of all
participants, both on and off-screen. This multimodal analysis of presence
within digital interaction helps us see beyond the real/virtual duality and to
more adequately describe the co-construction of techno-bodily presence
enacted from action-perception and enabled by digital technology.
in shared language classrooms
David Malinowski
Yale University, USA
Foregrounding the first-person accounts of university students in shared
language coursesthat is, small-scale language classes in which
the instructors classroom is joined with one or more distally located
classrooms via high definition videoconferencingthis presentation takes
up the question of what can and does make language learning experience
shared among students, teachers, and peers. Rather than adopt a top-
down perspective focusing upon the joint institutional, administrative, and
technological apparatus enabling such classroom-to-classroom partnerships,
the presentation explores the bottom-up conditions within language lessons
themselves that might enable or impede language students ability to see
the world and themselves through the eyes of another (Furstenburg et al.
2001; Kramsch 1993, 2009; Modern Language Association, 2007; ODowd,
2003). Employing analytic methods drawn from recent phenomenologically
informed studies of learning, embodiment and technology (e.g., Friesen
2009, 2011; Kozel, 2007; Kramsch, 2002), it examines episodes of recorded
interaction in shared language classrooms in order to explore the possibilities
and challenges in realizing intersubjectivity in the language classroom.
Here, the use of words such as explore and possibilities is intentional:
although non-alignments among learners and teachers indexical grounds
(Hanks, 1996) and capacity to share perspectives seem clear, ongoing
analysis represented in this study lends itself foremost to the formulation
and discussion of a set of questions for researchers and practitioners in
similar distance learning environmentsquestions about the conditions
of students and teachers physical and virtual co-presence, patterns and
structures of attention and engagement, and proto-community formation.
S17
Time: Friday, 28/Jul/2017: 2:30pm - 4:30pmLocation: Ducale II
Tasks and second language teaching and learning
Organizer(s): Raquel Carolina D Ely (Universidade Federal de Santa Catarina
- Brazil), Donesca Xhafaj (Universidade Federal de Santa Catarina), Gisele Luz
(IFSC), Maria da Gloria Tavares (UFC)
Tasks have been playing a central role in the context of L2 teaching and
learning and research results in the field have been signaling a need
for a greater understanding of the scope of educational research for
determining classroom practice (Foster, 2009). With this challenge in mind
the major objective of the four studies in the Synposioum is to establish
a reflection on the role of tasks in L2 teaching and learning , assuming
that tasks constitute a piece of language work, which resembles real life
and whose focus is primarily on meaning (Ellis, 2003 , Samuda & Bygate,
2008, Skehan, 1996). General results from the four studies : 1) Task-based
approach and the Brazilian National Didactic Book Program: an analysis of
speaking tasks in approved and non-approved book collections; 2) TBLT
and the Design and Implementation of Translation Tasks; 3)Task-test: What
lies beyond implementing a Task Based Assessment? Comparing learners`
performance and unveiling learners perception in a testing situation and
4) The use of tasks in the teaching of Portuguese as a Second Language
revealed the complexities of attempting to develop and implement tasks
in intact classrooms, which may lead teachers (especially novice ones
) to feel unprepared for the challenge due to the intricate relationship
between theory and practice. Nevertheless , the positive responses from
learners who engaged in the studies presented in this symposium seem to
indicate that L2 tasks designed and developed under Skehans (1996;1998)
framework for task analysis and implementation may be promising allies for
the development (and even assessment) of L2 learning
Details of the Symposium Papers
EFL, task-based approach and the Brazilian national didactic book program: an
analysis of speaking tasks
Gisele Luz1, Gicele Prebianca2
IFSC- brazil, 2IFC - Brazil
1
More recently, according to the task-based paradigm to language learning,
a simple focus on meaning is not sufficient to foster acquisition of a foreign
language. As put forward by Skehan (1996, 1998), there are linguistic and
psychological evidences supporting the need to provide explicit and
conscious instruction, manipulate learners attention resources allocation,
and consider the different language processing modes (i.e. rule- and
exemplar-based) if learning (acquisition) is to be achieved. For Skehan, in
order for task-based instruction contribute to language learning, tasks should
focus on three different performance goals: (i) fluency - the capacity to cope
with real-time communication (Foster & Skehan, 1996, p. 304); (ii) accuracy -
learners belief in norms, and to performance which is native-like through
its rule governed nature (Skehan, 1996, p. 46), and (iii) complexity - the use
of more elaborated and organized language with greater variety of syntactic
patterning (Foster & Skehan, 1996). With that in mind, the aim of this talk is to
report on a study conducted to investigate the implementation of speaking
tasks in the approved and non-approved book collections evaluated by the
Brazilian National Didactic Book Program. The analysis of the speaking tasks
of the two book collections selected was based on the task-based approach
framework proposed by Skehan (1996; 1998) and on the set of criteria used
to assess the didactic materials designed for Brazilian secondary schools
regarding the development of the speaking skill. In general, the results
suggest that the task-based approach framework proposed by Skehan was
not totally taken into account for the design of the speaking tasks analyzed.
Besides, findings also showed that the speaking tasks in the approved and
non-approved book collections evaluated by the Brazilian National Didactic
Book Program do not differ too much among themselves in terms of meeting
their assessment criteria.
TBLT and the design and implementation of translation tasks
Raquel Carolina D Ely1, Maria da Gloria Tavares2
Universidade Federal de Santa Catarina - Brazil, 2Universidade Federal do
1
Ceara - Brazil
The last decades have seen a substantial body of research on tasks
(Ellis, 2005). In the context of instructed SLA claims have been made for
communicative language use, meaning making and collaboration through
the use of tasks. Also, in translation studies, tasks have been used as
tools for teaching and improving translation skills (Hurtado Albir, 2007).
However, in the field of task based language learning and performance,
translation tasks seem to remain unexplored. The present study builds an
interface between these two fields- translation and task based learning-
and aimed at establishing a reflection on the requirements for developing
and implementing a set of translation tasks under tasks under Skehan`s
framework for task analysis and implementation (Skehan, 1996; 1998) to a
439
group of university learners at a Brazilian Federal University. Results from
this qualitative piece of study reveal that the construct of tasks goes hand
in hand with translating, potentially creating room for noticing the gap,
hypothesis testing and meta language, three of the functions of the Output
hypothesis (Swain,1985, 1995, 2000). Therefore, there seems to be room
for postulating the use of translating tasks in classroom settings not only
for developing learners` translation skills but also for triggering language
learning.
The use of tasks in the teaching of Portuguese as a second language
Rosane Silveira, Donesca Xhafaj
Universidade Federal de Santa Catarina - Brazil
The aim of this talk is to report on a specific activity the design and
implementation of a task cycle (according to Skehans (1996; 1998) framework
for task design and implementation) which was part of an outreach project
that took place at Universidade Federal de Santa Catarina (UFSC) in 2016.1.
This was a theoretical and (mainly) practical course in teaching Portuguese
as a second language (PL2). During the hands on part of the course, the
student-teachers (12 in total) developed and implemented tasks in a PL2
course designed for refugees in Florianpolis/Santa Catarina with a very
basic level of Portuguese proficiency. Both authors were directly involved
in the supervision of the conception of all tasks throughout the course,
but only one task-cycle the very last one implemented by the student
teachers is the focus of this presentation. The data used for the analyses
were field notes made by the authors while the student-teachers were
conceiving the cycle, video recordings of the 3 phases of the task-cycle
(pre-, during-, and post-task), and interviews with the 4 student-teachers who
were in charge of the task during their practicum period. What was possible
to be observed was that, even though the task-based approach seems to
be a good proposal to expand and improve the communicative approach,
for inexperienced teachers (and perhaps even for experienced ones) the
design of tasks can be challenging and even frustrating. It seems that the
best is to allow that future teachers have opportunities to engage in this type
of process (task design), so that they can perceive this as a feasible proposal
for intact classrooms, and, thus, feel motivated to do it.
Task-test: Comparing learners` performance and unveiling learners
perception in a testing situation.
Priscila Fabiane Farias, Raquel Carolina D Ely
Universidade Federal de Santa Catarina - Brazil
The Task Based Approach (TBA) proposes communicative teaching through
the use of tasks (Skehan, 2003). Ellis (2003) defines task as an activity
that has a clear outcome, is based on real world life events and focuses
students attention on meaning comprehension/production. Considering
methodologies to be implemented in classes, SLA researchers agree that
the approach used for teaching should be similar to the way students are
tested. Therefore, this study aimed at investigating the impact of a Task-
Test - a written test containing elements of a task (Ellis, 2003) - on students
language performance, to understand its relationship to the methodological
approach used and to unfold students perceptions about it. Thirty two
participants divided in group 1 (classes followed the textbook) and group
2 (exposed to TBA lessons) completed the Task-Test and responded
to a post-task questionnaire. Participants performance in terms of
accuracy, complexity and outcome achievement were compared through
independent T-tests. A qualitative appraisal of students answers was also
made. The results indicated lack of statistical significance for both accuracy
and complexity and approached significance for the outcome measure.
Additionally, learners questionnaire answers demonstrated that they were
able to identify task elements in the test considering it an effective tool for
measuring L2 performance. The findings emphasize the importance of a
coherent approach for teaching and testing.
S18
Time: Friday, 28/Jul/2017: 2:30pm - 4:30pmLocation: Ducale III
Formao do professor de ingls como Lngua Adicional no Brasil: desafios,
dicotomias e possibilidades contemporneas
Organizer(s): Danielle de Almeida Menezes (UFRJ, Brazil), Simone Batista da Silva
(UFRRJ, Brazil)
Tanto as teorias recentes de multiletramentos quanto as novas Diretrizes
Curriculares Nacionais para os cursos de licenciatura evidenciam o
anacronismo dos currculos de Letras no que tange preparao dos
professores de Ingls para a docncia em uma sociedade interconectada,
digital, lquida e plural, que demanda dos sujeitos diferentes habilidades.
Levar o futuro professor a ser capaz de negociar sentidos na multiplicidade
de discursos, interagir eticamente em meio s diferenas lingusticas,
tnicas e culturais, e produzir contedo significativo utilizando no somente
as tecnologias tradicionais mas tambm as digitais, construindo textos
multimodais, so habilidades pouco exploradas. Pelo contrrio, h uma forte
tendncia nos cursos de Letras instrumentalizao dos futuros professores
tendendo mais ao tradicional e compartimentado do que articulao entre
conhecimentos cientfico e pedaggico, entre teoria e prtica, evidenciando
uma compreenso do fazer docente como acrtico e passivo. Dentre os
desafios que se colocam para a formao docente na contemporaneidade,
portanto, destacam-se: a promoo dos mltiplos letramentos, incluindo-
se a o uso crtico de tecnologias digitais, e o entendimento de que a
produo de saberes empodera o futuro professor, ao perceber-se
como autor do conhecimento que constri sobre a docncia durante sua
formao. Programas de iniciao docncia, o estgio supervisionado
e a participao em grupos de trabalho e de pesquisa so fundamentais
para a reflexo do docente de ingls em pr-servio. Assim, revestindo seu
olhar com teorias, esse futuro professor ser capaz de ali-las a prticas
ainda durante sua formao inicial, preparando-se para a docncia em um
mundo pleno em possibilidades, mas tambm repleto de desafios. Sem a
pretenso de ser prescritivo, mas levando em considerao as questes
acima colocadas, este simpsio se prope a apresentar resultados de
experincias com professores em pr-servio com vistas a problematizar o
tradicionalismo e a dicotomia teoria vs prtica na formao docente.
DETAILS OF THE SYMPOSIUM PAPERS
Professores crticos, criativos e ticos: desafio na formao docente no Rio
de Janeiro
Simone Batista da Silva
UFRRJ, Brazil
De acordo com os estudos dos multiletramentos, as sociedades da
atualidade, globalmente conectadas e localmente diversificadas, exigem
de seus atores sociais habilidades comunicativas tais como negociar
sentidos na multiplicidade de discursos, interagir eticamente em meio s
diferenas lingusticas, tnicas e culturais, e ser capaz de produzir contedo
significativo utilizando no somente as tecnologias tradicionais mas tambm
as digitais. Esses letramentos poderiam e deveriam ser desenvolvidos nas
salas de aula do ensino bsico por professores que entendam o trabalho
docente como a mediao entre os alunos e a produo de conhecimentos,
e enxergando a sala de aula como o espao para criao de perguntas
e desenvolvimento de cidados crticos, criativos e ticos. Entretanto,
os programas de formao de professores de ingls, geralmente, no
preparam os futuros professores para desenvolverem prticas pedaggicas
adequadas a essas demandas, j que o prprio currculo das licenciaturas
em Letras tende mais ao tradicional e compartimentado do que
associao entre conhecimentos cientfico e pedaggico, ou formao
de professores gestores e produtores de conhecimento, capazes de
teorizar a partir de suas prticas, e prontos multiplicidade de discursos e
tecnologias. Esta comunicao vem mostrar pesquisa em desenvolvimento
em uma Universidade federal no Rio de Janeiro, em que alunos de Letras
professores em pr-servio e professores em servio na educao
bsica trocam conhecimentos tericos e prticos, teorizam sobre a prtica
e a formao docente, sobre os letramentos sociais, e produzem propostas
pedaggicas, na tentativa de proporcionar aos professores participantes
tanto formao inicial quanto continuada, revestindo seus olhares com as
teorias ps-crticas e ps-coloniais para o ensino de ingls como lngua
adicional no Brasil.
O estgio supervisionado na formao do professor de ingls: percepes de
licenciandos de duas universidades
Danielle de Almeida Menezes, Bernardo Puga Nuez Lopes,
Isabela Vitria de Oliveira dos Santos
UFRJ, Brazil
Tradicionalmente, o estgio supervisionado tem sido compreendido
como a parte prtica dos cursos de formao de professores. Essa
perspectiva coloca em evidncia a dicotomia teoria vs. prtica e refora
o entendimento da escola bsica como lcus de reproduo de saberes
legitimados socialmente e no como espao frtil para a produo e co-
construo do conhecimento. Nesse sentido, o estgio assume duas
funes, mais complementares do que distintas: (I) imitao de modelos;
e (II) instrumentalizao tcnica. Ambas as funes evidenciam uma
compreenso do fazer docente como acrtico e passivo. O presente estudo
desvincula-se dessa perspectiva e, em oposio, alinha-se a uma terceira
possibilidade: o entendimento do estgio supervisionado como momento de
tomada de conhecimento da prxis de professores enquanto preparadora
prxis transformadora do futuro professor. Essa mudana paradigmtica
na compreenso do estgio desfaz a dicotomia teoria vs. prtica, entende
a escola como dinmica e viva no que concerne produo de saberes
e empodera o futuro professor, percebendo-o como agente de mudana
da realidade social em que se insere. Por entender que os licenciandos
so autores do conhecimento que constroem sobre a docncia durante
sua formao e que o perodo de estgio agua e potencializa essa
construo, este trabalho se prope a analisar o que futuros docentes
dizem sobre esse perodo que, em muitos casos, encerra a formao inicial.
Para isso, foram conduzidos dois grupos focais com estagirios de lngua
inglesa, de duas instituies de ensino superior distintas: uma pblica e
outra particular. As informaes geradas foram submetidas anlise de
contedo e os resultados revelam que h diferenas entre os grupos no
que concerne aos aprendizados depreendidos da experincia de estgio
e que a retroalimentao entre os saberes ditos tericos e os prticos
fundamental para o envolvimento com a realidade escolar.
Prtica de ensino, formao e atuao do professor de lnguas adicionais
Renata de Souza Gomes
CEFET-RJ, Brazil
Nos ltimos anos, a rede federal de ensino expandiu a oferta de cursos
tcnicos em todo territrio nacional atravs de aes como abertura de
novos cursos, segundo a necessidade da regio a ser atendida, e abertura
de novos campi tanto para os institutos federais, bem como para os Centros
Federais de Educao Tecnolgica. Tal ampliao mostra-se profundamente
benfica para os docentes de lngua inglesa, uma vez que seu espao de
atuao se amplia. Com isso, a formao inicial e continuada do professor
de lnguas deve tambm acompanhar esse movimento e contemplar com
propriedade a complexidade do processo de ensino e aprendizagem de
lngua inglesa nesses ambientes. Como complexidades do processo da
educao lingustica crtica, h destaque para os desafios da promoo dos
mltiplos letramentos em oposio instrumentalizao tecnicista da lngua
nos mais diversos cursos tcnicos de nvel mdio, ps-mdio e graduao,
bem como a produo de material didtico especfico. Programas de
Iniciao docncia, como o PIBID, e a participao em grupos de trabalho
e de pesquisa so fundamentais para a reflexo sobre esse cenrio e
440
tambm para a elaborao de aes educacionais e prticas de ensino.
Essa apresentao almeja conduzir uma reflexo terica sobre a formao
e atuao do docente de lngua inglesa como lngua adicional, bem como
as prticas a serem desenvolvidas por professores em pr-servio e em
formao continuada nos cursos de Engenharia de Produo, Tcnico em
Portos, e Tcnico em Mecnica Integrado ao Mdio, do CEFET-RJ, campus
Itagua.
tica e violncia em videogames e formao de professores e professoras
Vanderlei Zacchi
UFS, Brazil
Existe um intenso debate a respeito de questes de tica e violncia em
videogames e como eles afetam jogadores/as, especialmente os/as mais
jovens. Em relao violncia, para alguns analistas ela tem um impacto
negativo sobre crianas e adolescentes, afetando inclusive sua performance
na escola. Por outro lado, tem-se argumentado tambm que a violncia
sempre esteve presente em obras de fico, em especial no cinema e na
literatura. A diferena que nos videogames h um alto grau de agncia,
que permite ao/ jogador/a fazer escolhas e decidir sobre o destino das
personagens, entre outros aspectos. Ao mesmo tempo, ele/a pode encarar
as consequncias de suas escolhas, simulando assim experincias da vida
real. Essas escolhas envolvem uma dimenso tica, pois apesar de se
darem em um ambiente virtual, muitas vezes implicam contradies entre
a identidade do avatar e a do/a jogador/a. O conflito se d muitas vezes
pelo fato de que, para progredir no jogo, o/a jogador/a necessita exercer
certos atos que no condizem com a tica social em vigor, o que acaba
se caracterizando tambm como um ato de violncia. O objetivo dessa
apresentao analisar esses aspectos luz de discusses conduzidas em
uma comunidade online sobre jogos digitais envolvendo professores/as de
ingls em formao de uma universidade brasileira. Refletir sobre questes
ticas colocadas pelo jogo pode permitir a esses/as futuros/as professores/
as criar um espao efetivo, na prtica da sala de aula, para discusses sobre
o comportamento tico na sociedade.
S19
Time: Friday, 28/Jul/2017: 2:30pm - 4:30pmLocation: Ducale IV
Habilidades integradas: discusses sobre o tema em tarefas de exames
brasileiros de alta relevncia
Organizer(s): Maria Gabriela Silva Pileggi (UNICAMP)
O presente simpsio tem o objetivo de ampliar a discusso sobre o conceito
de tarefas que integram habilidades e como essas so operacionalizadas
em exames de alta relevncia no Brasil. Esse tema vem atraindo a ateno
dos linguistas aplicados desde o surgimento dos testes de desempenho,
nos quais se avalia a capacidade do examinando de agir no mundo atravs
da lngua. Os testes de desempenho so compostos por tarefas que
propem integrar habilidades (compreenso oral, leitura, produo oral e
produo escrita), essas tarefas procuram simular situaes com as quais os
examinandos podem se deparar no mundo real. Dessa forma, uma tarefa
que solicite que o examinando produza um texto de determinado gnero
do discurso, a partir da leitura de um texto fonte, integra as habilidades
de leitura e escrita. Diversos exames de alta relevncia no Brasil, isto ,
exames que tm grande poder de deciso, tais como os vestibulares,
que selecionam milhares de estudantes para vagas no Ensino Superior,
ou exames de proficincia como o Celpe-Bras (Certificado de Proficincia
em Lngua Portuguesa para Estrangeiros), que certifica a capacidade do
examinando de agir e interagir em lngua portuguesa, j promovem a
integrao de habilidades. Assim, em nossa discusso, procuramos mostrar
e debater como se d essa integrao em provas de redao, como as do
Vestibular Nacional da Universidade Estadual de Campinas (UNICAMP) e
do Exame Nacional do Ensino Mdio (Enem) e nas tarefas da parte escrita
e da parte oral do exame Celpe-Bras, uma vez que cada exame apresenta
sua especificidade quanto ao tema e ao nvel de integrao. Deste modo,
este simpsio contribui com a rea de estudos de avaliao em contexto de
ensino de lnguas problematizando um tema bastante abordado no exterior
e que vem sendo projetado cada vez mais como um importante objeto de
pesquisa na Lingustica Aplicada.
DETAILS OF THE SYMPOSIUM PAPERS
Habilidades integradas: perspectivas tericas e operacionalizao em tarefas
da parte escrita do exame Celpe-Bras
Maria Gabriela Silva Pileggi
UNICAMP
Com o advento da avaliao de desempenho em lngua estrangeira (LE),
que pressupe a avaliao da lngua em situaes que procuram replicar
as situaes de uso, a integrao de habilidades (compreenso oral,
produo oral, compreenso escrita e produo escrita) tem sido cada vez
mais utilizada. Contudo, o uso dessa integrao e sua operacionalizao
tem sido uma questo controversa: enquanto alguns tericos defendem
a avaliao separada das habilidades para evitar uma contaminao
(muddied measurement) de uma habilidade pela outra, outros a defendem
por ser mais condizente com abordagens centradas no uso da lngua.
Portanto, busca-se aqui apresentar o estado da arte da literatura na
rea de avaliao em LE sobre o conceito integrao de habilidades e
analisar tarefas de produo escrita do exame Celpe-Bras (Certificado de
Proficincia em Lngua Portuguesa para Estrangeiros) a fim de entender
como o conceito tem sido operacionalizado nesse exame. Para isso, a
metodologia qualitativa foi empregada na anlise de seis tarefas da Parte
Escrita do exame Celpe-Bras. Os enunciados das tarefas integradas do
exame Celpe-Bras apresentam elementos que conferem autenticidade
s tarefas, aproximando-as de situaes de uso da lngua no mundo real,
alm disso, as condies de produo da tarefa aparecem em todos os
enunciados. Os resultados revelam que, ao avaliar o desempenho dos
examinandos em situaes realistas de uso da lngua, a integrao de
habilidades recomendada.
A integrao das habilidades de leitura e escrita na prova de redao do ENEM
Monica Panigassi Vicentini
UNICAMP
Minha comunicao procura mostrar e debater como se d a integrao
das habilidades de leitura e escrita na prova de redao do Exame
Nacional do Ensino Mdio (ENEM). Nessa prova, o examinando realiza a
leitura de uma coletnea para desenvolver uma dissertao argumentativa.
O objetivo desse debate entender melhor o construto da prova e sua
operacionalizao, sob a perspectiva de que a integrao de habilidades
em tarefas condizente com uma abordagem que centrada no uso da
lngua. Desse modo, procuro analisar qualitativamente os enunciados das
provas de redao das trs edies mais recentes do ENEM, considerando
especificidades do tema, bem como o nvel da integrao. Nessa anlise,
apresento caractersticas da prova e elementos presentes no enunciado,
discutindo sua autenticidade, bem como levantando questes sobre a
integrao de habilidades a partir da leitura de excertos de textos presentes
na coletnea. Minha anlise tambm baseada em registros feitos em uma
pesquisa de campo que buscou entender que efeitos retroativos a prova
de redao exercia nas prticas de ensino de uma professora de 3 ano
do Ensino Mdio de uma escola privada. Os dados nos levam a questionar
o uso de excertos de textos nessa prova e o impacto de sua estrutura no
trabalho com a coletnea proposto pela professora.
A integrao de habilidades na avaliao oral do exame Celpe-Bras
Marcela Dezotti Cndido
UFMG
O objetivo deste trabalho discorrer sobre a integrao de habilidades
na avaliao oral do Certificado de Proficincia em Lngua Portuguesa
para estrangeiros (Celpe-Bras), ressaltando suas principais caractersticas,
analisando seus pontos positivos e tambm as dificuldades que esse
tipo de avaliao pode apresentar no que diz respeito confiabilidade,
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 validade e praticidade. O Celpe-Bras o nico exame que certifica
a proficincia em Portugus Lngua Adicional reconhecido oficialmente
pelo governo brasileiro. Sua avaliao da proficincia oral baseada em
uma interao face a face, em que so usados elementos provocadores
materiais constitudos de textos verbais e imagticos que tm por objetivo
estimular uma interao entre examinador-interlocutor e examinando sobre
tpicos do cotidiano e de interesse geral, de forma que o examinando
possa demonstrar sua proficincia oral em lngua portuguesa. Um ponto
positivo deste tipo de avaliao oral obter ganhos em validade, uma vez
que consiste no conhecimento de lngua(gem), e como esse conhecimento
posto em um desempenho real - uso de lngua (MCNAMARA, 2000). No
entanto, um exame de desempenho que visa se aproximar o mximo possvel
de uma situao que poderia acontecer na vida cotidiana, apresenta uma
dificuldade com relao ao controle de confiabilidade, uma vez que existem
muitas variveis que podem estar envolvidas. Segundo Luoma (2004), a
avaliao oral um desafio, pois somos influenciados por muitos fatores
no que diz respeito produo oral de uma pessoa. Adicionado a isso, a
avaliao oral de habilidades integradas envolve grande custo, alm de
demandar um grande tempo para elaborao e para a correo, exigindo
muitos corretores e avaliadores, que devem ser bem treinados, a fim de que
possam fazer uma avaliao correta e justa, para que todos os examinandos
tenham mesmas condies no momento da avaliao.
A operacionalizao do conceito de habilidades integradas na prova de
redao do Vestibular Unicamp
Luciana Amgarten Quitizau
UNICAMP
O objetivo desta apresentao analisar de que forma acontece
a integrao de habilidades na prova de redao do vestibular da
Universidade Estadual de Campinas. Uma das marcas desse exame a
importncia que se atribui prova de redao. Ao longo de sua histria,
o Vestibular Unicamp adotou modelos diferentes de provas que sempre
buscaram avaliar habilidades de leitura e escrita de forma integrada.
Essa opo ficou ainda mais evidente a partir da edio de 2011, quando
ele passou a adotar um modelo pautado na execuo de tarefas. Todas
as tarefas propostas procuram simular situaes que se aproximam das
condies reais de produo de escrita na vida dos candidatos. Para isso,
as propostas sempre so acompanhadas de textos-fonte que servem como
motivadores da escrita. A leitura desses textos e a produo do gnero
solicitado devem corresponder a um propsito de escrita, explicitado nas
instrues da tarefa. A avaliao de habilidades de forma integrada traz
alguns desafios aos avaliadores, tais como: promover treinamentos que
qualifiquem as bancas corretoras para que sejam capazes de analisar o
trabalho integrado de leitura e escrita, elaborar propostas em que a leitura
no seja mero pretexto para a produo de textos, selecionar gneros que
possam ser usados em exames de alta relevncia, j que, mesmo buscando
reproduzir situaes reais de leitura e escrita, os exames trabalham com
restries, tais como o espao reduzido, o fato de o material disponvel
ser papel e caneta, dentre outras. Este trabalho apresentar o modelo de
prova adotado no exame de entrada dessa universidade, analisando de
que maneira acontece a integrao das habilidades de leitura e escrita em
algumas propostas aplicadas em edies anteriores do exame.
S20
Time: Friday, 28/Jul/2017: 2:30pm - 4:30pmLocation: Ducale V
Incorporating Global Englishes/English as an International Language Theory
into TESOL Teacher Training Programs
Organizer(s): Heath Rose (University of Oxford, UK), Nicola Galloway (University
of Edinburgh, Scotland)
The growth of English as an international language (EIL) has changed the
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sociolinguistic landscape of how English is used, and therefore how it should
be taught. Global Englisheshere defined as an umbrella term to unite
the work of World Englishes, English as a Lingua Franca, and EILaims to
explore the implications of this diversity on multifaceted aspects of society,
including English language teaching practices. Our definition, therefore, is
the similar to Matsudas (2016) use of EIL as an umbrella term for similar
inclusionary purposes. Within this field, some scholars (e.g. Kumaravidelu,
2012) have called for a epistemological break from the traditions that
underpin teaching approaches, and others have called for changes in
teacher education, including the incorporation of more Global Englishes
theory into teacher development programs (e.g. Galloway and Rose, 2015).
This symposium explores a number of cases where Global Englishes
content has been introduced into TESOL-focused masters programs, and
investigates the issues surrounding this integration. Each paper examines
stakeholder attitudes, particularly focusing on trainee-teachers responses
towards Global Englishes content and/or issues regarding the practicalities
of manifesting theory into teaching practice. In total, four speakers will
discuss research conducted in four institutions in three nations around the
world, where Global Englishes/EIL content has been integrated into existing
masters programs. The case studies will raise issues for discussion such as
how to deal with standard language ideology ingrained in current practices,
how to cope with trainee-teacher feedback, how to support trainee teachers
after graduation, and how to narrow the current theory-practice divide.
References for citations in the abstracts will be provided at the presentation.
DETAILS OF THE SYMPOSIUM PAPERS
Global Englishes for Language Teaching on an MSc TESOL
Nicola Galloway
University of Edinburgh, Scotland
The growing importance of global Englishes has important ramifications
for English Language Teaching (ELT). Galloway & Rose (2015) identify a
number of possible barriers to achieving Kumaravadivelus (2012) epistemic
break (p. 14) from native English speaking norms. One of these is teacher
education, although this is an area where change is beginning to occur in
recent years. Global Englishes-related subject matter is being increasingly
integrated into teacher training programs and postgraduate courses in
language education and applied linguistics. This presentation describes a
Global Englishes for Language Teaching option course on the MSc TESOL
programme at The University of Edinburgh. It begins with an overview of the
programme, followed by a detailed description of the course. It then outlines
how it differs from more traditional TESOL practitioner courses and ends with
an examination of the challenges of courses such as this. This presentation
also reports on the results of a research project investigating the attitudes
of MSc TESOL students taking this option course towards global Englishes
via questionnaires (n=60), interviews (n=20), and focus groups (n=20). It
ends with an overview of current endeavours to establish an online network
(www.globalenglishes.education.ed.ac.uk) to provide students with a forum
to continue engaging with the field after they graduate. The alumni section
of the network aims to share good practice after graduation.
Teacher Hesitations and Backlash Towards a Global Englishes Course in an
In-Service TESOL Program
Heath Rose
University of Oxford, UK
In Global Englishes exploration of the use of English as a global language,
researchers have called for changes in teacher education so that they can
better prepare learners for the demands of a globalized world (e.g. Dewey,
2012; Widdowson, 2012). Thus, Global Englishes content is emerging in
TESOL training masters programs across the UK, with whole courses on
Global Englishes (e.g. The University of Oxford, The University of Edinburgh),
whole masters programs (Southampton University), and even Global
Englishes lectureships (e.g. The University of Sussex). This study aims to
explore in-service teachers perceptions of Global Englishes content in
TESOL coursework at The University of Oxford, in order to gain an in-depth
understanding of the associated challenges and implications of this recent
trend. Data were collected via online tasks in a Global Englishes core module,
as well as an open-ended questionnaire, and follow-up interviews. Data
revealed a positive attitude towards the moral and ethical underpinnings
of Global Englishes, but hesitation and scepticism towards implementing
proposals into teaching practice. In addition, because the Global Englishes
course had replaced an existing course on traditional grammar, the lecturer
experienced some backlash from the student body. Some students
campaigned for a more prescriptive education of standard English
grammar, and for more training in explicit grammar teaching, as opposed
to the plurality and variation-led perspective of the Global Engishes course.
This result, has implications for challenging standard language ideology in
teacher training, where many scholars have emphasized a need for change
to come from the teachers themselves (e.g. Dewey, 2012; Jenkins, 2012;
Widdowson, 2012), who may be attached to these standards due to years of
professional investment in them (Galloway and Rose, 2015).
Intercultural Conflict in Negotiating Global Englishes in an MA TESOL Unit
Teaching and Assessing EIL
Jim McKinley
University of Bath, UK
Negotiating Global Englishes in teaching and assessing EIL can present
a conflict for students who may be willing to embrace the paradigm
conceptually, but not pragmatically. Culturally and contextually, Global
Englishes may be seen as misaligned with the objectives and goals of
English language education where passing examinations and marketization
are top priorities. In order to examine trainee teachers views on this
dichotomy, data were collected via a written task in the MA TESOL program
at the University of Bath, for the unit Teaching and Assessing English as an
International Language, in which students (n=60+) were required to reflect
on their own teaching context. Analysis of written responses revealed only
a few students suggested adapting the curriculum and assessment to an
EIL approach. In contrast, most responses centered on traditional forms
of assessment. Notably the students who were from European national
backgrounds oriented more towards Global Englishes, compared to
the majority of Chinese language background students. These students
rationalized an adherence to prescriptive standards due to students and
parents expectations, as well as the marketization of the course or school.
This finding concurs with Seargeants (2009) observation that schools adhere
to the saleable, rather than pedagogically sound. While ,theoretically, Global
Englishes was viewed favorably regarding its promotion of authentic uses
of English, consensus was that, in the Chinese context, it was unfeasible to
take a Global Englishes approach, as this would not be effective in preparing
students for the College English Test or other standardized tests such as
TOEFL or IELTS. Thus, although the TESOL course specifically highlights
to teachers that the fundamentally changed landscape of EIL requires a
critical examination of the established assessment practices (Hu, 2012, p.
123), the study revealed that examination washback remains a substantial
barrier, in certain cultural contexts, for teachers to initiate change.
Teacher Educators of Global Englishes: Competencies, Challenges and
Opportunities
Ali Fuad Selvi
Middle East Technical University, Turkey
Affecting and affected by the glocal forces of mobility, migration, and border-
crossing, the current spread of English as an international language and its
diverse set of implications serve as a prime impetus for the interrogation
and reconceptualization of our well-established beliefs, assumptions and
practices about the English language, teaching and learning. Although the
necessity to better accommodate the diverse needs of English language
learners for the present- day sociolinguistic landscape is more pressing
than ever (Widdowson, 2012), transformation of this idea(l) into sustainable
teacher education practices and experiences needs further scrutiny
(Matsuda, 2009).
Situated at the nexus sociolinguistics and TESOL teacher education, the
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presentation aims to offer a fertile ground for discussion centered around
this fundamental question What does it mean to be and become a teacher
educator of Global Englishes? In order to shed light on this question, it
begins with a snapshot of the current status and scope of Global Englishes
in the teacher education curricula and practices across Turkey and Northern
Cyprus. Relying on questionnaire and semi-structured interview data, it
then will delineate teacher educators current knowledge, involvement and
engagement (or lack thereof) with Global Englishes principles, practices
and experiences. The presentation ends with a set of pedagogical
implications for teacher education and educators in order to forge new
pathways to generate more concerted efforts to prepare teachers of Global
Englishes. Ultimately, it is hoped that these discussions, at the intersection
of sociolinguistics and teacher education, will offer intellectual spaces,
discourses and practices that are conducive to providing critically-oriented
teaching and teacher education practices.
Plenary 6
Time: Friday, 28/Jul/2017: 5:00pm - 6:00pmLocation: Louvre
Navigating through multidiverse margins: ethical and epistemological
challenges in doing Applied Linguistics in the South
Marilda do Couto Cavalcanti
Universidade Estadual de Campinas, Brazil
The focal point of this presentation are the challenges that have permeated
the research path looking at some scenarios of margins in Brazil, seen as a
semiperipheral country in the South. The research developed have shown
these margins as multidiverse regarding socio-political aspects, languages
in use and laguage ideologies. In order to catch a synthetic glimpse of these
aspects, I have chosen to consider the challenges from three points of view:
ethical, methodological and theoretical. The ethical challenges are mainly
related to entering and stayingin the field and to decisions regarding the
presentation of findings. As to the methodological challenges, they include
the very explanation of what it takes to do language ethnography to fit the
requirements of a situated fieldwork. The theoretical challenges in dealing
with multidiverse data derive from and are possible because I am aligned
with a vertent of applied linguistics open to transdisciplinary facets. Through
this alignment and in combination with a postcolonialist perspective, I have
established a dialogue with theoretical concepts developed in the North.
These dialogues have usually led to the problematization of concepts, such
as North-South, globalization, subalternity, invisibility of languages, different
diferences, illegitimate languages within a legitimate language in scenarios
characterized as monolingual or multilingual. In both cases what one sees is
pseudo monolingualism or multilingualism. To close the presentation, some
implications will be drawn from the research work developed regarding
future (needed) research in AL in Brazil.