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Afterwords: Hope and Education in Dystopic Times: Thinking about the Present as if from the Future 后记:反乌托邦时代的希望与教育:从未来的角度思考现在
Revista Brasileira de Linguistica Aplicada Pub Date : 2021-04-01 DOI: 10.1590/1984-6398202118373
L. M. T. M. D. Souza, Walkyria Monte Mor
{"title":"Afterwords: Hope and Education in Dystopic Times: Thinking about the Present as if from the Future","authors":"L. M. T. M. D. Souza, Walkyria Monte Mor","doi":"10.1590/1984-6398202118373","DOIUrl":"https://doi.org/10.1590/1984-6398202118373","url":null,"abstract":"","PeriodicalId":39442,"journal":{"name":"Revista Brasileira de Linguistica Aplicada","volume":"21 1","pages":"657-670"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43390115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Delinking Multiliteracies and the Reimagining of Literacy Studies 多重读写能力的分离与读写研究的重新构想
Revista Brasileira de Linguistica Aplicada Pub Date : 2021-04-01 DOI: 10.1590/1984-6398202117998
A. Duboc, L. M. T. M. D. Souza
{"title":"Delinking Multiliteracies and the Reimagining of Literacy Studies","authors":"A. Duboc, L. M. T. M. D. Souza","doi":"10.1590/1984-6398202117998","DOIUrl":"https://doi.org/10.1590/1984-6398202117998","url":null,"abstract":"ABSTRACT This paper proposes to critically read the multiliteracies proposal through a decolonial lens. It has two fundamental aspects: one, of an epistemic nature, refers to the need to de-link the concept from a particular hegemonic scholarship so that local knowledge production may prevent literacy practices from universalisms and methodologization; the other, of a technological nature, refers to the need to de-link the concept of multiliteracies from its apparent subjection to the digital.","PeriodicalId":39442,"journal":{"name":"Revista Brasileira de Linguistica Aplicada","volume":"21 1","pages":"547-576"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46205248","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Agency and Subjectivity in Pandemic (Neoliberal) Times: A Duoethnografic Study 大流行(新自由主义)时代的能动性和主体性:多民族志研究
Revista Brasileira de Linguistica Aplicada Pub Date : 2021-04-01 DOI: 10.1590/1984-6398202117291
Lívia Fortes, L. Ferrari
{"title":"Agency and Subjectivity in Pandemic (Neoliberal) Times: A Duoethnografic Study","authors":"Lívia Fortes, L. Ferrari","doi":"10.1590/1984-6398202117291","DOIUrl":"https://doi.org/10.1590/1984-6398202117291","url":null,"abstract":"ABSTRACT This duoethnographic study addresses some of the conflicts that two academics in a public Brazilian University have experienced during pandemic times. As they engage in conversations prompted by their own narratives exchanged online during the first weeks of quarantine, they start theorizing on some emerging topics that, for them, needed to be critically examined and, eventually, ressignified. In this sense, this article discusses the role of agency in their academic and personal lives and how it was engendered during such complex and unpredictable times, drawing special attention to questions of collectivity and diversity. Furthermore, the present work examines questions of identity and the neoliberal subjectivities that also emerged through this extremely rich collaborative experience, leading, therefore to risky and truthful subjectification processes on the part of the authors.","PeriodicalId":39442,"journal":{"name":"Revista Brasileira de Linguistica Aplicada","volume":"21 1","pages":"371-398"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49239422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Re(thinking) Critical Language Education with Children and Teacher Education During (and After) Pandemic Times 重新思考大流行时期(及之后)儿童批判性语言教育和教师教育
Revista Brasileira de Linguistica Aplicada Pub Date : 2021-04-01 DOI: 10.1590/1984-6398202117553
Claudia Jotto Kawachi-Furlan, Juliana Reichert Assunção Tonelli
{"title":"Re(thinking) Critical Language Education with Children and Teacher Education During (and After) Pandemic Times","authors":"Claudia Jotto Kawachi-Furlan, Juliana Reichert Assunção Tonelli","doi":"10.1590/1984-6398202117553","DOIUrl":"https://doi.org/10.1590/1984-6398202117553","url":null,"abstract":"ABSTRACT The aim of this article is to discuss teachers’ perspectives on how the COVID-19 pandemic has impacted the teaching of English to young learners (TEYL). We focused on one specific question (from a 10-question online questionnaire) in which participants shared their thoughts, experiences and concerns about TEYL in pandemic times. The answers were analyzed in a qualitative perspective, based on critical literacy research and studies in the field of TEYL. The results indicate the participants’ exhaustion due to dealing with unusual situations, and teaching focused exclusively on content in an attempt to show how teachers are reinventing themselves despite uncertainties and lack of training. The present moment requires reflections about goals and expectations in TEYL and in teacher education.","PeriodicalId":39442,"journal":{"name":"Revista Brasileira de Linguistica Aplicada","volume":"21 1","pages":"467-496"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43564133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
Wines, Bottles, Crises: A Decolonial Perspective on Brazilian Higher Education 葡萄酒、瓶子、危机：巴西高等教育的非殖民化视角
Revista Brasileira de Linguistica Aplicada Pub Date : 2021-04-01 DOI: 10.1590/1984-6398202117938
C. Jordão, J. Martinez
{"title":"Wines, Bottles, Crises: A Decolonial Perspective on Brazilian Higher Education","authors":"C. Jordão, J. Martinez","doi":"10.1590/1984-6398202117938","DOIUrl":"https://doi.org/10.1590/1984-6398202117938","url":null,"abstract":"ABSTRACT This paper looks into specific cases related to the authors’ personal reflections and experiences with internationalization. They are analyzed from a decolonial perspective, taking into account the specificities of Brazilian public education. The thematic categories of analysis were: (1) the social aim/function of higher education, (2) the impact of internationalization processes on higher education, and (3) the myth of a universal language/planetary unity. It is paramount, especially in times of emergency like ours, that we reflect on the formative, social and political role of universities to respond to ontoepistemological crises such as the one we are immersed in at the moment.","PeriodicalId":39442,"journal":{"name":"Revista Brasileira de Linguistica Aplicada","volume":"21 1","pages":"577-604"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43760598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Emoções e Ensino Crítico de Línguas: uma abordagem político-cultural das emoções de uma professora de Inglês 情感与批判性语言教学：从政治文化角度解读英语教师的情感
Revista Brasileira de Linguistica Aplicada Pub Date : 2021-03-01 DOI: 10.1590/1984-6398202117125
A. Oliveira
{"title":"Emoções e Ensino Crítico de Línguas: uma abordagem político-cultural das emoções de uma professora de Inglês","authors":"A. Oliveira","doi":"10.1590/1984-6398202117125","DOIUrl":"https://doi.org/10.1590/1984-6398202117125","url":null,"abstract":"RESUMO Há pouco tempo, o papel das emoções na vida docente, bem como seu impacto na sala de aula de línguas, foi amplamente negligenciado (BENESCH, 2012). Após o advento da “virada afetiva”, o campo da Linguística Aplicada (LA) começou a contemplar estudos sobre emoções (BARCELOS, 2015; PAVLENKO, 2013). Recentemente, a vertente crítica das emoções buscou discutir as relações de ideologia e poder em sua constituição, enfatizando seus aspectos sociais, culturais e políticos (ZEMBYLAS, 2003, 2005). Assim, embasado nas concepções críticas para o ensino de línguas e emoções, buscamos neste estudo de caso discutir como as emoções de uma professora de Inglês de escola pública são formadas, e quais são os fatores que as constituem. Para tanto, analisamos narrativas da professora-participante, que construíram categorias compostas por emoções variadas, tais como: satisfação, medo, insegurança e esperança. Concluímos que a opção pelo ensino crítico de línguas despertou emoções na professora que geram resistência e contestação aos discursos dominantes.","PeriodicalId":39442,"journal":{"name":"Revista Brasileira de Linguistica Aplicada","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46290404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
PROINTE - Inglês: contexto de aprendizagem e desenvolvimento da identidade docente PROINTE-英语：学习语境与教师身份的发展
Revista Brasileira de Linguistica Aplicada Pub Date : 2021-03-01 DOI: 10.1590/1984-6398202116813
Célia Regina Lessa Aleixo, Luciana Cabrini Simões Calvo, Josimayre Novelli
{"title":"PROINTE - Inglês: contexto de aprendizagem e desenvolvimento da identidade docente","authors":"Célia Regina Lessa Aleixo, Luciana Cabrini Simões Calvo, Josimayre Novelli","doi":"10.1590/1984-6398202116813","DOIUrl":"https://doi.org/10.1590/1984-6398202116813","url":null,"abstract":"RESUMO Este trabalho analisa as representações dos licenciandos em Letras que fizeram parte do Programa de Integração Estudantil (PROINTE) - Inglês sobre as motivações para participação no programa, as experiências significativas ali vivenciadas, as oportunidades de aprendizagem docente e a consolidação (ou não) pela profissão ao atuarem no referido contexto. As discussões estão pautadas em estudos sobre aprendizagem e identidade docente (JOHNSON, 2009; REIS; van VEEN; GIMENEZ, 2011, dentre outros) além de bases de conhecimento (SHULMAN, 1986; TARDIF, 2000). Os dados foram gerados por meio da aplicação de questionário a oito participantes entre 2016 e 2018. Os resultados apontam o contexto do PROINTE como relevante para a aprendizagem dos envolvidos, além de ressaltar que a experiência ali vivenciada consolidou a escolha pela profissão.","PeriodicalId":39442,"journal":{"name":"Revista Brasileira de Linguistica Aplicada","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49635441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Co-Construction of Interculturality Through an Ecological Perspective in Teletandem Activities 从生态学角度看远程活动中的跨文化共建
Revista Brasileira de Linguistica Aplicada Pub Date : 2021-03-01 DOI: 10.1590/1984-6398202116417
Rod Schaefer
{"title":"The Co-Construction of Interculturality Through an Ecological Perspective in Teletandem Activities","authors":"Rod Schaefer","doi":"10.1590/1984-6398202116417","DOIUrl":"https://doi.org/10.1590/1984-6398202116417","url":null,"abstract":"ABSTRACT Telecollaboration involves the use of online technologies in the context of language teaching and learning (O’DOWD, 2013). This study sought to understand how the co-construction of interculturality took place in a specific telecollaborative context - teletandem (TELLES; VASSALLO, 2006; TELLES, 2015a, 2015b). For the analysis, data from a teletandem session, a mediation session, an experience report and an interview were included. From an ecological perspective (VAN LIER, 2004; KRAMSCH; STEFFENSEN, 2008), the outcomes showed that the co-construction of interculturality was a process, that is, it occurred over time and through different instances. Put differently, instances subsequent to the teletandem session, e.g. the mediation session and the experience report, were essential for this co-construction.","PeriodicalId":39442,"journal":{"name":"Revista Brasileira de Linguistica Aplicada","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43377218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Gamificação, ensino de línguas estrangeiras e formação de professores 游戏化、外语教学和教师培训
Revista Brasileira de Linguistica Aplicada Pub Date : 2020-12-01 DOI: 10.1590/1984-6398202016398
Karin Quast
{"title":"Gamificação, ensino de línguas estrangeiras e formação de professores","authors":"Karin Quast","doi":"10.1590/1984-6398202016398","DOIUrl":"https://doi.org/10.1590/1984-6398202016398","url":null,"abstract":"RESUMO Neste artigo buscamos refletir sobre a Gamificação enquanto recurso mediacional ou estratégia pedagógica no ensino de línguas estrangeiras e na formação de professores de línguas, discorrendo sobre o conceito, apresentando alguns elementos de jogos e trazendo alguns dos princípios de aprendizagem inerentes a bons jogos (GEE, 2003), articulando teorias do campo da linguagem, da Psicologia e Design de jogos. Ilustramos a discussão com um sistema gamificado elaborado para uma disciplina de pós-graduação na área de Linguística Aplicada e verificamos se e como os professores participantes da disciplina se apropriaram do conceito e o utilizaram em suas aulas, via suas produções acadêmicas envolvendo o tema. Problematizamos a utilização de um modelo raso de gamificação, baseado em uma visão meramente comportamentalista, skinneriana, defendendo que é necessário que os professores tenham um certo grau de letramento em jogos, tanto para trabalhar com jogos como para gamificar.","PeriodicalId":39442,"journal":{"name":"Revista Brasileira de Linguistica Aplicada","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45989911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Training Translators for Video Game Localization: In Search of a Pedagogical Approach 培养电子游戏本地化翻译：寻找一种教学方法
Revista Brasileira de Linguistica Aplicada Pub Date : 2020-12-01 DOI: 10.1590/1984-6398202016045
Marileide Dias Esqueda
{"title":"Training Translators for Video Game Localization: In Search of a Pedagogical Approach","authors":"Marileide Dias Esqueda","doi":"10.1590/1984-6398202016045","DOIUrl":"https://doi.org/10.1590/1984-6398202016045","url":null,"abstract":"ABSTRACT Based on the assumption that video game localization inevitably has levels of collaboration among their agents, forming a collaborative continuum that involves localization managers, translators, localization coordinators, and linguistic testers, who directly or indirectly influence the game to be localized, game localization teaching can also adopt a collaborative approach, dynamically promoting experience exchanges between translation teachers and students, and other collaborators. Accordingly, this paper, conceived as a didactic proposal of qualitative and naturalistic bias (GILE, 2009; CHESTERMAN; WILLIAMS, 2002), describes possibilities for incorporating video game localization in translation teaching using a collaborative pedagogical approach (KIRALY, 2000).","PeriodicalId":39442,"journal":{"name":"Revista Brasileira de Linguistica Aplicada","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48757622","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
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