cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.20037912
title: Multimodality and Visual Literacy in the Spanish Language classroom: analysis of a written production activity

description: Abstract: This paper aims to analyze the multimodality and visual literacy of Spanish language students enrolled at the Language Center from the State University of Ceará (UECE), Fortaleza-CE, Brazil, by making meanings in written productions based on a selected multimodal text for comprehension. The corpus consists of eighteen texts written by students studying Spanish, and the texts were analyzed in the light of theoretical principles of multimodality and visual literacy theory proposed by Kress and Van Leeuwen (1996, 2006) regarding to metafunctions and image analysis, as set forth in The Grammar of Visual Design. In this regard, we intend to show how the production of texts may reveal signs of students' visual literacy in the contexts of teaching and learning in Spanish language classes.
DOI: 10.6084/m9.figshare.20037914.v1
title: MULTIMODALITY, MASS MIGRATION AND ENGLISH LANGUAGE TEACHING

description: Abstract: This paper aims to discuss the use of multimodality in English language teaching. The corpus consists of a set of activities based on a series of pictures related to the seizure of two trucks carrying US-bound migrants in 2011. Two different groups, comprised of pre-service and in-service English language teachers, took part in the research. The first part of the activity involved loose interpretations of the pictures and a discussion about migration nowadays. Afterwards, other activities were carried out based on Luke and Freebody's four-resources model (1990). Some preliminary analyses lead us to conclude that the reading of images is very much culturally sensitive and that multimodal ways of meaning making are becoming more powerful in the globalized, digital era, turning them into an important means for English teaching nowadays.
DOI: 10.6084/m9.figshare.20037914
title: MULTIMODALITY, MASS MIGRATION AND ENGLISH LANGUAGE TEACHING

description: Abstract: This paper aims to discuss the use of multimodality in English language teaching. The corpus consists of a set of activities based on a series of pictures related to the seizure of two trucks carrying US-bound migrants in 2011. Two different groups, comprised of pre-service and in-service English language teachers, took part in the research. The first part of the activity involved loose interpretations of the pictures and a discussion about migration nowadays. Afterwards, other activities were carried out based on Luke and Freebody's four-resources model (1990). Some preliminary analyses lead us to conclude that the reading of images is very much culturally sensitive and that multimodal ways of meaning making are becoming more powerful in the globalized, digital era, turning them into an important means for English teaching nowadays.
DOI: 10.6084/m9.figshare.20037917
title: The pedagogical implications of the concepts of songs as a genre constellation and literomusical literacy on Portuguese as an additional language teaching

description: Abstract: This paper aims to discuss the pedagogical implications of the concepts of songs as a genre constellation (COELHO DE SOUZA, 2010, 2014) and literomusical literacy (COELHO DE SOUZA, 2015) on the teaching of Portuguese as an Additional Language by presenting a set of pedagogical objectives and guidelines for the use of songs in the language classroom. This proposal is aligned with a language teaching perspective which focuses on the study of texts belonging to different speech genres and the social practices mediated by these texts (BRASIL, 1998; RIO GRANDE DO SUL, 2009) in order to foster students' linguistic education (BAGNO; RANGEL, 2005). The interdisciplinary pedagogical proposal presented herein seeks to provide resources so that students can participate in social practices and in discourses in which their (inter)actions are mediated by songs in a more effective, critical, qualified, and authorial manner.
DOI: 10.6084/m9.figshare.20037917.v1
title: The pedagogical implications of the concepts of songs as a genre constellation and literomusical literacy on Portuguese as an additional language teaching

description: Abstract: This paper aims to discuss the pedagogical implications of the concepts of songs as a genre constellation (COELHO DE SOUZA, 2010, 2014) and literomusical literacy (COELHO DE SOUZA, 2015) on the teaching of Portuguese as an Additional Language by presenting a set of pedagogical objectives and guidelines for the use of songs in the language classroom. This proposal is aligned with a language teaching perspective which focuses on the study of texts belonging to different speech genres and the social practices mediated by these texts (BRASIL, 1998; RIO GRANDE DO SUL, 2009) in order to foster students' linguistic education (BAGNO; RANGEL, 2005). The interdisciplinary pedagogical proposal presented herein seeks to provide resources so that students can participate in social practices and in discourses in which their (inter)actions are mediated by songs in a more effective, critical, qualified, and authorial manner.
DOI: 10.6084/m9.figshare.20037918
title: Multimodality and multiliteracies: analysis of reading activities in a digital environment

description: ABSTRACT: This paper discusses multiliteracies - digital, visual, and critical - in multimodal reading activities in English, which are available in websites. This discussion is grounded in theories that discuss multimodality and multiliteracy, such as social semiotics (KRESS; VAN LEEUWEN, 2006), as well as concepts of multiliteracies (STREET, 2012; OLIVEIRA, 2006) and the reading of hypertext (XAVIER, 2005). In an attempt to diagnose a possible congruence between the reading of English language texts and these theories, this study focuses on pedagogical practices identified in instructions, announcements, contents, and types of questions proposed in five online reading activities. Preliminary results show an incongruence between pedagogical practices and the promotion of multiliteracy.
DOI: 10.6084/m9.figshare.20037918.v1
title: Multimodality and multiliteracies: analysis of reading activities in a digital environment

description: ABSTRACT: This paper discusses multiliteracies - digital, visual, and critical - in multimodal reading activities in English, which are available in websites. This discussion is grounded in theories that discuss multimodality and multiliteracy, such as social semiotics (KRESS; VAN LEEUWEN, 2006), as well as concepts of multiliteracies (STREET, 2012; OLIVEIRA, 2006) and the reading of hypertext (XAVIER, 2005). In an attempt to diagnose a possible congruence between the reading of English language texts and these theories, this study focuses on pedagogical practices identified in instructions, announcements, contents, and types of questions proposed in five online reading activities. Preliminary results show an incongruence between pedagogical practices and the promotion of multiliteracy.
DOI: 10.6084/m9.figshare.20037920
title: Agrado's multimodal narrative performance in All about my mother: dismantling gender authenticity

description: Abstract: This article aims at a multimodal analysis of the semiotic resources Agrado, a character in Almodóvar's All about my mother, mobilizes in order to dismantle gender authenticity in enacting a monologue. As theoretical-analytical tools, we use indexical cues (WORTHAM, 2001) such as reference, predication and metapragmatic descriptor, the notion of positioning (DAVIES & HARRÉ, 1999) and the concepts of recycling, reframing and rekeying (TANNEN, 2006). Based on Queer Theories, we seek to identify Agrado's entextualizations (BAUMAN & BRIGGS, 1990; SILVERSTEIN & URBAN, 1996) and the orders of indexicality (BLOMMAERT, 2005) to which she submits guiding discourses in circulation.
DOI: 10.6084/m9.figshare.20037920.v1
title: Agrado's multimodal narrative performance in All about my mother: dismantling gender authenticity

description: Abstract: This article aims at a multimodal analysis of the semiotic resources Agrado, a character in Almodóvar's All about my mother, mobilizes in order to dismantle gender authenticity in enacting a monologue. As theoretical-analytical tools, we use indexical cues (WORTHAM, 2001) such as reference, predication and metapragmatic descriptor, the notion of positioning (DAVIES & HARRÉ, 1999) and the concepts of recycling, reframing and rekeying (TANNEN, 2006). Based on Queer Theories, we seek to identify Agrado's entextualizations (BAUMAN & BRIGGS, 1990; SILVERSTEIN & URBAN, 1996) and the orders of indexicality (BLOMMAERT, 2005) to which she submits guiding discourses in circulation.
DOI: 10.6084/m9.figshare.20037923
title: Motor Stereotypies and language: multimodal aspects of negation in autism

description: Abstract: Motor stereotypies may represent an indication of the constitution of language by a subject diagnosed with Autism Spectrum Disorder. We understand the autist as a subject constructed in / through language, and this as a multimodal operation. We begin with the case study of an autistic child participant in a Study Group and Autistic Spectrum Care - GEAUT/UNICAP to discuss the place of an autist within language, considering the negation movements that present different multimodal settings of 'not' in autism. In the collected data, we found that motor stereotypies and vocalizations with a sense of negation represent multimodal enunciative resources of autistic subjects within language.
DOI: 10.6084/m9.figshare.20037923.v1
title: Motor Stereotypies and language: multimodal aspects of negation in autism

description: Abstract: Motor stereotypies may represent an indication of the constitution of language by a subject diagnosed with Autism Spectrum Disorder. We understand the autist as a subject constructed in / through language, and this as a multimodal operation. We begin with the case study of an autistic child participant in a Study Group and Autistic Spectrum Care - GEAUT/UNICAP to discuss the place of an autist within language, considering the negation movements that present different multimodal settings of 'not' in autism. In the collected data, we found that motor stereotypies and vocalizations with a sense of negation represent multimodal enunciative resources of autistic subjects within language.
DOI: 10.6084/m9.figshare.20037924
title: A multimodal analysis by the GeM model: the homepage of the Ministry of Environment in Brazil

description: ABSTRACT: This article analyzed how language from the homepage of the Ministry of Environment in Brazil is presented. The investigation relies on the principles of multimodality, social semiotics and on the studies carried out by the Social Semiotics Theory and the Genre and Multimodality model (GeM). The article intended to demonstrate which the recurrent elements in the Ministry's official page are and how both the base and the layout structures from the GeM model contribute to a higher degree of modal features in the language used in the governmental site. The online environment investigated is notably characterized by multimodal language and is in accordance with the Brazilian society's demand for adequate access to the official contents issued by the government.
DOI: 10.6084/m9.figshare.20037924.v1
title: A multimodal analysis by the GeM model: the homepage of the Ministry of Environment in Brazil

description: ABSTRACT: This article analyzed how language from the homepage of the Ministry of Environment in Brazil is presented. The investigation relies on the principles of multimodality, social semiotics and on the studies carried out by the Social Semiotics Theory and the Genre and Multimodality model (GeM). The article intended to demonstrate which the recurrent elements in the Ministry's official page are and how both the base and the layout structures from the GeM model contribute to a higher degree of modal features in the language used in the governmental site. The online environment investigated is notably characterized by multimodal language and is in accordance with the Brazilian society's demand for adequate access to the official contents issued by the government.
DOI: 10.6084/m9.figshare.20037929.v1
title: Motivational dynamics in English classes at a Brazilian public school

description: ABSTRACT This paper seeks to discuss the interrelations between the motivation of an English teacher at a public federal high school in Brazil and that of her students from a dynamic systems perspective. Three teachers’ oral narratives and 14 students’ logbook entries were used for the data analysis. The teacher’s descriptions and comments on her pedagogical practice were compared to the students’ impressions and motivational levels in an attempt to understand this English classroom-system motivational dynamics and self-organization processes, focusing on how this teacher’s and her students’ motivation co-adapt and soft-assemble, influencing and being influenced by the context. The results seem to confirm not only that student motivation and teacher motivation are deeply interrelated, but also that they interact organically and continually, revealing that the context is contingent.
DOI: 10.6084/m9.figshare.20037929
title: Motivational dynamics in English classes at a Brazilian public school

description: ABSTRACT This paper seeks to discuss the interrelations between the motivation of an English teacher at a public federal high school in Brazil and that of her students from a dynamic systems perspective. Three teachers’ oral narratives and 14 students’ logbook entries were used for the data analysis. The teacher’s descriptions and comments on her pedagogical practice were compared to the students’ impressions and motivational levels in an attempt to understand this English classroom-system motivational dynamics and self-organization processes, focusing on how this teacher’s and her students’ motivation co-adapt and soft-assemble, influencing and being influenced by the context. The results seem to confirm not only that student motivation and teacher motivation are deeply interrelated, but also that they interact organically and continually, revealing that the context is contingent.
DOI: 10.6084/m9.figshare.20037932
title: Sociopragmatic failure revisited: the case of intercultural communication between Brazilians and Americans

description: ABSTRACT This article aims to discuss the concept of sociopragmatic failure (THOMAS, 1983) by focusing on American interviewees’ perceptions of the phenomenon as arising from utterances spoken by Brazilian learners of English. To achieve this aim, interviews were conducted with three American teachers working in Brazil. After watching video excerpts from previously recorded English classes, interviewees pointed out which utterances sounded inappropriate to them and commented on their perceptions of learners featured in the video, as well as on their experiences with Brazilian learners in general. Their responses were used as evidence for the hypothesis that different types of linguistic asymmetry - namely, structural, pragmatic, sociolinguistic, and discourse-related - can lead to sociopragmatic failure.
DOI: 10.6084/m9.figshare.20037932.v1
title: Sociopragmatic failure revisited: the case of intercultural communication between Brazilians and Americans

description: ABSTRACT This article aims to discuss the concept of sociopragmatic failure (THOMAS, 1983) by focusing on American interviewees’ perceptions of the phenomenon as arising from utterances spoken by Brazilian learners of English. To achieve this aim, interviews were conducted with three American teachers working in Brazil. After watching video excerpts from previously recorded English classes, interviewees pointed out which utterances sounded inappropriate to them and commented on their perceptions of learners featured in the video, as well as on their experiences with Brazilian learners in general. Their responses were used as evidence for the hypothesis that different types of linguistic asymmetry - namely, structural, pragmatic, sociolinguistic, and discourse-related - can lead to sociopragmatic failure.
DOI: 10.6084/m9.figshare.20037935
title: Hidden features in global knowledge production: (re)positioning theory and practice in academic writing

description: ABSTRACT A key challenge for applied linguistics is how to deal with the historical power imbalance in knowledge production between the global north and south. A central objective of critical applied linguistics has been to provide new epistemological foundations that address this problem, through the lenses of post-colonial theory, for example. This article shows how the structure of academic writing, even within critical traditions, can reinforce unequal transnational relations of knowledge. Analysis of Brazilian theses and publications that draw on the multiliteracies framework identifies a series of discursive moves that constitute “hidden features” (STREET, 2009), positioning “northern” theory as universal and “southern” empirical applications as locally bounded. The article offers a set of questions for critical reflection during the writing process, contributing to the literature on academic literacies.
DOI: 10.6084/m9.figshare.20037935.v1
title: Hidden features in global knowledge production: (re)positioning theory and practice in academic writing

description: ABSTRACT A key challenge for applied linguistics is how to deal with the historical power imbalance in knowledge production between the global north and south. A central objective of critical applied linguistics has been to provide new epistemological foundations that address this problem, through the lenses of post-colonial theory, for example. This article shows how the structure of academic writing, even within critical traditions, can reinforce unequal transnational relations of knowledge. Analysis of Brazilian theses and publications that draw on the multiliteracies framework identifies a series of discursive moves that constitute “hidden features” (STREET, 2009), positioning “northern” theory as universal and “southern” empirical applications as locally bounded. The article offers a set of questions for critical reflection during the writing process, contributing to the literature on academic literacies.
DOI: 10.6084/m9.figshare.20037936
title: Visual sonority in Brazilian Sign Language literature

description: ABSTRACT The idea of sonority in sign languages was treated by Perlmutter (1992) as perceptibility, a property of a segment that uses movement rather than one in which the hands stay in the same position. Sandler (1993) states that the visual salience of movement in sign languages plays a role similar to sonority in spoken languages. For Brentari (1998), perceptually, a sign is visible from considerable distances, and measurement of its visual sonority is based on the joints involved in its production. This work focuses on visual sonority in literature in Brazilian Sign Language and considers the relevance of manual and non-manual elements, rhythm, symmetry, the scale of signs, and the effect of video on this concept. Two signed stories “The King’s Parrot” and “Little Ping Pong Ball” were analysed, highlighting specific signs in which the use of joints, non-manual features, and other resources are influenced by the size of the performance space and the distance of the audience from the signing. Three types of ‘sonority’ were observed: in the movement of the whole body on the stage, in the size of arms and trunk movement, and in the hands. In addition to the joints, non-manual features, rhythm and symmetry play an important role in visual sonority and influence the viewer’s experience.
DOI: 10.6084/m9.figshare.20037936.v1
title: Visual sonority in Brazilian Sign Language literature

description: ABSTRACT The idea of sonority in sign languages was treated by Perlmutter (1992) as perceptibility, a property of a segment that uses movement rather than one in which the hands stay in the same position. Sandler (1993) states that the visual salience of movement in sign languages plays a role similar to sonority in spoken languages. For Brentari (1998), perceptually, a sign is visible from considerable distances, and measurement of its visual sonority is based on the joints involved in its production. This work focuses on visual sonority in literature in Brazilian Sign Language and considers the relevance of manual and non-manual elements, rhythm, symmetry, the scale of signs, and the effect of video on this concept. Two signed stories “The King’s Parrot” and “Little Ping Pong Ball” were analysed, highlighting specific signs in which the use of joints, non-manual features, and other resources are influenced by the size of the performance space and the distance of the audience from the signing. Three types of ‘sonority’ were observed: in the movement of the whole body on the stage, in the size of arms and trunk movement, and in the hands. In addition to the joints, non-manual features, rhythm and symmetry play an important role in visual sonority and influence the viewer’s experience.
DOI: 10.6084/m9.figshare.20037938.v1
title: Gender, race, and nationality orders of indexicality in two consumed objects during the 2014 World Cup

description: ABSTRACT This paper intends to present the indexicality orders of gender, race, and nationality observed on two T-shirts marketed for the 2014 World Cup. This study is therefore based on the concept of language as performance proposed by (AUSTIN, 1962/1990), (DERRIDA, 1972/1988), (BAUMAN and BRIGGS, 1990), and (PENNYCOOK, 2007), in gender studies proposed by queer theories (LOURO, 2008; BUTLER, 1999; FERREIRA, 2016; MELO; MOITA LOPES, 2013; 2014; 2015) and in the definition of orders of indexicality presented by (BLOMMAERT, 2006). In this qualitative interpretive research (MOITA LOPES, 1994), the analytical framework is grounded on indexical clues suggested by (WORTHAM, 2001), as well as on the perspective of image analysis proposed by (KRESS and LEEUWEN, 1996/2006). In this study, the results point to seven different types of orders of indexicality that mobilize discourses, values, and ideologies concerning Brazil, specifically about a certain type of Brazilian woman.
DOI: 10.6084/m9.figshare.20037938
title: Gender, race, and nationality orders of indexicality in two consumed objects during the 2014 World Cup

description: ABSTRACT This paper intends to present the indexicality orders of gender, race, and nationality observed on two T-shirts marketed for the 2014 World Cup. This study is therefore based on the concept of language as performance proposed by (AUSTIN, 1962/1990), (DERRIDA, 1972/1988), (BAUMAN and BRIGGS, 1990), and (PENNYCOOK, 2007), in gender studies proposed by queer theories (LOURO, 2008; BUTLER, 1999; FERREIRA, 2016; MELO; MOITA LOPES, 2013; 2014; 2015) and in the definition of orders of indexicality presented by (BLOMMAERT, 2006). In this qualitative interpretive research (MOITA LOPES, 1994), the analytical framework is grounded on indexical clues suggested by (WORTHAM, 2001), as well as on the perspective of image analysis proposed by (KRESS and LEEUWEN, 1996/2006). In this study, the results point to seven different types of orders of indexicality that mobilize discourses, values, and ideologies concerning Brazil, specifically about a certain type of Brazilian woman.