cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.20037939
title: Communities of practice and identity construction of teacher educators in a continuing teacher education program

description: ABSTRACT This article is part of a research project which investigates the effects of a teacher education program on the identity constructions of university professors who acted as advisors in the program. The Educational Development Program (Programa de Desenvolvimento Educacional - PDE) is provided by the Paraná State Department of Education (Seed-PR) to public school teachers. We draw on the concept of communities of practice, and the idea of imagined communities and investment. We analyzed the trajectories of two university teachers, and how their identities are impacted by the advisory process in the PDE program, through semi-structured interviews and a questionnaire. Results show diverging positions, which are related to different forms of alignment, imagination, and engagement.
DOI: 10.6084/m9.figshare.20037939.v1
title: Communities of practice and identity construction of teacher educators in a continuing teacher education program

description: ABSTRACT This article is part of a research project which investigates the effects of a teacher education program on the identity constructions of university professors who acted as advisors in the program. The Educational Development Program (Programa de Desenvolvimento Educacional - PDE) is provided by the Paraná State Department of Education (Seed-PR) to public school teachers. We draw on the concept of communities of practice, and the idea of imagined communities and investment. We analyzed the trajectories of two university teachers, and how their identities are impacted by the advisory process in the PDE program, through semi-structured interviews and a questionnaire. Results show diverging positions, which are related to different forms of alignment, imagination, and engagement.
DOI: 10.6084/m9.figshare.20037942
title: Investigating bilinguals’ sensitivity to English regular past morphology: A self-paced reading experiment with Brazilian learners

description: ABSTRACT It is known that adult learners of English as an additional language (EAL) have difficulty in producing inflectional morphemes such as the third person present singular -s and regular past -ed. One possible explanation is that bilinguals are not sensitive to inflectional morphemes, in comprehension tasks as evidenced by longer latencies at critical positions in reaction time experiments, when compared to native controls. Having the above in mind, the objective of this paper is to investigate if in fact Brazilian EAL bilinguals are sensitive to regular past morphology in a self-paced reading task. Sentences varied on the use or absence of inflectional morphemes. The statistical analysis showed that EAL speakers are not sensitive to past morphology. The results are discussed in light of Distributed Morphology and of previous studies on production and processing of inflectional morphemes in EAL.
DOI: 10.6084/m9.figshare.20037944
title: Analysis of digital games for foreign/second language learning in mobile devices

description: ABSTRACT This research aims to analyze three mobile device apps for foreign language learning, identifying their potentialities and limitations: Lingualeo, English Grammar All Levels and Learning 2 Talk. To achieve this objective, the research was based on theoretical studies on gamification and computer assisted language learning (CALL) in order to analyze the data obtained in the three games according to the following criteria: i) learning theory; ii) level of contextualization; iii) level of customization; iv) type of interaction; v) content addressed; and vi) interface. A qualitative approach was used, covering aspects of both verbal and graphic language, as well as interactive interface elements. The analysis concluded that, although the games present the predominance of a behaviorist structure, they attempt to expand the teaching of the foreign language.
DOI: 10.6084/m9.figshare.20037944.v1
title: Analysis of digital games for foreign/second language learning in mobile devices

description: ABSTRACT This research aims to analyze three mobile device apps for foreign language learning, identifying their potentialities and limitations: Lingualeo, English Grammar All Levels and Learning 2 Talk. To achieve this objective, the research was based on theoretical studies on gamification and computer assisted language learning (CALL) in order to analyze the data obtained in the three games according to the following criteria: i) learning theory; ii) level of contextualization; iii) level of customization; iv) type of interaction; v) content addressed; and vi) interface. A qualitative approach was used, covering aspects of both verbal and graphic language, as well as interactive interface elements. The analysis concluded that, although the games present the predominance of a behaviorist structure, they attempt to expand the teaching of the foreign language.
DOI: 10.6084/m9.figshare.5772555
title: Protagonist language: texts as agents

description: ABSTRACT This paper proposes to discuss a social view of language in relation to the contemporary world, introducing the notion of protagonist language and text. Language and texts have an agentive force that acts through social agents. Protagonist texts present four characteristics: power to produce meanings and activate memories; portability in time, space and context; durability; and causal effects, drawing attention to aspects of the social world and constructing identities. We discuss the relation between language and society, examining epistemological changes over the last fifty years. The relation between language ideologies and discourse change is an assumption for the analysis of two texts about school occupation in Brazil, in a macro context of a neoliberal capitalist society.
DOI: 10.6084/m9.figshare.5772555.v1
title: Protagonist language: texts as agents

description: ABSTRACT This paper proposes to discuss a social view of language in relation to the contemporary world, introducing the notion of protagonist language and text. Language and texts have an agentive force that acts through social agents. Protagonist texts present four characteristics: power to produce meanings and activate memories; portability in time, space and context; durability; and causal effects, drawing attention to aspects of the social world and constructing identities. We discuss the relation between language and society, examining epistemological changes over the last fifty years. The relation between language ideologies and discourse change is an assumption for the analysis of two texts about school occupation in Brazil, in a macro context of a neoliberal capitalist society.
DOI: 10.6084/m9.figshare.20037791
title: Input numerical models

description: Numerical input models of case studies that are presented in <em>(to be included)</em>.
DOI: 10.6084/m9.figshare.20037791.v1
title: Input numerical models

description: Numerical input models of case studies that are presented in <em>(to be included)</em>.
DOI: 10.6084/m9.figshare.5772651
title: Applied linguistics and language: towards radical indisciplinarity

description: ABSTRACT This article puts forward a view of Applied Linguistics and language committed to radical INdisciplinarity. To achieve this goal it congregates authors from different fields to reflect both upon historical processes of territorialization forged in the so-called Modernity and possibilities of transgression. The central argument is that border thinking involves many challenges, especially reexamining familiar norms and making them strange.
DOI: 10.6084/m9.figshare.5772651.v1
title: Applied linguistics and language: towards radical indisciplinarity

description: ABSTRACT This article puts forward a view of Applied Linguistics and language committed to radical INdisciplinarity. To achieve this goal it congregates authors from different fields to reflect both upon historical processes of territorialization forged in the so-called Modernity and possibilities of transgression. The central argument is that border thinking involves many challenges, especially reexamining familiar norms and making them strange.
DOI: 10.6084/m9.figshare.5772180
title: Commitment in legal texts: an analysis of connectors in the discursive genre of judicial conviction sentence

description: ABSTRACT The scope of this study is an examination of how connectors, as elements that can assume, or not, enunciative responsibility, function in the development of text argumentation, and in the author’s argumentative propositions. The theoretical framework is based on Adam, Gomes, Guentchéva and others; and the methodology includes the analysis of a corpus of thirteen conviction sentences from the district of Currais Novos-RN, issued in 2012. The data shows how connectors can indicate when and if a particular propositional content is taken up by the speaker, as well as expose the meaning effects of assuming responsibility or not. Thus, this work takes the lead of studies of the phenomenon in question, approached from the interface of Language and Law.
DOI: 10.6084/m9.figshare.5772180.v1
title: Commitment in legal texts: an analysis of connectors in the discursive genre of judicial conviction sentence

description: ABSTRACT The scope of this study is an examination of how connectors, as elements that can assume, or not, enunciative responsibility, function in the development of text argumentation, and in the author’s argumentative propositions. The theoretical framework is based on Adam, Gomes, Guentchéva and others; and the methodology includes the analysis of a corpus of thirteen conviction sentences from the district of Currais Novos-RN, issued in 2012. The data shows how connectors can indicate when and if a particular propositional content is taken up by the speaker, as well as expose the meaning effects of assuming responsibility or not. Thus, this work takes the lead of studies of the phenomenon in question, approached from the interface of Language and Law.
DOI: 10.6084/m9.figshare.5772549
title: Agency and discretion in police practice

description: ABSTRACT The interest in the individual-society relationship is characterized in social theory by the diversity concerning the role of agency in human action. In this article, we revisit the issue of agency in an applied perspective. We aim to examine agency in police practice through the analysis of the meta-agentive discourse emerged in a narrative whose theme was the disrespect of a police officer during a research interview. The analysis shows that: (i) despite the range of possible choices of actions circumscribed by the law and the situated contexts, a single route of action is usually applied to all situations that are evaluated as disrespect; (ii) there is a new model of police officer whose reflexive and critical character is aligned with a model of community-oriented police that the government has been trying to implement in public security policies in Rio de Janeiro.
DOI: 10.6084/m9.figshare.6007781
title: Second language acquisition in Brazil since the social turn

description: ABSTRACT The present study is an appraisal of the literature that has been published in second language acquisition (SLA) in Brazil since what is widely known as the social turn in the field (BLOCK, 2003). The objective of such an examination is to assess the impact that the social turn has had upon SLA research in the country. One hundred forty-one texts (among articles from top-ranked journals, theses, dissertations, and books) were systematically reviewed and categorized based on three main criteria: a) main topics, b) SLA frameworks/approaches, and c) methods used. The results show that socially-guided research seems to have gained space in SLA in Brazil since the social turn; however, cognitivist work in the country is still very strong, and little dialog seems to occur among these different perspectives on SLA.
DOI: 10.6084/m9.figshare.6007781.v1
title: Second language acquisition in Brazil since the social turn

description: ABSTRACT The present study is an appraisal of the literature that has been published in second language acquisition (SLA) in Brazil since what is widely known as the social turn in the field (BLOCK, 2003). The objective of such an examination is to assess the impact that the social turn has had upon SLA research in the country. One hundred forty-one texts (among articles from top-ranked journals, theses, dissertations, and books) were systematically reviewed and categorized based on three main criteria: a) main topics, b) SLA frameworks/approaches, and c) methods used. The results show that socially-guided research seems to have gained space in SLA in Brazil since the social turn; however, cognitivist work in the country is still very strong, and little dialog seems to occur among these different perspectives on SLA.
DOI: 10.6084/m9.figshare.6008066
title: Teaching English as an additional language for social participation: digital technology in an immersion programme

description: ABSTRACT This paper analyses conceptualizations of digital technology use that are aligned with sociocultural pedagogies of language learning, proposing a framework for developing sociocultural language pedagogies through digital technology use and presenting the language education workshops offered for high school students as embodying the principles of such a perspective. The paper is grounded on a sociocultural perspective of learning. Data gathering occurred in the New Talents Program, which is the background of the instructional material developed for the immersion week “Digital technologies and English language learning”. We conclude by discussing some opportunities and challenges for sociocultural pedagogies of language learning through digital literacies.
DOI: 10.6084/m9.figshare.6008066.v1
title: Teaching English as an additional language for social participation: digital technology in an immersion programme

description: ABSTRACT This paper analyses conceptualizations of digital technology use that are aligned with sociocultural pedagogies of language learning, proposing a framework for developing sociocultural language pedagogies through digital technology use and presenting the language education workshops offered for high school students as embodying the principles of such a perspective. The paper is grounded on a sociocultural perspective of learning. Data gathering occurred in the New Talents Program, which is the background of the instructional material developed for the immersion week “Digital technologies and English language learning”. We conclude by discussing some opportunities and challenges for sociocultural pedagogies of language learning through digital literacies.
DOI: 10.6084/m9.figshare.6008285
title: The use of subtitled films in teaching and learning foreign languages: vocabulary acquisition in English

description: Abstract This paper addresses vocabulary acquisition in English through the implementation of a pedagogic routine, which we call here didactic sequence (DS), that is oriented to be used in foreign language (FL) classes. This DS involves the work with subtitled films and written translations in a functional perspective, focusing on vocabulary acquisition in FL. In order to investigate the effectiveness of the DS, a research was conducted with a high school class from a public school in Fortaleza, Ceará. The research measured the participant’s vocabulary acquisition in English, which reached the average of 56,48% when taken from the lexical shortage (32,75%) identified in the pre-test.
DOI: 10.6084/m9.figshare.6008285.v1
title: The use of subtitled films in teaching and learning foreign languages: vocabulary acquisition in English

description: Abstract This paper addresses vocabulary acquisition in English through the implementation of a pedagogic routine, which we call here didactic sequence (DS), that is oriented to be used in foreign language (FL) classes. This DS involves the work with subtitled films and written translations in a functional perspective, focusing on vocabulary acquisition in FL. In order to investigate the effectiveness of the DS, a research was conducted with a high school class from a public school in Fortaleza, Ceará. The research measured the participant’s vocabulary acquisition in English, which reached the average of 56,48% when taken from the lexical shortage (32,75%) identified in the pre-test.
DOI: 10.6084/m9.figshare.6008027
title: Construction of knowledge objects for Portuguese language classes in the scientific literacy approach

description: ABSTRACT We investigate a training experience of Portuguese language teachers, guided by the scientific literacy approach, in a professional master’s degree offered by the Brazilian government as a teachers instruction program linked up to public schools. The investigated documents were texts produced by the own teachers in training during the program in question, in addition to an official document that was proposed to determine, mainly, subjects, contents and skills to be compulsorily worked on Brazilian basic schools. At the end of this article, we present a proposal of pedagogical activity as result of alignment of knowledges produced in the investigated experience of teacher training.
DOI: 10.6084/m9.figshare.6008027.v1
title: Construction of knowledge objects for Portuguese language classes in the scientific literacy approach

description: ABSTRACT We investigate a training experience of Portuguese language teachers, guided by the scientific literacy approach, in a professional master’s degree offered by the Brazilian government as a teachers instruction program linked up to public schools. The investigated documents were texts produced by the own teachers in training during the program in question, in addition to an official document that was proposed to determine, mainly, subjects, contents and skills to be compulsorily worked on Brazilian basic schools. At the end of this article, we present a proposal of pedagogical activity as result of alignment of knowledges produced in the investigated experience of teacher training.
DOI: 10.6084/m9.figshare.6857231
title: A Critical Teacher Education Experience in the State of Goiás, Brazil

description: ABSTRACT One of the Brazilian government initiatives to improve basic education was to create the National Network of Continuing Education for Teaching Professionals of Public Basic Education in 2011. Our extension program in this network was implemented in 2013 in 10 towns of the state of Goiás and counted on 21 teacher educators and 110 teacher-participants. Part of the empirical material of one of these teacher educators will be analyzed in this article, focusing on the discourses of seven female teacher-participants about their previous language teacher education experiences and about the first two months of the extension course. The qualitative discussion draws on theorizations from Critical Discourse Analysis and Teacher Education in Brazil, and shows that discourses on language teacher education, English teaching, and English were problematized.
DOI: 10.6084/m9.figshare.6858065
title: Critical Literacy and the Communicative Approach: Gaps and Intersections

description: ABSTRACT The objective of this paper is to foster reflections on the similarities and differences between the Communicative Approach, one of the best-known methods for teaching English as a Foreign Language (EFL) around the world, and Critical Literacy, a relatively recent trend in the Brazilian EFL scenario, as suggested by the National Guidelines for High School Teaching (BRASIL, 2006). First, we will address the theoretical traditions that give rise to the two teaching approaches, explaining their main concepts. We will then discuss the similarities between the two approaches, as well as their main differences. We claim that the two teaching approaches, however different in their epistemological underpinnings, are not incompatible, but rather complementary. Finally, we suggest an example of an integrated activity that aims to reconcile the objectives of the two approaches.
DOI: 10.6084/m9.figshare.6857231.v1
title: A Critical Teacher Education Experience in the State of Goiás, Brazil

description: ABSTRACT One of the Brazilian government initiatives to improve basic education was to create the National Network of Continuing Education for Teaching Professionals of Public Basic Education in 2011. Our extension program in this network was implemented in 2013 in 10 towns of the state of Goiás and counted on 21 teacher educators and 110 teacher-participants. Part of the empirical material of one of these teacher educators will be analyzed in this article, focusing on the discourses of seven female teacher-participants about their previous language teacher education experiences and about the first two months of the extension course. The qualitative discussion draws on theorizations from Critical Discourse Analysis and Teacher Education in Brazil, and shows that discourses on language teacher education, English teaching, and English were problematized.
DOI: 10.6084/m9.figshare.6858104.v1
title: Critical language teaching in a dynamic language policy terrain: lessons from the Brazilian Science without Borders student mobility programme

description: ABSTRACT This article reports on a case study of English language learning in higher education, considering the impact of language policies embedded within a mobility scholarship programme on the practices of language teachers. Based on a larger ethnographic study following the experiences of several undergraduate members of one cohort of Brazil’s Science without Borders programme for students in science and technological fields, this article describes how several language teachers engaged with the power relations of the frequently shifting policy terrain of the programme. It concludes with a discussion of possibilities for teachers in similar situations who endeavour to take a critical approach to language teaching and explores some of the tactics they might employ against those policies which they see as incompatible with their practices.
DOI: 10.6084/m9.figshare.6858104
title: Critical language teaching in a dynamic language policy terrain: lessons from the Brazilian Science without Borders student mobility programme

description: ABSTRACT This article reports on a case study of English language learning in higher education, considering the impact of language policies embedded within a mobility scholarship programme on the practices of language teachers. Based on a larger ethnographic study following the experiences of several undergraduate members of one cohort of Brazil’s Science without Borders programme for students in science and technological fields, this article describes how several language teachers engaged with the power relations of the frequently shifting policy terrain of the programme. It concludes with a discussion of possibilities for teachers in similar situations who endeavour to take a critical approach to language teaching and explores some of the tactics they might employ against those policies which they see as incompatible with their practices.
DOI: 10.6084/m9.figshare.7102091
title: Portuguese language teaching/learning in school: exploring literacies

description: ABSTRACT In this article we aim to problematize school practices involving language based on a localized experience of Portuguese language teaching. The action research was guided by the plurality of literacies, conducted by the teacher-researcher and her students of the second year of high school in a public school in Goiás, Brazil. The empirical material of interpretation consists of student questionnaires, teacher-researcher’s field notes and reflective journals, and semi-structured interviews with students. The results point to the relevance of projects that subvert traditional didactic aspects in Portuguese language teaching/learning, especially those practices focused exclusively on formal literacy.