cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.14268810
title: LEARNING FROM THE SUBALTERN: WHAT DOES MARIA LINDALVA TEACH US ABOUT HEGEMONIC-COMMON-SENSE-IDEOLOGY AND TEXT SELECTION FOR ENGLISH LANGUAGE LEARNING MATERIALS?

description: ABSTRACT In the scope of vocational critical language teaching materials, designing lessons that meet professional requirements at public technical high schools committed with the agenda of critical education for citizenship is something that deserves attention. If, on the one hand, the Critical Literacy framework substantiates practices that engage us with social changes (LUKE; FREEBODY, 1997), promote opportunities for developing critical views over dominant ideologies, cultures, economies, institutions and political systems (TILIO, 2013, 2017), and examine our loci of enunciation in order that we unlearn our privileges and learn from the subaltern (ANDREOTTI, 2007); on the other, the lesson materials available for technical high-school courses seem not to take these premises into account, especially the latter. In order to bridge this gap, I designed a lesson unit (Society Matters?), aimed at technical high-school 3rd graders, wherein Maria Lindalva’s autobiography, a subaltern ex-landless activist, creates opportunities for discussions over the ideals of work, effort and success that challenge hegemonic-common-sense ideology. Resorting to constructivist bricolage (DENZIN; LINCOLN, 2005) involving her video-autobiography, the language teaching unit, the memories of my pedagogic encounters with learners from 2015 to 2018, and two different lines of interpretation that were recurrently raised throughout, I examined to what extent the interpretations over Maria Lindalva’s narrative reflect and refract neoliberal capitalist ideologies, thus contributing to developing critical posture, as well as to the selection of texts for critical language teaching materials. The results showed the analysis that validates Maria Lindalva’s achievements may be confronted by the viewpoint of her relationship with scarcity (SANTOS, 2017), which favored learners’ developing critical posture; and, finally, that it was possible to take her narrative a step further showing what Maria Lindalva teaches us about selecting texts for critical language teaching materials.
DOI: 10.6084/m9.figshare.14282807
title: WHAT NO “RUG TIME” SHARING MEANS: REVISIONING CHILDREN’S OPPORTUNITY TO ENACT LITERATE IDENTITIES THROUGH THE LENS OF POSITIONING THEORY

description: ABSTRACT This paper provides a telling case account of how a child called Charlie was positioned and (re)positioned himself within and across different situational types of classroom literacy encounters in his first-grade classroom. This telling case is based on a re-analysis of an originating study conducted by the author (HARRIS, 1989); and is founded on a history of research based on revisioning archived data records as new theories develop. Providing a profile of different ways in which a child positions self and is positioned by the teacher, the system and peers, this telling case presents a research approach for understanding positioning processes and their consequences for children as they develop literacy processes and identities. To make transparent how the telling case study led to new theoretical insights, this paper makes visible multiple levels of analytic scale and angles of analysis of positioning (ANDERSON, 2009) that were undertaken to make visible the dynamic nature of positioning as understood through Positioning Theory (HARRÉ & LANGENHOVE, 1999; HARRÉ, 2012). This telling case study, therefore, builds a foundation for developing theoretical understandings of the fluid and dynamic nature of positioning in classrooms, and influences of positioning on children’s opportunities to enact and demonstrate their literate identities and capabilities.
DOI: 10.6084/m9.figshare.14282807.v1
title: WHAT NO “RUG TIME” SHARING MEANS: REVISIONING CHILDREN’S OPPORTUNITY TO ENACT LITERATE IDENTITIES THROUGH THE LENS OF POSITIONING THEORY

description: ABSTRACT This paper provides a telling case account of how a child called Charlie was positioned and (re)positioned himself within and across different situational types of classroom literacy encounters in his first-grade classroom. This telling case is based on a re-analysis of an originating study conducted by the author (HARRIS, 1989); and is founded on a history of research based on revisioning archived data records as new theories develop. Providing a profile of different ways in which a child positions self and is positioned by the teacher, the system and peers, this telling case presents a research approach for understanding positioning processes and their consequences for children as they develop literacy processes and identities. To make transparent how the telling case study led to new theoretical insights, this paper makes visible multiple levels of analytic scale and angles of analysis of positioning (ANDERSON, 2009) that were undertaken to make visible the dynamic nature of positioning as understood through Positioning Theory (HARRÉ & LANGENHOVE, 1999; HARRÉ, 2012). This telling case study, therefore, builds a foundation for developing theoretical understandings of the fluid and dynamic nature of positioning in classrooms, and influences of positioning on children’s opportunities to enact and demonstrate their literate identities and capabilities.
DOI: 10.6084/m9.figshare.8091608.v1
title: COLLABORATIVE ENGLISH LANGUAGE LEARNING: SOME REFLECTIONS FROM INTERACTIONS BETWEEN PAIRS

description: ABSTRACT The focus of this study is on the interactions five pairs of students had in order to carry out a collaborative writing activity. The research was conducted in a language school of Goiânia, in Goiás, Brazil, with ten EFL/ESL students, in 2015. The objectives of this investigation are: a) to observe and discuss the elements that stand out during the students' interactions; and b) to investigate these learners' perceptions of the experience. This study is grounded on sociocultural theory (DONATO, 1994; HALL, 2001; VYGOTSKY, 1978) and collaborative language learning (FIGUEIREDO, 2005, 2006, 2008, 2015; OXFORD, 1997). The theoretical assumptions that guide this research consider interaction and collaboration as essential elements for language learning development. This is a qualitative case study (GODOY, 2006; TELLES, 2002), and the sources used to generate the data are questionnaires, audio recordings of the students' interactions and semi-structured interviews. The elements that stand out in this investigation are related to the potentialities of dialogic interactions, which foster scaffolding, mutual support, and the promotion of learners' autonomy. In addition, the learners highlight some positive aspects they could perceive from the experience, such as each other's help and the possibility to access more ideas; as negative aspects, they point out disagreements and conflicts they had to handle during the interactions.
DOI: 10.6084/m9.figshare.14268804
title: RESEARCHER-TEACHER COLLABORATION IN ADOPTING CRITICAL CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL): PROCESSES, CHALLENGES AND OUTCOMES

description: ABSTRACT While the growing trend of internationalisation and globalisation has been addressed by policymakers and the interest in adopting the CLIL approach has increased, calls have been made for uncovering how teachers can develop ways of designing and implementing corresponding materials and engage students in such an approach. This is a collaborative study that explores in details, based on the Interactional Ethnographic approach, the processes of how the researcher and the teacher worked together in an egalitarian setting to design and carry out a CLIL unit. Throughout this five-month research involved with multiple stages of development of resources, with an English teacher and sixteen of her Grade 4 students, I have made visible the multiple forms of our collaboration and the important issues for consideration with implications in closing the gap between research and practice, and between design and implementation. Finally, I conclude that the researcher-teacher collaborative approach laid out by event maps could be an innovative way to re-examine and reflect upon the dynamics between the researcher and the researched by acknowledging and fortifying the bond between the two.
DOI: 10.6084/m9.figshare.14268804.v1
title: RESEARCHER-TEACHER COLLABORATION IN ADOPTING CRITICAL CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL): PROCESSES, CHALLENGES AND OUTCOMES

description: ABSTRACT While the growing trend of internationalisation and globalisation has been addressed by policymakers and the interest in adopting the CLIL approach has increased, calls have been made for uncovering how teachers can develop ways of designing and implementing corresponding materials and engage students in such an approach. This is a collaborative study that explores in details, based on the Interactional Ethnographic approach, the processes of how the researcher and the teacher worked together in an egalitarian setting to design and carry out a CLIL unit. Throughout this five-month research involved with multiple stages of development of resources, with an English teacher and sixteen of her Grade 4 students, I have made visible the multiple forms of our collaboration and the important issues for consideration with implications in closing the gap between research and practice, and between design and implementation. Finally, I conclude that the researcher-teacher collaborative approach laid out by event maps could be an innovative way to re-examine and reflect upon the dynamics between the researcher and the researched by acknowledging and fortifying the bond between the two.
DOI: 10.6084/m9.figshare.14268807
title: WRITING ABSTRACTS IN THE UNIVERSITY CONTEXT: COMBINING GENRE-BASED AND PROCESS-ORIENTED APPROACHES

description: ABSTRACT Abstracts play an essential role in the academic field since they are the first section of a research article readers have at their disposal to determine its relevancy. Their main goal is to give a concise view of the articles that accompany them. Grounded on recent theoretical studies, this paper discusses the principles of a pedagogical learning cycle that can assist students in the development of their academic writing literacies in English. This cycle combines two methodologies traditionally used to develop writing literacies, the process-oriented approach and the genre-based one. Additionally, it presents classroom practices developed for the university context regarding the teaching of the academic genre “abstract” to undergraduates taking English at a Faculty of Letters in a public university of Minas Gerais. The participants were freshmen who were taking English One, in their first term in the context of higher education. The classes took place in September of 2017 and ran for one third of a sixty-hour mandatory course. They were aimed at discussing the stages of the learning cycle to help students’ understanding of how to write abstracts in English. The learning activities are thoroughly explained to demonstrate how the stages can be pedagogically applied to teaching practices. A brief analysis of one of the abstracts written by a participating group is given to show that the learning cycle can work well in assisting university students to adequately write abstracts. In a world where English is the major means of sharing scientific knowledge among members of academia, this writing pedagogy may be useful to learners in the process of composing abstracts in English as well as to professors teaching writing in the university context.
DOI: 10.6084/m9.figshare.14282810
title: POLITICAL DISCOURSE IN POST-DIGITAL SOCIETIES

description: ABSTRACT In his contribution to the Special Issue “Digital and semiotic mechanisms of contemporary populisms”, Jan Blommaert offers a communicability model which accounts for political discourse (and others) in the post-digital era we live. He starts by arguing that the idea of the public (a homogeneous entity) that was very popular in the 20th century sociological imagination of how propaganda worked in “manufacturing consent” can no longer be used to explain the fragmented audiences of our post-digital era. The author illuminates his argument by resorting to the circulation of political tweets/retweets as texts in our algorithmic-oriented world. Such a circulation aims at niched audiences. In the last section, the author argues that discourse analysts need to operate from this communicability model if they are to understand the cruciality of political discourse in our contemporary social lives.
DOI: 10.6084/m9.figshare.8091608
title: COLLABORATIVE ENGLISH LANGUAGE LEARNING: SOME REFLECTIONS FROM INTERACTIONS BETWEEN PAIRS

description: ABSTRACT The focus of this study is on the interactions five pairs of students had in order to carry out a collaborative writing activity. The research was conducted in a language school of Goiânia, in Goiás, Brazil, with ten EFL/ESL students, in 2015. The objectives of this investigation are: a) to observe and discuss the elements that stand out during the students' interactions; and b) to investigate these learners' perceptions of the experience. This study is grounded on sociocultural theory (DONATO, 1994; HALL, 2001; VYGOTSKY, 1978) and collaborative language learning (FIGUEIREDO, 2005, 2006, 2008, 2015; OXFORD, 1997). The theoretical assumptions that guide this research consider interaction and collaboration as essential elements for language learning development. This is a qualitative case study (GODOY, 2006; TELLES, 2002), and the sources used to generate the data are questionnaires, audio recordings of the students' interactions and semi-structured interviews. The elements that stand out in this investigation are related to the potentialities of dialogic interactions, which foster scaffolding, mutual support, and the promotion of learners' autonomy. In addition, the learners highlight some positive aspects they could perceive from the experience, such as each other's help and the possibility to access more ideas; as negative aspects, they point out disagreements and conflicts they had to handle during the interactions.
DOI: 10.6084/m9.figshare.14268807.v1
title: WRITING ABSTRACTS IN THE UNIVERSITY CONTEXT: COMBINING GENRE-BASED AND PROCESS-ORIENTED APPROACHES

description: ABSTRACT Abstracts play an essential role in the academic field since they are the first section of a research article readers have at their disposal to determine its relevancy. Their main goal is to give a concise view of the articles that accompany them. Grounded on recent theoretical studies, this paper discusses the principles of a pedagogical learning cycle that can assist students in the development of their academic writing literacies in English. This cycle combines two methodologies traditionally used to develop writing literacies, the process-oriented approach and the genre-based one. Additionally, it presents classroom practices developed for the university context regarding the teaching of the academic genre “abstract” to undergraduates taking English at a Faculty of Letters in a public university of Minas Gerais. The participants were freshmen who were taking English One, in their first term in the context of higher education. The classes took place in September of 2017 and ran for one third of a sixty-hour mandatory course. They were aimed at discussing the stages of the learning cycle to help students’ understanding of how to write abstracts in English. The learning activities are thoroughly explained to demonstrate how the stages can be pedagogically applied to teaching practices. A brief analysis of one of the abstracts written by a participating group is given to show that the learning cycle can work well in assisting university students to adequately write abstracts. In a world where English is the major means of sharing scientific knowledge among members of academia, this writing pedagogy may be useful to learners in the process of composing abstracts in English as well as to professors teaching writing in the university context.
DOI: 10.6084/m9.figshare.14268810.v1
title: LEARNING FROM THE SUBALTERN: WHAT DOES MARIA LINDALVA TEACH US ABOUT HEGEMONIC-COMMON-SENSE-IDEOLOGY AND TEXT SELECTION FOR ENGLISH LANGUAGE LEARNING MATERIALS?

description: ABSTRACT In the scope of vocational critical language teaching materials, designing lessons that meet professional requirements at public technical high schools committed with the agenda of critical education for citizenship is something that deserves attention. If, on the one hand, the Critical Literacy framework substantiates practices that engage us with social changes (LUKE; FREEBODY, 1997), promote opportunities for developing critical views over dominant ideologies, cultures, economies, institutions and political systems (TILIO, 2013, 2017), and examine our loci of enunciation in order that we unlearn our privileges and learn from the subaltern (ANDREOTTI, 2007); on the other, the lesson materials available for technical high-school courses seem not to take these premises into account, especially the latter. In order to bridge this gap, I designed a lesson unit (Society Matters?), aimed at technical high-school 3rd graders, wherein Maria Lindalva’s autobiography, a subaltern ex-landless activist, creates opportunities for discussions over the ideals of work, effort and success that challenge hegemonic-common-sense ideology. Resorting to constructivist bricolage (DENZIN; LINCOLN, 2005) involving her video-autobiography, the language teaching unit, the memories of my pedagogic encounters with learners from 2015 to 2018, and two different lines of interpretation that were recurrently raised throughout, I examined to what extent the interpretations over Maria Lindalva’s narrative reflect and refract neoliberal capitalist ideologies, thus contributing to developing critical posture, as well as to the selection of texts for critical language teaching materials. The results showed the analysis that validates Maria Lindalva’s achievements may be confronted by the viewpoint of her relationship with scarcity (SANTOS, 2017), which favored learners’ developing critical posture; and, finally, that it was possible to take her narrative a step further showing what Maria Lindalva teaches us about selecting texts for critical language teaching materials.
DOI: 10.6084/m9.figshare.14268778
title: LITERACIES AMONG YOUTH FROM CAMPO (RURAL) COMMUNITIES: WHAT IS REVEALED DURING VIDEO PRODUCTION

description: ABSTRACT This article presents the results of the research study, “Literacies in rural communities: social practices of reading and writing in school and non-school situations”, conducted from 2015 to 2017. This study investigated how forms of sociability and communicative circuits in the daily lives of the rural youth constitute social practices of reading and writing. Initially, the use of the word “literacies” in the plural is justified. The context for this research is the Araçuaí Family Agroecological School in Vale do Jequitinhonha, Minas Gerais, Brazil. Analyses are based in the New Literacy Studies (STREET, 2014) and the methodology assumes a qualitative approach from an ethnographic perspective (HEATH; STREET, 2008) in which students collaborated in the production of videos with themes related to their communities. Video production was adopted as a methodological strategy to achieve literacies involved in the collective actions of the process. The results show that the use/non-use of digital technologies does not stand as a factor of differentiation between rural youth and urban youth, definitively breaking with the idea that rural communities are social spaces that lack literacy practices or that are disconnected from the virtual world, which shows that schools should broaden their concepts of literacy, not only by pluralizing practices, but mainly by incorporating them as a constitutive element of their teaching and learning project.
DOI: 10.6084/m9.figshare.14268778.v1
title: LITERACIES AMONG YOUTH FROM CAMPO (RURAL) COMMUNITIES: WHAT IS REVEALED DURING VIDEO PRODUCTION

description: ABSTRACT This article presents the results of the research study, “Literacies in rural communities: social practices of reading and writing in school and non-school situations”, conducted from 2015 to 2017. This study investigated how forms of sociability and communicative circuits in the daily lives of the rural youth constitute social practices of reading and writing. Initially, the use of the word “literacies” in the plural is justified. The context for this research is the Araçuaí Family Agroecological School in Vale do Jequitinhonha, Minas Gerais, Brazil. Analyses are based in the New Literacy Studies (STREET, 2014) and the methodology assumes a qualitative approach from an ethnographic perspective (HEATH; STREET, 2008) in which students collaborated in the production of videos with themes related to their communities. Video production was adopted as a methodological strategy to achieve literacies involved in the collective actions of the process. The results show that the use/non-use of digital technologies does not stand as a factor of differentiation between rural youth and urban youth, definitively breaking with the idea that rural communities are social spaces that lack literacy practices or that are disconnected from the virtual world, which shows that schools should broaden their concepts of literacy, not only by pluralizing practices, but mainly by incorporating them as a constitutive element of their teaching and learning project.
DOI: 10.6084/m9.figshare.14282810.v1
title: POLITICAL DISCOURSE IN POST-DIGITAL SOCIETIES

description: ABSTRACT In his contribution to the Special Issue “Digital and semiotic mechanisms of contemporary populisms”, Jan Blommaert offers a communicability model which accounts for political discourse (and others) in the post-digital era we live. He starts by arguing that the idea of the public (a homogeneous entity) that was very popular in the 20th century sociological imagination of how propaganda worked in “manufacturing consent” can no longer be used to explain the fragmented audiences of our post-digital era. The author illuminates his argument by resorting to the circulation of political tweets/retweets as texts in our algorithmic-oriented world. Such a circulation aims at niched audiences. In the last section, the author argues that discourse analysts need to operate from this communicability model if they are to understand the cruciality of political discourse in our contemporary social lives.