cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.14282870
title: VIRTUAL REALITY IN ENGLISH VOCABULARY TEACHING: AN EXPLORATORY STUDY ON AFFECT IN THE USE OF TECHNOLOGY

description: ABSTRACT The evaluative studies of hypermedia effects on second language acquisition have been mostly applied to interfaces whose user’s input is limited to clicks, typed texts, and voice. Nonetheless, virtual reality (VR) technology expanded user’s interactions with a data processing machine since it explores a sense of presence through body language, 360-degrees images, and tactile techniques. It is in this context that this paper approaches VR to explore its potential for foreign language vocabulary teaching and learning, considering mainly the appraisal mechanisms novelty and pleasantness proposed by Schumann (1999). This exploratory research presents the preparation and the results of a study applied to sixteen undergraduate English students at the Federal University of Juiz de Fora, Brazil, as well as to nine students from the author’s one private course. The technology used in this study were three Google products: Cardboard™, as the VR headset; Expeditions, for the narrative; and Polly, for the building of the VR scenes. The following methodological actions were addressed to the participants of the study: an English placement test; vocabulary tests; exposure to the virtual environment, a guided visit to Museo Frida Kahlo, in Mexico; and a questionnaire on the evaluation of the experience. At the theoretical level, the present study is based on the assumptions of the Cognitive Theory of Multimedia Learning (MAYER, 2001) and in the role of affect in language learning (SCHUMANN, 1997; 1999). The results of vocabulary tests, the questionnaire, and limitations of the technology are discussed, giving a basis for the conclusion that VR can significantly contribute to foreign language vocabulary teaching and learning since the technology has the potential to motivate students and immerse them into real-life-like scenarios.
DOI: 10.6084/m9.figshare.14282871.v1
title: ONESELF AS ANOTHER: IDENTITIES IN VISUAL NARRATIVES OF PORTUGUESE AS A SECOND LANGUAGE LEARNERS

description: ABSTRACT In this qualitative study, based on Paul Ricoeur’s hermeneutics of the self (RICOEUR, 1991), as well as on the works of Hall (2006) and Norton (2016), I examine how the self and the other are represented in narratives of ten foreign learners from different countries learning Portuguese as a second language at a public University in Portugal. Given the multiple cultures and texts present in contemporary society in which knowledge is built and shared through different semiosis, inspired by the work of Kalaja, Dufva and Alanen (2013), and Melo-Pfeifer (2015), visual narratives in freehand images drawn by participants are the main instrument for data collection in this paper, having as reference for the analysis, the categories of The Grammar of Visual Design, adapted from Kress; van Leeuwen, (2006 [1996]) and Mota-Ribeiro (2011). The analysis of the images suggests that participants perceive themselves sometimes as children, sometimes as hybrid beings, with big ears, or even as aliens, isolated from the interactional process and frustrated in the desire of being recognized by the other, represented by colleagues, teachers, relatives or native speakers. The research has important implications for teacher education, revealing that it is necessary to accept multiple and subjective views of oneself and the other, not only in the classroom, but in the social life of the community as a whole, in the attestation and recognition of one another, in order to strengthen identities thus enabling equitable social worlds (EARLY; NORTON, 2012), because, as Jewitt and Oyama (2001) stand, images do not reflect reality, but build it.
DOI: 10.6084/m9.figshare.14282870.v1
title: VIRTUAL REALITY IN ENGLISH VOCABULARY TEACHING: AN EXPLORATORY STUDY ON AFFECT IN THE USE OF TECHNOLOGY

description: ABSTRACT The evaluative studies of hypermedia effects on second language acquisition have been mostly applied to interfaces whose user’s input is limited to clicks, typed texts, and voice. Nonetheless, virtual reality (VR) technology expanded user’s interactions with a data processing machine since it explores a sense of presence through body language, 360-degrees images, and tactile techniques. It is in this context that this paper approaches VR to explore its potential for foreign language vocabulary teaching and learning, considering mainly the appraisal mechanisms novelty and pleasantness proposed by Schumann (1999). This exploratory research presents the preparation and the results of a study applied to sixteen undergraduate English students at the Federal University of Juiz de Fora, Brazil, as well as to nine students from the author’s one private course. The technology used in this study were three Google products: Cardboard™, as the VR headset; Expeditions, for the narrative; and Polly, for the building of the VR scenes. The following methodological actions were addressed to the participants of the study: an English placement test; vocabulary tests; exposure to the virtual environment, a guided visit to Museo Frida Kahlo, in Mexico; and a questionnaire on the evaluation of the experience. At the theoretical level, the present study is based on the assumptions of the Cognitive Theory of Multimedia Learning (MAYER, 2001) and in the role of affect in language learning (SCHUMANN, 1997; 1999). The results of vocabulary tests, the questionnaire, and limitations of the technology are discussed, giving a basis for the conclusion that VR can significantly contribute to foreign language vocabulary teaching and learning since the technology has the potential to motivate students and immerse them into real-life-like scenarios.
DOI: 10.6084/m9.figshare.14282871
title: ONESELF AS ANOTHER: IDENTITIES IN VISUAL NARRATIVES OF PORTUGUESE AS A SECOND LANGUAGE LEARNERS

description: ABSTRACT In this qualitative study, based on Paul Ricoeur’s hermeneutics of the self (RICOEUR, 1991), as well as on the works of Hall (2006) and Norton (2016), I examine how the self and the other are represented in narratives of ten foreign learners from different countries learning Portuguese as a second language at a public University in Portugal. Given the multiple cultures and texts present in contemporary society in which knowledge is built and shared through different semiosis, inspired by the work of Kalaja, Dufva and Alanen (2013), and Melo-Pfeifer (2015), visual narratives in freehand images drawn by participants are the main instrument for data collection in this paper, having as reference for the analysis, the categories of The Grammar of Visual Design, adapted from Kress; van Leeuwen, (2006 [1996]) and Mota-Ribeiro (2011). The analysis of the images suggests that participants perceive themselves sometimes as children, sometimes as hybrid beings, with big ears, or even as aliens, isolated from the interactional process and frustrated in the desire of being recognized by the other, represented by colleagues, teachers, relatives or native speakers. The research has important implications for teacher education, revealing that it is necessary to accept multiple and subjective views of oneself and the other, not only in the classroom, but in the social life of the community as a whole, in the attestation and recognition of one another, in order to strengthen identities thus enabling equitable social worlds (EARLY; NORTON, 2012), because, as Jewitt and Oyama (2001) stand, images do not reflect reality, but build it.
DOI: 10.6084/m9.figshare.14282872
title: WHEN THE OBLIGATION TO BE NEUTRAL BECOMES THE RIGHT TO DISCRIMINATE: DISCURSIVE STRUGGLES OVER LGBT+ RIGHTS AT POLISH UNIVERSITIES

description: ABSTRACT In this article, we discuss the narratives of struggle, resistance, and counter-resistance over the rights of the LGBT+ community at several Polish universities, which remain unnamed in order to protect our informants. In particular, we look at the discourses of LGBT+ groups struggling to establish or maintain organizations of various forms (from students’ study circles to union-like institutions) within the context of internal university structure, Polish academic culture and current political developments in the country. This research draws on semi-structured in-depth interviews we conducted in the spring and summer of 2020. In our analyses of the interview material, we apply a multidisciplinary methodological framework combining CDA and narrative inquiry in order to examine linguistic phenomena participating in constructing a particular version of reality through text in talk. Such research design enables us to offer a case study of the difficulties and obstacles faced by LGBT+ activists in the Polish academia the way they understand them, and of the resistance strategies they employ in this particular context. Our research shows a wide range of resistance strategies employed by the LGBT+ community members that can be classified according to the scale of discriminatory practices they form a response to (systemic/individual discrimination) and the type of the response itself (group/individual response). On the basis of the discussed examples, our article offers an interagentive matrix of strategies of addressing LGBT+ issues emerging within the Polish academic context.
DOI: 10.6084/m9.figshare.14282872.v1
title: WHEN THE OBLIGATION TO BE NEUTRAL BECOMES THE RIGHT TO DISCRIMINATE: DISCURSIVE STRUGGLES OVER LGBT+ RIGHTS AT POLISH UNIVERSITIES

description: ABSTRACT In this article, we discuss the narratives of struggle, resistance, and counter-resistance over the rights of the LGBT+ community at several Polish universities, which remain unnamed in order to protect our informants. In particular, we look at the discourses of LGBT+ groups struggling to establish or maintain organizations of various forms (from students’ study circles to union-like institutions) within the context of internal university structure, Polish academic culture and current political developments in the country. This research draws on semi-structured in-depth interviews we conducted in the spring and summer of 2020. In our analyses of the interview material, we apply a multidisciplinary methodological framework combining CDA and narrative inquiry in order to examine linguistic phenomena participating in constructing a particular version of reality through text in talk. Such research design enables us to offer a case study of the difficulties and obstacles faced by LGBT+ activists in the Polish academia the way they understand them, and of the resistance strategies they employ in this particular context. Our research shows a wide range of resistance strategies employed by the LGBT+ community members that can be classified according to the scale of discriminatory practices they form a response to (systemic/individual discrimination) and the type of the response itself (group/individual response). On the basis of the discussed examples, our article offers an interagentive matrix of strategies of addressing LGBT+ issues emerging within the Polish academic context.
DOI: 10.6084/m9.figshare.14282873.v1
title: ENGAGEMENT IN SOCIAL MOVEMENTS AND THE FIGHT FOR JUSTICE: A STUDY ON THE NARRATIVES OF BLACK MOTHERS

description: ABSTRACT This article discusses the narrative practices of a Brazilian social movement whose members are the mothers and relatives of young people victimized by police raids into Rio de Janeiro’s favelas. By analysing the narratives produced by activists, we explore how grief is converted into political fight. As we look into how mothers intertwine their individual pain with political activism, we examine (i) how emotions and suffering are organized in their narratives; and (ii) what discursive strategies are used in the process. Data was generated during public demonstrations, and the analysis suggests that it is by turning the pain of a losing a child into political insurgence that mothers narratively organize their emotions. As stories get told, events surrounding the murders are recontextualized and experiences are collectivized. Mothers’ stories become narratives of resistance, which oppose institutional racism, but also narratives of re-existence (SOUZA, 2009), which recast the deaths of their children as an effect of a necropolitical logic of state organization.
DOI: 10.6084/m9.figshare.14282873
title: ENGAGEMENT IN SOCIAL MOVEMENTS AND THE FIGHT FOR JUSTICE: A STUDY ON THE NARRATIVES OF BLACK MOTHERS

description: ABSTRACT This article discusses the narrative practices of a Brazilian social movement whose members are the mothers and relatives of young people victimized by police raids into Rio de Janeiro’s favelas. By analysing the narratives produced by activists, we explore how grief is converted into political fight. As we look into how mothers intertwine their individual pain with political activism, we examine (i) how emotions and suffering are organized in their narratives; and (ii) what discursive strategies are used in the process. Data was generated during public demonstrations, and the analysis suggests that it is by turning the pain of a losing a child into political insurgence that mothers narratively organize their emotions. As stories get told, events surrounding the murders are recontextualized and experiences are collectivized. Mothers’ stories become narratives of resistance, which oppose institutional racism, but also narratives of re-existence (SOUZA, 2009), which recast the deaths of their children as an effect of a necropolitical logic of state organization.
DOI: 10.6084/m9.figshare.14282879
title: RAFAEL BRAGA CAMPAIGN FOR FREEDOM: ALLIED BODIES AND THE PRODUCTION OF EPISTEMIC COMMUNITIES IN RESPONSE TO ANTINEGRITUDE

description: ABSTRACT In this paper our aim is to deepen the discussion on discursive aspects of Rafael Braga's case, especially around the Campaign for Rafael Braga's Freedom. Taking Rancière's political philosophy alongside Kress and van Leeuwen's multimodality studies and the structural perspective of racism in Brazil, we look at the speeches of members of the Campaign for Rafael Braga's Freedom and other actors around the theme, and for multimodal artifacts produced in this context of collective mobilization. Without intending to carry out a critical discourse analysis, we assume the task of conducting a discourse criticism. Linguistics in this paper is not taken as analytical categories, but we understand and emphasize the relevance of language and discourse for the scenes of disagreement that the Rafael Braga's case of the Campaign for his freedom engender. For this, we use part of the ethnography that we have been developing over the past six years.
DOI: 10.6084/m9.figshare.14282881
title: CONFLICTING DISCOURSES OF ‘DEMOCRACY’ AND ‘EQUALITY’: A DISCOURSE ANALYSIS OF THE LANGUAGE OF PRO- AND ANTI-LGBTQ+ INCLUSION IN THE RELATIONSHIPS AND SEX EDUCATION GUIDANCE FOR SCHOOLS IN ENGLAND

description: ABSTRACT New statutory Relationships and Sex Education (RSE) guidance for schools in England was published in 2019. One of the major revisions since the preceding version has been the new inclusion of LGBTQ+ identities and relationships. Some groups in the UK have recently protested against this inclusion of positive teaching about LGBTQ+ identities and relationships, suggesting that, although there is overwhelming support for the new guidance, there are still groups in society who are opposed to democratic teaching about this dimension of equality. Focusing on publicly-available video recordings of the protests, this article firstly critically analyses the key discursive strategies deployed by the anti-LGBTQ+ protest groups to produce discrimination and denial. I then compare the language used by the protest groups against the language used by other UK groups who support and continue to campaign for LGBTQ+ inclusion in RSE. Positive discourse analysis, as a progressive dimension of critical discourse analysis, is used to examine how the language used by these groups functions to resist the discriminatory discourse used by the anti-LGBTQ+ groups analysed in the first part of the article. Analysis of the discourse used by the two sets of groups reveals conflicting discourses around what is perceived to constitute ‘democracy’ and ‘equality’ in the context of LGBTQ+ inclusion and schools, suggesting that these are fragile concepts in the current British political climate.
DOI: 10.6084/m9.figshare.14282879.v1
title: RAFAEL BRAGA CAMPAIGN FOR FREEDOM: ALLIED BODIES AND THE PRODUCTION OF EPISTEMIC COMMUNITIES IN RESPONSE TO ANTINEGRITUDE

description: ABSTRACT In this paper our aim is to deepen the discussion on discursive aspects of Rafael Braga's case, especially around the Campaign for Rafael Braga's Freedom. Taking Rancière's political philosophy alongside Kress and van Leeuwen's multimodality studies and the structural perspective of racism in Brazil, we look at the speeches of members of the Campaign for Rafael Braga's Freedom and other actors around the theme, and for multimodal artifacts produced in this context of collective mobilization. Without intending to carry out a critical discourse analysis, we assume the task of conducting a discourse criticism. Linguistics in this paper is not taken as analytical categories, but we understand and emphasize the relevance of language and discourse for the scenes of disagreement that the Rafael Braga's case of the Campaign for his freedom engender. For this, we use part of the ethnography that we have been developing over the past six years.
DOI: 10.6084/m9.figshare.14282886
title: Everyday life, quebrada, and dreams: resistence throught gaze in photo collective activism

description: Abstract This paper proposes to reflect on enunciative possibilities of contemporary collectives in urban peripheries in Brazil, based on the observation of DiCampana Foto Coletivo’s experience. Created in São Paulo in 2016, the collective of photographers draws its action by the proposal of forming a collection of new images with potential to show the periphery without the typical lenses that frame it in pejorative stereotypes. Phenomenological categories of time and space are triggered as a methodological path in an attempt to understand the formation of dreams and memories by the photographic fabrication of an everyday life for the quebradas (neighborhoods in Brazilian urban peripheries). The final analytical approach is in the way of interpreting the construction of a biographical space for the periphery in the political action of creating an imagery of the “periphery looked at by the periphery”. Thus, the photographic and activist practice is understood as practice of the self, with individual and collective composition.
DOI: 10.6084/m9.figshare.14282881.v1
title: CONFLICTING DISCOURSES OF ‘DEMOCRACY’ AND ‘EQUALITY’: A DISCOURSE ANALYSIS OF THE LANGUAGE OF PRO- AND ANTI-LGBTQ+ INCLUSION IN THE RELATIONSHIPS AND SEX EDUCATION GUIDANCE FOR SCHOOLS IN ENGLAND

description: ABSTRACT New statutory Relationships and Sex Education (RSE) guidance for schools in England was published in 2019. One of the major revisions since the preceding version has been the new inclusion of LGBTQ+ identities and relationships. Some groups in the UK have recently protested against this inclusion of positive teaching about LGBTQ+ identities and relationships, suggesting that, although there is overwhelming support for the new guidance, there are still groups in society who are opposed to democratic teaching about this dimension of equality. Focusing on publicly-available video recordings of the protests, this article firstly critically analyses the key discursive strategies deployed by the anti-LGBTQ+ protest groups to produce discrimination and denial. I then compare the language used by the protest groups against the language used by other UK groups who support and continue to campaign for LGBTQ+ inclusion in RSE. Positive discourse analysis, as a progressive dimension of critical discourse analysis, is used to examine how the language used by these groups functions to resist the discriminatory discourse used by the anti-LGBTQ+ groups analysed in the first part of the article. Analysis of the discourse used by the two sets of groups reveals conflicting discourses around what is perceived to constitute ‘democracy’ and ‘equality’ in the context of LGBTQ+ inclusion and schools, suggesting that these are fragile concepts in the current British political climate.
DOI: 10.6084/m9.figshare.14282886.v1
title: Everyday life, quebrada, and dreams: resistence throught gaze in photo collective activism

description: Abstract This paper proposes to reflect on enunciative possibilities of contemporary collectives in urban peripheries in Brazil, based on the observation of DiCampana Foto Coletivo’s experience. Created in São Paulo in 2016, the collective of photographers draws its action by the proposal of forming a collection of new images with potential to show the periphery without the typical lenses that frame it in pejorative stereotypes. Phenomenological categories of time and space are triggered as a methodological path in an attempt to understand the formation of dreams and memories by the photographic fabrication of an everyday life for the quebradas (neighborhoods in Brazilian urban peripheries). The final analytical approach is in the way of interpreting the construction of a biographical space for the periphery in the political action of creating an imagery of the “periphery looked at by the periphery”. Thus, the photographic and activist practice is understood as practice of the self, with individual and collective composition.
DOI: 10.6084/m9.figshare.14282889
title: TRANSLANGUAGING: AN APPROACH TO STUDIES IN A FOREIGN AND BRAZILIAN CONTEXT

description: ABSTRACT The main aim of this paper is to discuss the concept of translanguaging through the analysis of academic articles published on this topic in foreign and Brazilian context. The research question took into account discourses and practices that link Brazil to a monolingual reality, which induce a deletion of the multilingual realities existing in the Brazilian territory. Therefore, although Brazil is constituted of different ethnicities, languages and cultures, these traces that identify it as a country seem to have been erased from the Brazilian educational policies. In view of this, the main objectives were to search bibliographic sources about the concept of translanguaging and to define its scope and focus on articles published in a foreign and Brazilian context. The method that led the research is based on a qualitative model according to Denzin & Lincoln (2006). In view of the publications that were analyzed, teaching based on translanguaging pedagogy would contribute to a more inclusive learning and would enable more access to knowledge. The concept of translanguaging is linked to a practical language pedagogy, which seeks to develop teaching and teacher training strategies in multilingual settings.