cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.6857588.v1
title: Tradition of foreign language teaching and learning: focusing on the Brazilian Portuguese as a Foreign Language textbook

description: ABSTRACT This study addresses the concept of the tradition of foreign language teaching and learning in an attempt to consider the role of the Brazilian Portuguese as a Foreign Language (BPFL) textbook within this tradition. Therefore, based on Bornheim (1987), but also resorting to Titone (1968), Kelly (1969), Leffa (2012), and Dickey (2012), we present our concept of the tradition of foreign language teaching and learning. Thereafter, according to Foucault (1971), we analyze a BPFL textbook published in 1966 and another in 2011, focusing on activities proposed by the textbooks. Lastly, our reflection suggests that both textbooks, as an element of this tradition, turn teachers and students into domesticated subjects of the foreign language pedagogy discourse, and they do not favor language teaching practices, but rather the mechanical repetition of grammatical exercises.
DOI: 10.6084/m9.figshare.7451654
title: ¿Podemos mejorar la calidad de la escritura en el posgrado? Algunas respuestas a partir de un proceso de investigación-acción

description: RESUMEN Este artículo describe el desarrollo de un proceso de investigación-acción en un taller de escritura de ensayos académicos en una carrera de doctorado en Arquitectura. Se trata de un estudio de caso, cuyos datos provienen de escritos originales de los doctorandos y de actas de evaluación correspondientes a las distintas instancias de producción y corrección propuestas en el taller. Los resultados sugieren que la modelización y la explicitación del proceso de escritura, el entrenamiento estratégico sistemático en géneros académicos y un conjunto de criterios de evaluación coherentes con dicha explicitación contribuyen al incremento de la calidad de la producción escrita en el nivel de posgrado.
DOI: 10.6084/m9.figshare.7451654.v1
title: ¿Podemos mejorar la calidad de la escritura en el posgrado? Algunas respuestas a partir de un proceso de investigación-acción

description: RESUMEN Este artículo describe el desarrollo de un proceso de investigación-acción en un taller de escritura de ensayos académicos en una carrera de doctorado en Arquitectura. Se trata de un estudio de caso, cuyos datos provienen de escritos originales de los doctorandos y de actas de evaluación correspondientes a las distintas instancias de producción y corrección propuestas en el taller. Los resultados sugieren que la modelización y la explicitación del proceso de escritura, el entrenamiento estratégico sistemático en géneros académicos y un conjunto de criterios de evaluación coherentes con dicha explicitación contribuyen al incremento de la calidad de la producción escrita en el nivel de posgrado.
DOI: 10.6084/m9.figshare.7452101
title: Desarrollo ideológico-cultural y apropiación del discurso académico entre estudiantes universitarios

description: RESUMEN La escritura académica se ha visto principalmente como un proceso cognitivo y lingüístico. Este artículo explora la dimensión ideológico-cultural en el desarrollo del proceso escritor de estudiantes universitarios de bajo estatus socioeconómico en México, a partir de producciones textuales diseñadas para conectar ideas previas y conocimiento académico. El análisis preliminar muestra que una mayor madurez en la escritura (corrección, claridad, argumentación, pensamiento crítico) tiende a estar conectada con una relación más informada, reflexiva, distante y crítica con las ideologías e identidades culturales disponibles en el medio social; mientras que una escritura más problemática (en forma y contenido) suele asociarse con una relación más inmediata, reproductiva y acrítica con las ideologías e identidades culturales adquiridas desde la infancia. Concluimos tentativamente que la identidad ideológico-cultural plantea, con frecuencia, un conflicto en la apropiación de la cultura escrita universitaria.
DOI: 10.6084/m9.figshare.7452101.v1
title: Desarrollo ideológico-cultural y apropiación del discurso académico entre estudiantes universitarios

description: RESUMEN La escritura académica se ha visto principalmente como un proceso cognitivo y lingüístico. Este artículo explora la dimensión ideológico-cultural en el desarrollo del proceso escritor de estudiantes universitarios de bajo estatus socioeconómico en México, a partir de producciones textuales diseñadas para conectar ideas previas y conocimiento académico. El análisis preliminar muestra que una mayor madurez en la escritura (corrección, claridad, argumentación, pensamiento crítico) tiende a estar conectada con una relación más informada, reflexiva, distante y crítica con las ideologías e identidades culturales disponibles en el medio social; mientras que una escritura más problemática (en forma y contenido) suele asociarse con una relación más inmediata, reproductiva y acrítica con las ideologías e identidades culturales adquiridas desde la infancia. Concluimos tentativamente que la identidad ideológico-cultural plantea, con frecuencia, un conflicto en la apropiación de la cultura escrita universitaria.
DOI: 10.6084/m9.figshare.7835324.v1
title: Pre-service foreign language teachers’ social representations on oral corrective feedback

description: ABSTRACT This article discusses an investigation about the social representations (MOSCOVICI, 1978, 2003, 2007) of pre-service teachers of English and Spanish on oral corrective feedback. The study population were 64 senior students of Letters programs from the five different Brazilian regions. Considering that social representations may guide behavior, researching the participants’ social representations may reveal how they tend to deal with oral errors in their future teaching. Data were collected using a free word association instrument and an online focus group. The analysis showed that the participants’ social representations are anchored on traditional understanding of error correction, and points to the need of including oral corrective feedback in the curriculum of Letters programs.
DOI: 10.6084/m9.figshare.7835117
title: Textbook and literary reading at the final years of elementary education

description: ABSTRACT Based on the concept of literary literacy, this article investigates the expectations of the National Book and Teaching Material Program (PNLD) of 2017 (Brazilian Portuguese) and the National Curricular Parameters (PCNs) in relation to literary reading in the final years of Elementary School. In addition, it investigates how a set of activities present in a textbook approved by the guide addresses the literary text in its activities. Metalinguistic development and reading level studies guide the activities’ analyses. The results point to the lack of discussion about literary literacy and the specificities of literary reading, along with expectations on its realization. The didactic activities analyzed seem to reflect the gap between the expectations and the lack of discussion about possibilities of contribution to the formation of literary readers.
DOI: 10.6084/m9.figshare.7835117.v1
title: Textbook and literary reading at the final years of elementary education

description: ABSTRACT Based on the concept of literary literacy, this article investigates the expectations of the National Book and Teaching Material Program (PNLD) of 2017 (Brazilian Portuguese) and the National Curricular Parameters (PCNs) in relation to literary reading in the final years of Elementary School. In addition, it investigates how a set of activities present in a textbook approved by the guide addresses the literary text in its activities. Metalinguistic development and reading level studies guide the activities’ analyses. The results point to the lack of discussion about literary literacy and the specificities of literary reading, along with expectations on its realization. The didactic activities analyzed seem to reflect the gap between the expectations and the lack of discussion about possibilities of contribution to the formation of literary readers.
DOI: 10.6084/m9.figshare.7835324
title: Pre-service foreign language teachers’ social representations on oral corrective feedback

description: ABSTRACT This article discusses an investigation about the social representations (MOSCOVICI, 1978, 2003, 2007) of pre-service teachers of English and Spanish on oral corrective feedback. The study population were 64 senior students of Letters programs from the five different Brazilian regions. Considering that social representations may guide behavior, researching the participants’ social representations may reveal how they tend to deal with oral errors in their future teaching. Data were collected using a free word association instrument and an online focus group. The analysis showed that the participants’ social representations are anchored on traditional understanding of error correction, and points to the need of including oral corrective feedback in the curriculum of Letters programs.
DOI: 10.6084/m9.figshare.7835222
title: Keep Calm and Change the Code: A Codeswitching Study on Facebook

description: ABSTRACT This article aims to analyze the incidence of the code-switching phenomenon in the interaction between bi-multilingual speakers in the social network Facebook. When considering the dynamism and multimodal character of communication, we understand that it is essential that the education of language teachers include discussions on the many linguistic scenarios arising from social and human diversity. Among these scenarios is the Cyberspace, where technology, language and culture are in a dialogical relationship different from the one that happens in the physical space. In Facebook, for example, we observed this relationship in code-switching practices, possible between bi / multi-lingual speakers that are able to change the code depending on the interlocutor, on what they want to say and on what they are feeling. The possibility of tracking Computer-Mediated Communication allowed us to observe how bi/multilingual speakers appropriate the virtual environment to interact with friends from different languages and cultures and to experience those languages and cultures in exposing their identities through code-switching. The data collected during four months comprised asynchronous posts and interactions between these speakers with both bi/multilingual and monolingual friends. The results point to the advantages of linguistic flexibility of bi/multilingual speakers, in the traffic among cultures in a virtual context of interaction and the attention they have in this context and the diversity of interlocutors. The mastery of more than one language and the knowledge of the social network where the interactions took place gave greater freedom and autonomy for speakers to alternate languages and thus express themselves according to their needs without strictly following predetermined rules of one or the other language, that is, speakers felt free to expose themselves through language, expose the cultures that inhabit them, following the characteristics of the virtual environment that unties the social presence of the physical one.
DOI: 10.6084/m9.figshare.7835222.v1
title: Keep Calm and Change the Code: A Codeswitching Study on Facebook

description: ABSTRACT This article aims to analyze the incidence of the code-switching phenomenon in the interaction between bi-multilingual speakers in the social network Facebook. When considering the dynamism and multimodal character of communication, we understand that it is essential that the education of language teachers include discussions on the many linguistic scenarios arising from social and human diversity. Among these scenarios is the Cyberspace, where technology, language and culture are in a dialogical relationship different from the one that happens in the physical space. In Facebook, for example, we observed this relationship in code-switching practices, possible between bi / multi-lingual speakers that are able to change the code depending on the interlocutor, on what they want to say and on what they are feeling. The possibility of tracking Computer-Mediated Communication allowed us to observe how bi/multilingual speakers appropriate the virtual environment to interact with friends from different languages and cultures and to experience those languages and cultures in exposing their identities through code-switching. The data collected during four months comprised asynchronous posts and interactions between these speakers with both bi/multilingual and monolingual friends. The results point to the advantages of linguistic flexibility of bi/multilingual speakers, in the traffic among cultures in a virtual context of interaction and the attention they have in this context and the diversity of interlocutors. The mastery of more than one language and the knowledge of the social network where the interactions took place gave greater freedom and autonomy for speakers to alternate languages and thus express themselves according to their needs without strictly following predetermined rules of one or the other language, that is, speakers felt free to expose themselves through language, expose the cultures that inhabit them, following the characteristics of the virtual environment that unties the social presence of the physical one.
DOI: 10.6084/m9.figshare.8848463
title: Remarks on the Diversity of Theoretical Perspectives in Language Policy Research

description: ABSTRACT In this article, which opens the second issue of Volume 19 of Revista Brasileira de Linguística Aplicada, we discuss some existing epistemological divergences in language policy research. In the first section, two lines of divergence will be outlined: (i) the focus on official versus de facto language policies; (ii) the conception of language policymakers versus subjects of language policies. In the second section, based on the analysis of titles of thematic issues, dossiers and books recently published in Brazil, we argue that this diversity of perspectives may be clearly noticed in the research carried out in the country. We finish our text highlighting some issues that have gained strength in the Brazilian research agenda.
DOI: 10.6084/m9.figshare.8848463.v1
title: Remarks on the Diversity of Theoretical Perspectives in Language Policy Research

description: ABSTRACT In this article, which opens the second issue of Volume 19 of Revista Brasileira de Linguística Aplicada, we discuss some existing epistemological divergences in language policy research. In the first section, two lines of divergence will be outlined: (i) the focus on official versus de facto language policies; (ii) the conception of language policymakers versus subjects of language policies. In the second section, based on the analysis of titles of thematic issues, dossiers and books recently published in Brazil, we argue that this diversity of perspectives may be clearly noticed in the research carried out in the country. We finish our text highlighting some issues that have gained strength in the Brazilian research agenda.
DOI: 10.6084/m9.figshare.8848262
title: Internationalization and Language Policies in Brazil: What is the Relationship?

description: ABSTRACT The article reflects on the relationship between the internationalization of higher education and language policies in Brazil. The study provides a review of language policy literature and internationalization policies materialized in national programs, such as the Science without Borders (SwB) and the Languages without Borders (LwB). The analysis of internationalization policies suggests that language policies are at the core of the internationalization agenda, concerning the role of English in this process; however, the role of other foreign/additional languages (L2s) still seems to be disconnected, whereby other languages lack funding and alignment with solid language policies at all educational levels. The analysis of language policies reveals the need to think about the role of L2s at different educational levels as well as in multilingualism in Brazil and in the internationalization of higher education.
DOI: 10.6084/m9.figshare.8848262.v1
title: Internationalization and Language Policies in Brazil: What is the Relationship?

description: ABSTRACT The article reflects on the relationship between the internationalization of higher education and language policies in Brazil. The study provides a review of language policy literature and internationalization policies materialized in national programs, such as the Science without Borders (SwB) and the Languages without Borders (LwB). The analysis of internationalization policies suggests that language policies are at the core of the internationalization agenda, concerning the role of English in this process; however, the role of other foreign/additional languages (L2s) still seems to be disconnected, whereby other languages lack funding and alignment with solid language policies at all educational levels. The analysis of language policies reveals the need to think about the role of L2s at different educational levels as well as in multilingualism in Brazil and in the internationalization of higher education.
DOI: 10.6084/m9.figshare.8848199
title: Language Policy and Planning: An Analysis of the Themes Present in Research in Brazil

description: ABSTRACT The aim of this work is to present an overview of the themes discussed in the field of Language Policy and Planning over the last twenty-one years (1990-2010) in Brazil, comparing the alignment of Brazilian research with the international scenario. To that end, expanded notions of language policy were adopted (COOPER, 1989; SHIFFMAN, 1996, 2006; SPOLSKY, 2004, 2009, 2012) and a survey was carried out in order to find the number of articles in the field in a sample of abstracts from Brazilian academic journals of Linguistics and Literature. The main themes identified in this study were: educational language policies, language planning, languages in contact, diffusion of the Portuguese language, and (meta)linguistic knowledge and language policies. On the one hand, these themes show a convergence between Brazilian and international trends; however, on the other, they show a specific thematic trend in the former, that is, the interest in the constitution of (meta)linguistic knowledge in relation to language policy.
DOI: 10.6084/m9.figshare.8848199.v1
title: Language Policy and Planning: An Analysis of the Themes Present in Research in Brazil

description: ABSTRACT The aim of this work is to present an overview of the themes discussed in the field of Language Policy and Planning over the last twenty-one years (1990-2010) in Brazil, comparing the alignment of Brazilian research with the international scenario. To that end, expanded notions of language policy were adopted (COOPER, 1989; SHIFFMAN, 1996, 2006; SPOLSKY, 2004, 2009, 2012) and a survey was carried out in order to find the number of articles in the field in a sample of abstracts from Brazilian academic journals of Linguistics and Literature. The main themes identified in this study were: educational language policies, language planning, languages in contact, diffusion of the Portuguese language, and (meta)linguistic knowledge and language policies. On the one hand, these themes show a convergence between Brazilian and international trends; however, on the other, they show a specific thematic trend in the former, that is, the interest in the constitution of (meta)linguistic knowledge in relation to language policy.
DOI: 10.6084/m9.figshare.8848046
title: Language Without Borders (English) Program: A Study on English Language Ideologies

description: ABSTRACT This paper presents the synthesis of a study on the English language ideologies (ELI) underlying the Federal Program entitled “Languages without Borders-English” (LwBE). The investigation draws on texts from the legal, educational, and journalistic spheres about the enactment of the Program. Using NVivo 11 software, these texts were stored and categorized in the light of the Policy Cycle Approach and Critical Discourse Analysis. The overlapping of six ELI - standard language, English language as a commodity, native-speakerism, instrumentalist, global language and linguistic imperialism - is conceived as a common trait of LwBE in discourses, displaying tensions between the ratification and the questioning of English hegemony in the language policy engendered by the Program, within the context of the internationalization of Brazilian higher education.
DOI: 10.6084/m9.figshare.8848046.v1
title: Language Without Borders (English) Program: A Study on English Language Ideologies

description: ABSTRACT This paper presents the synthesis of a study on the English language ideologies (ELI) underlying the Federal Program entitled “Languages without Borders-English” (LwBE). The investigation draws on texts from the legal, educational, and journalistic spheres about the enactment of the Program. Using NVivo 11 software, these texts were stored and categorized in the light of the Policy Cycle Approach and Critical Discourse Analysis. The overlapping of six ELI - standard language, English language as a commodity, native-speakerism, instrumentalist, global language and linguistic imperialism - is conceived as a common trait of LwBE in discourses, displaying tensions between the ratification and the questioning of English hegemony in the language policy engendered by the Program, within the context of the internationalization of Brazilian higher education.
DOI: 10.6084/m9.figshare.11350394
title: Ni una menos: The Struggle for Women’s Rights in Argentina and Its Representations on Facebook

description: ABSTRACT The collective Ni Una Menos started in March 2015, and since then it has been actively demanding for public policies (laws, projects, public funds) that promote better gender equality and the preservation of the well-being of Argentinian women. In this article, we seek to study the comments posted on the official page of the movement on Facebook. Our investigation will span across comments posted two days before and two afterwards the first rally promoted by Ni Una a Menos on June 3rd, 2015. We use Corpus Linguistics (SINCLAIR, 1991) and Systemic-Functional Linguistics (HALLIDAY, 1991) as the main theoretical and methodological approaches in order to analyse linguistic aspects that express ideological, social and political positions. The results show how different political positions are represented within the movement and which choices reflect the action of the various active social agents. The open space for the expression of different ideas within the social media environment of Ni Una Menos has established this collective as a place for plural discussion on social policies in Argentina.
DOI: 10.6084/m9.figshare.11350394.v1
title: Ni una menos: The Struggle for Women’s Rights in Argentina and Its Representations on Facebook

description: ABSTRACT The collective Ni Una Menos started in March 2015, and since then it has been actively demanding for public policies (laws, projects, public funds) that promote better gender equality and the preservation of the well-being of Argentinian women. In this article, we seek to study the comments posted on the official page of the movement on Facebook. Our investigation will span across comments posted two days before and two afterwards the first rally promoted by Ni Una a Menos on June 3rd, 2015. We use Corpus Linguistics (SINCLAIR, 1991) and Systemic-Functional Linguistics (HALLIDAY, 1991) as the main theoretical and methodological approaches in order to analyse linguistic aspects that express ideological, social and political positions. The results show how different political positions are represented within the movement and which choices reflect the action of the various active social agents. The open space for the expression of different ideas within the social media environment of Ni Una Menos has established this collective as a place for plural discussion on social policies in Argentina.