cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.9739307
title: Textual Artifact of Advertising: A Thrust of Halliday’s Mood System Resources

description: ABSTRACT This paper argued that advertising contains variegated texts that theoretical terminologies are capable of exemplifying. Thus, ten beverage advertisements, among other types were chosen for analysis. Halliday’s mood exchange resources decomposed the texts into meaningful components, which were further calculated with tables and graphs. The calibration indicated that Complement (official milk, Uncle Thomas), Adjunct (with *826#, of Akwa Ibom), and Predicator (Dial, Drink) were dominant grammatical forms of semiosis sometimes appearing without the Subject and Finite elements. Moreover, the examination revealed exchanges initiated in the “interactions” as operating in the spheres of half-constitutive and half-ancillary organs that are significantly associated with socio-cultural norms. Prominent in the text were features of products, personal benefits and textual exaltations. Theoretical mediums, as this study suggests, would serve to uncover communication details to influence the authorities on advertising regulations.
DOI: 10.6084/m9.figshare.9739307.v1
title: Textual Artifact of Advertising: A Thrust of Halliday’s Mood System Resources

description: ABSTRACT This paper argued that advertising contains variegated texts that theoretical terminologies are capable of exemplifying. Thus, ten beverage advertisements, among other types were chosen for analysis. Halliday’s mood exchange resources decomposed the texts into meaningful components, which were further calculated with tables and graphs. The calibration indicated that Complement (official milk, Uncle Thomas), Adjunct (with *826#, of Akwa Ibom), and Predicator (Dial, Drink) were dominant grammatical forms of semiosis sometimes appearing without the Subject and Finite elements. Moreover, the examination revealed exchanges initiated in the “interactions” as operating in the spheres of half-constitutive and half-ancillary organs that are significantly associated with socio-cultural norms. Prominent in the text were features of products, personal benefits and textual exaltations. Theoretical mediums, as this study suggests, would serve to uncover communication details to influence the authorities on advertising regulations.
DOI: 10.6084/m9.figshare.11351333
title: Slave Trade Ads in the 19th Century: Textual Trajectory, Entextualization and Indexical Orders Mobilized on Contemporary Ads

description: ABSTRACT The present article features the analysis of the textual trajectory and the entextualizations of two ads concerning slave trade issued in 1854 - i.e., in the 19th century - in the Correio Paulistano newspaper. It also features the analysis of five ads posted in this century (21st) on the Mercado Livre website. One of my main goals was to highlight the indexical orders precipitated in those entextualizations. To achieve such goals, I took bases on the notion of ‘textual trajectory’ as it is employed by Blommaert (2010) and Fabrício (2013, 2014); on Bauman and Briggs’ (1990) concept of ‘entextualization’, and on the notion of ‘indexical order’ as Silverstein (2009) has presented it. By tracking both the ads’ textual trajectory and the entextualizations of discourse, it was possible to notice these indexical orders deeply related to black people’s lives: dehumanization, objectification, abjection, inferiority, devaluation, and precarization.
DOI: 10.6084/m9.figshare.11351333.v1
title: Slave Trade Ads in the 19th Century: Textual Trajectory, Entextualization and Indexical Orders Mobilized on Contemporary Ads

description: ABSTRACT The present article features the analysis of the textual trajectory and the entextualizations of two ads concerning slave trade issued in 1854 - i.e., in the 19th century - in the Correio Paulistano newspaper. It also features the analysis of five ads posted in this century (21st) on the Mercado Livre website. One of my main goals was to highlight the indexical orders precipitated in those entextualizations. To achieve such goals, I took bases on the notion of ‘textual trajectory’ as it is employed by Blommaert (2010) and Fabrício (2013, 2014); on Bauman and Briggs’ (1990) concept of ‘entextualization’, and on the notion of ‘indexical order’ as Silverstein (2009) has presented it. By tracking both the ads’ textual trajectory and the entextualizations of discourse, it was possible to notice these indexical orders deeply related to black people’s lives: dehumanization, objectification, abjection, inferiority, devaluation, and precarization.
DOI: 10.6084/m9.figshare.14328524
title: Linguistic Repertoires as Biographical Indexes: Indigenous Students’ Multimodal (Self)Representations Through Linguistic Portraits

description: ABSTRACT This paper adopts a conception of language as repertoire, conceived as an emergent set of semiotic resources that reflects life trajectories located in specific times and spaces. From this theoretical perspective, it analyzes dimensions of the configuration of the communicative repertoires of Indigenous individuals in the postcolonial contemporaneity. The empirical data under analysis was generated in a linguistic education context and consists of oral, written and multimodal registers of emerging interactions on the production and presentation of linguistic portraits. The analysis aims to highlight the pedagogical relevance of (self)representation of linguistic repertoires as a starting point for language education and as a research tool on linguistic resources, practices and ideologies.
DOI: 10.6084/m9.figshare.14328527
title: Time and Space: Contact Points in Discursive Genres in the Pedagogy of Alternation

description: ABSTRACT In this paper, we aim to analyze how the School-Time and Community-Time are marked/represented in the genres Notebook of Reality and Monitoring Notebook, two pedagogical instruments of the Pedagogy of Alternation (PA). It is a research of qualitative-interpretative approach. The corpus is consisted of texts of six copies of the Notebook of Reality and three copies of the Monitoring Notebook, being used in the analysis the enunciative categories in the Benvenistean perspective. The study shows that these genres constitute a place of great relevance for records of activities and allow the student not only to evidence their experiences in the two spaces and formative times of PA, but also to express the reflection, the acquired knowledge, making the generalizations expected by the formation.
DOI: 10.6084/m9.figshare.14328527.v1
title: Time and Space: Contact Points in Discursive Genres in the Pedagogy of Alternation

description: ABSTRACT In this paper, we aim to analyze how the School-Time and Community-Time are marked/represented in the genres Notebook of Reality and Monitoring Notebook, two pedagogical instruments of the Pedagogy of Alternation (PA). It is a research of qualitative-interpretative approach. The corpus is consisted of texts of six copies of the Notebook of Reality and three copies of the Monitoring Notebook, being used in the analysis the enunciative categories in the Benvenistean perspective. The study shows that these genres constitute a place of great relevance for records of activities and allow the student not only to evidence their experiences in the two spaces and formative times of PA, but also to express the reflection, the acquired knowledge, making the generalizations expected by the formation.
DOI: 10.6084/m9.figshare.14328530
title: The teaching of German modal particles: didactic strategies in GFL

description: ABSTRACT German modal particles (henceforth MPs) have been receiving increasingly attention, particularly in the context of teaching German as a foreign language (GFL). Difficulties concerning the proper acquisition of MPs can be overcome by didactic strategies such as: contextual analysis, from which MPs are directly dependent of; the nuclear function of each MP; the distinction between them and their homonyms; the intentions and expectations of the interlocutors; and contrastive analysis of its functional equivalents in Portuguese. Therefore, MPs can only be effectively analyzed if their grammatical and pragmatic aspects are considered. In this work, strategies and didactic materials (movies and comics) that may help teachers present MPs in GFL classes for Brazilians are suggested, focusing on the acquisition of communicative skills in German language.
DOI: 10.6084/m9.figshare.14328530.v1
title: The teaching of German modal particles: didactic strategies in GFL

description: ABSTRACT German modal particles (henceforth MPs) have been receiving increasingly attention, particularly in the context of teaching German as a foreign language (GFL). Difficulties concerning the proper acquisition of MPs can be overcome by didactic strategies such as: contextual analysis, from which MPs are directly dependent of; the nuclear function of each MP; the distinction between them and their homonyms; the intentions and expectations of the interlocutors; and contrastive analysis of its functional equivalents in Portuguese. Therefore, MPs can only be effectively analyzed if their grammatical and pragmatic aspects are considered. In this work, strategies and didactic materials (movies and comics) that may help teachers present MPs in GFL classes for Brazilians are suggested, focusing on the acquisition of communicative skills in German language.
DOI: 10.6084/m9.figshare.14328531
title: The Role of Textbooks for Promoting Autonomy in English Learning

description: ABSTRACT The present study investigates the role of textbooks for promoting learner autonomy in teaching English as a foreign language, drawing on the content analysis of three textbooks and interviews to six teachers who used them. The textbooks include activities that can potentially promote learner autonomy, although in a reduced number and mostly focused on processes of language learning/ use rather than on didactic processes and the learner’s self. The teachers acknowledge the importance of textbooks but also their limitations for promoting autonomy, use complementary learner-centred strategies, and point out the prevalence of teaching cultures that constrain this approach. An exploratory reflection-action framework for promoting autonomy emerges from the study as regards the textbook (assumptions and activities) and the teacher (conceptions, premises, strategies, and constraints.
DOI: 10.6084/m9.figshare.14328531.v1
title: The Role of Textbooks for Promoting Autonomy in English Learning

description: ABSTRACT The present study investigates the role of textbooks for promoting learner autonomy in teaching English as a foreign language, drawing on the content analysis of three textbooks and interviews to six teachers who used them. The textbooks include activities that can potentially promote learner autonomy, although in a reduced number and mostly focused on processes of language learning/ use rather than on didactic processes and the learner’s self. The teachers acknowledge the importance of textbooks but also their limitations for promoting autonomy, use complementary learner-centred strategies, and point out the prevalence of teaching cultures that constrain this approach. An exploratory reflection-action framework for promoting autonomy emerges from the study as regards the textbook (assumptions and activities) and the teacher (conceptions, premises, strategies, and constraints.
DOI: 10.6084/m9.figshare.14328533
title: A Longitudinal Evaluation of a Teacher Education Project: CLAC 20 Years Later

description: ABSTRACT Today, engaging in university extension programs is mandatory for undergraduate students in Humanities. However, before 2015, efforts in this area were rather scant and tended to concentrate on services and consultancy. Few were the projects, like CLAC (Language Courses for the Community), that aimed at preparing teachers for the realities of the classroom by means of a hands-on experience. To examine the influence this pioneer project may have on the academic, professional, and personal life of the participants, this paper reports a longitudinal study with 60 participants. Their answers to an online questionnaire indicate that the project reached its objectives in terms of promoting critical thinking and autonomy, and preparing well-qualified professionals. This assessment shows that this pioneering project is a model that should be replicated.
DOI: 10.6084/m9.figshare.14328533.v1
title: A Longitudinal Evaluation of a Teacher Education Project: CLAC 20 Years Later

description: ABSTRACT Today, engaging in university extension programs is mandatory for undergraduate students in Humanities. However, before 2015, efforts in this area were rather scant and tended to concentrate on services and consultancy. Few were the projects, like CLAC (Language Courses for the Community), that aimed at preparing teachers for the realities of the classroom by means of a hands-on experience. To examine the influence this pioneer project may have on the academic, professional, and personal life of the participants, this paper reports a longitudinal study with 60 participants. Their answers to an online questionnaire indicate that the project reached its objectives in terms of promoting critical thinking and autonomy, and preparing well-qualified professionals. This assessment shows that this pioneering project is a model that should be replicated.
DOI: 10.6084/m9.figshare.14328534
title: “But When do I do Critical Literacy?” Perspectives for Designing Critical Literacy Activities in EFL Classrooms

description: Abstract This paper aims to present a set of principles for the design of critically grounded activities for English classes in regular school settings. Such principles are based on the pillars of critical literacy according to renowned linguists and scholars of the area, as well as pre-established criteria proposed by Richards (2001) and adapted by Rashidi (2011) for critical-pedagogical practice. A brief contextualization will be presented, as well as theoretical foundations for the organization of such criteria. Following this moment, two practical examples, based on the Brazilian context, will be presented in order to demonstrate the applicability of these theories in language classes at regular schools. The directions hereby proposed are aimed at guiding ELT teachers’ reflections as they try to implement critically based activities in their classrooms.
DOI: 10.6084/m9.figshare.14328534.v1
title: “But When do I do Critical Literacy?” Perspectives for Designing Critical Literacy Activities in EFL Classrooms

description: Abstract This paper aims to present a set of principles for the design of critically grounded activities for English classes in regular school settings. Such principles are based on the pillars of critical literacy according to renowned linguists and scholars of the area, as well as pre-established criteria proposed by Richards (2001) and adapted by Rashidi (2011) for critical-pedagogical practice. A brief contextualization will be presented, as well as theoretical foundations for the organization of such criteria. Following this moment, two practical examples, based on the Brazilian context, will be presented in order to demonstrate the applicability of these theories in language classes at regular schools. The directions hereby proposed are aimed at guiding ELT teachers’ reflections as they try to implement critically based activities in their classrooms.
DOI: 10.6084/m9.figshare.14328537
title: #FraudenasUrnas: Disinformation’s Discursive Strategies on Twitter During Brazilian 2018 Elections

description: ABSTRACT This paper analyzes the discursive strategies used to legitimize disinformation in social media, particularly on Twitter. Our dataset focuses on disinformation regarding suspicion on frauds in the electronic ballot during the 2018 presidential election. Based on this event, 276,875 retweets and 84,577 tweets exclusively with disinformation from political conversations were collected and legitimation strategies of the fifty most successful tweets were examined (VAN LEEUWEN, 2007). The results point to the association of personal authority and moral evaluation as the key components of the most successful validated retweets. Thus, users with authority in these medias have a significative importance for spreading this type of discourse.
DOI: 10.6084/m9.figshare.14328537.v1
title: #FraudenasUrnas: Disinformation’s Discursive Strategies on Twitter During Brazilian 2018 Elections

description: ABSTRACT This paper analyzes the discursive strategies used to legitimize disinformation in social media, particularly on Twitter. Our dataset focuses on disinformation regarding suspicion on frauds in the electronic ballot during the 2018 presidential election. Based on this event, 276,875 retweets and 84,577 tweets exclusively with disinformation from political conversations were collected and legitimation strategies of the fifty most successful tweets were examined (VAN LEEUWEN, 2007). The results point to the association of personal authority and moral evaluation as the key components of the most successful validated retweets. Thus, users with authority in these medias have a significative importance for spreading this type of discourse.
DOI: 10.6084/m9.figshare.14328539
title: When Teacher Education Goes Mobile: A Study on Complex Emergence

description: ABSTRACT The popularity of mobile devices brings on new challenges for teacher education. Based on complexity theory, this qualitative study1 seeks to better understand the dynamics of a social group, especially the conditions for the emergence of learning in a mobile educational experience. Sixty in-service teachers in Brazil participated in a six-week course via WhatsApp. The analysis of the answers to questionnaires and the corpus generated by the teachers’ interactions indicate that the devices’ mobility favored interactions, control distribution, and social repertoire of possibilities. The findings also indicate that the teachers recognize the potential of mobile technology for mediating learning experiences.
DOI: 10.6084/m9.figshare.14328539.v1
title: When Teacher Education Goes Mobile: A Study on Complex Emergence

description: ABSTRACT The popularity of mobile devices brings on new challenges for teacher education. Based on complexity theory, this qualitative study1 seeks to better understand the dynamics of a social group, especially the conditions for the emergence of learning in a mobile educational experience. Sixty in-service teachers in Brazil participated in a six-week course via WhatsApp. The analysis of the answers to questionnaires and the corpus generated by the teachers’ interactions indicate that the devices’ mobility favored interactions, control distribution, and social repertoire of possibilities. The findings also indicate that the teachers recognize the potential of mobile technology for mediating learning experiences.
DOI: 10.6084/m9.figshare.14328542.v1
title: Gender and Race Performances in the Digital Activism of Geledés: Intersectionality, Interactional Positions and Reflectivity

description: ABSTRACT Considering the increasing activity of digital activism of black feminism in Brazilian society, this article analyzes gender and racial performance produced in interactional positioning mobilized by subjects in their comments on the Geledés Facebook page. For that, performative perspectives of language, identity, gender and race were adopted, as well as a post-critical qualitative methodology inspired by virtual ethnography. The results obtained point to the intersection between gender and racial performances in identity-related practices performed by commentators, as well as to the reflexivity potential of these social practices, especially regarding the contestation of colonial narratives based on racism and sexism.
DOI: 10.6084/m9.figshare.14328542
title: Gender and Race Performances in the Digital Activism of Geledés: Intersectionality, Interactional Positions and Reflectivity

description: ABSTRACT Considering the increasing activity of digital activism of black feminism in Brazilian society, this article analyzes gender and racial performance produced in interactional positioning mobilized by subjects in their comments on the Geledés Facebook page. For that, performative perspectives of language, identity, gender and race were adopted, as well as a post-critical qualitative methodology inspired by virtual ethnography. The results obtained point to the intersection between gender and racial performances in identity-related practices performed by commentators, as well as to the reflexivity potential of these social practices, especially regarding the contestation of colonial narratives based on racism and sexism.
DOI: 10.6084/m9.figshare.14328543.v1
title: Portuguese Language among East Timor Languages: A Case Study in a Timorese Secondary School

description: ABSTRACT The Timorese linguistic setting is complex: a multilingual society with oral tradition, two official languages, a large number of autochthonous native unwritten languages, a poor educational system, weak teacher training, indecisions and contradictions in educational policy over time. At school, the Portuguese language, which is one of the official teaching languages, is not dominated by all, often competing with Tetum, Indonesian and local languages. Outside the classrooms, it almost disappears. The present case study presents the results of a survey on the language proficiency, on their perceptions and on cultural habits of students in a Timorese public school in Dili. It analyses the results mainly from a qualitative perspective and discusses them, considering the effects of cultural practices in formal education. It confirms the Timorese multilingual scenario, but allows us to question a linear correlation between geographical area and local language, at least for the context of the capital.
DOI: 10.6084/m9.figshare.14328543
title: Portuguese Language among East Timor Languages: A Case Study in a Timorese Secondary School

description: ABSTRACT The Timorese linguistic setting is complex: a multilingual society with oral tradition, two official languages, a large number of autochthonous native unwritten languages, a poor educational system, weak teacher training, indecisions and contradictions in educational policy over time. At school, the Portuguese language, which is one of the official teaching languages, is not dominated by all, often competing with Tetum, Indonesian and local languages. Outside the classrooms, it almost disappears. The present case study presents the results of a survey on the language proficiency, on their perceptions and on cultural habits of students in a Timorese public school in Dili. It analyses the results mainly from a qualitative perspective and discusses them, considering the effects of cultural practices in formal education. It confirms the Timorese multilingual scenario, but allows us to question a linear correlation between geographical area and local language, at least for the context of the capital.
DOI: 10.6084/m9.figshare.14328545
title: Angolan Toponyms from Bantu Languages: Criteria for Spell Harmonization

description: ABSTRACT This study presents some criteria to spell Bantu toponyms in Brazilian Portuguese following the language lending phenomenon. We understand that toponyms are lexical and therefore they should obey the target language spelling rules as much as possible. To achieve this purpose, we conducted a documentary and field research using focus groups to validate the collected information. From a spelling point of view, the collected data show that there are some divergences in the writing form of Bantu toponyms. Thus, we proposed some criteria for their standardization, avoiding the multiple spellings observed.