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debaRtendo
Esse conjunto de ensaios acadêmicos (ou nem tanto) foi inspirado no programa debaRtendo, que tem o objetivo de popularizar a linguística aplicada e levar para dentro da academia questões da vida que nem sempre adentram os muros da ciência. Tensionando a distância entre as teorias e as práticas, os textos que aqui se encontram são diálogos com diversos episódios do debaRtendo nos quais alunas-es-os de pós-graduação de 3 IES brasileiras problematizam o cotidiano à luz da ciência.
debaRtendo
Esse conjunto de ensaios acadêmicos (ou nem tanto) foi inspirado no programa debaRtendo, que tem o objetivo de popularizar a linguística aplicada e levar para dentro da academia questões da vida que nem sempre adentram os muros da ciência. Tensionando a distância entre as teorias e as práticas, os textos que aqui se encontram são diálogos com diversos episódios do debaRtendo nos quais alunas-es-os de pós-graduação de 3 IES brasileiras problematizam o cotidiano à luz da ciência.
Políticas linguísticas, ensino de línguas e o processo de internacionalização do ensino superior no Brasil
O livro Políticas linguísticas, ensino de línguas e o processo de internacionalização do ensino superior no Brasil nos traz textos focados em processos de internacionalização encontrados em instituições de ensino superior, a partir de experiências com as línguas inglesa, francesa, italiana e alemã. Fundamentados em discussões teóricas sobre internacionalização e políticas linguísticas, alguns casos de processos de internacionalização são apresentados, com destaque para as experiências com a Rede Andifes Idiomas sem Fronteiras e com o Programa de Pós-Graduação em Música da Universidade Federal do Rio Grande do Sul.
Research Methods in Applied Linguistics
Research Methods in Applied Linguistics is designed to be the essential one-volume resource for students. The book includes: * qualitative, quantitative and mixed methods * research techniques and approaches * ethical considerations * sample studies * a glossary of key terms * resources for students As well as covering a range of methodological issues, it looks at numerous areas in depth, including language learning strategies, motivation, teacher beliefs, language and identity, pragmatics, vocabulary, and grammar. Comprehensive and accessible, this is the essential guide to research methods for undergraduate and postgraduate students in applied linguistics and language studies.
Moving Critical Literacies Forward
Taking the pulse of current efforts to do—and, in some cases, undo—critical literacy, this volume explores and critiques its implementation in learning contexts around the globe. An impressive set of international authors offer examples of productive critical literacy practices in and out of schools, address the tensions and gaps between these practices and educational policies, and attempt to forecast the future for critical literacy as a movement in the changing global educational policy landscape. This collection is unique in presenting the recent work of luminaries such as Allan Luke and Hilary Janks alongside relative newcomers who use innovative approaches and arguments to reinvigorate and redefine critical practice. It is time for this cutting-edge inquiry into the state of critical literacy—not only because is it a complex and ever-evolving field, but perhaps more important, because it offers a reaction to, and powerful reworking of, standardization and high-stakes accountability measures in educational contexts around the globe.
Doing Critical Literacy
Compelling and highly engaging, this text shows teachers at all levels how to do critical literacy in the classroom and provides models for practice that can be adapted to any context. Integrating social theory and classroom practice, it brings critical literacy to life as a socio-cultural orientation to the teaching of literacy that takes seriously the relationship between language and power and orients readers to the social effects of texts. Students and teachers are drawn into the key questions critical readers need to pose of texts: Whose interests are served, who benefits, who is disadvantaged; who is included and who is excluded? The practical activities help readers grasp complex issues. Extending the theoretical framework in Hilary Janks’ Literacy and Power with a rich range of completely new, up-to-date activities that translate theory into practice, Doing Critical Literacy is powerful, relevant, and useful for both pre- and in-service teacher education and for use in schools.
English as a Lingua Franca in Teacher Education
A lingua franca perspective into English language teaching in Brazil has only recently take flight. As an emerging economy, the country faces enormous challenges when it comes to language education in schools, where English has traditionally been taught as a foreign language. This collection brings the perspectives of academics and language practitioners in their efforts to incorporate an ELF approach into teacher education, thus offering a voice sorely missed in the international community interested in developing new approaches to English in a global world.
Translingual Practice
Winner of the AAAL Book Award 2015 Winner of the Modern Language Association's Thirty-Third Mina P. Shaughnessy Prize Winner of the BAAL Book Prize 2014 Translingual Practice: Global Englishes and Cosmopolitan Relations introduces a new way of looking at the use of English within a global context. Challenging traditional approaches in second language acquisition and English language teaching, this book incorporates recent advances in multilingual studies, sociolinguistics, and new literacy studies to articulate a new perspective on this area. Canagarajah argues that multilinguals merge their own languages and values into English, which opens up various negotiation strategies that help them decode other unique varieties of English and construct new norms. Incisive and groundbreaking, this will be essential reading for anyone interested in multilingualism, world Englishes and intercultural communication.
Distrusting Educational Technology
Distrusting Educational Technology critically explores the optimistic consensus that has arisen around the use of digital technology in education. Drawing on a variety of theoretical and empirical perspectives, this book shows how apparently neutral forms of educational technology have actually served to align educational provision and practices with neo-liberal values, thereby eroding the nature of education as a public good and moving it instead toward the individualistic tendencies of twenty-first century capitalism. Following a wide-ranging interrogation of the ideological dimensions of educational technology, this book examines in detail specific types of digital technology in use in education today, including virtual education, ‘open’ courses, digital games, and social media. It then concludes with specific recommendations for fairer forms of educational technology. An ideal read for anyone interested in the fast-changing nature of contemporary education, Distrusting Educational Technology comprises an ambitious and much-needed critique.
Teacher Induction and Mentoring
This book draws together various theoretical and research-based perspectives to examine the institutionalization of mentoring processes for beginning teachers. Teacher induction, defined as the guidance provided to new teachers, is increasingly gaining traction as a key stage in promoting quality education. Major efforts have been put into reducing transitional challenges from being a student teacher to a practicing teacher; optimizing professional relationships and socialization into school dynamics; and increasing teacher retention. Mentoring has been proven to add benefits in assisting beginning teachers during the early years of their teaching career, because it provides the required knowledge and skills to face uncertain school scenarios and the complexities of practice. However, teacher induction programs are not part of regular instruction in many countries. The lack of teacher training during the induction phase might result in lower levels of commitment, professional isolation, or even attrition. This book calls for more concrete mentoring processes for early career teachers, and questions how this can be put into practice.
