Dissertations / Theses on the topic 'Intercultural Mediation in Language Teaching and Learning'

In a globalized world, teaching English as a second language (ESL) or English as a foreign language (EFL) requires mastery of intercultural communicative competence (ICC). Deploying ICC has many benefits, especially with teaching and learning English, because it is a preeminent necessity for intercultural communication today. In ESL and EFL contexts at college and university levels, learners and instructors interface with other learners and instructors who have various languages and cultures, so there is a need for implementing ICC, because it encourages instructors and learners to communicate effectively with others using both their native and target languages, as well as their native and target cultures. Hence, there is a need for ICC, mediational tools, such as translanguaging pedagogy, as well as use of a peer-coaching process. Also, there is a need to evaluate ICC use through various kinds of assessment, such as self-assessment (which includes self-reflection), identity assessment, formative assessment, and summative assessment. In order to find the validity of various aspects of ICC, the mediational tools, the peer-coaching process, various kinds of assessment, and self-reflection, the researcher used a mixed-method study that contained quantitative and qualitative data. The study was conducted over the summer of 2016, and the participants were graduate students in the Teaching English to Speakers of Other Languages (TESOL) program at California State University, San Bernardino (CSUSB). This thesis validates aspects of ICC, mediational tools, and assessments, as well as the importance of self-reflection in evaluating and improving individuals’ ICC.

This study explores the potential of teaching intercultural competence in foreign language courses through the example of a pedagogical experience in a higher education institution. Language research increasingly acknowledges the intercultural dimension of foreign language education and foreign language teachers’ social and moral responsibilities. Successful intercultural interactions presuppose unprejudiced attitudes, hence learners’ intercultural competence: tolerance and understanding of other cultures as well as cultural self-awareness. Intercultural communicative competence can therefore be considered as one of the central aims of foreign language education so that learners can successfully communicate with people from different linguistic and cultural worlds. However, there have been few empirical studies which illustrate intercultural competence with a view towards assisting its integration into classrooms. The main purpose of this investigation is the increased understanding of my practice in order to reconceptualise it as one of a social justice educator, which entails the construction of an understanding of intercultural competence teaching and learning in the foreign language classroom. The study incorporates insights from critical pedagogy, critical multiculturalism, and intercultural competence theories and examines the ways in which the research process has influenced and reshaped my practice, paving the way forward to further improvements for the future. During a classroom-based study over two academic semesters, I created an intercultural syllabus for my teaching of an English writing course which aimed to facilitate new understandings and insights around cultural diversity and contribute to learners’ responsible citizenship in a democratic society. Participants included all students who were enrolled in these two university classes. Using an action inquiry methodology, the project was a study of my educational practice which addressed five broad research questions. Qualitative data collection and analysis endeavoured to answer these questions by investigating student perceptions of cultural diversity and assessing their response to the syllabus; hence by focusing on the enhancement of students’ intercultural competence, the study sought to identify successful strategies for teaching intercultural competence. Data collection methods included student interviews, student essays, and my reflective diary. Findings reveal that most learners construct cultural differences as problematic, resort to negative stereotyping, and reproduce essentialised images of the self and of otherness; however, analysis also surfaced a more fluid and ambiguous understanding which portrays cultural others in more positive ways. Additionally, greater and deeper student understanding of intercultural issues is evidenced with reflection on the concept of culture and on migration, increased cultural self-awareness, expression of empathy and solidarity, acknowledgement of heterogeneity within national cultures, and awareness that insufficient knowledge of cultural groups may lead to misconceptions. The identification of ineffective strategies has assisted me in revising the intervention, while the self-reflective process brought to light my own biases towards otherness, assumptions which inform my practice, and ethical dilemmas involved in transformative teaching. Implications include the significance of affective learning, of student agency in the knowledge production process, and the connection of the educational experience to their lives. They point to the empowering experience for teachers of shaping the curriculum and living out their values in their practice but also to the challenges involved in transformative practices, teaching values, and assessing intercultural competence.

The concept of cultural mediation is one that all ESL teachers must deal with as an inherent part of their employment. Yet, relatively little of the current literature has examined how teachers actually perceive this aspect of their work once they have left the teacher preparation program behind. This question provided the main rationale for the present study. The current study, an adaptation of DeFoe (1986), examined the mediation of U.S. American culture in the ESL classroom by means of a written survey of 42 teachers from ten community colleges, both in the Portland/Vancouver metropolitan area and from around the state of Oregon. The four research questions of the present study sought to find a relationship between four independent variables--the kind of ESL that is taught, overseas exposure, cultural self-characterization, and explicit instruction in intercultural communication theory and practice--and how ESL teachers perceive their roles as each of these concern the four dependent variables of the study: being an example, explaining U.S. American culture, teaching interculturally, and listening and helping as a friend. A non-parametric Kruskal-Wallis analysis of the data revealed that none of the research questions achieved statistical significance. However, some of the findings did suggest several interesting relationships. The variable of cultural self-characterization did approach significance in relation to the dependent variable of explaining American culture. This, in connection with some of the findings for the respondent demographic data, appeared to indicate for this group of teachers that cultural self-perception may have exercised an influence on their explain of American culture. Second, intercultural communication theory and practice exposure seemed more of an aid to the respondents of this study in teaching about culture specific issues, as opposed to teaching about culture general issues. This would appear to raise a question as to how easily the theory and practice learned in the intercultural communication classroom translates to the ESL context.

Depuis l’ouverture des concours de recrutement de l’Éducation nationale aux ressortissants européens, au début des années 1990, de nombreux Britanniques et Irlandais ont rejoint le contingent d’enseignants certifiés et agrégés d’anglais. Ces professeurs d’anglais « locuteurs natifs » (PALN) n’ont pas été socialisésen France et mettent parfois des années à décoder le système éducatif français et leur intégration professionnelle dépend de nombreux facteurs. Si le CAPES et l’Agrégation constituent une étape cruciale dans le processus d’interculturation, parce qu’ils initient les candidats anglophones aux normes, règles et valeurs du système éducatif français et de l’anglais-objet d’étude universitaire et d’enseignement-apprentissage en France, ces premiers ne sont en réalité que les prémisses d’une longue construction de l’identité professionnelle de ces enseignants. La présente enquête, élaborée dans une perspective ancrée et compréhensive et qui s’appuie sur des méthodes mixtes, a permis au chercheur d’explorer comment les PALN perçoivent leur vie et leur identité professionnelles. Une analyse du discours des participants et des interactions enquêteur-enquêté amène le chercheur au cœur de la problématique identitaire des enseignants« natifs » qui se retrouvent face à un paradoxe : si le « capital natif » est un atout pour réussir les concours de recrutement, une interculturation (Demorgon, 1999) « trop » réussie peut fragiliser ce même capital qui, pour conserver son intérêt et rester dynamique, doit être sans cesse actualisé<br>Since the early 1990s, EU citizens have been able to sit the competitive examinations which give access to qualified teacher status within the French education system, without needing to have French nationality. This change has attracted British and Irish candidates who were not necessarily qualified to teach before moving to France and who, as native English-speaking teachers (NESTs), were not socialized there. Consequently, it sometimes takes them years to decode the French education system. For these teachers, comfortable professional integration depends on their capacity to adjust not only to the requirements of French schools, but also to the French approach to teaching and learning English. Taking the CAPES is one step towards interculturation, since by doing so, English-speaking candidates gain an insight into the norms, rules and values of the French education system and see how English is taught at university and in schools in France. However, passing the exam is only the first step towards building aprofessional teacher identity, which is a long process. The present investigation into the professional identity of NESTs from the UK and Ireland was constructedfrom a Grounded Theory and interpretative perspective using mixed methods. The researcher seeks to understand how participants perceive their professional identity and life as English teachers in the French education system. An analysis of participants’ discourse and of interviewer/participant interaction brings tolight the following paradox: the initial “gift” which helps NESTs through the rigorous state examinations can be weakened by strong interculturation and needs to be updated and enriched in order to remain an asset

The purpose of this study is to explore the students' motivation using songs and cooperative learning to improve intercultural understanding and to achieve communicative competence. The target level is the English as a Foreign Language (EFL) intermediate level students in South Korea.

Thesis (Ph.D.)--Kent State University, 2008.<br>Title from PDF t.p. (viewed Jan. 22, 2010). Advisor: Kenneth Cushner. Keywords: language; communication; cross cultural; teaching and learning; international students. Includes bibliographical references (p. 197-216).

This is a study to investigate the association between the cultural sensitivity in the acculturation process and the second language learning process. This study is also a partial replication of the study by William Acton (1979) who developed the Professed Difference in Attitudes Questionnaire (PDAQ), which is utilized as a measurement instrument in this study. Acton's concept of socio-cultural equidistant is interpreted from the intercultural communication point of view. The results of the hypothesis testing are inconclusive and incongruous with Acton's study.

PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>Este trabalho investiga a questão do tempo na cultura brasileira, mais especificamente, o conceito de pontualidade. Identificaram- se e caracterizaram-se aspectos da (im)pontualidade como fenômeno social partilhado por brasileiros residentes na cidade do Rio de Janeiro. Dado o objetivo de se detectarem as regras implícitas do sistema temporal carioca, mostrou-se relevante o contraste entre a autopercepção e a heteropercepção dos informantes, na medida em que, na sua maioria, eles se percebem como individualmente pontuais, em oposição à imagem genérica de impontual que relacionam ao coletivo, aos brasileiros. Acredita-se que os resultados desse estudo possam oferecer subsídios para uma melhor compreensão a respeito da percepção de pontualidade dos brasileiros, fomentando a reflexão sobre esse tópico por parte do professor de português como segunda língua para estrangeiros e, conseqüentemente, sua discussão em sala de aula. Dada a natureza interdisciplinar do assunto, este estudo realizou-se à luz dos referenciais teóricos das seguintes áreas: Antropologia Lingüística, Antropologia Social, Sociologia, Psicologia Social, Interculturalismo e Cruzamento de Culturas.<br>This work investigates time in the Brazilian culture, more specifically, the concept of punctuality. The author identified and characterized aspects of (un)punctuality as a social phenomenon shared by Brazilians who live in the city of Rio de Janeiro. The aim of this work was to detect the implicit rules in the time marking system in the city of Rio de Janeiro. The contrast between the informants´ self-perception and perception of others proved to be quite relevant since most of them think of themselves as punctual, in opposition to the generic image of unpunctuality associated with the Brazilians collectively considered. The outcomes of this research work will most certainly offer subsidies to a better understanding of the perception of punctuality among Brazilians and will enhance the thinking of teachers of Portuguese as a second language about this topic and consequently foster discussion about it in classroom activities. Considering the interdisciplinary nature of this subject, the study was carried out in the light of theoretical references in the following areas: Linguistic Anthropology, Social Anthropology, Sociology, Social Psychology, Inter-Culturalism and Cultures Crossing.

políticos em muitos países do mundo e, em tais contextos, a competência intercultural é tida como uma característica desejável para todos aqueles que, cada vez mais, cruzam as fronteiras entre culturas. A partir da nossa experiência pessoal em nível linguístico-identitário e profissional, enquanto professora de Italiano como Língua Estrangeira, entendemos que a reflexão explícita sobre a comunicação intercultural mereça um lugar na sala de aula de Língua Estrangeira. Com base nesses pressupostos, é objetivo da nossa pesquisa salientar a vertente intercultural do ensino-aprendizagem na sala de aula de Italiano como Língua Estrangeira e, especificamente, verificar se uma atividade didática, construída a partir dos pressupostos do Modelo de Desenvolvimento de Sensibilidade Intercultural MDSI (BENNETT, 1993) e de outros modelos interculturais, pode, de fato, estimular a sensibilidade ou a competência intercultural não apenas em nível cognitivo, mas também perceptivo. Deseja-se, ademais, verificar se o exercício \"Descrição, Interpretação e Avaliação\" (Description, Interpretation and Evaluation Exercise DIE) (BENNETT; BENNETT, 1988), que visa a promover a compreensão e a diferenciação entre os três conceitos citados, incentiva a tomada de consciência dos juízos de valor dos sujeitos da pesquisa, fazendo vir à tona sua relatividade pessoal e cultural. Em um plano mais geral, almeja-se registrar efeitos e reações dos aprendizes em contato com tal atividade didática. Em nível metodológico optamos pelo método qualitativo que, de acordo com Donna Mertens (1998), pertence ao paradigma de pesquisa interpretativo/construtivista (interpretive/constructivist) e que remete, portanto, à mesma teoria epistemológica que fundamenta o MDSI. A atividade didática criada foi experimentada junto a duas turmas de alunos de Italiano como Língua Estrangeira no âmbito da Faculdade de Filosofia, Letras e Ciências Humanas da Universidade de São Paulo. Os dados recolhidos na experimentação parecem demonstrar que o exercício DIE permitiu alcançar os propósitos da pesquisa, pois os alunos, em linhas gerais, conseguiram: (a) captar e diferenciar os elementos descritivos, interpretativos e avaliativos nos textos propostos na atividade didática; (b) entender sua natureza ao mesmo tempo pessoal e cultural; (c) em parte, aplicar e interpretar de forma pessoal e criativa o exercício DIE ao tema proposto na atividade didática elaborada para a realização da parte empírica da pesquisa. Em nível mais geral, os alunos compreenderam que o principal foco da atividade didática (não explicitado antecipadamente) foi tentar apreender elementos da cultura subjetiva italiana e que os procedimentos por meio dos quais isso ocorreu (o DIE e a empatia) são ferramentas que podem ser utilizadas em diferentes contextos culturais.<br>The concepts of \"difference\" and \"identity\" are now a leitmotif in social and political debates in many countries worldwide. In this context, the intercultural competence is considered to be a desirable feature for those who, more and more frequently, are crossing borders between cultures. From my personal both in terms of language and self-identity and from the professional experience, as teacher of Italian as a Foreign Language, I understand that the explicit reflection on intercultural communication deserves a place in the foreign language classroom. Based on such assumptions, the main goal of this research is to highlight the intercultural dimension of teaching and learning in the Italian language classes, and more specificically to verify if a teaching activity, inspired by the Developmental Model of Intercultural Sensitivity DMIS (BENNETT, 1993), and other intercultural models, can indeed stimulate the sensitivity and the intercultural competence, not only at a cognitive level, but also at a perceptual level. In addition, we would like to check whether the exercise called the Description, Interpretation, and Evaluation Exercise - DIE (BENNETT, BENNETT, 1988), which aims at fostering the understanding and the differentiation the three concepts mentioned, encourages awareness of the judgments of value in the subjects in this research, highlighting their personal and cultural identity. More generally, we aim at registering the effects and reactions of the learners in contact with such an activity. At a methodological level, we chose the qualitative method that according to Donna Mertens (1998) belongs to the interpretive/constructivist research paradigm and, therefore, refers to the same epistemological theory behind DMIS. The teaching activity developed during this research was applied to the two different groups of students of Italian as a Foreign Language in the Faculty of Philosophy, Letters and Human Sciences of the University of São Paulo. The data collected in the trial seems to show that the exercise DIE allowed us to achieve the purposes of the research, once the students, in general, had success in: (a) understanding and being able to distinguish the descriptive, interpretive and evaluative elements in the proposed texts during the teaching activities; (b) understanding their own nature as being \"personal\" and \"cultural\" at the same time; (c) in part, to applying and interpreting in a personal and creative way the DIE exercise, which was proposed as an activity designed to carry out the empirical part of this research. On a broader sense, the students were also able to understand that the main focus of the activity (which was not explicit beforehand) was to attempt to grasp elements of the Italian subjective culture. It is noteworthy that the procedures by which this occurred (the DIE and \"the empathy\") are tools that can be used in different cultural contexts.

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No. of bitstreams: 1 TeseMCBP.pdf: 7326849 bytes, checksum: 5af7448a8a7bc5798eee410d906e9cca (MD5) Previous issue date: 2015-03-20<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)<br>This thesis aligns with the idea that language teaching and learning is intrinsically linked to cultural issues, and that both the student and the teacher should think about this relationship during an intercultural learning process. Culture is a question of otherness: putting yourself in someone else’s place and, at the same time, assuming yourself as individual, as part of a different socio-cultural context in an exercise of translation and self-translation. Thus, we believe that the translation of songs and literary texts in English learning and teaching, for instance, could offer students the possibility of thinking, during the act of translation, about the lexicon and structures of the foreign language and the mother tongue, contributing to the enhancement of the training process and introducing them to creative work, as well as enabling contact with cultural issues of English-speaking countries from the study of lyrics and literature, rich sources of information on socio-cultural and historical topics. Therefore, at first the researcher aimed at investigating and discussing the representations (MOSCOVICI, 1997, 2013; JODELET, 1997) that students and teachers (in training and in service) carry on the act of translation, presenting exercises and courses in order to promote theoretical and practical awareness on the subject. After this preliminary study, in-service teachers who participated in one of the courses were chosen as subjects for further research and data analysis on the role of literary translation exercises in classroom in order to promote interdisciplinary reflection on the foreign language/culture and, at the same time, on the student’s own maternal language/culture following the concept that translating can mean interpreting, and that the translator plays a crucial role of second author who rescues meaning and transports them to the other side, connecting the two plans in a cultural otherness exercise (PAZ, 1976, 1990; DERRIDA, 1998; CAMPOS, 1992, 2013a, 2013b, 2013c; ARROJO, 1992, 1993, 2002; OTTONI, 1997, 1998; etc.). Finally, in general, in addition to the commented objectives, the intention was to contribute to the spread of the reading practices of various genres, to the appreciation of translation and the translator, to the reflective learning process of in-service teachers and for further expansion of the area of foreign and first language teaching and learning, seeking the best future for the area in Brazil.<br>A presente tese alinha-se com a concepção de que o processo de ensino/aprendizagem de línguas está intrinsecamente ligado a questões culturais, e de que tanto o aluno quanto o professor devem refletir sobre essa relação durante um processo intercultural de aprendizagem. Cultura é uma questão de alteridade: colocar-se no lugar do outro e, ao mesmo tempo, assumir-se como indivíduo, como parte de um contexto sociocultural diferente – é um exercício de traduzir e traduzir-se. Dessa forma, partimos do pressuposto de que a tradução de canções e textos literários no ensino/aprendizagem de língua inglesa, por exemplo, poderia oferecer aos alunos a possibilidade de reflexão, durante o ato tradutório, sobre o léxico e as estruturas da língua estrangeira e portuguesa, contribuindo para o aprimoramento do processo formativo e introduzindo-os no trabalho criativo, além de possibilitar o contato com questões culturais dos países de língua inglesa a partir do estudo das letras de música e da literatura, ricas fontes de informação sobre questões socioculturais e históricas. Buscou-se, portanto, em um primeiro momento, investigar e discutir as representações (MOSCOVICI, 1997, 2013; JODELET, 1997) que alunos e professores (em formação e em serviço) carregam sobre o ato tradutório, promovendo exercícios e cursos de conscientização e reflexão, teórica ou prática, sobre o tema. Após esse estudo, como recorte para aprofundamento da pesquisa e análise de dados, foram escolhidos como sujeitos os professores em serviço que participaram de um dos cursos oferecidos com a finalidade de promover a reflexão interdisciplinar sobre a língua/cultura estrangeira estudada e, ao mesmo tempo, sobre a própria língua/cultura materna dos cursistas a partir do pressuposto de que traduzir pode significar interpretar, e que ao tradutor cabe um papel de segundo autor que, ao colocar-se no lugar do autor do texto original, resgata significados e transporta-os para o outro lado, ligando os dois planos em um exercício de alteridade cultural (PAZ, 1976, 1990; DERRIDA, 1998; CAMPOS, 1992, 2013a, 2103b, 2013c; ARROJO, 1992, 1993, 2002; OTTONI, 1997, 1998; etc.). Por fim, de um modo geral, além dos objetivos descritos, a intenção foi contribuir para disseminação das práticas de leitura de vários gêneros textuais, para valorização do trabalho de tradução e do tradutor, para o processo formativo reflexivo de professores em serviço e para que a área de ensino-aprendizagem de língua estrangeira e língua materna se expanda ainda mais, buscando melhores panoramas para o ensino/aprendizagem de línguas no Brasil.

Essa pesquisa tem por objetivos acompanhar e analisar, à luz dos Estudos Interculturais de linha francesa, o processo inicial de adaptação de um grupo de estudantes brasileiros em viagem de estudos à França, bem como discutir a formação suscetível de facilitar o desenvolvimento de uma competência intercultural. Os sujeitos da pesquisa são alunos da Escola Politécnica da Universidade de São Paulo, participantes do Programa de Duplo Diploma com as Grandes Ecoles francesas no período de 2006-2008. A metodologia de trabalho empregada é de caráter qualitativo-descritivo e a interpretação dos dados obtidos por meio de questionários escritos aplicados ao grupo foi realizada segundo a proposta de avaliação do capital de mobilidade de Murphy-Lejeune (2003). Os resultados manifestados sob a forma de reflexões decorrentes de nossa análise visam não apenas tornar mais visível o tema da mobilidade estudantil, ainda tão pouco estudado no Brasil, como também contribuir para a formação de professores e a criação de programas de Língua Estrangeira que preparam grupos de estudantes para experiências de mobilidade no exterior.<br>The objectives of this study are to use the French line of Intercultural Studies to follow up on and analize the initial adaptation process of a group of Brazilians studying in France, as well as to discuss the formation which will facilitate the development of some intercultural competence. The study subjects are students of the Escola Politécnica of Universidade de São Paulo participating in the Duplo Diploma (Double Diploma) Program in the French Grandes Ecoles from 2006 to 2008. The work metodology used is qualitative-descriptional and the data, acquired by means of questionnaires, was interpreted as per Murphy-Lejeunes evaluation of mobility capital (2003). The results, in the form of reflexions of our analysis, have as objective not only to focus attention into student mobility, a field of study still to be explore, but also to contribute to the formation of facilitators and the formulation of Foreign Language programs, which will prepare groups of students to mobility experience in other countries.

Esta pesquisa aborda a aprendizagem da linguagem cartográfica mediada pelo processo de desenvolvimento de recursos didáticos táteis, com as contribuições da perspectiva sócio histórica. O recorte teórico sobre linguagem e cartografia escolar e tátil buscou embasar as discussões sobre o ensino de geografia a partir da dialogia na mediação pedagógica e ressaltar a importância do domínio da linguagem cartográfica. O processo de desenvolvimento de materiais táteis como mediação na aprendizagem foi analisado a partir da realização de duas oficinas em cartografia tátil e entrevistas. Objetivando-se valorizar a pesquisa educacional qualitativa e as reflexões do professor sobre sua prática, a metodologia da pesquisa-ação serviu à coleta de dados, como elementos colaborativos e narrativos enquanto aspectos fundamentais. Discutiu-se com professores o processo cartográfico como mediador da aprendizagem da linguagem cartográfica frente aos desafios encontrados para o ensino de geografia e para um uso social da linguagem cartográfica, verificando-se possibilidades e mudanças no discurso e nas práticas pedagógicas. Acreditase que os professores possam ser atores educacionais e produtores de seu instrumental de trabalho, com subsídios teóricos e metodológicos para o planejamento de atividades, e que seja também um processo significativo o ato de mapear o seu trabalho docente.<br>This research addresses the learning of the cartographic language mediated by the process of tactile didactic resources development, with the contributions of socio-historic perspective. The theoretical framework of language and tactile school cartographic sought to base discussions on the teaching of geography from the dialogues within the pedagogical mediation, enhancing the importance of cartographic language and its knowledge. The process of tactile materials development as mediation in learning was analyzed in view of two workshops offered about tactile maps to teachers and the interviews with them. Aiming to enhance the qualitative educational research and teachers reflections on their practice, the methodology based on action -research was used to collect data, such as collaborative and narrative elements as fundamental aspects. The mapping process was discussed with teachers as a mediator of learning the cartographic language, facing the challenges found in geography teaching. Also having in mind a social use of the cartographic language and considering the possibilities and changes in discourse as well the pedagogical practices. The author argues that teachers can be educational actors and producers of their work and resources, with theoretical and methodological basis for the activities planning, and having the act of mapping as significant process.

Esta é uma pesquisa quanti-qualitativa de estudo de caso que parte de princípios da teoria sociocultural aplicada à área de Aquisição de Segunda Língua (SL) e Língua Estrangeira (LE) e estudos de Informática na Educação a fim de investigar os efeitos da mediação de um agente pedagógico (AP) com estratégias de mediação específicas na aprendizagem colaborativa de inglês como LE em um ambiente virtual. A partir do aporte teórico desenvolvido, a metodologia desta pesquisa envolveu não só a elaboração e a aplicação de uma sequência de atividades de uso da tecnologia em tarefas colaborativas, mas, principalmente, no desenvolvimento de uma ferramenta AP integrado a uma ferramenta de mineração textual capaz de fazer intervenções nas discussões de textos em língua inglesa em uma sala de bate-papo. O contexto da pesquisa constituiu-se de uma turma de 25 estudantes de graduação em Letras/Inglês de uma universidade federal da região sul do Brasil. Primeiramente, os alunos responderam a um questionário que visou estabelecer o perfil desses aprendizes quanto ao uso da língua e da tecnologia. A coleta de dados se deu durante 6 encontros no laboratório de informática, em que os aprendizes realizaram em grupos 5 tarefas colaborativas de discussão de textos com a mediação do AP. Após as tarefas, os alunos responderam a questionários que buscaram investigar a sua percepção sobre o uso do AP na realização das tarefas e em sua aprendizagem. As interações, o uso das funções do AP e os dados dos questionários foram analisados em busca de indícios da mediação do AP no processo de aprendizagem. Com esses resultados, buscou-se contribuir na área de Informática na Educação para a pesquisa sobre o impacto de agentes pedagógicos na aprendizagem de línguas estrangeiras, sugerindo soluções para melhorar a educação apoiada por computador. Na área de Aquisição de SL/LE, pretendeu-se, ainda, trazer novos dados sobre estudos de tarefas colaborativas através da investigação da interação com o AP como um novo elemento para a comunicação mediada por computador na aprendizagem de línguas.<br>This is a quanti-litative case study that parts of theory sociocultural principles applied to Second Language (SL) and Foreign Language (FL) Acquisition and studies in Computers in Education in order to investigate the effects of a pedagogical agent's (PA) mediation with specific mediation strategies in English as a foreign language (EFL) collaborative learning in a virtual environment. From the theoretical framework developed, the methodology of this research involved not only the development and application of a sequence of activities using technology in EFL collaborative tasks, but mainly in the development of a PA integrated into a textual mining tool capable of doing interventions in reading discussions in a chat room. The context of the research consisted of a class of 25 graduate students in English Language and Literature in a federal university of southern Brazil. First, students answered a questionnaire that aimed to establish the profile of these learners in the use of language and technology. Data collection took place over 6 classes in the computer lab, where students did reading discussion collaborative tasks in English in a chat tool with the mediation of the PA. After the assignments, students responded to questionnaires that sought to investigate their perceptions of the role and use of the PA in carrying out the tasks and in their learning. The task interactions, the use of the PA's functions and the data from the questionnaires were analyzed in search of the PA's mediation on students' learning and motivation. With these results, the present study was intended to contribute to the field of Computers in Education for the research on the impact of PAs in FL learning, suggesting solutions to improve Computer Supported Education. In the area of SL/FL acquisition, this study aimed to bring new data on studies of collaborative tasks by investigating the interaction with the PA as a new element for computer-mediated communication in language learning.

Le travail recherche ci-présent aborde la question de la formation des enseignants du FLE pour les écoles secondaires du Mozambique. Le Mozambique, comme la majorité des pays en Afrique est caractérisé par la présence de plusieurs langues (20 langues d’origine africaine sont répertoriées) partagées par différentes ethnies qui les intègrent dans leur communication quotidienne. L’objectif de cette recherche est de comprendre le contexte dans lequel la formation des enseignants mozambicains se déroule. Dans cette perspective nous nous sommes appuyé sur les approches actuelles de la formation d’enseignants ainsi que sur le développement de la recherche dans le domaine de l’enseignement des langues étrangères et de la langue française en particulier. Dans ce travail, nous analysons l’origine linguistique et culturelle des futurs enseignants du FLE et son implication dans le processus de formation en didactique et culture françaises. Nous chercherons donc à percevoir tout d’abord à quel point le plurilinguisme des apprenants influence la formation en langue française. Ensuite, nous analysons la perception des étudiants par rapport à leur propre culture et son implication dans la compréhension et représentation de la culture cible qui est celle liée à la langue française. Autrement dit, c’est le jeu interculturel, voire le jeu de la multiculturalité et de la multiplicité des langues en contact qui nous a intéressé afin de comprendre la manifestation de ces deux concepts dans une classe où se trouvent des apprenants porteurs de diverses langues-cultures et qui ont tous pour objectif d’apprendre et de se former dans une nouvelle langue en s’appropriant aussi la culture qui lui est liée. Nous avons élaboré une enquête par questionnaire qui a été distribué à 600 exemplaires dans quatre villes du Mozambique où la formation des enseignants du FLE a lieu. Un premier résultat obtenu à partir de l’analyse des 422 questionnaires retournés par les étudiants est que les langues mozambicaines sont utilisées de façon assez forte dans les classes pendant la formation et que cela influence la pratique de la langue en apprentissage. Un autre résultat indique que les différences entre la culture des étudiants et la culture française ou francophone est assumée comme un aspect positif pour les étudiants mais, des témoignages sur ces différences montrent l’existence de stéréotypes et de représentations. Ceux-ci provoquent des chocs culturels qui peuvent tromper ces étudiants dans le regard qu’ils ont sur l’Autre (natif français ou francophone)<br>The research work herein addresses the issue of training teachers of FFL for Mozambique secondary schools. Mozambique, like most countries in Africa is characterized by the presence of multiple languages (20 languages of African origin are listed) shared by different ethnic groups integrate in their daily communication. The objective of this research is to understand the context in which the training of Mozambican teachers unfolds. In this perspective we relied on the current approaches to teacher training and the development of research in the field of teaching foreign languages and French in particular. In this work we analyze the linguistic and cultural origin of future teachers of FFL and its involvement in the educational process and training of French culture. We seek in this case to realize to what extent the multilingualism of students influences the formation in French. Then we analyze the perception of students from their own culture and its involvement in the understanding and representation of the target culture (the one linked to the French language). In other words, is the intercultural game or multiculturalism and multiplicity of languages in contact that interested us in order to understand the manifestation of these two concepts in the classroom where they are students who have different languages and cultures and that all aim to learn and train in a new language and also appropriating culture related to it. To this end, we developed a questionnaire that was distributed in 600 copies in four Mozambican cities where there is training of French teachers. One of the results obtained from the analysis of the 422 questionnaires that have been sent back by the students is that the national languages are often used during training in the classroom and this influences the practice of language learning. Another result indicates that the differences between the culture of the students and the French or Francophone culture is taken as a positive aspect for the students, but in some cases, these differences demonstrate the existence of stereotypes and representations. These differences cause cultural shocks that can fool the students in the look they have on the Other (native French or Francophone)

Les rencontres interculturelles orientent les priorités des enseignants vers la préparation des apprenants à travailler, vivre et communiquer avec des personnes linguistiquement et culturellement différentes, mais sans véritablement insérer une composante interculturelle dans les cursus offerts par l’enseignement supérieur en Colombie. Le cours de langue étrangère est un lieu de médiation entre langues et cultures différentes et de ce fait, la compétence interculturelle peut être considérée comme l’un des buts centraux de cet enseignement. La présente étude explore ainsi les possibilités d’intégration d’une dimension interculturelle dans les formations en langues étrangères des universités colombiennes afin d’inciter les étudiants à la développer, l’utiliser et la promouvoir. Nous avons été menée à relier trois composantes qui sont la dimension interculturelle, la mobilité internationale et l’autonomisation-« empowerment » et à examiner les façons dont tous les acteurs de l’enseignement supérieur colombien, les intègrent dans leurs activités académiques, professionnelles et personnelles. Cela nous a permis de mettre en évidence le caractère nécessaire mais non indispensable de la dimension interculturelle dans l'établissement de la relation langue-culture et dans la reconnaissance de la diversité et de l’altérité. La proposition de deux modules - contextualisés et adaptables à tous les niveaux de CECR - visant la prise de conscience et le développement de la dimension interculturelle, constitue l’aboutissement de notre recherche<br>Intercultural encounters set a priority for professors in order to prepare learners to work, live, and communicate with linguistically and culturally different people, but without really including intercultural components to the higher education programs offered in Colombia. The foreign language classroom is a mediation place between languages and cultures, and therefore the intercultural competence can be considered as one of the central aims of language education. This research explores the ways to integrate intercultural dimension to the foreign language programs in Colombian universities, as well as the possibilities to motivate the students to develop it, to use it and to promote it. The study incorporates insights from intercultural dimension, international mobility and empowerment theories and examines the means used by university community members in order to integrate them to their academic, professional and personal activities. Findings have allowed us to highlight the necessary, but not indispensable character of the intercultural dimension in the establishment of the language-culture relationship, as well as in the recognition of diversity and otherness. The suggestion of two educational units - contextualized and adaptable at every level of CEFR – aiming towards the awareness-raising of the intercultural dimension and competence developing process, establishes the outcome of our research

Made available in DSpace on 2016-04-28T18:22:14Z (GMT). No. of bitstreams: 1 Cristiane Magalhaes Bissaco.pdf: 1808687 bytes, checksum: 0ae56dbe478bdddc91abb7fd911b2c3a (MD5) Previous issue date: 2010-10-14<br>Since MERCOSUL began the search for courses of Spanish as a foreign language has considerably increased in Brazil, directly affecting the production of learning materials, which normally don t include authentic data collected from corpora of the targeted language. The use of authentic materials for learning a language is an issue that has been constantly raised by Corpus Linguistics studies as a key element for providing students with the language the way it is ordinarily used by native speakers. Therefore, the main theoretical framework for the research is provided by Corpus Linguistics (BERBER SARDINHA, 2004; BIBER et al, 1998; JOHNS, 1994, 1991a, 1991b; SINCLAIR, 1991), specially the use of concordances for teaching a second or foreign language. Although there are several studies based in the use of concordances for teaching, little is known about how the interaction among Spanish students and the teacher occur when they are doing activities with concordances. Therefore, the theoretical framework is also embodied with the principles of interaction and mediated learning experience, under the social interactionism view (VYGOTSKY, 1978/1984, 1962/1987; VYGOTSKY, LURIA & LEONTIEV, 1934/1986). This research aims at observing the application of language learning activities with concordances in order to discuss and analyze the existence of mediation and interaction criteria in teacher-student/student-student relations. Four lessons focusing each on the learning of one specific lexical item and its patterns were recorded. The transcripts were analyzed lesson by lesson, according to each speaker, following the mediated learning criteria proposed by Feuerstein (1997a, 1980, 1975) and the interaction criteria proposed by Kumpulainen & Wray (2002). The mediation analysis results showed the following teacher/student relations: individuation/sharing, challenge/competence, intentionality/sharing and intentionality/competence. As for the interaction analysis, the results showed the teacher more frequently asking or organizing followed by the student answering. The data also showed the existence of a sequencing of criteria, which hasn t been noted by any of the previous studies. The complete analysis of the data showed that activities with concordances although have been commonly associated to individual and autonomous learning also favor interaction and mediated leaning<br>Desde o advento do MERCOSUL houve um crescimento da demanda de cursos de língua espanhola no país, o que afeta diretamente a produção de materiais didáticos, os quais, normalmente, não contemplam dados autênticos, levantados em corpora da língua a ser aprendida. O uso de material autêntico no ensino de línguas vem sendo destacado pela Lingüística de Corpus como peça chave no acesso do aprendiz à língua, da maneira como ela é usada no cotidiano. Portanto, a pesquisa encontra suporte teórico principal na Lingüística de Corpus (BERBER SARDINHA, 2004; BIBER et al, 1998; JOHNS, 1994, 1991a, 1991b; SINCLAIR, 1991), especialmente, no que diz respeito ao uso de concordâncias. Embora haja diversos estudos sobre a aplicação de concordâncias para o ensino de línguas, pouco se sabe a respeito de como ocorre a interação entre alunos e professor enquanto realizam atividades com concordâncias no ensino de língua espanhola. Assim, completa o arcabouço teórico desta pesquisa os princípios de interação e mediação sob a perspectiva sócio interacionista (VYGOTSKY, 1978/1984, 1962/1987; VYGOTSKY, LURIA & LEONTIEV, 1934/1986). Esta pesquisa objetiva observar a aplicação de atividades com concordâncias, a fim de discutir e analisar critérios da mediação e da interação existentes nas relações professora-aluno/aluno-aluno. Foram aplicadas e gravadas quatro aulas que visavam criar condições para a aprendizagem do significado de um item lexical e seus padrões de uso. Suas transcrições foram analisadas uma a uma, fala por fala de cada um dos participantes, seguindo os critérios de mediação propostos por Feuerstein (1997a, 1980, 1975) e os critérios de interação, propostos por Kumpulainen & Wray (2002). Os resultados da análise de mediação mostraram a ocorrência das seguintes relações entre professora/aluno: individuação/compartilhamento, desafio/sentimento de competência, intencionalidade/compartilhamento e intencionalidade/sentimento de competência. Já em relação à interação, o que mais se observa é professora perguntando ou organizando, seguida pela resposta do aluno. Os dados também revelaram a existência de seqüências de critérios, o que não havia sido apresentado nas leituras anteriores. Em geral, pode-se concluir que as atividades com concordâncias, apesar de sugerirem aprendizagem autônoma, também propiciam comportamento interacional e momentos de mediação

Made available in DSpace on 2016-04-28T18:24:04Z (GMT). No. of bitstreams: 1 Cristiane Castelani Dellova.pdf: 3885907 bytes, checksum: 17159ac06c135357461998a2e2b92fe9 (MD5) Previous issue date: 2009-06-08<br>This dissertation aimed at investigating play in the classroom and its role in allowing changes in the mediational pattern in the context of teaching-learning of English to children. Its theoretical framework is the Social-Historical-Cultural Activity Theory (TASCH) with the discussions of concepts by Vygotsky (1930/1998, 1930/2003, 1934/2001, 1934/2004), Leontiev (1977, 1978), Engeström (1999) among others, in reference to activity-consciousness, teaching-learning, mediation and zone of proximal development. It is based on the studies of Bakhtin (1930/2006), Wertsch (1998), Orsolini (2004/2005) among others to understand how students appropriate of knowledge about the English language in the relationships with the teacher and colleagues in the classroom. To understand questions related to play, this study is also based on the discussions of Vygotsky (1930/1998), Elkonin (1978/1998), Leontiev (2006) and Newman & Holzman (2002), among others. To the data analysis and interpretation, the concepts of thematic content, person linguistic marker and modalizations by Bronckart (1997/2007), the quantitative/qualitative turn analysis through the creation of analysis categories based on the texts by Orsolini (2004/2005), Wertsch & Smolka (1993), Bakhtin (1986), Brookfield & Preskill (2005) and Kerbrat-Orecchioni (1996/2006) were used. This study was carried out in a language institute located in the city of Santo André, in a private teaching school throughout two months. The study followed a critical line of inquiry realized through a collaborative research (Magalhães 2007). Classes were recorded in which students took part in playful activities and the analysis indicated how the introduction of play in the classes and the sharing of meanings provided more comprehensive contexts for teaching-learning of English. The results presented here show that the change in the mediational pattern allowed not only the appropriation of the English language but also the transformation of the context under investigation, leading to new interpersonal relationships among the participants and a new vision of Teaching-Learning of English. They also pointed out a non-competitive learning environment in which there is respect and joint participation among the participants leading to a shared object - Teaching-Learning of English<br>Este trabalho teve por objetivo investigar o lúdico na sala de aula e seu papel em propiciar mudanças no padrão mediacional do contexto de ensino-aprendizagem de inglês para crianças. Teve como arcabouço teórico a Teoria da Atividade Sócio-Histórico-Cultural (TASCH) com as discussões de conceitos discutidos por Vygotsky (1930/1998, 1930/2003, 1934/2001, 1934/2004), Leontiev (1977, 1978), Engeström (1999) entre outros, quanto a relações consciência-atividade, ensino-aprendizagem, mediação e zona de desenvolvimento. Apóia-se nos estudos de Bakhtin (1930/2006), Wertsch (1998), Orsolini (2004/2005) entre outros para compreender como os alunos apropriam-se do conhecimento sobre a língua inglesa na relação com a professora e colegas na sala de aula. Para o entendimento de questões relativas ao lúdico, este estudo também se fundamenta nas discussões de Vygotsky (1930/1998), Elkonin (1978/1998), Leontiev (2006) e Newman & Holzman (2002), entre outros. Para análise e interpretação de dados, foram utilizados os conceitos de conteúdo temático, marcas de pessoa e modalizações de Bronckart (1997/2007), a análise quantitativa/qualitativa de turnos por meio da criação de categorias de análise baseadas nos textos de Orsolini (2004/2005), Wertsch & Smolka (1993), Bakhtin (1986), Brookfield & Preskill (2005) e Kerbrat-Orecchioni (1996/2006). Este estudo foi conduzido no decorrer de dois meses em uma escola livre de idiomas, situada na cidade de Santo André, prestando serviço em uma escola da rede privada de ensino. Seguiu uma linha de pesquisa de cunho crítico, concretizada por meio de uma pesquisa colaborativa (Magalhães 2007). Foram gravadas aulas em que os alunos participaram de tarefas lúdicas e a análise indicou como a introdução do lúdico nas aulas e o compartilhamento de significados propiciaram contextos mais abrangentes de ensino-aprendizagem de inglês. Os resultados aqui apresentados mostram que a mudança no padrão mediacional permitiu não somente a apropriação da língua inglesa como também a transformação do contexto estudado, levando a novas relações interpessoais entre os participantes e uma nova visão de Ensino-Aprendizagem de Inglês. Apontaram, também, para um ambiente colaborativo não-competitivo em que há respeito e participação conjunta entre os participantes em prol de um objeto compartilhado o Ensino-Aprendizagem de Inglês

Syftet med studien är ge ett kunskapsbidrag om hur några gymnasielever upplever att deras flerspråkighet inkluderas i svenskundervisningen för att främja språkutvecklingen. För att uppnå syftet har följande frågor besvarats: Hur upplever de inrikes- och utrikesfödda eleverna sin flerspråkighet och hur talar de om sin flerspråkighet? Vilka språkliga aspekter upplever de inrikes- och utrikesfödda eleverna påverkar inlärningar av det svenska språket? Hur upplever de inrikes- och utrikesfödda eleverna att deras flerspråkighet tas tillvara i svenskundervisningen? Studien tar sin utgångspunkt i den sociokulturella teorin där språket har en viktig funktion för elevernas inlärning. Undersökningen bygger på självrapporter och intervjuer i fokusgrupper. Studien inleds med en förundersökning där självrapporterna inhämtar förkunskaper och bakgrundsinformation om eleverna medan intervjuerna utgör den material som presenteras i resultatet. Det innebär att intervjuerna har en framträdande roll i studien. I resultatet framgår det att elevernas flerspråkighet är både en resurs och ett hinder i svenskundervisningen. Vidare synliggörs det i studien att ordförrådet och grammatiken är de främsta faktorerna som påverkar elevernas språkutveckling. Enligt eleverna blir de mer engagerade och motiverade till att lära sig svenska när deras flerspråkighet tas tillvara i undervisningen. Det innebär att elevers flerspråkighet främjar språkutvecklingen.<br>The aim of the study is to give knowledge about how some high school students perceive their multilingualism to be included when learning the Swedish language in order to encourage their language development. In order to achieve this purpose these questions have been answered: How do the native-born and foreign-born students experience their multilingualism and how do they speak regarding their multilingualism? Which aspects of language do the native-born and foreign-born students perceive to affect their learning of the Swedish language? How do the native-born and foreign-born students perceive their multilingualism to be utilized in Swedish language education? The study is based on the sociocultural theory where the language has an important function for students learning. The survey is based on self-reports and interviews in focus groups. The study begins with a preliminary investigation where the self-reports gather prior knowledge and background information about the students while the interviews constitute the material presented in the results. This means that the interviews have a prominent role in the study. The results show that students' multilingualism is both a resource and an obstacle when learning the Swedish language. Furthermore, the study makes it clear that the vocabulary and grammar are the main factors that affect the students' language development. According to the students, they become more engaged and motivated to learn Swedish when their multilingualism is being utilized in their education. This means that students' multilingualism promotes language development.

Experiences of teachers in SFI, Swedish for (adult) Immigrants, indicate that during their schooling earlier in life, SFI students have developed skills, abilities, values, ideas and expectations about teaching and learning that differ somewhat from the prevailing communicative oriented theory of second language teaching which is emphasized in SFI. In the thesis these aspects are referred to as different school cultural frames of reference. The aim of the thesis is to generate knowledge about SFI-students’ school cultural frames of reference of relevance for SFI teaching. The considerable number of immigrants from Iraqi Kurdistan during the 1990s has led to an empirical focus related to this geographical area. From a critical perspective, in some respects a research interest of this kind can be seen as contributing to a division between ‘us’ and ‘them’, in a wider sense a part of exclusion and a maintenance of the segregated Swedish society. In a special section is given an account of this research ethic question, together with arguments from intercultural pedagogy that support a focus on school cultural frames of reference. The theoretical platform for the thesis is sociocultural theory. The concepts of social representations, pedagogical code, classification, framing, power distance, diaspora and distinctions of knowledge also are used. The thesis is based on two data materials. The first consists of data from interviews and talks with students and teachers in SFI, all from Iraqi Kurdistan. The second consists of data gathered through observations, classroom observations, interviews and talks during two visits in the KDP-administrated region of Iraqi Kurdistan, each visit being for a period of about one month. This data material also includes text materials, mainly textbooks in EFL for grade five and six, and course books about EFL teaching used in teacher education. The thesis illuminates several aspects that provide an understanding as to why SFI students from Iraqi Kurdistan can have certain abilities, values, ideas and expectations about teaching, learning materials, learning, teacher and student roles that differ from the communicative oriented second language teaching emphasized in SFI. However, results from the study also underline the importance of a ‘weak’ use of this understanding in a SFI teaching context.

Made available in DSpace on 2014-06-11T19:30:22Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-11-30Bitstream added on 2014-06-13T18:40:24Z : No. of bitstreams: 1 candido_j_me_sjrp.pdf: 2430091 bytes, checksum: f71fd9f825d0e6ad6145cb7b0ddbe729 (MD5)<br>Nesta pesquisa objetivou-se estudar a formação inicial do professor de LE no contexto de laboratório de teletandem. Foca-se em quatro aspectos na graduação do professor de línguas: a orientação, a mediação, a reflexão e a aprendizagem em teletandem. Nesta pesquisa discute-se, através de um recurso tecnológico, o módulo Adobe® Acrobat® Connect™ Pro, a orientação, a mediação e a reflexão pelos alunos-professores de uma universidade estadual paulista, inseridos em um laboratório de teletandem. Neste laboratório, os alunos do curso de Letras, denominados aqui de alunos-orientadores, ministram sessões de orientação teórica e tecnológica para os alunos ingressantes no projeto Teletandem Brasil: língua estrangeira para todos, isto é, aqueles que ainda não iniciaram o seu processo de aprendizagem de língua estrangeira em teletandem. Assim, a pesquisa em questão constitui-se basicamente em três etapas: i) observação das sessões de orientação presenciais ministradas pelos alunos-orientadores no laboratório de teletandem; ii) leitura, reflexão e análise do diário-reflexivo dos alunos-orientadores acerca destas sessões de orientação teórica e iii) realização das sessões de mediação online com os alunos-orientadores pelo módulo Adobe® Acrobat® Connect™ Pro. O interesse no desenvolvimento da pesquisa surgiu pelas necessidades e inquietações na minha experiência como aluna do curso de Letras, isto é, como professora de língua estrangeira em formação inicial carente de maior orientação e reflexão da natureza que este novo contexto de ensino e aprendizagem de línguas em tandem permite oferecer. Desta forma, objetivou-se, especificamente investigar quais os possíveis impactos da experiência de orientação, dada pelo aluno de Letras, futuro professor de LE, no...<br>This research study aimed at investigating the foreign language teacher‟s pre-service education in a teletandem‟s laboratory context. Specifically, it focuses on four aspects in the foreign language teacher‟s pre-service education: counseling, mediation, reflection and learning in teletandem. This study discusses, through a new technological resource, the Adobe® Acrobat® Connect™ Pro, the counseling, mediation and the reflection by the pre-service students from a state university in São Paulo state, inside a teletandem laboratory. In this laboratory, the undergraduate foreigner teachers, called at this study of counselor-students, provide theoretical and technological counseling sessions to the freshman students in the thematic project named Teletandem Brasil: língua estrangeira para todos, in other words, for those students who have not started their foreign language learning in teletandem process yet. Therefore, this research is basically constituted by three stages: i) observation of the face to face counseling sessions given by the counselor-students in the laboratory; ii) reading, reflection and analysis of the reflective diaries of the counselor-students about these face to face counseling sessions and iii) realization of the online mediation sessions with the counselor-students through the Adobe® Acrobat® Connect™ Pro. The interest to achieve this research arose by the needs and concerns within my experience as an undergraduate foreign language teacher, in other words, as a teacher in a pre-service education lacking more counseling and reflection of the nature that this new context of teaching and learning languages in-tandem can provide. Thus, the study aimed to investigate what are the possible impacts of the counseling sessions‟ experience, given by the... (Complete abstract click electronic access below)

Orientador: João Antonio Telles<br>Banca: Douglas Altamiro Consolo<br>Banca: Nelson Viana<br>Resumo: Nesta pesquisa objetivou-se estudar a formação inicial do professor de LE no contexto de laboratório de teletandem. Foca-se em quatro aspectos na graduação do professor de línguas: a orientação, a mediação, a reflexão e a aprendizagem em teletandem. Nesta pesquisa discute-se, através de um recurso tecnológico, o módulo Adobe® Acrobat® Connect™ Pro, a orientação, a mediação e a reflexão pelos alunos-professores de uma universidade estadual paulista, inseridos em um laboratório de teletandem. Neste laboratório, os alunos do curso de Letras, denominados aqui de alunos-orientadores, ministram sessões de orientação teórica e tecnológica para os alunos ingressantes no projeto Teletandem Brasil: língua estrangeira para todos, isto é, aqueles que ainda não iniciaram o seu processo de aprendizagem de língua estrangeira em teletandem. Assim, a pesquisa em questão constitui-se basicamente em três etapas: i) observação das sessões de orientação presenciais ministradas pelos alunos-orientadores no laboratório de teletandem; ii) leitura, reflexão e análise do diário-reflexivo dos alunos-orientadores acerca destas sessões de orientação teórica e iii) realização das sessões de mediação online com os alunos-orientadores pelo módulo Adobe® Acrobat® Connect™ Pro. O interesse no desenvolvimento da pesquisa surgiu pelas necessidades e inquietações na minha experiência como aluna do curso de Letras, isto é, como professora de língua estrangeira em formação inicial carente de maior orientação e reflexão da natureza que este novo contexto de ensino e aprendizagem de línguas em tandem permite oferecer. Desta forma, objetivou-se, especificamente investigar quais os possíveis impactos da experiência de orientação, dada pelo aluno de Letras, futuro professor de LE, no... (Resumo completo, clicar acesso eletrônico abaixo)<br>Abstract: This research study aimed at investigating the foreign language teacher‟s pre-service education in a teletandem‟s laboratory context. Specifically, it focuses on four aspects in the foreign language teacher‟s pre-service education: counseling, mediation, reflection and learning in teletandem. This study discusses, through a new technological resource, the Adobe® Acrobat® Connect™ Pro, the counseling, mediation and the reflection by the pre-service students from a state university in São Paulo state, inside a teletandem laboratory. In this laboratory, the undergraduate foreigner teachers, called at this study of counselor-students, provide theoretical and technological counseling sessions to the freshman students in the thematic project named Teletandem Brasil: língua estrangeira para todos, in other words, for those students who have not started their foreign language learning in teletandem process yet. Therefore, this research is basically constituted by three stages: i) observation of the face to face counseling sessions given by the counselor-students in the laboratory; ii) reading, reflection and analysis of the reflective diaries of the counselor-students about these face to face counseling sessions and iii) realization of the online mediation sessions with the counselor-students through the Adobe® Acrobat® Connect™ Pro. The interest to achieve this research arose by the needs and concerns within my experience as an undergraduate foreign language teacher, in other words, as a teacher in a pre-service education lacking more counseling and reflection of the nature that this new context of teaching and learning languages in-tandem can provide. Thus, the study aimed to investigate what are the possible impacts of the counseling sessions‟ experience, given by the... (Complete abstract click electronic access below)<br>Mestre

La tesi di ricerca traccia un quadro dell’insegnamento dell’italiano agli studenti undergraduate statunitensi. Attraverso l’analisi della tradizione di studio e insegnamento delle lingue straniere negli Stati Uniti, si conosce il retroterra formativo di provenienza di questi studenti e, mediante la riflessione sui contenuti dei documenti ufficiali della didattica delle lingue, si individuano gli obiettivi della glottodidattica statunitense per l’educazione linguistica e culturale dei propri cittadini. Si affronta poi il tema dello study abroad mediante l’analisi di: dati sulle scelte degli studenti, programmi universitari statunitensi presenti in Italia, studi americani circa l’importanza delle percezioni degli studenti durante il processo di apprendimento. L’indagine condotta presso le classi di un Istituto americano di Milano, permette di delineare un profilo dello studente statunitense e di capire le sue aspettative sul corso e sul docente di lingua. Alla luce di tutte le osservazioni precedenti, si procede con la discussione della natura del sillabo in ambito statunitense e italiano, e si conclude con la progettazione di un sillabo adatto alle esigenze degli studenti statunitensi: la scelta di un sillabo interculturale rappresenta l’incontro delle tradizioni glottodidattiche, statunitense ed europea, e permette allo studente di sviluppare quelle competenze richieste dal mondo globalizzato del ventunesimo secolo.<br>The research explores didactic aspects of teaching the Italian language to American undergraduate students. In considering the tradition of foreign language education and the contents of the official existing frameworks for the teaching of languages in the United States, the research underlines the diverse educational backgrounds of American foreign language students who come to Italy in a study abroad program. The study abroad experience is discussed through data on students’ motivation to choose a study abroad program, and students’ perceptions about their language learning process while they’re in a foreign context. The survey conducted among Italian language students of an American Institute in Milan demonstrates the different academic and linguistic reality students encounter when they come to study in Italy, and their expectations on the course and on the teacher. The dissertation moves on the analysis of the format of the foreign language syllabus and discuss the differences between the American syllabus and the Italian syllabi: designing a culture-based syllabus is the key to improve students’ intercultural competence, in line with the purposes of the United States and European foreign language education program.

Cette recherche concerne une expérience menée pendant quatre ans auprès d’enfants autistes dans un hôpital de jour. Nous nous sommes proposé d’aborder les enfants autistes selon une démarche utilisant une médiation scolaire. Les acquis et les comportements sont lus en référence à la construction du sujet tel que le conçoit la psychanalyse. Les enfants autistes de l’expérience ont montré une capacité à apprendre et un intérêt pour les apprentissages scolaires que nous pensons utile de rapporter. Nous avons jugé nécessaire de situer au centre de notre réflexion sur les enfants autistes (ou atteints de TED) la notion de subjectivité et celle de subjectivation. La subjectivité représente la structure de l’identification primordiale, telle qu’elle se présente pour tous comme une matrice, la subjectivation est le chemin que prend toute construction singulière en termes de relations, d’inscriptions symboliques, imaginaires et réelles dans son rapport au monde, un chemin borné par la matrice subjective de départ. L’autisme désigne un trouble affectant la personne sur trois plans : anomalies de la communication orale et verbale, des interactions sociales et des centres d’intérêts restreints. Habituellement, chez les enfants en difficulté, on sépare la conduite de la thérapie, creuset de l’avènement d’un sujet, des apprentissages éducatifs et scolaires. Au-delà des débats, cette thèse dont les références sont celles de la psychopathologie clinique, se propose d’élaborer une voie d’accès, par la médiation des apprentissages scolaires, aux enfants autistes mutiques, dans le but d’élaborer avec eux un système de relations et de communications. Entrer d’abord en communication par la construction de représentations est essentiel. Dans un cadre où l’espace-temps est balisé, où les rituels des activités sont vite repérés par les enfants et appropriés, une subjectivité, restée constante mais gelée dans sa structure, peut s’exprimer et même une subjectivation peut se construire en relation avec l’autre ou les autres. Cette « nourriture » se constitue d’échanges avec les soignants dans un dispositif de face à face adulte-enfant. La « réussite de l’activité » avec les encouragements et les compliments se transforme en « objet de satisfaction » et laisse une trace mnésique chez l’enfant. L’objet de satisfaction est, ainsi, « médiatisé » à plusieurs niveaux. Le passage de l’éducation spécialisée à l’enseignement adapté marque une évolution radicale. Dans la réalité, beaucoup d’enfants autistes ne peuvent pas bénéficier de ce mouvement. Parce que les enfants autistes ont plus le désir de communiquer et d’apprendre que de conserver leurs troubles, aucune méthode éducative stricto-sensu ne peut répondre au développement de leur subjectivité. Par contre, on peut constituer pour eux un enseignement<br>The research presented here is based on experimental work with autistic children carried out over a four-year period in a day hospital. We set out to deal with autistic children in a process using school mediation. Achievements and behaviour are viewed with reference to the construction of the subject as perceived by psychoanalysis. The autistic children involved in our experimentation showed learning abilities and an interest in school studies that we feel are worthy of a written report. The specific target for this research was the learning difficulties of autistic children, both mutistic and non-mutistic. We also strived to provide responses to the French 2005 legislation obliging schools to accept children of all types. To do so, we felt it was essential to locate notions of subjectivity and subjectivation in the heart of our thinking about children with autism, or with pervasive developmental disorders. Subjectivity in our context is the primary identification structure that appears to us all as a starting point matrix or mould from which subjectivation is the path that takes on specific constructions in terms of relationships, and symbolic enrolling, both imaginary and real in relation to the world, a path bordered by the subjective starting matrix. Autism is seen today as a disorder that affects a person in three precise areas: abnormalities in spoken and written communication, social interactions, and personal interests that are restricted and often repetitive. When working with children with difficulties we generally separate the therapy—the crucible from which springs a subject—from educational and school learning. Looking beyond the pros and cons, this thesis—primarily anchored in clinical psychopathology—proposes to draw up a rather special approach, using the mediation of school learning, an access route enabling mutistic autistic children to be contacted and thus develop a system of relationships and communication. We decided to turn the proposals around, i.e. we opted to enter first into communication via symbolic mediation (as a common code) consisting of academic learning. In a setting where space-time is well charted, and where activity rituals are swiftly identified by the children—and often just as swiftly appropriated—constant though structurally rigid subjectivity can be expressed and even subjectivation may be built relative to the Other, or others. In actual fact many autistic children cannot benefit from the adapted teaching. Because autistic children dominate more by their singular features than through the common basis of their symptoms, because they have more desire to communicate and learn than to hold on to their problems, no educational method, strictly speaking, can truly respond to the development of their subjectivity. On the other hand, specific teaching programmes can be set up for them

Deutschlandweit nehmen die Schulen zahlenmäßig von Jahr zu Jahr zu, die ein bilinguales Angebot z.B. als Zweig oder als Modul in ihr Unterrichtsprogramm aufnehmen. Die meisten Angebote sind in englischer Sprache, aber auch andere – vor allem europäische Sprachen – spielen eine Rolle. Mittlerweile gibt es bilinguale Angebote in fast allen Fächern, wobei die gesellschaftswissenschaftlichen Fächer wie z.B. Geschichte und Geographie nach wie vor dominieren. Überraschenderweise spielt das Fach Darstellendes Spiel in der Diskussion um potenziell geeignete bilinguale Fächer weder in der Theorie noch in der Praxis eine nennenswerte Rolle. Mit der Wahl dieses Themas für die vorliegende Dissertationsschrift wird der bilinguale Sachfachunterricht Darstellendes Spiel erstmals in das Blickfeld der Forschung gerückt. Damit werden sowohl dem Sachfach als auch dem bilingualen Unterricht neue Perspektiven eröffnet. In der vorliegenden Dissertation wird folgenden übergeordneten Fragestellungen nachgegangen: Wie kann das bilinguale Sachfach Darstellendes Spiel für die Sekundarstufen I und II der allgemeinbildenden Schulen konzipiert werden? Worin liegt das besondere Potenzial des bilingualen Sachfachunterrichts Darstellendes Spiel? Welches sind seine spezifischen Merkmale? Dabei soll aufgezeigt werden, wo und in welchem Maße der Einsatz der Fremdsprache die sachfachliche Arbeit positiv oder negativ beeinflusst bzw. welche Auswirkungen der Unterricht im Sachfach auf den Fremdsprachenerwerb hat. Zur Beantwortung dieser Fragen wurde eine Auswahl existierender Ansätze zum szenischen Spiel im Fremdsprachunterricht unter Einbeziehung allgemeiner Überlegungen zur Funktion von Theaterspiel analysiert und zu den Besonderheiten des bilingualen Sachfachunterrichts in Beziehung gesetzt. Das auf dieser Basis erstellte Konzept wird in seinen vielfältigen Potenzialen analysiert und ausgelotet und mit Hilfe eines Praxisbeispiels in englischer Sprache veranschaulicht.<br>The number of schools in Germany which offer to teach one or more subjects in a foreign language (content and language integrated learning = CLIL) is still growing. The subjects often chosen for this type of instruction are Geography and History. Other subjects are less frequently taught in a foreign language. The courses vary in length (a number of school years or only some weeks). Drama is very rarely chosen as a CLIL-subject, and there are hardly any reports of successful teaching of or scientific literature about CLIL Drama. This thesis puts CLIL Drama for the first time in the centre of scientific research, thus opening new prospects for Drama and CLIL. The main questions this thesis attempts to answer are the following: What could a concept for CLIL Drama look like for pupils at state schools aged between 13 and 18? How can the potential value added of CLIL Drama be described? What are its key features? This thesis also points to the advantages and disadvantages of CLIL Drama. In the search for an answer to the above questions the author has analysed existing approaches to teaching a foreign language (mainly English, but also German and French) with the help of drama, including the current German discussion about bilingual teaching at state schools. Furthermore, the author presents an alternative look into what theatre is about in this context. On the basis of the results of her research the author draws up a broad concept for CLIL Drama at German secondary schools. The thesis concludes with an illustration of a CLIL Drama project (in English) launched among 14-year-olds at a German gymnasium.

En Libye, le Français Langue Étrangère intervient en tant que langue facultative, et seulement au niveau de l’université. Pourtant, la formation suivie dans les universités libyennes, et plus particulièrement, celle de l’Université de Zawyia ne permet pas aux étudiants – parce que le département de français souffre d’un manque de matériel et de ressources, les professeurs n’ont que rarement reçu une formation continue en didactique du FLE, les modalités d’enseignement transmissives, ne suscitant guère la motivation des apprenants – d’acquérir les compétences principales pour affronter, toute sorte de situations de communication et particulièrement celles liées à la vie quotidienne.Cherchant comment améliorer son enseignement, comment enseigner autrement cette langue étrangère, comment faire exister une langue vivante dans la classe et obtenir un enseignement/apprentissage plus efficace, nous nous sommes orientée vers l’utilisation de documents authentiques, qui, à notre avis, peuvent contribuer à moderniser les modalités d’enseignement/apprentissage de français en Libye et à développer les compétences langagières des apprenants. Nous avons ainsi, dans le département de FLE de l’Université de Zawyia, pu tester la faisabilité d’une introduction de cette méthodologie, et mettre à l’épreuve son efficacité.Cette expérimentation a eu lieu au cours de l’année 2017, avec des apprenants de deuxième année de FLE, ayant un niveau A2+/B1. Une intégration qui s’est avérée convaincante, à nos yeux, aux yeux des apprenants et au vu des résultats, parce qu’elle provoque l’intérêt et la motivation, permet de varier les supports d’enseignement/apprentissage de cette langue étrangère, de rompre avec les pratiques habituels d’enseignement et parce qu’elle développe des compétences linguistique, communicative et interculturelle chez les apprenants<br>In Lybia, French as a foreign language intervenes as a optional language, and only at the university level. Therefore, the training undertaken in Lybian universities - especially at Zawyia University- doesn’t allow students to acquire the main skills to face any kind of communication situations, especially the ones that have to do with daily life, because the university’s French department suffers from the lack of material and resources, also because teachers frequently didn’t received continuous training in French as a foreign language’s didactic, and finally because the methods concerned with the transmission of information don’t arouse leaners’ motivation. While thinking how to improve its teaching, how to teach differently a foreign language, how to make a foreign language alive in the classroom and lead to a more efficient learning, we decided to choose the use of authentic documents, which – to our opinion – can contribute to the modernization of French teaching methods in Lybia and develop language capabilities of learners. Consequently, we have been piloting the dependability of the introduction of this methodology in the French as a foreign language department of the University of Zawyia and testing its effectiveness. This experiment took place throughout the year 2017 with learners in second year of study of French as a foreign language with A2+/B1 level. In our mind, and based on the learners’ results, the integration turned out to be convincing because it arouses interest and motivation, allows to vary teaching aids of this foreign language, to break with the standard practices of teaching and because it develops language, communicative, and intercultural skills for learners

A pesquisa sobre mediações simbólicas na atividade pedagógica assume a característica de ser uma pesquisa explicativa por explicitar em que condições e circunstâncias o ensino pode ser um instrumento que medeia as transformações psicológicas dos indivíduos. A análise de uma investigação didática, nas séries iniciais do ensino fundamental, é identificada como a singularidade da pesquisa e descreve o processo de transformação da práxis na atividade pedagógica. Tal análise identifica a essência das ações e operações na atividade de ensino que criam condições favoráveis para o desenvolvimento do pensamento teórico dos estudantes e dos próprios educadores, como a dimensão universal do gênero humano, constituída pela particularidade das mediações instituídas na relação ensino e aprendizagem. Assim, o objetivo da pesquisa é investigar os tipos de mediação simbólica constituintes da atividade pedagógica que criam condições para o desenvolvimento do pensamento teórico, como um dos processos psicológicos superiores do gênero humano a ser desenvolvido no contexto escolar. A dimensão teórico-metodológica da pesquisa fundamenta-se no materialismo histórico dialético, que busca as possibilidades reais de construção do devir na formação dos indivíduos, assim como da psicologia histórico-cultural e da teoria da atividade, como instrumentos teóricos para a análise da constituição da individualidade humana no que se refere ao trabalho e ao estudo. A pesquisa se efetiva na unidade entre três eixos da investigação que determina o encaminhamento da pesquisa nos aspectos teórico e empírico: a) as ações e operações dos sujeitos na atividade pedagógica; b) o processo de comunicação entre os sujeitos da atividade pedagógica por meio da linguagem como manifestação do pensamento; c) a organização do ensino que viabiliza a mudança do pensamento dos estudantes, do pensamento empírico ao pensamento teórico. Tais eixos são apresentados, em cada um dos capítulos, partindo-se da dimensão ontológica dos elementos que compõem o fenômeno, relacionando-os com a dimensão epistemológica do estudo científico, considerando-se a dimensão lógica, própria da investigação didática. No campo empírico é realizado um estudo comparativo entre dois momentos da investigação didática que se distinguem entre si, tendo em vista a lógica que fundamenta a organização das ações pedagógicas (formal e dialética). Tal procedimento possibilita a análise da mudança de qualidade da apropriação de conceitos geométricos por parte dos estudantes expressa pelas manifestações do pensamento, nas formas de juízo, conceito e dedução, por meio da linguagem dos sujeitos (estudantes e educador) no movimento dialógico do conceito e por meio de registros escritos dos estudantes realizados durante e após as atividades de estudo. Identificam-se como mediações simbólicas as relações dos sujeitos com objeto de estudo histoticizado e as ações e operações coletivas e cooperativas dos sujeitos nos aspectos cognitivo, volitivo e afetivo. Essas mediações podem se efetivar a partir da apropriação de conhecimentos teórico-científicos por parte dos educadores que, no processo de conscientização dos sujeitos na atividade pedagógica, promovem a criação de condições e circunstâncias que possibilitam a efetivação de um sistema integrado, instituindo práticas sociais no contexto escolar que viabilizam a superação das condições alienantes próprias do sistema escolar vigente e da sociedade contemporânea.<br>The research about symbolic mediations in the pedagogic activity assumes the feature of being an explanatory research because it clarifies under what conditions and circumstances teaching can be an instrument that mediates psychological transformations of people. The analysis of a didactic investigation in early grades of Junior High School is identified as a singularity of the research and describes the transformation process of práxis in pedagogic activity. Such analysis identifies the essence of actions and operations in the teaching activity that create favorable conditions for the development of theoretical thinking of students and educators themselves, such as the universal dimension of the human gender, composed of the particularity of mediations instituted in the teaching and learning relationship. Thus, the purpose of the research is to investigate the kinds of symbolic mediation composing the pedagogic activity that create conditions for the development of theoretical thinking, as one of the superior psychological processes of the human gender to be developed in the school context. The theoretical-methodological dimension of the research is based on the dialectical and historical materialism, which seeks the real possibilities of the construction of the turning out in the formation of people, as well as the historical-cultural psychology and the activity theory, as theoretical instruments for the analysis of the constitution of human individuality when it comes to work and study. The research becomes effective in the unity between three axes of the investigation that determines the path of the research in the theoretical and empirical aspects: a) actions and operations of subjects in pedagogic activity; b) the communication process between the subjects of the pedagogic activity through the language as manifestation of the thought; c) the organization of a teaching system that allows a change in the thoughts of students, from empirical to theoretical. These axes are presented, in each chapter, starting from the ontological dimension of the elements that compose the phenomenon, relating to the epistemological dimension of scientific study, considering a logic dimension, typical in the didactic investigation. In the empirical field, a comparative study is carried out between two moments of the didactic investigation that differ from each other, having in view the logics that sustain the organization of pedagogical actions (formal and dialectic). Such procedure allows the analysis of the change of the quality of the appropriation of geometric concepts from the students expressed by manifestations of the thought, in forms of judgment, concept and deduction, through the language of the subjects (students and educator) in the dialogic movement of the concept and through written records of the students carried out during and after study activities. Symbolic mediations are identified as the relationships of the subjects as historic object of study and the collective actions and operations of the subjects in the cognitive, volitive and affective aspects. These mediations can take place in the appropriation of theoretical-scientific knowledge of educators who, in the awareness process of the subjects in the pedagogic activity, promote the creation of conditions and circumstances that allow the execution of an integrated system, instituting social practices in the school context that allow overcoming the alienating conditions typical in the school system in force and contemporary society.

Cette thèse s’inscrit dans la didactique des langues et des cultures étrangères ; il s’agit d’une recherche sur un enseignement du persan quotidien qui repose sur la nouvelle, en tant que lieu d’échanges interculturels. Justifiant, en premier lieu, pour le persan l’hypothèse de la diglossie, cette thèse montre que ce concept ne peut pas se concevoir sans considérer les différents paramètres socioculturels qui conditionnent l’emploi de chacune des deux variétés linguistiques : le persan quotidien et le persan littéral. La diglossie, la double relation de la langue et de la culture et par la suite l’étude du corpus des manuels de persan nous ont confortée dans notre réflexion sur la nécessité de réviser l’enseignement du persan « parlé-quotidien » et la présentation de la diversité culturelle en Iran. Cette recherche s’interroge sur l’impact du choix de la nouvelle littéraire pour la didactique du persan « parlé-quotidien » et sur son aptitude à susciter des interactions verbales interculturelles. La thèse pose qu’un élément concret ou un thème bien choisi dans une nouvelle, peut amener les apprenants à prendre la parole. Ce rôle tient à la présence, dans ce même ensemble textuel, d’éléments culturels saisissables. Ce choix didactique s’accompagne d’une sélection iconographique d’images destinées à attirer l’attention des apprenants sur le contenu de la nouvelle et sur les aspects culturels qu’elle véhicule. Nous nous proposons également d’étudier si la posture de l’enseignant et les relations interpersonnelles enseignant/apprenant sont interdépendantes et influencent le désir d’apprendre et de communiquer chez l’apprenant dans le contexte de l’enseignement du persan. Nous avons mis en place un projet didactique auprès d’étudiants en deuxième années de licence en langue et civilisation persanes à l’Institut national des Langues et Civilisations orientales, afin de vérifier ces idées. L’analyse des données enregistrées permet de présenter comment nous avons appliqué nos concepts et nos propositions. Elle est révélatrice de l’émergence d’une dynamique conversationnelle et interculturelle en classe et confirme ainsi nos hypothèses didactiques sur l’emploi de la nouvelle en classe de persan langue étrangère<br>This thesis is in the field of teaching foreign language and culture. It represents a research on teaching ‘‘everyday Persian’’ based on short story as a place of intercultural exchanges. Applying the diglossia hypothesis to Persian, this dissertation demonstrates that this concept cannot overlook different sociocultural parameters which determine the use of two linguistic varieties: ‘‘everyday Persian’’ and ‘‘formal Persian’’. The diglossia, the mutual relation between language and culture and the study of Persian textbooks corpus have convinced us that teaching ‘‘spoken everyday Persian’’ and the presentation of cultural diversity in Iran need to be revised. This research examines the impact of using short stories on teaching ‘‘spoken everyday Persian’’ and also its efficacy to stimulate intercultural verbal interactions. The thesis raises if a concrete element or a well chosen theme in a short story can lead learners to speak. This role requires the seizable cultural elements in this very text. This educational choice is associated with an iconographical study of some selected illustrations intended to attract learners’ attention to the content of the short story and the cultural aspects it conveys. Another purpose of this research is to figure out whether the teacher’s posture, communication behaviours and the teacher/learner interpersonal relationships are interdependent and if they have any impact on the learner’s desire to learn and communicate in the context of teaching Persian. To verify these hypotheses, an educational project for the second year-students of Persian language and civilization at the National Institute of Oriental Languages and Civilizations was implemented. Analysis of recorded data can show how our concepts and proposals were applied. It is indicative of the emergence of a conversational and intercultural dynamics in the classroom and confirms our hypotheses regarding the use of Persian short stories in teaching Persian as a foreign language

En el marc de la teoria sociocultural, aquesta tesi investiga el procés d’ensenyament i aprenentatge dels marcadors discursius en llengua catalana com a primera llengua (L1) dins l’àmbit acadèmic universitari mitjançant el disseny i l’aplicació d’una seqüència didàctica orientada a promoure la reflexió metalingüística i metadiscursiva sobre aquest concepte. La seqüència didàctica focalitza el treball sobre els marcadors en un gènere discursiu acadèmic, al qual hem anomenat informe de recerca. Per dur a terme l’estudi, hem efectuat una anàlisi qualitativa-interpretativa dels processos d’aprenentatge que manifesten nou grups d’estudiants del Grau en Traducció i Interpretació de la Universitat Pompeu Fabra de Barcelona durant la realització de les activitats que conformen la seqüència. En concret, hem explorat el treball cooperatiu, el bastiment col·lectiu i la reflexió metalingüística en interacció entre iguals que desenvolupen aquests alumnes. Els resultats demostren una forta influència dels instruments de mediació en l’activitat reflexiva dels aprenents que condueix a la presa de consciència sobre el coneixement i l’ús dels marcadors discursius. Així mateix, aquests resultats evidencien com els alumnes coconstrueixen significats sobre aquest concepte i sobre les relacions que manté aquest concepte amb altres conceptes discursius que es deriven de les característiques socioculturals del gènere.<br>En el marco de la teoría sociocultural, la presente tesis investiga el proceso de enseñanza y aprendizaje de los marcadores discursivos en lengua catalana como primera lengua (L1) en el ámbito académico universitario mediante el diseño y la aplicación de una secuencia didáctica orientada a promover la reflexión metalingüística y metadiscursiva sobre este concepto. La secuencia didáctica focaliza el trabajo sobre los marcadores en un género discursivo académico, al que hemos llamado informe de investigación. Para llevar a cabo el estudio, hemos desarrollado un análisis cualitativointerpretativo de los procesos de aprendizaje de nueve grupos de estudiantes durante el desarrollo de las actividades que conforman la secuencia y hemos explorado el trabajo cooperativo, el andamiaje colectivo y la reflexión metalingüística en interacción entre iguales que desarrollan estos alumnos del Grado en Traducción e Interpretación de la Universidad Pompeu Fabra de Barcelona. Los resultados demuestran una fuerte influencia de los instrumentos de mediación en la actividad reflexiva de los aprendices que los conduce a la toma de conciencia sobre el conocimiento y el uso de los marcadores discursivos. Asimismo, estos resultados evidencian cómo los alumnos coconstruyen significados sobre este concepto y cómo lo relacionan con otros conceptos discusivos que se derivan de las características socioculturales del género.<br>In the frame of the sociocultural theory, this PhD dissertation investigates the process of teaching and learning of discourse markers in Catalan as L1 through the design and application of a didactic sequence in order to foster metalinguistic and metadiscursive reflection among university students. The didactic sequence focuses on the properties of discourse markers within an academic discourse genre, which has been called the research report. For this study, we carried out a qualitative-interpretative analysis of learning processes of nine groups of students from the Bachelor’s degree in Translation and Interpreting at Pompeu Fabra University in Barcelona when performing the activities composing the didactic sequence. We have specifically explored the cooperative work, collective scaffolding and metalinguistic reflections that emerged on peer interactions. Results show that the mediation tools have a notable influence on the reflective activity of learners that leads to raised awareness of their knowledge and uses of discourse markers. They also reveal learners’ co-construction of meanings of this concept and its relationship with other concepts of discourse stemmed from the sociocultural features of the genre.

This thesis is a case study of dialogic learning in a university context as demonstrated in tutorial talk. The aim of the study is to examine the effectiveness or otherwise of dialogic learning as applied in an economics curriculum. More specifically, the thesis examines the learning experiences of a second language international student cohort as they attempted to understand the role of prediction and causality in economic principles and theories through spoken dialogue. This approach means interpreting the students’ learning as a semiotic process and the students’ cognitive development as shaped by their language in use. The theoretical framework for this examination is offered by the analytical resources of systemic functional linguistics, as developed by M.A.K. Halliday (from 1975 to 2004) combined with frameworks for mediated learning offered by Vygotsky (1986, 1987); Bakhtin (1986); Hasan (from 1985a to 2001); Bernstein (from 1971 to 2001) and Cloran (from 1994 to 2006 draft); and more recent research in ‘scaffolded learning’. The study applies these resources to analyse significant rhetorical functions of economic discourse, such as predictive reasoning and argumentation, and to examine how these were negotiated and mediated by the students and their lecturer. The method for analysing negotiation and mediation in these students’ learning draws on Rhetorical Unit (RU) analysis as devised by Cloran. Linguistically, the analysis takes account of categories and relations between the Rhetorical Units on the basis that these are able to provide theoretical explanations for the predictive reasoning construed in the interactions. The analysis of Rhetorical Units primarily involved the identification of relations between the basic constituent of the text, ie, the message, and how these relations constructed the units of rhetorical meaning in the discussion. The advantage of adopting this approach is the possibility of realising rhetorical activities as an abstraction at the semantic stratum, and, as such, how they were realised by lexicogrammatical phenomena. The analysis examined: first, the use of Rhetorical Units by the lecturer and students in their construal of the critical pedagogic discourses identified by Bernstein, being the regulative and the instructional; and second, the adjustments and shifts to more congruent explanations as a result of contingency strategies taken by both the lecturer and students in response to the students’ difficulties. The findings throw a different light onto dialogic learning in a new social constructivist pedagogical approach in a university context. The study reveals that while the students’ learning was a highly collaborative dialectical process, any transformations in understanding were not at all neatly incremental as described in the literature. Indeed, the negotiations were highly ‘peripatetic’; any increments in understanding were overall devolutionary. While the lecturer’s initial guidance reflected the monologic discourse of written economics, her responses became more congruent and reactive. It was shown that a key predictor of these contingency strategies was the kinds of meanings sought by the students’ extensive questioning. Hence, in this case study, the contingency strategies undertaken within the interactional dynamic reveal a different view of semiotic mediation, necessarily a process of semiotic remediation.<br>http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1283936<br>Thesis (Ph.D.) -- University of Adelaide, School of Mechanical Engineering, 2006

This study investigates possible contributing factors to the development of Intercultural Communicative Competence (ICC) in undergraduate language learners. Moreover, the study tests the viability of a survey instrument which can help language programs describe the ICC of their students. ICC has been determined to be a valuable—if not central—component of the future of language teaching and learning (Aguilar, 2007) because of the focus the construct places on “appropriate and effective” interaction between the learner and interlocutors from the target culture. A total of 108 lower-division German language students were surveyed as part of this study. They represented a cross section of all lower-division German language courses offered at the University of Texas at Austin in the spring semester of 2010. The Assessment of Undergraduate Intercultural Competence was used to collect student responses. The survey, an extensive adaptation of Fantini’s Assessment of Intercultural Competence (2006) for the undergraduate language learning context, gathered demographic data, such as nationality, foreign travel experience and nature of a participant’s intercultural relationships. Students were also asked to rank the applicability to themselves of an array of personality traits. Finally, students responded to 54 questions which addressed the core domains of ICC: Knowledge, Attitude, Skills and Awareness. These items, as well as the personality traits were rated on a 7-point Likert-type scale. The data collected were analyzed by quantitative methods The findings of this analysis determined that there was no connection between students progressing through the language program and the development of ICC. Additionally, though, a number of other factors, including the presence of intercultural relationships and a student’s willingness to adjust to new ways of living, were found to contribute positively to one’s ICC. The results of the study suggest that language programs consider ways to incorporate these factors into curricula. The findings also provide benchmark data for future studies of language learner ICC in the context of the American undergraduate experience.<br>text

This paper highlights the methodology that has been used at Rhodes University and other South African universities in implementing vocation-specific African language learning programmes. Essentially, the paper links the curriculum design to the theoretical paradigm of intercultural communication. Intercultural theory is used as a basis to develop vocation-specific courses where language and culture are taught, for example, to second language learners of isiXhosa at Rhodes University. These courses include courses for Pharmacy and Law students. This paper offers a new theoretical paradigm for intercultural language teaching. Furthermore, examples from specific courses are provided in order to illustrate how this theoretical paradigm can be implemented in a practical way. The impact of multilingualism and intercultural communication in the wider legal and healthcare work environment in South Africa is also discussed.

Current practice in language teaching based on communicative approaches emphasizes the development of language skills. Opportunities are created for students to develop their language skills through social interaction based on pair and group work. Such interaction requires the use of interpersonal skills. If students do not feel confident about their interpersonal skills, they may be reluctant to take part in communicative activities, which require social interaction. Interpersonal skills are also important if students are to use their language skills in real life situations effectively and confidently. Gender and cultural differences related to interpersonal communication may have an impact on how successful students learn a foreign language. The study explores student confidence in interpersonal skills, the role that gender may play in interpersonal relationships, and also in fostering cultural activities that are aimed at the development of interpersonal communication. Such relationships have potential implications on the teaching of a foreign language in the classroom situation. This research was conducted at a Japanese university where the researcher is a lecturer and had full access to all the resources he needed. The same research was also conducted at Chinese, Russian, and Ghanaian universities, as well as at an international school in Saudi Arabia. Data was collected using questionnaires. The study employed both quantitative and qualitative methods in order to gain an in-depth understanding of the problem, and to probe the issues involved more extensively. Quantitative data was collected by means of a questionnaire that consisted of multiple-choice questions. Qualitative data was gathered by means of open-ended questions. Questionnaire results were analyzed using both descriptive and inferential statistics. The research findings indicate that some students may lack confidence in social situations where the use of interpersonal skills is neglected. This research also found that females may be more comfortable and adept in interpersonal exchanges owing to some biological and cultural reasons. Findings also indicate that cultural differences that impact on interpersonal communication situations did not entirely support the findings from the literature review, particularly concerning the use of nonverbal communication by Japanese students. Recommendations based on research findings, are given concerning the development of interpersonal skills.<br>Educational Studies<br>D. Ed. (Didactics and Curriculum Studies)

No contexto da globalização, a China tem cada vez mais relações económicos e culturais com os países de língua portuguesa. Como tal, é cada vez mais importante desenvolver a competência intercultural dos alunos. Na China, o modelo de ensino ainda é bastante centrado no conhecimento da gramática e do vocabulário, o que leva muitos estudantes a aprender português durante muito tempo sem saber como usar a língua para comunicação intercultural. O uso de filmes é um meio muito valioso no ensino de uma língua estrangeira. Os filmes registam a realidade física, mas retratam-na de forma diferente da experiência humana comum (Arnheim, 1957). Os filmes podem estimular o interesse dos alunos pela aprendizagem e, assim, os alunos podem aprender sobre cultura, costumes sociais, comunicação diária e sistema político dos países de língua portuguesa através de filmes. O presente estudo tem como objetivo analisar como podem ser usados filmes no ensino de português, especialmente no desenvolvimento de competência intercultural. Com base em teorias relevantes, o estudo utilizou questionários e entrevista a sessenta alunos que aprenderam português, bem como a um professor de português. Os resultados da pesquisa mostram como se deve escolher filmes e planear atividades de ensino segundo a perspetiva de professores e alunos. São apresentadas sugestões que podem funcionar como referências para os professores melhorarem os métodos de ensino, bem como sugestões para os estudantes chineses aprenderem português, ao mesmo tempo que desenvolvem a sua competência intercultural.<br>In the context of globalization, China has more economic and cultural exchanges with Portuguese-speaking countries. Therefore, it is increasingly important to develop students’ intercultural competence. But in China, the teaching model is still centered on knowledge of grammar and words. This has led many students to learn Portuguese for many years without knowing how to use Portuguese for intercultural communication. On the other hand, the use of film is a very valuable means of teaching a foreign language. The film records physical reality, but portrays it differently from ordinary human experience (Arnheim, 1957). The film can stimulate students’ interest in learning. Students can learn about the culture, social customs, daily communication and political system of Portuguese-speaking countries through films. However, the successful use of films depends on many factors. The present study aims to analyse how film is used in the teaching of Portuguese, especially in the development of intercultural competence. Based on relevant theories, the study used questionnaires and interviews to survey 60 students who learned Portuguese and a Portuguese teacher. The survey results show that how to choose film materials and plan teaching activities from the perspective of teachers and students. Reasonable suggestions are made to provide reference for teachers to improve and assist teaching and Chinese students to learn Portuguese and develop intercultural competence in a better way.

Com o aumento da imigração para Portugal, e com uma nova imigração vinda dos quatro cantos do mundo, tornou-se premente repensar o ensino da língua portuguesa para este novo público, que não fala a língua nem tem qualquer contacto com a nossa cultura. O programa “Olá em Português” foi concebido com o intuito de dar as ferramentas básicas a estas pessoas, imigrantes adultos de várias nacionalidades, ensinando-lhes português de nível A1, com vista a ajudá-los nas variadas situações do seu quotidiano, sendo por isso fundamental no seu processo de integração na sociedade portuguesa. Na presente dissertação pretende demonstrar-se como se usou a abordagem comunicativa, e em especial as suas vertentes intercultural e lúdica, nas aulas de português que a mestranda deu a estes alunos, de modo a potenciar a aprendizagem da língua, mas também a promover a sua integração na sociedade portuguesa, tornando-os cidadãos de pleno direito, e fomentando a criação de laços entre eles. Por outro lado, a aula de português serviu como espaço para identificar necessidades mais urgentes e permitir o acesso mais facilitado às instituições que promoveram os cursos, para que estas os pudessem ajudar com outros serviços essenciais, como informação no processo de legalização ou procura de casa e trabalho. Procurou-se também salientar o papel do professor enquanto comunicador intercultural e o seu papel fundamental neste tipo de aprendizagem, capaz de promover o respeito por outras culturas, deixando ele de ser autoridade para se tornar facilitador, tornando a sala de aula um espaço seguro e aberto a todos, onde a aprendizagem acontece através da comunicação.<br>With the increase of immigration to Portugal, and a new immigration coming from all over the world, rethinkink the teaching of Portuguese language to this new audience, which neither speaks the language nor has any contact with our culture, has become a pressing matter. The “Olá em Português” programme has been thought of with the intent of providing basic tools to this audience of adult immigrants of several nationalities, teaching them A1 level Portuguese in order to assist them in everyday 5 situations, therefore serving as a fundamental part of their integration process. This thesis aims at demonstrating how the communicative approach has been used, especially in its intercultural and recreational aspects, in the Portuguese classes I taught these students, in order to enhance their learning of the language but also to promote their integration in portuguese society, making them citizens in full right and strengthening communal bonds. Additionally, the Portuguese classes also served as a space to identify more pressing needs and to facilitate access to the institutions that promoted said classes, so that they might assist with other essential services, such as information with legalization processes or finding accomodation or work. I have also attempted to highlight the role of the teacher as an intercultural communicatior and the fundamental part he plays in this form of learning, as someone who is able to promote respect of other cultures, relinquishing their role as a figure of authority in order to become a facilitator, turning the classroom into a space open to all, where learning occurs through communication.

The purpose of the research was to look critically at the language development of the young second-language learner within their social context, in relation to theory and practice (praxis), using as a ‘lens’, “the right to participation” (UNCRC General Comment No 12, 2009). Language and communication were seen by the researcher as fundamental to the child’s ‘right to participate’ as ‘agents of their own life’ (General Comment No 7, 2005) as they engage in meaning-making with others, both at home and at school. The research was conducted as a Case Study within a Pre-Primary School over a three month period, with the lead-researcher involving the teachers as co-researchers. A Participatory Action Research methodology was used, within a praxeological conceptual framework. Parents and their young children (between the ages of 2 – 6 years) were participants in the research. Ways were explored to build ‘bridges’ to overcome perceived ‘barriers’ to the children’s participation. Various data collection techniques were used, including the Persona Doll approach, the Mosaic Approach, Documentation of Learning and Learning Story Books. The results of the research were increased awareness of the value of inclusive practices that place a value on diversity and which actively support and promote the use of the mother tongue, as well as the learning of English as a second language. In the course of the research, it was seen as important for adults (parents or teachers) to support the learning of concepts in the mother tongue or in English by verbalizing for the child, while engaging in the process of meaning-making. The ‘choice’ to use English in preference over the mother tongue became apparent. Therefore the research methodology was seen as an important way to develop ‘critical, reflective practice’ amongst the teachers and to create partnerships with the parents. The aim was to strive towards ‘phronesis’ or wise practice, using as a ‘lens’ for critical reflection, the child’s ‘right to participation’ (UNCRC General Comment No 12, 2009).<br>Psychology of Education<br>M. Ed. (Educational Psychology)

Indiana University-Purdue University Indianapolis (IUPUI)<br>Es obvio que nuestro mundo ha cambiado mucho en las últimas tres décadas. Los métodos antiguos de enseñanza servían su función en las aulas y en el sistema educativo de aquella época los alumnos iban a la escuela, se sentaban delante del maestro y lo escuchaban para aprender el contenido; con estos cambios algunos maestros todavía esperan que sus estudiantes aprendan de la misma manera que en años anteriores. Todavía existe la mentalidad de que los estudiantes entran en un aula, se sientan y escuchan a su maestro. Este trabajo propone una forma de desarrollar proyectos desde la perspectiva de la teoría de actividad. Para entender mejor la teoría de actividad y su uso en el aprendizaje basado en los proyectos, empezaremos con una revisión de la historia de la teoría, una explicación de sus principios y luego presentaremos un ejemplo en un aula donde un maestro inculca confianza en los estudiantes y les da la oportunidad de hacer actividades para mostrar sus habilidades, todo guiado por la teoría de actividad.

Trabalho de Projeto do Mestrado em Português como Língua Estrangeira e Língua Segunda (PLELS) apresentado à Faculdade de Letras<br>Tendo em conta a facilidade de movimentação, à escala global, associada ao desenvolvimento tecnológico das últimas décadas somos confrontados com uma mudança nas formas de atuação dos agentes educativos. Neste sentido, a capacidade de utilização de várias línguas para comunicar, com recurso a experiência e competência em várias culturas, é algo que deve ser largamente valorizado, incentivando-se a sua promoção.Ao consultarmos documentos de referência, como o Quadro Europeu Comum de Referência para as Línguas, formulado pelo Conselho da Europa, rapidamente nos apercebemos da importância da aprendizagem de línguas e da sensibilização para questões interculturais em regime formal de sala de aula com o objetivo de fomentar atitudes de interajuda e tolerância para com a diferença. Esta sensibilização permitirá o desenvolvimento de novas competências, nomeadamente a competência plurilingue e pluricultural, que convergirão na promoção das relações com os outros e com novas situações. Como resultado, teremos um aprendente que atinge um perfil pluricultural, com domínio sobre as culturas das sociedades estudadas, tendo à sua disposição formas para colmatar eventuais falhas nos seus conhecimentos linguísticos. Decidimos ser este o nosso foco de ação. A perceção empírica que desenvolvemos a partir do contacto com alunos em contextos distintos, bem como através do preenchimento de um inquérito de análise de necessidades, foi de que a partilha intercultural entre estudantes e falantes nativos era pouco significativa. Nesse sentido, elaborámos o presente trabalho de projeto que se divide em duas partes: a primeira onde incluímos pressupostos teóricos que nos parecem importantes no âmbito deste estudo, dos quais destacamos o Quadro Europeu Comum de Referência para as Línguas e a segunda onde fazemos uma descrição exaustiva do projeto que desenvolvemos. Tivemos como objetivos gerais prolongar o contacto de aprendentes de português, em contexto de pós-mobilidade (com algum capital cultural resultante do contexto de imersão) através de um espaço de partilha intercultural. Dadas estas circunstâncias, desenvolvemos uma ideia que reunisse condições para ser colocada em prática online, contando, desta forma, com as vantagens inerentes à modalidade de ensino a distância: permitindo a separação física no espaço e no tempo. Especificamente, desenvolvemos um curso que, esperámos (i) por um lado, servisse de estratégia para o desenvolvimento nos alunos de competências interculturais despertando a sua curiosidade em relação a esta temática e, (ii) por outro, de base empírica para a observação do desenvolvimento de dessas mesmas dinâmicas. O apoio do UC_D, Projeto Especial de Ensino a Distância da Universidade de Coimbra permitiu que para além de desenvolvermos uma versão teórica do projeto, colocássemos em marcha uma versão piloto. Nesta versão piloto, que teve a duração de 36 dias, optámos por tratar assuntos familiares para os estudantes que, naturalmente, fazem parte dos conteúdos programáticos tratados nos cursos de português, língua estrangeira (PLE), e podem ser encontrados nos manuais da área. Como forma de analisar os resultados obtidos, definimos cinco instrumentos de avaliação que acreditamos serem produtivos e nos permitem tirar algumas conclusões: número de acessos de cada participante à plataforma moodle, número de participações em cada atividade proposta, extensão dos enunciados produzidos, registo de língua e as formas de tratamento adotadas nesses mesmos enunciados e comunicação ativa com outros membros do grupo, obtendo-se momentos de interação. Em relação aos nossos objetivos gerais, concluímos que conseguimos, de facto, prolongar o contacto dos participantes com a língua portuguesa através de atividades que possibilitam a observação e o desenvolvimento de dinâmicas interculturais. Relativamente à aceitação deste tipo de prática, verificámos que o interesse inicial dos alunos vai sendo cada vez menor, com um número de entradas e atividades realizadas pelos participantes substancialmente mais elevado nos primeiros dias de curso. Salientamos o interesse de alguns alunos que, voluntariamente, se mostraram colaborantes ao longo de todo o projeto proporcionando momentos de partilha e de discussão de ideias interpares em três das cinco atividades propostas. De forma geral, concluímos que os alunos que chegaram à interação se mostraram muito interessados nas ideias transmitidas pelos restantes participantes manifestando atitudes de profundo respeito pelas diferenças evidenciadas ao longo dos atos comunicativos.<br>Considering the facility of movement, on a global scale, associated with the technological development of the last decades, we are confronted with a change in the forms of action of the educational agents. In this change were included new ways to reach the students and, therefore, to establish some contact with them. When we look at important documents, such as the Common European Framework of Reference for Languages, formulated by the Council of Europe, we quickly realize the importance of learning a language and the necessity of awareness of intercultural issues in the formal classroom system with the aim of fostering attitudes of self-help and tolerance towards the difference. This awareness will allow the development of new competences, such as plurilingual and pluricultural competence, which will converge in the promotion of peaceful relations with others. As a result, we will have a learner who reaches a multicultural profile, with respect for the cultures of the studied societies. So, we decided to be our focus of action as a way to try to fill a gap felt by the students exactly in this area. The empirical perception that we developed from the contact with students in different contexts, was that the intercultural sharing between students and native speakers was hard and insignificant.In this sense, we have elaborated the present project work, which is divided into two parts: the first one where we include theoretical assumptions that seems important to us in this study, such as the Common European Framework of Reference for Languages and the second one where we make a description of the project we have developed.We have as general objectives: extend the contact of learners of Portuguese, in the context of post-mobility (with some cultural capital resulting from the immersion context) through an intercultural sharing space. Given these circumstances, we developed an idea that could be put into practice online, counting in this way with the advantages inherent to the modality of distance learning: physical separation in space and time.Specifically, we developed a course that, (i) in one hand, would serve as a strategy for the development of intercultural competences in students, raising their curiosity about this subject and, (ii) on the other, serve as an empirical basis for observing the development of intercultural dynamics. The support of the UC_D, Special Project of Distance Learning of the University of Coimbra allowed that in addition to developing a theoretical version of the project, we could have a pilot version.In this pilot version, which lasted 36 days, we had a total of 11 foreign elements and 3 elements natives of Portuguese.We decided to treat family matters for students. These subjects are, of course, part of the Portuguese as a Foreign Language courses’ programs.As a way to analyze the results obtained, we defined five evaluation instruments that we believe are productive for us: number of accesses of each participant into the moodle platform, number of participations in each proposed activity, extension of the statements produced, language registration and treatment forms adopted and interaction moments.We conclude that we have been able to prolong the participants' contact with the Portuguese language through activities that allow the observation and development of intercultural dynamics.Regarding the acceptance of this type of practice, we noticed that the initial interest of the students is becoming smaller, with a number of entries and activities carried substantially higher in the first days of the course.We highlight the interest of some students, who volunteered to be collaborators in this project, providing moments of sharing and discussion.In general, we conclude that the students who came to the interaction were very interested in the ideas conveyed by the other participants manifesting attitudes of deep respect for the differences evidenced through he communicative acts.

Σκοπός της διατριβής ήταν να διερευνηθεί η συγκρότηση των παραδοχών, στάσεων και πρακτικών που συνδέονται με τη διαπολιτισμική ικανότητα των εκπαιδευτών ενηλίκων στο πεδίο της διδασκαλίας της ελληνικής ως δεύτερης γλώσσας σε μετανάστες εκπαιδευόμενους. Εξετάστηκε η σχέση του βαθμού διαπολιτισμικής ικανότητας των εκπαιδευτών ενηλίκων με τις παραδοχές τους σε σχέση με την επαγγελματική τους ταυτότητα, καθώς και με βασικές αρχές της εκπαίδευσης ενηλίκων. Διερευνήθηκε, επίσης, η συνάφεια της ανάπτυξης της διαπολιτισμικής ικανότητας με επιλογές επαγγελματικής ανάπτυξης που σχετίζονται με θεωρητικές αναφορές σχετιζόμενες με το πλαίσιο της μετασχηματίζουσας μάθησης. Η έρευνα βασίστηκε σε μεθοδολογική τριγωνοποίηση, αξιοποιώντας ερωτηματολόγιο που συμπληρώθηκε από 211 εκπαιδευτές που διδάσκουν την ελληνική γλώσσα ως δεύτερη ή ξένη, παρατήρηση 20 τμημάτων διδασκαλίας, συνεντεύξεις με τους εκπαιδευτές και δείγμα εκπαιδευομένων αυτών των τμημάτων (23 και 47 συνεντεύξεις αντίστοιχα) και συμμετοχική παρατήρηση των συναντήσεων και του εξ αποστάσεως διαλόγου μιας –σε εθελοντική βάση συγκροτημένης– ομάδας 18 εκπαιδευτών. Τα δεδομένα της έρευνας αποτυπώνουν την κυριαρχία, στο μεγαλύτερο μέρος των εκπαιδευτών, μονοπολιτισμικών οπτικών ως προς το στόχο διδασκαλίας της δεύτερης γλώσσας και τη διαχείριση πολιτισμικών πλαισίων αναφοράς. Οι εκπαιδευτές αυτοί υιοθετούν εκπαιδευτικές πρακτικές μετωπικής διδασκαλίας, ενώ, παράλληλα, η διάκριση ανάμεσα σε εκπαιδευόμενους «με» και «χωρίς» κουλτούρα, οδηγεί ένα μέρος τους σε έντονα αρνητικά συναισθήματα και πρακτικές υποτίμησης ορισμένων ομάδων εκπαιδευομένων. Μειοψηφική (της τάξης του 20-25%) εμφανίζεται η ομάδα των εκπαιδευτών που είναι ανοιχτοί στη διαπραγμάτευση των παραδοχών, δημιουργώντας χώρους διαλόγου, αποστασιοποίησης από τις «ασφαλείς παραδοχές» και κριτικού στοχασμού που ενδέχεται να λειτουργήσει μετασχηματιστικά. Οι εκπαιδευτές αυτοί αντιμετωπίζουν τους εκπαιδευόμενους ως ενεργούς συνδημιουργούς γνώσης, υιοθετούν σε μεγαλύτερο βαθμό συμμετοχικές εκπαιδευτικές τεχνικές, ενώ αναζητούν και αξιοποιούν την ανατροφοδότηση από εκπαιδευόμενους και κριτικούς φίλους, σε συνδυασμό με πρακτικές ενδοσκόπησης, ως στοιχεία της επαγγελματικής τους ανάπτυξης. Από τα δεδομένα της έρευνας αναδεικνύεται, τέλος, η συμβατότητα της μεθοδολογίας ανάπτυξης της διαπολιτισμικής ικανότητας με εκείνη που οδηγεί σε μετασχηματίζουσα μάθηση, ως προς χαρακτηριστικά όπως ο βιωματικός προσανατολισμός και η εστίαση στην επεξεργασία των παραδοχών αλλά και στην ανάδυση των συναισθημάτων που τις συνοδεύουν.<br>The purpose of this thesis was to investigate the formation of assumptions, attitudes and practices related to intercultural competence of adult educators in the field of teaching Greek as a second language to immigrant students. The thesis examined the relationship between the degree of intercultural competence of adult educators and their assumptions in relation to their professional identity and basic principles of adult learning. It also investigated the relevance between the development of intercultural competence and professional development options related to the context of transformative learning. The research was based on a methodological triangulation, utilizing questionnaire completed by 211 educators who teach Greek as a second or foreign language, observation of 20 teaching groups, interviews with trainers and trainees sample of the above mentioned groups (23 and 47 interviews respectively) and participatory observation of the meetings and the distance conversation of a voluntary structured group formed by 18 trainers . The research data illustrate that monocultural views in relation to the target of teaching a second language, as well as management of cultural frames of reference, are common for the majority of trainers. These educators adopt frontal teaching educational practices, while at the same time the distinction between learners 'with' and 'without ' culture leads a number of trainers into intense negative emotions and practices of devaluation of certain groups of learners. The group of educators that appear open to assumptions’ negotiation seems to be a minority (approximately 20-25 %). These educators keep a distance from "consolidated assumptions" and create spaces of dialogue and critical reflection, that may have a transformational effect. They treat students as active co-creators of knowledge and adopt a greater degree of participatory training techniques, while seeking and utilizing feedback from students and “critical friends”, combined with introspection practices, as elements of their professional development. From the research data emerges, finally, the compatibility of the methodology for the development of intercultural competence and the methodology that leads to transformative learning, in terms of characteristics such as experiential orientation and focus on treatment of the assumptions and the emergence of feelings that accompany assumptions.

Este relatório surge no âmbito da minha Prática do Ensino Supervisionada e representa uma reflexão sobre a minha iniciação como professora de Inglês e de Francês no 3º ciclo do Ensino Básico e no Ensino Secundário. A reflexão teve como objeto o conceito de ‘aprendizagem criativa’ na teoria do ensino da língua estrangeira e a sua aplicação na prática letiva, nas duas escolas onde desenvolvi o meu estágio, a Escola Secundária de Sebastião da Gama e a Escola Básica do 2º e 3º Ciclos de Aranguez, ambas em Setúbal. Para além de uma tentativa de sistematização das abordagens teóricos, de modo a tornar a noção de ‘criatividade’ mais aplicável na prática da docência da língua estrangeira, a nossa reflexão procura evidenciar como e em que situações a aprendizagem se revela criativa e demonstra a sua utilidade para a aula de língua estrangeira.<br>This report is within my Supervised Teacher Training and represents my reflection on my initiation as a practitioner in English and French teaching at the 3rd level of Middle School and in Secondary Education. The object of my reflection is the notion of ‘creative learning’ in the modern foreign language teaching, including its implementation in the teaching of English and French in the two schools where I completed my training: Escola Secundária de Sebastião da Gama and Escola Básica do 2º e 3º Ciclos de Aranguez, both in Setúbal. Together with the attempt to systematise the theoretical approaches, in order to insert better the notion of ‘creativity’ into the modern foreign language teaching, my reflection aims to bring evidence of the way and situations when learning a foreign language becomes creative and creativity proves its benefits for the foreign language class.

Dissertação de mestrado em Português Língua Não Materna - Português Língua Estrangeira e Língua Segunda<br>O presente trabalho, intitulado “O ensino de Português em Timor-Leste, uma abordagem através da aprendizagem cooperativa com recurso a textos literários”, tem como principal propósito perceber as diferentes aportações que o recurso à literatura e às técnicas da aprendizagem cooperativa (AC) podem trazer para uma maior eficácia no processo de ensinoaprendizagem da língua portuguesa (LP) em Timor-Leste (TL), por parte de aprendentes tardios, bem assim como para um maior desenvolvimento da sua consciência intercultural. Deste modo, no primeiro capítulo, com o intuito de fazer um enquadramento histórico das problemáticas tratadas neste trabalho, abordamos a questão da presença da LP em TL, nomeadamente refletindo sobre o seu estatuto ao longo dos tempos e sobre as medidas de implementação e disseminação do Português em quatro períodos-chave da história deste país: o período colonial, o período da dominação indonésia, o período da independência e o período de 2002 ao presente. É feita particular referência ao processo de reintrodução do Português em TL no pós-independência. A este propósito, faz-se uma descrição sumária das diferentes fases do Projeto de Reintrodução da Língua Portuguesa (PRLP), elabora-se uma síntese dos principais métodos de ensino-aprendizagem de uma língua estrangeira (LE) e reflete-se acerca das metodologias do ensino-aprendizagem de uma língua não materna (LNM) adotadas nas diferentes fases destes projetos, de modo a enquadrar posteriormente as estratégias didáticas propostas neste trabalho na abordagem comunicativa do ensino das línguas. No segundo capítulo, reflete-se acerca dos contributos da literatura para a aprendizagem de Português como língua não materna (PLNM), questionando a pertinência do uso do texto literário como recurso didático, tanto para a promoção de hábitos de leitura como para o incremento de práticas de diálogo intercultural. Apresenta-se ainda uma proposta de constituição de um cânone lusófono para TL, não deixando de referir os aspetos críticos relacionados com o uso do texto literário no ensino do Português neste país. No terceiro capítulo, centramo-nos no conceito de AC e seus fundamentos teóricos, relacionando os processos de tal tipo de práticas com a utilização de textos literários. No quarto e último capítulo, são apresentadas algumas propostas práticas baseadas em métodos de AC e respetivas atividades para o contexto de ensino de PLNM em TL a jovens e adultos a partir dos 16 anos, tais como: Cabeças Numeradas Juntas, Métodos Cantos, Método “Students Team Achievement Divisions” (STAD), Método Verificação em Pares, Método Controvérsia Criativa. A investigação realizada permitiu concluir que, pelo facto de os jovens adultos timorenses e os professores serem aprendentes tardios e terem uma exposição reduzida à língua, se torna particularmente adequado metodologias ancoradas na AC do ensino das línguas por oposição a um ensino tradicional individual, por forma a aumentar os inputs, permitindo um maior progresso na aprendizagem, uma maior proficiência linguística ao nível do domínio da LP, e o desenvolvimento de competências culturais. Verificou-se igualmente que o recurso ao texto literário constitui um forte fator motivacional que estimula o conflito cognitivo, quer através do contacto com a cultura-alvo, quer através das inúmeras atividades interativas que sugere, a partir das suas imensas potencialidades linguísticas.<br>The present work, with the tittle "Teaching the Portuguese Language in Timor-Leste. An approach through cooperative learning using literary texts ", has as main purpose to understand the different contributions that the use of literature and techniques of cooperative learning can bring to a greater effectiveness in the teaching-learning process of the Portuguese language in Timor-Leste by late learners as well as for a further development of their intercultural awareness. Thus, in the first chapter, in order to make a historical background to the issues dealt with in this work, the question of the presence of the Portuguese language in Timor Leste is addressed, namely reflecting on its status over time and on the implementation and dissemination measures of the Portuguese language in four key periods of the history of this country: the colonial period, the period of Indonesian domination, the period of independence and the period from 2002 up to the present. We will particularly focus on the process of reintroducing Portuguese into Timor Leste in the post-independence period. In this regard, we will make a brief description of the different phases of the Portuguese Language Reintroduction Project, we will elaborate a summary of the main teaching-learning methods of a foreign language, and then make a reflection about the teaching methodologies of non-native language learning adopted in the different phases of these projects, in order to later frame the didactic strategies suggested in this work in a communicative approach to language teaching. In the second chapter, we reflect on the contributions of the literature to the learning of Portuguese as a non-native language, questioning the pertinence of the use of the literary text as a didactic resource, both to promote reading habits and to increase practices of intercultural dialogue. A proposal for the constitution of a lusophone canon for Timor Leste is also presented, not forgetting the critical aspects related to the use of the literary text in the teaching of the Portuguese language in this country. In the third and final chapter, we will focus on the concept of cooperative learning and its theoretical foundations, relating the processes of such practices to the use of literary texts. In the fourth and last chapter, we present some practical proposals based on cooperative learning methods and their corresponding activities for the context of teaching Portuguese as a non-native language, to young people and to adults from the age of 16 in Timor Leste, such as: Numbered Heads Together, Cantos Methods, “Students Team Achievement Divisions Method” (STAD), Peer Verification Method, Creative Controversy Method. The research concluded that, because young Timorese adults and teachers are late learners and have reduced language exposure due to a variety of factors, it is particularly appropriate to adopt methodologies anchored in cooperative learning, as opposed to traditional teaching, in order to increase the inputs, allowing for greater progress in learning, in particular with regard to greater linguistic proficiency at LP level, and the development of cultural competences. It was also verified that the use of the literary text constitutes a strong motivational factor that stimulates the cognitive conflict, either through the contact with the target culture or through innumerable interactive activities that it suggests, from its immense linguistic potentialities.<br>Traballu ida-ne’e ninia títulu maka O ensino de Português em Timor-Leste, uma abordagem através da aprendizagem cooperativa com recurso a textos literários ho objetivu liuliu atu buka hatene hanoin oioin katak ho literatura no téknika aprendizajen koperativa (AK) sira nia tulun bele lori kualidade boot iha prosesu hanorin lia-portugés iha Timor-Leste, ba estudante sira ne’ebé aprende tarde liu, nune’e atu dezenvolve liután sira-nia konsiénsia kona-ba interkulturál. Tanba ne’e, iha kapítulu dahuluk, iha objetivu atu halo enkuadramentu istóriku kona-ba problema hirak ne’ebé traballu ida-ne’e trata ba, ami mós sei ko’alia kona-ba lia-portugés nia prezensa iha TL liuliu halo reflesaun ba dalen ne’e ninia estatutu iha tempu naruk no lala’ok implementasaun nian no habelar lia-portugés iha períodu-xave haat iha istória nasaun ida-ne’e: períodu kolonu nian, períodu okupasaun indonézia nian, períodu independénsia no períodu tinan- 2002 to’o ohin loron. Foti tiha mós refénsia liuliu prosesu hanorin hikas portugés iha TL hafoin independénsia. Projetu ida-ne’e sei halo rezumu ba faze oioin Projeto de Reintrodução da Língua Portuguesa (PRLP) nian, elabora mós sínteze ida kona-ba métodu prinsipál hanorin nian ba liaestranjeiru no hanoin mós kona-ba metodolojia hanorin ba dalen ida la’os nu’udár lia-inan ne’ebé adota ona ba faze oioin iha projetu sira-ne’e, atu nune’e abanbainrua bele enkuadra estratéjia didátiku ida ne’ebé traballu ne’e propoin iha abordajen komunikativu bainhira hanorin dalen sira. Iha kapítulu daruak, reflete kona-ba literatura nia kontribuisaun ba aprendizajen liaportugés la’ós nu’udár lia-inan, kestiona kona-ba bele ka lae uza testu literáriu nu’udár rekursu didátiku nian, nu’udár hala’ok ida atu promove kostume lee nian nomós haburas prátika diálogu interkulturál. Ami hatada mós proposta ida atu harii padraun lozófonu ba TL, la haluha mós atu temi aspetu krítiku kona-ba uza testu literáriu hodi hanorin portugés iha nasaun ida-ne’e. Iha kapítulu datoluk, ami konsentra liu ba konseitu AK no ninia fundamentu teóriku sira ne’ebé iha ligasaun ho prosesu prátika atu uza testu literáriu sira. Iha kapítulu dahaat no kapítulu ikus liu, hatada mós proposta prátika balun ne’ebé bazeia ba métodu AK nian no atividade sira hotu ba kontestu hanorin Portugés la’ós nu’udár lia-Inan iha Timor-Leste ba foin sa’e no ema-adultu sira hahú hosi tinan-16, hanesan: Cabeças Numeradas Juntas, Métodos Cantos, Método “Students Team Achievement Divisions” (STAD), Método Verificação em Pares, Método Controvérsia Criativa. Investigasaun ne’ebé hala’o ona fó dalan atu konklui katak, maske foinsa’e timoroan sira no profesór sira nu’udár aprendente tarde no ko’alia lia ne’e uitoan de’it, adekuadu tebes adapta metodolojia AK ba hanorin dalen sira tanba kontra ensinu tradisionál ba ema idaidak, nune’e aumenta inputs nomós iha dezenvolvimentu boot iha aprendizajen, bele ko’alia no domina liaportugés ho di’ak liu no dezenvolve liután kompeténsia kulturál sira. Ami haree mós katak testu literáriu sai nu’udár fatór ida maka’as tebtebes atu motiva no promove konflitu kognitivu, liuhosi kontaktu ho kultura ne’ebé sei ba aprende, nune’e mós liuhosi atividade interativu lubuk ida ne’ebé ami sujere hahú hosi sira-nia poténsia linguístika.