Literatura académica sobre el tema "Language Representations and Practices"
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Artículos de revistas sobre el tema "Language Representations and Practices"
Spanier, Adam y William Mahoney. "Static Vulnerability Analysis Using Intermediate Representations: A Literature Review". European Conference on Cyber Warfare and Security 22, n.º 1 (19 de junio de 2023): 458–65. http://dx.doi.org/10.34190/eccws.22.1.1154.
Texto completoAmsler, Mark. "History of linguistics". Historiographia Linguistica 20, n.º 1 (1 de enero de 1993): 49–66. http://dx.doi.org/10.1075/hl.20.1.05ams.
Texto completoBarontini, Alexandrine y Karima Ziamari. "Sociolinguistic representations of variation in Moroccan spoken Arabic: discourses, practices and internet memes". International Journal of the Sociology of Language 2022, n.º 278 (1 de noviembre de 2022): 155–80. http://dx.doi.org/10.1515/ijsl-2022-0010.
Texto completoМосквичева, Светлана Алексеевна y Маммадали Магсад оглы Гасанов. "LANGUAGE PRACTICES AND LANGUAGE IDEOLOGIES IN THE TRANSMISSION OF THE LANGUAGE IN THE AZERBAIJANI COMMUNITY IN MOSCOW". Tomsk Journal of Linguistics and Anthropology, n.º 3(33) (28 de noviembre de 2021): 59–69. http://dx.doi.org/10.23951/2307-6119-2021-3-59-69.
Texto completoMoskvitcheva, Svetlana A., Alain Viaut y Radif R. Zamaletdinov. "Language representations and language attitudes in the Mishar dialect continuum". Russian Journal of Linguistics 27, n.º 3 (30 de septiembre de 2023): 687–714. http://dx.doi.org/10.22363/2687-0088-34933.
Texto completoCowan, Kay y Peggy Albers. "Semiotic Representations: Building Complex Literacy Practices Through the Arts". Reading Teacher 60, n.º 2 (octubre de 2006): 124–37. http://dx.doi.org/10.1598/rt.60.2.3.
Texto completoDubrovskaya, Tatiana V. "«…It was done by Soviet scientists»: Representations of scientific social practices in Soviet magazines for children (the 1980s)". Media Linguistics 10, n.º 3 (2023): 357–75. http://dx.doi.org/10.21638/spbu22.2023.305.
Texto completoHarvey, Keith. "Describing camp talk: language/pragmatics/politics". Language and Literature: International Journal of Stylistics 9, n.º 3 (agosto de 2000): 240–60. http://dx.doi.org/10.1177/096394700000900303.
Texto completoPinto, Susana y Maria Helena Araújo e Sá. "Scientific research and languages in Portuguese Higher Education Institutions". Language Problems and Language Planning 44, n.º 1 (1 de julio de 2020): 20–44. http://dx.doi.org/10.1075/lplp.00054.pin.
Texto completoMcDonald, Susan, Elizabeth Warren y Eva DeVries. "Refocusing on Oral Language and Rich Representations to Develop the Early Mathematical Understandings of Indigenous Students". Australian Journal of Indigenous Education 40 (2011): 9–17. http://dx.doi.org/10.1375/ajie.40.9.
Texto completoTesis sobre el tema "Language Representations and Practices"
Petringa, Natascia. "Science Literacy for English Language Learners: A Qualitative Study of Teacher Practices in European Private International Schools". Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/42499.
Texto completoSloss, Jay. "Meaning : the move from minds to practices". Thesis, University of Canterbury. Philosophy and Religious Studies, 2007. http://hdl.handle.net/10092/984.
Texto completoGurgel, Manoelito Costa. "Social representations of mother tongue teachers in initial training about the student teaching practicum". Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11139.
Texto completoCada vez mais, os professores vÃm exercendo um papel de destaque na ressignificaÃÃo das prÃticas de ensino-aprendizagem de lÃngua materna. Nesse contexto, os cursos de formaÃÃo continuada e inicial de professores de lÃngua materna vÃm sendo repensados. Nesta pesquisa, entÃo, identificamos e reconhecemos o acervo de representaÃÃes sociais (doravante RS) de oito estagiÃrias da disciplina de EstÃgio em Ensino de LÃngua Portuguesa do curso de Letras-PortuguÃs da UFC sobre o estÃgio de regÃncia, engendradas, mobilizadas e ressignificadas na e pela disciplina. Considerando a premissa de que o estÃgio à o espaÃo privilegiado de ressignificaÃÃo de representaÃÃes docentes, analisamos se hÃ, de fato, ressignificaÃÃes nesse espaÃo. Essa proposta à crucial para (re)pensarmos o estÃgio de regÃncia como etapa do percurso formativo do professor de lÃngua materna. Em uma abordagem discursiva e ideolÃgica das RS, na qual destacamos a funÃÃo da linguagem no engendramento e na circulaÃÃo de representaÃÃes,delineamos, a partir das tomadas de posiÃÃo das estagiÃrias frente ao objeto de representaÃÃo âestÃgio de regÃnciaâ, (re)veladas pelas modalizaÃÃes no seu discurso durante a interaÃÃo com os seus pares em grupos focais, os sentidos e os valores que elas, as estagiÃrias, atribuem ao estÃgio de regÃncia, antes e durante a disciplina. Para isso, apoiamo-nos nos quadros teÃrico-metodolÃgicos da Teoria das RepresentaÃÃes Sociais (MOSCOVICI, 1961, 1978, 2009 ; JODELET, 1984, 2001, 2005; DOISE, 2001 ), do Interacionismo SÃcio-discursivo (BRONCKART, 2006, 2008, 2009) e nos conceitos de grupo social e de ideologia (VAN DIJK, 1999, 2003, 2009). Como procedimentos de coleta de dados, adotamos um questionÃrio e dois Grupos Focais (doravante GFs), situaÃÃes de aÃÃo de linguagem em que as estagiÃrias se engajaram e mobilizaram suas RS sobre o estÃgio de regÃncia. Como categoria de anÃlise, adotamos as modalizaÃÃes (BRONCKART, 2009), pois materializam linguisticamente avaliaÃÃes e julgamentos. A partir da anÃlise das modalizaÃÃes, identificamos as tomadas de posiÃÃo do grupo frente Ãs atividades e Ãs prÃticas da disciplina. Em nossa anÃlise qualitativa-interpretativista, percebemos que as estagiÃrias representam o estÃgio de regÃncia, tanto antes quanto durante a disciplina, a) como aprendizagem da profissÃo e como aplicaÃÃo da teoria e de tÃcnicas de ensino, b) como feedback/avaliaÃÃo da prÃtica e c) como atividade final para conclusÃo do curso e como Ãltima etapa para certificaÃÃo. Sendo assim, as estagiÃrias, durante a disciplina, nÃo ressignificaram suas RS e, marcadas por essas RS, participaram das atividades da disciplina apenas para cumprirem aspectos burocrÃticos, sem refletirem significativamente sobre, por exemplo, o seu agir. Nesse sentido, o estÃgio de regÃncia pouco contribuiu para a ressignificaÃÃo das RS das estagiÃrias sobre as atividades e sobre as prÃticas do estÃgio de regÃncia, dado o carÃter transitÃrio da disciplina. Nossa pesquisa, entÃo, lega à reflexÃo dos responsÃveis pela formaÃÃo de novos professores resultados que devem inquietÃ-los: se professores em formaÃÃo inicial representam o espaÃo do estÃgio de regÃncia nÃo como o espaÃo propiciador de ressignificaÃÃes do fazer/ser docente, mas como o espaÃo de cumprimento de obrigaÃÃes burocrÃticas para efeito de obtenÃÃo de Diploma de Licenciatura, que docente estamos formando?
Increasingly, teachers have played a prominent role in the redefinition of teaching practices and language learning (L1). Within this context, continuing education programs and certification courses for first language teachers are being rethought. In this research, it is intended to identify and recognize the collective social representations (SR) achievements of eight student teachers in regards of Portuguese Teaching Practicum at UFC Language and Arts major. Through a discursive and ideological view of RS, we sought to delineate from the positions taken by the student teachers of the object of representation " student teaching practicumâ unfolds in their discourse during the interaction with their peers in focus groups of the meanings and values that they attach to student teaching practicum, before and during the discipline. For this, we rely on the theoretical and methodological frameworks of social representations theory(MOSCOVICI, 1961, 1978, 2009 ; JODELET, 1984, 2001, 2005; DOISE, 2001 )and socio-discursive interactionism ( BRONCKART , 2006, 2008, 2009). We also support the concepts of group and social ideology proposed by van Dijk (1999, 2003, 2009). As data collection procedures we adopted a questionnaire and two focus groups ( FG ), language -action situations by which the student-teachers engaged and mobilized their RS during the practicum experience. As for the analysis, we have adopted the modalizations, from which the actions taken by the group were identified and in face of the activities required for the course. Using a qualitative -interpretive lens, we found that the student teachers represent the practicum experience as: a) the learning of the profession and as the application of theory and of teaching techniques via practice, b ) as feedback[assessment]of their practice and, c ) as the final requirement for the undergraduate course completion or as a last step towards certification. Thus, the student teachers, during the course did not reformulate the RS. Marked by these RS, the student teachers participate in the activities of the course only to fulfill bureaucratic aspects without significantly reflecting on, for example, theirteaching actions.
Bastos, Charles Lourenço de. "Representações em matemática: observações para o ensino e a aprendizagem em geometria". Universidade Federal de Goiás, 2016. http://repositorio.bc.ufg.br/tede/handle/tede/6296.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This work observations are made about some ways in which it is possible to teach and learn geometry through the representations. For this, we treat the mathematical language, understanding of the modes of representation and the teaching of geometry combined with other areas of Mathematics in Basic Education. The literature search included a brief study of geometry teaching in the public schools, exploring the presence in textbooks of history of mathematics, problem solving and representations. We note also, some of my teaching practices that relate dierent ways of representing and representations through real objects and computing resources.
Neste trabalho são feitas observações sobre algumas formas em que se é possível ensinar e aprender geometria através das representações. Para isso, tratamos da Linguagem matemática, do entendimento dos modos de representação e do ensino de geometria aliado a outras áreas da Matemática no Ensino Básico. A pesquisa bibliográfica contemplou um breve estudo sobre o ensino de geometria nas escolas públicas, explorando a presença em livros didáticos da história da matemática, da resolução de problemas e das representações. Indicamos também, algumas das minhas práticas de ensino que relacionam diferentes formas de representar e de representações através de objetos reais e de recursos Computacionais.
Perez, Gabriel Mendes Hernandez. "Mooi misi no taki "taki-taki" / Moça bonita não fala "taki-taki": gênero, práticas e representações linguísticas de imigrantes brasileiros no Suriname". Niterói, 2017. https://app.uff.br/riuff/handle/1/5116.
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Faperj
Colégio Cruzeiro, CRUZEIRO, Brasil
A imigração de brasileiros no Suriname é um fenômeno relativamente recente que começou a ser percebido em meados dos anos 80, quando as primeiras modestas ondas de migração, formadas sobretudo por garimpeiros e prostitutas, se instalaram principalmente no interior do país. Estima-se que atualmente vivam na antiga Guiana Holandesa cerca de 16.000 brasileiros, concentrados particularmente na zona norte da capital Paramaribo, onde exercem atividades diversas nos setores de mineração, prestação de serviços, comércio e prostituição. Esta pesquisa se propõe a analisar as práticas e representações linguísticas de imigrantes brasileiros residentes na capital do Suriname, país onde coexistem cerca de 20 línguas faladas por distintas etnias, sendo o holandês a única com status de idioma oficial. Por entender, assim como Calvet ([1999] 2004), que as práticas linguísticas e as representações, ou seja, as imagens que os sujeitos constroem em torno das línguas, são não só interdependentes, mas se relacionam com os contextos sociais, ideologias e relações de poder nas quais estão inseridas, discuto neste trabalho os conceitos de mercado linguístico e violência simbólica conforme Bourdieu ([1982] 1996) e, naturalmente, contextualizo a imigração brasileira e apresento o panorama sociolinguístico observado no país, com ênfase na capital Paramaribo. A pesquisa in loco que constitui o corpus desta investigação demonstrou ainda que o gênero dos falantes exerce forte influência sobre as práticas e, sobretudo, sobre as representações linguísticas dos sujeitos, o que apontou para a necessidade de se discutir as interações entre linguagem e essas duas categorias. Assim, o presente trabalho apresenta ainda uma revisão bibliográfica das pesquisas sociolinguísticas mais relevantes que se dispuseram a analisar tais relações, como as pioneiras contribuições variacionistas de Labov (1966, 1990), Trudgill (1972) e Eckert (1989), os estudos centrados em contato linguístico de Piller & Pavlenko (2001, 2006) e, ainda, as desconstruções de um emergente campo dos estudos da linguagem, a linguística queer (LIVIA. A; HALL, K, 1997; BORBA, 2015). A reflexão teórica aqui proposta visará a discutir não só como esses dois fatores afetam as escolhas dos falantes, mas como os indivíduos constroem e afirmam seu gênero e outras identidades através da linguagem.
The Brazilian immigration in Suriname is a relatively recent phenomenon that came into prominence in the mid-80's, when the first modest waves of immigrants, most of them miners and prostitutes, settled mainly in the countryside. Around 16,000 Brazilians are currently living in the former Dutch Guiana, particularly in the northern part of the capital Paramaribo, where they work mostly in retail, the service industry, mining and prostitution. This research aims to analyze the language practices and representations of Brazilian immigrants living in the capital of Suriname, where about 20 languages are spoken by different ethnic groups and Dutch remains the only one with an official status. In our understanding, language representations, that means, the images that speakers have about languages, and language practices are, as defined by Calvet ([1999] 2004) not only interdependent, but are also related to social contexts, ideologies and power relationships. Thus, we discuss in this work the concepts of linguistic market and symbolic violence according to Bourdieu ([1982] 1996) and contextualize the Brazilian immigration and the current sociolinguistic panorama observed in the country, with an emphasis on the capital Paramaribo. The data collected in the field research also demonstrated that the gender of the speakers exerts a strong influence on their language practices and, above all, on their language representations. These observations led to the discussion on the relationships between language and gender. Thus, this work presents a bibliographical review of the most relevant sociolinguistic researches that discussed these relations, such as the first contributions of Labov (1966, 1990), Trudgill (1972) and Eckert (1989), the studies based on language contact by Piller & Pavlenko (2001, 2006) and the deconstructions of an emerging field of language studies: the Queer Linguistics (LIVIA. A; HALL, K, 1997; BORBA, 2015). The reflection on the theories presented in this work aims to discuss not only how gender affects the speakers' choices, but also how individuals construct and affirm their gender and other identities through language.
De immigratie van Brazilianen in Suriname is een vrij recent fenomeen en verscheen halfweg de jaren 80. De eerste golf van migranten bestonden voornamelijk uit mijnwerkers en prostituees die zich vestigden op het platteland in Suriname. Ongeveer 16.000 Brazilianen leven momenteel in het voormalige nederlanstalige Guyana, hoofdzakelijk in het noordelijke deel van de hoofdstad Paramaribo, waar ze voornamelijk werken in de kleinhandel, dienstensector, de mijnindustrie en prostitutie. Dit onderzoek richt zich op het analyseren van de taalgebruiken en representaties van Braziliaanse immigranten die leven in de hoofdstad van Suriname, waar ongeveer 20 talen gesproken worden door verschillende etnische groepen waarvan het Nederlands de enige taal is met een officiële status. Taalrepresentaties, d.i. het beeld dat sprekers hebben over een taal, en taalgebruiken worden door Calvet (1999, 2004) gedefinieerd als niet alleen onderling afhankelijk, maar gerelateerd tot de sociale context, ideologieën en krachtige relaties. Om deze reden onderzoeken we in dit werk de concepten van de taalkundige markt en het symbolisch geweld dat daarmee gepaard gaat volgens Bourdieu ([1982] 1996). Verder onderzoeken we ook de Braziliaanse immigratie en het huidig sociolinguistisch panorama dat geobserveerd wordt in het land, met de nadruk op de hoofdstad Paramaribo. De data dat werd verworven door het veldwerk toont ons dat de gender van de spreker een sterke invloed uitoefent op de taalgebruiken en bovenal op de taalrepresentatie. Deze observaties brengen ons naar de discussie van de relatie tussen taal en gender. Omwille van die reden focust dit werk zich op een bibliografische kijk op de meest relevante, sociolinguïstieke onderzoeken die deze relaties reeds aangehaald hebben. We kijken naar de eerste bijdragen van Labov (1966, 1990), Trudgill (1972) en Eckert (1989) en alsook de studies die gebaseerd zijn op taal contact door Piller en Pavlenko (2001,2006) en ook de bijdragen van een opkomend gebied van taalstudies: Queer linguistics (LIVIA. A; HALL, K, 1997; BORBA, 2015). De theorieën die we aanhalen in dit werk brengen ons naar de discussie hoe het geslacht van de spreker zijn keuzes beïnvloedt, maar ook hoe individuen hun geslacht en andere identiteiten vormen en bevestigen door middel van taal.
Souliou, Lelouda. "L'activation d'une autre langue que celle attendue : pratiques et représentations des apprenants d’une troisième langue". Thesis, Paris 3, 2014. http://www.theses.fr/2014PA030005.
Texto completoThis study lies in the field of foreign language education, but it also refers to multilingualism and third language acquisition. In particular, this study examines the activation of another language in the speech production of greek-speaking learners of french as a foreign language. The study refers to ESP learners at university level. We postulate third language development as an emergent process and the approach adopted is focused in the psycholinguistique dimension. In this rechearch we are trying to describe a microcontext, this of the acquisition of French as a third language, whith adults learning the language in a guided and heteroglossic environment. Our goal is to describe the phenomenon of the activation of a language other than expected, manifested in oral speech production in French L/C3, as well as the metalinguistic activity that accompanies. Also, the language is considered in our work as a set of practices and representations. We have assembled an oral corpus to explore the activation of L/C1 Greek and English L / C 2 in the oral production of L/C3 French Greek learners. Field research was conducted in Greece, in a public institution of higher education, with students taking courses in French at the University of Athens. It is a multilingual population where French is at least the third language as their first language is Greek and they have learned English, German and other languages during their schooling
Soares, Maria Vilani. "As representaÃÃes da escrita e do ensino da escrita na perspectiva dos relatos de vida do professor". Universidade Federal do CearÃ, 2009. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=3273.
Texto completoCoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior
PropÃe uma reflexÃo sobre as representaÃÃes que o professor tem da escrita e do ensino da escrita, verificando atà que ponto estas representaÃÃes influenciam as orientaÃÃes didÃticas propostas pelos professores para o ensino da escrita em sala de aula. Utiliza como procedimento metodolÃgico a perspectiva dos relatos de vida de nove professores de PortuguÃs do Ensino Fundamental II (7Â), de escolas da rede pÃblica estadual, que atuam na cidade de Teresina-PiauÃ. Considera como suporte teÃrico o conceito de representaÃÃo social tal qual desenvolvido pelo pesquisador Serge Moscovici e seus colaboradores, bem como as teorias da linguagem e as diferentes concepÃÃes de lÃngua e texto produzidas no interior da LingÃÃstica. Levando em conta que a relaÃÃo com todo objeto de conhecimento nÃo se dà num vazio, antes encontra-se ancorada em uma dada realidade social, busca uma aproximaÃÃo dos estudos atuais sobre o letramento. Mostra com a anÃlise dos dados que, embora os relatos dos professores entrevistados tenham revelado a reproduÃÃo de antigas prÃticas de ensino, eles tambÃm revelam atos desses docentes que demonstram a preocupaÃÃo e tentativa de eles mesmos introduzirem outras prÃticas que apontam para a direÃÃo de uma outra representaÃÃo do ato de escrever e de ensinar a escrever.
Proposes a reflection on the representations that the teacher has the writing and the teaching of writing, noting the extent to which these representations influence the guidelines proposed by teachers teaching to the teaching of writing in classroom. Methodological procedure used as the perspective of the reported life of nine teachers of Portuguese in Elementary School (7th), the network of state public schools, which operate in the city of Teresina, PiauÃ. Considered to support the theoretical concept of social representation as is done by researcher Serge Moscovici and his collaborators, as well as theories of language and the different conceptions of language and texts produced within the linguistics. Taking into account that the relationship with any object of knowledge is not in a vacuum, but is anchored in a particular social reality, seeking an approximation of the current studies on literacy. Shows the analysis of data that, although the reports of the teachers interviewed have been playing the old practice of teaching, they also show acts of those teachers who demonstrate the concern and attempt to introduce themselves to other practices that indicate the direction of another representation of the writing and teaching to write.
Andrade, Alexandra Karla Rodrigues. "CIÊNCIA, SENSO COMUM E PRÁTICAS DE ENSINO DE LÍNGUA PORTUGUESA". Pontifícia Universidade Católica de Goiás, 2018. http://tede2.pucgoias.edu.br:8080/handle/tede/4038.
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This dissertation investigates the relationship between Science, Common Sense and Portuguese language teaching practices for teachers. For this, we seek to evidence the concepts of Science, Common Sense and practices in the Theory of Social Representations, proposed by Moscovici among other scholars. Such support made it possible to understand that scientific knowledge is indispensable for the teaching and learning process of teachers, but they do not structure themselves. In teaching practice, as well as in TRS, common sense plays an important role, since it is necessary to value the experience and the practical way of practicing these professionals. We are researching a group of professionals who know and dominate the theme: teaching. The way they appropriate scientific knowledge and relate to their practical experience leads us to have a group that associates different theoretical fields in favor of the teaching and learning of its students, often joining theoretical contributions with different lines of research. For this, the field research has two groups of Portuguese Language teachers of the state public network: the first exploratory and constructed through the focal group and the second systematized. We think of three categories of analysis: teaching, how to teach and learning the Portuguese language. We tried to verify the similarities and the differences of the voices between the components of the groups. Finally, we cross the similarities of thought between the two groups in order to give teachers a voice about the practice of teaching.
Esta dissertação investiga a relação entre Ciência, Senso Comum na construção das práticas de ensino de Língua Portuguesa para os professores. Para isso, buscamos evidenciar os conceitos de Ciência, Senso Comum e práticas na Teoria das Representações Sociais, proposta por Moscovici entre outros estudiosos. Tal suporte possibilitou compreender que os conhecimentos científicos são indispensáveis para o processo de ensino e aprendizagem dos professores, porém não se estruturam por si só. Na prática de ensino, assim como na TRS, o Senso Comum ocupa importante contribuição, pois precisa - se valorizar a experiência e a forma de atuação prática desses profissionais. Estamos pesquisando um grupo de profissionais que sabem e dominam a temática: o ensino. A forma como se apropriam dos conhecimentos científicos e relacionam com sua experiência prática faz com que tenhamos um grupo que associa diferentes campos teóricos a favor do ensino e aprendizagem dos seus alunos, muitas vezes unindo aportes teóricos com linhas de pesquisa diferentes. Para isso, a pesquisa de campo tem dois grupos de professores de Língua Portuguesa da rede pública estadual: o primeiro exploratório e construído por meio do grupo focal e o segundo sistematizado. Pensamos em três categorias de análise: ensino, como ensinar e aprender a Língua Portuguesa. Procuramos verificar as semelhanças e as diferenças das vozes entre os componentes dos grupos. Por fim, cruzamos as semelhanças de pensamento entre os dos dois grupos com o intuito de dar voz aos professores sobre suas práticas do ensino.
Santean, Nicolae. "Towards a minimal representation for finite languages, theory and practice". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/MQ58079.pdf.
Texto completoWehbe, Oula. "Questions que pose une didactique plurilingue au Liban, pratiques et représentations". Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCA040/document.
Texto completoOur research comes from the didactics of languages and is part of the reflection on plurilingualism and the acquisition of languages. This study examines the process of partial activation of a language other than the target language during language learning.Our study was carried out in two schools in Lebanon with students of EB7 classes, having a multilingual language repertoire and having learned the Arabic diglossic language as L1 and the French language as L2 and English as L3.During their apprenticeship and production of the French L2 and the English L3, they apply their plurilingual competence through the partial activation of their plurilingual potential.We will show what are the cognitive processes that come into play when learning the new L3 English language. As well as the factors that condition the activation of the languages known by the learners, and at which linguistic level, is most frequently realised, the partial activation of the language other than the target language
Libros sobre el tema "Language Representations and Practices"
International Conference on Conceptual Structures (7th 1999 Blacksburg, Va.). Conceptual structures: Standards and practices : 7th International Conference on Conceptual Structures, ICCS'99, Blacksburg, VA, USA, July 12-15, 1999 : proceedings. Berlin: Springer, 1999.
Buscar texto completoFuchs, Catherine y Stéphane Robert, eds. Language Diversity and Cognitive Representations. Amsterdam: John Benjamins Publishing Company, 1999. http://dx.doi.org/10.1075/hcp.3.
Texto completoWhite, Lyndon, Roberto Togneri, Wei Liu y Mohammed Bennamoun. Neural Representations of Natural Language. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-0062-2.
Texto completoCatherine, Fuchs y Robert Stéphane, eds. Language diversity and cognitive representations. Amsterdam: John Benjamins Pub., 1999.
Buscar texto completoLanguage & communicative practices. Boulder: Westview Press, 1996.
Buscar texto completoPeter, Aggleton, Hart Graham 1957-, Davies Peter y UK Conference on Social Aspects of AIDS (2nd : 1987 : South Bank Polytechnic), eds. AIDS: Social representations, social practices. New York: Falmer Press, 1989.
Buscar texto completoRalf, Klabunde y Stutterheim Christiane von, eds. Representations and processes in language production. Wiesbaden: DUV, Deutscher UniversitätsVerlag, 1999.
Buscar texto completoKlabunde, Ralf y Christiane von Stutterheim, eds. Representations and Processes in Language Production. Wiesbaden: Deutscher Universitätsverlag, 1999. http://dx.doi.org/10.1007/978-3-322-99290-1.
Texto completoTwo-level representations for natural language. Bloomington, Ind: Indiana University Linguistics Club, 1985.
Buscar texto completoKrulee, Gilbert K. Two-level representations for natural language. Bloomington: Indiana University Linguistics Club, 1985.
Buscar texto completoCapítulos de libros sobre el tema "Language Representations and Practices"
Stratilaki, Sofia. "Discourse, representation and language practices". En Hamburg Studies on Linguistic Diversity, 139–60. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/hsld.3.10str.
Texto completoSilva, Gláucia V., Cristiane Soares y Eduardo Viana da Silva. "Teaching Practices of Inclusive Language in Portuguese". En Representation, Inclusion and Social Justice in World Language Teaching, 51–70. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003361787-5.
Texto completoBever, Olga y Mahmoud Azaz. "An Educational Perspective on Community Languages in Linguistic Landscapes: Russian and Arabic". En Educational Linguistics, 179–98. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-39578-9_8.
Texto completoWehrmeyer, Ella. "Chapter 1. Sign language corpus linguistics". En Advances in Sign Language Corpus Linguistics, 1–27. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/scl.108.01weh.
Texto completoGomez-Perez, Jose Manuel, Ronald Denaux y Andres Garcia-Silva. "Building Hybrid Representations from Text Corpora, Knowledge Graphs, and Language Models". En A Practical Guide to Hybrid Natural Language Processing, 57–89. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44830-1_6.
Texto completoThanitsukkarn, Thanwadee y Anthony Finkelstein. "Multiperspective Analysis of the Sisyphus-I Room Allocation Task Modelled in a CG Meta-Representation Language". En Conceptual Structures: Standards and Practices, 272–96. Berlin, Heidelberg: Springer Berlin Heidelberg, 1999. http://dx.doi.org/10.1007/3-540-48659-3_18.
Texto completoHarklau, Linda. "Chapter 5. Representational Practices and Multi-modal Communication in US High Schools: Implications for Adolescent Immigrants". En Language Socialization in Bilingual and Multilingual Societies, editado por Robert Bayley y Sandra Schecter, 83–97. Bristol, Blue Ridge Summit: Multilingual Matters, 2003. http://dx.doi.org/10.21832/9781853596377-008.
Texto completoCiula, Arianna, Øyvind Eide, Cristina Marras y Patrick Sahle. "Metaphoric Reasoning and Pragmatic Modelling". En Modelling Between Digital and Humanities, 43–62. Cambridge, UK: Open Book Publishers, 2023. http://dx.doi.org/10.11647/obp.0369.02.
Texto completoClark, Julie S. Byrd y Sylvie A. Lamoureux. "3. Rethinking Multilingualism: Complex Identities, Representations and Practices of Multilingual Student Teachers Moving through Plurilingual Times in University French Language Teacher Education Programs". En Teaching and Learning in Multilingual Contexts, editado por Agnieszka Otwinowska y Gessica De Angelis, 32–49. Bristol, Blue Ridge Summit: Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783091263-005.
Texto completoCiula, Arianna, Øyvind Eide, Cristina Marras y Patrick Sahle. "Model and Modelling in Digital Humanities". En Modelling Between Digital and Humanities, 19–42. Cambridge, UK: Open Book Publishers, 2023. http://dx.doi.org/10.11647/obp.0369.01.
Texto completoActas de conferencias sobre el tema "Language Representations and Practices"
Chen, Zhenpeng, Sheng Shen, Ziniu Hu, Xuan Lu, Qiaozhu Mei y Xuanzhe Liu. "Emoji-Powered Representation Learning for Cross-Lingual Sentiment Classification (Extended Abstract)". En Twenty-Ninth International Joint Conference on Artificial Intelligence and Seventeenth Pacific Rim International Conference on Artificial Intelligence {IJCAI-PRICAI-20}. California: International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/ijcai.2020/649.
Texto completoNi, Qianfu, Prasad K. D. V. Yarlagadda y Wen Feng Lu. "Semantic Representations for Configurable Enterprise Systems". En ASME 2006 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2006. http://dx.doi.org/10.1115/detc2006-99032.
Texto completoFan, Zhihao, Zhongyu Wei, Siyuan Wang, Ruize Wang, Zejun Li, Haijun Shan y Xuanjing Huang. "TCIC: Theme Concepts Learning Cross Language and Vision for Image Captioning". En Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. California: International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/91.
Texto completoIonita, Mirela, Veronica Pastae y Ciprian Pripoaeserbanescu. "COMMON VISUALITY PRACTICES IN E-LEARNING". En eLSE 2018. ADL Romania, 2018. http://dx.doi.org/10.12753/2066-026x-18-016.
Texto completoBorgwardt, Stefan, Jörg Hoffmann, Alisa Kovtunova y Marcel Steinmetz. "Making DL-Lite Planning Practical". En 18th International Conference on Principles of Knowledge Representation and Reasoning {KR-2021}. California: International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/kr.2021/61.
Texto completoDruta, Inga. "Semantic-Stylistic Valences of the Verb to eat in some Romanian Phraseological Expressions". En Conferinta stiintifica nationala "Lecturi în memoriam acad. Silviu Berejan", Ediția 6. “Bogdan Petriceicu-Hasdeu” Institute of Romanian Philology, Republic of Moldova, 2023. http://dx.doi.org/10.52505/lecturi.2023.06.11.
Texto completoLi, Zuchao, Xingyi Guo, Letian Peng, Lefei Zhang y Hai Zhao. "iRe2f: Rethinking Effective Refinement in Language Structure Prediction via Efficient Iterative Retrospecting and Reasoning". En Thirty-Second International Joint Conference on Artificial Intelligence {IJCAI-23}. California: International Joint Conferences on Artificial Intelligence Organization, 2023. http://dx.doi.org/10.24963/ijcai.2023/570.
Texto completoKurariya, Pavan, Prashant Chaudhary, Jahnavi Bodhankar, Lenali Singh y Ajai Kumar. "Unveiling the Power of TAG Using Statistical Parsing for Natural Languages". En 4th International Conference on NLP Trends & Technologies. Academy & Industry Research Collaboration, 2023. http://dx.doi.org/10.5121/csit.2023.131407.
Texto completoNikitina, Jekaterina. "The Discourse of the European Court of Human Rights: the Role of Case Communications in the Introduction of System-bound Elements". En Language for International Communication. University of Latvia Press, 2023. http://dx.doi.org/10.22364/lincs.2023.08.
Texto completoXu, Yongxin, Kai Yang, Chaohe Zhang, Peinie Zou, Zhiyuan Wang, Hongxin Ding, Junfeng Zhao, Yasha Wang y Bing Xie. "VecoCare: Visit Sequences-Clinical Notes Joint Learning for Diagnosis Prediction in Healthcare Data". En Thirty-Second International Joint Conference on Artificial Intelligence {IJCAI-23}. California: International Joint Conferences on Artificial Intelligence Organization, 2023. http://dx.doi.org/10.24963/ijcai.2023/547.
Texto completoInformes sobre el tema "Language Representations and Practices"
Goodwin, Sarah, Yigal Attali, Geoffrey LaFlair, Yena Park, Andrew Runge, Alina von Davier y Kevin Yancey. Duolingo English Test - Writing Construct. Duolingo, marzo de 2023. http://dx.doi.org/10.46999/arxn5612.
Texto completoArmas, Elvira, Magaly Lavadenz y Laurie Olsen. Falling Short on The Promise to English Learners: A Report on Year One LCAPs. Center for Equity for English Learners, 2015. http://dx.doi.org/10.15365/ceel.lcap2015.2.
Texto completoTrimano, Luciana. Social Representations and Citizenship Practices in a Rural Community: A Strategic Communication Contribution. Revista Latina de Comunicación Social, diciembre de 2012. http://dx.doi.org/10.4185/rlcs-2012-965en.
Texto completoCao, Larry. II. Natural Language Understanding, Processing, and Generation: Investment Applications. CFA Institute Research Foundation, marzo de 2023. http://dx.doi.org/10.56227/23.1.8.
Texto completoGroarke, Sarah, Michał Polakowski, Emma Quinn y Frances McGinnity. Supporting integration? International practices on civics and language requirements linked to naturalisation: policy implications for Ireland. ESRI, septiembre de 2020. http://dx.doi.org/10.26504/bkmnext398.
Texto completoEdTech Hub, EdTech Hub. Minoritised languages, education, and technology: Current practices and future directions in low- and middle-income countries. EdTech Hub, octubre de 2022. http://dx.doi.org/10.53832/edtechhub.0127.
Texto completoEstrada-Miller, Jeimee, Leni Wolf, Elvira Armas y Magaly Lavadenz. Uplifting the Perspectives and Preferences of the Families of English Learners in Los Angeles Unified School District and Charter Schools: Findings from a Representative Poll. Loyola Marymount University, 2022. http://dx.doi.org/10.15365/ceel.policy.11.
Texto completoDawson, Elsa. Current Assessment and Treatment Practices for Children with Autism and Suspected Childhood Apraxia of Speech: A Survey of Speech-Language Pathologists. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.29.
Texto completoBando, Rosangela, Florencia López Bóo y Xia Li. Sex-Differences in Language and Socio-emotional Skills in Early Childhood. Inter-American Development Bank, julio de 2016. http://dx.doi.org/10.18235/0011759.
Texto completoLavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez y Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.
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