This PhD thesis was set to examine newcomer teenagers’ identity as learners of mathematics and English as an Additional Language (EAL) in the context of their transition into the Canadian educational system. Drawing on Ivanič (1998) who suggests a four-part model for the conceptualization of identity as a co-constitutive multi-dimensional framework, and addressing Ricoeur’s (1992) etymological distinction between idem and ipse (identity as sameness and identity as selfhood), a research design was set up to allow for an exploration of newcomer teenagers’ identity as learners of mathematics and of English as an Additional Language (EAL). The theoretical framework of this study draws on Ivanič’s (1998) four identity-related dimensions of (a) autobiographical identities, (b) authorial identities, (c) discoursal identities, and (d) socioculturally available selfhoods. The research design comprised three sets of data collection through family and individual interviews and focus group discussions. Following a dissemination of a Call for Participants, six families who have recently emigrated from Israel to Canada expressed interest to participate in the research. In total, six sessions of 90-minute family-unit interviews, 16 sessions of 90-minute individual interviews, and two sets of all-parent and all-teenage focus groups lasting 90-minute each yielded 26 interviews of over 39 hours. Data were organized according to the four identity-related dimensions that are developed in the theoretical framework of this study. Multiple, iterative rounds of analyses were conducted to first examine how identity is formulated in and through each of the four dimensions identified in the research literature and later explore the inter-relationship between the four identified dimensions and emergent themes. Findings reveal that teenage newcomers’ identity as learners of mathematics and EAL is multifarious, multidirectional, and inter-animated. While the teenage newcomers struggle with their developing identities as speakers of EAL and learners of mathematics in a new educational system, their collective identity as Israelis who make it against all odds, their developing stances in relation to EAL and mathematics, and the socioculturally available selfhoods draw a complex picture that depicts identity work in its making. Given the findings, the study adds to our understanding of the multifaceted and multidirectional nature of identity as crucial in the learning of EAL and mathematics among teenage newcomers.

This thesis investigates the relationship which both academic vocabulary and lexical bundles have to academic performance at university. While academic vocabulary is defined in terms of the University Word List (Coxhead, 2000), lexical bundles are identified as groups of four words that commonly co-occur, such as on the other hand and as a result of. A corpus of student essay writing in a single discipline, psychology, was developed over the course of a three-year undergraduate degree. To provide a benchmark against which to compare the student academic writing, a corpus of published articles in the same discipline was developed. The VocabProfile program (Cobb, 2002) was used to establish the density of academic vocabulary in the student essays. Similarly, the density of lexical bundle use was analysed by means of WordSmith Tools (Scott, 2012). The densities were then correlated against students’ academic performance as measured by their essay results. Comparisons were also made between the use of academic vocabulary and lexical bundles by first- and additional-language speakers, and by first- and third-year students. A keyness analysis enabled comparisons of academic vocabulary and bundle usage by high and low achievers. An additional aspect of this study was the comparison of densities of academic vocabulary and lexical bundles found in the IELTS writing test and in student essays, and the correlation of IELTS reading and writing test scores to students’ academic performance. The students’ vocabulary knowledge was also tested by the application of receptive and productive vocabulary tests, and the results compared to their academic performance. Results indicate that the 10 000-word level is a stronger predictor of academic performance than either the 5000-word level or academic vocabulary, and that there is a significant relationship between the density of lexical bundle use by students and their academic performance. Both vocabulary measures are therefore arguably better predictors of academic performance than the IELTS test scores. / Linguistics and Modern Languages / D. Litt. et Phil. (Linguistics)

This study reports on the investigation of the educators teaching methods at Grade 4 First Additional Language. The study focused on selected schools in Moretele APO. It took into consideration the teaching methods and the challenges of the environment educators found themselves in teaching FAL. The study used a qualitative method to investigate the teaching of FAL. The experiences and the qualifications of educators were taken into consideration during the empirical study when the observations and the interviews were conducted. The empirical investigation revealed that educators did not know how to teach reading in FAL. They knew less about new approaches to teaching reading and that reading was treated as a separate entity from speaking and writing. The conditions that they found themselves were appalling due to lack of motivation, overcrowding in classes, lack of resources and lack of support from the Department of Education. / Language Education, Arts and Culture / M.Ed. (Curriculum Studies)

This study focussed on teacher training in the context of distance education. It investigated the impact on practice of an English methodology course offered by Unisa’s Department of English Studies at certificate level. The unit of analysis was a group of eight student teachers registered for the module ACEEN26 Teaching English: General Principles offered by Unisa’s Department of English Studies. This module aims to help students to understand the approaches that underpin Outcomes-based Education (OBE) and how these translate into practice in the English First Additional Language (FAL) classrooms. To investigate the participants’ classroom practices, the study adopted an open and inductive approach aimed at gauging their thinking with regard to teaching, learning, assessment and how these understandings reflected OBE practices. The aim was to determine how the eight students made sense of this phenomenon given their own epistemologies within the unique contexts in which they worked. Data collection consisted of a mix of lesson observations, in-depth audio-taped interviews and analysis of documents. The interview was the main data-gathering technique. All these instruments were supplemented by field notes based on informal observations which were entered in a reflective journal. The picture that emerged was of teachers who worked under demanding conditions as they tried to implement complex and sometimes contradictory policies and were constantly under the pressure of policy demands. Their practices were, to a large extent, inconsistent with the OBE approach to teaching and learning. Although they gained some theoretical surface knowledge from the course, the students’ practice remained traditional because of two main reasons emanating from the findings: their inability to internalise the theory to make it an integral part of their mental repertoire and the negative impact of disabling contextual factors.The study constituted an evaluation of the course and therefore fed directly into the whole concept of dialogue and student support which are necessary prerequisites for success in distance education. As a teacher educator, this research was also a way of illuminating my teaching practices through practical research that simultaneously informs the field of teacher education. Based on the training needs identified, a re-contextualised curriculum for the ACE English programme was proposed. This proposed new programme reflects my stance that instead of continuing to focus on pouring resources into dysfunctional schools, we should concentrate on the lowest denominator in the system — the teacher. / Educational Studies / D. Litt. et Phil (English)

O objetivo desta tese é relacionar análises de segmentos transcritos de fala-em-interação de sala de aula de língua adicional e orientações acerca de metodologia de ensino. Em especial, esta pesquisa propõe colocar em discussão as orientações presentes em manuais de metodologia de ensino de línguas adicionais (Brown, 2007; Hall, 2001a; Harmer, 2009; Schlatter & Garcez, 2012; Scrivener, 2012) acerca do planejamento de tarefas pedagógicas e do gerenciamento interacional da participação dos alunos durante a realização de atividades pedagógicas. Para a realização do estudo, foram geradas 20 horas de registros audiovisuais em uma sala de aula de nível básico 2 de português como língua adicional que adota pedagogia de projetos em um curso em extensão de uma instituição federal de ensino superior. A partir do enquadre teórico-metodológico da Análise da Conversa, analiso neste relatório cinco ocorrências transcritas (de um total de dezoito) de fala-em-interação de sala de aula em que o status epistêmico de conhecedor da língua adicional de algum participante é posto em risco durante a realização de atividades pedagógicas. A realização de atividades pedagógicas foi analisada como constituída de três etapas: convite à participação (Ramos, 2010), produção e continuidade. Observou-se que as ações realizadas na etapa de continuidade da realização da atividade pedagógica foram centrais para a concretização de diferentes objetivos pedagógicos. Quando essas ações estavam implicadas sequencialmente em relação ao que fora feito imediatamente antes na etapa de produção da atividade pedagógica, o objetivo concretizado se relacionava ao uso da língua adicional para a realização de ações. Por outro lado, quando essas ações não exibiam essa implicatividade sequencial, o objetivo realizado dizia respeito à produção de elocuções com acurácia. Verificou-se que as ações realizadas pela professora que rebaixavam o outro participante epistemicamente com relação à língua adicional foram ofertas de reelaboração de elocuções. Já as práticas e ações mobilizadas pela professora que trabalhavam no sentido de assegurar o status epistêmico dos demais participantes como conhecedores da língua adicional foram a formulação (Garfinkel & Sacks, 1970) e a verificação de entendimento (Schegloff, Jefferson, & Sacks, 1977, pp. 379). Tais achados recomendam que manuais de metodologia de ensino de línguas atentem para a importância de a) antever, quando do planejamento de tarefas, a interação projetada na etapa de continuidade da tarefa de modo a maximizar a chance de que os objetivos projetados se concretizem e b) considerar as ações de formulação e verificação de entendimento como centrais para a materialização da atribuição do professor como ratificador do conhecimento produzido pelo aluno. / This thesis is aimed at relating classroom talk-in-interaction transcripts to guidelines on teaching methodology. This research discusses guidelines from additional languague teaching methodology handbooks (Brown, 2007; Hall, 2001a; Harmer, 2009; Schlatter & Garcez, 2012; Scrivener, 2012) on task planning and interactional management of students’ participation while carrying out pedagogical activities. Twenty hours of audiovisual data were generated in a Portuguese-as-an-additional language extension program at a Higher Education institution. The classes registered were a basic 2 level group, whose curriculum followed a progect-based methodology. Following Conversation Analysis framework, I analyse five transcribed segments (from a corpus of eighteen occurances) that portray participants’ epistemic status K+ concerning the additional language at risk during the accomplishment of pedagogical activities. The accomplishment of the pedagogical activity was constituted in three stages: invite for participation (Ramos, 2010), production and follow up. The actions co-constructed during the follow up stage were crucial to reach different pedagogical goals. When such actions were sequentially implied in relation to the action previously done in the production stage of the pedagogical activity, the goal reached was connected to a concept of language as doing social actions. On the other hand, when these actions did not display such sequential implication, the pedagogical goal was connected to accurate language production. The actions produced by the instructor that downgraded the other participant epistemic status in relation to the additional language were offers of reformulated utterances. The practices and actions that ratified the other participants’ epistemic status as K+ in relation to the additional langauge were formulations (Garfinkel & Sacks, 1970) and comprehension checks (Schegloff, Jefferson, & Sacks, 1977, pp. 379). Such findings suggest that additional language teaching handbooks take notice of a) the importance of predicting and projecting the actions to be done during the follow up stage so as to maximize the chances of reaching the pedagogical goals previously planned and b) the actions of formulating and checking understanding as central resources to enable the additional language instructor to ratify others’ production (and knowledge) in the additional language at hand.

This dissertation study explored the practices that foster teacher development in a community of practice (Wenger, 1998, 2010) of teachers of English as an Additional Language in a large federal university in the south of Brazil. The community is part of a big internationalization effort in Brazilian universities, named Languages without Borders (LwB). In summary, the goal of the program is to teach additional languages for university students, faculty and staff. For that, the local LwB center has fifteen student teachers, from sophomore to senior year, who are pursuing a teaching certification in English as an Additional Language. Although the community has teaching as its end goal, and not teacher development, teacher development has emerged as an epiphenomenon, for student teachers need to learn how to teach in order for the community’s goals to be attained. The objective of this study was to observe, describe and analyze the practices that foster professional development for these student teachers in order to understand in what ways (and if) the experiences in their everyday life of the community become professional learning. While previous research has shown that communities of practice (Lave & Wenger, 1991; Wenger, 1998) can be sites of learning, and has explored communities among teachers and students in a variety of contexts, there is a scarcity of studies about community among these additional language teachers (Costa, 2013; Merril, 2016) With the theoretical framework of Practice Theory (Wenger, 1998; Young, 2009; Ortner, 1983), this interpretative study (Erickson, 1990) examined history-in-person interviews with focal participants as well as intensive participant observation – recorded in the form of field notes, audio recordings and photographs – and collection of artifacts. The research participants consist of fifteen student teachers, two former student teachers, three Fulbright English Teaching Assistants, and two of the three coordinators of the program at this university. Out of these, five student teachers were chosen for the interviews. Results revealed that this community has both formal and informal practices that cultivate teacher development. The formal practices are planned by the coordinator and enacted in weekly pedagogical meetings, and include practices such as microteaching, workshops and lectures. The informal practices emerge from teachers’ everyday interactions in the teachers’ room, and include practices such as sharing materials, requesting help, sharing classroom stories, sharing specialized concepts and literature in the field of AL teaching, and planning classes together. In conclusion, the landscape of practices that student teachers experience throughout their trajectory in the program helps them develop as teachers through the profession (Nóvoa, 1992) and integrate both technical and practical aspects of the job.

Este trabalho tem por objetivo sistematizar orientações curriculares e pedagógicas para o nível avançado de português como língua adicional (PLA) embasadas na concepção de uso da linguagem como prática social (CLARK, 2000), na perspectiva bakhtiniana de gênero do discurso (BAKHTIN, 2010a) e na convicção de que o objetivo do ensino de línguas é contribuir para a participação mais confiante e autoral dos educandos em esferas de uso da linguagem em que já atuem e em outras nas quais desejem/necessitem atuar (SCHLATTER; GARCEZ, 2012). Parto do que está proposto como progressão curricular para os níveis básico e intermediário no Programa de Português para Estrangeiros da Universidade Federal do Rio Grande do Sul (PPE) (KRAEMER, 2012), que se baseia na mesma concepção teórico-metodológica adotada aqui. Para compreender o que tem sido descrito como proficiência e objetivos de ensino de língua portuguesa em nível avançado, discuto quatro documentos da área de ensino e avaliação, a saber, o Quadro de Referência para o Ensino de Português no Estrangeiro (GROSSO et al., 2011), os Parâmetros Curriculares Nacionais (BRASIL, 1998), os Referenciais Curriculares do Estado do Rio Grande do Sul (SCHLATTER; GARCEZ, 2009; FILIPOUSKI et al, 2009) e as especificações do Certificado de Proficiência em Língua Portuguesa para Estrangeiros – Celpe-Bras (BRASIL, 2006). Além disso, no intuito de verificar como é trabalhado o nível avançado no ensino de PLA, analiso três livros didáticos de nível avançado – Português Via Brasil (LIMA; IUNES, 2005), Português para estrangeiros: nível avançado (MARCHANT, 1997) e Panorama Brasil: Ensino do Português como Língua Estrangeira Voltado para o Mundo dos Negócios (PONCE et al, 2006) – e a atual apostila da disciplina de Estudos Avançados do Texto do PPE (RAMOS et al, 2009/2010). Nos documentos e nos materiais, aponto: como é organizada a progressão; qual é a metodologia de ensino proposta; quais são os conteúdos e os objetivos em nível avançado. A partir da análise, apresento possíveis objetivos de ensino para um curso de nível avançado de PLA e os princípios orientadores para o planejamento de unidades didáticas nesse nível, ilustrando-os em uma unidade didática criada por mim. Este trabalho pretende contribuir com orientações curriculares e pedagógicas para o ensino de PLA em nível avançado e com uma proposta de referência para a elaboração de unidades didáticas como subsídios para o planejamento de projetos pedagógicos de nível avançado que tenham como objetivo ampliar a participação em diversas práticas sociais que se fazem em língua portuguesa de modo mais autônomo, autoral, confiante e crítico. / This work aims to systematize pedagogical and curriculum guidelines for the advanced level of Portuguese as an additional language (PAL) based on the conception of language use as social practice (CLARK, 2000), Bakhtin's perspective of speech genre (BAKHTIN, 2010a) and the conviction that the goal of language teaching is to contribute for a more confident and authorial participation of students in spheres in which they already perform and in which they need/ would like to perform (SCHLATTER; GARCEZ, 2012). The bases for the guidelines are the educational goals and the curricular proposal for the Program of Portuguese for Speakers of Other Languages of the Federal University of Rio Grande do Sul (PPE) (KRAEMER, 2012), informed by the same theoretical and methodological perspectives adopted here. In order to map what has been described as advanced proficiency in Portuguese and advanced PAL teaching objectives, four documents related to Portuguese teaching and assessment are studied, namely the European Framework for Teaching Portuguese Abroad (GROSSO et al. 2011), the National Curriculum Parameters (BRASIL, 1998), the State Standards for Portuguese/English/Spanish Language, Arts and Literacy (SCHLATTER; GARCEZ, 2009; FILIPOUSKI et al, 2009) and the specifications of the Certificate of Proficiency in Portuguese for Speakers of Other Languages – Celpe-Bras (BRASIL, 2006). Moreover, in order to verify how the advanced level is dealt with in PAL teaching proposals, three advanced level textbooks – Português Via Brasil (LIMA; IUNES, 2005), Português para estrangeiros: nível avançado (MARCHANT, 1997) and Panorama Brasil: Ensino do Português como Língua Estrangeira Voltado para o Mundo dos Negócios (PONCE et al, 2006) – and the current unpublished worksheets and lesson plans designed for Advanced Portuguese Studies at PPE (RAMOS et al, 2009/2010) are analyzed. The analysis of the documents and textbooks focused on the organization of the curricular progression, the teaching methodology, the contents and the objectives for advanced Portuguese. Based on the results of the analysis, PAL teaching objectives for advanced levels and guiding principles for designing teaching units are proposed. A worksheet for an advanced Portuguese class was created to illustrate how to plan a lesson based on the guidelines proposed. This work aims to contribute with curriculum and pedagogical guidelines for advanced level PAL teaching and with a reference proposal for the design of lesson plans whose goals are to engage students in educational projects and foster their participation in various social practices in a more autonomous, authorial, confident and critical way.

Esta dissertação tem como escopo de análise a enunciação que ocorre em sala de aula de português como língua adicional. A configuração do corpus se dá em forma de um testemunho dado pela pesquisadora, que se colocou como observadora em uma sala de aula da Universidade Federal do Rio Grande do Sul, onde alunos, falantes de espanhol, matriculados no curso Básico para Falantes de Espanhol do Programa de Português para Estrangeiros da universidade supracitada, tiveram aulas de português com uma professora brasileira. A noção de testemunho aqui apresentada inspira-se em Giorgio Agamben (2005; 2008) e leva em conta o conceito de “falas em relação” (SURREAUX, 2010). Diante desses fatos de linguagem, primeiramente refletimos sobre a configuração dos dados como resultado do relato de uma experiência: o que significa viver uma experiência de linguagem e relatá-la? Pensando nas relações intersubjetivas que constituem as situações de diálogo em sala de aula de língua adicional, temos, de um lado, o aluno, que se coloca como aprendiz de uma nova língua, que é interrogado por uma nova possibilidade de dizer e ser eu no mundo e, de outro lado, o professor, que se volta para o que vivencia em sua língua materna para ensinar um novo modo de o outro se fazer estar no mundo através da enunciação em português como língua adicional. É essa interlocução fundante em sala de aula que este trabalho pretende interrogar, por meio destas perguntas norteadoras: a) como se dá essa (re)organização de sentidos da própria língua para que o outro signifique a partir de minhas experiências na língua?; b) o professor se encontra em uma dupla instância conjugada: falante de português e professor de português. De que modo se dá, na enunciação, esse transitar entre o olhar do falante para o olhar de um analista da língua? A perspectiva teórica na qual nos inscrevemos para responder tais questões é a teoria enunciativa de Émile Benveniste e sua consideração do homem enquanto fundado na linguagem. Baseados nesses pressupostos, colocamo-nos ao lado de uma antropologia da enunciação (DESSONS, 2006). O corpus textual de pesquisa (FLORES, 2013) definido dentre a produção benvenistiana visa a um percurso que possibilita a reflexão sobre a intersubjetividade, ancorada no dispositivo eu-tu/ele, como um elemento de cultura. Como uma atitude compatível com o olhar que a ancoragem teórica de Émile Benveniste nos inspira, os dados são apresentados já no início do trabalho como forma de buscar explicitar a relação entre falante - categoria antropológica - e analista de linguagem - categoria linguística -, as quais se imbricam de maneira constitutiva no discurso não apenas de professor e aluno em sala de aula, mas da própria pesquisadora, cujo olhar define o objeto de estudo deste trabalho. Estabelecendo a relação entre linguística e semiologia, situamos nosso trabalho em uma semiologia de segunda geração, cuja análise metassemântica se apresenta em um segundo momento de aparecimento dos dados no trabalho, que constitui-se de uma glosa. A análise revela os mecanismos enunciativos presentes: a) o professor parte da sua história de enunciações para promover as explicações sobre a sua própria língua para o aluno; b) o questionamento do aluno de sua língua materna e da língua adicional tem papel determinante na sua inscrição em uma nova experiência de linguagem; c) A aula de PLA é uma aula de interpretância da língua. O trabalho busca contribuir para a compreensão de mecanismos enunciativos que compõem os discursos de professor e aluno em sala de aula de língua adicional, de maneira a instigar uma visão de ensino de língua que leve em conta a língua e a cultura de maneira indissociável. / This work has the enunciation that occurs in Portuguese as an additional language classroom as its scope of analysis. The configuration of the corpus is a testimony of the researcher, who was an observer in a classroom of the Federal University of Rio Grande do Sul, where students, speakers of Spanish enrolled in the course Basic for Spanish Speakers of the Program of Portuguese for Foreigners of the same university, had classes of Portuguese with a Brazilian teacher. The notion of testimony here presented is inspired by Giorgio Agamben (2005; 2008) and it takes into account the concept of “utterances in relation” (SURREAUX, 2010). In front of these facts of language, we firstly reflect on the configuration of data as the result of a report of experience: what does it mean to live an experience of language and report it? Thinking of the intersubjective relations which constitute the situations of dialogue in the classroom of additional language, there is, on the one side, the student, who occupies the position of learner of a new language and is interrogated by a new possibility of saying and being I in the world and, on the other side, there is the teacher, who turns to what he lives in his mother language in order to teach a new mode for the other to be in the world through the enunciation of Portuguese as an additional language. It is this founding interlocution in classroom that this work intends to interrogate, through the following guiding questions: a) how is the reorganization of signification of my own language for the other based in my experiences in language?; b) the teacher finds a double conjugated instance: speaker of Portuguese and Portuguese teacher. How does the transition of positions occur in the enunciation, between the eye of the speaker and the eye of the analyst of language? Based on these assumptions, we place ourselves on the side of an anthropology of enunciation (DESSONS, 2006). The textual corpus of research (FLORES, 2013) defined among the benvenistian production aims at a path which enables the reflection about intersubjectivity, anchored in the apparatus I-you/he, as an element of culture. As a compatible attitude with the perspective inspired by the theoretical anchorage of Émile Benveniste, the data are presented in the beginning of the work as a means to explicit the relation between speaker – anthropological category – and analyst of language – linguistic category -, which are imbricated in a constitutive manner in the discourse, not only in the teacher’s and students’ discourse, but in the own researcher’s, whose eyes define the object of study of this work. Establishing the relation between linguistics and semiology, we locate our work in a semiology of second generation, whose metassemantic analysis is presented in a second moment of data in the work, what is constituted by a gloss. The analysis reveals the enunciative mechanisms: a) the teacher bases his explanations about his own language for the student in his/her history of enunciations; b) the learner’s questioning of his/her mother language and of the additional language has a determinant role in his/her inscription in a new experience of language; c) The Portuguese as an additional language class is a class of interpretation of language. This work aims at contributing for the comprehension of enunciative mechanisms which compound teacher’s and students’ discourses in classroom of additional language in order to instigate a vision of language teaching which considers language and culture indivisible.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / We consider the present research an addition to the investigations about the discourse of science in textbooks, in the educational setting. Textbooks are genres which popularize the discourse of one field of science to the educational context. In these terms, this research aims at verifying to what extent the concepts, contemporaneously mobilized in the field of Language Science, such as sociocultural learning, language as genre, reading as critical literacy, are popularized in the EAL textbook in such a way that it promotes scientific literacy in AL. Scientific literacy is a complex process that, not just involves reading and writing practices related to the field of science, but refers to the comprehension of the science products, the attitude before the scientific knowledge and the capacity to debate and take a stance before values established by the impact of science. In Language Science, in the EAL textbook, for example, scientific literacy can enable the students to develop argumentation, through dialogue, a social mode of interaction. The corpus of analysis is consisted of three reading sections from the Globetrekker Inglês para o Ensino Médio collection. The analysis is made up of a textual investigation, in which we analyse 44 clauses from the reading activities, and a contextual analysis, in which we investigate the site of Plano Nacional do Livro Didático (PNLD), Guia de Livros Didáticos PNLD 2012, the site of Macmillan Publisher and the Teacher s Guide. As a theoretical methodological reference, we adopt the Critical Genre Analysis approach (MEURER, 2002; MOTTA-ROTH, 2006) that consists of the description, interpretation and explication of context and text of the genre in turn. The results indicate that, in general, the reading activities analysed little promote scientific literacy in Language Science in EAL of the students, in terms of the concepts of sociocultural learning, language as genre, reading as critical literacy. Concerning the sociocultural learning, there is a considerable opening to interaction, by means of dialog, in which students can express and defend their points of view, elaborating argumentation based on the their situated context. However, in relation to the concepts of language as genre and reading as critical literacy, the reading activities privilege other concepts in detriment of these ones. The context of the text is not explored, who writes, to whom and why it is written are aspects which lack mobilization. The activities focus the propositional content and the structural organization of the text. As such, privilege is given to an approach in which language is conceived as a product, not as a process. As for the concept of reading as critical literacy, it receives little emphasis, the reading activities timidly approach meaning making, in terms of amplifying students awareness of how, why and to what interests and views texts can favor. Thus, the role of the teacher as a mediator comes into play, a mediator who offers EAL students a greater number of opportunities which may take them to learning. / Consideramos a presente pesquisa um acréscimo às investigações do discurso da ciência em LDs no contexto educacional. Os LDs são gêneros que popularizam o discurso de um campo da ciência para o contexto educacional. Nesse sentido, esta pesquisa objetiva verificar em que medida conceitos, mobilizados contemporaneamente no campo da Ciência da Linguagem, tais como aprendizagem sociocultural, linguagem como gênero e leitura como letramento crítico, são popularizados no LD de ILA de tal forma que promovam o letramento científico em LA dos alunos. O letramento científico é um processo complexo que envolve mais que práticas de leitura e escrita restritas ao campo da ciência. O letramento científico diz respeito à compreensão de produtos da ciência, à atitude diante do conhecimento científico e à capacidade de discutir e se posicionar frente a valores instituídos pelo impacto da ciência. Em Ciência da Linguagem, no LD de ILA, por exemplo, o letramento científico pode possibilitar o desenvolvimento da argumentação, por meio do diálogo, um modo social de interação. O corpus de análise é composto por três seções de leitura da coleção Globetrekker Inglês para o Ensino Médio. Nossa análise consiste de uma investigação textual, em que 44 orações dos enunciados das atividades de leitura foram analisadas, e contextual, em que investigamos o site do Plano Nacional do Livro Didático (PNLD), o Guia de Livros Didáticos PNLD 2012, o site da Editora Macmillan e o Guia do Professor (GP). Como referencial teórico metodológico, adotamos a Análise Crítica de Gênero (MEURER, 2002; MOTTA-ROTH, 2006) que envolve a descrição, interpretação e explicação do contexto e do texto do gênero em questão. Os resultados apontam que, em geral, as atividades de leitura analisadas pouco ensejam o letramento científico em Ciência da Linguagem em ILA dos alunos no que tange os conceitos de aprendizagem sociocultural, linguagem como gênero e leitura como letramento crítico. Com relação à aprendizagem sociocultural, há uma grande abertura à interação, por meio do diálogo, em que os alunos podem expressar e defender pontos de vista, elaborando argumentação com base no seu contexto situado. No entanto, no que tange os conceitos de linguagem como gênero e leitura como letramento crítico, as atividades privilegiam outros conceitos em detrimento desses. O contexto do texto não é explorado, quem escreve, para quem se escreve e o porquê se escreve são aspectos que carecem de mobilização. As atividades enfocam o conteúdo proposicional e a organização estrutural do texto. Nesse sentido, privilegia-se uma abordagem em que a linguagem é concebida como produto, não como processo. Ao conceito de leitura como letramento crítico é dado pouca ênfase, as atividades de leitura timidamente abordam a construção de sentido, em termos de ampliar consciência de como, porque e a que interesses e visões os textos podem favorecer. Sendo assim, entra em jogo o papel do professor de mediador, que oferece ao aluno de ILA o maior número de oportunidades que podem o levar à aprendizagem.

Made available in DSpace on 2014-12-17T15:07:02Z (GMT). No. of bitstreams: 1 WilkaCSS_DISSERT.pdf: 3442959 bytes, checksum: f39a2c2998352eba8a375b43d74487e2 (MD5) Previous issue date: 2013-02-01 / Massively Multiplayer Online Role-Playing Games (MMORPGs) are role-playing games that, through the Internet, can integrate thousands of players interacting at the same time in at least one virtual world. This way, these games can provide, further than fun, a greater familiarity with the additional language and opportunity to improve the linguistic proficiency in a real context. Hence, what is proposed in this study is extended knowledge about the learning of an additional language mediated by MMORPGs for teachers to know how, if relevant, to present, use or encourage this practice to their students. Based on this major purpose, we seek to answer the following research questions: (a) what distinguishes the learning profile of the gamers and non-gamers; (b) if MMORPGs can, through a hybrid and systematic approach, assist the development of proficiency of the additional language and (c) what the think-aloud protocols show about the learning mediated by the MMORPG Allods Online. Following an experimental method (NUNAN, 1997), 16 students of the curricular component Reading and Writing Practices in English Language have comprised the control group and 17 students of the same class formed the experimental group and were submitted to a pre and post-test adapted from the Key English Test (KET) by the Cambridge University (2008). The tests were conducted before and after a period of 5 weeks of 3 hours of practice with Allods Online a week (experimental group), and classes of the curricular component (both groups). A quantitative analysis of the questionnaires about the exposure to English profiles of the participants, a quantitative analysis of the tests scores and a qualitative analysis of the thinkaloud protocols collected during the experiment were conducted based on the theories of (a) motivation (GARDNER, 1985, WILLIAMS & BURDEN, 1997, BROWN, 2007, HERCULANO-HOUZEL, 2005); (b) active learning (GASS, 1997, GEE, 2008, MATTAR, 2010); (c) interaction and collaborative learning (KRASHEN, 1991, GASS, 1997, VYGOTSKY, 1978); (d) situated learning (DAMASIO, 1994; 1999; 2003, BROWN, 2007, GEE, 2003) and (e), tangential learning (PORTNOW, 2008; MATTAR, 2010). The results indicate that the participants of the experimental group (gamers) seem to be more engaged in tangential English learning activities, such as playing games, listening to music in English, communicating with foreigners and reading in English. We also deduced that the period of experiment possibly generated positive results on the gamers proficiency scores, mainly in the parts related to orthographic development, reading and comprehension, writing with focus on content and orthographic accuracy. Lastly, the think-aloud protocols presented evidences that the gamers have engaged in active English language learning, they have interacted in English with other players, and learned linguistic aspects through the experience with the MMORPG Allods Online / Os Massively Multiplayer Online Role-Playing Games (MMORPGs) s?o jogos de interpreta??o de personagem que, atrav?s da Internet, podem integrar milhares de jogadores interagindo ao mesmo tempo em pelo menos um mundo virtual. Desta forma, esses jogos podem proporcionar, al?m de divers?o, um maior conv?vio com a l?ngua inglesa e a oportunidade de aprimorar a profici?ncia lingu?stica dentro de um contexto real. Por isso, o que se prop?e neste estudo ? um maior conhecimento sobre a aprendizagem de l?ngua adicional mediada por MMORPGs para que os professores saibam como, se relevante, apresentar, utilizar ou incentivar essa pr?tica junto a seus alunos. Com base neste objetivo principal, procuramos responder as seguintes perguntas de perquisa: (a) o que distingue o perfil de exposi??o ? l?ngua inglesa dos gamers e non-gamers; (b) se os MMORPGs podem, por meio de uma pr?tica h?brida e sistem?tica, auxiliar no desenvolvimento da profici?ncia na l?ngua adicional e (c) o que os protocolos think-aloud evidenciam acerca da aprendizagem mediada pelo MMORPG Allods Online. Seguindo o m?todo experimental (NUNAN, 1997), 16 alunos do componente curricular Pr?ticas de Leitura e Produ??o Escrita em L?ngua Inglesa fizeram parte do grupo controle e 17 alunos da mesma turma compuseram o grupo experimental e foram submetidos a um pr? e p?s-teste adaptados do Key English Test (KET) da Universidade de Cambridge (2008). Os testes foram administrados antes e depois de um per?odo de 5 semanas com 3 horas por semana de experimento com o game Allods Online (grupo experimental), e de aulas do componente curricular (ambos os grupos). Uma an?lise quantitativa dos question?rios sobre os perfis de exposi??o ? l?ngua inglesa dos participantes, uma an?lise quantitativa das notas dos testes e uma an?lise qualitativa de protocolos thinkaloud coletados durante o experimento foram feitas com base nas teorias de (a) motiva??o (GARDNER, 1985, WILLIAMS & BURDEN, 1997, BROWN, 2007, HERCULANOHOUZEL, 2005); (b) aprendizagem ativa (GASS, 1997, GEE, 2008, MATTAR, 2010); (c) intera??o e aprendizagem colaborativa (KRASHEN, 1991, GASS, 1997, VYGOTSKY, 1978); (d) aprendizagem situada (DAMASIO, 1994; 1999; 2003, BROWN, 2007, GEE, 2003) e (e), aprendizagem tangencial (PORTNOW, 2008 E MATTAR, 2010). Os resultados indicam que os participantes do grupo experimental (gamers) parecem ser mais engajados em atividades tangenciais de aprendizagem de l?ngua inglesa, como jogar games, ouvir m?sica em ingl?s, comunicar-se com estrangeiros e ler em ingl?s. Tamb?m conclu?mos que o per?odo de experimento pode ter gerado resultados positivos nas notas dos testes dos gamers, principalmente nas partes relacionadas (a) ao desenvolvimento ortogr?fico, leitura e interpreta??o; (b) ? escrita com foco no conte?do e (c) ? acur?cia ortogr?fica. Por fim, os protocolos think-aloud apresentam evid?ncias de que os gamers engajaram-se na aprendizagem ativa de l?ngua inglesa, interagiram em ingl?s com outros jogadores e aprenderam aspectos lingu?sticos atrav?s da experi?ncia com o MMORPG Allods Online