Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2017-05-29T14:26:45Z No. of bitstreams: 1 Joseane Matias_.pdf: 6446969 bytes, checksum: a2da8204f9ca340b612ba0f9dab4ca20 (MD5) / Made available in DSpace on 2017-05-29T14:26:45Z (GMT). No. of bitstreams: 1 Joseane Matias_.pdf: 6446969 bytes, checksum: a2da8204f9ca340b612ba0f9dab4ca20 (MD5) Previous issue date: 2017-02-16 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Produzir textos na escola é uma tarefa desafiadora, na medida em que é preciso levar os alunos a pensarem a escrita de forma significativa na sociedade da qual fazem parte, considerando a multimodalidade dos gêneros textuais, assim como o engajamento dos indivíduos em diferentes comunidades de prática. Esse desafio fica ainda maior quando envolve o uso da tecnologia, já que não se pode excluí-la da sala de aula. O gênero roteiro de documentário é uma possibilidade de promover a produção de textos aliada ao uso da tecnologia. Assim, o trabalho a ser apresentado teve como foco compreender a repercussão da adoção do Projeto Didático de Gênero como metodologia ativa, no processo de ensino e aprendizagem dos alunos, no tocante ao desenvolvimento dos letramentos e à construção de sua identidade dentro das comunidades de prática em que atua, quando esse dispositivo de ensino possibilita a legitimação de comunidades de prática em sala de aula. Dessa forma, também reforça a importância do papel do professor de Língua Materna como mediador do desenvolvimento dos letramentos, por meio da interação, inclusive em meios digitais, em uma perspectiva socialmente inclusiva e crítica. Como base teórica, o estudo apresenta a concepção social de aprendizagem, o conceito de comunidades de prática a partir de Wenger (2001), os estudos de letramentos, de acordo com Street (2008, 2012), Barton & Lee (2015), Kleiman (1995, 2007, 2014), bem como o Projeto Didático de Gênero enquanto dispositivo de ensino (Guimarães e Kersch, 2014, 2015), que tem como pano de fundo o Interacionismo Sociodiscursivo de Bronckart (2009). Por meio da análise das produções realizadas ao longo do projeto, foi possível perceber a evolução dos alunos no que se refere ao domínio do gênero e aos diferentes letramentos. Tais avanços não foram desenvolvidos individualmente, mas sim de forma coletiva. Por isso, foi possível avaliar que esses estudantes constituíram comunidades de prática, entendidas aqui como fundamentais para a construção dos conhecimentos que estiverem em jogo. / Producing texts at school is a challenging task, since it is necessary to lead students to think about writing in a meaningful way in the society in which they are part of, considering the multimodalities of the text genres as well as people´s engagement in different communities of practice. This challenge becomes even greater when it involves the use of technology. After all, it cannot be excluded from the classroom. The documentary script genre is a possibility to promote the production of texts allied to technology use. Thus, the work to be presented focused on to understand the repercussion of the adoption of a Didactic Project with text genres, as an active methodology in the teaching and learning process of the students, regarding the development of literacy and the construction of their identity, when this teaching device enables the legitimation of communities of practice in the classroom. Thereby, it also reinforces the importance of mother tongue teacher´s role as mediator of the development of literacy through interaction, including digital media, in a social perspective. As theoretical basis, the study presents the social conception of learning, the concept of communities of practice from Wenger (2001), the literacy studies according to Street (2008, 2012), Barton & Lee (2015), Kleiman (1995, 2007,2014), as well as the Didactic Project of text genres as a teaching device (Guimarães and Kersch, 2014,2015), that has Bronckart's Sociodiscursive Interactionism (2009) as its background. Through the analysis of the productions carried out throughout the project, it was possible to perceive students´evolution with regard to the genre and the different literacies. Such advances were not developed individually but collectively. Therefore, it was possible to evaluate that these students constituted communities of practice, understood here as for the construction of knowledge that was at stake.

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2015-07-06T13:02:07Z No. of bitstreams: 1 José Jerônimo de Menezes Lima.pdf: 1888440 bytes, checksum: aa54ca9f171e17e14a874a7eabfe31b7 (MD5) / Made available in DSpace on 2015-07-06T13:02:07Z (GMT). No. of bitstreams: 1 José Jerônimo de Menezes Lima.pdf: 1888440 bytes, checksum: aa54ca9f171e17e14a874a7eabfe31b7 (MD5) Previous issue date: 2013-07-22 / Nenhuma / O objeto de estudo desta tese é a análise dos efeitos de Comunidades de Prática (CoPs) na Capacidade Absortiva (CA) em Empresas Intensivas em Conhecimento (EICs). Esta pesquisa se situa no campo de estudos de comportamento organizacional e trata dos temas da Gestão do Conhecimento (GC) e Aprendizagem Organizacional (AO). Nessa direção, a principal contribuição desta tese é de natureza teórica e visa analisar os fatores de funcionamento dos processos de CoPs que podem contribuir para a CA em EICs avaliando a real contribuição desses fatores, visando orientar a criação e operacionalização de CoPs eficazes nessas empresas. A tese tem por pressuposto que EICs têm processos essencialmente baseados na GC; AO é fundamental para a eficácia da GC em EICs, uma vez que viabiliza o compartilhamento e a assimilação do conhecimento para a inovação e a solução de problemas; CoPs, no contexto de EICs, ao agregarem conhecimentos, pessoas, processos e tecnologias, facilitam a AO; e, ao facilitar a AO, CoPs contribuem para a CA em EICs. A partir dessas premissas, esta tese responder à seguinte questão de pesquisa: Quais são os efeitos de comunidades de prática na capacidade absortiva em empresas intensivas em conhecimento? Nessa direção, foram estabelecidas as seguintes hipóteses: CoPs são mecanismos que facilitam a dimensão Aquisição do processo da Capacidade Absortiva Potencial (CAp) em EICs (H1), CoPs são mecanismos que facilitam a dimensão Assimilação do processo da CAp em EICs (H2); CoPs são mecanismos que facilitam a dimensão Transformação do processo de Capacidade Absortiva Realizada (CAr) em EICs (H3), CoPs são mecanismos que facilitam a dimensão Aplicação do processo de CAr em EICs (H4) e CoPs são mecanismos que facilitam a CAr por decorrência da CAp em EICs (H5). Este estudo utilizou métodos de pesquisa online e partiu de uma pesquisa qualitativa exploratória baseada em netnografia, em seguida realizou pesquisa quantitativa baseada em survey e, finalmente, foi realizada pesquisa qualitativa confirmatória com gestores de CoPs e de Pesquisa e Desenvolvimento (P&D) das EICs estudadas. Foram pesquisadas 10 EICs, abrangendo 90 CoPs e 9.998 participantes. A pesquisa coletou 1.104 respostas. Um modelo teórico foi desenvolvido e testado por Modelagem de Equações Estruturais (MEE) para validar as hipóteses formuladas. Especificamente analisando os efeitos de CoPs na CA em EICs, a pesquisa confirma que CoPs são mecanismos eficazes de CAp, maximizando as atividades de aquisição e assimilação de conhecimentos externos e assim contribuindo diretamente para a CAp (H1 e H2). Por outro lado, não confirma que CoPs são mecanismos eficazes de CAr, e que as atividades de transformação e aplicação de conhecimentos externos pouco ou nem sempre contribuem diretamente para a inovação (H3 e H4). Ainda, a pesquisa confirma a ideia de que CoPs são mecanismos que, ao contribuírem de modo eficaz diretamente para a CAp, colaboram indiretamente para a eficácia da CAr (H5). Espera-se que esta tese tenha trazido mais luz à discussão sobre a possibilidade de que CoPs sejam considerados espaços privilegiados de aprendizagem organizacional e de articulação de saberes para melhorar CA e gerar inovação em EICs. / The object of study of this dissertation is the analysis of the effects of Communities of Practice (CoPs) on the Absorptive Capacity (AC) in Intensive Knowledge Companies (IKCs). This research lies within the field of organizational behavior studies related to Knowledge Management (KM) and Organizational Learning (OL). In this direction, the main contribution of this thesis is theoretical in nature and aims at analyzing the dynamic factors of CoPs processes that can be contributory to AC in IKCs evaluating the real contribution of these factors aiming at guiding creation and implementation of more effective CoPs in this type of company. This thesis, on principle, begins according to the following assumptions: that IKCs have essentially processes based on KM; OL is key to the effectiveness of KM in IKCs, as it enables the sharing and assimilation of knowledge for innovation and problem solving in groups; as CoPs, in the context of IKCs, aggregate knowledge, people, processes and technologies, they provide grounds to OL; and as doing so, they contribute to AC in IKCs. From these premises, this thesis searched to answer the following research question: what are the effects of CoPs in the AC in IKCs? In this direction, the following hypotheses were established: CoPs are mechanisms that facilitate the acquisition process of Potential Absorptive Capacity Process (PAC) in IKCs (H1); CoPs are mechanisms that enable the assimilation process of the PAC in IKCs (H2); CoPs are mechanisms that facilitate the transformation process of Accomplished Absorptive Capacity (AAC) in IKCs (H3); CoPs are mechanisms that facilitate the application process of the AAC in IKCs (H4); and CoPs are mechanisms that pave the way to the AAC by a result of PAC in IKCs (H5). This study used methods of online survey and came from an exploratory qualitative research based on netnography, then it conducted a quantitative survey-based research, and finally a qualitative research to confirm or disprove it with moderators and administrators of CoPs and managers of R&D of the IKCs. Ten IKCs were surveyed, covering 90 CoPs, 9,998 participants. The survey had an amount of 1,104 responses. A theoretical model was developed and tested by structural equation modeling to validate the hypotheses formulated research. Analyzing specifically the effects of CoPs in AC on IKCs, it can point out that the research confirms the idea that CoPs are effective mechanisms for PAC, maximizing the acquisition and assimilation activities of external knowledge and thus contributing directly to PAC (H1 and H2). On the other hand, this research does not confirm the idea that CoPs are effective mechanisms of AAC, and that the transformation and application activities of external knowledge little or hardly ever directly contribute to innovation (H3 and H4). Still, research confirms the idea that CoPs are mechanisms which, at the same time, contribute effectively straightforward to PAC, and collaborate indirectly to the effectiveness of the AAC (H5).

Made available in DSpace on 2016-04-27T16:57:38Z (GMT). No. of bitstreams: 1 Wanusa Rodrigues Ramos.pdf: 1234604 bytes, checksum: 3cd617faec3e8f9bc39337585e3c5cf6 (MD5) Previous issue date: 2015-05-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This paper aimed to identify meaning of negotiations involving Resolution of Problems occurred in the core of the PUC/SP, consisting of academics, Basic Education teachers and student teachers, under the Program Observatory of Education (Obeduc/CAPES). We adopted as theoretical framework the concept of Communities of Practice (CoP) of Lave and Wenger (1991) and Wenger (2001). Used as instruments for data collection transcripts of audio recordings of the meetings held, the researcher's field diary and participant observation, which formed the basis for selective in representing episodes in the process of our interpretative analysis. In this way, realize that the process of knowing and learning how to work with the Resolution of Problems has been validated by the CoP as an important part of the social practice of teacher teaching mathematics. We emphasize that occurred between the negotiations: the conceptual negotiations on Resolution of Problems, trading on the differences between problem and exercise and the negotiation between teachers and students, covering dimensions of the relationship between initial training and continuing education. Moreover, we point that understanding of Resolution of Problems common to the group and that became part of the shared repertoire of CoP was being built over time, the meaning was negotiated and renegotiated in several meetings, and not was free of conflict. The results of our analysis also demonstrated that, on the one hand, beginners had a more peripheral participation, by observing and listening the comments from other group members and, on the other hand, some signed as experienced members, full participation, and their words and speeches, as forms of reification, sometimes reflected the time the CoP was. We consider contexts as the Communities of Practice constitute important formative spaces where you can build identities, negotiate and renegotiate meanings about what is relevant and derive this process learning as forms of social participation / Este trabalho teve por objetivo identificar quais negociações de significado envolvendo a Resolução de Problemas ocorreram no núcleo da PUC/SP, constituído por acadêmicos, professores da Educação Básica e licenciandos, no âmbito do Programa Observatório da Educação (Obeduc/CAPES). Adotamos como perspectiva teórica o conceito de Comunidades de Prática (CoP) de Lave e Wenger (1991) e Wenger (2001). Utilizamos como instrumentos para a coleta de dados as transcrições das gravações em áudio dos encontros realizados, o diário de campo da pesquisadora e a observação participante, que serviram de base para selecionarmos os episódios representativos para o processo de nossa análise interpretativa. Neste percurso, percebemos que o processo de conhecer e aprender como trabalhar com a Resolução de Problemas foi validado pela CoP como parte importante da prática social do professor que ensina matemática. Destacamos entre as negociações ocorridas: a negociação conceitual sobre a Resolução de Problemas, a negociação sobre as diferenças entre problema e exercício e a negociação entre professores e estudantes, ou seja, abarcando dimensões da articulação entre formação inicial e formação continuada. Além disso, pontuamos que o entendimento sobre Resolução de Problemas comum ao grupo e que passou a fazer parte do repertório compartilhado da CoP foi sendo construído com o tempo, este significado foi negociado e renegociado em diversos encontros, e não ocorreu livre de conflitos. Os resultados de nossa análise também demonstraram que, por um lado, os novatos tiveram uma participação mais periférica, por observarem e escutarem as observações dos outros integrantes do grupo e, por outro, alguns se firmaram como membros experiente, de participação plena, e suas palavras e seus discursos, como formas de reificação, por vezes refletiu o momento em que a CoP se encontrava. Consideramos que contextos como as Comunidades de Prática se constituem em importantes espaços formativos, onde é possível construir identidades, negociar e renegociar significados sobre aquilo que é relevante e derivar deste processo aprendizagens como formas de participação social.

Submitted by Andrea Pereira (andrea.pereira@unipampa.edu.br) on 2019-02-25T17:37:54Z No. of bitstreams: 3 DIS Virginia Barbosa 2018.pdf: 3650680 bytes, checksum: 8b650d310388feff33de65fb23da7b0d (MD5) Prod. Edu. Virginia Barbosa 2018..pdf: 551050 bytes, checksum: 1df747493849daf5173caec0325c0a48 (MD5) Prod. Edu. 2 Virginia Barbosa 2018.pdf: 366661 bytes, checksum: 4a046d0c7881dc9f46a94f3db9f61c4b (MD5) / Approved for entry into archive by Dayse Pestana (dayse.pestana@unipampa.edu.br) on 2019-02-25T18:48:20Z (GMT) No. of bitstreams: 3 DIS Virginia Barbosa 2018.pdf: 3650680 bytes, checksum: 8b650d310388feff33de65fb23da7b0d (MD5) Prod. Edu. Virginia Barbosa 2018..pdf: 551050 bytes, checksum: 1df747493849daf5173caec0325c0a48 (MD5) Prod. Edu. 2 Virginia Barbosa 2018.pdf: 366661 bytes, checksum: 4a046d0c7881dc9f46a94f3db9f61c4b (MD5) / Made available in DSpace on 2019-02-25T18:48:20Z (GMT). No. of bitstreams: 3 DIS Virginia Barbosa 2018.pdf: 3650680 bytes, checksum: 8b650d310388feff33de65fb23da7b0d (MD5) Prod. Edu. Virginia Barbosa 2018..pdf: 551050 bytes, checksum: 1df747493849daf5173caec0325c0a48 (MD5) Prod. Edu. 2 Virginia Barbosa 2018.pdf: 366661 bytes, checksum: 4a046d0c7881dc9f46a94f3db9f61c4b (MD5) Previous issue date: 2018-12-15 / O presente trabalho surgiu do desejo de buscar novas perspectivas de prática que pudessem vislumbrar outras formas de ensino/aprendizagem da língua adicional/inglês. Nesse sentido, a pesquisa teve como objetivo principal desenvolver e implantar uma unidade didática para o ensino da língua adicional/inglês junto ao primeiro ano do Curso Normal a partir da formação de uma Comunidade de Prática. Para a aplicação do projeto, foi utilizada uma prática de pesquisa-ação na implantação de uma unidade didática com uma turma de primeiro ano do curso normal da rede pública estadual de ensino, no município de Santana do Livramento/RS, entre os meses de abril a agosto de 2018. Durante a intervenção, analisamos de que maneira o trabalho desenvolvido na implantação da unidade didática, a partir de Comunidades de Prática, constituída de 8 módulos, abordando Ensino Baseado em Tarefas e utilizando-se de ferramentas digitais, contribuiu para o ensino de uma língua adicional. Para fundamentar este estudo, o trabalho foi amparado na teoria sobre Comunidades de Prática (LAVE; WENGER, 2007) e em Morrison (1931), para abordarmos sobre a unidade didática. Uma vez que a unidade didática era constituída de oito módulos e dentro de cada módulo haviam diversas atividades a serem desenvolvidas, discorremos sobre o Ensino Baseado em Tarefas, segundo Ellis (2003), e sobre o letramento digital (MORAN, 2004; BUZATO, 2006; LEFFA, 2006), ao abordarmos as ferramentas digitais. A partir do produto elaborado para esta pesquisa-ação, uma Unidade Didática, e das atividades desenvolvidas em cada módulo, realizamos a análise dos dados gerados através dos questionários, rubrica e notas de campo com o intuito de verificar se os objetivos iniciais foram alcançados. O resultado da análise qualitativa e da observação dos dados mostrou que a elaboração da unidade didática, baseada no engajamento dos alunos na formação de Comunidades de Prática, auxilia de maneira significativa os alunos na execução das tarefas. Embora a aprendizagem da língua adicional em estudo tenha focado o aprendizado do vocabulário e de algumas performances da parte de alguns alunos, a interação do grupo e a curiosidade para o além da sala de aula ficou semeada. / The present work arose from the desire of seeking for new perspectives of practice that could glimpse other forms of teaching / learning of the additional language / English. In this aspect, the main objective of the research was to develop and implement a didactic unit for the teaching of the additional language / English in the first year of the Normal Course from the formation of a Community of Practice. For the application of the project, it was used an action research practice for the implementation of a didactic unit with a group of the first year of the normal course in a state public school, in Santana do Livramento / RS, from April to August 2018. During the intervetion, it was analyzed how the work developed in the implementation of the didactic unit, from Communities of Practice, constituted of 8 modules, addressing Teaching Based on Tasks and using digital tools, contributed for teaching an additional language. In order to base this study, the work was supported in the theory on Communities of Practice (LAVE ; WENGER, 2007) and by Morrison (1931), to discuss the didactic unit. Since the didactic unit was made up of eight modules and within each module there were several activities to be developed, we discoursed about Teaching Based Tasks by Ellis (2003) and on Digital Literacy (MORAN, 2004; BUZATO, 2006; LEFFA, 2006), when we approach the digital tools. From the product elaborated for this action research, a didactic unit, and the activities developed in each module, we performed the analysis of the data generated through the questionnaires, rubrica and field notes in order to verify if the initials objectives were reached. The result of the qualitative analysis and the observation of the data showed that the elaboration of the didactic unit, based on the students’ engagement in the formation of Communities of Practice, significantly assists the students in the execution of the tasks. Although the learning of the additional language under study has focused on learning vocabulary and some performances on the part of some students, group interaction and curiosity for the beyond the classroom has been sown.

Tacit knowledge sharing has featured strongly in knowledge management literature in the last two decades. Knowledge management is an essential component attributed to underpinning organisational success and tacit knowledge sharing contributes directly to enhancing knowledge creation and to obtaining a competitive advantage in the business environment. Over the same period Communities of Practice (CoP) have risen in prominence as vehicles for tacit knowledge sharing and are seen as hotbeds of informal learning processes. There is, however, limited research into what may influence tacit knowledge sharing in CoPs. Additionally, although recognised as knowledge intensive organisations there has been limited research into knowledge sharing within and across educational institutions. The higher education (HE) sector in general has undergone significant change from a complex evolving landscape of political upheaval, funding divergence and an increasingly competitive worldwide market. Knowledge creation, combining and leveraging to improve an institution's performance, should therefore be considered of critical importance. Information Technology (IT) and Digital leadership have a key role in transforming Universities to meet the challenges in a global knowledge economy. The IT community within HE has a Sector Professional Organisation (SPO) that supports a number of voluntary CoPs which have operated over the last twenty years. The aim of the research was to explore the dimensions of tacit knowledge sharing in Communities of Practice working within the Higher Education Information Technology Sector. The study was undertaken from an interpretivist stance and used a phenomenological design with semi-structured interviews with participants who had experience of membership spanning several CoPs as the key data collection technique. The analysis was thematic in nature and brought to light expected and unexpected themes from the experiences of the participants. The key contribution is centered on the study findings that link the nature and movement of tacit knowledge from the core to the periphery of the CoP with its membership and leadership behaviors that are impacting on its success. From this a conceptual model that informs future HE IT CoP design and key leadership characteristics necessary for success, whilst supporting transferability, due to the findings' close association with tacit knowledge sharing was developed and is presented.

abstract: The purpose of this study was to examine the effectiveness of the community of practice model in providing professional development to improve K-12 teacher’s knowledge, skills, self-efficacy with regard to the implementation of personal learning. The study also examined the extent to which the community created value for individuals and the organization. The study employed two theoretical frameworks: Bandura’s theory of self-efficacy and Wenger’s communities of practice. The study employed a concurrent mixed methods approach. Eighteen teachers participated in a 9-month blended learning professional development focused on the implementation of personal learning. Participants took pre and post self-efficacy tests. In addition, qualitative data was collected from feedback surveys, online postings, a research journal, and individual interviews. The teachers demonstrated greater levels of self-efficacy with regard to the implementation of personal learning after their participation in the professional development community. Teachers reported increased confidence with regard to personal learning in the areas of planning, risk-taking, implementation, making modifications for continuous improvement, and sharing their knowledge with others. The teachers also reported learning about themselves, their students and colleagues, as well as gaining knowledge of content related to teaching, and personal learning. Participants reported the development of a variety of skills including design and problem-solving skills, technology skills, and facilitation and PL strategies. They also reported changes in certain dispositions such as flexibility and open-mindedness. The community created value for both the individuals and the organization. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2018

abstract: Promoting student engagement is a critical performance indicator for undergraduate success and is, therefore, a priority for academic institutions as they seek to improve teaching and learning practices (Meyer, 2014). Educators need to improve their instructional pedagogy by developing unique methods for engaging students with educational opportunities. Instructors who facilitate courses online face an even greater challenge in engaging students. A virtual learning community is a potential solution for improving online engagement. This mixed methods action research dissertation explores the implementation of an online learning community and how it influences the engagement of students in distance learning environments. The primary research question guiding this inquiry is: How and to what extent does the implementation of an online learning community influence undergraduate student engagement in online courses? A sequential triangulation design was used to analyze data collected from surveys and responses collected from study participants during a synchronous online focus group. The analysis of the results of the study provide interesting insight into the online engagement of students. Key findings from the study are: 1) the inclusion of diverse perspectives is important for students and they value having opportunities to share their knowledge with peers; 2) an online learning community is beneficial for student engagement and this type of model is one they would participate in the future; 3) students experience a disconnect with peers when engagement opportunities in online discussion platforms feel insincere. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2019

Using a data-driven qualitative approach and drawing from language socialization and communities of practice theories, this dissertation study examines the second language (L2) identity-building strategies of 22 American learners of Russian who engaged in a six-week telecollaborative project with Russian native speakers in two genres of Internet-mediated communication: in one-on-one interactions with an assigned native Russian speaking keypal and in selected virtual communities populated predominantly by native Russian speakers. The investigation of L2 identity enactment in Internet-mediated environments was guided by three research questions pertaining to (1) the nature of the discourse Russian (L2) learners use in interactions with native speakers in two genres of online interactions, (2) the discursive manifestations of L2 learner and speaker identity performances in the learners' online discourse; and (3) the learners' perceptions of their online experiences in two genres of online interactions with native-speaking peers. The methods of critical discourse analysis and interpretative phenomenological analysis were employed to examine the Russian learners' online interactional discourse and offline metatalk regarding their online experiences in the two genres. The analysis of the Russian learners' discourse revealed the complex nature of discursive L2 identity enactment as they moved into and out of the frames of language learners to complete class assignments and negotiate their competent L2 speaker positions in conversations with Russian-speaking peers. The findings indicate that the two genres of online interaction evoked distinct participation patterns and interactional practices. In both genres, L2 identity enactment involved three dimensions: the macro-level of global identity categories, the locally assigned identity positionings (e.g., heritage speaker, multilingual speaker), and interactionally negotiated stances and temporary positions that evoked self- or other-initiated L2 learner/speaker identity performances. The author concludes that L2 identity, when enacted in Internet-mediated environments, represents a continuum of L2 learner-speaker performances that rely on the contextual factors of the online encounter, learners' global identity tokens, and the dynamics of power relations in native-nonnative speaker interaction. Performing an L2 identity online is construed as a critical experience of re-evaluating one's association with the target language and transformation into a new kind of socially oriented multilingual subject.

The purpose of this study was to identify indicators of three different types of teaching and learning used within an informal community of practice. Peters and Armstrong’s (1998) article, Collaborative learning: People laboring together to construct knowledge, served as the basis for this case study, which expanded upon the types of teaching and learning as a framework for understanding practitioners’ interactions within communities of practice (CoP). No other research has comparatively examined these three types of teaching and learning, or examined the types of teaching and learning as a framework for understanding interactions within CoPs. Eight members of a CoP group participated in this study over a 10-week period. Data sources consisted of audio taped meetings, discussion board posts, and field notes. Through typological and discourse analysis of the transcripts, five indicators of teaching and learning were identified: engagement, assumptions, influence, questions, and mode of discourse. Each indicator displayed different characteristics across each of the three types of teaching and learning. The results suggest how the types of teaching and learning can be used as a framework for understanding group interactions within CoPs. The indicators provide a practical method for practitioners to identify language behaviors that contribute to these interactions. By identifying these indicators, the researcher contends that practitioners can facilitate themselves and their CoPs with better intention and purpose.

No description available.