Teachers undergo changes in their beliefs, knowledge and practices on an individual level as they learn how to teach. If society undergoes significant change, as Hong Kong did during the transition from British to Chinese rule in 1997, then social groups within society such as teachers are likely to react to change in different and complex ways. The purpose of this investigation is to exam.ine the changes experienced by teachers of English in Hong Kong, with a focus on teachers who received their teacher preparation at one Hong Kong institution during the final years leading up to the transition. The educational, linguistic, social and political context of Hong Kong is first described through a study of the research literature and a number of theories and models of change are presented through which the findings of the investigation are analysed. The main sources of data for the investigation consist of questionnaire responses, interview transcriptions and lesson observation reports of trainee English teachers during and after graduation from a BA course in TESL at a Hong Kong university. The main conclusions of the investigation are: (i) Educational issues and particularly those affecting ELT became more high-profile and politicised in the lead up to and after the changeover. (ii) English teachers in Hong Kong experience conflict between their desired approaches and the realities and constraints of the Hong Kong teaching context. These constraints provide a common justification for lack of innovative behaviour and make it possible for teachers to put off being innovative in the classroom indefinitely. (iii) At the same time, English teachers in Hong Kong are becoming more empowered within the educational system in reaction to challenges to their competency and as they have realised that they can affect educational policy through individual and collective action. The findings suggest that colonial discourses as documented by Pennycook (1998) of English language teaching still persist in Hong Kong, as they have been shown to do in other post-colonial societies, and Hong Kong is undergoing a post-handover period of change as it struggles to synthesise the educational legacies of the colonial period with new initiatives adopted to address Hong Kong's changing educational and social needs. The results of the research are developed into an original model of the factors impacting English language education in Hong Kong. The generic model is then elaborated in two versions, one of which applies before the changeover and the other after it.

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 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.

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

Made available in DSpace on 2014-12-17T15:07:03Z (GMT). No. of bitstreams: 1 LigiaSL_DISSERT_Capa_pag100.pdf: 3696792 bytes, checksum: ab2c75980c958b546cab0867db34b6a7 (MD5) Previous issue date: 2013-02-05 / The aim of this study is to investigate the development of written Interlanguage in English as an Additional Language (AL) by students in the 2nd grade of Ensino Fundamental I in a bilingual school in the city of Natal-RN. For this purpose two research questions guided this study: (a) which hypotheses could be inferred from the writing development of the bilingual learners of English as AL? and, (b) what is the impact of the type of input monomodal or multimodal in the Interlanguage development in the AL of bilingual learners? The 38 learners were divided into a control group, with 21 learners exposed to monomodal input, and an experimental group, with 17 learners exposed to multimodal input, and pre and post-tests were applied to both groups. A mixed methods research design was conducted (D?RNYEI, 2007) to involve both qualitative and quantitative data collection and analysis. The qualitative aspect comprehended descriptive characteristics that interpreted the central cognitive processes in the acquisition of writing in AL by the learners. Through these interpretations, it was possible to understand the constitution of written Interlanguage (SELINKER, 1972) according to the data generated by the learners. The quantitative data were presented as the results generated from the experimental design. Thus, they narrowed the relations between the dependent variable the writing development, that is, how close it is to the target form which was modified throughout the process by the independent variable the quality of input (VAN PATTEN, 2002, GASS, 1997, SCHMIDT, 1986, PARADIS, 2009; 2010, ELLIS, 1995), which, being monomodal or multimodal, its function was possibly to alter the route of acquisition. The quantitative results pointed towards significant gains by the experimental group, which had multimodality present, suggesting that the learners in this group seem to have been more able to cognitively register (SCHIMDT, 1990) aspects of learning than the learners in the control group / Este estudo visa a investigar o desenvolvimento da Interl?ngua escrita em ingl?s como L?ngua Adicional (LA) por alunos do 2? Ano do Ensino Fundamental I em uma escola bil?ngue da cidade de Natal-RN. Para tanto, duas perguntas de pesquisa nortearam este trabalho: (a) quais hip?teses podem ser inferidas sobre o desenvolvimento da escrita dos aprendizes bil?ngues de ingl?s como LA? e, (b) qual o impacto do tipo de input - monomodal e multimodal - no desenvolvimento da Interl?ngua na LA por aprendizes bil?ngues? Os 38 participantes foram divididos em grupo controle, com 21 alunos expostos ao input monomodal; e em grupo experimental, com 17 alunos expostos ao input multimodal, ambos os grupos sendo submetidos a pr? e p?s-testes. Realizamos uma pesquisa de m?todos mistos (D?RNYEI, 2007) para envolver a coleta e an?lise tanto de dados qualitativos quanto quantitativos. O aspecto qualitativo incluiu caracter?sticas essencialmente descritivas que buscaram interpretar as etapas do processo de escrita em LA dos aprendizes. Atrav?s dessas interpreta??es foi poss?vel compreender os processo cognitivos centrais da Interl?ngua (SELINKER, 1972) escrita de acordo com os dados gerados pelos aprendizes bil?ngues. Os dados quantitativos foram apresentados como os resultados gerados a partir do design experimental. Deste modo, eles estreitaram as rela??es entre a vari?vel dependente o desenvolvimento da escrita, ou seja, o quanto ela se aproxima da forma-alvo modificada ao longo do processo pela vari?vel independente a qualidade do input (VAN PATTEN, 2002, GASS, 1997, SCHMIDT, 1986, PARADIS, 2009; 2010, ELLIS, 1995) que, sendo monomodal ou multimodal, sua fun??o consistia em possivelmente alterar o curso da aquisi??o. Os resultados quantitativos apontam para ganhos significativos no grupo em que a multimodalidade esteve presente, sugerindo que os aprendizes deste grupo teriam registrado cognitivamente (SCHIMDT, 1990) mais aspectos do aprendizado que os aprendizes do grupo controle

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.

Background: Students of diverse ethnic backgrounds, including nonnative English speakers, also known as those who speak English as an additional language (EAL) are increasingly enrolling in prelicensure nursing programs. Information regarding success of EAL nursing students is limited, with emphasis on traditional prelicensure programs. Purpose: The purpose of this study was to explore the lived experience of recent EAL graduates of an accelerated second-degree baccalaureate nursing program by offering a firsthand account of being an EAL student in this type of nursing program. Theoretical Framework: Leininger's Theory of Cultural Care Diversity and Universality and Vygotsky's Theory of Socio-Historical Learning served as the theoretical framework. Methods: The research tradition of hermeneutic phenomenology utilizing the van Manen approach was applied to this study. Results: The study revealed five major themes: bridging cultures, needing more time, myriad of emotions, network of support, and finding my way. Several subthemes emerged to support major themes illustrating the complexity of being an EAL student in a fast-paced and challenging program. Conclusions: Exploring experiences of EAL graduates while enrolled in an accelerated second-degree baccalaureate nursing program offers insight into the challenges faced by EAL students and potentially influences nursing education, practice, and policy to improve the numbers of diverse nurses.

The enrolment of international students at Canadian institutions of higher learning has tripled to 318,153 in 2018/2019 from 101,304 in 2008/2009 (Statistics Canada, 2020). Similarly, the number of international students in B.C.’s post-secondary institutions has significantly risen (BC Council on Admissions & Transfer, 2019). A significant proportion of these international students for whom English is an additional language first encounter Canadian higher education through their enrolment in English-for-academic-purposes (EAP) programs, which prepare students for English-language coursework and offer a path for enrolment at Canadian institutions without an institution’s required documentation of English language proficiency. For international English-as-an-additional-language (EAL) students who initially enrol in EAP programs in order to later pursue higher studies in Canada, reading a variety of academic texts can be challenging, since reading comprehension “involves the ability to integrate various sources of information in order to construct” meaning (Li & D’Angelo, 2016, p. 159). To facilitate reading comprehension, second language (L2) researchers have identified a variety of reading strategies, and extensive research has been conducted to examine the efficacy of reading strategy instruction. However, the research on the effect of reading strategy instruction remains inconclusive due to the interplay of various contextual and individual variables (e.g., Cohen, 2011; Plonsky, 2011). This study reports a mixed methods-action research project involving 52 intermediate-level EAP students conducted to investigate the efficacy of L2 reading strategy instruction at a post-secondary institution in Canada. Implemented through five phases: diagnosing, reconnoitering, planning, acting, and evaluation (Ivankova, 2015), the study used Mokhtari and Sheorey’s (2002) Survey of Reading Strategies (SORS) to capture the participants’ reading strategy use and a standardized reading comprehension test to measure the participants’ reading comprehension abilities. Further, participants’ weekly post-task verbal reflections and post-intervention interviews provided qualitative data about learners’ use of reading strategies over time. Through both qualitative (i.e., content analysis) and quantitative data analyses (i.e., descriptive statistics, paired-sample t-test, Pearson’s correlation, and MANOVA tests), the results showed higher awareness and use of reading strategies and reading performance among the participants after the intervention. In strategy use and reading comprehension, the experimental groups that received reading strategy instruction outperformed the comparison group that simply received regular instruction on reading with no instruction on strategy use. Statistically significant correlations were found between participants’ overall strategy use and reading performance. The analysis of the qualitative data revealed that the participants used a wide variety of global, problem-solving, and support reading strategies depending on reading academic texts in English. / Graduate

Submitted by Fabiano Vassallo (fabianovassallo2127@gmail.com) on 2017-04-18T18:06:30Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação de Mestrado - Flávia Matias Silva.pdf: 9360291 bytes, checksum: 80c33ad7291dd1bea33366730dfb4bbc (MD5) / Approved for entry into archive by Josimara Dias Brumatti (bcgdigital@ndc.uff.br) on 2017-04-25T14:31:12Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação de Mestrado - Flávia Matias Silva.pdf: 9360291 bytes, checksum: 80c33ad7291dd1bea33366730dfb4bbc (MD5) / Made available in DSpace on 2017-04-25T14:31:12Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação de Mestrado - Flávia Matias Silva.pdf: 9360291 bytes, checksum: 80c33ad7291dd1bea33366730dfb4bbc (MD5) / O objetivo do presente estudo consiste em investigar o papel do conhecimento local (KUMARAVADIVELU, 2006) em um processo de implementação das atividades de leitura das quatro primeiras unidades do livro Alive high: inglês, 3° ano: Ensino Médio. Trata-se de pesquisa de natureza qualitativa que apresenta dois modelos distintos de análise metodológica, a saber, o participante (GABARRÓN; LANDA, 2006) e o documental (LÜDKE & ANDRÉ, 2014). Em outras palavras, ela é de cunho participante na medida em que o pesquisador que a desenvolve exerce também o papel de partícipe nas práticas sociais da comunidade escolar analisada. Já a utilização do modelo documental deve-se ao fato de o livro didático também servir de objeto de estudo e de base para a implementação de práticas pedagógicas sociodiscursivas e críticas nas turmas pesquisadas. Cabe também salientar que a análise do processo de ensino-aprendizagem de leitura em língua inglesa foi desenvolvida em duas turmas do 3° ano do Ensino Médio – Regular de uma escola estadual localizada no município de São Gonçalo - RJ. Esta análise esteve embasada em pressupostos teóricos de viés crítico, tais como a leitura crítica (BRASIL, 2006; HUSSEIN, 2008; WALLACE, 2003), o letramento crítico (DEVOOGD & MCLAUGHLIN, 2004; DUBOC. 2014, JORDÃO, 2013, 2014a, 2015; LANKSHEAR & McLAREN, 1993; TÍLIO, 2012, 2015) e o ensino de inglês como língua adicional (SCHLATTER; GARCEZ, 2012, JORDÃO, 2014b). O presente estudo também utilizou em sua fundamentação os principais modelos de leitura, objetivando, assim, ilustrar as diferentes vertentes para o seu ensino. Além disso, foram explanadas as propostas para o ensino de leitura em LE dos principais documentos organizadores e norteadores da educação brasileira até o momento, a saber, PCN e OCEM. Deve-se ressaltar que além de fundamentar as propostas e objetivos desta pesquisa, os pressupostos teóricos apresentados visaram nortear as práticas pedagógicas desenvolvidas em sala de aula. No que tange aos resultados da análise, eles mostraram que alguns dos textos e atividades de leitura analisadas podem fomentar práticas sociodiscursivas e crítico-reflexivas e, por conseguinte, viabilizar a formação de leitores/cidadãos críticos; contudo, para que o desenvolvimento dessas práticas ocorra de maneira significativa, ou seja, para que elas não sirvam meramente como uma breve introdução ao letramento crítico, o professor precisa estar ciente da importância do papel do conhecimento local e do seu próprio papel de mediador do desenvolvimento mais aprofundado e/ou adaptação dessas atividades pedagógicas / The purpose of this study is to examine the role of local knowledge (KUMARAVADIVELU, 2006) during the implementation of reading activities presented by the first four units of the book Alive high: Inglês, 3° ano: high school. This qualitative research combines two distinct models of methodological analysis: the participatory (GABARRÓN; LANDA, 2006) and the documentary models (LÜDKE & ANDRÉ, 2014). In other words, it presents a participatory model, since the researcher who develops it is also a participant in the social practices of the school community analyzed. Due to the documentary nature of the research, the analyzed textbook also becomes an object of study as well as the basis for the implementation of social, discursive and critical practices in the surveyed groups. It is important to point out that the analysis of the teaching and learning process of reading was developed in two classes of the 3rd year of a public High School located in São Gonçalo - RJ. Moreover, this analysis was grounded in some critical theoretical approaches, such as critical reading (BRASIL, 2006; HUSSEIN, 2008; WALLACE, 2003), critical literacy (DeVOOGD & MCLAUGHLIN, 2004; DUBOC 2014, JORDÃO, 2013, 2014a, 2015; LANKSHEAR & McLAREN, 1993; TÍLIO, 2012, 2015) and teaching of English as an additional language (SCHLATTER; GARCEZ, 2012, JORDÃO, 2014b). Besides its critical theoretical assumptions, this study presented the main reading models in its scope in order to illustrate the various aspects regarding their teaching. Furthermore, the proposals of the main guidelines for the teaching of EFL reading in the Brazilian education so far, namely PCN and OCEM were discussed. The theoretical assumptions presented in this study not only aimed to support the proposals and objectives of the research, but they also shaped the pedagogical practices developed in the classroom. In relation to the results, they showed that some of the texts and reading activities analyzed foster social, discursive, critical and reflexive practices and, therefore, enable the development of critical readers and citizens. Nonetheless, to accomplish this goal, the teacher needs to be aware of the importance of local knowledge and their role as mediators in the development and/or adaptation of these educational activities; otherwise, they might become a mere introduction to critical literacy