The aim of this dissertation is to describe and critically discuss the literacies apprentice-students in the Health and Social Care Programme in the upper secondary school in Sweden are given access to during the workplace-based learning part of the education. The study draws on sociocultural understandings of learning and knowing, and on perspectives developed in the field of new literacy studies of literacies as situated social practices. Ethnographically inspired methods consisting of participant observation, interviews and study of textual artefacts in both the work and school domain are used to generate data. Literacy events and literacy practices students are given the opportunity to participate in are explored as a part of tasks in the work or school domain. Additionally, the literacies students do not gain access in these workplaces but are crucial in health care and social work are explored.  The results indicate that literacies in the work domain are to a large degree embedded in other work tasks. This contributes to making a large part of the reading and writing invisible for the students and their supervisors. Access to literacies at the workplace is not discussed between teachers and supervisors. A major finding is that students’ access to digital literacies in the work domain depends on the local culture of each workplace and on individual supervisor’s decisions, bringing questions of equality in the apprentice-education to the forefront. The digital literacies support central activities in the workplaces; not getting access to these practices raises questions about what kind of working life the apprentice-students are being prepared for. Thus the meaning given to the term employability, which is central in policy-documents for the apprentice education, seems to be enacted as preparing the students for a job in one position, rather than offering broad competences for advancement or changes in working life. School tasks can function in a compensatory way by introducing central texts in Health and Social care work for students, but writing these kinds of texts in the school domain are part of different literacy practices than when writing them in the work domain. Furthermore the schools have no possibilities to offer students access to the kinds of digital systems that are used in the work domain.

Este trabalho apresenta uma investigação sobre as concepções e práticas referentes à avaliação da aprendizagem de língua inglesa em comunidades do Ensino Fundamental. Os registros dessa investigação são aqui analisados e servem como ponto de partida para uma discussão sobre o tema segundo a perspectiva das teorias de letramentos predominantes nas últimas décadas. Trata-se de uma pesquisa qualitativa-interpretativa de caráter etnográfico (André, 2003), cujas perguntas direcionadoras são: I. Como se caracteriza hoje a avaliação da aprendizagem nas aulas de inglês em algumas comunidades do Ensino Fundamental? II. Como pensar a concepção de avaliação da aprendizagem de línguas sob a perspectiva dos novos estudos de letramento? Diante das observações de aulas, das entrevistas com as professoras e da análise dos documentos, pudemos identificar a recorrência de uma concepção de avaliação pautada no paradigma da modernidade, cujos problemas mais evidenciados foram seu entendimento como sinônimo de mensuração, a ênfase ao ensino de conteúdos objetivos e estáveis e ainda a prioridade do uso de provas escritas. Tais evidências, porém, não se fizeram de modo linear e homogêneo, uma vez que as narrativas e práticas pedagógicas dos sujeitos de pesquisa mostraram-se descontínuas e contraditórias. Assim é que pudemos curiosamente identificar concepções estruturalistas de língua acompanhadas de uma prática avaliativa formativa e concepções progressistas de ensino ao lado de uma concepção convencional de avaliação. No que diz respeito à discussão da avaliação de línguas diante das transformações epistemológicas assinaladas pelos novos estudos de letramento, concluímos que sua reconceituação deverá abarcar elementos até então negligenciados pela concepção convencional de educação. Trata-se, pois, de uma re-conceituação em curso e que requererá maior expansão de conhecimento por meio de pesquisas acadêmicas. / The aim of this study is to investigate both conceptions and practices regarding English language assessment in some Elementary School communities. The reports of this investigation are then analyzed and serve as a starting point for a discussion about the theme from the perspective of the prevailing new literacy studies in the last decades. It is an interpretative-qualitative research, with ethnographic aspects (André, 2003), whose guiding questions are: I. How does language assessment evolve in English classes in some Elementary School communities? II. What would the conception of language assessment be like from the perspective of the new literacy studies? Through research field, interviews with teachers and documentation analysis, we could identify a recurring conception of evaluation based on the paradigm of Modernity, whose most evident problems were its interpretation as measurement, the emphasis on objective and stable contents, and also the predominant use of written assessments. These findings, however, did not occur in a linear and homogeneous way, since both narratives and teaching practices appeared to be discontinuous and contradictory. Thus, we could curiously notice language structuralist conceptions together with formative evaluation and progressist views of language beside a more conventional evaluation concept. Regarding the discussion of language assessment towards the epistemological transformations signaled by the new literacy studies, we come to the conclusion that its re-conceptualization should enclose certain elements hitherto neglected by a conventional education conception. This, therefore, refers to a current reconceptualization, which will demand more academic research outcomes.

Este trabalho apresenta uma investigação sobre as concepções e práticas referentes à avaliação da aprendizagem de língua inglesa em comunidades do Ensino Fundamental. Os registros dessa investigação são aqui analisados e servem como ponto de partida para uma discussão sobre o tema segundo a perspectiva das teorias de letramentos predominantes nas últimas décadas. Trata-se de uma pesquisa qualitativa-interpretativa de caráter etnográfico (André, 2003), cujas perguntas direcionadoras são: I. Como se caracteriza hoje a avaliação da aprendizagem nas aulas de inglês em algumas comunidades do Ensino Fundamental? II. Como pensar a concepção de avaliação da aprendizagem de línguas sob a perspectiva dos novos estudos de letramento? Diante das observações de aulas, das entrevistas com as professoras e da análise dos documentos, pudemos identificar a recorrência de uma concepção de avaliação pautada no paradigma da modernidade, cujos problemas mais evidenciados foram seu entendimento como sinônimo de mensuração, a ênfase ao ensino de conteúdos objetivos e estáveis e ainda a prioridade do uso de provas escritas. Tais evidências, porém, não se fizeram de modo linear e homogêneo, uma vez que as narrativas e práticas pedagógicas dos sujeitos de pesquisa mostraram-se descontínuas e contraditórias. Assim é que pudemos curiosamente identificar concepções estruturalistas de língua acompanhadas de uma prática avaliativa formativa e concepções progressistas de ensino ao lado de uma concepção convencional de avaliação. No que diz respeito à discussão da avaliação de línguas diante das transformações epistemológicas assinaladas pelos novos estudos de letramento, concluímos que sua reconceituação deverá abarcar elementos até então negligenciados pela concepção convencional de educação. Trata-se, pois, de uma re-conceituação em curso e que requererá maior expansão de conhecimento por meio de pesquisas acadêmicas. / The aim of this study is to investigate both conceptions and practices regarding English language assessment in some Elementary School communities. The reports of this investigation are then analyzed and serve as a starting point for a discussion about the theme from the perspective of the prevailing new literacy studies in the last decades. It is an interpretative-qualitative research, with ethnographic aspects (André, 2003), whose guiding questions are: I. How does language assessment evolve in English classes in some Elementary School communities? II. What would the conception of language assessment be like from the perspective of the new literacy studies? Through research field, interviews with teachers and documentation analysis, we could identify a recurring conception of evaluation based on the paradigm of Modernity, whose most evident problems were its interpretation as measurement, the emphasis on objective and stable contents, and also the predominant use of written assessments. These findings, however, did not occur in a linear and homogeneous way, since both narratives and teaching practices appeared to be discontinuous and contradictory. Thus, we could curiously notice language structuralist conceptions together with formative evaluation and progressist views of language beside a more conventional evaluation concept. Regarding the discussion of language assessment towards the epistemological transformations signaled by the new literacy studies, we come to the conclusion that its re-conceptualization should enclose certain elements hitherto neglected by a conventional education conception. This, therefore, refers to a current reconceptualization, which will demand more academic research outcomes.

The aim of this thesis was to study how five students linguistically express textual power in conversation and writing about reading, as well as to investigate their possibilities to linguistically express textual power. The study was performed within some of the literacy practices in the subjects of Swedish and Social Studies at the social sciences programme in upper secondary school. “Textual power” is here defined as both ability and possibility: to position oneself in relation to the text, to read/interpret critically and to show mobility in the actual literacy sphere. Two analytical tools were used: Langer’s theories about envisionment building and Martin & White’s appraisal framework for attitude and engagement. The linguistic expressions are contextualised in a model inspired by Linell. I base my discussion of the students’ mobility in the actual literacy sphere on the New Literacy theories of Barton and Street, while Anward gives the means to understand text-reproducing practices. The results indicate that the students used a limited range of positions in relation to texts, rarely expressed critical literacy and showed limited mobility in the actual literacy spheres. The students’ possibilities to linguistically express textual power were determined by the design of the teaching contexts. The students were given few possibilities to develop their ability to linguistically express textual power. To compensate for this, the students used a strategy of task solving. This caused a gap between ideally desired and actually produced text. The acceptance of the gap can be explained if the practice is considered text-reproducing. The literacy sphere where the students found themselves seems to consist of an ecological system based on a consensus-driven text-reproducing practice where critical and comparative reading and writing do not take root and thrive.

No description available.

No description available.

This thesis investigates how teachers navigate Common Core State Standards, high-stakes testing, and teacher evaluation while creating their own curriculum to meet the needs of culturally and linguistically diverse students. As a former teacher, I conducted a practitioner research case study of four successful colleagues in a bilingual Pre-K-8 school in Washington, DC. When given flexibility in curriculum, teachers integrated knowledge from their relationships with students to foster a caring environment that supports learning and created their own systems of accountability by deciding what data matters. Teachers centered student engagement as what drives their curriculum and used a variety of differentiation methods based on their own “toolbox” of instructional strategies. Findings suggest a flexible curriculum model allows teachers to be curriculum makers who actively go beyond the standards to integrate knowledge from their practice and relationships with students to create curriculum that successfully supports language learners.

This thesis investigates how teachers navigate Common Core State Standards, high-stakes testing, and teacher evaluation while creating their own curriculum to meet the needs of culturally and linguistically diverse students. As a former teacher, I conducted a practitioner research case study of four successful colleagues in a bilingual Pre-K-8 school in Washington, DC. When given flexibility in curriculum, teachers integrated knowledge from their relationships with students to foster a caring environment that supports learning and created their own systems of accountability by deciding what data matters. Teachers centered student engagement as what drives their curriculum and used a variety of differentiation methods based on their own “toolbox” of instructional strategies. Findings suggest a flexible curriculum model allows teachers to be curriculum makers who actively go beyond the standards to integrate knowledge from their practice and relationships with students to create curriculum that successfully supports language learners.

Submitted by Aline Batista (alinehb.ufpel@gmail.com) on 2015-11-24T22:17:06Z No. of bitstreams: 2 O desenvolvimento das múltiplas linguagens em ambientes virtuais.pdf: 2788140 bytes, checksum: b28e2999c30a311dc8e705d379918c53 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2015-11-25T16:05:33Z (GMT) No. of bitstreams: 2 O desenvolvimento das múltiplas linguagens em ambientes virtuais.pdf: 2788140 bytes, checksum: b28e2999c30a311dc8e705d379918c53 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2015-11-25T16:06:57Z (GMT). No. of bitstreams: 2 O desenvolvimento das múltiplas linguagens em ambientes virtuais.pdf: 2788140 bytes, checksum: b28e2999c30a311dc8e705d379918c53 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-11-13 / Sem bolsa / Os Institutos Federais de Educação, Ciência e Tecnologia priorizam em suas grades curriculares das modalidades de Ensino Médio Integrado, as disciplinas voltadas ao Ensino Técnico, deixando as disciplinas das linguagens com menos de 8% da Carga Horária total nos cursos dessa modalidade. A disciplina de Língua Portuguesa possui apenas 2h/a semanais para articular o ensino de Língua, Literatura e Produção de Textos. Frente a essa problemática, objetivou-se, com essa pesquisa, verificar o uso das ferramentas tecnológicas para a compensação da falta de tempo. Além disso, buscou-se também articular o ensino de linguagens com elementos mais atrativos e motivadores aos alunos. O método de pesquisa se configurou por uma pesquisa de cunho qualitativo e etnográfico, no qual os dados foram descritos por um professor, que é o próprio pesquisador, implicado diretamente na aplicação da prática, coleta e análise dos dados. O público-alvo dessa pesquisa são alunos ingressantes no Ensino Médio Integrado de um Instituto Federal localizado no extremo sul do Rio Grande do Sul. A faixa etária dos sujeitos envolvidos fica em torno dos 13 aos 18 anos e são alunos ingressos nos cursos técnicos em Refrigeração e Climatização, Geoprocessamento, Informática e Eletrotécnica. O Referencial Teórico está dividido em sete seções, as primeiras discutem o perfil do atual estudante de língua, trazendo à discussão o conceito de Nativo Digital, de Prensky (2001), perpassando pelos conceitos de Normalização de Bax (2003).Posteriormente, fazem-se algumas observações relevantes acerca dos Multiletramentos e dos Letramentos Digitais. Ainda nesse contexto, discute-se o blog como recurso de CALL, e para analisar os efeitos do uso das Tecnologias no ensino de língua, perpassar-se-á pelos conceitos da Teoria da Complexidade. A Análise de Dados contemplou a completude da atividade – dessa forma – visualizou-se o processo inteiro, sem excluir nenhum evento que fosse pertinente à prática de produção de textos. Foi feita uma análise sequencial, semanal do percurso da elaboração dos roteiros para curtas-metragens executada nos blogs, observando o desenvolvimento do processo do princípio até sua conclusão e entrega. Como base nisso, percebeu-se a interlocução entre diferentes linguagens para que fosse efetivada a prática de produção. Nisso, têm-se que essa proposta se caracteriza como uma prática de letramento, pois caracteriza-se por ser uma prática social implícita nos princípios socialmente construídos, pois os modos pelos quais os sujeitos usaram a leitura e a escrita estão atreladas às concepções de conhecimento, identidade e modos de ser e estar nas suas práticas sociais. Além disso, um grupo interagindo em um ambiente, seja ele virtual ou não, já caracteriza práticas de complexidade, logo, para comprovar essa afirmativa, observou-se as seguintes características dos SAC presentes no desenrolar da prática: dinamicidade, não-linearidade, imprevisibilidade, sensibilidade às condições iniciais, abertura, auto-organização, sensibilidade a feedback e adaptabilidade. / The Federal institutions of Education, Science and Technology prioritize those disciplines which belong to the Integrated High School Technical Schooling modalities of their curricular grid, and the disciplines related to Language which have less than 8% of the work load are set in the courses of that modality. Portuguese Language has only 2h per class a week to develop Language teaching, Literature and Textual Production. Towards this issue, in this research it was objectified to verify the productivity of technological tools to compensate the lack of time. Moreover, it was aimed to articulate the language teaching process with the use of more attractive and motivating elements to students. The research method was based on a qualitative and ethnographic approach, in which the data had been described for a professor, the researcher himself, who is directly responsible for the practice, data capture and analysis. The target public of this research is the entrant student of the Integrated High School of a Technical School located at the Southern tip of Rio Grande Do Sul. The age-group of the involved individuals is that of 13-18 year-old entrant students in technical courses such as Refrigeration and Air Conditioning, Geoprocessing, Electro Technology and Informatics. The Theoretical Background is divided in seven sections, the first ones argue about the profile of the current student of languages, bringing Prensky's Digital Natives Theory (2001) into discussion, spanning over Bax's Normalization concepts (2003). Later, some relevant comments concerning the Digital Literacy and Multiliteracy are pointed out. Still in this context, blogs are referred as CALL resources, and, in order to analyze the effect of the use of Technologies in language teaching, it will be necessary to go through the Complexity Theory concepts. The Data Analysis approached the activity completeness, so the entire process was observed without excluding any event that was pertinent to the textual production practice. A sequential, weekly analysis of the scripts' elaboration course for short films was made in blogs, observing the development of the process from its beginning to its conclusion and delivery. Based on this, the interlocution among different languages was perceived so that the production practice could be accomplished. Regarding this, this proposal characterizes itself as a literacy practice because it is a social practice implied in principles socially constructed, since the ways by which the individuals used the reading and the writing are linked to the conceptions of knowledge, identity and behavior in their social practice. Moreover, a group interacting in an environment, either virtual not, already characterizes complexity practices, then, to prove this statement, it was observed the following characteristics of the SAC present in the practice conduction: dynamism, non-linearity, unpredictability, sensitivity to the initial conditions, opening, self-organization, sensitivity to feedback and adaptability.

This thesis presents a case study from an authentic school practice, where seven students, in their second year of a social sciences program in an upper sec­on­dary school, use internet texts in various learning situations. The aim of the study is to map the reading practices of students encountering internet texts. The main data con­sists of obser­vations, audio and screen recordings, writ­ten instruc­tions, and screen ­shots of the sites visited. Reading practices are ana­lysed, draw­ing on concepts from New Literacy Studies and Systemic Func­tional Grammar, inclu­ding literacy events, literacy in terms of text cul­ture, text­ual norms, abstraction, auth­o­rity and mod­ality as a scale of reliability. The results reveal that meaning making resources such as colours, amount of writing and images and choice of fonts all seem to be parts of students’ con­ceptions of reliability. These textual norms result in learning situations in which students search for texts with pre­dominantly dense writing promoting ency­clopaedic know­ledge. These highly auth­orit­ative texts can be hard to under­stand for the students, something that the text analyses indicate. In com­parison to text books, the internet texts used show, a higher level of auth­ority and abs­trac­tion, rein­forced by gram­matical meta­phors. Most situ­ations in the study include peer interaction, but the most obvious learning poten­­tial resides in situations with a clear reading goal, where stu­dents work in groups and where negotiation is part of the meaning mak­ing pro­cess. The pedagogical implications of the study suggest the potential for students to achieve a higher degree of understanding of the encountered inter­net texts, through group work, and discussions concerning the impact of different layouts and the demands of verbal language. Another potential con­cerns methods for avoiding critical literacy being reduced to trivial visual scanning, via dis­cussions focusing on criteria for reliability evaluations. It is suggested that increased teacher awareness concerning the types of internet texts the students will encounter in authentic situations may contribute to students’ field and genre insight.