[pt] Pesquisa de cunho micro-etnográfico, realizada em aulas de ciências exatas numa universidade do Rio de Janeiro, descreve e analisa o surgimento e gerenciamento de conflitos entre participantes em sala de aula. A fundamentação teórica se baseia nos pressupostos da Sociolingüística Interacional para análise do discurso oral. Realizou-se uma triangulação metodológica que incluiu o método de observação participante, gravações em vídeo/áudio e entrevistas. Os resultados mostram que os conflitos entre os participantes decorrem de: relações paradoxais criadas por alinhamentos contraditórios; distintas expectativas em relação à aula e ao programa do curso; diferentes interpretações acerca da função dos alinhamentos, e relativização da assimetria entre professores e alunos o que permite a expressão de alinhamentos humorísticos e agressivos. Outros resultados mostram como os conflitos são movimentos importantes para os participantes construírem novas relações com os outros membros do grupo. Este estudo é uma reflexão acerca dos enquadres de conflito o que pode contribuir para a prática do professor como educador. / [en] This micro-analytical research, conducted in a formal course at a graduate school of computer science in Rio de Janeiro, describes and analyzes the appearance and management of conflicts between participants in the classroom. An Interactional Sociolinguistic theoretical perspective is taken up to analyze oral discourse. Methodological triangulation, which included participant-observation, video/audio recording, and interviewing, was carried out. Results show that conflicts between participants are brought about by: paradoxical relationships due to contradictory alignments; different expectations associated to the course and its agenda; different interpretations related to alignment functions, and mitigated asymmetrical relationships allowing humorous and aggressive alignments to become evident. Other results reveal how conflicts can be important movements in the construction of new relationships with other members of the group. This study is a reflection about conflict frames, which can contribute to the teacher`s practice as an educator.

Jag har genomfört en undersökning där jag har observerat klassrummets fysiska miljö med fokus på dess möblering och utbud av material. Genom att observera två klassrum har jag försökt få en förståelse för hur klassrummets möblering och utbud av material kan gynna elevers lärande och kunskapsinhämtning. Min undersökning är genomförd utifrån forskningsfrågorna; - Hur är klassrummet möblerat? - Vilket material erbjuds eleverna? - Hur använder sig eleverna av materialet och möbleringen? Jag har utgått från ett interaktionistiskt och ett sociokulturellt perspektiv och använt mig av begreppen aktiviteter, interaktioner och verktyg. Förutom det sociokulturella perspektivet har jag även relaterat och jämfört mina resultat till den forskning som tidigare har gjorts på samma område. Det resultat jag har analyserat och diskuterat kring grundar sig på de fältanteckningar jag skrev i samband med observationen samt fotografier från klassrummen. Under mina observationer har jag sett olika möbleringsmöjligheter som, mer eller mindre, kan bidra till ett positivt kunskapsinhämtande för eleverna. Om man jämför med vad tidigare forskare har kommit fram till om utbudet av material verkar det fortfarande inte ha hänt så mycket i de klassrum jag observerade.

Orientador: Angela Del Carmem Bustos Romero de Kleiman / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-13T17:28:32Z (GMT). No. of bitstreams: 1 Valsechi_MariliaCurado_M.pdf: 13213623 bytes, checksum: 7d76fd22de97d9449815152cffaccbe6 (MD5) Previous issue date: 2009 / Resumo: Nesse trabalho, analisamos um curso de formação continuada oferecido por uma equipe do Grupo Letramento do Professor - do qual fazemos parte - do Instituto de Estudos da Linguagem (IEL-UNICAMP), no âmbito do programa Teia do Saber, da Secretaria Estadual de Educação de São Paulo (SEESP). Objetivando entender como o professor está envolvido no processo de formação continuada proposto, investigamos o modo como os formadores desenvolveram sua proposta de formação e analisamos como o professor alfabetizador se apropriou dos saberes relacionados à leitura, divulgados no curso. Utilizamos o Banco de dados do Grupo e, utilizando o paradigma qualitativointerpretativista, tomamos como corpus para análise o planejamento dos formadores, transcrições de interação em sala de aula, diários de campo, planos e projetos de leitura elaborados pelos professores alfabetizadores; além de duas entrevistas com os formadores. Os resultados do nosso estudo mostram que, ainda que sejam propostos cursos consistentes do ponto de vista teórico-metodológico, como o curso "Ensino de leitura", aqui analisado, o modelo fragmentado de formação continuada oferecido pelo estado aos professores interfere negativamente no processo de apropriação de saberes do professor alfabetizador, pois, enquanto processo naturalmente gradual, necessita de continuidade para que os saberes divulgados na formação possam ser integrados aos saberes já construídos e ressoar nas propostas pedagógicas em sala de aula / Abstract: In this dissertation, we analyzed a teachers' continuing education course offered by the Teacher's Literacy research Group at the Language Studies Institute (IEL-UNICAMP). The course was part of a Program called "Teia do Saber", offered by the State Secretary of Education in the state of São Paulo to primary and secondary school teachers. Aiming to understand how the teacher is involved in the continuing education program, we investigated the university team proposal as well as the teachers' ways of appropriating the course subject matter, on how to teach reading at the elementary level. We used the research data bank for our interpretive study, composed by: the instructors's lesson planning, transcripts classroom interactions, diaries, reading lesson plans and school projects prepared by the elementary school teachers and interviews with the instructors. Our results show that even when course with a consistent methodological / theoretical perspective are offered, such as the Reading course here analyzed, the continuing education fragmented model offered by the state education secretary to its teachers interferes negatively in the teacher's knowledge appropriation process, a gradual process that requires continuity so that the topics studied in the continuing education courses may be integrated to the teacher's already constructed theoretical and experiential knowledge and revoiced in the classroom / Mestrado / Lingua Materna / Mestre em Linguística Aplicada

Orientador: Roxane Helena Rodrigues Rojo / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-13T17:39:30Z (GMT). No. of bitstreams: 1 Terra_MarciaRegina_D.pdf: 3281823 bytes, checksum: 90b607edeb3990c15907219dfd721063 (MD5) Previous issue date: 2009 / Resumo: A partir de um enfoque sócio-histórico de letramento, realiza-se um Estudo de Caso Exploratório, cuja proposta é analisar as relações que se estabelecem entre letramentos em língua materna (LLM) & práticas de letramento(s) em língua estrangeira (LLE). Especificamente, examina-se a construção social da LE, tomando-se como unidade e análise o discurso produzido nas interações de sala de aula, durante um curso livre de inglês de nível básico, conduzido por esta professora-pesquisadora, organizado e realizado um hotel (no caso, uma agência de letramento em situação de trabalho). Os participantes da pesquisa são 20 aprendizes-adultos, trabalhadores locados em diferentes setores operacionais da própria empresa. Objetivando-se triangular os dados e conferir maior fidedignidade aos resultados, várias fontes de coleta são utilizadas (observação criteriosa de aulas dadas nos 1º e 2º semestres de 2002 e 2003; gravação em áudio/vídeo e transcrição de 36 aulas; entrevistas; questionários; notas de campo; materiais escritos: exercícios, avaliações, deveres, livros didáticos etc). Adotam-se princípios metodológicos o paradigma interpretativo da pesquisa social como procedimentos de identificação e análise do corpus da pesquisa. Primeiramente, identificam-se as práticas de letramento em M dos aprendizes, avaliando-se, em seguida, as implicações desses letramentos nos processos de ensino-aprendizagem da LE. Constata-se que os múltiplos letramentos em LM representam importantes efeitos discursivos, bem como relações de plurilinguismo, nas interações de sala de aula, no contexto analisado. Propõe-se que ao serem usados, num foque enunciativo, como recursos mediacionais para o ensino-aprendizagem de LE, dentro da Zona Proximal de Desenvolvimento (ZPD), os letramentos em LM podem oportunizar a gestão da língua-alvo. / Abstract: This exploratory case-study is based on a socio-historical perspective of literacy and proposes to analyze the emerging relationships between mother tongue literacy (MTL) and literacy practices in Foreign Language (FLL). Specifically, the social construction of the Foreign Language is examined, taking as the unity of analysis the discourse produced in classroom interactions during an elementary English course for employees in the hotel business. This course was conducted by the teacher-researcher and it was organized and put to practice by a hotel (in this case, a literacy institution). The subjects are 20 adult learners who work at different operational sectors of the hotel in question. Aiming at obtaining data triangulation and rendering more reliability to the results, several data gathering sources are utilized (careful observation of classes given during the first and second semesters of 2002 and 2003; audio/video recording and transcription of 36 classes; interviews; questionnaires; field notes; written material such as exercises, evaluations, homework, textbooks, among others). The research corpus was identified and analyzed rough procedures that adopt and take into account methodological principles related to the interpretive research approach. Firstly, the learners' mother tongue literacy practices are examined, and then, it is verified the implications this mobilized knowledge brings to discoursive engagement in Foreign Language literacy practices. It is ascertained, in the investigated context, that the mother tongue literacies bring about important discoursive effects, as well as plurilinguism relations, within the target language social-construction process in the classroom interactional practices. It is proposed that the mother tongue literacies, when used under an enunciative approach, and as mediating resources for foreign Language teaching-learning, within Zone of Proximal Development (ZPD), can promote target language management. / Doutorado / Lingua Estrangeira / Doutor em Linguística Aplicada

Orientador: Marilda do Couto Cavalcanti / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-07-25T17:44:57Z (GMT). No. of bitstreams: 1 Vieira_JosalbaRamalho_D.pdf: 47025330 bytes, checksum: 152a6edfcce00dc8d0654c670505328c (MD5) Previous issue date: 1999 / Résumé: Cette these a eu pour objectif de rechercher la maniere dont s'établit la coconstruction du sens d'énoncés métaphoriques lors de l'interaction lecteur-texte, lecteur-Iecteur et lecteur (étudiant) - lecteur (spécialiste). La cible de ce travail a été définie à partir de mon expérience dans l'enseignement, ou j'ai pu constater l'ampleur du silence et de la gêne des étudiants et des enseignants en Lettres, par rapport aux textes poétiques. La premiere partie de cette étude a été donc la création d'un domaine de recherche concernant l'intervention dans une salle de classe de Littérature en Langue Etrangere, dans un cours de Lettres. Cette intervention ayant pour objet principal la lecture de textes poétiques suivie de discussions en petits groupes, par l'entremise de l'enseignant. L'analyse des données permet de décrire les ressources discursives, ognitives et sociales utilisées par les apprenants, lors de la co-construction de sens des énoncés métaphoriques. Les lecteurs analisés s'utilisent de ressources discursives de la resolution des problemes tels quels questions-test pour faire les hypotheses de investigation interpretatives. L'un des résultats cognitives de l'analyse met en relief le fait que ces ressources ont un rapport direct avec le type de métaphore présente dans le texte. L'analyse a encore montré que l'important niveau d'indétermination des sens des termes métaphoriques, associé à la non-consolidation de la tâche académique analysée, a témoigné du degré d'instabilité des rôles dont il était question dans cette type d'evenement social. En outre, la modification du domaine de recherche, qui a compté sur la participation effective de la chercheuse en ce qui concerne les structures des tâches académiques, a relevé les conflits entrainés par les changements paradigmatiques, soit chez le spécialiste, soit chez les apprenants. Des changements paradigmatiques en relation aux abordages de Ia lecture sont traduits par la negociation du sens et par la socialization de lectures. A partir de ces résultats, la these propose une réflexion sur les conséquences possibles de cette recherche pour pour l'enseignement des langues et des littératures étrangeres / Resumo: Esta tese objetiva investigar como ocorre a co-construção dos sentidos de enunciados metafóricos durante a interação leitores-texto, leitor-leitor, e leitores(alunos)-leitor (especialista). O foco desta pesquisa foi definido a partir da minha experiência de ensino, na qual constatei um alto índice de silêncio e constrangimento por parte de alunos e professores de Letras em relação a textos poéticos. A primeira etapa nesta investigação envolveu a criação de um cenário de pesquisa através de uma proposta de intervenção, em uma sala de aula de literatura em língua estrangeira de um curso de Letras, visando prioritariamente oferecer momentos de leitura de textos poéticos seguidos de discussão em pequenos grupos mediada pela professora e/ou pela professora assistente. A análise de dados descreve os recursos discursivos, cognitivos e sociais utilizados pelos aprendizes durante a co-construção de sentidos dos enunciados metafóricos. Os leitores investigados se utilizam de recursos discursivos envolvidos na resolução de problemas tais como perguntas-teste que se encaminham para o levantamento de investigação de hipóteses interpretativas. Um dos resultados da análise aponta para o fato de que os recursos cognitivos variam de acordo com o tipo de metáfora encontrada. A análise mostrou ainda que o alto nível de indeterminação dos sentidos de termos metafóricos em conjunto com a não-consolidação da tarefa acadêmica analisada forneceram pistas acerca do grau de instabilidade dos papéis durante esses eventos sociais. Além disso, a modificação do cenário de pesquisa, que contou com a minha participação efetiva enquanto professora assistente nas estruturas das tarefas acadêmicas, apontou para conflitos decorrentes de mudanças paradigmáticas tanto no papel da especialista quanto nos papéis dos aprendizes. A mudança paradigmática em relação às visões de leitura se traduziram na negociação do sentido e na socialização das leituras. A partir desses resultados, a tese propõe reflexões acerca do ensino de línguas e literaturas estrangeiras / Abstract: This dissertation investigates how the co-construction of meaning within metaphorical assertions takes place during the interaction between reader and text, reader (student) and reader (student) and reader (students) and reader (specialist). The research focus has been defined by my own teaching experience in which I observed a high degree of silence and embarassment concerning poetry reading on the part of both students and teachers in undergraduate teacher trainning programmes (Cursos de Letras). The first step of this inquiry has been the creation of a research setting by means of a critical intervention in an English as foreign literature classroom within a Curso de Letras. The proposal included poetry reading moments followed by oral discussion in small groups mediated by the teacher. Data analysis describes the discursive, cognitive and social procedures used by readers during the co-construction of metaphorical meanings. The learnrs in question use discourse procedures invloved in solution problem issues such as test questions which lead them to raise interpretive hypotheses investigation. One of the cognitives results emphasizes that procedures change according to metaphor type. Analysis has also shown that the high level of meaning indeterminacy of metaphorical terms together with the non-consolidation of the academic task structure have given some c1ues conceming how roles are jeopardized in social events of this kind. Furthermore the environment change, in which I have had an effective participation as teacher assistant, has underlined some paradigmatic conflicts conceming both specialist's and leamers's roles. Paradigmatic changes in realtion to reading approaches are translated by meaning negotiation and by socialization of readings. Taking these results as a starting point, the dissertation proposes further research on the teaching of English as a foreign language and literature / Doutorado / Ensino-Aprendizagem de Lingua Estrangeira / Doutor em Linguística Aplicada

This study focuses on ‘trouble spots’ that occur in the English as a Foreign Language classroom. A trouble spot is an umbrella term for all types of language problems that arise. This means that it covers the trouble sources of repairs, corrections as well as problematising activities in the classroom. Ten different instances of trouble spots are identified and documented in the study. These are grouped into four different categories depending on how the trouble spot occurred, who initiated it and how it was resolved. To investigate the classroom interaction Conversation Analysis was chosen as a method and two different English lessons in two different Swedish upper-secondary schools were filmed. In order to investigate the trouble spots the following research questions are addressed What types of trouble spots arise in the English language classroom and how are they signalled as trouble? How are the trouble spots dealt with by teachers and students? The results confirm that most trouble spots are identified and handled by the speakers themselves and that the second-most involved person is the teacher. This is expected as there is a preference for self-initiated self-repair in ordinary conversation. However, in classroom interaction the preference organisation is not always similar to that of ordinary conversation. Correction in the classroom is often other-initiated without it being face-threatening. Furthermore, the context of the task at hand is very important when it comes to how trouble spots are resolved.

This study aims to investigate classroom interaction from a gender perspective in Swedish subject in grade 5. The purpose of the study is to investigate if gender structures exist in the classroom of Swedish subject. Here you also include a study of the distribution of speech space and if the case is - such that there exist power structures - what problems these power structures involve and how these affect teachers. I used both qualitative and quantitative interventions combined together as a method for best effect when the methods intertwine. Four descriptive research questions have been formulated to be studied in this study. The main theory utilization in the study is the socio-cultural perspective, gender theory, power perspective and the double hidden curriculum. The quantitative methods consisted an app called Gendertimer. The Gendertimer calculates the space each gender takes, which results in how the speech space in the classroom is distributed. The qualitative methods I used in this study was 4 classroom observations and four teacher interviews in two different schools, geographically located south of Stockholm. The Gendertimer was used during all four observation sessions. The first two lessons in Swedish subject that were observed were teacher-led, while the remaining two were studentled conversations in small groups. The results showed that the majority of the four observation cases were dominated by the boys in the classrooms. During three observation cases, the boys dominated and during one observation the girls dominated. In conjunction with the observation cases and the percentage that was shown, I linked to, among other, Einarsson and Hultman's study (1984) about the so-called two-thirds rule. The rule is that the teacher takes approximately 2/3 of the total speaking in the classroom while the remaining 1/3 is given to the students. Within the students, the male gender takes about 2/3 of the speaking time and the remaining 1/3 is given to the female gender. That rule can be linked to this study.

The aim of this dissertation is to analytically discern different conversational genres within the teaching of literature, organized within the framework of the two school subjects in which Swedish is taught in upper secondary school, and to place this teaching of literature in a historical context by relating it to different conceptions of the Swedish subject. To be able to achieve this aim, a curriculum studies approach is combined with an ethnographical one. The ethnographical part of the study was conducted as a classroom study, including five different classes and teachers talking about literature, which took place during the school year 2003/2004 at three different schools in the middle of demographical Sweden. This part of the study also involved qualitative interviews with teachers and students concerning different factors which might have an effect on these conversations. The conversations of the study can be described as a part of the every-day-life of the teaching of those subjects, as the teachers organised these conversations in a way that they usually organise conversations of literature in their classes. However, what the teachers meant by talking about literature appeared to differ among them so radically that these conversations could be analytically discerned as four different conversational genres: The Teaching Examination, Text Oriented Talk, Culturally Oriented Talk, and Informal Book Talk. These four conversational genres are possible to analytically discern using the didactical tool, the analysis of conversational genres, which is developed in the dissertation in relation to Michail Bakhtin’s theory of speech genres. The curriculum part of the study comprises an analysis in three steps to place the teaching of literature in a historical context. In the first step national syllabuses for the subjects Swedish and Swedish as a second language are analysed. In the second step local syllabuses for the subjects are analysed. Finally, in the third step, the teachers’ thoughts, deliberations and ideals forming their teaching of literature are analysed. The teaching where conversational genres have been analytically discerned could then be related to different conceptions of the subject Swedish: Swedish as a Higher Subject of Bildung, Swedish as a Proficiency Subject, and Swedish as an Experience-based Subject. The analyses and discussions in the dissertation contribute to the discussions in the field of Subject-Didactics on the role of literature and conversation within the subjects of Swedish and Swedish as a Second language. Another contribution of the dissertation is the didactical tool, the analysis of conversational genres, which might be used by researchers and teachers for analysis and reflection on conversations in teaching.

Doctor of Philosophy / Curriculum and Instruction Programs / Linda P. Thurston / This study utilized an ecobehaviorial approach to investigate the relationship between English language learner language use in middle school content area classrooms and instructional grouping configurations. The participants in the study included 28 native Spanish-speaking students who attended urban middle schools. These students were all identified as being English language learners (ELL) in need of English as a second language support services. This study used the Ecobehavioral System for the Complex Recording of Interactional Bilingual Environments (ESCRIBE) software to record data regarding contextual factors and ELL student behavior using 15 second momentary time sampling in mathematics, social studies, science, reading, and language arts classes. The program analyzed this data to determine conditional probabilities of various student behaviors given each contextual factor. The focus contextual factor of this study was instructional grouping configurations: whole class, small group, one-to-one, and individual instruction. The focus student academic responses included academic language production (writing, reading aloud, and talk academic), academic language reception (reading silently, student attention, and other academic), and other non-academic responses. In this study, the participants were most likely to produce academic language during small group and one-to-one instruction. They were least likely to engage in academic talk during whole class and individual instruction. If teachers want to encourage ELL students to produce academic language, they should consider using more small group and one-to-one instructional grouping configurations.

The aim of this study is to investigate the approach taken by upper primary school teachers to the development of pupils’ verbal communication skills in Swedish as a school subject. The study also looks at to what degree quieter pupils receive support in the development of these skills. A qualitative study was undertaken in which interviews were conducted with four qualified upper primary school teachers. All four teachers reported that they organized their teaching so as to suit all their pupils. All the teachers described their methodology as interactive where the pupils are involved and active. Three teachers described the work with the development of pupils’ verbal communication skills as not to be prioritized in comparison to the other parts of the Swedish subject. According to the teachers, pupils often practice these skills in other subjects. The teachers talked about the need for a supportive classroom environment if pupils are to be willing to speak while others are listening. Nevertheless, the teachers also found creating a disciplined and accepting classroom environment to be a challenge. In each of their classes the teachers had a couple pupils who did not follow the classroom rules and that effected other pupils in the class. All the teachers described quieter pupils in their classes. Three teachers reported that they supported quieter pupils through a good contact with both the pupils and the parents. Otherwise, the quieter pupils didn’t get any specific support. / Syftet med denna studie är att undersöka lärares syn på att utveckla elevers samtalsförmågor i svenskämnet i skolans mellanår. Syftet är vidare att undersöka hur mer tystlåtna elever får stöd i detta arbete samt vilka utmaningar som lärare upplever i utvecklingen av elevers samtalsförmågor. Metoden som har använts är kvalitativa intervjuer av fyra legitimerade och verksamma lärare i skolans mellanår. De deltagande lärare beskriver att de utformar arbetssätt som präglas av att eleverna är aktiva. Arbetssätten beskrivs som utformade för att passa så många som möjligt av eleverna i klassrummet. Tre av fyra lärare beskriver att utvecklingen av elevers samtalsförmågor är lågprioriterad i jämförelse med andra delar av svenskan vilket lärarna menar kan bero på att samtal sker kontinuerligt i flera ämnen. Alla lärare beskriver betydelsen av ett tryggt klassrumsklimat för att elever både ska våga och vilja ta ordet i klassrummet när andra lyssnar. Lärarna beskriver att upprätthållandet av ett tryggt klassrumsklimat kan vara en utmaning eftersom ett par elever i varje klass på olika sätt inte förhåller sig till gemensamma regler. Det i sin tur menar lärarna kan påverka andra elever i klassrummet. Alla lärare beskriver även att det finns mer tystlåtna elever i klassrummet. Det stöd som de mer tystlåtna eleverna får i utvecklingen av samtalsförmågorna beskrives som dialoger med elev och vårdnadshavare angående tystlåtenheten samt genom positiva förstärkningar. I övrigt stöttas inte dessa elever på något specifikt sätt.