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Amid a recent wave of revived interest in citizenship and citizenship education, foreign language education is emerging as an important but under-researched site for the education of citizens under conditions of globalization and massive social, economic, and political changes. This qualitative study deconstructed the concept of good citizenship embedded in China's and America's foreign language curricula during the past decade. The study presented a comparative critical discourse analysis of four interwoven data sets: (a) foreign language policies and/or curriculum standards bounded by the two contexts of this study: Shanghai in China and Utah in the U.S.; (b) EFL (English as a foreign language) and CFL (Chinese as a foreign language) instructional materials developed for the 1st through 3rd and 10th through 12th graders in Shanghai and Utah, respectively; (c) media accounts relating foreign language education with citizenship education in the two countries; and (d) relevant academic publications. Together with a body of critical literature on ideology in curriculum, a two-dimensional citizenship matrix consisting of nationalism, cosmopolitanism, neoliberalism, and Confucianism assisted in the identification and comparison of the country-specific sociopolitical and sociocultural meanings associated with being a good citizen in China and the U.S. Three sets of findings were reported in response to the three research questions. First, among a jumble of meanings and expectations, the most widely shared imaginary embedded in China's EFL curriculum is an individual whose allegiance is to the nation and the market, whereas the second popular perception is someone who observes Confucian moral principles and adopts a global perspective. Second, the dominant good citizenship notion embedded in America's CFL curriculum is characterized by a marked neoliberal orientation. Third, the two cases demonstrated two chief differences and two major similarities. Due to the unique social contexts, cultural institutions, and global power differentials of China and the U.S., the good citizenship discursive fields of two cases were qualitatively different both in terms of intent and belonging. The discursive fields were similar in that the neoliberal-nationalism discourse was prevalent and the officially preferred good citizenship notion was oppressive in nature in both cases.

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Made available in DSpace on 2016-06-02T20:25:14Z (GMT). No. of bitstreams: 1 4438.pdf: 3837286 bytes, checksum: c770fa4155e8f098c4f5a402293c53dd (MD5) Previous issue date: 2012-05-24 / In this bibliographic and documental research, our aim is to investigate what kind of relationship may be established between the current Curricular Proposal (CP) of the State of São Paulo, the Modern Foreign Language Curriculum (MFLC) and the English course planning which underlies the Teacher s books (TBs) and Student s books (SBs) designed by São Paulo Department of Education for the third year of high school. The central argument of this study is to understand those documents, since they serve as orientation for teacher practice in São Paulo public schools. We assume that teachers should not be mere implementers, but they need to develop a critical eye toward the theoretical bases that underlie those proposals, as it is possible the occurrence of divergences among them. In order to achieve our aim, we drew a plan divided into three parts. First, we turned to authors who address issues related to concepts of language, learning, literacy, genders and course planning so that we could build the theoretical references that would guide us to answer the first question of this research: How is the underlying planning of the new São Paulo teaching materials (TBs and SBs) for the third year of high school constituted? Then, we described and analyzed the CP, the MFLC and the course planning. We used categories in order to understand the organization of the latter and establish the relationship with the first and second documents: type of course planning, grammar and vocabulary teaching, reading and writing teaching, assessment and view of language learning prioritized in the course planning. We finished the research by trying to answer the second question of this investigation: What kind of relationship may be established among the CP, the MFLC and the course planning embodied in the Teacher s and Student s books? Through the analysis we could discover that there are divergences between the theoretical and methodological aspects idealized in both CP and MFLC and the materialized ones in the course planning, especially when it comes to the teaching of reading, writing, grammar and vocabulary. / Visamos, a partir desta pesquisa de natureza bibliográfica e documental, investigar que relação pode ser estabelecida entre a Proposta Curricular (PC) do Estado de São Paulo, o Currículo de Língua Estrangeira Moderna (CLEM) e o planejamento de língua inglesa (LI) subjacente aos Cadernos do Professor (CPs) e do Aluno (CAs) da terceira série do Ensino Médio. O argumento central deste trabalho é compreendê-la, uma vez que tais propostas curriculares servem de norteadores para a prática do professor de LI da rede pública estadual. Partimos do pressuposto de que o professor não deve ser mero implementador, mas precisa desenvolver um olhar crítico em relação às bases teórico-metodológicas que fundamentam esses documentos, visto que é possível a ocorrência de divergências. Para atingirmos nosso objetivo, traçamos um plano, o qual foi dividido em três fases. Primeiramente, recorremos a autores que abordam questões relacionadas a concepções de língua(gem), aprendizagem, letramento, gêneros e planejamento de cursos de línguas para construirmos a ancoragem teórica que nos orientasse a responder à primeira questão de pesquisa: Como se constitui o planejamento subjacente aos cadernos de LI (CPs e CAs) da terceira série do Ensino Médio? Em seguida, descrevemos e analisamos a PC, o CLEM e o planejamento. Utilizamos categorias para que pudéssemos compreender a constituição deste último e estabelecer a relação com os dois primeiros: tipo de planejamento, ensino de gramática e vocabulário, ensino de leitura e escrita, avaliação e visão de linguagem e aprendizagem priorizada no planejamento. Finalizamos buscando responder à segunda questão: Que relação pode ser estabelecida entre a PC, o CLEM e o planejamento concretizado nos CPs e CAs? Na análise, evidenciamos que há divergências entre as perspectivas teórico-metodológicas idealizadas na PC e no CLEM e as materializadas no planejamento, especialmente no que se refere ao ensino de leitura, escrita, gramática e vocabulário.

Made available in DSpace on 2016-04-28T18:22:36Z (GMT). No. of bitstreams: 1 Priscilla Junqueira.pdf: 3264123 bytes, checksum: 09131a3221fe7f7c45257a57ba1e2002 (MD5) Previous issue date: 2012-10-25 / Secretaria da Educação do Estado de São Paulo / This research is inserted in the Applied Linguistic area and intends to investigate the perspectives of the student of one public school with regard to work with proposed exercises of English language in the Student Book from the São Paulo State Education Secretariat. The sorts of exercises covered in this study are centered in grammar, which is included in language conception, and in team work. The educational context comprised is based on the São Paulo State Modern Foreign Language Curriculum, English, (SÃO PAULO, 2010), with the addition of the Student Book (SÃO PAULO, 2009a) and the Teacher Book (SÃO PAULO, 2009b). The theoretical axis is mainly based in Vigotski (1934/1991; 1934/2008) and his Social- Historical-Cultural vision. It is complemented with Koch (2003), Travaglia (1995/2005), Larsen-Freeman (2003) and Celce-Murcia (2008) for language and grammar concerns and Magalhães (2009) for team work concern. Methodologically, this research fits in a case study (STAKE, 1995; YIN, 2001) of interpretative qualitative type that uses a questionnaire (NUNAN, 1992) and an interview (RUBIN & RUBIN, 2005) as data gathering instruments. I identified ten different perspectives of students about English learning in the context of this research. The analysis of the results showed that there are some established principles in the Curriculum and in the Teacher Book which permeate the Student Book, as seen in the identified perspectives of students of English learning based on grammar, the team work positive consideration, and their collaborative role for colleagues learning. In other hand, some other perspectives showed that there are divergences between the orientation inside the Curriculum and Teacher Book and the manner how the exercises are presented in the Student Book and worked in classroom, such as the lack of activities of speaking and listening or that is only possible to learn the idiom by means of training and repetitions, as perceived by the students / Esta pesquisa está inserida na área da Linguística Aplicada e tem por objetivo investigar as perspectivas do aluno de uma escola pública em relação ao trabalho com os exercícios de língua inglesa propostos no Caderno do Aluno da Secretaria da Educação do Estado de São Paulo (3° ano do Ensino Médio - volume 3). Os tipos de exercícios abordados neste estudo centram-se na gramática, que está inserida na concepção de linguagem, e no trabalho em equipe. O contexto educacional compreendido se baseia no Currículo de Língua Estrangeira Moderna, Inglês, do Estado de São Paulo (SÃO PAULO, 2010), e tem como aportes o Caderno do Aluno (SÃO PAULO, 2009a) e o Caderno do Professor (SÃO PAULO, 2009b). O eixo teórico adotado se fundamenta principalmente em Vigotski (1934/1991; 1934/2008) e sua visão Sócio-Histórico-Cultural. Em complemento, recorre-se a Koch (2003), Travaglia (1995/2005), Larsen-Freeman (2003) e Celce-Murcia (2008) em se tratando de linguagem e gramática; e a Magalhães (2009) para abordar o trabalho em equipe. Metodologicamente, esta pesquisa se enquadra num estudo de caso (STAKE, 1995; YIN, 2001) de cunho qualitativo interpretativista, que se utiliza de questionário (NUNAN, 1992) e de entrevista (RUBIN & RUBIN, 2005) como instrumentos de coleta de dados. Foram identificadas dez diferentes perspectivas dos alunos em relação à aprendizagem de inglês neste contexto de pesquisa. Os resultados da análise mostraram que há alguns princípios estabelecidos no Currículo e no Caderno do Professor que permeiam as atividades do Caderno do Aluno, conforme se verifica nas perspectivas dos alunos identificadas: de que se aprende inglês com as atividades de gramática, de que consideram positivo o trabalho em equipe, e de que eles contribuem para a aprendizagem de seus colegas. Por outro lado, algumas outras perspectivas apontam que há uma divergência entre as orientações que estão no Currículo e no Caderno do Professor e a maneira como os exercícios são apresentados no Caderno do Aluno e trabalhados em sala de aula, como a de que os alunos sentem falta de atividades que contemplem as habilidades de speaking (falar) e listening (escutar), ou de que só é possível aprender o idioma por meio de treinos e repetições