This study examines how four teachers of Swedish perceive the knowledge requirement that says that a student should mainly be able to follow the rules concerning standard written language, how often they teach standard language and to what extent students’ written language affect assessment. The results show that the teachers of Swedish agree that the most important aspect of a text is how it is perceived in its entirety, as well as its flow and how well a reader can understand the text. Some nonstandard expressions are allowed by the teachers, while others are not. The study also shows that the teaching of standard language depends on which school the teachers belong to. In a public school the standard language is taught in isolated situations, while the teachers in a private school do it continuously. However, all informants agree that they do it continuously to some extent when it comes to feedback on student essays. Student perception was also examined and the result shows that there is an inconsistency in how students perceive that standard language is taught. / Den här studien undersöker hur fyra svensklärare uppfattar kunskapskravet som säger att en elev i huvudsak ska kunna följa skriftspråkets normer för språkriktighet, hur ofta de arbetar med språkriktighet och i vilken mån elevers skriftspråk påverkar bedömning. Sammanfattningsvis är informanterna eniga om att det handlar om helhetsbilden, flytet och förståelsen. Vissa normbrott godkänns i elevtexter medan andra är oacceptabla. Resultatet visar att informanternas skoltillhörighet påverkar arbetet med språkriktighet. Medan de kommunalt anställda lärarna undervisar om språkriktighet vid isolerade tillfällen, sker det mer kontinuerligt av de privat anställda lärarna. Däremot finns det viss kontinuitet i språkriktighetsarbetet vad beträffar återkoppling på elevtexter. Även elevåsikter har undersökts och resultatet visar att informanterna är oeniga om hur ofta de undervisas om språkriktighet.

The current qualitative study focuses on how teachers perceive the Response to Intervention (RtI) framework for English learners, specifically assessments and the instructional decision-making process. RtI serves as a framework to help “close the gap” and create a more equitable environment for struggling English learners (Florida Department of Education, 2008). The current study explored elementary school general education teachers’ perceptions and understanding of the RtI process for English learners. Eight elementary general education teachers participated in two interview sessions each to address what general education teachers know about the RtI process for English learners, how teachers report their interpretation of policies and procedures with respect to instruction and assessment of English learners, how teachers feel about their understanding of RtI, and how teachers feel about their understanding of instruction and assessment for English learners. Teacher participants shared their knowledge of the importance of progress monitoring and data collection during the RtI process. Participants reported that progress monitoring and data collection were used to inform instructional decisions for English learners. Participants also provided insight into a shift in teacher accountability related to data collection and progress monitoring. Teacher participants addressed elements of the RtI process: three tiers of RtI, evidence-based interventions, data and data collection, and progress monitoring. Based on teacher responses, teachers monitor student progress, but find some elements of progress monitoring unclear. Participants expressed concern about measuring student progress and the means used to demonstrate growth and to compare struggling students to the performance of peers in the same grade level. The RtI framework includes targeted interventions for struggling students, and participants perceive that RtI helps to identify students with disabilities earlier. Participants reported benefits and drawbacks related to RtI. The participants specifically focused on the collaborative problem solving team as a beneficial support system for teachers navigating the RtI process. Teachers reported perceptions on language acquisition and learning disabilities, adjustment time for English learners, assessments for English learners, parental involvement and experiences, instruction for English learners, and professional development and support for the instruction of English learners. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection

Effective ELL teaching and learning is profoundly influenced by the teachers' personal experiences and personalities (Farrell, 2016), their experience as language learners as well as language teachers (Farrell, 2007), and their beliefs about learning and teaching a second language (Farrell, 2015; Farrell & Ives, 2015). This study honored and examined in-depth the often-discounted stories/reflective narratives of our teachers. This paper reports a qualitative cases study that explores three veteran teachers' reflection on their personal and professional experiences with ELLs for self-discovery over years (Cirocki & Farrell, 2017) so that they can further reflect for their future actions with ELLs (Burns & Bulman, 2000; Farrell, 2007; Farrell & Vos, 2018). Data analysis revealed the teachers' different strengths and needs in working with ELLs. Four major dimensions (language, culture, culturally and linguistically sensitive pedagogy, and collaborative community) were identified as critical to effective teaching of ELLs and preparation of second language teachers.

The aim of the study was to investigate the use of laptops in English language teaching, its benefits and disadvantages. Three classroom observations, six student interviews and three teacher interviews were carried out to answer the study’s research questions, namely, what are the benefits and disadvantages of using laptops in the teaching of English at schools under study? How do teachers solve technical and pedagogical problems related to the use of laptops? What kinds of IT-support and possibility to develop teaching skills required by laptops are available for teachers of English? Results of the study indicate that easy access to authentic English through laptops is a benefit when teaching English at two Swedish compulsory schools and one high school. Furthermore, the study has shown that laptops are beneficial tools when teaching writing proficiency and working with problem-solving tasks in the classroom. The results of the study have also pointed to the disadvantage in the use of laptops during classroom activities, which are caused by students who are engaged in browsing off-task websites. However, a solution to this could be to include these websites into English language learning activities. The data from the interviews with the three English language teachers have provided evidence about different possibilities for IT-support and IT-development for these teachers. This study makes it clear that a successful implementation of one-to-one laptop programs requires teachers who can invest their time and energy into learning new technology, IT-development provided by the school and municipality through courses, workshops and visits at IT-fairs and other schools with one-to-one laptop program as well as a functional IT-support.

published_or_final_version / Education / Master / Master of Education

Submitted by Fabíola Silva de Oliveira Vilas Boas (fabiolasovb@gmail.com) on 2017-12-02T13:32:14Z No. of bitstreams: 1 Tese de Doutorado-FABÍOLA SILVA DE OLIVEIRA VILAS BOAS.pdf: 3008974 bytes, checksum: 122a184b687bb27fee7a3d53f86edf43 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2017-12-19T17:16:10Z (GMT) No. of bitstreams: 1 Tese de Doutorado-FABÍOLA SILVA DE OLIVEIRA VILAS BOAS.pdf: 3008974 bytes, checksum: 122a184b687bb27fee7a3d53f86edf43 (MD5) / Made available in DSpace on 2017-12-19T17:16:10Z (GMT). No. of bitstreams: 1 Tese de Doutorado-FABÍOLA SILVA DE OLIVEIRA VILAS BOAS.pdf: 3008974 bytes, checksum: 122a184b687bb27fee7a3d53f86edf43 (MD5) / Este estudo apresenta os resultados de uma pesquisa que analisa as histórias de leitura que integram as experiências leitoras vividas por graduandos do curso de Licenciatura em Letras Vernáculas da Universidade Estadual de Feira de Santana (UEFS), Bahia. Trata-se de uma investigação-formação que segue a esteira de estudos que articulam aspectos do terreno acadêmico e/ou profissional com outros ligados à dimensão pessoal da vida de professores. O objetivo foi analisar as narrativas acerca das histórias de leitura de futuros professores de língua portuguesa, a fim de compreender como o processo de formação do professor leitor se constitui em suas trajetórias de leitura pessoais e acadêmicas. O texto estrutura-se em dois grandes eixos teóricos que se entrecruzam, sendo eles formação de professor e leitura. No interior do primeiro, movem-se categorias que discutem formação de professor (NÓVOA, 1992; 1995; TARDIF, 2012; ZEICHNER, 2003) e histórias de vida (NÓVOA; FINGER, 2014; JOSSO, 2010; DOMINICÉ, 2010), com o intuito de defender, nesta tese de doutorado, a ideia de que o sujeito que aprende o faz, também, por meio da narração e reflexão de percursos vividos. Aspectos da formação do professor de língua portuguesa (GERALDI, 1996; 1997; 2001; MATÊNCIO, 1994) também são verticalizados nesse eixo, tomando-se por base a concepção dialógica, social e histórica da linguagem (BAKHTIN, 1986; 1997). No interior do segundo eixo, tematiza-se a leitura como prática sociocultural (FREIRE, 2011; PROUST, 1982; 2003; CHARTIER, 1999; 2001; PETIT, 2009, 2013) e como processo de instauração de sentidos (ORLANDI, 1998; 2012), para se discutir as histórias de leitura e os processos de (auto)formação do professor leitor. Os fundamentos metodológicos deste estudo, de caráter qualitativo, ancoram-se nos princípios da etnopesquisa-formação (MACEDO, 2006; 2009) e na abordagem (auto)biográfica (JOSSO, 2010; DOMINICÉ, 2010), uma vez que a pesquisa se debruçou sobre percursos de leitura que abarcam a formação pessoal e acadêmica de professores em formação inicial. O escopo teórico-metodológico da Análise de Discurso de vertente francesa (PÊCHEUX, 1990; PECHEUX; FUCHS, 1997) também foi utilizado para analisar as narrativas como produções discursivas e também interpretar os dados gerados pelo corpus de análise, constituído por meio dos procedimentos observação participante, grupo de discussão, entrevista narrativa e escrita de carta pedagógica. Ao enunciar suas histórias de leitura, os sujeitos o fizeram a partir de três formações discursivas dominantes, que delinearam o quadro de referências de histórias de leitura provenientes de vários períodos e esferas de sua vida: infância, adolescência, vida adulta, família, escola, universidade. A partir da análise foi possível conhecer a heterogeneidade das trajetórias de leitura dos graduandos e concluir que se faz necessário legitimar as práticas de leitura que os futuros professores realizam ao longo da vida, com o reconhecimento da singularidade de seus percursos, e ampliar as práticas existentes no processo de formação inicial, visando à constituição do professor leitor. / Abstract: This study presents the results of a research that analyses the reading narratives comprised in the reading experiences lived by undergraduate students of the Letters Course at the State University of Feira de Santana (UEFS), Bahia. As a research-formation study, it is linked to the studies that articulate aspects of the academic /professional field with other aspects connected to the personal life of the Professors. The objective was to analyze the narratives about the reading histories of future Portuguese language teachers to understand how the formation process of the teacher as a reader is constituted and shapes itself in personal and academic reading trajectories. The text was built on two major theoretical axes that are interwoven: teacher formation and reading. In the first one, it is possible to find moving categories that discuss teacher formation (NÓVOA, 1992; 1995; TARDIF, 2012; ZEICHNER, 2003) and life histories (NÓVOA; FINGER, 2014; JOSSO, 2010; DOMINICÉ, 2010) with the purpose of defending, in this thesis, the idea that the subject that learns does so, also through narration and reflection on lived trajectories. Specific aspects of the formation of the Portuguese language teacher (GERALDI, 1996; 1997; 2001; MATÊNCIO, 1994) are also taken into consideration in this axis, based on the dialogical, social and historical conception of language (BAKHTIN, 1986; 1997). Inside the second axis, the main theme is reading as a social and cultural practice (FREIRE, 2011; PROUST, 1982; 2003; CHARTIER, 1999; 2001; PETIT, 2009, 2013) and as a process of meaning establishment (ORLANDI, 1998; 2012), to discuss the reading histories and the processes of self-formation of the teacher as a reader. The methodological basis for this study, of qualitative nature, is anchored on the principles of the ethno-research formation (MACEDO, 2006; 2009) and on the (auto)biographical approach (JOSSO, 2010; DOMINICÉ, 2010), since the research has focused on reading trajectories that comprise the academic and personal formation of teachers in initial formation. The theoretical and methodological scope of the French school of Discourse Analysis (PÊCHEUX, 1990; PECHEUX; FUCHS, 1997) was used to analyze the narratives as discursive productions and to interpret the data generated by the analysis corpus, which was constituted by the following procedures: participant observation; discussion group, narrative interview and pedagogical letter writing. By enunciating their reading stories, the subjects did so from three dominant discursive formations, which outlined the framework of reading stories from various periods and spheres of their life: childhood, adolescence, adulthood, family, school, university. From the analysis, it was possible to get to know the heterogeneity of the reading trajectories of the undergraduate students and conclude that it is necessary to legitimate the reading practices that the future teachers perform through life, with the acknowledgement of the singularity of their trajectories and expand the existing practices in the initial formation process, aiming at the constitution of the teacher as a reader.

In recent years, the information and communication technologies (ICT) have made important contributions to the teaching/learning process. New thoughts and means of interaction are commonly involved student/pupil, pupil/teacher. Today, it has been realized, with access to the Internet, the blog comes being used in schools as an educational orientation, mainly with purpose for greater integration between students and teachers. When it comes to schools, I observed individual authorship, blogs or even collective authorship, as built, for example, for teachers and students. This inevitable connectivity, we will look at how this interface has interfered in the process of teaching/learning in a public school of the city of Maceió/AL. The survey reflects on the relationship between the technology and the training of teacher, combining their practices to the theories studied. The text is divided into two chapters. In the first, we can observe some theoretical aspects ranging from setting up a blog for the realization of research, bypassing productions that had used the blog as an object of study and the methodology used in the research. In the second chapter, we present data collected and the various interpretations concerning the use of the interface in the teaching/learning of the English language, with regard to the study and understanding of the lexicon on the part of students. We also present interviews well in the target language, now in mother tongue and our interpretations and understandings about learning of students using the blog as an interface. The sample is a teacher of the English language and with the 22 students that make up the class. In this perspective, we will evaluate the use of blogs has contributed effectively in the educational process, taking into consideration the wealth of material found in this virtual environment, mainly by the expansion of traditional notions of reading and writing in contemporary social practices. / Nos últimos anos, as Tecnologias da Informação e Comunicação (TIC) têm dado importantes contribuições ao processo de ensino/aprendizagem. Novos pensamentos e meios de interação têm comumente envolvido aluno/aluno, aluno/professor. Hoje, tem-se percebido que, com o acesso à Internet, o blog vem sendo utilizado nas escolas como mais uma orientação pedagógica, principalmente com fins para uma maior integração entre alunos e professores. No que tange às escolas, já se observam blogs de autoria individual, ou mesmo de autoria coletiva, como os construídos, por exemplo, por professores e alunos. Nessa inevitável conectividade, analisaremos como essa interface tem interferido no processo de ensino/aprendizagem em uma escola pública da cidade de Maceió/AL. A pesquisa busca refletir acerca da relação entre a tecnologia e a formação crítica do professor, aliando suas práticas às teorias estudadas. O texto está dividido em dois capítulos. No primeiro, podemos observar alguns aspectos teóricos que vão desde a criação de um blog para a realização da pesquisa, perpassando por produções que já haviam utilizado o blog como objeto de estudo e chegaremos à metodologia utilizada na pesquisa. Já no segundo capítulo, apresentamos dados coletados e as várias interpretações em relação ao uso da interface no ensino/aprendizagem de língua inglesa, no tocante ao estudo e à compreensão do léxico por parte dos alunos. Apresentamos também entrevistas realizadas ora na língua alvo, ora na língua materna e nossas interpretações e entendimentos sobre a aprendizagem dos alunos usando o blog como interface. A amostra dá-se com um professor da disciplina de língua inglesa e com os 22 alunos que compõem a turma. Nessa perspectiva, avaliaremos se o uso dos blogs tem contribuído de maneira efetiva no processo educativo, levando em consideração a riqueza de material encontrado nesse ambiente virtual, principalmente pela ampliação de noções tradicionais de leitura e escrita dentro das práticas sociais contemporâneas.

Este trabalho objetivou analisar os enunciados e vozes evocados nos processos discursivos dos estudantes do Curso de Letras de uma universidade pública no interior de Minas Gerais quando constroem representações sobre a escolha da habilitação no curso. Busco compreender como essa opção reflete na formação do sujeito enquanto professor pré-serviço e na sua relação com a língua. Para dar conta desta proposta, enuncio a partir do entremeio da Linguística Aplicada (LA), da Análise do Discurso de Linha Francesa (ADF) e dos estudos desenvolvidos pelo Círculo de Bakhtin. Ao estabelecer o diálogo entre esses campos preocupamo-nos com a linguagem em seu aspecto vivo e social. Nesse sentido, a relação estabelecida entre a LA, ADF e os estudos do Círculo de Bakhtin compreende que o funcionamento da língua produz sentidos, e é por meio da linguagem que os sujeitos deixam vir à tona as tensões na escolha do Curso de Letras no momento da enunciação. A Proposta AREDA – Análise de Ressonâncias Discursivas em Depoimentos Abertos (SERRANI, 1998) foi utilizada como suporte teórico metodológico para a coleta de dados. Em minha análise, os dizeres de cinco estudantes do Curso de Letras, a partir de sequências discursivas selecionadas, permitiram o estabelecimento dos axiomas discursivos e a mobilização de algumas noções como ressonância discursiva e memória discursiva. Partindo da hipótese de que a escolha por uma das habilitações (Espanhol, Francês, Inglês ou Português), no primeiro ano do Curso de Letras, é um momento de tensão em que os sujeitos, enquanto professores em formação inicial, se encontram em conflito ao tomarem uma decisão que marcará os anos seguintes de sua formação, bem como sua atuação como professor. Algumas inscrições discursivas desses estudantes em formação pré-serviço foram delineadas, a saber: i) a tensão na escolha do Curso de Letras, em que os estudantes deixam vir à tona a inscrição em um discurso de desprestígio do Curso de Letras que interpela a sua escolha profissional; ii) a relação com a língua materna antes e no Curso de Letras em que os sujeitos (d)enunciam o ensino aprendizagem insatisfatório de língua materna no ensino básico, a partir da ilusão de completude do domínio de Português no Curso de Letras; iii) a relação com as línguas estrangeiras antes e no Curso de Letras, em que os estudantes do curso enunciam sobre a facilidade na aprendizagem da língua estrangeira devido ao encontro anterior com as línguas estrangeiras antes do Curso de Letras; estabelecemos, também, a partir das regularidades enunciativas, tensões que constituem os estudantes do Curso de Letras e se estabelecem ao enunciarem sobre iv) o papel do Ciclo Básico na formação dos professores pré-serviço, em que os enunciadores, ao falarem do Ciclo Básico, trazem à tona a relação com a língua e apagam a formação docente. Por fim, ao enunciarem sobre v) a escolha da habilitação no Curso de Letras, os sujeitos, a partir de seus dizeres que se estabelecem no momento da escolha da habilitação, inscrevem-se em discursos que pautam sua escolha pela necessidade pragmática e pela anterioridade histórica do sujeito, que chega ao curso com a sua decisão por uma das línguas ofertadas já tomada. / This study aimed to analyze the statements and raised voices in the discursive processes when students of the Language and Literature Course of a public university in Minas Gerais (Brazil) build representations about the choice of the graduation in the Course, in order to understand how this choice reflects on the development of the subject as pre-service teacher and on their relationship with the language. To account for this proposal, I enunciated from Applied Linguistics (AL), from French Discourse Analysis (FDA) and from the studies developed by the Bakhtin Circle. By establishing dialogue between these fields, we are concerned with language in its living and social aspects. In this sense, the relationship established between AL, FDA and the studies of the Bakhtin Circle understands that the language in operation produces senses, and it is through language that the subjects surface tensions in the choice of Language and Literature Course at the time of enunciation. The AREDA Proposal– Resonances Discourse Analysis in Open Testimonials (SERRANI, 1998) was used as a methodological theoretical support for data collection. In my analysis, the speeches of five students from the Language and Literature Course, from selected discursive sequences, allowed the establishment of discursive axioms and the mobilization of some notions such as discursive resonance and discursive memory. It is considered that the choice for one of the graduations (Spanish, French, English or Portuguese) in the first year of the Language and Literature Course is a moment of tension, in which the subjects as teachers in initial development are in conflict when taking a decision that will define the following years of his/her graduation and his/her performance as a teacher. Some discursive enrollment of these students in pre-service training were outlined, such as: i) the tension in the choice of Language and Literature Course, in which students surface the enrollment in a disrepute Course that challenges their professional choice; ii) the relationship with the mother tongue before and in the Language and Literature Course, in which subjects enunciate and report the unsatisfactory learning of mother tongue education in primary school, from the illusion of Portuguese completeness domain in Language and Literature Course; iii) the relationship with foreign languages before and in the Language and Literature Course, in which the students of the Course enunciate on the ease in learning the foreign language because of the previous meeting with foreign languages before the Language and Literature Course; we also established, from the enunciative regularities, tensions that constitute the students of Language and Literature Course and are settled to enunciate about iv) the role of the basic cycle in the training of pre-service teachers, in which the subject when speaking about the basic cycle evidences the relationship with the language and erases the teacher training. Finally, when enunciating on v) the choice of the graduation on the Language and Literature Course, the subjects, from their utterances, which are established at the time of the graduation choice (Spanish, French, English and Portuguese), enroll in speeches that guide their choices of pragmatic necessity and the historical precedence of the subject, who comes to the Course with his/her decision in one of the languages offered already taken. / Dissertação (Mestrado)

Made available in DSpace on 2017-06-01T18:24:36Z (GMT). No. of bitstreams: 1 dissertacao_hiliana.pdf: 730707 bytes, checksum: 81b01cef29dfd39e60013e8e58b0caab (MD5) Previous issue date: 2010-12-21 / Although there are innumerable academic productions about genres and a concentration of efforts for the implementation of meaningful working practices with genres in the classroom, there is still a noticeable hiatus between what is learned by the Portuguese Language teachers during their initial formation and their teaching practice in Primary and Middle School. From this finding we established the objective of this work: it consists in analyze the treatment given to genre theories in the programs of graduation in Letters (Portuguese Language teaching courses) in the Colleges for teachers formation. This is a qualitative research based on the theorical contributions of Marcuschi (2008), Bakhtin ([1979] 2003), Bronckart (1999, 2006), Schneuwly e Dolz (2004), Machado (2009), Bazerman (2006a, 2006b, 2007), Miller (2009) among others, focused on questions addressed to the teaching work with genres in the context on Socio-Discursive Interacionism. This perspective suggests a new configuration for the Portuguese classes and a change of posture from the school in relation to the language teaching. In order to know better the reality around the role executed by the College in teachers formation with a profile which attends this new posture to be assumed by the school. This research was done through the analysis of the programs for the course of Letters, questionaries answered by the six participant teachers and observations done in the classrooms where each one of the participants teach. It was observed that the developed work with genres in the Colleges does not present a coherent position towards the presented discipline programs of the teaching institution, some of the teachers planning and the observed classroom experiences. The results still show that the work with genres can be much more connected to the individual pedagogical doing of each one of the participants then to the possible indications presented in the documents which organize and guide the teachers formation, even to that the own teacher announces in the questionaries they answerd and in their planning. Concerning to the developed activities by the teachers and their relation with the theorical assumptions defended here, it was evidenced the public institution whose theorical and metodologic approaches shows up a work under the light of the Socio- Discursive Interacionism for the treatment of genres in the initial formation of the Portuguese Language teachers / Muito embora sejam inúmeras as produções acadêmicas sobre os estudos dos gêneros textuais e a concentração de esforços para implementação de práticas significativas de trabalho com estes gêneros na sala de aula, ainda se percebe uma lacuna entre o que é aprendido pelos professores de língua portuguesa em sua formação inicial e a prática desses professores no Ensino Fundamental. A partir dessa constatação é que se pensou o objetivo deste trabalho, que consistiu em analisar o tratamento dado ao ensino dos gêneros textuais no Curso de Letras, em faculdades de formação de professores. Trata-se de uma pesquisa do tipo qualitativa com base nas contribuições teóricas de Marcuschi (2008), Bakhtin ([1979] 2003), Bronckart (1999, 2006), Schneuwly e Dolz (2004), Machado (2009), Bazerman (2006a, 2006b, 2007), Miller (2009) entre outros, com foco nas questões que abordam o trabalho com os gêneros textuais sob o contexto do interacionismo sociodiscursivo. Essa perspectiva sugere uma nova configuração nas aulas de língua portuguesa e uma mudança de postura da escola como um todo em relação ao trabalho com a linguagem. Para melhor conhecer a realidade do papel que a faculdade exerce na formação de professores com o perfil que atenda a essa nova postura, esta pesquisa foi realizada com a análise de documentos norteadores do curso de Letras, de questionários respondidos pelos seis professores participantes da pesquisa e de observações realizadas na sala de aula de cada um dos sujeitos participantes. Observou-se que o trabalho desenvolvido com os gêneros textuais nas faculdades não apresenta coerência com o que é anunciado no planejamento da instituição, no planejamento de alguns professores e com o que é vivenciado nas salas de aula. Os resultados mostram, ainda, que o trabalho com os gêneros textuais pode estar muito mais vinculado ao fazer pedagógico individual de cada sujeito do que às possíveis indicações apresentadas nos documentos que organizam e orientam a formação de professores, e até mesmo àquilo que o próprio professor anuncia no questionário e no seu planejamento. No que diz respeito às atividades desenvolvidas pelos professores e sua relação com os pressupostos teóricos defendidos nesta pesquisa, teve destaque a instituição da rede pública de ensino cujas abordagens teóricas e metodológicas evidenciam o trabalho sob o contexto do interacionismo sociodiscursivo com os gêneros textuais na formação inicial dos professores de língua portuguesa

周富鴻. / "2013年8月". / "2013 nian 8 yue". / Thesis (Ed.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 316-338). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract in Chinese and English. / Zhou Fuhong.