... Teachers' positioning EBs in mathematics discourse can either enact an assets-based understanding that these students' ideas, knowledge, and communication are valuable [14] or continue to fortify the traditional marginalization of EBs in U.S. classrooms [13]. In this review, mathematics discourse is defined by communications that make possible and are made possible by mathematics discourse, or the knowledge, beliefs, and ways of doing mathematics that characterize an individual's mathematical understanding [15]. In U.S. classrooms, teachers should give students access to the dominant discourses of schooling, which have historically been most reachable for upper-class English-proficient white students [15]. ...
... In this review, mathematics discourse is defined by communications that make possible and are made possible by mathematics discourse, or the knowledge, beliefs, and ways of doing mathematics that characterize an individual's mathematical understanding [15]. In U.S. classrooms, teachers should give students access to the dominant discourses of schooling, which have historically been most reachable for upper-class English-proficient white students [15]. Instead, teachers have been employing extant discourses to position students' diverse bodies of knowledge and modes of communication as inferior [13]. ...
... Because the definition of discourse used in this article is founded upon systemic functional linguistics (SFL), which holds that language is both defined by and defines its context [16], this review also considers the community, or community of practice, to denote the social and historically established constructs wherein ways of knowing and doing are shared [17]. The mathematics community in U.S. classrooms has been historically exclusive and has valued written discourses with which dominant groups of students are more familiar [15] more than it has valued informal utterances and nonlinguistic communication used by other groups. To maintain the assets-based approach to understanding EBs' extant discourses and how to promote them further [14], this article defined a mathematics discourse community to include shared beliefs, modes of reasoning, and communicational competence in language, visual representations, and gestures [4]. ...
... We combine the above framing of embedded contexts shaping students' perceptions with Gee's (1990) conceptualization of Discourses, which consists of repertoires of knowledge, beliefs, dispositions, and relationships, that can be assembled into an "identity kit" to be taken and drawn upon in other contexts (p. 142). ...
... These Discourses may be normalized, celebrated, and/or marginalized and therefore recognized differently in various contexts (Carlone et al., 2015). As Gee (1990) explains, big "D" Discourse is more than little "d" discourse of language-it refers to the "ways of being in the world" (p. 142), such as constructions of what it means to be a scientist or a student of biology, along with the associated ways in which scientists think, behave, and speak. ...
... Data analysis was iterative, beginning with reading and memoing emergent ideas of interview responses (Creswell & Poth, 2018) related to the research questions, followed by developing initial codes through descriptive and in vivo coding (Saldaña, 2021), such as "smart" and "serious" to describe scientists or "testing things" to describe the methods of science, which grounded analysis in participants' own words. The second stage was deductive, informed by perspectives from the literature, such as "counter stereotypical scientists" (Nguyen & Riegle-Crumb, 2021), to the theoretical framework pertaining to different microsystem, mesosystem, exosystem, and macrosystem contexts and experiences such as field trips and school courses informing students' (Bronfenbrenner, 1986) scientist and science Discourses (Gee, 1990), including that scientists are "curious" and "open-minded" and science involves "experimentation and testing. " Spradley's (1980) domain analysis offered an additional interpretative lens. ...
Existing research on inclusive STEM-focused high schools (ISHSs) has focused on the design and implementation of ISHSs at the school-level, along with the positive effects of ISHSs on STEM course taking, college majoring, and STEM career orientations. Missing from the literature are studies that foreground the perspectives and voices of students of color and their perceptions of science and scientists from asset-based, critical perspectives. Thus, the purpose of this qualitative case study is to document the perceptions of science and scientists among racially, ethnically, and linguistically minoritized ninth graders at an urban, inclusive STEM-focused high school in a mid-sized, northeastern city in the United States, along with the contexts, sources, and associated experiences informing these perceptions. Iterative cycles of inductive and deductive coding and domain analysis, informed by theoretical perspectives on ecological systems and Discourses, revealed paradoxical perceptions. Students viewed science as a body of knowledge, testing and experimenting, a life-enhancing discovery, building on background information, and connected with other disciplines and everywhere. Students’ perceptions of scientists were both stereotypical and expansive, including that scientists are smart and serious; use science equipment and gear in traditional lab contexts; and are creative, curious, and open-minded. While students primarily identified deceased White males as scientists, three girls of color mentioned counter-stereotypical women and people of color when they thought of science. Students noted that science field trips and after school programs, as well as science in the media and school, informed their perceptions. These findings suggest that despite reform efforts such as Science for All, very little has changed regarding conceptions of science and scientists. What is more, these findings are troubling when minoritized students at an ISHS continue to replicate status quo perceptions of science and scientists. This study has implications for practice, research, and policy related to building on and extending these views in more critically conscious and equity-oriented ways.
... Por fim, evidenciaram a construção do saber na escrita acadêmica em inglês por parte dos estudantes. Nessa senda, a partir dos escritos e das participações dos estudantes em classe, evidenciou-se seu objetivo de se inserirem no contexto acadêmico internacional, a fim de se tornarem insiders mediante sua participação ativa em contextos específicos de uso da língua (GEE, 2008). Diante da observação participante em sala de aula com registros em diário de campo, da análise dos escritos dos participantes e dos dados advindos das entrevistas semiestruturadas individuais, apresentadas a seguir, restam claros seus esforços e o alcance desse objetivo. ...
... Os resultados revelam que os participantes se consideram habilitados a escreverem seus próprios abstracts e os publicarem nacional e internacionalmente em língua inglesa, assim como sentem-se insiders nessa prática de escrita acadêmica em língua inglesa (GEE, 2008). A disciplina auxiliou os participantes a refletirem sobre o lugar da língua inglesa no contexto científico, as relações de poder, as identidades envolvidas, processos complexos, dinâmicos, situados. ...
Este artigo reporta os principais achados de uma dissertação de mestrado (COSTA, 2022) em Educação que acompanhou sete estudantes da disciplina Inglês Acadêmico I por um semestre para compreender como se apropriaram da escrita acadêmica em inglês, mais especificamente do gênero resumo acadêmico – abstract. Para tanto, identificamos a estrutura retórica e linguística que os participantes utilizaram na produção de seus abstracts de acordo com os movimentos retóricos de Swales e Feak (2009), conhecemos suas perspectivas e os efeitos da instrução. Utilizamos a geração de dados: (a) observação participante; (b) diário de campo; (c) coleta dos abstracts produzidos; e (d) entrevistas com os pós-graduandos. Os dados revelaram a evolução dos participantes na redação de abstracts e a apropriação dos movimentos de Swales e Feak (2009). Os participantes destacaram o objetivo de publicar científica e internacionalmente em inglês de forma autônoma, como insiders, mediante sua participação ativa em contextos específicos de uso da língua.
... Os letramentos acadêmicos 1 se referem às práticas sociais que envolvem compreensão e produção textual desenvolvidas dentro da universidade, de modo que indivíduos possam participar de esferas sociais diversas dentro deste contexto (cf. BARTON;HAMILTON, 1998;GEE, 1996;STREET, 1984). Assim, o domínio -ou a falta dele -de gêneros acadêmicos pode promover ou impedir essa participação. ...
... Dessa forma, partimos dos pressupostos dos Novos Estudos de Letramento (cf. BARTON, 1994;GEE, 1996;STREET, 1984), bem como dos estudos de Lea e Street (1998;1999;, na construção de nosso entendimento em relação aos letramentos acadêmicos. Nessa perspectiva, as práticas de compreensão e produção de textos dentro do contexto acadêmico devem ser desenvolvidas considerando situações reais de seus usos, incluindo uma reflexão crítica acerca dos atores sociais e do funcionamento das instituições. ...
O objetivo desta pesquisa foi investigar um Grupo de Revisão por Pares de Gêneros Acadêmicos (GRP) promovido pelas autoras; mais especificamente, o potencial reportado das ações realizadas para a promoção de letramentos acadêmicos e as implicações reportadas dessa promoção. O GRP foi ofertado na modalidade online no 2º semestre de 2022 como parte das ações do Laboratório Integrado de Letramentos Acadêmico-Científicos (LILA) da Universidade Estadual de Londrina. Por escolha das participantes, o gênero em foco foi o artigo científico. As participantes compartilharam textos em processo de escrita para a revisão dos pares, por meio de fornecimento de feedback escrito e oral, mediado por fichas de avaliação e listas de verificação. Os dados incluíram respostas das participantes a questionários realizados durante o grupo (de necessidades, avaliação e autoavaliação) e a gravação transcrita do último encontro. Como procedimentos analíticos, utilizamos a codificação provisória, que nos permite analisar os dados a partir de categorias advindas da teoria, a saber: letramentos acadêmicos, revisão por pares e avaliação para a aprendizagem. Nossas análises nos possibilitaram compreender que as participantes desenvolveram, em algum grau, seus letramentos acadêmicos e habilidades em fornecimento e recebimento de feedback, contribuindo para atingir seus objetivos ao participarem do grupo, assim como o objetivo geral do próprio GRP.
... Os referenciais teóricos que fundamentaram a pesquisa realizada estão centrados em estudos sobre a educação de estudantes surdos, especialmente sobre os processos de ensino e aprendizado da leitura e da escrita, tais como Papen e Tustig (2019), Silva (2017), Quadros (1997, Rocha (2021) e Fernandes (2012). Quanto às análises e às discussões sobre os processos de alfabetização e letramentos, estabelecemos diálogos com bases teóricas dos Novos Estudos do Letramento, como os trabalhos de Street (1993de Street ( , 1984de Street ( , 2014, Gee (2011), Castanheira (2007) e Barton e Hamilton (2012). ...
... Nesse sentido, há ainda a preocupação em saber se a criança chega à escola tendo aprendido a Libras no contexto familiar − o que geralmente é mais raro 2 − ou se essas crianças 1 Sobre o uso dos termos 'estudantes' e 'crianças': empregamos o termo 'crianças' ao nos referirmos à educação infantil ou aos anos iniciais do ensino fundamental, especificamente no contexto da alfabetização na idade adequada; e utilizamos o termo 'estudantes' para nos referirmos ao grupo de participantes de nossa pesquisa, composto por adolescentes, que serão apresentados a seguir. 2 Cf. Quadros (1997 (Gee, 2011;Street, 1993Street, , 1984. Em seus pressupostos teóricos, esses estudos consideram que é importante que qualquer intervenção de aprendizagem comece com o que os estudantes já sabem e considere as suas vivências sociais e culturais (Street, 2014;Barton;Hamilton, 2012 Inicialmente, objetivávamos desenvolver a pesquisa apenas com estudantes surdos usuários da Libras. ...
Neste artigo, discutimos os processos de alfabetização de estudantes surdos usuários da Libras. As análises fazem parte de um estudo desenvolvido em uma escola da Rede Municipal de Ensino de Belo Horizonte, Minas Gerais. A escola recebe um expressivo número de estudantes surdos em fase de alfabetização e conta com professores bilíngues, Libras-Português, e com tradutores intérpretes de Libras. O objetivo do estudo foi compreender como os processos de alfabetização e letramento voltados para estudantes surdos têm sido constituídos, examinando, sobretudo, quais práticas pedagógicas têm sido mobilizadas para o ensino da leitura e da escrita e como ocorreu a participação dos estudantes. Os resultados versam sobre como a escola se organizou para o atendimento aos estudantes surdos, como foram realizadas a leitura e a interpretação de texto nas aulas de língua portuguesa e como foi realizada a produção escrita, em língua portuguesa, pelos estudantes surdos.
... In order to grasp the likelihood of learning as an outcome of network activity, Jones and Steeples suggest that comprehensive and systematic observations of networked online practice are needed. Despite this need, the social character of our learning has not been quite this visible before, for it is now possible to trace resources distributed over a network and see a person's connections within a larger social network (Gee, 2008). ...
... We assume that what potentially influences learning are the intention and characteristics of the person who builds his or her network, characteristics of the contacts in the network (e.g., kind of ties), characteristics of the interaction between the person and his/her contacts, structural aspects of the network (e.g., density) as well as the intensity of activity within the network. Another factor that impacts the odds of learning in a network is awareness; most of the time when we are doing something enjoyable or our daily routine activities we do not realize that we learn (Gee, 2008). A problem in operationalizing this aspect is that 'learning' is for young people often strongly associated with formal institutions. ...
This study deals with online personal social networks (i.e., ego-networks) of youth 12-18 years old, in the Netherlands and investigates if and how these networks operate with respect to learning. The online ego-networks of youth, and the potential these networks have for learning, are largely unexplored. What kinds of resources do youth have access to through their networks? With whom do they connect? How can we characterize these relations in terms of the frequency they meet online and offline, emotional closeness, topics of conversation, and geographical dispersion of contacts? What kinds of networks provide learning experiences? How can we predict these networks? This study describes in detail the characteristics of these ego-networks. Furthermore, we tested the claim that learning in online networks is a likely result of frequent network activity. Particularly we questioned if popular social network activities such as sharing links, giving feedback and editing or creating artefacts together online would be related to the discovery of new information. With a multi-level analysis model we were able to differentiate the individual influences and the influence of their ego-networks on the frequency of discovering new information and overall network activity. The results showed that these network activities strongly and positively predicted discovery of new information. With respect to the people with whom youth construct their networked communities, the study show that youth connects online primarily with contacts who are similar, who live close by and who are emotionally close. In contrast to claims in the literature in which innovation and learning is associated with heterogeneous contacts, these results show that youth chooses homogeneous, emotionally close and locally based online relationships to explore their interests, to relate to and to discover new information together. A possible explanation may be that in this age group, youth are still fostering the ties to their immediate community and that being accepted and being similar may allow for a safer exploring of the world. These results suggests that rather than stating how a particular kind of tie or network predicts innovation, or is likely to provide new information, these relations need to be contextualised and understood from their local, specific settings and social dynamics.
... Por último, para llegar al origen de la cuestión, Gee (1990) considera que cuestionar lo común significa analizar el lenguaje y de cómo se conforman las identidades, es decir, como se construyen los discursos culturales y en donde apoya o desafía el statu quo. Por último, es conveniente acotar, que el pensamiento dialéctico se concentra en los cambios sociales y las interacciones que se producen en el mundo, porque si queremos que los alumnos comprendan el mundo y actúen en él, la dialéctica nos ayuda a hacer preguntas. ...
... Por lo demás, el término de literacidad crítica procede de la lingüística y se consideraba que la literacidad crítica debe entenderse desde una perspectiva holística que consta de tres dimensiones: la dimensión operativa, la dimensión cultural y la dimensión crítica. Es decir, desde la perspectiva de la literacidad crítica, el pensamiento crítico debe examinarse de manera integrada en toda su gama de contextos y prácticas, no solo desde el punto de vista cognitivo, sino también social, cultural e histórico (Gee, 2015a). ...
Resumen En las siguientes páginas se analizará la importancia de la literacidad crítica en las prácticas educativas para poder contribuir a la educación y cultura de la paz. Las reflexiones serán realizadas desde la literacidad crítica, analizando estudios y propuestas de enseñanza de aprendizaje en relación con la desigualdad y la violencia. Se plantea la desigualdad mediante las prácticas educativas en el discurso y narraciones desde la literacidad crítica. Dentro de este texto se discute la confrontación de saberes y conocimientos de las personas pertenecientes a esferas culturales diferentes, en el marco de las desigualdades dentro del discurso en relación con las prácticas pedagógicas dentro de un contexto global. Por último, se plantean posibles soluciones para mejorar el pensamiento crítico para contribuir a la pedagogía de la paz y lograr su revitalización mediante la literacidad crítica.
... A língua é um fato social, produto de ações de seres humanos organizados em comunidades, logo, funciona como parte das estruturas nas quais se desenham projetos políticos-ideológicos de exercício de poder. A partir dessa concepção, este artigo amparase nas teorias de Análise de Discurso Crítica elaboradas no eixo Europa-América - Fairclough (1989Fairclough ( , 2001Fairclough ( [1992, 2003), Chouliaraki e Fairclough (1999), van Dijk (1992van Dijk ( , 2012van Dijk ( , 2015van Dijk ( , 2021, Gee (1989Gee ( , 1996Gee ( , 2001Gee ( , 2005, pois constituem trabalhos sobre os quais se assentam as origens dos estudos discursivos em vertente crítica, em diálogo com as vozes do Sul, como Resende e Ramalho (2016), Ramalho e Resende (2011), Magalhães, Martins e Resende (2017), Batista Jr, Sato e Melo (2018), Irineu et al. (2020). Essas vozes estão engajadas no propósito de tecer a crítica sobre os usos da linguagem na constituição da vida em sociedade e lançar luz sobre processos sociodiscursivos ideológicos e contraideológicos que avançam em direção a práticas sociais transformadoras, capazes de contribuir para a superação das relações de dominação. ...
Este artigo resulta de uma pesquisa ampla de natureza qualitativa (descritiva e interpretativa) elaborada a partir dos pressupostos da Linguística Crítica; da Análise de Discurso Crítica; dos Estudos Críticos do Discurso; dos Estudos Culturais; e dos Estudos Decoloniais. Com base nesse aporte teórico e tomando o domínio discursivo como construto de modos de saber, de agir e de ser, apresenta-se uma proposta de análise para discursos e práticas sociais antirracistas, objetivando observar e sintetizar estruturas linguísticas e seus correspondentes significados semântico-discursivos. Para isso, relaciona-se: o eixo do poder ao significado acional, enquanto modos de agir e interagir por meio da linguagem; o eixo do saber ao significado representacional, como projeção de aspectos do mundo; o eixo do ser ao significado identificacional, na qualidade de experiência vivida. Em conclusão, compreende-se que é necessário refletir sobre a língua(gem) enquanto estrutura de poder, abordando discursos antirracistas, representações alternativas em relação às já estabelecidas e identidades raciais em devir. Tal perspectiva envolve praxiologias decoloniais na perspectiva da construção dialógica do conhecimento e da educação, uma vez que rompe com a estrutura hegemônica e insere-se num quadro de insurgência e possibilita ao indivíduo a consciência de ser e estar no mundo de maneira que possa intervir como ser social e político.
... However, with increasing cultural and religious diversity in classrooms worldwide, it is essential to examine the complex dynamics between language, culture, and creed (Kumaravadivelu, 2008). Research has shown that language learning is deeply rooted in cultural and social contexts (Halliday, 1978;Gee, 1990), and that religious beliefs and values can significantly influence language teaching and learning (Tudor, 2003;Gray, 2010). Moreover, language teachers' personal beliefs and values can shape their instructional practices and interactions with students (Borg, 2006;Johnson, 2009). ...
This qualitative study explores the complex dynamics of religion and English language teaching in a multicultural classroom setting. Through in-depth interviews and classroom observations, this research examines how language teachers navigate the intersection of curriculum, culture, and creed in their instructional practices. Findings reveal that teachers' personal beliefs and values influence their approach to integrating religious content in the language curriculum, often leading to tensions between cultural sensitivity and pedagogical goals. The study highlights the need for critical reflection and intentional planning to ensure inclusive and effective language teaching that respects diverse religious backgrounds. By shedding light on the intricate relationships between language, culture, conflict and religion, this research contributes to a deeper understanding of the role of English language teaching in promoting cross-cultural understanding and spiritual awareness. Aims:-To explore the intersection of religion and English language teaching in a multicultural classroom setting-To examine how language teachers navigate the complexities of curriculum, culture, and creed in their instructional practices-To investigate the impact of teachers' personal beliefs and values on their approach to integrating religious content in the language curriculum Objectives:-To identify the ways in which religion influences English language teaching in a multicultural setting-To analyze the tensions and challenges that arise when integrating religious content in the language curriculum-To examine the role of teachers' personal beliefs and values in shaping their instructional practices-To investigate the impact of cultural and religious diversity on language learning and teaching-To provide recommendations for inclusive and effective language teaching that respects diverse religious backgrounds By achieving these aims and objectives, the paper aims to contribute to a deeper understanding of the complex relationships between language, culture, and religion, and to inform the development of culturally responsive and inclusive language teaching practices.
... These textbooks can be employed as cultural and political vehicles that transmit state-sanctioned ideologies and nationalism, thereby cultivating a particular national identity (Lee, 2021;Williams, 1989). Moreover, the discourse in textbooks carries ideological messages, defining what is recognized as 'normal' person, and 'right' ways to think, feel and behave (Gee, 2015). ...
This study explores the cultivation of Chinese nationalism in primary Chinese language textbooks of ethnic Korean (Chaoxianzu) students in China. With focus on narratives of patriotism and ethnic Korean-related content, twelve textbooks are analysed with Critical Discourse Analysis (CDA). The analysis identifies central components of this nationalism, evaluates their influence in shaping Chaoxianzu students into ideal Han-centric Chinese citizens (aligned with the Zhonghua Minzu identity), and exposes consistent omissions. These textbooks advance PRC nationalism through China’s historical subjugation by Japan and Western powers, promote Han-centred unity, and champion the ‘Chinese Dream’. Chaoxianzu students are encouraged to embrace Mandarin, internalize Han-centric historical memories, demonstrate loyalty to the Chinese Communist Party (CCP), and align their personal aspirations with the ‘Chinese Dream’, without recognition of the Korean Peninsula or Chaoxianzu contributions to China. The lack of Chinese nationalism in Chaoxianzu textbooks analysis presents a major challenge. This study applies CDA to identify unequal power relations between Han-dominant and ethnic minority groups, and stricter PRC policies on ethnic minority education through analysis of the latest textbooks, offers guidance for policymakers, textbook authors, and teachers, and advocates for inclusive materials that integrate minority perspectives to cultivate genuine national unity.
... Numerous scholars have emphasised the persistent literacy challenges faced by various groups in society (Barton & Hamilton, 2000;Gee, 2008;Street, 2011;Duckworth & Ade-Ojo, 2014). One conclusion emerging from these studies is that there is a disconnection between groups of young people in and outside of current education and of young people entering employment and the literacy curriculum they are offered (Ade-Ojo 2008, 2014. ...
This qualitative study reports the first validation of the Literacy for Specific Purposes (LSP) theory and framework for literacy curriculum development in Further Education (FE). The paper combines the validation which is viewed as an iterative process with an empirical research that collected data through face-to-face interviews with learners. The findings confirm that the underpinning concepts of the LSP theory i.e., curricularization, cross-disciplinarity interactions and learner-centredness are interrelated and promote literacy development in struggling literacy learners. The second component, the theory validation, confirms the reliability of LSP as a viable theory in education.
... Failure to consider students' existing representations of the world results in an immaterial shared understanding of what is evident, leaving rhetoric as the sole foundation of truth. Within this scenario, students may either recur to the memorization of empty formulae, which they regurgitate to mimic their teachers (Gee, 1990) or claim authority due to their direct experience of oppression (hooks, 1994). In the South African context, excluding essentialism may result in students delegitimizing authors or lecturers based on race. ...
Three decades after the end of apartheid, curricula at South African universities still reflect their colonial and Eurocentric origins. Starting with the student protests of 2015, calls for decolonizing the curriculum have become progressively louder. In scholarly literature and academic discussions (both formal and informal), much attention is paid to what is or should be taught and who can or should teach it. Interventions tend to focus on the inclusion of works by African authors in the syllabus and on the emergence of a cohort of African lecturers who can relate to the life experience and cultural background of the majority of students. Relatively little attention is paid to how the curriculum is delivered and to what end. By applying a decolonial theoretical lens, the present paper seeks to interrogate broader issues of the relationship between teaching philosophy and practice, hidden curriculum, and institutional transformation. I draw on over a decade of experience as a lecturer and later coordinator of a master’s program at a South African University. The program has been reworked in recent years to promote the formation of African decolonial scholars in media and communication studies. While the ethnic and linguistic composition of the class changed over the years, the program consistently attracts students from all over Southern Africa who bring a wealth of diverse cultural, life, and disciplinary experiences. I experimented with a wide range of pedagogical strategies to draw on such wealth by linking theory to the students’ lived reality and enabling ample choice of topics and readings so that each student could pursue their interests. Coordination inspired by flexibility, empathy, and cherishing autonomy proved invaluable during the COVID-19 pandemic and the subsequent shift from full-time coursework and thesis to a mixed full and part-time full thesis model.
... The term "critical" originated from the Greek word kritikos, which has a meaning of being able to discern, argue, and judge (Luke, 2012). Critical literacy is situated in a social constructivist orientation (Freire, 1970;Gee, 2015;Handsfield, 2016;Lewison et al., 2002). Although critical literacy is defined differently among critical scholars (e.g., Janks, 2014;Luke, 2018;Yoon, 2016Yoon, , 2022, our study aligns with Luke's (2004) idea, which views critical literacy as practice that includes "second guessing, reading against the grain, asking hard and harder questions, seeing underneath, behind, and beyond texts, trying to see and 'call' how these texts establish and use power over us, over others, on whose behalf, in whose interests" (p. ...
Research shows Eurocentrism dominates English as a Foreign Language (EFL) textbooks, but does it still? Grounded in critical literacy, this study examined cultural elements in 11 South Korean EFL textbooks. The findings reveal 1) a variety of cultural topics, 2) dominance of Western cultures, and 3) white people as key figures. This suggests that the textbooks introduce many countries’ cultural and historical information but marginalize non-Western people, implicitly giving power to Western people. This suggests that equal representation of diverse people and cultures is necessary in textbooks for EFL learners’ access to genuine diversity, equity, and inclusion.
... Scholars who have analyzed ideologies embedded in education have focused on the impact of curricula among students (i.e., Gee & Gee, 2007;Martínez-Prieto, 2020Zhou, 2023), or administrators (i.e., Ross & Vinson, 2014). Critical literacies have also examined prevalent ideologies among U.S. scholars and educators, particularly in terms of neoliberalism, or the socio-economic and cultural theory that promotes free market (Mehta et al., 2021), neocolonialism/imperialism 1 , or "the way that one country exercises power over another, whether through settlement, sovereignty, or indirect mechanisms of control" (Kohn & Kavita, 2024, p. 1), as well as ethnocentrism, which relates to the lack of willingness and acknowledgement of what "others" do outside an specific space, either physical or imaginary (Martínez-Prieto, 2020;2024b). ...
... Through online discussions, learners engage in shared meaning making through collective discussions around ideas and artifacts. As Gee (1990) notes, meaning is constructed is discourse communities. The discussion forum in the online classroom is one such community. ...
Social and Emotional Learning (SEL) has emerged as a crucial component of education, equipping students with essential skills for personal and interpersonal success. This synthesis explores the interplay between digital tools and learning, with a focus on interactivity, emotional literacy, and the evolving nature of education. The integration of technology reshapes traditional educational paradigms by emphasizing performative and collaborative dimensions of learning. Theoretical frameworks such as social constructivism highlight the role of digital tools in fostering collective meaning-making and situated learning. Meanwhile, the transformative potential of technology in early childhood education underscores its dual role as both a challenge and a resource. Digital tools offer significant advantages in promoting SEL by providing interactive, accessible, and personalized learning experiences. The integration of AI and other advanced technologies further enhances the efficacy of these tools. Despite concerns about diminishing face-to-face interactions, intentional applications of digital tools can bolster social-emotional skills, from empathy to collaboration. Examples include interactive platforms fostering peer review, storytelling techniques, and role-play activities tailored for both graduate students and preschoolers. These innovations align with future workplace needs, emphasizing emotional intelligence, teamwork, and adaptability. This discussion advocates for a balanced integration of technology, ensuring that the human elements of education-collaboration, creativity, and social connection-remain central amidst technological advancements. This paper also explores the intersection of SEL and technology, examining how digital platforms, applications, and resources contribute to the development of emotional and social competencies.
... Nesse sentido, ingressar no universo acadêmico significa mergulhar em um fluxo contínuo e intenso de produções escritas, boa parte delas típicas desta esfera (Bakhtin, 2000), configurando-se como práticas sociais específicas (Gee, 1990), com exigências muito distintas das produções escritas da Educação Básica. Considerando as exigências requeridas pela escrita na universidade -como o domínio das estruturas linguísticas da variante padrão, conhecimentos prévios sobre os modos de escrita e sobre o que dizer, há de se pressupor que os desafios enfrentados pelos estudantes são muito distintos, levando-se em conta suas trajetórias prévias de contato com a escrita. ...
... As debates about reading persist, Gee (2015) cautions that locating literacy solely in the individual person rather than within society "obscures the multiple ways in which literacy relates to the working of power in society" (p. 30). ...
The present iteration of the “reading wars” has created intense debate about what constitutes rigorous and effective literacy instruction. Increasingly, politicized discourses have narrowed the field's definition of reading across education spaces (P‐20) and overemphasized foundational early literacy skills while minimizing the consequentiality of sociocultural influences on literacy learning. In this commentary, we engage and critique recent narratives about the nature of literacy learning among scholars, policymakers, practitioners, and in the popular media. We discuss what has been and will be silenced, erased, and sacrificed as a result of these debates. Further, we argue that literacy educators should not abandon the complexities of literacy learning and the social, political, and historical contexts in which students live and learn. To do this, we emphasize the importance of Black children and youth having opportunities to develop critical consciousness and learn through their lived experiences. Moreover, we take a developmental perspective and outline the implications of a more expansive approach to literacy instruction across elementary, secondary, and postsecondary contexts. Ultimately, we argue for a nuanced, integrative, and humanizing path forward that addresses Black children and other historically marginalized students' literacy needs; rejects deficit ideologies concerning what counts as reading; and cultivates children, adolescents, and adults' critical literacies.
... This method challenges the conventional understanding of language as a collection of distinct and independent systems by acknowledging the dynamic and complex character of language use. Gee (2015) emphasises the significance of social environment in influencing language use and interpretation in his work on social linguistics. Language is not a neutral instrument; it is closely related to ideological formations, cultural identity, and social power. ...
This article explores the impact of Critical Multilingual Literacy Awareness (CMLA) on enhancing critical thinking skills among literature students. By integrating multilingual texts with critical literacy practices, CMLA fosters a more nuanced approach to literary analysis, encouraging students to engage deeply with diverse linguistic and cultural perspectives. The study employs a qualitative case study methodology, involving 30 undergraduate literature students from varied linguistic backgrounds, and utilizes classroom observations, interviews, and written assignments to assess outcomes. Findings reveal significant improvements in students' abilities to conduct comparative analyses, understand contextual nuances, and engage in reflexive thinking. The results underscore the transformative potential of CMLA in literature education, advocating for its broader implementation to cultivate critical thinking and intercultural competence in an increasingly interconnected world. This research not only contributes to the academic discourse on multilingualism in education but also provides practical strategies for educators seeking to enrich their teaching practices.
... When learners engage with meaningful L2 texts, they are engaging in L2 discourse, which is attached to certain communities of practice. This might be expressed as particular registers, vocabularies or certain types of media associated with a particular social group (Gee, 1990;van Lier, 2011). ...
... On the concept of CDA, Gee (1996) broadly defined discourse as the socially comprehensive and accepted way of utilizing a language as the means of thinking, feeling, and social behaviors which are used to recognize an individual as a member of a society. For the concept of analysis in CDA, Rogers (2011) believed that, to conduct an analysis, researchers usually find a proper research topic, then they choose appropriate analytical methods and techniques in line with their research objectives and questions. ...
Deceitful behaviors are mostly verbal, largely culture-bound, and relatively political. Verbal deceitfulness gives us such a survival advantage that some evolutionary biologists believe that the capacity to speak and the ability to lie have been developed hand in hand. This study was an attempt to investigate the relative impacts of using verbal (VSL) and semiotic (SLS) lie-spotting strategies on Persian Speaking EFL learners’ interpretation of political discourse. A research sample of male and female EFL learners was selected and assigned into two groups (n1=30, n2=22). Participants were all recognized as intermediate EFL learners after running an English general proficiency test (PET). Later, in two parallel experiments, the participants were exposed to VLS and SLS in 16 classroom sessions before they performed on a post-intervention political discourse comprehension. Both experimental groups showed a lapse in their posttests. Descriptive and inferential statistics supported meaningful impacts of both verbal and semiotic modalities of lie-spotting strategies despite the participants’ regressive performance in both experiments on the post-intervention test. The researcher concluded that applying VLS and SLS was a novelty to the subjects in this study who were required to differentiate between their pure comprehension of the political texts and dubious interpretation of the intended message which in turn suggests incorporating more political and journalistic texts and employing lie-spotting strategies in L2 contexts.
... Informed by 30 years of literacy research and game studies, we understand play as a text. New media studies (Gee, 1990) explored how youths engaged with texts beyond schooling contexts to glean innovative methods of meaning-making and composition in informal learning spaces. Multiliteracies research built on this work to disrupt the primacy of alphanumeric print. ...
This article examines how youths and adults make meaning across three play-based contexts: digital roleplaying, cosplaying, and improvisational theatre. Thinking with reader-response theory and employing methods of nexus analysis, we examine how the latter three cases illuminate new ways of understanding and engaging with play-based texts. As a result, we forward three principles of play-based response that expand traditional notions of reading. Our findings support researchers and practitioners by offering new invitations to engage youth learning through play-based texts.
... Desde una perspectiva sociocultural, se considera a la alfabetización como una práctica social situada (Barton, Hamilton & Ivanic, 2000;Gee, 1996;Street, 1984Street, , 1995. Desde este enfoque, los individuos leen y escriben de maneras que son específicas para contextos sociales y culturales particulares. ...
... New literacy studies, initially proposed by James Gee and Brian Street, represent a critical approach to observing how people understand and create different types of texts under various cultural and social construction conditions [13][14]. It takes individuals living environment, communication technology and the process of their socialization into consideration. ...
Digital learning has been prevalent in both pre- and during the COVID-19 pandemic. Research suggests that mental health problems in young people have been exacerbated by COVID-19, possibly related to a lack of social connection. Young people spend more time on using the internet for either study or connecting with their peers. The United Nations Organization for Economic Cooperation and Development (OECD) proposed the “OECD Future of Education and Skills 2030 project”, which directly addresses the unpredictable situation with the future trend. Students not only need to develop knowledge and skills, but also develop attitudes and values. Creating new value requires critical thinking and creativity to find different solutions to problems and collaborate with others to find solutions to complex problems. STEAM (Science, Technology, Engineering, Arts, Math) education action has been valued. In 2011, President Obama proposed the importance of innovation, technology, and education and issued “A blueprint for reform: The reauthorization of the elementary and secondary education act.” Inter order to promote STEM courses, US$3.1 billion had been invested in 2014. STEM is the 4-letter abbreviation of Science, Technology, Engineering and Math, which is an emerging educational issue that combines the four professional fields of science, technology, engineering and mathematics. The Rhode Island School of Design in the United States launched the “from STEM to STEAM” movement, which gradually spread among the private sector, local governments and education in various countries. Scholar in Hong Kong reviewed existing literature on STEAM courses and summarized two views on A: 1. ART = visible beauty, 2. ART = design thinking. Researchers and experts with art and communication media backgrounds believe that the most effective entry point for STEAM is to combine technology, science and art from the perspective of design. In the process of solving problems, design gives a clear purpose to the integration of art, technology, and science. Problem-solving is the commonality between STEM and ARTS that are closely connected. The problem-solving of STEM is based on practicality, while that of ARTS is based on creativity. The ability of expression is the main focus. The Curriculum Guidelines of 12 Year Basic Education in Taiwan emphasize literacy-oriented teaching and cultivates students’ knowledge, abilities, and attitudes through 12 years of national education. One of the core competencies is “artistic literacy and aesthetic literacy,” which is an important part of “communication and interaction.” However, most parents expect children to study further education. The teaching time of art-related courses or education are often borrowed from those of mathematics, science, and Chinese classes, which invisibly deprives young students of the opportunity to live an aesthetic life.
... During this step, ENA analysis is conducted where four adjacent utterances are grouped into one stanza for analysis. A stanza refers to a group of multiple utterances related to a conversation (Gee, 2012). The reason for analyzing multiple utterances as one stanza is that a person's speech in a conversation is not independent but is connected to the context before and after it (Siebert-Evenstone et al., 2017). ...
Virtual reality (VR) and augmented reality (AR) are revolutionary technologies extensively used in science education. However, there has been insufficient discussion of teachers’ expertise in using VR/AR. This study explored how pre-service teachers use VR/AR technology in science education based on the technological pedagogical and content knowledge (TPACK) framework. We analyzed the discourse data of pre-service teachers’ lesson planning and post-lesson reflection discourses on their microteaching using epistemic network analysis (ENA). ENA overcomes the limitations of the existing TPACK research, which analyzes each element of TPACK separately and does not conduct an integrated analysis. The results showed a complementary relationship between the two discourses. TPACK elements not sufficiently considered in lesson planning caused problems in microteaching and were discussed intensively during lesson reflections. The pre-service teachers focused on VR/AR content, curricula/textbooks, and classroom management in their planning discourse, device use, and learners’ reflection discourse. Based on these findings, we discuss methods to develop and enhance pre-service teachers’ TPACK and promote teacher education using VR/AR in the classroom. Teacher educators should support pre-service teachers by considering the various TPACK connections in lesson planning. Additionally, they should provide a list of VR/AR content that is appropriate for the curricula to reduce pre-service teachers’ time spent searching for appropriate content.
... Specifically, their knowledge of linguistic forms, textual construction, and writing styles come into play. Because, as Gee (1990) and many others have argued, one's language is intimately connected with one's identity, values, and social group, lack of respect for a student's knowledge can be experienced as a form of Othering. For instance, while Rocky's worry that an exam might be scored down for British spellings remains unconfirmed, it nevertheless reflected his larger concern that members of the university community did not respect his knowledge and were constructing him as Other. ...
In the U.S., writing proficiency exams (WPEs) often employ a construct of writing proficiency that is based on U.S. English and essay-text literacy. As universities internationalize, they should reconsider whether such exams reflect the literacy requirements of a globalizing world. Since the ways in which universities respond to international students reflect their commitments to internationalization, this article presents the experiences of 8 international students taking a WPE. Results show that the exam did not always promote opportunities for participation, a sense of belonging, or respect for student knowledge, factors known to promote international student success. Concrete suggestions are made for redesigning WPEs such that the writing proficiency construct is based on the ability to negotiate a rhetorical situation. Doing so would be an important symbolic shift away from privileging the linguistic form of one social group, and it would benefit U.S. monolingual students and faculty as well as international students.
... Therefore, it offers an opportunity to develop "citizenship literacy" by examining socially contentious questions, such as the socio-scientific issue (SSI) of Genetically Modified Food (GMF). The interrelation of the genetic issue with argumentative and critical literacy facilitates the construction and expression of students' identities as members of a social group through purposeful literacy practices (Gee 1990). ...
... This lack of a text-analysing perspective or a critical perspective stands in contrast to research on L2 education that highlights the importance of such practices for language education, especially for adult learners (e.g., Franker, 2007;2011;Freire, 1974;Freire & Macedo, 1987;Gee, 1990;Janks, 2010;Leland et al., 2012;Street, 1984). ...
This article examines classroom work with literature in the Swedish for Immigrants (SFI) programme in which adult migrants study Swedish at a basic level. The participants were a teacher and a group of students with limited previous education. The study explores practices that the participants applied during classroom work with an easy-to-read novel. The theoretical and analytical framework includes the four resources model, transactional theory and the concepts of translanguaging and embodied literacy practices. Data for the study were collected in a large action research and linguistic ethnography project by means of classroom observations and focus group conversations with teachers. Findings show that decoding and meaning-making practices were most prominent, while text-using and text-analysing practices were scarcer. Aesthetic reading and efferent reading were in different ways integrated with the different families of practice. Aesthetic reading was connected to multimodal aspects and embodied literacy practices. Efferent reading was found at many levels in the reading and was interconnected with all families of practice. Translanguaging practices often intersected with meaning-making practices.
... To develop this methodology, Rose (2005) drew from Vygotsky, Halliday and Bernstein's theories of social learning, systemic functional linguistics and pedagogic discourse, respectively. Vygotsky's (1981) idea of learning as a social process, Halliday's (1993) conception of language as embedded in social context, and Bernstein's (1999) notion of pedagogic discourse are combined in the Reading to Learn pedagogy to scaffold learners whose literacies do not necessarily parallel those required by the schooling system (Gee, 1991). While learners' literacies outside of the school environment are generally context-dependent and verbal, and thrive in familiar face-to-face contexts, school literacies are context-independent, generally written and do not depend at all on physical proximity between the addresser and the addressee (Bernstein, 2000). ...
In setting up the context within which formal education is enacted, and from which individual chapters in this book emerge and respond to, this chapter critically reviews the theoretical foundations of the concept ‘education for public good’. As a consistently touted concept, the chapter reveals its analytical and practical limitations, inadequacies and detrimental effects in formal education. Implicit in the concept, the chapter argues, is an unintended perpetuation of coloniality, a phenomenon that continues to ‘devour’ and undermine all well-intentioned postcolonial/post-apartheid educational policies. The chapter concludes with offering a possible alternative: ‘education for common good’, and presents the Reading to Learn pedagogy as one of the perspectives on curriculum as praxis. This pedagogy is also presented as compatible to ‘education for common good’, capable of enabling a shift from teaching what to learn, to how to learn.
As part of the findings from RQ2, this chapter presents the factors that promote networking with international and local students. Various situational/environmental factors emerged, such as the timing of entry into the ESL program, its class schedule, and social events or services offered by the program or host university. These environmental factors, along with those related to other students or local people, were largely beyond the research participants’ control. However, data analysis also identified personal factors within the participants’ control, including their mindsets, thought patterns, confidence in English, tolerance of cultural differences, and acceptance of other cultures. While some of these traits took time to develop, they were crucial in enhancing socializing opportunities. Additionally, many of these promoting factors were co-constructed through interactions with others, such as introductions, shared activities, commonalities, and equal relationships. Situating themselves in roles where they could contribute to others, along with their skills or knowledge, further enhanced socializing, sometimes recognized as trans-bordering cultural capital. Unexpected events, accidents, or conflicts also played a role. These findings align with studies on study abroad experiences and the “Click” theory (Brafman & Brafman, Click. New York, NY: Crown Business, 2010), highlighting that while some factors are uncontrollable, socializing can be fostered through personal efforts.
El objetivo de este capítulo es analizar cómo se enseñan la pedagogía y la didáctica en un programa de formación de maestros de lengua castellana. Este análisis forma parte de la investigación titulada “Alfabetización Académica de los Docentes de Español en Colombia” que se realizó como tesis doctoral en el desarrollo del doctorado en Educación de la Universidad de Guadalajara (generación 2016-2019).
This research paper explores the evolving role of teachers as cultural mediators in post-Soviet Ukraine and Russia, focusing on how popular culture transforms literacy education. Soviet-era educational practices prioritized state-driven narratives and ideological conformity, often stifling creativity and critical thinking. In contrast, post-Soviet reforms emphasize inclusivity, cultural diversity, and modern teaching strategies. Using theoretical frameworks such as Vygotsky's Zone of Proximal Development, Bourdieu's concept of cultural capital, and Freire's critical literacy, this paper analyzes how educators integrate local and global popular culture into their teaching to foster identity formation and student engagement. Drawing from personal teaching experiences and a multicultural background, the paper highlights practical strategies, challenges, and opportunities, offering insights into the broader implications for global literacy education.
This research examines the advantages and drawbacks of modernist ideas through Virginia Woolf's perspective, emphasizing her interaction with time, modernism, and the notion of gender equality. This study explores A Room of One’s Own, emphasizing Woolf's distinctive take on modernist themes, her portrayal of gender, and her criticism of societal conventions. The analysis highlights Woolf's skill in connecting personal struggles with wider cultural and philosophical issues, especially those impacting women's lives and identities. Moreover, the research explores how Woolf reinterprets character representation, time, and modernity, illustrating the transformative impacts of modernization and technological advancements in the early 20th century. This study seeks to shed light on Woolf's insightful critique of modernism and gender relations, highlighting her unique narrative technique and ideological input during her time. This is qualitative research based on the primary data of the text. The researcher examined the text by connecting time, subjectivity, and modernism, seeking to understand how gender and the subversion of gender roles are represented in Virginia Woolf's essay A Room of One's Own.
This chapter focuses on the research participants’ evolving experiences of identity as they advanced through college, drawing on selected insights from social theory, and particularly the view that identity, or self-identity, constitutes an internal narrative, as discussed by Giddens (Modernity and self-identity: Self and society in the late modern age. Stanford University Press, 1991). On the basis of examples from both the students’ academic writing and social experiences, I explore key moments of identity work—that is, instances when they chose to define themselves for others, possibly by sharing personal commitments, taking stances, or signaling their own positions in response dominant belief systems. Throughout the chapter, these moments are framed as ongoing negotiations with elements of a new context, a university in the U.S., and, simultaneously, elements of their home cultures. In the last section, I emphasize the importance of recognizing the space between students’ internal beliefs about the self—how they narrate their lives at any given moment—and the external performances that they curate for specific audiences.
In this study, we examined how the Agricultural Science Professional Development (ACRE) Project, an agricultural literacy professional development, influenced secondary agriculture teachers’ agricultural literacy perspectives and practices. We analyzed our data using Moje’s (2015) 4 E’s Heuristic for Disciplinary Literacy Instruction. Our findings revealed that the eight teachers developed a deeper understanding of agricultural literacies and they planned to apply this knowledge in different ways to scaffold students’ engagement with discipline-specific practices.
Πώς μπορεί η μάθηση και η αξιολόγηση στη δεύτερη γλώσσα να ξεπεράσει τα όρια της παραδοσιακής διδακτικής και να γίνει μια δημιουργική και πολυδιάστατη εμπειρία; Το βιβλίο αυτό εξετάζει τη διδασκαλία της ανάγνωσης στη δεύτερη γλώσσα μέσα από την ενσωμάτωση καινοτόμων παιδαγωγικών προσεγγίσεων, εμπνευσμένων από τις τέχνες και τη συνεργατική μάθηση. Με έμφαση στις ψυχογλωσσικές, κοινωνικοπολιτισμικές και καλλιτεχνικές διαστάσεις της γλωσσικής και αναγνωστικής εκπαίδευσης, αναδεικνύει πρακτικές, στρατηγικές και θεατροπαιδαγωγικές μεθόδους για τη διαμόρφωση εγγράμματων αναγνωστών. Ιδιαίτερη σημασία δίνεται στην έντεχνη διδασκαλία και την καλλιτεχνική αξιολόγηση, αναδεικνύοντας τη δύναμη του θεάτρου και των τεχνών ως μέσα καλλιέργειας της αναγνωστικής ευχέρειας και της πολυπολιτισμικής κατανόησης. Στο βιβλίο περιλαμβάνονται επίσης μελέτες περίπτωσης για ανάλυση, προσφέροντας στους αναγνώστες τη δυνατότητα να εξετάσουν τις θεωρητικές αρχές στην πράξη και να αντλήσουν ιδέες για την εφαρμογή τους σε πραγματικά εκπαιδευτικά περιβάλλοντα. Απευθύνεται σε εκπαιδευτικούς, ερευνητές και φοιτητές που αναζητούν νέες προσεγγίσεις στη γλωσσική παιδεία, παρέχοντας τους τα εργαλεία για να εμπνεύσουν τη μάθηση και να εμπλουτίσουν την εκπαιδευτική διαδικασία. Ένα έργο αφιερωμένο στην εκπαίδευση που μεταμορφώνει.
The purpose of this paper is to discuss the challenges of employing Information and Communication Technologies (ICTs) and its impacts on all sectors of society, including the education sector. Transfer of knowledge, which is one of the foundations of learning, is among the most fundamental social achievements of human beings. The concept of moving the traditional classroom of desks, notebooks, pencils, and blackboard to an online forum of computers, software, and the internet intimidates many teachers who are accustomed to the face-to-face interaction of the traditional classroom. Education is viewed as one of the key mechanisms of achieving social transformation. Although educational challenges demand multi-pronged approaches, which may include both traditional teaching approaches and innovative non-digital instructional designs, it is the role of educational technology that is the focus of this paper. South African higher education has considerable strengths. In several areas of learning and teaching, its institutions offer academic programs that produce high-quality graduates with knowledge, competencies, and skills to practice occupations and professions anywhere in the world. It is in this educational context that new opportunities for educational technology have arisen. The paper argues that online education provides an environment where all and often marginalized voices can be heard and also contribute to higher participation of students as well as collaborative learning. The paper concludes that educational technology has a key role to play in South African higher education as one of the strategies for addressing teaching and learning concerns.
Discorrer sobre pesquisa em línguas em nosso país vai ao encontro de desenvolver reflexões acerca da história das diferentes culturas que povoaram esse imenso continente que é a América Latina, do qual faz parte o Brasil. Longe de termos a pretensão de abordar um histórico tão complexo quanto extenso, nos propomos aqui a tratar do trabalho desenvolvido ao longo de quase duas décadas pelo grupo de pesquisa LENUFFLE _ LEtramento ‘NUmérique’ da xxx para o Francês Língua Estrangeira _ enquanto laboratório de estudos de línguas estrangeiras e/ou adicionais (LE/Lad) e sua interface com os estudos literários. O presente texto é de natureza descritiva, pois se propõe a traçar o percurso desse grupo à luz dos Estudos do Letramento, problematizando o que seja estudar línguas na contemporaneidade. Mais particularmente a partir da Pedagogia dos Multiletramentos ([1996], 2021), um breve panorama sobre letramento(s) e (multi)letramentos, sustentados particularmente em Street, 2014 [1995], Kleiman, 1995, Soares, 1998 e Kalantzis; Cope; Pinheiro, 2020, será apresentado, com o objetivo de demonstrar a complexidade de se pensar a pesquisa em línguas e literaturas como aportes teórico-metodológicos importantes para os estudos em torno dessa área. Trata-se assim de um texto de cunho expositivo, cujas reflexões são debatidas igualmente à luz de Bunzen (2010) e especialmente sob o desenho do Letramento em Línguas (Camelo; xxx, 2019), já que pressupõem a pertinência do trabalho com e para as línguas de forma diversa, sejam estrangeiras, adicionais, de herança, dos povos originários ou de matriz africana, numa perspectiva plurilíngue no que tange às políticas públicas linguísticas.
Memórias, letramentos e invisibilidades de mulheres idosas negras é um recorte da Tese de Doutorado “Memórias e letramentos de idosos: a leitura e a escrita como processo de formação identitária”, que apresentam suas histórias, perseguidoras de sonhos, acessos a processos de aprendizagens, na dimensão de uma sociedade que se apresenta como ideal para todos, sem distinção escolar, etária ou de gênero. Essa perspectiva é contraditória diante das narrativas rememoradas, que descrevem sua subalternização aos inúmeros trabalhos na infância e suas lutas diárias para encontrar-se com os letramentos, que, de fato, as visibilizam e denunciam uma sociedade que sempre as ignorou ou mesmo não as respeitou em seus direitos sociais, invisibilizando-as. Nelas, as mulheres idosas negras, rememoram um passado de muitas invisibilidades e descontentamentos com as palavras escutadas e vividas. Mulheres negras, lavadeiras, benzedeiras, empregadas domésticas, que desde a infância lutam para conquistar seus espaços de fala por meio de saberes populares, em espaços de letramentos e de seus aprendizados de herança ancestral. O objetivo é evidenciar os percursos formativos, invisibilidades pelo fato de serem mulheres e as práticas sociais de letramentos vividas em contexto. O perfil de nossa pesquisa é de natureza qualitativo-etnográfica com a história oral e de vida. Como metodologia, utilizamos a etnografia e um roteiro de entrevista semiestruturada. Os resultados são lutas de reexistência histórica afrodescendente identitária que desejam sentir-se parte de uma comunidade que vive a vida letrada e visibilizada, revelando suas vozes que denunciam e exigem os mesmos lugares e espaços de fala.
O objetivo deste artigo é caracterizar e analisar os papéis desempenhados pelos mediadores de letramento que interagiram com uma doutoranda durante a escrita de sua tese. Mediadores de letramento são agentes que causam impacto direto na trajetória de publicação de um texto acadêmico. Para tanto, a pesquisa fundamenta-se nos princípios dos Novos Estudos do Letramento e na perspectiva dos Letramentos Acadêmicos, além de empregar a etnografia como alicerce teórico-metodológico. Neste trabalho, foram analisados excertos de entrevistas realizadas com uma doutoranda da área de Ciências Humanas, Sociais e Arte no ano de 2018. A análise concentrou-se na formação de uma rede de mediadores de letramento composta por estudantes pós-graduandos que se auxiliaram mutuamente durante a escrita de seus textos acadêmicos. Concluiu-se que, ao interagir com diferentes mediadores, a participante buscou por orientação, apoio, suporte e oportunidades. Portanto, este estudo destaca a relevância das interações com os mediadores de letramento ao longo do processo de escrita de uma tese, corroborando a ideia de que as práticas de letramentos acadêmicos não se constituem apenas pela figura solitária do autor. Ao contrário, são as interações com os diferentes mediadores que possibilitam que as escritas sejam revisitadas e transformadas.
The desktop article studies the status quo regarding the inclusion of immigrant children in Faroese compulsory schools as human rights through analysis of policy documents, relevant official documents and Faroese research in the field of inclusive education for the target demographic. Using content analysis, an attempt is made to study whether the policies are socially just, equitable and fall within the human rights of immigrant children to equitable access to education. The policies are evaluated using the language orientation framework (Ruiz, 1984) to elicit the policy stance towards immigrant children. Existing research on Faroese educational policies for inclusion in education is used to determine if fit-for-purpose educational measures exist for immigrant children to learn Faroese, fulfil learning outcomes and integrate into the society while retaining their own first language and culture. It appears that language-as-problem dominates policy stance, and its implementation without consideration for the human rights of these children has potential implications for their integration and their becoming meaningful, full-fledged members of Faroese society. Úrtak Í greinini verður inklusjón sum mannarættindi hjá tilflytarabørnum í føroyska fólkaskúlanum kannað. Kanningin umfatar greining av útbúgvingarpolitiksskjølum, viðkomandi almennum skjølum og føroyskari gransking um inkluderandi útbúgving fyri hesar tilflytaranæmingar. Við støði í innihaldsgreiningum verður roynt at kanna, hvørt politikkurin er sosialt grundaður, rættvísur og lýkur mannarættindakravinum hjá tilflytarabørnum um rættvísa atgongd til útbúgving. Politikkurin er eftirmettur við støði í karminum um málstøðu (language orientation) (Ruiz, 1984) til tess at fáa støðuna hjá tilflytarabørnum fram í ljósmála. Gransking, sum fevnir um føroyskan útbúgvingarpolitikk og inklusjón í útbúgving, er nýtt til at gera av, hvørt hóskandi útbúgvingarmál eru til taks hjá tilflytarabørnum at læra føroyskt, lúka læruúrtøkur og fella inn í samfelagið, samstundis sum tey varðveita sítt egna móðurmál og mentanina í upprunalandinum. Úrslitini benda á, at sjónarmiðið mál-sum-trupulleiki (language-as-problem), er ráðandi, og útinningarstigið ikki hevur fyrilit fyri, at mannarættindastøðan hjá børnunum hevur møguligar avleiðingar fyri integrasjónina í føroyska samfelagið og teirra møguleikar at gerast týðandi, fullbúnir limir í føroyska samfelagnum.
Scholars across diverse disciplines have dedicated attention to academic discourse study (ADS), with a particular focus on the development of specific topics. However, the important research topics, methods, and divergent viewpoints within ADS remain unclear. This study adopts a bibliometric approach to systematically synthesize ADS from a disciplinary perspective, offering a comprehensive overview of relevant data over the past two decades. Using CiteSpace, the study analyzes 2,024 published articles and reviews from the Web of Science, focusing on co-citation analysis through clusters, terms, and keywords. Findings reveal that ADS encompasses a wide array of topics spanning linguistics, education, and publication practices. Researchers in ADS tend to favor employ quantitative methods for exploring the use of particular linguistic resources. However, theoretical discussions of ADS appear inadequate. Future developments in ADS may lean towards quantitative methodology and topic-driven investigations for a certain period, emphasizing the necessity for more robust theoretical inquiries.
Existe un silencio persistente en la investigación en alfabetización en cuanto a las cuestiones de raza, especialmente con jóvenes y con blancos. En este artículo mostramos que los niños blancos hablan de raza, racismo y anti-racismo en el contexto del currículo de alfabetización. Mediante un marco reconstruido para analizar el “habla de los blancos” basado en la literatura sobre los estudios de la “blancura”, la teoría crítica de la raza y el análisis crítico del discurso, ilustramos cómo se percibe el hablar sobre la raza entre estudiantes blancos de segundo grado y sus docentes. Esta investigación hace varias contribuciones a la literatura. Proporcionamos un método detallado para codificar los datos de la interacción usando el análisis crítico del discurso y una perspectiva de la teoría crítica de la raza y los estudios de la “blancura”. También ilustramos la inestabilidad de la formación de la identidad racial y las implicaciones para docentes y estudiantes cuando se toca el tema de la raza en la escuela primaria. Por último argumentamos que el desarrollo racial de la alfabetización, como otros procesos educativos en el aula, debe ser guiado.
This chapter aims to enhance educators’ comprehension of the literacy environments within Culturally and Linguistically Diverse (CALD) Communities to advocate for a more systemic approach to utilizing digital resources in education. It explores how digital exchanges may advance the education of Australian CALD students, emphasizing the complexity of literacy competencies in their life contexts. Furthermore, it underscores the significance of pedagogic conversations in fostering connections, by asking: How can the inclusion of a broader range of digital literacies and practices in the formal school curriculum enhance levels of official literacy within CALD communities? We argue that the application of translanguaging in digital literacy within schools is an under-explored domain, presenting opportunities for personalized, activity-specific learning experiences that can benefit students, particularly those speaking Standard Australian English (SAE). Moreover, the chapter argues that multimodal representations in online learning spaces can facilitate greater sociocultural multimodal communication by touching on the challenges posed by the COVID-19 pandemic, further emphasizing the importance of addressing educational equity gaps. In conclusion, this chapter explores the potential of translanguaging and digital literacies to enhance English education in CALD communities, recognizing students’ identities as valuable cultural capital within these communities.
In recent years, researchers in the TESOL field have emphasized the need to develop more sociopolitically aware approaches to English language teaching (ELT). As a result, some ESL teacher-researchers, such as Morgan (1998, 2002, 2004) and Benesch (2001), have begun demonstrating how Freirean (1970) critical pedagogy can be applied to ELT contexts. Nonetheless, despite this growing interest in the sociopolitics of language classrooms, some practical questions remain unexplored, including the potential for explicit grammar instruction in the context of critical approaches. In this paper, it is argued that explicit form focus can be successfully conjoined with critical attitudes about language and pedagogy. Specifically, through the exploration of a university-level ESL lesson, it is demonstrated how the presentation of a particular linguistic area (modals and modality) in the context of a complex, “real-life” situation can help students understand the interconnected nature of language, interpersonal power, and institutional ideology.
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