Conhecimento Local e Classificação de Periódicos Científicos : Efeitos reprodutivos e possibilidades fortes

This article is based on the engagement of a US-based scholar and faculty members in a non-Western university in a mentoring exercise on publishing. It demonstrates how the “list” constructed in a particular academic department in the university for ranking relevant journals for publication has reproductive effects on knowledge construction. The ranking of journals shapes scholarly interactions both inside and outside the academic department, offering limited possibilities for developing local knowledge. A micro-level orientation to publishing is first adopted to bring out how rhetorical and textual choices are influenced by the list of ranked journals. Next, a broad lens perspective is adopted to explore how academic interactions and communication among local scholars are also shaped by such productivity targets to reproduce dominant knowledge. In the final section, the article reports on the way mentoring was reconfigured to identify strategic textual spaces for representing local knowledge within existing publishing conventions. Este artículo se basa en el compromiso entre un docente en radicado Estados Unidos y colegas de una universidad no-occidental en un ejercicio de tutoría para la publicación. Demuestra cómo las "listas" construidas en un departamento académico en la universidad para clasificar revistas relevantes para su publicación tiene efectos reproductivos en la construcción del conocimiento. El ranking de las revistas moldea interacciones académicas dentro y fuera del departamento académico, que ofrece posibilidades limitadas para el desarrollo de los conocimientos locales. Una orientación a nivel micro de la publicación se adoptó para analizar cómo las opciones retóricas y textuales son influenciados por la lista de revistas clasificadas. A continuación, una perspectiva amplia se adoptó para explorar cómo las interacciones académicas y la comunicación entre los investigadores locales también son moldeadas por objetivos de productividad que reproducen el conocimiento dominante. En la sección final, los informes del artículo se reconfiguran para identificar espacios estratégicos para representar el conocimiento local dentro de las convenciones editoriales existentes.Este artigo é baseado numa colaboração para produzir publicações entre um professor radicado em os EUA e colegas de uma universidade não-ocidental durante um ano.  O artigo mostra como as "listas" construídas em um departamento acadêmico da universidade não-ocidental para classificar as revistas relevantes para a publicação tem efeitos reprodutivos na construção do conhecimento. O ranking das revistas acadêmicas molda as interações dentro e fora do departamento acadêmico que oferece possibilidades limitadas para o desenvolvimento do conhecimento local. Uma orientação para o nível micro foi adotado para analisar a forma como as escolhas retóricas e textuais são influenciadas pela lista de revistas classificadas. Em seguida, uma perspectiva ampla foi adotada para explorar como as interações acadêmicas e da comunicação entre pesquisadores locais também são moldadas pelas metas de produtividade que reproduzem o conhecimento dominante. Na seção final, o artigo relata estratégias para identificar áreas chaves para representar o conhecimento local dentro das convenções editoriais existentes

Communication for Specific Purposes as translingual

Recent theoretical developments suggest that meaning making involves the relationality of human and nonhuman agents and diverse semiotic resources working together. “Translingual” is an inclusive term to refer to how different languages and modalities work together in communication. I draw from enregisterment perspectives in linguistic anthropology to demonstrate how a corpus of semiotic features becomes sedimented to identify specialized communicative activities. I illustrate from the Research Group Meeting of international STEM scholars in a midwestern American university. Despite their variable grammatical proficiency in English, the international scholars communicate effectively because they draw from a translingual assemblage that is diversified, and collaborate for joint outcomes adopting reciprocal communicative strategies. Outcomes are not defined by the grammatical mastery of individual speakers, but how participants collaborate through embodied translingual semiotic resources in their setting and community, facilitated by suitable ethical dispositions. The pedagogical alternative proposed will focus on cultivating the dispositions to negotiate translingual repertoires, material ecologies, and social networks for more inclusive outcomes in communication for specific purposes

Strategizing Decolonial Subversion: A Dialogue.

Afterword: Suresh Canagarajah interviewed by Victoria Odeniyi and Gillian Laza

We are more than EFL teachers-we are Educators: Emancipating EFL student-teachers through photovoice

The prevailing pedagogical orientations of English as a foreign language (EFL) education in Spain oppress learners intellectually in ways that are counterproductive to their learning. As a reaction to this, 129 EFL student-teachers (STs) took part during the 2013/14, 2014/15, and 2015/16 academic years in a workshop which drew on the methodology of participatory action research and on photovoice as a data-creating strategy, in order to emancipate these STs intellectually, boost their EFL development, and offer an alternative critical model for their future EFL teaching. The research was assessed collectively through a variety of qualitative strategies. Results showed that the photovoice workshop created a rich and meaningful context for EFL learning, one which enabled the STs to fully actualize their intellectual potential by producing knowledge collectively, thereby setting a memorable educational example for their own future teaching

Reclaiming the local in language policy and practice

Mahwah, NJxxx, 297 p.: bibl. ref., index; 22 c