Reframing identities in the move: A tale of empowerment, agency and autonomy

Transnational movements raised by globalization to a status of normality, let alone to absolute necessity, have reshaped the world and social practices (VERTOVEC, 2007; WEI & HUA, 2013). As a social practice, language dimension acquires a renewed importance in the way people use and consume languages functioning as an agent in the exercise of social and political power. Language ideologies whether individual or socioculturally constructed may be source of empowerment or, otherwise disempowerment, forging asymmetries in the way people consume languages. Thus, the pursuit of autonomy in language learning with the combination of its technical, psychological, sociocultural and political dimensions constitutes a space for (inter)personal emancipation and social transformation. Our theoretical framework emphasizes the collective aspects of learner autonomy, based on the sociocultural autonomy concept (OXFORD, 2003). Drawing on Bakhtin’s (1929/2006;1981) and Vygotsky’s (1991) contributions used as groundwork for research in learner autonomy and in consonance with ideas of fluid and hybrid identities (HALL, 1992; BAUMAN, 2005; MOITA LOPES, 2006), this paper discusses agency, empowerment and identity through sociocultural autonomy development in multicultural environments. This article is the result of two research projects conducted separately by the authors in two different contexts but related to the same research interest, which is language learning autonomy and agency in the continuous process of (re)constructing identities. Data generation was based on interviews with two speakers of Brazilian Portuguese and learners of English as an additional language, while taking part in exchange programs for international mobility – one of them in the U.S and another one in Australia. Results show that both participants seem to reframe their multiple identities, so that they adapt and readapt themselves to the new communities of practice - COPs, in which they have emerged in. Factors like agency, empowerment and sociocultural autonomy seem to be essential and decisive in this process of reframing identities.

Identidad de los profesores que enseñan inglés a estudiantes hablantes en otros idiomas: perspectivas de Brasil y Chile

The aim of this paper is to examine the identity of foreign language (FL) pre-service teachers in two distinct contexts: Brazil and Chile. A multiple case study methodology was used to investigate how foreign language pre-service teachers develop and conceptualize their teacher identity in three different teacher education programs—two in Brazil and one in Chile. The analysis focused on three main issues: emerging identities, the role of foreign language proficiency, and the practicum as a mediating space to develop teacher identity. Results of the two case studies situated in Brazil suggest that FL pre-service teacher identity is shaped by their beliefs on language proficiency. The case study in Chile confirmed that pre-service teachers’ identity oscillates between identifying as students and as teachers. Overall, results of the study suggest that FL teacher identity is shaped by notions of legitimization of the teacher’s role and language proficiency.El objetivo de este artículo es examinar la identidad de los profesores de idiomas extranjeros (IE) en formación situados en dos contextos: Brasil y Chile. Con ese objetivo, se utilizó una metodología de estudio de caso múltiple para investigar la identidad de profesores de idiomas extranjeros en formación en tres contextos diferentes—dos en Brasil y uno en Chile. El análisis se centró en tres temas principals: las identidades emergentes, el papel del dominio de la lengua extranjera y la práctica pedagógica como un espacio de mediación para desarrollar la identidad docente. Los resultados de los dos primeros estudios de caso realizados en Brasil sugieren que la identidad docente de IE se ve afectada por las percepciones y creencias de profesores sobre la competencia lingüística y el nivel de proficiencia. El estudio de caso realizado en Chile confirmó que la identidad de los profesores oscila entre identificarse como estudiantes y como profesores. En general, los resultados del estudio apuntan a la conclusión de que la identidad del profesores de IE se ve afectada por las nociones de legitimación del rol y el nivel de proficiencia del IE

Tailoring surface properties of functionalized graphene papers aiming to enzyme immobilization

he use of enzymes as catalysts requires recovery and reuse to make the process viable. Enzymatic immobilization changes enzyme stability, activity, and specificity. It is very important to explore new substrates for immobilization with appropriate composition and structure to improve the efficiency of the immobilized enzymes. This work explores the use of two different graphene oxide papers, one produced by oxidation route (GO) and the other by electrochemical synthesis (EG), aiming for β-galactosidase immobilization. The chemical and structural properties of these two papers were characterized by Raman spectroscopy, X-ray photoelectron spectroscopy and X-ray diffraction. Atomic force microscopy images showed that EG paper ensured more efficient immobilization of the enzymes on the surface of the paper. Cyclic voltammetry was used to monitor the reaction of conversion of lactose to glucose in the free enzyme solution and graphene paper immobilized enzyme solutions. The cyclic voltammetry analysis showed that immobilized enzymes on GO paper showed an improvement in the activity of β-galactose when compared to free enzyme solution, as well as enzyme immobilized on a glassy carbon electrode

Electrophysiological characterization of hearing in small for gestational age premature infants

PURPOSE: To characterize the Auditory Brainstem Response (ABR) of small for gestational age preterm newborns and to compare the findings to those of appropriate for gestational age premature newborns in order to verify whether the small for gestational age condition is a risk factor for hearing loss. METHODS: This prospective cross-sectional multicenter study evaluated 72 preterm newborns of both genders (35 small and 37 appropriate for gestational age), who were born at 30 to 36 weeks of gestational age and were evaluated before hospital discharge. Only newborns with present transient evoked otoacoustic emissions and tympanometry type A were included. The ABR was performed with click stimuli. The quantitative data analysis was performed using mean and standard deviation measures for each group. For qualitative analysis, the ABR results were classified as normal or altered according to the absolute latencies of waves I, III, V and interpeaks I-III, III-V, I-V. The analysis was carried out considering the age of the newborn at the time of examination. RESULTS: Alterations were evident in 32 newborns (44.44%), being 15 small (43%) and 17 appropriate for gestational age (46%), with no between-groups difference. Of the 15 small for gestational age newborns with altered ABR, six presented as auditory risk only the small for gestational age condition. In the group of adequate for gestational age newborns, there was a higher occurrence of alteration in males. CONCLUSION: There was no difference in responses of auditory evoked potential between small and appropriate for gestational age preterm newborns. Therefore, the condition does not behave as a risk factor for retrocochlear impairment.OBJETIVO: Caracterizar as respostas do Potencial Evocado Auditivo de Tronco Encefálico em recém-nascidos pré-termo pequenos para idade gestacional, comparando-as às de recém-nascidos pré-termo adequados para idade gestacional, verificando se a condição de pequeno para a idade gestacional é indicador de risco para alteração auditiva retrococlear. MÉTODOS: Estudo multicêntrico transversal prospectivo. Avaliou-se 72 recém-nascidos pré-termo, 35 pequenos e 37 adequados para idade gestacional de ambos os gêneros, com idade gestacional de 30 a 36 semanas e avaliados na pré-alta hospitalar, com presença de emissões otoacústicas evocadas por estímulo transiente e timpanometria tipo A. A análise quantitativa dos dados foi feita baseada na média e desvio-padrão das latências das ondas I, III, V e interpicos I-III, III-V, I-V para cada grupo. Para análise qualitativa, os resultados dos potenciais evocados auditivos foram classificados em alterado ou normal mediante a análise das latências absolutas das ondas I, III, V e dos interpicos I-III, III-V, I-V, considerando-se a faixa etária no momento do exame. RESULTADOS: Evidenciaram-se alterações em 32 crianças (44,44% do total), sendo 15 recém-nascidos pequenos (43%) e 17 adequados (46%), não havendo diferença entre os grupos. Dos 15 recém-nascidos pequenos com potencial evocado auditivo alterado, seis tiveram como risco auditivo apenas o fato de ser pequeno para a idade gestacional. No grupo adequado para idade gestacional, houve maior ocorrência de alterações no gênero masculino. CONCLUSÃO: Não houve diferença nas respostas do potencial evocado auditivo entre os recém-nascidos pré-termo pequenos e adequados, de forma que a condição pequeno não se revelou risco para alteração retrococlear.Universidade de São Paulo Faculdade de Medicina Departamento de Fisioterapia, Fonoaudiologia e Terapia OcupacionalUniversidade Federal de São Paulo (UNIFESP) Departamento de FonoaudiologiaUniversidade de São Paulo Faculdade de Medicina Departamento de Pediatria, Universidade Federal de São Paulo (UNIFESP) Departamento de PediatriaUNIFESP, Depto. de Fonoaudiologia, UNIFESP, Depto. de PediatriaSciEL

Linguística Aplicada: uma identidade construida nos CBLA Applied Linguistics: an identity constructed in the Brazilian Congresses of Applied Linguistics

Este artigo objetiva investigar a Linguística Aplicada (LA) como um campo de estudos produtor de conhecimento que tem sofrido muitas transformações ao longo de sua trajetória de busca de uma identidade própria. Tais transformações são recuperadas nas vozes de suas pesquisas ao longo dos anos. Assim, esse estudo analisa o percurso histórico da LA, com base na produção científica apresentada nos Congressos Brasileiros de Linguística Aplicada (CBLA), buscando compreender os significados revelados pelas vozes sociais que constituem o discurso sobre seu fazer científico. A análise da transformação das áreas e subáreas temáticas de estudo nesse recorte temporal apontam para a diversidade e a riqueza dos caminhos desse campo de saber que lhe configuram uma identidade própria e única.This article aims at investigating the field of Applied Linguistics as an area which produces knowledge and which has been under many changes. These changes can be represented by the different voices of its research over the past years. Thus, this study analyzes the historical path of Applied Linguistics within the range of the Brazilian Congresses of Applied Linguistics, trying to understand the different meanings of the social voices of the scientific discourse on this field. The analyses of the evolution of these areas and subareas of study in such aforementioned congresses point towards the diversity and richness of the path of this researching field which constitute its own and unique identity

Globalização e Multilingualismo no Brasil Competência Linguística e o Programa Ciência Sem Fronteiras

A contemporaneidade celebra a sociedade do conhecimento e da informação. O conhecimento científico e tecnológico mobiliza e alimenta sua produção, consumo e progresso. Nesse cenário, o "mercado" linguístico cresce em importância. Globalizar e internacionalizar são palavras de ordem na sociedade atual e, nela, a promoção de uma educação multilíngue assume uma preponderância estratégica. Este texto problematiza este cenário e questiona se há, no Brasil, uma política linguística que favoreça uma educação multilíngue, para que objetivos como internacionalização e incremento da produção científica e tecnológica no país tornem-se uma realidade efetiva. Os dados apresentados são parte de uma pesquisa em andamento sobre as competências linguísticas de estudantes de graduação participantes do Programa Ciência sem Fronteiras. Os dados apontam para a predominância do sistema privado de educação sobre o público e para a busca de estratégias individuais na aprendizagem de línguas estrangeiras

Kurdish Language Class in New York: A Platform for Social, Political and (Inter)personal Engagement

Every country that encompasses Kurdistan faces extermination efforts, meaning that the Kurdish language has found refuge mainly in exile and has been associated increasingly with the Kurdish identity and with the political struggle of the Kurdish people. The present study looks at a very special case; a voluntarily-initiated Kurdish language class that takes place in the middle of Manhattan, New York, at a prestigious public university. We conducted interviews with 3 students and the teacher of the class to understand the dynamics within and beyond the Kurdish language class, the interplay of their political ideologies, as well as the intricate process of identity negotiation through language practices. Results indicate that through the language class, people are exercising the right to a language, the right to a culture and the right of a people. Participants are challenging and resisting established relations of power and transforming the educational space into a space of freedom

Kurdish Language Class in New York : a Platform for Social, Political and (Inter)personal Engagement

Every country that encompasses Kurdistan faces extermination efforts, meaning that the Kurdish language has found refuge mainly in exile and has been associated increasingly with the Kurdish identity and with the political struggle of the Kurdish people. The present study looks at a very special case; a voluntarily-initiated Kurdish language class that takes place in the middle of Manhattan, New York, at a prestigious public university. We conducted interviews with 3 students and the teacher of the class to understand the dynamics within and beyond the Kurdish language class, the interplay of their political ideologies, as well as the intricate process of identity negotiation through language practices. Results indicate that through the language class, people are exercising the right to a language, the right to a culture and the right of a people. Participants are challenging and resisting established relations of power and transforming the educational space into a space of freedom.Zimanê Kurdî disa jî ji xwe re cîh û zimênanîn li xerîbiye dîtiye. Ev xebat li vir, li dozekî gelek taybetî dinihêre; dersên zimanê Kurdî ji aliyê dilxwesta de pêk tê li zaningehekî gelî yê bi nav û deng li navbera Manhattan, NY'ê. Me bi çar xwendekaran re û bi mamoste re hevpeyvîn çêkirin ji bo fêmkirina dînamîkên di nav û derve dersa zimanê Kurdi, hev têkilkirina îdeolojiya wan a polîtîk hem jî xebitinek tevlîhevî dewana nasnameyî bi reya pratîkên zimanî. Bi reya hin buna dersa ziman mirov pratîkê mafên zimanekî, mafên çandekî û mafên netewîkî pêk tînin. Beşdarvan sazbûna têkildarîyê hêz li hember hev dikin û li ber xwe didin û navbirî perwerdeyî bedilandin navbirî azadî.Tots els països que abasta el Kurdistan s'enfronta a intents d'extermini, el que significa que la llengua kurda ha trobat refugi principalment a l'exili i per tant es veu associada cada vegada més amb la identitat kurda i amb la lluita política del poble kurd. El present estudi se centra en un cas molt especial; una classe de llengua kurda sense ànims de lucre, situada al centre de Manhattan, Nova York, en una universitat pública de prestigi. S'ha dut a terme entrevistes amb tres estudiants i el professor de la classe per intentar comprendre la dinàmica dins i fora de la classe de llengua kurda, i entendre millor la interacció de les ideologies polítiques, així com l'intricat procés d'ajust de la identitat a través de les pràctiques lingüístiques. Els resultats indiquen que a través de la classe de llengua, la gent exerceix el dret a mantenir i utilitzar una llengua, el dret de mantenir i sentir part d'una cultura i el dret de ser un poble. Els participants qüestionen i resisteixen les relacions de poder establertes i transformen l'espai educatiu en un espai de llibertat.Todos los países que abarca el Kurdistán se enfrenta a intentos de exterminio, lo que significa que la lengua kurda ha encontrado refugio principalmente en el exilio y por lo tanto se ve asociada cada vez más con la identidad kurda y con la lucha política del pueblo kurdo. El presente estudio se centra en un caso muy especial; una clase de lengua kurda sin ánimos de lucro, ubicada en el centro de Manhattan, Nueva York, en una universidad pública de prestigio. Se ha llevado a cabo entrevistas con tres estudiantes y el profesor de la clase para intentar comprender la dinámica dentro y fuera de la clase de lengua kurda, y entender mejor la interacción de las ideologías políticas, así como el intrincado proceso de ajuste de la identidad a través de las prácticas lingüísticas. Los resultados indican que a través de la clase de lengua, la gente ejerce el derecho a mantener y utilizar una lengua, el derecho sentir parte de una cultura y el derecho de ser pueblo sin amenaza. Los participantes cuestionan y resisten las relaciones de poder establecidas y transforman el espacio educativo en un espacio de libertad.Chaque pays qui englobe Kurdistan fait face à des efforts d'extermination, ce qui signifie que la langue kurde a trouvé refuge principalement en exil et a été associée à de plus en plus avec l'identité kurde et la lutte politique du peuple kurde. La présente étude se penche sur un cas très particulier; une classe de langue kurde à but non lucratif, situé dans le centre de Manhattan, à New York, dans une université publique prestigieuse. Nous avons mené des entrevues avec 3 étudiants et l'enseignant de la classe à comprendre la dynamique à l'intérieur et au-delà de la classe de langue kurde, l'interaction de leurs idéologies politiques, ainsi que le processus complexe de négociation identitaire à travers des pratiques linguistiques. Les résultats indiquent que, grâce à la classe de langue, les gens exercent leur droit à une langue, le droit à une culture et le droit d'un peuple. Les participants remettent en question et résistent à des relations établies de pouvoir et de transformer l'espace éducatif dans un espace de liberté

Hardening of Al thin films by Ti–C doping

Amorphous aluminum alloys have been evaluated as suitable thin films for protective coatings. Magnetron sputtering deposition may provide the necessary conditions for preparing such alloys due to its far-from-equilibrium deposition conditions. In this work, Al-Ti-C nanocomposite films were deposited by magnetron sputtering technique using TiC and Al targets. The produced films are mainly composed of Al nanocrystallites embedded into an amorphous matrix. Films effective hardness varied in the 6.4–8.2 GPa range, while their elastic modulus ranged from 109 up to 134 GPa. The higher the TiC/Al target power ratio, the harder the film. Topographic atomic force microscopy (AFM) images showed that films are mainly constituted by unevenly dispersed grains. Also, the dark phase angle fraction calculation derived from the phase angle contrast AFM images could be correlated with the deposited Al–Ti–C films hardness measured by nanoindentation tests; the higher the surface dark phase angle fraction, the harder the Al–Ti–C films.Fil: Alencastro, Felipe S.. Universidade Federal do Rio de Janeiro; BrasilFil: Santos Jr., Emanuel. Universidade Federal do Rio de Janeiro; Brasil. Centro Universitário de Volta Redonda; BrasilFil: Mendoza, Martin E.. Escuela Superior Politécnica del Litoral.Facultad de Ingenieria Mecánica y Ciencias de la Producción; Ecuador. Instituto Nacional de Metrologia, Qualidade e Tecnologia; BrasilFil: Araújo, Joyce R.. Instituto Nacional de Metrologia, Qualidade e Tecnologia; BrasilFil: Suarez, Sergio Gabriel. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Patagonia Norte; Argentina. Comisión Nacional de Energía Atómica. Gerencia del Área de Energía Nuclear. Instituto Balseiro; ArgentinaFil: Archanjo, Bráulio S.. Instituto Nacional de Metrologia, Qualidade e Tecnologia; BrasilFil: Simão, Renata A.. Universidade Federal do Rio de Janeiro; Brasi