25 research outputs found
Historical Discourse: The Language of Time, Cause and Evaluation (Caroline Coffin, 2006)
Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/73292/1/j.1467-873X.2008.00428.x.pd
Focusing on Language and Meaning While Learning With Text
Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/108343/1/tesq178.pd
Disciplinary Literacies Across Content Areas: Supporting Secondary Reading Through Functional Language Analysis
Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/88105/1/JAAL.53.7.6.pd
The principle of situated practice in literacy learning: students’ perspectives
O artigo resulta de uma investigação realizada no âmbito de uma iniciativa governamental destinada a melhorar os níveis de literacia nas séries iniciais do ensino fundamental em Portugal. A investigadora estudou as representações dos alunos sobre essa experiência por meio da realização de entrevistas em grupo. Este artigo analisa os dados referentes às representações dos alunos sobre uma das dimensões pedagógicas centrais da aprendizagem da literacia, nomeadamente a constituída pela prática situada. A análise qualitativa revela representações muito positivas sobre a prática que situou a aprendizagem, tendo os alunos expressado opiniões e sentimentos extremamente favoráveis sobre a prática de aprendizagem de literacia que experimentaram. A análise dos dados desvelou ainda que o contexto que situou a aprendizagem foi ativo, lúdico, colaborativo e mediado pelas TIC. Esses resultados fundamentam, do ponto de vista único dos próprios aprendentes, uma redefinição do entendimento atual do princípio da prática situada da literacia nas séries iniciais do ensino fundamental, no sentido do reconhecimento da centralidade da ludicidade nessa aprendizagem.This article derives from research developed in the context
of the implementation of a governmental initiative aimed to
enhance literacy learning in primary education in Portugal.
The researcher studied students’ representations about
their learning experience through group interviews. This
article focuses on data concerning students’ representations
about one of the central pedagogical dimensions of literacy
learning, namely situated practice. Qualitative analysis
revealed students’ very positive representations about the
practice which situated their learning, as they expressed
extremely favourable opinions and feelings. Data analysis
further unveiled that the context of learning was active,
playful, collaborative, and mediated by ICT. Such results
provide foundations for a theoretical redefinition of current
conceptions of situated practice by evidencing the centrality
of playfulness as learning practice in the education of the first
grades of primary education. This is an original contribution
made from the perspectives of learners themselves(undefined)info:eu-repo/semantics/publishedVersio
Series Editor's Foreword
Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/107380/1/lang12046.pd
Series Editor's Foreword
Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/90394/1/j.1467-9922.2011.00676.x.pd
Teaching and Researching ELLs’ Disciplinary Literacies: Systemic Functional Linguistics in Action in the Context of U.S. School Reform Meg Gebhard. New York, NY: Routledge, 2019. Pp. xvi + 281.
Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/152561/1/tesq555.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/152561/2/tesq555_am.pd
Series Editor's Foreword
Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/120488/1/lang12175.pdfhttp://deepblue.lib.umich.edu/bitstream/2027.42/120488/2/lang12175_am.pd