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Media language 05.07.13_ISCAR SUMMER SCHOOL, 2013 - Moscou

Media language 05.07.13_ISCAR SUMMER SCHOOL, 2013 - Moscou

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  • Mídia digital e Atividade social: um caminho para alcançar a Colaboracao Crítica no ensino-aprendizagem de línguas estrangeiras <br />
  • Este trabalho de pesquisa enfoca a formação de professores em um curso de licenciatura, inglês e espanhol, em uma Faculdade de Jandira/SP, cidade localizada na periferia da cidade de São Paulo, com cerca de 100.000 habitantes. <br /> Ela está localizado perto de uma favela; <br /> As classes são dadas na noite uma vez que a maioria dos alunos trabalham durante o dia... <br />
  • Esta pesquisa abarca um dos principais problemas dos cursos de Letras, a licenciatura em língua estrangeira (LE): a formação de alunos, na maioria, provenientes de escolas da rede estadual, que, em geral, não dominam a lingua estrangeira, terminando o curso universitário sem estarem preparados para atuar na sala de aula. <br />
  • - Professor-pesquisador: profa da disciplina Pratica de Ensino da Lingua Estrangeira (Ingles e Espanhol) <br /> Professores-alunos <br /> A pesquisa foi realizada com 40 estudantes de idades 20-34 - aqui os professores dos alunos. <br /> Concentre-se em: <br />   . Inglês: 25 <br />   . Língua espanhola: 15... <br />
  • Refletir sobre a formacao dos alunos, ser professor de língua estrangeira. <br /> Reseach Questions: <br /> Quais são os sentidos e significados dos alunos sobre de ensino-aprendizagem da língua estrangeira? <br /> Até que ponto a atividade social e o uso de mídias digitais contribui para o desenvolvimento dos alunos-professores de lingua estrangeira <br />
  • Este estudo está inserido em Linguística Aplicada e na área de pesquisa - Linguagem e Educação: <br /> - organização linguagem tem um papel fundamental para as discussões sobre a produção do conhecimento; <br /> - a investigação é apoiada em um paradigma crítico, em que a criação de contextos de diálogo entre os participantes é um ponto central <br />
  • A TASCH base fundamental para pensar o ensino-aprendizagem, tanto para compreender o processo como para conceber o objeto de ensino a ser trabalhado. Ela focaliza o estudo das atividades em que os participantes estao em interacao c outros em contextos culturais determinados, historicamente dependentes. Sujeitos atuantes dirigidos p fins especificos, dispostos a atuar para o alcance de objetos compartilhados... <br /> Foca em <br /> -Ensino-aprendizagem, desenvolvimento e conceitos de mediação; <br /> -ZDP como um espaço sócio-histórico-cultural de cada vez em que: <br />  - linguagem é o instrumento central que medeia a relação entre os participantes de uma forma crítico-colaborativo; <br /> constitutiva movimento <br /> - dialético e dialógico da linguagem permite a produção colaborativa <br />
  • Um movimento de compreensão e transformação; <br />   PCCol - Pesquisa Colaborativa crítica - uma escolha metodológica para a construção de contextos para a compreensão e transformação <br />
  • Aulas p discussão das relações entre teoria e pratica, conceito de atividades sociais com uso de midias para ensinar LE e a metodologia; <br /> Aula p planejamento de aulas de LE com base em atividades sociais com uso de midias (como e quais mídias serao usadas) com levantamento de possiveis contextos p aplicacao (videos e pré-planejamento escrito) <br />
  • Aula pratica-> aulas de LE ministradas em escolas pelos alunos-professores (coleta: video e planejamento escrito) <br /> Atividades com foco na vida que se vive (Marx e Engels, 2006) e em formas de transformá-la para uma melhor participação e coexistencia. Formas de ensinar pautadas por uma reflexão sobre a vida. <br />
  • Aula - Sessao reflexiva (dados coletados: video) <br /> Aula de Replanejamento da aula ministrada p alunos – profs (video, depoimento escrito e gravação coletados ao final do curso sobre a vivencia) <br /> Após este momento os alunos-profs: <br /> 1. replanejam suas aulas à luz do que foi debatido por todos. <br /> Atividades com foco na vida que se vive (Marx e Engels, 2006) e em formas de transformá-la para uma melhor participação e coexistencia. Formas de ensinar pautadas por uma reflexão sobre a vida. <br /> Aula de Replanejamento da aula ministrada p alunos – profs (video) <br />
  • Invideo? Eu tiraria este slide. <br />

Medialanguage050713_FONSECA Medialanguage050713_FONSECA Presentation Transcript

  • DIGITAL MEDIA & SOCIAL ACTIVITY: A WAY TO REACH CRITICAL COLLABORATION IN THE TEACHING -LEARNING OF FOREIGN LANGUAGES LUCILENE SANTOS SILVA FONSECA SUPERVISOR: MARIA CECILIA MAGALHÃES LAEL, PUC-SP
  • RESEARCH CONTEXT The study took place in a College in Jandira, a city located in the outskirts of São Paulo city with approximately 100.000 inhabitants. It is located near a slum. Classes are given in the evening since most of the students work during the day.
  • RESEARCH PROBLEM This research covers the main problems faced by Language courses, graduation in Foreign Language, student development most coming from public schools. That usually do not dominate foreign languages and finish the university course without being prepared to act in classrooms.
  • PARTICIPANTS •Teacher researcher: Teacher for the class teaching Practice of Foreign Language (English and Spanish) •Student teachers  The research was carried out with 40 students ages from 20 to 34 – here student teachers : . English language: 25 . Spanish language : 15 Some of the university students (perhaps most of them) are from poor backgrounds. They had poor knowledge and mastery of foreign languages; and had low confidence in themselves as learners. Among the participants two were chosen, one for each language: English and Spanish to analyze the data. The selection criterion was the students-teachers who participated in all stages of project development. (Focal participants).
  • GENERAL OBJECTIVE Reflecting on students’ education as future teachers of foreign languages. RESEARCH QUESTIONS: 1. What are students’ senses and meanings about foreign language teaching-learning? 2. To what extent does the social activity and the use of digital media contributes to the development of students as future foreign language teachers.
  • THEORETICAL FRAMEWORK This study is inserted in Applied Linguistics (Bygate, 2005), Language and Education (Pennycook, 1998; Vygotsky, 1934/2001) research area: − language organization has a key role for the discussions on knowledge production; − the research is supported in a critical paradigm, in which creating contexts for dialogue among participants is a central point for learning and development.
  • THEORETICAL FRAMEWORK Bases on: •Socio-Cultural-Historical Activity Theory (Vygotsky, 1934/1998, 1930/2004, Leontiev, 1978, Engeström, 2001); •Focus on: Teaching-learning, development and mediation concepts; ZPD as a socio- historical-cultural space of becoming in which: language is the central instrument that mediates the relationship among participants in a critical-collaborative way;  the dialectical and dialogical movement constitutive of language enables the collaborative production of new knowledge.
  • METODOLOGY CRITICAL PARADIGM (Magalhães, 2003/2007; Magalhães and Fidalgo, 2007; Ninin, 2006; Liberali, 2010): •A • movement of comprehension and transformation; PCCol - CRITICAL COLLABORATIVE RESEARCH: a methodological choice to build contexts of Understanding and Transformation. −
  • DATA PRODUCTION Class discussion of the relationship between theory and practice, the concept of social activities with the use of medias to teach LE and methodology (data collected: written evaluation). Class planning lessons -based activities with the use of social medias (how and what media will be used) a survey of possible contexts (data collected: videos and writing pre-planning).
  • STUDENTS PRESENTING THEIR LESSON PLANS Presentation in class (College) of the Classes' plans: rehearsal (collected data: written preplanning and videos)
  • STUDENT–TEACHERS TEACHING AT PUBLIC SCHOOLS
  • Students and teacher in class at the college, reflect collaboratively on the videos collected: classes taught by student-teachers in the public school. Re-planning of classes taught by students - (video, written testimony and recording collected at the end of the course on experiences) REFLEXIVE SESSIONS
  • DATA PRODUCTION: STUDENTS´ PARTICIPATION IN VIRTUAL SITES: •MOODLE: virtual platform deployed by the college (formal setting) to complement the classes of teachers. Through this: discussion forums, delivery of requested activities in class, discussions in chat etc.. •FACEBOOK: group created by the teacher on a social network to promote informal interaction with students, encourage discussion of topics and studies inside and outside the classroom. Interaction continues on Facebook after the end of the course (written data collected, available online).
  • DATA PRODUCTION: STUDENTS´ PARTICIPATION INVIDEO CONFERENCE: teacher and students invited to deepen their knowledge in the subject they studied (Social Activity). Academic Events Currículo 2012 – introduction of participants, students and teacher-researcher, in Session: Projects and activities with teachers and students on the use of technology. •Simpósio Ação Cidadã (SIAC) 2012 – presentation by students and teacher-researcher •Semana Acadêmica FACEQ 2013 – students’presentation •WEB
  • RESEARCH FINDING (so far) • • • • The practice of teaching and learning of foreign language through activities with the use of Social media favored the development of the student-teachers involved; most students discovered that they would be willing to teach in poor communities; the two focal students became part of research groups, academic communities, postgraduate courses; 99% of students continue to attend the Facebook even after completing the course, to exchange information about the area of education, job opportunities, academic events etc..
  • MY QUESTION IS: I made a selection from participants and data. I chose 2 students to follow their learning process through the project.  Data selected was: written evaluation - written pre-planning - written testimony and recording collected at the end of the course on experiences - written data collected, available online on Facebook - I am now looking for how to analyse data in order to answer the research questions. How to analyse data?
  • Thank you! profa.lucilene.fonseca@gmail.com