- Technology-enhanced Learning, Social Media and Collaborative Technologies, Web 2.0 tools, Networked and Social Learning, English as an International Language, Internationalization of higher education, and 15 moreContent and Language Integrated Learning, Education, English, Technology, Applied Linguistics, Second Language Acquisition, Brazil, Social Inclusion, Reflection, Global English, L2 learning, English language teaching, Multilingualism, Language Policies, and Gert Biestaedit
- Ph.D. in English and Applied Linguistics. Professor of the department of Languages, Culture and Education of UFES. PQ... morePh.D. in English and Applied Linguistics. Professor of the department of Languages, Culture and Education of UFES. PQ Researcher/CnpqVice President International Association of Applied Linguistics (AILA)Co-Founderedit
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Este trabajo, de cuño cualitativo y teórico, tiene por objetivo contribuir para la construcción de una internacionalización inclusiva de/para América Latina, a partir de diversos aportes teóricos interrelacionados y enraizados en las... more
Este trabajo, de cuño cualitativo y teórico, tiene por objetivo contribuir para la construcción de una internacionalización inclusiva de/para América Latina, a partir de diversos aportes teóricos interrelacionados y enraizados en las luchas y resistencias 'desde abajo'. Asumimos que los esfuerzos por internacionalizar la educación superior que no visibilizan el legado y las tramas coloniales en el espacio de la educación superior, se convierten en catalizadores que excluyen, intensifican y reproducen las asimetrías de poder entre países, instituciones de educación superior y formas de conocer y de ser. Concluimos este trabajo destacando la importancia de los aportes de la ecología de saberes y lenguas, la descolonialidad y la interculturalidad crítica, para la edificación de una internacionalización inclusiva, con cimientos epistémicos plurales y críticos.
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T he paper discusses the potential of virtual exchange (VE) to promote the development of Internationalization at Home (IaH) approaches. With that aim, the GAZUFES VE project was undertaken in the COVID-19/post-pandemic scenario between... more
T he paper discusses the potential of virtual exchange (VE) to promote the development of Internationalization at Home (IaH) approaches. With that aim, the GAZUFES VE project was undertaken in the COVID-19/post-pandemic scenario between two universities in the Global South: one in Brazil and another one in Turkey. The theoretical framework informing the research is that of VE as a strategy to internationalize higher education and English teacher education. The methodology employed is qualitative, using content analysis to analyze data collected through reflection reports, interviews, journals, and observations produced by the project informants: preservice English teachers, researchers, teacher trainers and international relations office (IRO) staff in the two institutions involved in the GAZUFES project. Results of the analysis suggest that the GAZUFES project made a significant contribution to English Language Teaching (ELT) education and IaH in the contexts researched, not least by raising the awareness at the IRO offices and the two institutions about the potential of VE for IaH approaches. The implementation of the GAZUFES project was a teacher-led innovation in the two institutions involved and more work is required to institutionalize VE projects beyond individual teachers' efforts. Results are discussed in terms of the challenges and benefits of VE for ELT education in general and IaH in particular through the inclusion of voices and perspectives of different agents in the two institutions (student teachers, researchers, teacher trainers and IRO staff) involved in the GAZUFES project.
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Connectedness to oneself, one’s emotions, one’s sensibilities, to one’s family, friends, colleagues, to strangers, to the task(s) at hand Shared identities and self-definitions Our multi-dimensional nature of relational connectedness... more
Connectedness to oneself, one’s emotions, one’s sensibilities, to one’s family, friends, colleagues, to strangers, to the task(s) at hand Shared identities and self-definitions Our multi-dimensional nature of relational connectedness Engaging in the ethical and reflexive Questioning practices and with openness to possibilities Recognising and celebrating our strengths, solidarity, and women’s gaze
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Research Interests: Management, Sociology, Psychology, Computer Science, Economics, and 15 moreTeacher Education, Mathematics Education, Medical Education, Autoethnography, Pedagogy, Habitus, Cultural Capital, Medicine, Internship, Student Teaching, Supervisor, Social Science, Programming language, teaching internships, and Student Teacher
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Virtual exchange (VE) between different English language teaching (ELT) contexts can afford opportunities to develop intercultural communicative competence (ICC) while also offering a window to reflect on different realities in terms of... more
Virtual exchange (VE) between different English language teaching (ELT) contexts can afford opportunities to develop intercultural communicative competence (ICC) while also offering a window to reflect on different realities in terms of ELT. To this end, two ELT programmes integrated a VE project into their syllabi to provide pre-service teachers with opportunities to experience VE with reflection and development of ICC. The present account aims to describe and reflect on the GAZUFES (Gazi University and UFES University) VE project that involved pre-service teachers, tutors, and teacher trainers in a university in Brazil and another in Türkiye. GAZUFES was in turn part of the large-scale Erasmus+ KA3 Policy Experimentation European Virtual Innovation and Support Networks for Teachers (VALIANT) project. The exchange had some positive outcomes, but the sudden return to in-person classes at the end of the pandemic in the Brazilian university negatively affected the integration of GAZUF...
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Resumo: O presente artigo traz resultados de um estudo que teve como objetivo investigar os discursos de formadores/as de professores/as de línguas estrangeiras acerca da pandemia de COVID-19 e de seus efeitos identitários e emocionais... more
Resumo: O presente artigo traz resultados de um estudo que teve como objetivo investigar os discursos de formadores/as de professores/as de línguas estrangeiras acerca da pandemia de COVID-19 e de seus efeitos identitários e emocionais nos contextos onde atuam. A pesquisa foi realizada em duas universidades públicas federais, uma no sul e a outra no sudeste do Brasil, através de questionários e entrevistas semi-estruturadas. Os resultados mostram que os discursos construídos pelos/as participantes atuam de duas formas: a) em alguns momentos, enfatizam a agência que a pandemia exerceu sobre a comunidade acadêmica; b) em outras ocasiões, dão destaque às possibilidades de agência desta comunidade em vista das dificuldades impostas pela crise sanitária. Tais resultados apontam para a necessidade de reflexões sobre como romper com práticas naturalizadas durante a pandemia e, ao mesmo tempo, ressignificar práticas de ensinoaprendizagem de línguas a partir do que foi aprendido durante o isolamento social. O papel dos Estudos Linguíticos nesse processo é explorado e discutido, principalmente no que diz respeito: a) à necessidade de escutar as narrativas de docentes e discentes sobre suas experiências durante e depois da pandemia; b) à importância de refletir sobre outras formas de atuar dentro do contexto acadêmico, principalmente com maior atenção a questões emocionais; c) às possibilidades de ressignificar o que se entende por educação on-line e híbrida.
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This is the edited collection of the papers presented at an international symposium held at Coventry University in hybrid mode on 16th November 2022. The publication aims to share research findings and good Collaborative Online... more
This is the edited collection of the papers presented at an international symposium held at Coventry University in hybrid mode on 16th November 2022. The publication aims to share research findings and good Collaborative Online International Learning (COIL) - Virtual Exchange (VE) theory and practice for the development of global citizenship competences for the 21st Century, with a focus on language teacher education and language learning.
The papers bring a variety of perspectives on COIL-VE for language learning and teaching and report on COIL-VE projects involving Higher Education Institutions from Spain, Brazil, France, Turkey, Vietnam and the UK.
The papers bring a variety of perspectives on COIL-VE for language learning and teaching and report on COIL-VE projects involving Higher Education Institutions from Spain, Brazil, France, Turkey, Vietnam and the UK.
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This edition of Ilha do Desterro Journal, published as a contribution to the celebrations of the 30th anniversary of the Brazilian Association of Applied Linguistics - ALAB (its acronym in Portuguese), is characterized as a thematic... more
This edition of Ilha do Desterro Journal, published as a contribution to
the celebrations of the 30th anniversary of the Brazilian Association of Applied
Linguistics - ALAB (its acronym in Portuguese), is characterized as a thematic
issue, bringing to the field of applied linguistics the important discussion on the
role of technology in teaching-learning-use of a foreign/additional language (L2).
As such, its organization aimed to gather research studies and updated discussions
on different aspects related to the use of digital resources in the teaching-learninguse of L2 not only in the context of the pandemic but also beyond in relation to the
changes that will come and remain in the use of technologies permeating the useteaching-learning of L2.......
the celebrations of the 30th anniversary of the Brazilian Association of Applied
Linguistics - ALAB (its acronym in Portuguese), is characterized as a thematic
issue, bringing to the field of applied linguistics the important discussion on the
role of technology in teaching-learning-use of a foreign/additional language (L2).
As such, its organization aimed to gather research studies and updated discussions
on different aspects related to the use of digital resources in the teaching-learninguse of L2 not only in the context of the pandemic but also beyond in relation to the
changes that will come and remain in the use of technologies permeating the useteaching-learning of L2.......
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O artigo propõe uma reflexão sobre a (in)visibilidade e (in)validação de conhecimentos produzidos nas relações de colonialidade presentes nas internacionalizações do ensino superior no Brasil e na América Latina. Para tanto, o artigo se... more
O artigo propõe uma reflexão sobre a (in)visibilidade e (in)validação de conhecimentos produzidos nas relações de colonialidade presentes nas internacionalizações do ensino superior no Brasil e na América Latina. Para tanto, o artigo se baseia na literatura decolonial focando principalmente nas contribuições de intelectuais do Sul ligados ao grupo latino-americano Colonialidade/Modernidade (M/C) focando no (1) problema do pensamento abissal e (2) nas diversas críticas que o paradigma da ciência moderna tem recebido para (des)construir imaginários e práticas hegemônicas de internacionalização. Argumentamos que as epistemologias do Sul, por não estarem localizadas e não serem produzidas conforme os moldes do Norte, tendem a permanecer do outro lado da linha abissal na invisibilidade e alteridade exótica/mística/primitiva onde a matriz colonial do poder segue operando na manutenção dos papéis de colonizador/colonizado através de novos atores e em novos contextos: as universidades do Norte e do Sul em suas relações de internacionalização. Concluímos com o convite para enxergar o mundo a partir de outras lentes, para além da ótica da modernidade/colonialidade, pensando e dialogando com a cosmovisão das epistemologias do Sul numa ecologia dos saberes e seres no contexto das internacionalizações do ensino superior.
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This study aims to discuss some possibilities of adopting digital resources for using English as an additional language (EAL) in the process of internationalization of higher education. The literature review includes approaches such as... more
This study aims to discuss some possibilities of adopting digital resources for using English as an additional language (EAL) in the process of internationalization of higher education. The literature review includes approaches such as COIL, MOOCs and EMI used globally, and is contrasted with local evidence of the adoption of digital resources and EAL use in a Brazilian university. The study used a bibliographic research methodology, combined with a literature review, to discuss digital resources as part of approaches for using EAL in internationalization, contrasting with local evidence in the university investigated. Results of the study suggest that the use of digital resources is necessary to promote a more comprehensive process of EAL use in higher education internationalization. The conclusion indicates that a combination of digital resources and alternative approaches can foster language use for internationalization in higher education institutions.
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Este trabajo, de cuño cualitativo y teórico, tiene por objetivo contribuir para la construcción de una internacionalización inclusiva de/para América Latina, a partir de diversos aportes teóricos interrelacionados y enraizados en las... more
Este trabajo, de cuño cualitativo y teórico, tiene por objetivo contribuir para la construcción de una internacionalización inclusiva de/para América Latina, a partir de diversos aportes teóricos interrelacionados y enraizados en las luchas y resistencias 'desde abajo'. Asumimos que los esfuerzos por internacionalizar la educación superior que no visibilizan el legado y las tramas coloniales en el espacio de la educación superior, se convierten en catalizadores que excluyen, intensifican y reproducen las asimetrías de poder entre países, instituciones de educación superior y formas de conocer y de ser. Concluimos este trabajo destacando la importancia de los aportes de la ecología de saberes y lenguas, la descolonialidad y la interculturalidad crítica, para la edificación de una internacionalización inclusiva, con cimientos epistémicos plurales y críticos.
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The paper reflects on the role of the Teaching Internship in the teacher education program based on the perceptions of a professor and a teacher assistant working together in the undergraduate Supervised Internship course during remote... more
The paper reflects on the role of the Teaching Internship in the teacher education program based on the perceptions of a professor and a teacher assistant working together in the undergraduate Supervised Internship course during remote emergency teaching (ERT). The professor involved worked in the discipline as principal teacher/master advisor/supervisor of the teaching internship and the other teacher worked as assistant professor/master student/intern in teaching. Using autoethnography techniques with records made by the professor and the teacher involved in the discipline in their reflection diaries, excerpts from their experience were chosen to illustrate the discussion/reflection on the role of the Teaching Internship in teacher education. Bourdieu's concept of habitus is used in the interpretative analysis, concluding that the experiences lived by the two teachers are permeated and built through the habitus that shaped the interpretation and education of the teachers involved.
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This chapter discusses a paradigm shift in the internationalization of higher education (IHE) in relation to the impacts of the Covid-19 pandemic, redirecting the focus from a “competition” to a “cooperation” orientation in this process.... more
This chapter discusses a paradigm shift in the internationalization of higher education (IHE) in relation to the impacts of the Covid-19 pandemic, redirecting the focus from a “competition” to a “cooperation” orientation in this process. The disruptions caused by the pandemic in physical academic mobility, often equated with IHE, enabled the switch to virtual mobility, including more academics and cooperation in the process of IHE. In order to illustrate and ground the discussion proposed here, this chapter describes a study carried out in a Brazilian public institution, using a mixed methods approach, combining bibliographic and document research techniques with the analysis of notes from staff meetings and class observations. The analysis of notes taken during classes and meetings held through virtual exchanges (VE) and/or a Collaborative Online International Learning (COIL) project, carried out during the pandemic in the university analyzed, contrasted with the bibliographic/document analyses suggests a paradigm shift from academic mobility (for a few students only), with a “competition” orientation with partners mainly from the Global North, to a more inclusive and cooperative process, with different languages and more universities around the world. The authors conclude that virtual and alternative approaches such as VE/COIL can foster the development of more inclusive Internationalization at Home (IaH) processes, with a “cooperation” orientation.
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Given the consensus among academics and policy-makers about the potential of internationalisation of higher education and quality assurance systems to contribute to the modernisation of higher education, on the one hand, and the lack of... more
Given the consensus among academics and policy-makers about the potential of internationalisation of higher education and quality assurance systems to contribute to the modernisation of higher education, on the one hand, and the lack of studies linking quality assurance systems and internationalisation of higher education in Latin America on the other, this study aims to contribute to this gap by presenting a proposal for a matrix of (self) assessment of the internationalisation process of higher education institutions in Latin America. The matrix presented here was produced by Amorim (2020) for the Brazilian context comprising 86 indicators distributed in the three pillars of the university, namely, in the Dimensions of – Teaching, Research and Outreach – analyzed in relation to the Categories – Language Policy, Academic Mobility and Internationalisation at Home suggesting three possibilities for institutional Classification – Internationalised, Engaged and Emerging. An adapted version of Amorim’s (2020) matrix is presented in this working paper, comprising 93 indicators that include intra-region and extra-region dimensions/collaborations. The results of the analysis of the matrix suggest that it represents a relevant contribution in the form of a unified instrument for the (self) assessment and management of internationalisation of higher education institutions in the region.
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Neste ensaio, propomos uma reflexão sobre o uso da tecnologia no ensino e aprendizagem de línguas estrangeiras, mais especificamente, no processo de formação inicial de professores de inglês. O contexto é o estágio supervisionado em uma... more
Neste ensaio, propomos uma reflexão sobre o uso da tecnologia no ensino e aprendizagem de línguas estrangeiras, mais especificamente, no processo de formação inicial de professores de inglês. O contexto é o estágio supervisionado em uma universidade federal brasileira, situando a reflexão a partir dos fazeres pedagógicos da equipe envolvida nessa disciplina, durante o semestre 2021.02. Esse momento ainda estava marcado pela pandemia, que afetou drasticamente nossa percepção de tempo e espaço, bem como nossa experiência docente. Além do detalhamento dos caminhos trilhados e percorridos pela equipe pedagógica envolvida na disciplina, trazemos considerações acerca do impacto do uso da tecnologia nesse contexto, do uso da língua estrangeira nas interações no formato remoto, da ausência de oportunidade de prática e do afastamento do campo do estágio - a escola pública. Destaca-se a importância do contato presencial nesse contexto específico de ensino-aprendizagem.
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This study discusses the role of languages in the process of internationalization of higher education reporting on partial results of a project whose aim is to analyze the role of languages, technologies, and mobility (physical and... more
This study discusses the role of languages in the process of internationalization of higher education reporting on partial results of a project whose aim is to analyze the role of languages, technologies, and mobility (physical and virtual) in the process of internationalization of higher education contrasting data from universities in the Global North and Global South. Data of this study come from a questionnaire with open and semi-structured questions based on Amorim's (2020) matrix of institutional self-assessment of internationalization of higher education administered to 11 universities located in eight different countries, six in the Global North (Europe) and five in the Global South
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This paper reports on the BRASUIS Virtual Exchange (VE) Project carried out in two universities in Brazil and another one in Switzerland. The theoretical framework informing the research is that of Collaborative Online International... more
This paper reports on the BRASUIS Virtual Exchange (VE) Project carried out in two universities in Brazil and another one in Switzerland. The theoretical framework informing the research is that of Collaborative Online International Learning COIL/VE as a strategy to develop Global Citizenship (GC) and Internationalization at Home (IaH) in the three institutions involved. The BRASUIS project involved 26 students from the universities involved and eight international scholars as guest speakers. The project included both synchronous and asynchronous exchanges carried out over 14 weeks. The methodology employed to analyze the impact of the BRASUIS project on the institution's IaH and GC approach is qualitative, using content analysis to look at data from reflection reports and observations produced by the project participants and lecturers. Results of the analysis reveal a varying degree of institutionalised internationalisation when comparing Brazilian and Swiss institutions and suggest that the BRASUIS project made a significant contribution to the development of GC and IaH in the Brazilian institutions involved and though it was a teacher-led innovation, there is potential to institutionalize VE projects beyond individual teachers' efforts in those institutions. Results are discussed in terms of the challenges and benefits of VE to develop GC and IaH.
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RESUMO: Neste artigo, apresentamos reflexões sobre um trabalho colaborativo realizado por nós (três docentes de duas universidades federais brasileiras) na disciplina de Estágio Supervisionado 1 de uma universidade pública no sudeste do... more
RESUMO: Neste artigo, apresentamos reflexões sobre um trabalho colaborativo realizado por nós (três docentes de duas universidades federais brasileiras) na disciplina de Estágio Supervisionado 1 de uma universidade pública no sudeste do país. A partir de material empírico gerado através de um diário reflexivo compartilhado e de conversas em um grupo de WhatsApp, exploramos, mais especificamente, as maneiras em que nossas emoções foram sendo transformadas ao longo do semestre em que o estágio aconteceu, bem como as formas com que buscamos lidar com elas quando confrontados com situações adversas. Nossas reflexões nos levaram à compreensão de que vivenciamos tensionamentos complexos entre sentimentos de medo e angústia, por um lado, e esperança e empatia, por outro. Ao discutir estes resultados, ponderamos sobre como nosso sentir e agir estava atravessado pela colonialidade, bem como pelo desejo de romper com ela.
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T he paper discusses the potential of virtual exchange (VE) to promote the development of Internationalization at Home (IaH) approaches. With that aim, the GAZUFES VE project was undertaken in the COVID-19/post-pandemic scenario between... more
T he paper discusses the potential of virtual exchange (VE) to promote the development of Internationalization at Home (IaH) approaches. With that aim, the GAZUFES VE project was undertaken in the COVID-19/post-pandemic scenario between two universities in the Global South: one in Brazil and another one in Turkey. The theoretical framework informing the research is that of VE as a strategy to internationalize higher education and English teacher education. The methodology employed is qualitative, using content analysis to analyze data collected through reflection reports, interviews, journals, and observations produced by the project informants: preservice English teachers, researchers, teacher trainers and international relations office (IRO) staff in the two institutions involved in the GAZUFES project. Results of the analysis suggest that the GAZUFES project made a significant contribution to English Language Teaching (ELT) education and IaH in the contexts researched, not least by raising the awareness at the IRO offices and the two institutions about the potential of VE for IaH approaches. The implementation of the GAZUFES project was a teacher-led innovation in the two institutions involved and more work is required to institutionalize VE projects beyond individual teachers' efforts. Results are discussed in terms of the challenges and benefits of VE for ELT education in general and IaH in particular through the inclusion of voices and perspectives of different agents in the two institutions (student teachers, researchers, teacher trainers and IRO staff) involved in the GAZUFES project.
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The purpose of this article is to discuss the possible directions that the process of internationalization of higher education in Brazil can take in a post-pandemic scenario of COVID-19 based on institutional self-assessment as proposed... more
The purpose of this article is to discuss the possible directions that the process of internationalization of higher education in Brazil can take in a post-pandemic scenario of COVID-19 based on institutional self-assessment as proposed in the Amorim (2020) matrix. Inspired by Robert Frost's poem and the bifurcation metaphor on the way, we approach two guidelines for the internationalization of higher education, namely: cooperation and competition. The literature review in the area points to a possible paradigm shift (from competition to cooperation) and the discussion proposed here concludes that this change can be amplified/accelerated in the post-pandemic context. The study is reflective and uses the GPS metaphor to assist the self-assessment of Brazilian higher education institutions (HEIs) on the two roads of the poem, in the context of internationalization, in order to guide HEIs on roads that have not yet been traced in the face of the unprecedented context imposed by the pandemic. We conclude that the change of route/paradigm can be done more safely with the use of a(n) GPS/institutional self-analysis of the internationalization process.
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O estudo apresenta uma proposta de matriz de (auto)avaliação do processo de internacionalização de instituições de ensino superior, pilotada em uma universidade federal brasileira. A matriz engloba 86 indicadores, distribuídos nos três... more
O estudo apresenta uma proposta de matriz de (auto)avaliação do processo de internacionalização de instituições de ensino superior, pilotada em uma universidade federal brasileira. A matriz engloba 86 indicadores, distribuídos nos três pilares da universidade, a saber, nas dimensões Ensino, Pesquisa e Extensão, analisadas em relação às categorias Política Linguística, Mobilidade Acadêmica e Internacionalização em Casa, sugerindo três possíveis classificações: Internacionalizada, Engajada e Emergente. Os resultados da análise da matriz sugerem que ela representa uma contribuição relevante para a (auto)avaliação das instituições de ensino superior brasileiras como um instrumento unificado pertinente de (auto)avaliação da internacionalização.
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The study is based on the assumption that knowledge of English is an important factor in the internationalization of higher education and that the English without Borders program has positively affected the overall level of proficiency in... more
The study is based on the assumption that knowledge of English is an important factor in the internationalization of higher education and that the English without Borders program has positively affected the overall level of proficiency in English as well as internationalization levels in Brazil. So as to verify this hypothesis, the study analyzed the interface between English proficiency levels measured with the TOEFL ITP test and internationalization scores measured in terms of rankings in a federal university in Brazil. Results of the study suggest that during the period analyzed these two variables remained stable, thus confirming the hypothesis raised.
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O artigo reflete sobre o ensino de linguas em contextos virtuais a partir de experiencias vividas por professores de linguas durante a pandemia. Um questionario online com 14 perguntas, compartilhado nas redes sociais foi respondido por... more
O artigo reflete sobre o ensino de linguas em contextos virtuais a partir de experiencias vividas por professores de linguas durante a pandemia. Um questionario online com 14 perguntas, compartilhado nas redes sociais foi respondido por 64 professores de linguas, 4 dos quais participaram de uma entrevista no formato de roda de conversa apos terem respondido o questionario. O metodo de analise e misto com dados quantitativos e qualitativos. A analise quantitativa mostrou que a grande maioria dos respondentes usou tecnologias digitais para dar aula no formato remoto tanto de forma sincrona quanto assincrona. Os dados sugerem que nem todos os professores se sentem preparados para trabalhar nessa modalidade, revelando falta de apoio, capacitacao ou formacao por parte de instituicoes no sentido de viabilizar o ensino no formato remoto. A analise qualitativa sugeriu que os professores tem uma postura negativa em relacao ao ensino remoto emergencial em virtude da falta de preparo para ess...
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O estudo analisa os impactos da pandemia da Covid-19 na educação em geral e no aprendizado de línguas estrangeiras, em particular focando nas percepções de aprendizes de inglês. Com esse objetivo, 39 alunos responderam um questionário... more
O estudo analisa os impactos da pandemia da Covid-19 na educação em geral e no aprendizado de línguas estrangeiras, em particular focando nas percepções de aprendizes de inglês. Com esse objetivo, 39 alunos responderam um questionário on-line e 3 deles foram convidados para aprofundar a análise de dados por meio de sua participação em uma roda de conversa virtual com os pesquisadores. Os resultados do estudo sugerem que a pandemia teve um impacto mais quantitativo do que qualitativo na educação em geral e no aprendizado de inglês em particular. A pandemia acelerou e marcou tendências e práticas que já vinham sendo observadas antes, mas de forma incipiente, tais como aprendizado mais autônomo, flexível, focado no aluno, uso de abordagens híbridas e ativas, entre outras. As percepções dos alunos também apontaram efeitos negativos da pandemia sobre a educação como o estresse por excesso de exposição virtual e a falta de concentração e motivação. De maneira geral, concluímos que a pande...
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This paper confronts epistemological myopia to decolonize academic knowledge by exposing scholars’ loci of enunciation to localize knowledge that are often taken as universal. In doing so, we reflect about the process of... more
This paper confronts epistemological myopia to decolonize academic knowledge by exposing scholars’ loci of enunciation to localize knowledge that are often taken as universal. In doing so, we reflect about the process of internationalization of higher education (IHE), from two different loci of enunciation--one in the Global South (UFES) and another in the Global North (FAU). Based on the claim that language policies are closely related to internationalization actions/plans, and in the description of internationalization models in terms of the Traditional International Cooperation (TIC) model, characterized by competitive relations, and the Horizontal International Cooperation (HIC) model based on solidarity and international awareness, we analyze language policies and international cooperation agreements at UFES and at FAU as a window for reflecting about the internationalization processes in these institutions. The analysis of language policies and international agreements at UFES...
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O estudo propõe uma reflexão sobre o processo de internacionalização das universidades brasileiras. Com esse fim, um estudo de caso foi realizado em uma universidade federal do sudeste com objetivo de analisar aspectos micro, meso e macro... more
O estudo propõe uma reflexão sobre o processo de internacionalização das universidades brasileiras. Com esse fim, um estudo de caso foi realizado em uma universidade federal do sudeste com objetivo de analisar aspectos micro, meso e macro da internacionalização dentro de três esferas concêntricas, quais sejam: da comunidade acadêmica, da instituição e do governo. A análise é de cunho híbrido com dados quantitativos e qualitativos triangulando (1) percepções de alunos e professores sobre os impactos das ações de internacionalização na universidade investigada - nível micro; (2) as ações de internacionalização implementadas ou em fase de implementação nessa instituição - nível meso; e (3) as políticas linguísticas e de internacionalização propostas pelo governo por meio dos programas Ciências sem Fronteiras (CsF), Inglês sem Fronteiras e Idiomas sem Fronteiras (IsF) - nível macro. Resultados da análise macro sugerem que a internacionalização afeta e é afetada pela globalização onde o ...
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This study aimed at analyzing how mobile assisted language learning (MALL) may be used to aid second/foreign language (L2) learning. So as to reach this goal, the Duolingo platform, one of the most popular apps among L2 learners, was... more
This study aimed at analyzing how mobile assisted language learning (MALL) may be used to aid second/foreign language (L2) learning. So as to reach this goal, the Duolingo platform, one of the most popular apps among L2 learners, was analyzed in terms of its possibilities and limitations for L2 learning as perceived by its users. With that aim, a study was carried out with 80 participants, 45 of whom were L2 learners who answered an online survey about their preferences for L2 learning, 25 MALL users and 10 L2 teachers who were interviewed. Data analysis used a mixed methods design with predominantly qualitative data. Results of the study showed that participants recognize the relevance of MALL for L2 learning and think that the Duolingo may aid L2 learning to a certain extent, but agree that a teacher is necessary to foster interaction and the development of production skills in L2. Based on these results the study concluded that L2 teachers should consider using blended approaches...
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This paper reports a study that explores the role of English as a language of instruction (or English Medium Instruction (EMI)) in the Turkish higher education system problematizing it in Turkey in terms of the country’s possible... more
This paper reports a study that explores the role of English as a language of instruction (or English Medium Instruction (EMI)) in the Turkish higher education system problematizing it in Turkey in terms of the country’s possible inclusion in the European Union and globalization discourses as well as the possible exclusion of Turkish students who do not speak English. With that aim, a study was carried out to analyze the offer of EMI courses at the Turkish universities and the use of English in that context. Data were collected from the Turkish universities websites and the analyses show that there are more state than private universities in the country, most of which have websites in English whereas only 25% offer EMI courses and/or programs to attract international students. The discussion of the data addresses the use of English in the internationalization of higher education in relation to possible implications of offering EMI courses in that context.
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The purpose of this article is to discuss the possible directions that the process of internationalization of higher education in Brazil can take in a post-pandemic scenario of COVID-19 based on institutional self-assessment as proposed... more
The purpose of this article is to discuss the possible directions that the process of internationalization of higher education in Brazil can take in a post-pandemic scenario of COVID-19 based on institutional self-assessment as proposed in the Amorim (2020) matrix. Inspired by Robert Frost's poem and the bifurcation metaphor on the way, we approach two guidelines for the internationalization of higher education, namely: cooperation and competition. The literature review in the area points to a possible paradigm shift (from competition to cooperation) and the discussion proposed here concludes that this change can be amplified/accelerated in the post-pandemic context. The study is reflective and uses the GPS metaphor to assist the self-assessment of Brazilian higher education institutions (HEIs) on the two roads of the poem, in the context of internationalization, in order to guide HEIs on roads that have not yet been traced in the face of the unprecedented context imposed by the...
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Sevilla-Pavón, A.; Finardi, K. R. (2022). El aprendizaje de lenguas en la Universitat de València durante y tras el confinamiento: la perspectiva del alumnado. En: Adrián J. Acosta Jiménez; Corral Esteban, A. & García Hernández, Y., eds.... more
Sevilla-Pavón, A.; Finardi, K. R. (2022). El aprendizaje de lenguas en la Universitat de València durante y tras el confinamiento: la perspectiva del alumnado. En: Adrián J. Acosta Jiménez; Corral Esteban, A. & García Hernández, Y., eds. Enseñar lenguas extranjeras después de la COVID19. Análisis y propuestas metodológicas, pp. 143-154. Peter Lang, 300 p. https://doi.org/10.3726/b19815.
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This chapter discusses a paradigm shift in the internationalization of higher education (IHE) in relation to the impacts of the Covid-19 pandemic, redirecting the focus from a “competition” to a “cooperation” orientation in this process.... more
This chapter discusses a paradigm shift in the internationalization of higher education (IHE) in relation to the impacts of the Covid-19 pandemic, redirecting the focus from a “competition” to a “cooperation” orientation in this process. The disruptions caused by the pandemic in physical academic mobility, often equated with IHE, enabled the switch to virtual mobility, including more academics and cooperation in the process of IHE. In order to illustrate and ground the discussion proposed here, this chapter describes a study carried out in a Brazilian public institution, using a mixed methods approach, combining bibliographic and document research techniques with the analysis of notes from staff meetings and class observations. The analysis of notes taken during classes and meetings held through virtual exchanges (VE) and/or a Collaborative Online International Learning (COIL) project, carried out during the pandemic in the university analyzed, contrasted with the bibliographic/document analyses suggests a paradigm shift from academic mobility (for a few students only), with a “competition” orientation with partners mainly from the Global North, to a more inclusive and cooperative process, with different languages and more universities around the world. The authors conclude that virtual and alternative approaches such as VE/COIL can foster the development of more inclusive Internationalization at Home (IaH) processes, with a “cooperation” orientation.
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O artigo propoe uma reflexao sobre a (in)visibilidade e (in)validacao de conhecimentos produzidos nas relacoes de colonialidade presentes nas internacionalizacoes do ensino superior no Brasil e na America Latina. Para tanto, o artigo se... more
O artigo propoe uma reflexao sobre a (in)visibilidade e (in)validacao de conhecimentos produzidos nas relacoes de colonialidade presentes nas internacionalizacoes do ensino superior no Brasil e na America Latina. Para tanto, o artigo se baseia na literatura decolonial focando principalmente nas contribuicoes de intelectuais do Sul ligados ao grupo latino-americano Colonialidade/Modernidade (M/C) focando no (1) problema do pensamento abissal e (2) nas diversas criticas que o paradigma da ciencia moderna tem recebido para (des)construir imaginarios e praticas hegemonicas de internacionalizacao. Argumentamos que as epistemologias do Sul, por nao estarem localizadas e nao serem produzidas conforme os moldes do Norte, tendem a permanecer do outro lado da linha abissal na invisibilidade e alteridade exotica/mistica/primitiva onde a matriz colonial do poder segue operando na manutencao dos papeis de colonizador/colonizado atraves de novos atores e em novos contextos: as universidades do Norte e do Sul em suas relacoes de internacionalizacao. Concluimos com o convite para enxergar o mundo a partir de outras lentes, para alem da otica da modernidade/colonialidade, pensando e dialogando com a cosmovisao das epistemologias do Sul numa ecologia dos saberes e seres no contexto das internacionalizacoes do ensino superior.
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Research Interests: Sociology and Humanities
Este trabalho tem como objetivo principal refletir sobre as possibilidades e limitações da abordagem de ensino de línguas adicionais conhecida como Abordagem de Ensino de Conteúdos Diversos por meio da Língua (Content and Language... more
Este trabalho tem como objetivo principal refletir sobre as possibilidades e limitações da abordagem de ensino de línguas adicionais conhecida como Abordagem de Ensino de Conteúdos Diversos por meio da Língua (Content and Language Integrated Learning ou CLIL na abreviação em inglês) (por exemplo, LASAGBASTER; SIERRA, 2013) no contexto educacional brasileiro. Com este fim, o estudo analisa evidências de um curso de formação de professores de inglês de uma universidade federal do sudeste e as crenças e prática de professores de inglês em formação nesse curso. A metodologia do estudo é de cunho qualitativo (DORNYEI, 2007) e baseada na pesquisa do tipo enquete (survey) (RAMOS, 2011). A investigação foi dividida em três momentos: o primeiro foi o levantamento bibliográfico sobre a abordagem CLIL e o levantamento documental do currículo do curso investigado e da ementa da disciplina de estágio supervisionado; o segundo foi a análise das crenças dos alunos e da professora da disciplina de estágio supervisionado do curso investigado sobre o uso da CLIL; e o terceiro foi o contraste da teoria revisada com as crenças analisadas. A coleta de dados inclui busca documental, entrevistas e questionários aplicados aos alunos e professora dessa disciplina, a observação de aulas dessa disciplina e a análise dos planos de aula produzidos pelos alunos participantes. A revisão de literatura e a análise do currículo do curso e da ementa da disciplina sugerem que, apesar da CLIL se mostrar como uma possibilidade metodológica relevante para internacionalização do ensino, essa abordagem não se evidencia no currículo do curso analisado ou na ementa da disciplina observada, sendo que sua inclusão fica a critério do professor formador. As análises dos questionários e entrevistas sugerem que apesar dos benefícios da abordagem CLIL, seu uso é visto pelos professores como representando um enorme desafio no cenário educacional nacional, uma vez que exige uma demanda profissional atualmente incompatível com nossa realidade uma vez que pressupõe a existência de profissionais de língua capacitados para o ensino de conteúdos diversos e o inverso. A análise dos planos de aula produzidos pelos professores em formação sugere uma intenção na implementação da abordagem, embora ainda de forma conteudista. A análise das entrevistas mostrou também que a produção de materiais baseados na abordagem CLIL demandam maior tempo e investimento na formação e capacitação docente em geral e no inglês especificamente. De forma geral, os resultados do estudo sugerem que a abordagem CLIL representa um potencial relevante, mas que requer um maior investimento, traduzido na formação, qualificação e valorização docente em geral e do professor de inglês especificamente.
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A presente obra intitulada Linguística Aplicada na Contemporaneidade: Temáticas e Desafios foi organizada em 10 capítulos divididos em quatro seções: Estudos de Gênero e Identidade; Tradução e Estudos Decoloniais; Ensino de Línguas e... more
A presente obra intitulada Linguística Aplicada na Contemporaneidade: Temáticas e Desafios foi organizada em 10 capítulos divididos em quatro seções: Estudos de Gênero e Identidade; Tradução e Estudos Decoloniais; Ensino de Línguas e Formação de Professores e Políticas Linguísticas e Internacionalização. As abordagens e temas tratados incluem, entre outros, Análise do Discurso, Educação Linguística, Estudos da Tradução e Audiodescrição e Estudos da Complexidade, que representam tanto uma continuação do diálogo iniciado no 12º CBLA (Congresso Brasileiro de Linguística Aplicada), promovido pela Associação de Linguística Aplicada do Brasil (ALAB) e realizado em Vitória (ES) em julho de 2019, quanto uma contribuição da área de Linguística Aplicada em forma de livro.
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This paper aims to report on the preliminary results of a needs analysis survey on entrepreneurship and linguistic services. This survey was conducted as part of Phase 2 of the project "YES3D: Youth Entrepreneurship for Society" (YES3D),... more
This paper aims to report on the preliminary results of a needs analysis survey on entrepreneurship and linguistic services. This survey was conducted as part of Phase 2 of the project "YES3D: Youth Entrepreneurship for Society" (YES3D), which aims to investigate the role of three-dimensional virtual reality in contexts of international virtual exchanges between geographically-dispersed university students of languages for specific purposes. These exchanges were framed within the training processes of future professionals in the business world and, more specifically, of social entrepreneurship based on the Sustainable Development Goals (SDGs) proposed by UNESCO (UNESCO, 2020, 2012). The students created artefacts...
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Research Interests:
The Annual Review of Comparative and International Education (ARCIE) represents a forum and an opportunity for scholars worldwide to discuss and examine trends and directions in comparative/international education, highlighting relevant... more
The Annual Review of Comparative and International Education (ARCIE) represents a forum and an opportunity for scholars worldwide to discuss and examine trends and directions in comparative/international education, highlighting relevant developments in these fields, related to educational contexts, climates, and reforms in these contexts. Changes and reforms within these contexts and areas can have significant impacts on various education stakeholders, agents, and societies. Given the need to identify and prepare for these changes, the objective of this chapter is to discuss recent trends and directions in the field of Comparative and International Education (CIE). The method employed to identify these trends was a meta-analysis of the 23 chapters published in the 2020 edition of ARCIE. The 23 chapters composed the corpus of texts analyzed in this study, with the support of an online platform for corpora processing. Results of the analysis were contrasted with relevant literature in the field and suggest that (among the three main missions of universities) teaching and research received more attention than outreach/services, considering the corpus analyzed. In addition, teachers and students received more attention than administrative staff. Therefore, we conclude that more attention is necessary toward these aspects (outreach and administrative staff) in the pursuit of social justice and UN’s sustainable development goals (SDGs). Finally, the prevalence of topics related to language and sustainability suggests a need for more representativeness, in terms of regions and languages studied in the field of CIE.
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This collection explores the critical decolonial practices of applied linguistics researchers from Latin America and the Latin American diaspora, shedding light on the processes of epistemological decolonization and moving from a... more
This collection explores the critical decolonial practices of applied linguistics researchers from Latin America and the Latin American diaspora, shedding light on the processes of epistemological decolonization and moving from a monolingual to a multilingual stance. The volume brings together participants from an AILA 2021 symposium, in which researchers reflected on applied linguistics in Latin America, and on the ways in which it brought concerns around social justice, the legacy of coloniality, and the role of monolingual English in education to the fore. Each chapter is composed of four parts: an autobiographical section written both in Spanish or Portuguese and in English followed by a reflection on the epistemological differences between versions; a discussion in English of the research project; a critical reflection on the epistemic practices and critical pedagogies enacted in the project; and the author(s)' understanding of the concept of decolonization and recommendations for further decolonizing the monolingual mindset of language teachers and learners. At once linguistic, epistemological, and political, the collection aims to diversify the concept of decoloniality itself and showcase other ways in which decolonial thought can be implemented in language education. This book will be of interest to scholars in applied linguistics, sociolinguistics, and language education.
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Contiene siete artículos y dos reseñas
FINARDI, KYRIA; MOORE, P. ; GUIMARAES, F. . Glocalization and Internationalization in University Language Policy Making. In: Fernando D. Rubio-Alcalá; Do Coyle. (Org.). Developing and Evaluating Quality Bilingual Practices in Higher... more
FINARDI, KYRIA; MOORE, P. ; GUIMARAES, F. . Glocalization and Internationalization in University Language Policy Making. In: Fernando D. Rubio-Alcalá; Do Coyle. (Org.). Developing and Evaluating Quality Bilingual Practices in Higher Education. 1ed.Bristol: Multilingual Matters, v. 1, p. 54-72, 2021
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Faubai, 2017 Equipe responsável: Redação: Denise Abreu-e-Lima Eliane Segati Rios-Registro Heloisa Delgado Katia Morais Kyria Finardi Pilar Traverso Renata Archanjo Simone Sarmento Sonia Bierbrauer Telma Gimenez Leitura crítica: Ana... more
Faubai, 2017
Equipe responsável:
Redação:
Denise Abreu-e-Lima
Eliane Segati Rios-Registro
Heloisa Delgado
Katia Morais
Kyria Finardi
Pilar Traverso
Renata Archanjo
Simone Sarmento
Sonia Bierbrauer
Telma Gimenez
Leitura crítica:
Ana Luiza Pires de Freitas
Beatriz G. Rodrigues
Maria Elizabete Santiago
Paula Tavares Pinto
Ruberval Franco Maciel
Waldenor Moraes
Equipe responsável:
Redação:
Denise Abreu-e-Lima
Eliane Segati Rios-Registro
Heloisa Delgado
Katia Morais
Kyria Finardi
Pilar Traverso
Renata Archanjo
Simone Sarmento
Sonia Bierbrauer
Telma Gimenez
Leitura crítica:
Ana Luiza Pires de Freitas
Beatriz G. Rodrigues
Maria Elizabete Santiago
Paula Tavares Pinto
Ruberval Franco Maciel
Waldenor Moraes
Research Interests:
FINARDI, K. R.. Crencas de professores sobre o uso da linguagem ludica na sala de aula de lingua estrangeira. In: Gloria Gil; Andreia Rauber; Marcia Carazzai; Joara Bergsleithner. (Org.). Pesquisas qualitativas no ensino e aprendizagem de... more
FINARDI, K. R.. Crencas de professores sobre o uso da linguagem ludica na sala de aula de lingua estrangeira. In: Gloria Gil; Andreia Rauber; Marcia Carazzai; Joara Bergsleithner. (Org.). Pesquisas qualitativas no ensino e aprendizagem de lingua estrangeira: a sala de aula e o professor. 1ed.Florianopolis: Programa de Pos-graduacao em letras ingles e literatura correspondente, 2005, v. 1, p. 11-344.
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FINARDI, K. R.. Implications of Dual-Process Theories to Working Memory Capacity and L2 Speech Production and Acquisition. In: Reyes Gómez Morón, Manuel Padilla Cruz, Lucía Fernández Amaya and María de la O Hernández López. (Org.).... more
FINARDI, K. R.. Implications of Dual-Process Theories to Working Memory Capacity and L2 Speech Production and Acquisition. In: Reyes Gómez Morón, Manuel Padilla Cruz, Lucía Fernández Amaya and María de la O Hernández López. (Org.). Pragmatics Applied to Language Teaching and Learning. 1ed.Newcastle upon Tyne: Cambridge Scholars Publishing, 2009, v. 1, p. 408-426.
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FINARDI, K. R.. Information Processing Theory Issues Permeating Working Memory Capacity and L2 Speech Performance and Acquisition. In: Cesare Gagliardi & Alan Maley. (Org.). EIL, ELF, Global English: Teaching and Learning Issues.... more
FINARDI, K. R.. Information Processing Theory Issues Permeating Working Memory Capacity and L2 Speech Performance and Acquisition. In: Cesare Gagliardi & Alan Maley. (Org.). EIL, ELF, Global English: Teaching and Learning Issues. 1ed.Berna: Linguistic Insights, 2010, v. 96, p. 241-264.
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FINARDI, K. R.. Aportes da teoria do processamento da informação para a linguística aplicada e o ensino de L2. In: Livro: CARMELINO, Ana Cristina; MEIRELES, Alexsandro Rodrigues; YACOVENCO, Lilian Coutinho (Orgs.).. (Org.). Questões... more
FINARDI, K. R.. Aportes da teoria do processamento da informação para a linguística aplicada e o ensino de L2. In: Livro: CARMELINO, Ana Cristina; MEIRELES, Alexsandro Rodrigues; YACOVENCO, Lilian Coutinho (Orgs.).. (Org.). Questões linguísticas: diferentes abordagens teóricas. 1ed.Vitoria: PPGEL/UFES, 2012, v. 1, p. 211-223.
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SILVEIRA, N.; FINARDI, KYRIA REBECA . POTENCIALIDADES DA INTERNET NO ENSINO-APRENDIZADO HÍBRIDO DE L2 POR MEIO DE TAREFAS. In: Micheline Mattedi Tomazi; Lúcia Helena Peyroton da Rocha; Daniel de Mello Ferraz. (Org.). Estudos linguísticos:... more
SILVEIRA, N.; FINARDI, KYRIA REBECA . POTENCIALIDADES DA INTERNET NO ENSINO-APRENDIZADO HÍBRIDO DE L2 POR MEIO DE TAREFAS. In: Micheline Mattedi Tomazi; Lúcia Helena Peyroton da Rocha; Daniel de Mello Ferraz. (Org.). Estudos linguísticos: descrição, texto, discurso e ensino. 1ed.Vitória: PPGEL/UFES, 2016, v. 1, p. 240-258.
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FINARDI, KYRIA REBECA. Globalization and English in Brazil. In: Kyria Rebeca Finardi. (Org.). English in Brazil : views, policies and programs. 1ed.Londrina: EDUEL, 2016, v. 1, p. 15-36.
Research Interests:
Chapter 9: Hybridizing L2 Learning: Affordances of the Inverted Class Approach with Online Tasks; by Nádia Silveira and Kyria Rebeca Finardi. Based on the assumption that both knowledge of English and digital literacy are important to... more
Chapter 9: Hybridizing L2 Learning: Affordances of the Inverted Class Approach with Online Tasks; by Nádia Silveira and Kyria Rebeca Finardi. Based on the assumption that both knowledge of English and digital literacy are important to access information online (Finardi, Prebianca, & Momm, 2013), the present study investigated the impact of a hybrid approach to English as a foreign language teaching in an intact class in Brazil. Hybrid approaches have been described as the combination of face-to-face classes with online instruction, (Graham, 2005), and in
this study it was operationalized as an inverted class approach, that is,
the combination of face-to-face classes with computer-mediated activities performed in an online environment, outside the class. Twenty male participants were recruited in an intact class in the Brazilian Navy Academy Boarding School to participate in the study. Data includes class observation, questionnaires and interviews, analyzed qualitatively to evaluate the impact of online tasks in L2 learning, as well as in the development of students’ autonomy and digital literacy. Three tasks adapted from Finardi and Porcino (2013) using different sites on the
internet were administered, followed by a questionnaire after each task. Overall results of the qualitative analysis of students’ perceptions of the tasks performed in the online environment revealed that the L2 hybrid approach used may contribute to the development of students’ autonomy, motivation, digital literacy and L2 development through extended contact with and in the target language.
this study it was operationalized as an inverted class approach, that is,
the combination of face-to-face classes with computer-mediated activities performed in an online environment, outside the class. Twenty male participants were recruited in an intact class in the Brazilian Navy Academy Boarding School to participate in the study. Data includes class observation, questionnaires and interviews, analyzed qualitatively to evaluate the impact of online tasks in L2 learning, as well as in the development of students’ autonomy and digital literacy. Three tasks adapted from Finardi and Porcino (2013) using different sites on the
internet were administered, followed by a questionnaire after each task. Overall results of the qualitative analysis of students’ perceptions of the tasks performed in the online environment revealed that the L2 hybrid approach used may contribute to the development of students’ autonomy, motivation, digital literacy and L2 development through extended contact with and in the target language.
Research Interests:
FINARDI, KYRIA REBECA. Language Policies and Internationalisation in Brazil: The Role(s) of English as an Additional Language. In: Lydia Sciriha. (Org.). International Perspectives on Bilingualism. 1ed.Newcastle upon Tyne: Cambridge... more
FINARDI, KYRIA REBECA. Language Policies and Internationalisation in Brazil: The Role(s) of English as an Additional Language. In: Lydia Sciriha. (Org.). International Perspectives on Bilingualism. 1ed.Newcastle upon Tyne: Cambridge Scholars Publishing, 2016, v. 1, p. 79-90.
Research Interests:
FINARDI, KYRIA REBECA; CSILLAGH, V. . Globalization and linguistic diversity in Switzerland: insights from the roles of national languages and English as a foreign language. In: S. Grucza; M. Olpińska; P. Romanowski. (Org.). Advances in... more
FINARDI, KYRIA REBECA; CSILLAGH, V. . Globalization and linguistic diversity in Switzerland: insights from the roles of national languages and English as a foreign language. In: S. Grucza; M. Olpińska; P. Romanowski. (Org.). Advances in Understanding Multilingualism. 1ed.Warsaw: Peter Lang GmbH, International Academic Publishers, Frankfurt am Main, 2016, v. 24, p. 41-56.
Research Interests:
FINARDI, KYRIA REBECA; PORCINO, M. C. . Facebook na ensinagem de inglês como língua adicional. In: Julio Araújo; Vilson Leffa. (Org.). Redes sociais e ensino de língua : o que temos de aprender. 1ed.São Paulo: Editora Brasileira... more
FINARDI, KYRIA REBECA; PORCINO, M. C. . Facebook na ensinagem de inglês como língua adicional. In: Julio Araújo; Vilson Leffa. (Org.). Redes sociais e ensino de língua : o que temos de aprender. 1ed.São Paulo: Editora Brasileira Comercial, 2016, v. 1, p. 99-115.
Research Interests:
FINARDI, KYRIA REBECA. Refletindo sobre abordagens críticas de ensino de língua estrangeira. In: Aurelia Leal Lima Lyrio. (Org.). Linguística Aplicada: ensino, pesquisa e reflexões. 1ed.Vitória: EDUFES, 2017, v. 1, p. 185-210.
Research Interests:
FINARDI, KYRIA REBECA; VIEIRA, G. V. . ENSINO DE LÍNGUAS ADICIONAIS: TECNOLOGIAS DIGITAIS PARA UMA EDUCAÇÃO LINGUÍSTICA HÍBRIDA, INCLUSIVA E MÓVEL. In: Claudia Hilsdorf Rocha; Michele Salles El Kadri; Joel Austin Windle. (Org.). Diálogos... more
FINARDI, KYRIA REBECA; VIEIRA, G. V. . ENSINO DE LÍNGUAS ADICIONAIS: TECNOLOGIAS DIGITAIS PARA UMA EDUCAÇÃO LINGUÍSTICA HÍBRIDA, INCLUSIVA E MÓVEL. In: Claudia Hilsdorf Rocha; Michele Salles El Kadri; Joel Austin Windle. (Org.). Diálogos sobre tecnologia educacional: educação linguística, mobilidade e práticas translíngues. 1ed.Campinas: Pontes Editores, 2017, v. 1, p. 113-162.
Research Interests:
FERRAZ, D.; FINARDI, KYRIA REBECA . O programa inglês sem fronteiras na UFES e o ensino de inglês no Brasil. In: Cláudia Cristina Ferreira. (Org.). Vade mecum do ensino das línguas estrangeiras/adicionais. 1ed.Campinas: Pontes, 2018, v.... more
FERRAZ, D.; FINARDI, KYRIA REBECA . O programa inglês sem fronteiras na UFES e o ensino de inglês no Brasil. In: Cláudia Cristina Ferreira. (Org.). Vade mecum do ensino das línguas estrangeiras/adicionais. 1ed.Campinas: Pontes, 2018, v. 1, p. 693-712.
Research Interests:
FINARDI, KYRIA REBECA. LÍNGUAS ADICIONAIS NA FORMAÇÃO E INTERNACIONALIZAÇÃO DA EDUCAÇÃO NO BRASIL CONTEMPORÂNEO: O PAPEL DAS POLÍTICAS LINGUÍSTICAS, METODOLOGIAS E TECNOLOGIAS. In: Kyria Rebeca Finardi. (Org.). A pesquisa em educação e... more
FINARDI, KYRIA REBECA. LÍNGUAS ADICIONAIS NA FORMAÇÃO E INTERNACIONALIZAÇÃO DA EDUCAÇÃO NO BRASIL CONTEMPORÂNEO: O PAPEL DAS POLÍTICAS LINGUÍSTICAS, METODOLOGIAS E TECNOLOGIAS. In: Kyria Rebeca Finardi. (Org.). A pesquisa em educação e linguagens: perspectivas em diálogo. 1ed.Campinas: Pontes, 2018, v. 1, p. 105-128.
Research Interests:
FINARDI, KYRIA REBECA. English as a global language in Brazil: A local contribution. In: Telma Gimenez, Michele Salles El Kadri, Luciana Cabrini Simões Calvo. (Org.). English as a Lingua Franca in Teacher Education a Brazilian... more
FINARDI, KYRIA REBECA. English as a global language in Brazil: A local contribution. In: Telma Gimenez, Michele Salles El Kadri, Luciana Cabrini Simões Calvo. (Org.). English as a Lingua Franca in Teacher Education a Brazilian Perspective. 1ed.Berlin/Boston: De Gruyter Mouton, 2018, v. 1, p. 71-86.
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FINARDI, KYRIA REBECA. Final Remarks. In: Kyria Rebeca Finardi. (Org.). English in the South. 1ed.Londrina: EDUEL, 2019, v. 1, p. 293-306.
Research Interests:
MOORE, P.; FINARDI, KYRIA REBECA. The Role of English and Internationalization in the South? of the North. In: Kyria Rebeca Finardi. (Org.). English in the South. 1ed.Londrina: EDUEL, 2019, v. 1, p. 265-292.
Research Interests:
LIMA, D. A. E.; FINARDI, KYRIA REBECA. Políticas Linguísticas para Internacionalização e o papel do Programa Idiomas sem Fronteiras. In: Kyria Rebeca Finardi; Maria Marta Scherre; Luciano Vidon. (Org.). Língua, Discurso e Política:... more
LIMA, D. A. E.; FINARDI, KYRIA REBECA. Políticas Linguísticas para Internacionalização e o papel do Programa Idiomas sem Fronteiras. In: Kyria Rebeca Finardi; Maria Marta Scherre; Luciano Vidon. (Org.). Língua, Discurso e Política: Desafios Contemporâneos. 1ed.Campinas: Pontes /PPGEL, 2019, v. 1, p. 13-28
Research Interests:
FINARDI, KYRIA REBECA. DA CRÍTICA À INTERNACIONALIZAÇÃO A UMA INTERNACIONALIZAÇÃO CRÍTICA. In: Kyria Finardi; Rogério Tilio; Vladia Borges; Adriana Dellagnelo; Etelvo Ramos. (Org.). Transitando e transpondo n(a) linguística aplicada.... more
FINARDI, KYRIA REBECA. DA CRÍTICA À INTERNACIONALIZAÇÃO A UMA INTERNACIONALIZAÇÃO CRÍTICA. In: Kyria Finardi; Rogério Tilio; Vladia Borges; Adriana Dellagnelo; Etelvo Ramos. (Org.). Transitando e transpondo n(a) linguística aplicada. 1ed.Campinas: Pontes, 2019, v. 1, p. 33-51.
Research Interests:
ABSTRACT This chapter discusses intercultural education (in general) addressing some of its challenges and opportunities within a local context of a public university in Brazil. A review of literature on intercultural education and... more
ABSTRACT
This chapter discusses intercultural education (in general) addressing some of its challenges and opportunities within a local context of a public university in Brazil. A review of literature on intercultural education and internationalization of higher education was conducted, followed by a meta-analysis of a corpus composed of 22 studies/documents in the university analyzed, comparing them with the reviewed literature. The study sought to answer the research question of what are the possibilities and limitations of intercultural education in the university analyzed (UFES). The discussion contrasts the analysis of the corpus with the literature reviewed suggesting that UFES adopts English as a Medium of Instruction (EMI) approaches and internationalization models from the Global North which in turn, pose more difficulties than possibilities for intercultural education there. The chapter concludes that the use of other languages besides English in approaches such as CLIL, COIL, and Intercomprehension represent relevant alternatives to foster multilingualism and intercultural education in that context.
This chapter discusses intercultural education (in general) addressing some of its challenges and opportunities within a local context of a public university in Brazil. A review of literature on intercultural education and internationalization of higher education was conducted, followed by a meta-analysis of a corpus composed of 22 studies/documents in the university analyzed, comparing them with the reviewed literature. The study sought to answer the research question of what are the possibilities and limitations of intercultural education in the university analyzed (UFES). The discussion contrasts the analysis of the corpus with the literature reviewed suggesting that UFES adopts English as a Medium of Instruction (EMI) approaches and internationalization models from the Global North which in turn, pose more difficulties than possibilities for intercultural education there. The chapter concludes that the use of other languages besides English in approaches such as CLIL, COIL, and Intercomprehension represent relevant alternatives to foster multilingualism and intercultural education in that context.
Research Interests:
Abstract This paper reviews the concepts of interculturality and internationalization of higher education, discussing the relationship between them and foreign languages in general and English in particular, drawing on some... more
Abstract
This paper reviews the concepts of interculturality and internationalization of higher
education, discussing the relationship between them and foreign languages in general and
English in particular, drawing on some considerations on the use of an approach for the
teaching-learning-use of foreign languages known as the intercomprehension approach.
According to Finardi and Csillagh (2016), no account of multilingualism is complete without
considering the role of English in it nowadays. Besides, according to Finardi (2017), the
intercomprehension approach may be a relevant solution to include other languages apart
from English in the curricula of Brazilian schools, especially after the educational reform that
made the teaching of English mandatory, jeopardizing the offer of other foreign languages in
public schools in that country. The review offered here concludes that interculturality,
internationalization and intercomprehension are related insomuch as the intercomprehension
approach and interculturality can help to mitigate negative effects of internationalization,
such as the strengthening of the hegemony of English as the academic lingua franca.
Keywords: interculturality; internationalization; intercomprehension.
This paper reviews the concepts of interculturality and internationalization of higher
education, discussing the relationship between them and foreign languages in general and
English in particular, drawing on some considerations on the use of an approach for the
teaching-learning-use of foreign languages known as the intercomprehension approach.
According to Finardi and Csillagh (2016), no account of multilingualism is complete without
considering the role of English in it nowadays. Besides, according to Finardi (2017), the
intercomprehension approach may be a relevant solution to include other languages apart
from English in the curricula of Brazilian schools, especially after the educational reform that
made the teaching of English mandatory, jeopardizing the offer of other foreign languages in
public schools in that country. The review offered here concludes that interculturality,
internationalization and intercomprehension are related insomuch as the intercomprehension
approach and interculturality can help to mitigate negative effects of internationalization,
such as the strengthening of the hegemony of English as the academic lingua franca.
Keywords: interculturality; internationalization; intercomprehension.
Research Interests:
FINARDI, KYRIA REBECA; MOORE, P. ; GUIMARAES, F. . Glocalization and Internationalization in University Language Policy Making. In: Fernando D. Rubio-Alcalá; Do Coyle. (Org.). Developing and Evaluating Quality Bilingual Practices in... more
FINARDI, KYRIA REBECA; MOORE, P. ; GUIMARAES, F. . Glocalization and Internationalization in University Language Policy Making. In: Fernando D. Rubio-Alcalá; Do Coyle. (Org.). Developing and Evaluating Quality Bilingual Practices in Higher Education. 1ed.Bristol: Multilingual Matters, 2021, v. 1, p. 54-72.
Research Interests:
The chapter aims to reflect on aspects of quality and assessment of language policies and internationalization of higher education in general, zooming in a local proposal/perspective put forward by a research group in the Federal... more
The chapter aims to reflect on aspects of quality and assessment of language policies and internationalization of higher education in general, zooming in a local proposal/perspective put forward by a research group in the Federal University of Espírito Santo, Brazil. De Wit (2011) describes nine misconceptions of internationalization among which is the fact that internationalization is equated with a specific programmatic or organizational strategy to promote internationalization whereby the means appear to have become the goal. More recently, internationalization has been defined as the intentional process of integrating an international, intercultural, or global dimension into the purpose, functions and delivery of postsecondary education, in order to enhance the quality of education and research for all students and staff, and to make a meaningful contribution to society (de Wit et al. 2015; based on definition by Knight 2004, 2012). Internationalization has been a prolific subject of discussion (Knight, 1994; European Parliament, 2015; Beelen & Jones, 2015; Hudzik, 2011; Andreotti et al, 2016), but only recently in Brazil it became part of the agenda of higher education. The
present chapter aims to reflect upon glocal aspects of internationalization and language policies by offering a meta-analysis of studies carried out between 2014-2018 by a research group of the Federal University of Espírito Santo (UFES), Brazil. Preliminary results of this metaanalysis suggest progress in the internationalization process in that context, in the period investigated. Lately, the research group shifted its focus and produced a multilevel assessment matrix for the internationalization process of Brazilian HE institutions taking into account principles for a more glocal, sustainable, and comprehensible internationalization process.
Keywords: Internationalization in Brazil; language policies; assessment; a glocal proposal; meta-analysis.
present chapter aims to reflect upon glocal aspects of internationalization and language policies by offering a meta-analysis of studies carried out between 2014-2018 by a research group of the Federal University of Espírito Santo (UFES), Brazil. Preliminary results of this metaanalysis suggest progress in the internationalization process in that context, in the period investigated. Lately, the research group shifted its focus and produced a multilevel assessment matrix for the internationalization process of Brazilian HE institutions taking into account principles for a more glocal, sustainable, and comprehensible internationalization process.
Keywords: Internationalization in Brazil; language policies; assessment; a glocal proposal; meta-analysis.
Research Interests:
Kyria R. Finardi, Felipe F. Guimarães, Gabriel B. Amorim and Gabriela F. Oliveira Piccin’s chapter “Internationalization and Language Policies in Brazil: Quality and assessment evidence from a glocal proposal” reflects on quality and... more
Kyria R. Finardi, Felipe F. Guimarães, Gabriel B. Amorim and Gabriela F. Oliveira Piccin’s chapter “Internationalization and Language Policies in Brazil: Quality and assessment evidence from a glocal proposal” reflects on quality and assessment of language policies and internationalization of higher education in general, especially focusing on a local initiative proposed by a research group in the Federal University of Espírito Santo, Brazil. Through a meta-analysis of studies carried out between 2014-2018 by the team, the research preliminary findings suggest progress in the internationalization process in that context.
Research Interests:
The chapter aims to reflect on aspects of quality and assessment of language policies and internationalization of higher education in general, zooming in a local proposal/perspective put forward by a research group in the Federal... more
The chapter aims to reflect on aspects of quality and assessment of language policies and internationalization of higher education in general, zooming in a local proposal/perspective put forward by a research group in the Federal University of Espírito Santo, Brazil. De Wit (2011) describes nine misconceptions of internationalization among which is the fact that internationalization is equated with a specific programmatic or organizational strategy to promote internationalization whereby the means appear to have become the goal. More recently, internationalization has been defined as the intentional process of integrating an international, intercultural, or global dimension into the purpose, functions and delivery of post-secondary education, in order to enhance the quality of education and research for all students and staff, and to make a meaningful contribution to society (de Wit et al. 2015; based on definition by Knight 2004, 2012). Internationalization has been a prolific subject of discussion (Knight, 1994; European Parliament, 2015; Beelen & Jones, 2015; Hudzik, 2011; Andreotti et al, 2016), but only recently in Brazil it became part of the agenda of higher education. The present chapter aims to reflect upon glocal aspects of internationalization and language policies by offering a meta-analysis of studies carried out between 2014-2018 by a research group of the Federal University of Espírito Santo (UFES), Brazil. Preliminary results of this meta-analysis suggest progress in the internationalization process in that context, in the period investigated. Lately, the research group shifted its focus and produced a multilevel assessment matrix for the internationalization process of Brazilian HE institutions taking into account principles for a more glocal, sustainable, and comprehensible internationalization process.
Research Interests:
Os programas do MEC voltados para o ensino-aprendizagem de Inglês no Brasil, bem como as políticas públicas que os informam e que deles decorrem, precisam ser analisados a partir de uma série de questionamentos voltados, por exemplo, aos... more
Os programas do MEC voltados para o ensino-aprendizagem de Inglês no Brasil, bem como as políticas públicas que os informam e que deles decorrem, precisam ser analisados a partir de uma série de questionamentos voltados, por exemplo, aos impactos que o Inglês sem Fronteiras poderá trazer para o ensino de Inglês nas escolas públicas, principalmente quanto às funções socioeducacionais do ensino de Inglês nas escolas brasileiras em relação ao "novo" cenário de globalização e internacionalização do ensino superior. Jordão e Martinez, Entre as aspas das fronteiras: internacionalização como prática agonística. Freire (1996, p. 134) a rma que não é possível formar engenheiros, pedreiros, enfermeiros ou qualquer outro pro ssional sem uma compreensão de nós mesmos como agentes históricos, políticos, sociais e culturais. Nesse sentido e seguindo a visão freireana, propomos que a educação pode ser entendida como o processo de expansão da nossa compreensão de nós mesmos e do nosso papel na sociedade. A educação se distingue da formação porque pretende ampliar a compreensão geral do indivíduo sobre seu papel na sociedade, enquanto a formação pode ser entendida como o fornecimento de conhecimento especí co necessário para executar um papel na sociedade. Quando se trata do ensino de línguas, podemos dizer que a formação linguística se refere ao ensino de regras gramaticais e vocabulário enquanto a educação.......
https://blog.ufes.br/kyriafinardi/publicacoes/capitulos-de-livros/
Capítulo do livro "Vade mecum do ensino das línguas estrangeiras/adicionais".
Organizado por;. Cláudia Cristina Ferreira.
1ed.Campinas: Pontes, 2018, v. 1, p. 695-713.
https://blog.ufes.br/kyriafinardi/publicacoes/capitulos-de-livros/
Capítulo do livro "Vade mecum do ensino das línguas estrangeiras/adicionais".
Organizado por;. Cláudia Cristina Ferreira.
1ed.Campinas: Pontes, 2018, v. 1, p. 695-713.
Research Interests:
GIMENEZ, T.; SARMENTO, S.; ARCHANJO, R.; ZICMAN, R.; FINARDI, K. Guide to English as a Medium of Instruction in Brazilian Higher Education Institutions, British Council, 2018-2019.... more
GIMENEZ, T.; SARMENTO, S.; ARCHANJO, R.; ZICMAN, R.; FINARDI, K. Guide to English as a Medium of Instruction in Brazilian Higher Education Institutions, British Council, 2018-2019.
https://blog.ufes.br/kyriafinardi/files/2018/09/EMI-Guide-com-autoria.pdf
https://blog.ufes.br/kyriafinardi/publicacoes/capitulos-de-livros/
https://blog.ufes.br/kyriafinardi/files/2018/09/EMI-Guide-com-autoria.pdf
https://blog.ufes.br/kyriafinardi/publicacoes/capitulos-de-livros/
Research Interests:
Chapter of the book: ”Advances in Understanding Multilingualism: A Global Perspective”. Editors: Sambor Grucza, Magdalena Olpinska-Szkielko and Piotr Romanowski. Publisher: PETER LANG EDITION FINARDI, K. R.; CSILLAGH, V. Globalization... more
Chapter of the book: ”Advances in Understanding Multilingualism: A Global Perspective”.
Editors: Sambor Grucza, Magdalena Olpinska-Szkielko and Piotr Romanowski.
Publisher: PETER LANG EDITION
FINARDI, K. R.; CSILLAGH, V. Globalization and Linguistic Diversity in Switzerland: Insights from the Roles of National Languages and English as a Foreign Language. (2016)
https://blog.ufes.br/kyriafinardi/publicacoes/capitulos-de-livros/
Editors: Sambor Grucza, Magdalena Olpinska-Szkielko and Piotr Romanowski.
Publisher: PETER LANG EDITION
FINARDI, K. R.; CSILLAGH, V. Globalization and Linguistic Diversity in Switzerland: Insights from the Roles of National Languages and English as a Foreign Language. (2016)
https://blog.ufes.br/kyriafinardi/publicacoes/capitulos-de-livros/
Research Interests:
Chapter 5 of the book "International Perspectives on Bilingualism".
Editor: Lydia Sciriha.
Publisher: Cambridge Scholars Publishing.
https://blog.ufes.br/kyriafinardi/publicacoes/capitulos-de-livros/
Editor: Lydia Sciriha.
Publisher: Cambridge Scholars Publishing.
https://blog.ufes.br/kyriafinardi/publicacoes/capitulos-de-livros/
Research Interests:
FINARDI, K. R.; PORCINO, M. C. Facebook na Ensinagem de Inglês como Língua Adicional. (2016) Capítulo 6 do livro “Redes Sociais e ensino de línguas: o que temos de aprender?” Organizado por Júlio Araújo e Vilson Leffa. Editado por Marcos... more
FINARDI, K. R.; PORCINO, M. C. Facebook na Ensinagem de Inglês como Língua Adicional. (2016)
Capítulo 6 do livro “Redes Sociais e ensino de línguas: o que temos de aprender?”
Organizado por Júlio Araújo e Vilson Leffa.
Editado por Marcos Marcionilo.
Editora Parábola.
https://blog.ufes.br/kyriafinardi/publicacoes/capitulos-de-livros/
https://blog.ufes.br/kyriafinardi/files/2017/10/FINARDI-K.-R.-PORCINO-M.-C.-Facebook-na-Ensinagem-de-Ingl%c3%aas-como-L%c3%adngua-Adicional.-2016.compressed.pdf
Capítulo 6 do livro “Redes Sociais e ensino de línguas: o que temos de aprender?”
Organizado por Júlio Araújo e Vilson Leffa.
Editado por Marcos Marcionilo.
Editora Parábola.
https://blog.ufes.br/kyriafinardi/publicacoes/capitulos-de-livros/
https://blog.ufes.br/kyriafinardi/files/2017/10/FINARDI-K.-R.-PORCINO-M.-C.-Facebook-na-Ensinagem-de-Ingl%c3%aas-como-L%c3%adngua-Adicional.-2016.compressed.pdf
Research Interests:
Based on the assumption that both knowledge of English and digital literacy are important to access information online (Finardi, Prebianca, & Momm, 2013), the present study investigated the impact of a hybrid approach to English as... more
Based on the assumption that both knowledge of English and digital literacy are important to access information online (Finardi, Prebianca, & Momm, 2013), the present study investigated the impact of a hybrid approach to English as a foreign language teaching in an intact class in Brazil. Hybrid approaches have been described as the combination of face -to-face classes with online instruction, (Graham, 2005), and in this study it was operationalized as an inverted class approach, that is, the combination of face-to-face classes with computer-mediated activities performed in an online environment, outside the class. Twenty male participants were recruited in an intact class in the Brazilian Navy Academy Boarding School to participate in the study. Data includes class observation, questionnaires and interviews, analyzed qualitatively to evaluate the impact of online tasks in L2 learning, as well as in the development of students’ autonomy and digital literacy. Three tasks adapted from Finardi and Porcino (2013) using different sites on the internet were administered, followed by a questionnaire after each task. Overall results of the qualitative analysis of students’ perceptions of the tasks performed in the online environment revealed that the L2 hybrid approach used may contribute to the development of students’ autonomy, motivation, digital literacy and L2 development through extended contact with and in the target language.
Keywords: L2 teaching, hybrid approach, inverted class approach, l2 tasks, internet tools.
Keywords: L2 teaching, hybrid approach, inverted class approach, l2 tasks, internet tools.
Research Interests:
Thesis submitted to the Federal University of Santa Catarina in partial fulfillment of the requirements for obtaining the Doctor of Letters degree. This study investigated whether working memory capacity is related to the acquisition... more
Thesis submitted to the Federal University of Santa Catarina in partial fulfillment of the requirements for obtaining the Doctor of Letters degree.
This study investigated whether working memory capacity is related to the acquisition (measured in two phases, one of retention and another one of acquisition proper) of a syntactic structure as it emerges in L2 speech. Departing from Information Processing Theory (for example McLaughlin & Heredia, 1996) L2 speaking is conceptualized as a complex skill requiring both automatic and controlled processes working in tandem for its execution (Fortkamp, 2000; Shiffrin & Schneider, 1977). The study departs from the general hypothesis that working memory capacity assessed in terms of a speaking span test used in two versions, one in L1 and another one in L2, will correlate with the retention and acquisition of a syntactic structure in L2 speech. Ninety-seven adult learners of English as a foreign language participated in this study, 50 control and 47 experimental. The method used was quasi-experimental and mainly quantitative and correlational. Following suggestions of a pilot study (Finardi, 2007), the target language structure investigated was agreeing with So+aux+I and Neither+aux+I in short responses in L2 speech. Retention of a syntactic structure was operationalized as correct use of the target language structure in a focused, immediate test. Acquisition of a syntactic structure was operationalized as accurate use of the target language structure in an unfocused, delayed test. Overall results show that working memory capacity (assessed in terms of a speaking span test in both L1 and L2) is related to the acquisition
of a complex syntactic structure in L2 speech. Results suggest that the acquisition of a syntactic rule in L2 speech is mediated by working memory capacity operating on controlled processes in the rule-based system. Notwithstanding the relationship between working memory capacity and the acquisition of a syntactic structure in L2 speech, linguistic accounts of L2 processing are used to complement and explain the acquisition of a complex syntactic structure in L2 speech. Results are discussed in terms of the linguistic and psycholinguistic complexity of the syntactic structure investigated in relation to working memory capacity, processing of form versus processing of meaning, the acquisition of a rule by the rule-based system, L1 and L2 linguistic variations (based on UG theories) and constraints in L2 speech production, presenting both quantitative and qualitative data to foreground the discussion.
This study investigated whether working memory capacity is related to the acquisition (measured in two phases, one of retention and another one of acquisition proper) of a syntactic structure as it emerges in L2 speech. Departing from Information Processing Theory (for example McLaughlin & Heredia, 1996) L2 speaking is conceptualized as a complex skill requiring both automatic and controlled processes working in tandem for its execution (Fortkamp, 2000; Shiffrin & Schneider, 1977). The study departs from the general hypothesis that working memory capacity assessed in terms of a speaking span test used in two versions, one in L1 and another one in L2, will correlate with the retention and acquisition of a syntactic structure in L2 speech. Ninety-seven adult learners of English as a foreign language participated in this study, 50 control and 47 experimental. The method used was quasi-experimental and mainly quantitative and correlational. Following suggestions of a pilot study (Finardi, 2007), the target language structure investigated was agreeing with So+aux+I and Neither+aux+I in short responses in L2 speech. Retention of a syntactic structure was operationalized as correct use of the target language structure in a focused, immediate test. Acquisition of a syntactic structure was operationalized as accurate use of the target language structure in an unfocused, delayed test. Overall results show that working memory capacity (assessed in terms of a speaking span test in both L1 and L2) is related to the acquisition
of a complex syntactic structure in L2 speech. Results suggest that the acquisition of a syntactic rule in L2 speech is mediated by working memory capacity operating on controlled processes in the rule-based system. Notwithstanding the relationship between working memory capacity and the acquisition of a syntactic structure in L2 speech, linguistic accounts of L2 processing are used to complement and explain the acquisition of a complex syntactic structure in L2 speech. Results are discussed in terms of the linguistic and psycholinguistic complexity of the syntactic structure investigated in relation to working memory capacity, processing of form versus processing of meaning, the acquisition of a rule by the rule-based system, L1 and L2 linguistic variations (based on UG theories) and constraints in L2 speech production, presenting both quantitative and qualitative data to foreground the discussion.
Research Interests:
Dissertation submitted to the Federal University of Santa Catarina in partial compliance with the requirements for obtaining a Master of Letters degree. Based on the assumption that to better understand teaching we must comprehend the... more
Dissertation submitted to the Federal University of Santa Catarina in partial compliance with the requirements for obtaining a Master of Letters degree.
Based on the assumption that to better understand teaching we must comprehend the beliefs held by teachers (Freeman & Richards, 1996), and specifically in the case of language teachers the beliefs about language (Woods, 1993), this research focuses on the relation between the use of and the beliefs on a specific kind of language, namely, ludic language, of two EFL teachers.
In order to investigate that, two experienced EFL teachers were observed for a semester, during which field notes were taken and audio-tapes recorded. Episodes of ludic language were identified in the recordings and transcribed to be used in the second stage of this study when they were shown to the teachers so as to stimulate their reflection on their action and express some of their beliefs about this kind of language.
This study adopted a qualitative, ethnography-oriented paradigm and has an interpretive and descriptive nature.
Based on the assumption that to better understand teaching we must comprehend the beliefs held by teachers (Freeman & Richards, 1996), and specifically in the case of language teachers the beliefs about language (Woods, 1993), this research focuses on the relation between the use of and the beliefs on a specific kind of language, namely, ludic language, of two EFL teachers.
In order to investigate that, two experienced EFL teachers were observed for a semester, during which field notes were taken and audio-tapes recorded. Episodes of ludic language were identified in the recordings and transcribed to be used in the second stage of this study when they were shown to the teachers so as to stimulate their reflection on their action and express some of their beliefs about this kind of language.
This study adopted a qualitative, ethnography-oriented paradigm and has an interpretive and descriptive nature.
Research Interests:
Este trabalho foi apoiado pelas seguintes agências de pesquisa: CNPq e Fapes Resumo: A escolha da língua de publicação assume relevância estratégica no processo de internacionalização da educação superior, impactando a visibilidade e a... more
Este trabalho foi apoiado pelas seguintes agências de pesquisa: CNPq e Fapes Resumo: A escolha da língua de publicação assume relevância estratégica no processo de internacionalização da educação superior, impactando a visibilidade e a colaboração entre pesquisadores. Avaliar a influência das escolhas de línguas e colaborações em coautoria na internacionalização e nas produções locais no campo da educação. Estudo de natureza quantitativa, realizado a partir da análise do idioma de publicação e das colaborações em coautoria de 208 artigos publicados entre 2018 e 2022 em revistas latinoamericanas e africanas indexadas na rede SciELO na área de educação. 128 artigos foram publicados em inglês, indicando uma mudança publicação em um idioma não local. A preferência pelo inglês não se traduziu em maior colaboração com autores anglo-falantes, sugerindo uma tendência ao monolinguismo em inglês. O estudo destaca a necessidade de equilibrar o reconhecimento internacional com a relevância local e diversidade linguística, promovendo parcerias sul-sul para uma internacionalização mais inclusiva.
Research Interests:
Este trabalho foi apoiado pelas seguintes agências de pesquisa: CNPq e Fapes Resumo: A escolha da língua de publicação assume relevância estratégica no processo de internacionalização da educação superior, impactando a visibilidade e a... more
Este trabalho foi apoiado pelas seguintes agências de pesquisa: CNPq e Fapes Resumo: A escolha da língua de publicação assume relevância estratégica no processo de internacionalização da educação superior, impactando a visibilidade e a colaboração entre pesquisadores. Avaliar a influência das escolhas de línguas e colaborações em coautoria na internacionalização e nas produções locais no campo da educação. Estudo de natureza quantitativa, realizado a partir da análise do idioma de publicação e das colaborações em coautoria de 208 artigos publicados entre 2018 e 2022 em revistas latinoamericanas e africanas indexadas na rede SciELO na área de educação. 128 artigos foram publicados em inglês, indicando uma mudança publicação em um idioma não local. A preferência pelo inglês não se traduziu em maior colaboração com autores anglo-falantes, sugerindo uma tendência ao monolinguismo em inglês. O estudo destaca a necessidade de equilibrar o reconhecimento internacional com a relevância local e diversidade linguística, promovendo parcerias sul-sul para uma internacionalização mais inclusiva.
Research Interests:
This paper reports on project Blending MOOCs (Massive Open Online Courses) into English Language Teaching Education (ELT) with Telecollaboration (BMELTET), the latter which aims to foster reflection on ELT with a COIL (Collaborative... more
This paper reports on project Blending MOOCs (Massive Open Online Courses) into English Language Teaching Education (ELT) with Telecollaboration (BMELTET), the latter which aims to foster reflection on ELT with a COIL (Collaborative Online International Learning) MOOC blend that promotes the engagement of international students based in the UK and studying towards a master's degree (MA) in ELT, with a global community of ELT practice, with students and staff based in universities in Brazil, China, and Spain, and with the participants on the MOOC from all over the world. BMELTET aims to debunk the myth of the 'native speaker' as the ideal teacher of English language, thus decolonizing ELT through dialogic, online intercultural exchanges. A mixed-method approach was adopted for the data analysis and data was collected via two online surveys. The analysis of the live ZOOM exchanges and focus groups with the selfselected groups of students was then examined. The results illustrate a positive, changed attitude towards online learning and digital literacy facilitated by BMELTET, but also show that there still are challenges to be overcome.
Research Interests:
Este artigo tem como objetivo descrever parte dos resultados obtidos numa pesquisa qualitativa e etnográfica de crenças de professores sobre o uso de uma forma específica de linguagem, qual seja, a lúdica, na sala de aula de idioma... more
Este artigo tem como objetivo descrever parte dos resultados obtidos numa pesquisa qualitativa e etnográfica de crenças de professores sobre o uso de uma forma específica de linguagem, qual seja, a lúdica, na sala de aula de idioma estrangeiro. Para tal, dois professores de inglês foram observados durante um semestre letivo sendo em seguida entrevistados individualmente a fim de contrastar o uso da linguagem lúdica em sala de aula com suas crenças sobre tal linguagem. Parte do resultado da pesquisa que originou este artigo mostrou que as crenças de professores parecem influenciar sua prática mais do que a teoria em si. Assim sendo, este trabalho mostrará como as crenças desses professores se expressaram em sua prática em sala de aula. Palavras-Chave: crenças, linguagem, lúdica, estrangeiro Introdução Grande parte da teoria disponível para professores de língua estrangeira origina-se em estudos sobre a aquisição de idioma estrangeiro. Estes se preocupam em investigar o processo de aprendizagem focalizando, para tanto, no aluno, deixando assim de lado o professor e seu papel nesse processo (Gatbonton, 1999; Binnie-Smith, 1996). Entretanto, o professor não só influencia como muitas vezes determina a aprendizagem. Os processos de aprendizagem e ensino estão intimamente ligados e não podem ser entendidos isoladamente, sem levar em consideração a influência que um tem sobre o outro. Assim sendo, se quisermos entender como funcionam esses processos teremos que analisar o papel do professor nesse processo, bem como a maneira como ele interpreta seu mundo e determina sua ação em sala de aula. Sabe-se que a experiência, as crenças e princípios não só moldam o processo mental de professores como também determinam sua ação em sala de aula (Gatbonton, VII CONGRESSO BRASILEIRO DE LINGÜÍSTICA APLICADA-2004 ALAB-Associação de Lingüística Aplicada do Brasil 1 * No VII CBLA, este trabalho foi submetido pelos seguintes autores: Kyria R. Finardi e Glória Gil.
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Congresso Nacional de Estudos Linguísticos (4. : 2017 : Vitória, ES) Caderno de resumos do IV Conel [recurso eletrônico] / Kyria Rebeca Finardi, Maria Marta Pereira Scherre, Ana Rachel Macedo Mendes, organizadoras. – Dados eletrônicos.... more
Congresso Nacional de Estudos Linguísticos (4. : 2017 : Vitória, ES)
Caderno de resumos do IV Conel [recurso eletrônico] / Kyria Rebeca Finardi, Maria Marta Pereira Scherre, Ana Rachel Macedo Mendes, organizadoras. – Dados eletrônicos. – Vitória, ES : UFES, Programa de Pós-Graduação em Linguística, 2018. 416 p.
https://blog.ufes.br/kyriafinardi/publicacoes/capitulos-de-livros/
https://blog.ufes.br/kyriafinardi/files/2019/02/Cadernos-de-Resumos-IV-Conel.pdf
Caderno de resumos do IV Conel [recurso eletrônico] / Kyria Rebeca Finardi, Maria Marta Pereira Scherre, Ana Rachel Macedo Mendes, organizadoras. – Dados eletrônicos. – Vitória, ES : UFES, Programa de Pós-Graduação em Linguística, 2018. 416 p.
https://blog.ufes.br/kyriafinardi/publicacoes/capitulos-de-livros/
https://blog.ufes.br/kyriafinardi/files/2019/02/Cadernos-de-Resumos-IV-Conel.pdf
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The aim of this study is to analyze affordances and limitations of some web 2.0 interfaces for the teaching and learning of English as foreign, second or additional language (hereafter L2) in the flipped classroom format. With that aim,... more
The aim of this study is to analyze affordances and limitations of some web 2.0 interfaces for the teaching and learning of English as foreign, second or additional language (hereafter L2) in the flipped classroom format. With that aim, the study analyzed four digital interfaces with web 2.0 tools for L2 teaching/learning in regards to their potential to the flipped classroom approach to develop both linguistic and digital literacy. The four online spaces analyzed were the Edmodo (https://www.edmodo.com), the Socrative (http://www.socrative.com), the Edcanvas (http://www.web2teachingtools.com/edcanvas.html) and the Screencast (https://www.screencast.com). Preliminary results of the study suggest that the interfaces analyzed are relevant possibilities for the development of both L2 and digital literacy skills that can be used in the traditional class format as well as in hybrid or blended approaches such as in the flipped/inverted classroom format.
Keywords: Web 2.0 tools; inverted classrooms; digital literacy; L2teaching/learning
Keywords: Web 2.0 tools; inverted classrooms; digital literacy; L2teaching/learning
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Based on the concept of 'produsage' (Bruns, 2008), the present study suggests ways to use and produce contents using web 2.0 tools for the teaching-learning of English as an additional language (L2). Finardi, Prebianca and Momm (2013)... more
Based on the concept of 'produsage' (Bruns, 2008), the present study suggests ways to use and produce contents using web 2.0 tools for the teaching-learning of English as an additional language (L2). Finardi, Prebianca and Momm (2013) suggest that in the globalized world we live in, some knowledge of English and digital literacy are important skills to access information online. Finardi and Porcino (2014) reviewed the role of technology in L2 learning, concluding that internet has changed the way we use, learn and teach languages. Based on these assumptions, the present study aims at offering a review of internet tools to support, integrate and/or complement L2 classes teaching/learning/using. The tools reviewed and proposed may lead to creative productions in L2, as well as offer opportunities to use the language in contextualized manners. Another objective of the proposal is to enable L2 teachers/learners/users to develop their digital literacy defined as the ability to find, evaluate, utilize, share, and create content using information technologies and the internet (Casey & Bruce, 2010). Overall, five tools were reviewed-each one for a different teaching/learning/using purpose. Results of the analysis of tools reviewed in this study seek to contribute to the informed use of technology in L2 teaching/learning/using.
Keywords: Web 2.0 tools, L2 teaching-learning, digital literacy, produsage.
Keywords: Web 2.0 tools, L2 teaching-learning, digital literacy, produsage.
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The paper reflects on the role of additional languages and technology in the internationalization of education in general and in Brazil in particular (for example [1], [2], [3]). Based on the assumption that access to information and... more
The paper reflects on the role of additional languages and technology in the internationalization of education in general and in Brazil in particular (for example [1], [2], [3]). Based on the assumption that access to information and technology is necessary to build social capital [4] and that this access requires some knowledge of English and digital literacy [5] the study reflects on the roles of additional languages and technologies in the internationalization of education in general and in the context of Brazil in particular. With that aim the study reviews educational and internationalization policies in Brazil in relation to the role of additional languages and technology. The review of educational policies in Brazil suggests that both the resistance to and the uncritical use of the English language and technology in education may bring negative consequences to the social development in that country, hindering the internationalization process. Based on the assumption that both the internet and the English language are vehicles of social inclusion and access to information and education online [5] and that the access to information can be used to foster the development of a global citizenship and social capital [4] the study analyzes the number Massive Online Open Courses (MOOCS) available per area and per language. The study uses a mixed methods design [6]. Quantitative data includes the number of Massive Online Open Courses (MOOCS) available online per area and per language and qualitative data includes an analysis of possibilities and limitations of the MOOCS found in relation to language and area. Preliminary results of the study suggest that MOOCS represent a relevant tool to socialize education and drive social development fostering internationalization of education but that knowledge of the English language is required to have access to most of the benefits provided by MOOCS in countries such as Brazil. Given these findings the study suggests a change in educational policies in relation to the role of English in Brazil [7] so as to optimize benefits of MOOCS in that country.
Keywords: MOOCS; English; Technology; Education; Internationalization;
Keywords: MOOCS; English; Technology; Education; Internationalization;
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Globalization with its positive and negative effects has changed borders and flows of people. With its 28 Member States, the European Union (EU) has also been affected by globalization in the form of refugee asylum and immigration. While... more
Globalization with its positive and negative effects has changed borders and flows of people. With its 28 Member States, the European Union (EU) has also been affected by globalization in the form of refugee asylum and immigration. While some progress has been made towards the creation of a Common European Asylum System (CEAS) that establishes shared standards for refugee protection in the EU, obstacles for its implementation remain. The evolving global context of conflict and displacement, coupled with failures by many countries to protect their citizens and mixed migration motivations are prone to continue to pose challenges in the asylum and immigration domain for the EU and its Member States, requiring a conjunct reflection on measures to overcome problems related to the hosting and integration of these refugees and immigrants. This paper aims to partially fill in this gap by offering a reflection based on a study case of a social organization-La Roseraie-located in Geneva, Switzerland, whose aim is to help in the social inclusion of refugees and immigrants. La Roseraie offers different activities to integrate this population, among which are the French as a foreign language (FFL) workshops rendered through the Content and Language Integrated Learning (CLIL) approach. This study analyzes the approach used in the FFL workshops in regards to its role in the social inclusion of the participant population and also the perceptions of participants in relation to the role of the organization in their social inclusion.
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The paper reflects on the impact of technology and internationalization in education in general and in English as a foreign language (EFL) teaching in Brazil in particular. So as to foreground the discussion the study reviews educational... more
The paper reflects on the impact of technology and internationalization in education in general and in English as a foreign language (EFL) teaching in Brazil in particular. So as to foreground the discussion the study reviews educational policies in regards to the role of technologies and English as a foreign language teaching and learning in Brazil and analyses the affordances of an English as a foreign language distant learning course offered in a virtual learning environment by the Brazilian Ministry of Education as part of its internationalization agenda. The course analysed-My English Online (MEO)-is part of the English without Borders (EwB) internationalization program launched in 2012 by the Brazilian government to correct a perceived historical deficiency in EFL learning in that country and so as to boost the internationalization process there. The EwB Program includes many actions to foster EFL learning but the three most important ones are 1) the MEO course, 2) the Nucli face-to-face classes offered in federal universities and 3) the administration of Toefl tests for university students. The present study addresses internationalization and educational policies in Brazil in relation to the use of technologies in general and the effectiveness of the MEO course for EFL learning in particular, discussing the ergonomic features of the software underpinning the virtual learning environment as well as its affordances and limitations in what concerns EFL development. Data analyses suggest that the MEO course might not be sufficient to promote language learning by itself since interaction and oral practice are important aspects of foreign language learning apparently not catered by this virtual learning environment. In line with these results, the analysis of students' perception of the use of MEO suggests that the speaking ability is seen as the most challenging one to develop through the use of the online course. In addition, students believe that the lack of correction of written texts and audio recordings impact negatively on EFL learning. Regarding the usability features of the software, results point to the conclusion that the lack of a feedback is a negative feature of the course analysed, as well as its lack of affordance for the development of productive skills such as speaking, revealing a fragile relationship between the pedagogic and ergonomic characteristics of the software. Overall, findings support the claim that Brazilian foreign language and internationalization policies should undergo a major restructuring to include the development of productive skills in the target language in primary and secondary schools and the recognition of the role of English as an international language if the aim is to combat the perceived lack of English language proficiency affects and is affected by the internationalization and social development in that country.
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O presente estudo descreve uma das fases de um projeto de iniciação científica com a pilotagem e migração de um aplicativo de biblioteca virtual para telefones móveis com acesso à internet a fim de disponibilizar seus conteúdos para... more
O presente estudo descreve uma das fases de um projeto de iniciação científica com a pilotagem e migração de um aplicativo de biblioteca virtual para telefones móveis com acesso à internet a fim de disponibilizar seus conteúdos para professores e alunos de Letras Inglês em quaisquer ambientes. A proposta deste trabalho se baseia na teoria de e-Learning e m-Learning e em estudos sobre o uso de aparelhos móveis para o aprendizado do inglês (por exemplo: CARVALHO,2012; GEORGIEV, 2004; MORENO; MAYER, 2007; OLIVEIRA, 2008; O’MALLEY, 2003; QUINN, 2000; SANTOS COSTA, 2013).
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Este artigo descreve uma atividade pedagógica para o ensino de inglês como língua internacional baseada na metodologia de ensino de línguas por meio de conteúdos diversos (por exemplo COYLE, 2006) [2]. Três atividades utilizando esta... more
Este artigo descreve uma atividade pedagógica para o ensino de inglês como língua internacional baseada na metodologia de ensino de línguas por meio de conteúdos diversos (por exemplo COYLE, 2006) [2]. Três atividades utilizando esta metodologia foram elaboradas e aplicadas em forma de oficina de inglês com conteúdos de (astronomia, tecnologia e nutrição. O presente artigo descreve a elaboração dessas atividades e analisa a atividade de nutrição. Os resultados do estudo sugerem que atividades pedagógicas para o ensino de inglês por meio de conteúdos diversos desenvolvem a capacidade comunicativa na língua-alvo bem como a construção de cidadania dos alunos.
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RESUMO O objetivo do estudo é analisar o papel do inglês em políticas públicas de internacionalização. Para tanto o estudo analisa os programas Ciência sem Fronteira (CsF) e Inglês sem Fronteiras (IsF). Finardi e Ortiz [2] analisaram a... more
RESUMO O objetivo do estudo é analisar o papel do inglês em políticas públicas de internacionalização. Para tanto o estudo analisa os programas Ciência sem Fronteira (CsF) e Inglês sem Fronteiras (IsF). Finardi e Ortiz [2] analisaram a política de internacionalização da UFES e concluíram que o maior entrave para a mobilidade acadêmica é a falta de proficiência no inglês. Partindo de Finardi e Ortiz [2] o presente estudo sugere que além da necessidade de desenvolvimento lingüístico em inglês, há a necessidade de expansão de programas como o CsF para todos os cursos, especialmente de letras inglês.
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The objective of this paper is to describe an action performed in conjunction with UAB / CAPES / UFES through the Center of Distance for Education @ Ne-ad UFES characterized as an ongoing continuing education project for the use of... more
The objective of this paper is to describe an action performed in conjunction with UAB / CAPES / UFES through the Center of Distance for Education @ Ne-ad UFES characterized as an ongoing continuing education project for the use of blended learning methodologies and ICTs in the teaching of attendance courses at tertiary level. The study describer the first stage of the distance learning course which describes the first stage of distance learning course which lasted 06 months and was divided into five modules, namely: 1) Setting of Moodle and Web conferencing; 2) resources mediation in online education, 3) integration of media in education I; 4) Integration of media in education II and 5 Foundations in Distance Education. A total of 176 students distributed between 119 technical and administrative staff and 57 professors took the course provided by UFES. This paper gives a brief description of the course reporting preliminary results of the use of information technology and communication at UFES. The analysis was based on quantitative data with number of hits and activities performed by professors who took the course and qualitative data from a questionnaire answered by four professors in the end of the course. Study results suggest that the use of technology in university courses is still scarce and must be incorporated into new teaching methodologies.
Index Terms – Information Technology and Communication; Teacher Continuing Education; Blended Learning
Index Terms – Information Technology and Communication; Teacher Continuing Education; Blended Learning
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Though technology has been used in the classroom for some time now, research on its effects on L2 learning is still scant. This paper aims at filling in this gap by briefly reporting on four pieces of research carried out to unveil... more
Though technology has been used in the classroom for some time now, research on its effects on L2 learning is still scant. This paper aims at filling in this gap by briefly reporting on four pieces of research carried out to unveil different possibilities for the use of technology in the context of L2 learning. The first study (OLIVEIRA, 2012) looked at the use of the digital book in ELT using the concepts of multiliteracy and information technology to answer the main research question of what students' perceptions on the digital book were. Results of the study showed that the digital book was considered a valuable tool for L2 learning. The second study (WEISSHEIMER, 2012) looked at the impact of Voicethread-a web tool for online collaborative oral practice-on the development of learners' L2 speaking and found that voicethread engaged learners in planning, comparison and repetition of L2 speaking which, in turn, improved L2 speaking in terms of fluency and accuracy. The third study (PREBIANCA; SANTOS JUNIOR, 2012) analyzed an educational software based on the Theory of Structural Cognitive Modificability and found that overall the resources used by the software met the ergonomic criteria set and the software proved to be a relevant support tool. The fourth study (CARDOSO; MOTA, 2012) analyzed the impact of CALL on the acquisition of L2 vocabulary and preliminary results showed that there was a significant amount of vocabulary acquisition suggesting that CALL could and should be incorporated in ESP courses.
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This work reports on on BMELTEVEP (Blending MOOCs into English Language Teacher Education with Virtual Exchange during a Pandemic), a virtual exchange (VE) project carried out between March and April 2021, with students and staff based in... more
This work reports on on BMELTEVEP (Blending MOOCs into English Language Teacher Education with Virtual Exchange during a Pandemic), a virtual exchange (VE) project carried out between March and April 2021, with students and staff based in three Higher Education Institutions (HEIs), two in the Global South (Brazil and Sri Lanka) and one in the Global North (UK). Participants were involved in the Third Space created through the VE project, engaging with each other synchronously online and also asynchronously with a global English Language Teaching (ELT) community of practice of over 200,000 participants on a MOOC. The main aims of the project were: 1. to provide students in English language teacher education with different perspectives on ELT, to debunk the myth of the 'native speaker' and decolonise ELT; 2. to foster metareflection on online learning and teaching 'in action', while doing the MOOC and the online exchange, 'on action' after having carried out the tasks with the partners and 'for action', applying the lessons learnt to their future teaching practice; 3. to foster the acquisition of digital critical literacy and the development of intercultural awareness. The study will discuss the troublesome knowledge emerging from this project and compare it with the results from related pre-pandemic work.