- C215 York Hall, Glendon College, 2275 Bayview Avenue, Toronto, ON, Canada M4N 3M6
- Non-Native English Speaking Professionals in TESOL, Language and Power, English language teaching, Second Language Teacher Education, World Englishes, English as a Foreign Language (EFL), and 9 moreLanguage Planning and Policy, English As a Second Language (ESL), Education for Citizenship, Critical Media Literacy, Multimodality, Critical Pedagogy, TESOL, Critical applied linguistics, and Applied Linguisticsedit
In this paper, the authors propose that attention to affect/emotion be given greater prominence in applied linguistics following a theoretical and pedagogical framework delineated as critical affective literacy (CAL) by Anwaruddin (2016).... more
In this paper, the authors propose that attention to affect/emotion be given greater prominence in applied linguistics following a theoretical and pedagogical framework delineated as critical affective literacy (CAL) by Anwaruddin (2016). Following the IICOLA conference theme of emotions in multidisciplinary studies, the authors outline the interdisciplinary influences (e.g., philosophy, memory studies, semiotics/multimodality, citizenship education, etc.) that underpin key CAL principles and their understanding of affect/emotion in applied linguistics. In support, the authors discuss the potency of affect and emotionality of texts by way of duoethnography (Norris & Sawyer, 2012, 2017), a research methodology they have utilized in exploring affective/emotional dimensions of language in educational domains (e.g., English for Academic Purposes and Language Teacher Education) and as part of broader socio-political deliberation (i.e., critical citizenship pedagogies). The authors detail...
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This paper argues that attention to affect/emotion be given greater prominence in applied linguistics following a theoretical and pedagogical framework delineated as critical affective literacy (CAL) by Anwaruddin (2016). Following a... more
This paper argues that attention to affect/emotion be given greater prominence in applied linguistics following a theoretical and pedagogical framework delineated as critical affective literacy (CAL) by Anwaruddin (2016). Following a brief description of key CAL principles, the authors explore the potency of affect and emotionality of texts by way of duo/trioethnography (Norris & Sawyer, 2012, 2017), a research methodology particularly relevant for exploring affective/emotional dimensions of language in educational domains (e.g., English for Academic Purposes, Language Teacher Education, English for Medical Purposes) and as part of broader socio-political deliberation. The authors detail specific features of duoethnographic research methodology (e.g., participant transparency and juxtaposition, epistemological and ideological risk-taking) that contribute to CAL principles and aspirations. In the final sections of the paper, the authors identify several implications of their trioethn...
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(DOWNLOAD completo aqui - PDF) Este livro surge para dar voz a professores, pesquisadores, linguistas e linguistas aplicados para que discutam a Educação Linguística em inglês por meio de temas atuais e, mais do que nunca, necessários.... more
(DOWNLOAD completo aqui - PDF) Este livro surge para dar voz a professores, pesquisadores, linguistas e linguistas aplicados para que discutam a Educação Linguística em inglês por meio de temas atuais e, mais do que nunca, necessários. Poderia ser mais uma obra em que especialistas são convidados a responder uma ou algumas questões propostas pelos organizadores, mas não é. Os questionamentos são formulados por alunos graduandos e pós-graduandos da Universidade Federal do Espírito Santo, integrantes do Grupo de Estudos sobre Educação Crítica em Língua Estrangeira (GEEC-LE), além de professores da rede pública, inspirados pelas leituras de textos escritos e palestras proferidas pelos autores dos diversos capítulos (Profa. Dra. Sandra Gattolin).
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FEELING OUR WAY: A TRIOETHNOGRAPHY ON CRITICAL AFFECTIVE LITERACY FOR APPLIED LINGUISTICS (ANWAR AHMED, BRIAN MORGAN & RUBERVAL MACIEL) This paper argues that attention to affect/emotion be given greater prominence in applied linguistics... more
FEELING OUR WAY: A TRIOETHNOGRAPHY ON CRITICAL AFFECTIVE LITERACY FOR APPLIED LINGUISTICS (ANWAR AHMED, BRIAN MORGAN & RUBERVAL MACIEL)
This paper argues that attention to affect/emotion be given greater prominence in applied linguistics following a theoretical and pedagog-ical framework delineated as critical affective literacy (CAL) by Anwaruddin (2016). Following a brief description of key CAL principles, the authors explore the potency of affect and emotionality of texts by way of duo/trioethnography (Norris & Sawyer, 2012, 2017), a research methodology particularly relevant for exploring affective/emotional dimensions of language in educational domains (e.g., English for Academic Purposes, Language Teacher Education, English for Medical Purposes) and as part of broader socio-political deliberation. The authors detail specific features of duoethnographic research method-ology (e.g., participant transparency and juxtaposition, epistemological and ideological risk-tak-ing) that contribute to CAL principles and aspi-rations. In the final sec-tions of the paper, the authors identify several implications of their trioethnography for the development of CAL in applied linguistics followed by brief descrip-tions of curricular and pedagogical innovation where affect/emotion hasbeen integral to the pedagogical and literacy strategies described.
This paper argues that attention to affect/emotion be given greater prominence in applied linguistics following a theoretical and pedagog-ical framework delineated as critical affective literacy (CAL) by Anwaruddin (2016). Following a brief description of key CAL principles, the authors explore the potency of affect and emotionality of texts by way of duo/trioethnography (Norris & Sawyer, 2012, 2017), a research methodology particularly relevant for exploring affective/emotional dimensions of language in educational domains (e.g., English for Academic Purposes, Language Teacher Education, English for Medical Purposes) and as part of broader socio-political deliberation. The authors detail specific features of duoethnographic research method-ology (e.g., participant transparency and juxtaposition, epistemological and ideological risk-tak-ing) that contribute to CAL principles and aspi-rations. In the final sec-tions of the paper, the authors identify several implications of their trioethnography for the development of CAL in applied linguistics followed by brief descrip-tions of curricular and pedagogical innovation where affect/emotion hasbeen integral to the pedagogical and literacy strategies described.
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Utilizing duoethnography (NORRIS; SAWYER, 2012), the authors explore challenges and opportunities for critical language teaching in times of crisis. Following a brief introduction of research methodology, the authors’ trioethnography... more
Utilizing duoethnography (NORRIS; SAWYER, 2012), the authors explore challenges and opportunities for critical language teaching in times of crisis. Following a brief introduction of research methodology, the authors’ trioethnography dialogically examines three topical areas of particular concern in Brazil and Canada: 1. The potency of affect and its relevance for applied linguistics and language teacher education; 2. The re- emergence of “literacy wars” in education, with attention to their ideological and epistemological interconnections to social power relations; 3. Emerging implications for language and literacy pedagogies in which the authors share classroom experiences and transgressive strategies informed by plurilingual and affective insights. The complexity and variety of settings discussed in this final section help promote the possibilities for critical research and teaching in these difficult and dangerous times.
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Over the past thirty years, the critical 'turn' in ELT has had notable accomplishments with much work yet to be done. The ambition has been to disrupt conventional practices and habits of thought, utilizing this newfound... more
Over the past thirty years, the critical 'turn' in ELT has had notable accomplishments with much work yet to be done. The ambition has been to disrupt conventional practices and habits of thought, utilizing this newfound perspective for its transformative potential both within and beyond the classroom. In this spirit, the authors intend to engage readers through a chapter structured in the form of extended dialogues with the additional aim of prompting further discussions on critical research and practices in ELT. This chapter addresses the research conducted from a variety of critical perspectives in ELT and its impacts on actual classroom practices. The authors first explore what it means to be 'critical' for current times marked by growing economic disparities, environmental degradation, hyper-nationalism and its concomitant hostilities towards racial, ethnic, and religious Others. They then situate criticality in the field of ELT with a review of previous research done on language, identity, discourse and power; they then discuss the emergence of new areas of research, in particular, neoliberal capitalism. The final section concludes by exploring teaching challenges in seeking new critical pedagogies and 21st century literacies needed for both teachers and English language learners facing uncertain times in a post-democratic age.
Research Interests: Sociology, Teaching English as a Second Language, Critical Pedagogy, Identity (Culture), Discourse, and 12 moreTESOL, Applied Linguistics, Cultural Identity, Neoliberalism, Teaching English As A Foreign Language, English Language Learning, English language teaching, Language Learning, Applied Linguistics and TESOL, Critical English teaching, English Language Teaching, and Critical English for Academic Purposes
Utilizing duoethnography (NORRIS; SAWYER, 2012), the authors explore challenges and opportunities for critical language teaching in times of crisis. Following a brief introduction of research methodology, the authors’ trioethnography... more
Utilizing duoethnography (NORRIS; SAWYER, 2012), the authors explore challenges and opportunities for critical language teaching in times of crisis. Following a brief introduction of research methodology, the authors’ trioethnography dialogically examines three topical areas of particular concern in Brazil and Canada: 1. The potency of affect and its relevance for applied linguistics and language teacher education; 2. The re-emergence of “literacy wars” in education, with attention to their ideological and epistemological interconnections to social power relations; 3. Emerging implications for language and literacy pedagogies in which the authors share classroom experiences and transgressive strategies informed by plurilingual and affective insights. The complexity and variety of settings discussed in this final section help promote the possibilities for critical research and teaching in these difficult and dangerous times.
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This chapter is concerned with the implications for critical language education of the rise of right-wing populist and ethno-chauvinist movements that comprise neo-nationalism (Eger & Valdez, 2015). Neonationalism draws upon and... more
This chapter is concerned with the implications for critical language education of the rise of right-wing populist and ethno-chauvinist movements that comprise neo-nationalism (Eger & Valdez, 2015). Neonationalism draws upon and resignifies older nationalist moments in ways that expose how “tradition is the creation of the future out of the past” (Glassie, 1995). There is a now classic literature on the invention of traditions in the formation of the nation-state (Hobsbawm & Ranger, 2012) and its development into an “imagined community” (Anderson, 1983). Here, we seek to draw attention to some of the semiotic dimensions of this imagination by introducing the notion of remix nationalism. Remix nationalism, we argue, can provide a focus for critical examination of the semiotic strategies used by neo-nationalist movements to target minoritized groups, students, schools and progressive educators.
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The three authors have many points of common interest and collaboration starting with their participation in the Novos Letramentos and Brazil-Canada Knowledge Exchange (BRCAKE) Projects, leading to a partnership agreement between their... more
The three authors have many points of common interest and collaboration starting with their participation in the Novos Letramentos and Brazil-Canada Knowledge Exchange (BRCAKE) Projects, leading to a partnership agreement between their respective institutions (Glendon College, Universidade Estadual Mato Grosso do Sul). Walkyria Monte Mor has been an inspiring scholar, mentor and friend in the conceptualization and development of these projects. Utilizing a duoethnographic research approach (Norris & Sawyer, 2012; Breault, 2016) the authors will explore Monte Mor’s scholarly and interpersonal contributions to their emergent understanding of transnational language teacher education.
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This interview with Prof. Dr. Brian Morgan from York University presents some of Dr. Morgan and Dr. Ferraz's perspectives in relation to language education in Canada and Brazil. The conversation plunges into essential topics to be... more
This interview with Prof. Dr. Brian Morgan from York University presents some of Dr. Morgan and Dr. Ferraz's perspectives in relation to language education in Canada and Brazil. The conversation plunges into essential topics to be problematized by language educators from both countries: neoconservative politics, neoliberalism, plurilingualism, philosophy of language (Derrida, Bakhtin, Foucault, Deleuze), cultural studies, teacher education, teaching practices. Brian Morgan invites us to go through a process of further thinking in terms of: 1. The Neoliberal agenda within educational policies and actions, 2. The relationship between theories (philosophies of language, cultural studies) and practices (how such theories impact - or not - public teachers' pedagogical practices), 3. The design of pedagogical projects (e.g., the Get Involved Project, MONTE MOR; MORGAN, 2014) that provide critical spaces for working within and against neoliberal agendas.
Research Interests: Sociology, Teaching English as a Second Language, Translation Studies, Languages and Linguistics, Transnationalism, and 10 moreLearning and Teaching, Brazilian Studies, Political Science, Language Planning and Policy, Brazil, Transnational migration, English language teaching, Canada, English Language Teaching, and Transnational Migration
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The authors discuss the concept of active/engaged citizenship from both Brazilian and Canadian perspectives and relate their discussion specifically to Language Teacher Education (LTE). The text, thus, centers on research, practices and... more
The authors discuss the concept of active/engaged citizenship from both Brazilian and Canadian perspectives and relate their discussion specifically to Language Teacher Education (LTE). The text, thus, centers on research, practices and theories on the issue, considering the socio-political histories of education and language teaching through which the development of such modes of citizenship reveal their relevance in the respective countries. Believing that ‘engaged citizenship’ can greatly contribute to programs that seek to foster critical literacies, the authors examine the potential for citizenship practices to promote social participation and ‘critical making’ in second/foreign language settings. As the authors argue, active citizenship work is always potentially “dangerous” (cf. Foucault)—a contradictory and delicate balance between conformity and critique when actualized in classroom settings. Specific examples from the classroom will be discussed and related to theory. Conf...
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Based on prior collaboration with Brazilian colleagues, the author reflects on his understanding of the scope and substance of critical work in English Language Teaching (ELT). Towards this goal, he examines and debates the terminological... more
Based on prior collaboration with Brazilian colleagues, the author reflects on his understanding of the scope and substance of critical work in English Language Teaching (ELT). Towards this goal, he examines and debates the terminological distinction between critical pedagogies (i.e. emancipatory modernism, PENNYCOOK, 2001) and critical literacies (i.e. problematizing givens, cf. PENNYCOOK, 2001) as proposed by some Brazilian scholars (e.g. MENEZES DE SOUZA, 2011; JORDÃO, in press). Inspired by this debate, the author re-examines his own early development as a critical educator at the Sichuan Foreign Language Institute in Chongqing, Peoples’ Republic of China. The article then discusses the challenges of applying Western-based critical theories in Chinese settings, followed by a specific lesson in critical ELT attempted by the author. The final section of the article explores the implications of this activity in respect to varied understandings of criticality in the service of langu...
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The aim of this paper is to address some keys concepts regarding critical frameworks as far as literacies and language education are concerned. In order to meet such a goal, different approaches to what can be understood as critical will... more
The aim of this paper is to address some keys concepts regarding critical frameworks as far as literacies and language education are concerned. In order to meet such a goal, different approaches to what can be understood as critical will be presented and discussed. The theoretical framework which support discussions will rely on a varied group of scholars, such as Norton and Toohey (2001), Morgan (2004), Freire (2005), Luke (2013, 2014), Mills (2016), Menezes de Souza (2011), Monte Mor (2015), Rocha and Maciel (2015), among others. It is expected that the discussions presented may add to the knowledge already built in the area and to the debate about critical literacy and critical linguistic education.
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The aim of this paper is to address some keys concepts regarding critical frameworks as far as literacies and language education are concerned. In order to meet such a goal, different approaches to what can be understood as critical will... more
The aim of this paper is to address some keys concepts regarding critical frameworks as far as literacies and language education are concerned. In order to meet such a goal, different approaches to what can be understood as critical will be presented and discussed. The theoretical framework which support discussions will rely on a varied group of scholars, such as, among others. It is expected that the discussions presented may add to the knowledge already built in the area and to the debate about critical literacy and critical linguistic education. Keywords: critical language education, critical literacies, critical pedagogy.
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Based on prior collaboration with Brazilian colleagues, the author reflects on his understanding of the scope and substance of critical work in English Language Teaching (ELT). Towards this goal, he examines and debates the terminological... more
Based on prior collaboration with Brazilian colleagues, the author reflects on his understanding of the scope and substance of critical work in English Language Teaching (ELT). Towards this goal, he examines and debates the terminological distinction between critical pedagogies (i.e. emancipatory modernism, PENNYCOOK, 2001) and critical literacies (i.e. problematizing givens, cf. PENNYCOOK, 2001) as proposed by some Brazilian scholars (e.g. MENEZES DE SOUZA, 2011; JORDÃO, in press). Inspired by this debate, the author re-examines his own early development as a critical educator at the Sichuan Foreign Language Institute in Chongqing, Peoples’ Republic of China. The article then discusses the challenges of applying Western-based critical theories in Chinese settings, followed by a specific lesson in critical ELT attempted by the author. The final section of the article explores the implications of this activity in respect to varied understandings of criticality in the service of langu...
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The role international practicum placements have in the professional development of language educators is a contentious issue, with not all researchers in agreement that international practica are necessarily natural, neutral, or... more
The role international practicum placements have in the professional development of language educators is a contentious issue, with not all researchers in agreement that international practica are necessarily natural, neutral, or beneficial, to borrow from Pennycook’s (2007, 2012, 2017) stance on English language teaching internationally. Scholars like Santoro (2007, 2009), for instance, have expressed concern that international practica constitute a little more than a form of educational tourism that is potentially exploitative of the host communities. However, some program developers and researchers acknowledge and prioritize the value-laden and sociopolitical nature of practice teaching abroad and strive to facilitate ethical and critical practices (MORGAN; MARTIN, 2014; MARTIN; MORGAN, 2015, 2019). For that reason, this paper critically analyzes crossing borders with reference to the D-TEIL certificate program. The outcomes of an international practicum experience suggest change...
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... private" or elite schools, most (but not all) of which are religion-based but ... Language educationpolicies and practices especially take on a particular signifi-cance in this ... in an English lan-guageteacher education degree... more
... private" or elite schools, most (but not all) of which are religion-based but ... Language educationpolicies and practices especially take on a particular signifi-cance in this ... in an English lan-guageteacher education degree program in the United Arab Emirates (UAE) and outlines ...
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... reproduces social power. Academic knowledge is as much an acquisition of exclusive and specialized codes - learning how to talk like an academic - as it is arepresentation of the... more
... reproduces social power. Academic knowledge is as much an acquisition of exclusive and specialized codes - learning how to talk like an academic - as it is arepresentation of the 'discovery' of useful information. At the same ...
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Page 1. Issue No. 15 AUGUST 2010 (Special Issue) This special issue covers Part 2 of "Radical Theatre and Ireland" and "Philippine Theater and Martial... more
Page 1. Issue No. 15 AUGUST 2010 (Special Issue) This special issue covers Part 2 of "Radical Theatre and Ireland" and "Philippine Theater and Martial Law." World Englishes and Higher Education Ahmar Mahboob abstract / PDF Fostering Conceptual Roles for Change: Identity and Agency in ESEA Teacher Preparation Brian Morgan abstract / PDF 1 / 4 Page 2. Issue No. 15 FORUM KRITIKA: RADICAL THEATRE AND IRELAND (part 2) Guest Editor: Victor Merriman ...
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We thank the following people who helped review manuscripts that were submitted to Pedagogies: An International Journal for Volume 1. ... Ahmad Khalid Ahmad Wan Shun Eva Lam Roslyn Appleby Cynthia Lewis Elsa Auerbach Lim Cher Ping Helena... more
We thank the following people who helped review manuscripts that were submitted to Pedagogies: An International Journal for Volume 1. ... Ahmad Khalid Ahmad Wan Shun Eva Lam Roslyn Appleby Cynthia Lewis Elsa Auerbach Lim Cher Ping Helena Austin Karen L. Lowenstein Heesoon Bai Bernard McKenna Mark C. Baildon Erica McWilliam Charles Bazerman Brian Morgan Courtney B. Cazden Johan Muller Pam Christine Uma Natarajan Xiao Lan Curdt-Christiansen Helen Nixon James Damico Mark Olssen Deng Zong Yi William F. Pinar Judith ...
Utilizing duoethnography (NORRIS; SAWYER, 2012), the authors explore challenges and opportunities for critical language teaching in times of crisis. Following a brief introduction of research methodology, the authors’ trioethnography... more
Utilizing duoethnography (NORRIS; SAWYER, 2012), the authors explore challenges and opportunities for critical language teaching in times of crisis. Following a brief introduction of research methodology, the authors’ trioethnography dialogically examines three topical areas of particular concern in Brazil and Canada: 1. The potency of affect and its relevance for applied linguistics and language teacher education; 2. The reemergence of “literacy wars” in education, with attention to their ideological and epistemological interconnections to social power relations; 3. Emerging implications for language and literacy pedagogies in which the authors share classroom experiences and transgressive strategies informed by plurilingual and affective insights. The complexity and variety of settings discussed in this final section help promote the possibilities for critical research and teaching in these difficult and dangerous times.
Research Interests:
Abstract: The three authors have many points of common interest and collaboration starting with their participation in the Novos Letramentos and Brazil-Canada Knowledge Exchange (BRCAKE) Projects, leading to a partnership agreement... more
Abstract: The three authors have many points of common interest and collaboration starting with their participation in the Novos Letramentos and Brazil-Canada Knowledge Exchange (BRCAKE) Projects, leading to a partnership agreement between their respective institutions (Glendon College, Universidade Estadual Mato Grosso do Sul). Walkyria Monte Mór has been an inspiring scholar, mentor and friend in the conceptualization and development of these projects. Utilizing a duoethnographic research approach (NORRIS & SAWYER, 2012; BREAULT, 2016) the authors explore Monte Mór's scholarly and interpersonal contributions. In order to do so, the themes discussed in this paper are not based on pre-established objectives. From the dialogic and emergent perspective of duoethnography, discussions were constructed mainly based on the concept of subjectification and the authors' impressions of the Walkyria effect. Emergent themes include the development of critical literacies informed by mult...
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Abstract: The three authors have many points of common interest and collaboration starting with their participation in the Novos Letramentos and Brazil-Canada Knowledge Exchange (BRCAKE) Projects, leading to a partnership agreement... more
Abstract: The three authors have many points of common interest and collaboration starting with their participation in the Novos Letramentos and Brazil-Canada Knowledge Exchange (BRCAKE) Projects, leading to a partnership agreement between their respective institutions (Glendon College, Universidade Estadual Mato Grosso do Sul). Walkyria Monte Mór has been an inspiring scholar, mentor and friend in the conceptualization and development of these projects. Utilizing a duoethnographic research approach (NORRIS & SAWYER, 2012; BREAULT, 2016) the authors explore Monte Mór's scholarly and interpersonal contributions. In order to do so, the themes discussed in this paper are not based on pre-established objectives. From the dialogic and emergent perspective of duoethnography, discussions were constructed mainly based on the concept of subjectification and the authors' impressions of the Walkyria effect. Emergent themes include the development of critical literacies informed by mult...
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Over the past thirty years, the critical 'turn' in ELT has had notable accomplishments with much work yet to be done. The ambition has been to disrupt conventional practices and habits of thought, utilizing this newfound perspective for... more
Over the past thirty years, the critical 'turn' in ELT has had notable accomplishments with much work yet to be done. The ambition has been to disrupt conventional practices and habits of thought, utilizing this newfound perspective for its transformative potential both within and beyond the classroom. In this spirit, the authors intend to engage readers through a chapter structured in the form of extended dialogues with the additional aim of prompting further discussions on critical research and practices in ELT. This chapter addresses the research conducted from a variety of critical perspectives in ELT and its impacts on actual classroom practices. The authors first explore what it means to be 'critical' for current times marked by growing economic disparities, environmental degradation, hyper-nationalism and its concomitant hostilities towards racial, ethnic, and religious Others. They then situate criticality in the field of ELT with a review of previous research done on language, identity, discourse and power; they then discuss the emergence of new areas of research, in particular, neoliberal capitalism. The final section concludes by exploring teaching challenges in seeking new critical pedagogies and 21st century literacies needed for both teachers and English language learners facing uncertain times in a post-democratic age.
Research Interests: Teaching English as a Second Language, Critical Pedagogy, Identity (Culture), Discourse, TESOL, and 10 moreApplied Linguistics, Cultural Identity, Neoliberalism, Teaching English As A Foreign Language, English Language Learning, English language teaching, Language Learning, Applied Linguistics and TESOL, Critical English teaching, and Critical English for Academic Purposes
This interview with Prof. Dr. Brian Morgan from York University presents some of Dr. Morgan and Dr. Ferraz's perspectives in relation to language education in Canada and Brazil. The conversation plunges into essential topics to be... more
This interview with Prof. Dr. Brian Morgan from York University presents some of Dr. Morgan and Dr. Ferraz's perspectives in relation to language education in Canada and Brazil. The conversation plunges into essential topics to be problematized by language educators from both countries: neoconservative politics, neoliberalism, plurilingualism, philosophy of language (Derrida, Bakhtin, Foucault, Deleuze), cultural studies, teacher education, teaching practices. Brian Morgan invites us to go through a process of further thinking in terms of: 1. The Neoliberal agenda within educational policies and actions, 2. The relationship between theories (philosophies of language, cultural studies) and practices (how such theories impact-or not-public teachers' pedagogical practices), 3. The design of pedagogical projects (e.g., the Get Involved Project, MONTE MOR; MORGAN, 2014) that provide critical spaces for working within and against neoliberal agendas. RESUMO Esta entrevista com o Prof. Dr. Brian Morgan da Universidade de York apresenta as perspectivas dos professores Morgan e Ferraz em relação à educação linguística no Canadá e no Brasil. A conversa focaliza temas essenciais para a educação linguística em ambos os contextos: políticas neoconservadoras, neoliberalismo, filosofia da linguagem (Derrida, Bakhtin Foucault, Deleuze), estudos culturais, formação de professores e práticas de ensino. Brian Morgan nos convida a repensar: 1. A agenda neoliberal nas ações e políticas educacionais; 2. As relações entre teorias (filosofias da linguagem, estudos culturais) e práticas (por exemplo, como tais teorias impactam ou não as práticas pedagógicas dos
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Prior research in the area of language policy and planning (LPP) has been focused primarily on macro decision-making and the impact of national, local, and institutional policies in educational settings. Only recently have scholars begun... more
Prior research in the area of language policy and planning (LPP) has been focused primarily on macro decision-making and the impact of national, local, and institutional policies in educational settings. Only recently have scholars begun examining the everyday contexts in which policies are interpreted and negotiated in ways that reflect local con- straints and possibilities. The redirection of inquiry toward
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In this chapter, the co-authors will describe their participation in an undergraduate program in the Discipline of Teaching English as an International Language (D-TEIL) at Glendon College in Toronto, Canada. A key component of the D-TEIL... more
In this chapter, the co-authors will describe their participation in an undergraduate program in the Discipline of Teaching English as an International Language (D-TEIL) at Glendon College in Toronto, Canada. A key component of the D-TEIL certificate program is the three-week practicum held at E. A. Varona Higher Pedagogical
University in Havana, Cuba in which Varona’s Cuban faculty collaborate in the supervision and guidance of Glendon’s students. In preparing for the Varona practicum, the co-authors will discuss the required courses that they teach in the certificate program and how they conceptualize and organize them in support of the socio-political intercultural, linguistic and pedagogical challenges that the D-TEIL students are expected to encounter.
University in Havana, Cuba in which Varona’s Cuban faculty collaborate in the supervision and guidance of Glendon’s students. In preparing for the Varona practicum, the co-authors will discuss the required courses that they teach in the certificate program and how they conceptualize and organize them in support of the socio-political intercultural, linguistic and pedagogical challenges that the D-TEIL students are expected to encounter.
Research Interests: Teaching English as a Second Language, Applied Linguistics, Critical applied linguistics, World Englishes, English language teaching, and 2 moreTeacher Education in Teaching English to Speakers of Second/Foreign Languages (TESOL) and Language Teachers as Agents of Social Change in the Global Classroom
This is a powerpoint presentation from a keynote address at the Xl Congresso Brasileiro de Linguística Aplicada (Congress of the Brazilian Association of Applied Linguistics) at Campo Grande, Mato Grosso do Sul, Brasil, July 14-17, 2015.... more
This is a powerpoint presentation from a keynote address at the Xl Congresso Brasileiro de Linguística Aplicada (Congress of the Brazilian Association of Applied Linguistics) at Campo Grande, Mato Grosso do Sul, Brasil, July 14-17, 2015. The theme of the conference was Linguística Aplicada Para Além Das Fronteiras (Applied Linguistics Beyond Borders).
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(DOWNLOAD completo aqui - PDF) Este livro surge para dar voz a professores, pesquisadores, linguistas e linguistas aplicados para que discutam a Educação Linguística em inglês por meio de temas atuais e, mais do que nunca, necessários.... more
(DOWNLOAD completo aqui - PDF)
Este livro surge para dar voz a professores, pesquisadores, linguistas e linguistas aplicados para que discutam a Educação Linguística em inglês por meio de temas atuais e, mais do que nunca, necessários. Poderia ser mais uma obra em que especialistas são convidados a responder uma ou algumas questões propostas pelos organizadores, mas não é. Os questionamentos são formulados por alunos graduandos e pós-graduandos da Universidade Federal do Espírito Santo, integrantes do Grupo de Estudos sobre Educação Crítica em Língua Estrangeira (GEEC-LE), além de professores da rede pública, inspirados pelas leituras de textos escritos e palestras proferidas pelos autores dos diversos capítulos (Profa. Dra. Sandra Gattolin).
Este livro surge para dar voz a professores, pesquisadores, linguistas e linguistas aplicados para que discutam a Educação Linguística em inglês por meio de temas atuais e, mais do que nunca, necessários. Poderia ser mais uma obra em que especialistas são convidados a responder uma ou algumas questões propostas pelos organizadores, mas não é. Os questionamentos são formulados por alunos graduandos e pós-graduandos da Universidade Federal do Espírito Santo, integrantes do Grupo de Estudos sobre Educação Crítica em Língua Estrangeira (GEEC-LE), além de professores da rede pública, inspirados pelas leituras de textos escritos e palestras proferidas pelos autores dos diversos capítulos (Profa. Dra. Sandra Gattolin).
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This chapter is concerned with the implications for critical language education of the rise of right-wing populist and ethno-chauvinist movements that comprise neo-nationalism (Eger & Valdez, 2015). Neonationalism draws upon and... more
This chapter is concerned with the implications for critical language
education of the rise of right-wing populist and ethno-chauvinist movements that comprise neo-nationalism (Eger & Valdez, 2015). Neonationalism draws upon and resignifies older nationalist moments in
ways that expose how “tradition is the creation of the future out of the
past” (Glassie, 1995). There is a now classic literature on the invention
of traditions in the formation of the nation-state (Hobsbawm & Ranger,
2012) and its development into an “imagined community” (Anderson,
1983). Here, we seek to draw attention to some of the semiotic dimensions of this imagination by introducing the notion of remix nationalism. Remix nationalism, we argue, can provide a focus for critical examination of the semiotic strategies used by neo-nationalist movements to target minoritized groups, students, schools and progressive educators.
education of the rise of right-wing populist and ethno-chauvinist movements that comprise neo-nationalism (Eger & Valdez, 2015). Neonationalism draws upon and resignifies older nationalist moments in
ways that expose how “tradition is the creation of the future out of the
past” (Glassie, 1995). There is a now classic literature on the invention
of traditions in the formation of the nation-state (Hobsbawm & Ranger,
2012) and its development into an “imagined community” (Anderson,
1983). Here, we seek to draw attention to some of the semiotic dimensions of this imagination by introducing the notion of remix nationalism. Remix nationalism, we argue, can provide a focus for critical examination of the semiotic strategies used by neo-nationalist movements to target minoritized groups, students, schools and progressive educators.