Identidade dos alunos com seu próprio campo de estudo através da leitura e escrita
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Publicado:
Jul 27, 2017
Palavras-chave:
alfabetização acadêmica, aquisição de linguagem, identidade dos estudantes de psicologia, prática de língua inglesa
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Resumo
O objetivo deste artigo é compartilhar os resultados de uma pesquisa feita sobrea identidade dos alunos como futuros psicólogos através de práticas literáriasacadêmicas em inglês. O estudo forneceu aos alunos um ambiente apropriadobaseado em tópicos sobre psicologia; que foi caracterizada pela produção livredos alunos, eles tiveram a oportunidade de fazer suas próprias escolhas, bemcomo discutir, analisar, fazer opiniões ou diagnósticos sobre os tópicos lidos(anexo 8). Os dados foram coletados através de diários de alunos, amostras escritas e entrevistas semi-estruturadas. Os achados mostraram a identidade dos alunos com seu próprio campo de estudo, nos seguintes aspectos: as práticas de alfabetização lhes permitiram ler e escrever sobre tópicos da vida diária desde um ponto de vista crítico, eles estavam construindo sua identidade através do interesse por analisar e argumentar situações problemáticas; Além disso, o uso de vocabulário especializado, juntamente com a vinculação da teoria e prática são evidenciados neste estudo.
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Como Citar
Arias-Rodríguez, G. L. (2017). Identidade dos alunos com seu próprio campo de estudo através da leitura e escrita. Quaestiones Disputatae: Temas En Debate, 10(20), 164-191. Recuperado de http://revistas.ustatunja.edu.co/index.php/qdisputatae/article/view/1330
Seção
Artículos No 20
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Esta obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-SinObraDerivada 4.0 Internacional.
Referências
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PISA (2006). Reading literacy framework. Retrieved form http://pisa.nutn.edu.tw/download/sample_papers/Reading_Framework-en.pdf
Starfield, S. (1994). Cummins, EAP and academic literacy. TESOL Quarterly, 28,176-179.
Taffy E. (2001). Thinking for ourselves: Literacy Learning in a Diverse Teaching Inquire.The reader teacher Network, 54(6), 596-607.
Trede, F., Macklin, R. and Bridges, D. (2011). Professional identity development: a review of the higher education literature. Australia: Charles Sturt university, Routledge.
Turkan, S. Bicknell J. and Croft, A. (2012). Effective practices for developing literacy skills of English language learners in the English language arts classroom. New Jersey: ETS, Princeton.
Xhaferi, B. (2009). Teaching and learning ESP vocabulary. Macedonia: South Eas European University. Retrieved form file:///C:/Users/USUARIO/Downloads/Dialnet-TeachingAndLearni gESPVocabulary-3410918.pdf
Zúñiga, C. (2000). Constructing Literacy from Reading in fist and second language. Neiva, Colombia: Universidad Surcolombiana, Talleres OTI Impresos
Baleiro, R. (2011). A definition of literacy: a content analysis of literature syllabuses and interviews with Portuguese lectures of literature. The Online of Journal of New Horizons in Education. 1(4). Retrieved form http://www.tojned.net/pdf/tojnedv01i04-02.pdf
Baxter, P. and Jack, S. (2008). Qualitative Case Study Methodology: Study Design and Implementation for Novice Researchers. The qualitative report, 13(4), 544-559. Retrieved form http://www.nova.edu/ssss/QR/QR13-4/baxter.pdf
Burns, A. (2003). Collaborative Action Research for English Language Teachers. Cambridge, Reino Unido: Ernst Klett Sprachen.
Butler, G. (2013). Discipline-specific versus generic academic literacy intervention for university education: An issue of impact?. Journal for Language Teaching, 47(2), 71-87. Retrieved from http://dspace.nwu.ac.za/bitstream/handle/10394/11598/langt_v47_n2_a5.pdf?sequenc
Budiyanto, S. (2013). Literacy And Language Teaching. Journal Pendidikan IImu Sosial, 23(1), 71- 77. Retrieved from file:///C:/Users/USUARIO/Downloads/literacy.pdf
Brown, H. (1994). Teaching by Principles. San Francisco United States: Prentice Hall Regents.
Corbetta, P. (2010). Metodología y técnicas de investigación social. España: Mc Graw-Hill/interamericana. Recuperado de http://diversidadlocal.files.wordpress.com/2012/09/metodologc3ada-y-tc3a9cnicasde-investigacic3b3n-social-piergiorgio-corbetta.pdf
Council of the European Union. (2014). Conclusions on effective teacher Education. Education, Youth, Culture and Sport Council Meeting, Brussels. Retrieved from http://www.consilium.europa.eu/uedocs/cms_data/docs/pressdata/
en/educ/142690.pdf
Digest, E. (2002). Adolescent literacy and content area reading. ERIC Clearinghouse on Reading English and Communication Bloomington IN., Family Learning Association Blooming IN. Retrieved form http://files.eric.ed.gov/fulltext/ED469930.pdf
Goodman, K. S. (1996). Ken Goodman on reading: A common-sense look at the nature of language and the science of reading. Ontario, Canada: Scholastic.
________ And Goodman, Y. (2014). Making sense of learners making sense of written language. New York and London: Routledge Taylor & Francis Group.
Kern, R. (2000). Literacy and language teaching. Oxford Applied Linguistics. Oxford, New York: Oxford University Press. Retrieved from https://books.google.com.co/books?id=HiOj4TV_3DoC&pg=PA17&lpg=PA17&d
Mohite, M. (2014). An Investigation inot the English Language Writing Strategies Used by Polish EFL Secondry School Learners. London, Reino Unido: British Council. Retrieved from https://englishagenda.britishcouncil.org/sites/default/files/filefield_paths/an_investigation_into_the_english_language_writing_strategies_v2.pdf
Nadeem, M. (2013). Motivation as a perspective practice in English Language. Teaching at secondary level. International Journal of Humanities and Social Science Invention, 2 (1), 63-69. Retrieved form file:///C:/Users/Usuario/Downloads/Dadeem%20motivation%20201.pdf
Norton, B. (2000). Identity and language learning: Gender, ethnicity, and educational change. Harlow, England: Longman/Pearson.
PISA (2006). Reading literacy framework. Retrieved form http://pisa.nutn.edu.tw/download/sample_papers/Reading_Framework-en.pdf
Starfield, S. (1994). Cummins, EAP and academic literacy. TESOL Quarterly, 28,176-179.
Taffy E. (2001). Thinking for ourselves: Literacy Learning in a Diverse Teaching Inquire.The reader teacher Network, 54(6), 596-607.
Trede, F., Macklin, R. and Bridges, D. (2011). Professional identity development: a review of the higher education literature. Australia: Charles Sturt university, Routledge.
Turkan, S. Bicknell J. and Croft, A. (2012). Effective practices for developing literacy skills of English language learners in the English language arts classroom. New Jersey: ETS, Princeton.
Xhaferi, B. (2009). Teaching and learning ESP vocabulary. Macedonia: South Eas European University. Retrieved form file:///C:/Users/USUARIO/Downloads/Dialnet-TeachingAndLearni gESPVocabulary-3410918.pdf
Zúñiga, C. (2000). Constructing Literacy from Reading in fist and second language. Neiva, Colombia: Universidad Surcolombiana, Talleres OTI Impresos