Carleton College April 3, 2006 Richard M. Reis, Ph.D. Reis@stanford
SIMONE REIS MODERN FOREIGN LANGUAGES DEPARTMENT simonereiss@gmail
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Transcript of SIMONE REIS MODERN FOREIGN LANGUAGES DEPARTMENT simonereiss@gmail
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Population: 550.000Summer 40°CWinter -4°C
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EDUCATIONAL BACKGROUND
• PORTUGUESE AND ENGLISH - LANGUAGE & LITERATURE (UEL)
• APPLIED LINGUISTICS (UNICAMP)
• SOCIAL SCIENCES (RADBOUD UNIVERSITEIT NIJMEGEN)
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UNDERGRADUATE COURSE
MODERN FOREIGN LANGUAGES DEPARTMENT
• ENGLISH LANGUAGE
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GRADUATE SCHOOL OF LANGUAGE STUDIES
• IDENTITY OF FOREIGN LANGUAGE TEACHERS• RESEARCH METHODOLOGY
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GRADUATE SCHOOL OF LANGUAGE STUDIES
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AREA A – LANGUAGE AND MEANING
LINE 1 – LINGUISTIC DESCRIPTION AND ANALYSIS• CONCEPTS, DESCRIPTION AND ANALYSIS. SYNCHRONIC AND
DIACHRONIC VARIATION. (3 researchers)
LINE 2 – STUDIES OF DISCOURSE AND TEXT• CONSTRUCTION, INTERACTIVE AND DISCOURSAL ASPECTS.
(5 researchers – 1 conversation analysis; 1 semantics of discourse)
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AREA B - LANGUAGE AND EDUCATION
LINE 1 – MOTHER TONGUE TEACHING/LEARNING AND TEACHER EDUCATION
• TEACHING/LEARNING SITUATIONS, THEORY AND PRACTICE. (6 researchers)
LINE 2- FOREIGN LANGUAGE TEACHING/LEARNING AND TEACHER EDUCATION
• TEACHING/LEARNING SITUATIONS, THEORY AND PRACTICE. (4 researchers)
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INTERPRETIVE RESEARCH BACKGROUND
• ETHNOGRAPHY (ERICKSON, 1986)• IMAGES AS EXPRESSION OF KNOWLEDGE
• ETHICAL RESEARCH• 1 NOVICE UNIVERSITY TEACHER
• INTERVIEWS• FOCUS ON METAPHORS (LAKOFF & JOHNSON)
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INTERPRETIVE RESEARCH BACKGROUND
• GROUNDED THEORY• LEARNING TO TEACH READING IN EFL
• 3/12 STUDENT TEACHERS• 7 RESEARCH TOOLS (AUDIO, VIDEO, FIELD NOTES, OBSERVATION NOTES, REPORTS, QUESTIONNAIRES)
• COGNITIONS AND ACTIONS.
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CRITICAL LITERACY RESEARCH GROUP
• HOW PROSPECTIVE EFL TEACHERS INTERPRET CRITICAL LITERACY IN MATERIAL DEVELOPMENT
AND CLASSROOM TEACHING
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CRITICAL LITERACY RESEARCH IN BRAZIL
• LITERATURE REVIEW (1987-2006)MOTHER TONGUE (86%)
DISCOURSE PRACTICESCLASSROOM PRACTICESSOCIAL PRACTICES AND LITERACYPROCESSES OF TEACHING AND LEARNING READING &
WRITINGETHNOGRAPHY CRITICAL DISCOURSE ANALYSIS (46%)
• VALIDITY
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LEARNING OBJECTIVES AT UCL
• APPROACHES AND METHODS IN DISCOURSE ANALYSIS RESEARCH ADOPTED BY THE CENTRE IN THE PAST FIVE
YEARS.
• THEORETICAL UNDERPINNINGS.
• DESCRIPTIVE AND CONCEPTUAL LANGUAGE FOR DISCOURSE ANALYSIS.
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RESEARCH PUZZLE: ESPISTEMOLOGICAL STANCES IN DISCOURSE ANALYSIS
• INTERPRETIVISM
Objective understanding >Validation
• PHILOSOPHICAL HERMENEUTICS• Meaning negotiation
• CONSTRUCTIONISM
Perspectivism
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LEARNING OUTCOMES
• PAPER MAPPING OUT THE APPROACHES, METHODS AND THEORY IN DISCOURSE ANALYSIS RESEARCH ESPOUSED BY THE CENTRE IN THE
PAST FIVE YEARS.
• PAPER ON PAULO FREIRE’S VOICE AND PERSON IN PEDAGOGY OF THE OPPRESED.
• PAPER ON AGENCY IN THE CONSTRUCTION OF A STUDENT’S IDENTITY(FOCUS ON THE SOCIAL AND HISTORICAL CONTEXT AND USE OF DEIXIS)
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FAIRCLOUGH (1992)’STHREE-DIMENSIONAL VIEW OF DISCOURSE ANALYSIS
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• FAIRCLOUGH
• CONTENT, RELATION, AND SUBJECT
• HALLIDAY
CONTEXT OF SITUATION (FIELD, MODE, TENOR)