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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5...8 Hits 1 – 20 of 144 1 Céad mίle fáilte: a corpus-based study of the development of a community of practice within the Irish hotel management training sector Margaret, Healy. - 2022 BASE Show details 2 Interpreting for the military: Creating communities of practice Ruiz Rosendo, Lucia In: ISSN: 1740-357X ; The journal of specialised translation, Vol. 37 (2022) pp. 16-34 (2022) BASE Show details 3 Welcoming and Inclusive Farmers Markets: A Community of Practice to Encourage Diversity, Equity, and Inclusion Pace, Jaclyn; Emmons, Regan; Hall, Kelsey... In: Outcomes and Impact Quarterly (2022) BASE Show details 4 Campus Decorum : The realisation of apologies, complaints and requests by Nigerian and German students ... Otung, Glory Essien. - : University of Bayreuth, 2021 BASE Show details 5 Glocal Network Shifts: Exploring Language Policies and Practices in International Schools Bettney, Esther; Nordmeyer, Jon In: Global Education Review; Vol. 8 No. 2-3 (2021): Teaching, Learning, Leading, and Living in a Glocal World: Policy, Practice, and Praxis (Part 2); 116-137 ; 2325-663X (2021) BASE Show details 6 Enhancing Critical Thinking Skills and Dispositions Through Community Dialogue in an Academic Writing Programme Sim, Sylvia S C In: International Journal for the Scholarship of Teaching and Learning (2021) BASE Show details 7 Emerging from the third space chrysalis: Experiences in a non-hierarchical, collaborative research community of practice Bickle, Ed; Bishopp-Martin, Silvina; Canton, Ursula... In: Journal of University Teaching & Learning Practice (2021) BASE Show details 8 Fostering A Sense of Community Among Teachers Via A Community of Practice: A Mixed-Methods Action Research Study Clark Moore, Apryl In: Theses and Dissertations--Educational Leadership Studies (2021) BASE Show details 9 STORIES OF IDENTITY CONSTRUCTION AND CLASSROOM PARTICIPATION IN AN ENGLISH-MEDIUM UNIVERSITY M. Faruq Ubaidillah; Utami Widiati In: JEELS (Journal of English Education and Linguistics Studies), Vol 8, Iss 1, Pp 147-174 (2021) (2021) BASE Show details 10 Language Ecology and Shift at Baawating, 1600-1971 Meades, Sean Brookfield. - 2021 BASE Show details 11 ENVOL : une plate-forme collaborative en réseau au service de la conception de modules de formation en FOU Prunet, Anne; Rousseau-Gadet, Emmanuelle; Salam, Pierre Louay In: ISSN: 0765-1635 ; Travaux de didactique du français langue étrangère ; https://hal.archives-ouvertes.fr/hal-03060134 ; Travaux de didactique du français langue étrangère, Université Paul Valéry, Montpellier III,, 2020, Le FOU dans tous ses états : conceptions, approches, pratiques. et nouvelles pistes ?, [27 p.] ; https://revue-tdfle.fr/articles/revue-77/1631-envol-une-plate-forme-collaborative-en-reseau-au-service-de-la-conception-de-modules-de-formation-en-fou (2020) BASE Show details 12 Promoting public communication in Basque: The “Jendaurrean Erabili” Practice Community ; Promocionant la comunicació pública en èuscar : la comunitat de pràctica «Jendaurrean Erabili» Eduardo Apodaka; Uxoa Anduaga; Idurre Eskisabel... In: Treballs de Sociolingüística Catalana; Núm. 30: Trajectòries sociolingüístiques: nous i vells parlants; 281-295 (2020) BASE Show details 13 Intersections: A paradigm for languages and cultures? Fornasiero, F.J.; Reed, S.; Amery, R.... In: https://link.springer.com/book/10.1007/978-3-030-50925-5 (2020) BASE Show details 14 Syrian Female Refugees: Exploring Identity and Online Language Learning Hadid, Alia. - : Digital Commons @ University of South Florida, 2020 In: Graduate Theses and Dissertations (2020) BASE Show details 15 Shaking my practice : navigating curriculum, aesthetic and social curiosity. Brown, Nicholas Patrick. - : University of Canterbury, 2020 BASE Show details 16 The resilience of a community of practice during the COVID-19 crisis Van Deusen-Scholl, Nelleke. - : University of Hawaii National Foreign Language Resource Center, 2020. : (co-sponsored by American Association of University of Supervisors and Coordinators; Center for Advanced Research on Language Acquisition; Center for Educational Reources in Culture, Language, and Literacy; Center for Open Educational Resources and Language Learning; Open Language Resource Center; Second Language Teaching and Resource Center), 2020 BASE Show details 17 NOVICE ENGLISH LANGUAGE SAUDI TEACHERS BUILDING PROFESSIONAL IDENTITY Aljehani, Khulod In: Dissertations (2020) BASE Show details 18 “Ô, sor(a)! larga mão dessa aula chata!” : uma proposta de intervenção nas aulas de português na periferia Santos, Letícia da Silva. - 2020 Abstract: A presente tese versa sobre uma proposta pedagógica de ensino de língua portuguesa construída como forma de intervenção na realidade de sala de aula de periferia. Seu objetivo é oferecer concretude aos estudos teóricos que propõem que o ensino de língua materna, nos anos finais do Ensino Fundamental, amplie as competências discursivas e capacidades linguísticas dos alunos visando a formação deles enquanto cidadãos críticos e atuantes na vida social. Para além disso, a proposta tem como objetivo estabelecer situações de interlocução efetivas e qualificadas entre professora e alunos. A pesquisa fundamenta-se em um entrecruzamento teórico que leva em consideração estudos sociológicos sobre periferia – com o intuito de compreender a realidade educacional que se quer intervir –, pesquisas linguísticas sobre o ensino de língua portuguesa – pensado para as necessidades desse público – e propostas emancipatórias da área da educação – utilizadas para qualificar e ampliar a proposta. Assume-se uma concepção bakhtiniana de língua, e adota-se a pesquisa-ação como metodologia de trabalho, na qual a pesquisadora planeja, implementa e avalia suas próprias práticas pedagógicas vivenciadas com seus alunos. Ao longo de três anos letivos, na condição de professora de língua portuguesa dos anos finais do Ensino Fundamental em uma escola na periferia localizada no Morro da Cruz, na cidade de Porto Alegre, a pesquisadora implementou práticas – registradas por meio da manutenção de um caderno de campo – que compuseram uma proposta pedagógica de ensino de português a partir da temática da construção de identidade, com vistas a alcançar alunos do terceiro ciclo de aprendizagem – considerando-se a existência da escola ciclada em Porto Alegre. Ao final desse período, foi possível estabelecer as relações construídas entre as práticas propostas e as teorias estudadas, verificando o desenvolvimento do aprendizado, bem como explicitar as relações desenvolvidas entre alunos e professora nesse período, relações que se mostraram profícuas no sentido de construir processos de autonomia, bem como de estabelecer uma comunidade de prática – que transformou o momento de aprendizagem em sala de aula. Conclui-se que o entrelaçamento teórico possibilitado pelo campo da Linguística Aplicada propicia resoluções mais qualificadas para as questões que surgem no mundo real, sendo possível trazer diferentes olhares e perspectivas para compor o quadro e oferecer intervenções eficazes para, nesse caso em questão, uma sala de aula de português na periferia. ; This thesis presents a pedagogical proposal for teaching Portuguese language as a form of intervention in the reality of the classroom in periphery. Its objective is to offer concreteness to theoretical studies that propose that the teaching of native language, in the final years of Elementary School, expands students' discursive competences and linguistic abilities aiming at their formation as critical and social active citizens. In addition, the proposal aims to establish effective and qualified situations of dialogue between teacher and students. The research is based on a theoretical intersection that takes into account sociological studies on the periphery - in order to understand the educational reality that one wants to intervene in - linguistic research on Portuguese language teaching - designed for the needs of this audience - and emancipatory proposals in the education area - used to qualify and expand the proposal. A Bakhtinian conception of language is assumed, and action research is adopted as methodology, in which the researcher plans, implements and evaluates her own pedagogical practices with her students. Over the course of three school years, as a Portuguese language teacher in the final years of elementary school at a periphery school located in Morro da Cruz, in the city of Porto Alegre, the researcher implemented practices - recorded through a field notebook - that made a pedagogical proposal of teaching Portuguese based on the identity construction, reaching students in the third learning cycle - considering the existence of the cycled school in Porto Alegre. At the end of this period, it was possible to establish the relationship between the proposed practices and the studied theories, verifying learning development, as well as make explicit the relationship developed between students and teacher during this period, which proved to be fruitful in terms of building autonomy processes and establishing a community of practice - which transformed the learning moment in classroom. It is concluded that the theoretical interconnection made possible by the field of Applied Linguistics provides more qualified resolutions for the questions that arise in the real world, being possible to bring different perspectives to compose the picture and offer effective interventions for a Portuguese classroom in periphery. ; La presente tesis trata de una propuesta pedagógica para enseñar la lengua portuguesa como una forma de intervención en la realidad del aula de la periferia. Su objetivo es ofrecer concreción a los estudios teóricos que proponen que la enseñanza de la lengua materna, en los últimos años de la escuela primaria, expanda las competencias discursivas y las habilidades lingüísticas de los estudiantes con el objetivo de su formación como ciudadanos críticos y activos en la vida social. Además, la propuesta tiene como objetivo establecer situaciones de diálogo efectivas y calificadas entre el maestra y los estudiantes. La investigación se basa en una intersección teórica que tiene en cuenta los estudios sociológicos sobre la periferia, a fin de comprender la realidad educativa en la que se quiere intervenir, la investigación lingüística sobre la enseñanza de la lengua portuguesa, diseñada para las necesidades de esta audiencia, y las propuestas emancipatorias en el área de educación - utilizadas para calificar y ampliar la propuesta. Se asume una concepción bakhtiniana del lenguaje y se adopta la investigación acción como metodología de trabajo, en la cual la investigadora planifica, implementa y evalúa sus propias prácticas pedagógicas experimentadas con sus estudiantes. En el transcurso de tres años escolares, como maestra de portugués en los últimos años de la escuela primaria en una escuela en la periferia ubicada en Morro da Cruz, en la ciudad de Porto Alegre, la investigadora implementó prácticas, grabadas a través del mantenimiento de un cuaderno de campo, que compuso una propuesta pedagógica para enseñar portugués basada en el tema de la construcción de la identidad, con miras a enseñar a los estudiantes en el tercer ciclo de aprendizaje, considerando la existencia de la escuela de ciclos en Porto Alegre. Al final de este período, fue posible establecer las relaciones construidas entre las prácticas propuestas y las teorías estudiadas, verificar el desarrollo del aprendizaje, así como hacer explícitas las relaciones desarrolladas entre estudiantes y docentes en este período, relaciones que resultaron fructíferas en el sentido de construir procesos de autonomía, además de establecer una comunidad de práctica, que transformó el aprendizaje en el aula. Se concluye que el entrelazamiento teórico hecho posible por el campo de la Lingüística Aplicada proporciona resoluciones más calificadas para las preguntas que surgen en el mundo real, lo que permite traer diferentes perspectivas para componer la imagen y ofrecer intervenciones efectivas para, en este caso en cuestión, una clase de portugués en la periferia. Keyword: Autonomía; Autonomy; Community of practice; Competência discursiva; Competência linguística; Comunidad de práctica y aprendizaje; Construcción de identidad; Educación lingüística; Ensino de língua materna; Ensino de língua portuguesa; Ensino fundamental; Géneros de discurso; Gêneros do discurso; Identidade lingüística; Identity construction; Justicia restaurativa; Learning community; Letramento; Letramientos; Linguistic education; Literacies; Periferia; Periphery; Protagonism; Protagonismo; Restorative justice; Speech genres URL: http://hdl.handle.net/10183/212963 BASE Hide details 19 "Mission impawssible?" : an analysis of community-specific orthographic variation and lexical creativity online Mahler, Hanna. - 2020 BASE Show details 20 Ethnolinguistic Identity in Morocco El Haimeur, Amar In: Field Notes: A Journal of Collegiate Anthropology (2020) BASE Show details Page: 1 2 3 4 5...8

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