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SIMONE REIS MODERN FOREIGN LANGUAGES DEPARTMENT simonereiss@gmail

SIMONE REIS MODERN FOREIGN LANGUAGES DEPARTMENT simonereiss@gmail.com. Population: 550.000 Summer 40 ° C Winter -4 ° C. EDUCATIONAL BACKGROUND. PORTUGUESE AND ENGLISH - LANGUAGE & LITERATURE (UEL) APPLIED LINGUISTICS (UNICAMP) SOCIAL SCIENCES (RADBOUD UNIVERSITEIT NIJMEGEN).

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SIMONE REIS MODERN FOREIGN LANGUAGES DEPARTMENT simonereiss@gmail

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  1. SIMONE REISMODERN FOREIGN LANGUAGES DEPARTMENTsimonereiss@gmail.com

  2. Population: 550.000Summer 40°CWinter -4°C

  3. EDUCATIONAL BACKGROUND • PORTUGUESE AND ENGLISH - LANGUAGE & LITERATURE (UEL) • APPLIED LINGUISTICS (UNICAMP) • SOCIAL SCIENCES (RADBOUD UNIVERSITEIT NIJMEGEN)

  4. UNDERGRADUATE COURSEMODERN FOREIGN LANGUAGES DEPARTMENT • ENGLISH LANGUAGE

  5. GRADUATE SCHOOL OF LANGUAGE STUDIES • IDENTITY OF FOREIGN LANGUAGE TEACHERS • RESEARCH METHODOLOGY

  6. GRADUATE SCHOOL OF LANGUAGE STUDIES

  7. 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)

  8. AREA B - LANGUAGE AND EDUCATION LINE 1 – MOTHER TONGUE TEACHING/LEARNING AND TEACHER EDUCATION • TEACHING/LEARNINGSITUATIONS, THEORY AND PRACTICE. (6 researchers) LINE 2- FOREIGN LANGUAGE TEACHING/LEARNING AND TEACHER EDUCATION • TEACHING/LEARNINGSITUATIONS, THEORY AND PRACTICE. (4 researchers)

  9. INTERPRETIVE RESEARCH BACKGROUND • ETHNOGRAPHY (ERICKSON, 1986) • IMAGES AS EXPRESSION OF KNOWLEDGE • ETHICAL RESEARCH • 1 NOVICE UNIVERSITY TEACHER • INTERVIEWS • FOCUS ON METAPHORS (LAKOFF & JOHNSON)

  10. 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.

  11. CRITICAL LITERACY RESEARCH GROUP • HOW PROSPECTIVE EFL TEACHERS INTERPRET CRITICAL LITERACY IN MATERIAL DEVELOPMENT AND CLASSROOM TEACHING

  12. CRITICAL LITERACY RESEARCH IN BRAZIL LITERATURE REVIEW (1987-2006) MOTHER TONGUE (86%) DISCOURSE PRACTICES CLASSROOM PRACTICES SOCIAL PRACTICES AND LITERACY PROCESSES OF TEACHING AND LEARNING READING & WRITING ETHNOGRAPHY CRITICAL DISCOURSE ANALYSIS (46%) VALIDITY

  13. 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.

  14. RESEARCH PUZZLE: ESPISTEMOLOGICAL STANCES IN DISCOURSE ANALYSIS • INTERPRETIVISM Objective understanding >Validation • PHILOSOPHICAL HERMENEUTICS • Meaning negotiation • CONSTRUCTIONISM Perspectivism

  15. 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)

  16. FAIRCLOUGH (1992)’STHREE-DIMENSIONAL VIEW OF DISCOURSE ANALYSIS

  17. FAIRCLOUGH CONTENT, RELATION, AND SUBJECT HALLIDAY CONTEXT OF SITUATION (FIELD, MODE, TENOR)

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