Whats missing New teacher selves for new teaching contexts

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Whats missing? New teacher selves for new
teaching contexts

• Désirée Motta-Roth
• Universidade Federal de Santa Maria
• dmroth_at_terra.com.br http//w3.ufsm.br/desireemroth
  

APIRS/2005
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New competencies, abilities, and attitudes

• Context in text reading and writing speaking
  and listening only make sense when studied in
  the context of social and cultural (and we can
  add historical, political, and economic)
  practices of which they are but a part. (Gee,
  2000180).
• New literacies visual, audio, spatial, gestural,
  digital, i.e. producing and consuming language on
  the internet (blogs/flogs), in the media
  (MTV,news), etc.
• Authorship from knowledge consumer to knowledge
  producer.

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Context in text

• Teach language, about language, through language
• ? Social events use ? Language webs of
  relationships, degrees of ritualization, sets of
  communicative purposes.

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New literacies

• text production and consumption associated with
  the digital electronic apparatus (new
  communications and information technologies)
• literacies that are comparatively new in
  chronological terms and literacies that are new
  to the formal study of literacy that are new to
  being recognized as literacies
• (Lankshear Knobel, 2001)

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Authorship

• Text, photograph, audiovisual, computer program
• Teaching materials textbooks should reflect
  students experiences (Kumaravadivelu, 2005)
• Webpages
• Conference presentations, interviews (TV and
  radio), articles, papers, book chapters, and
  monographs.

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An example Webpages

• The incorporation of emergent electronic
  discourse genres into pedagogic practices in
  English as a Foreign Language (EFL) has made it
  possible for students to use the target language
  in real contexts of communication through
  writing. The Personal Home Page (PHP) seems to be
  especially suitable to pedagogical applications
  as it provides the student with a locus for using
  basic linguistic functions in English in the
  construction of her/his PHP on the Internet. This
  cybergenre has recurrent features in terms of
  content, structural organization and functions of
  language. Teachers can propose EFL activities
  that aim at engaging the student in the virtual
  world through the construction of her/his own
  PHP. A series of experimentations with WebEnglish
  - a computer assisted English course developed at
  Laboratório de Pesquisa e Ensino de Leitura e
  Redação at the National University at Santa
  Maria, Brazil has demonstrated the potentiality
  of this kind of activity to motivate students and
  thus facilitate the development of
  sociolinguistic competencies in the target
  language.

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Gnere and Register Which features are relevant
in what contexts?

• Notions/Ideas (Ideology)
• Discourse (Constitutive function)
• Functions (Speech act)
• Mood/Modality (Interpersonal meaning)
• Structure (Texture, Intertextuality)
• Vocabulary (Semantic relationship)
• Grammar (Sentence arrangement)
• Phonology (Pronunciation)

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Notions/Ideas (Ideology)

• a) Biographical details b) Interests and
  preferences (hobbies) c) Ideas, values, beliefs
  (religious, political, phyilosophical or
  otherwise) d) family, friends, relations,
  professional information.

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Discourse (Constitutive function) Functions
(Speech act)

• - Whats your name? How old are you?- Where are
  you from? When is your birthday?- Whats your
  address? Whats your e-mail address?- Where do
  you live? Who do you live with? Do you live with
  your family? Do you have a boy/girlfriend? Whats
  your marital status? What's your telephone
  number? What's your address?- What do you do? -
  Where do you go to school? What is your
  major/minor?- What do you like to do in your
  free time? - Do you have a hobby? - What kind of
  _____ do you like? Whats/Whos your
  favorite______? What do you look like? What do
  your friends and family look like?- What are
  your everyday activities? Do you like
  art/poetry/music/movies? Do you like to travel?
  Which countries/places have you visited? How
  often do you surf the net? Which sites have you
  already visited? Which interesting sites (links)
  do you suggest?- When do you plan to graduate?
  Curriculum Vitae or Résumé (Education Skills
  Profile Extra-Curricular Activities...)

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Mood/Modality (Interpersonal meaning)

• Who writes?
• Who reads?
• What sort of identity is intended?
• What sort of effect is intended?

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Home Page Task

• Surfing the web Lets visit Personal Home Pages
  on the internet. Try to identify content and form
  features. What kind of questions can surfers ask
  by reading these home pages? What kind of answers
  do these pages provide?
• Under construction What about creating your
  Personal Home Page? What kind of topics and
  format would you like to display in your home
  page?
• Lets start working! Click on the program (e.g.,
  Front Page by Microsoft).

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New teachers for new contexts
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References

• GEE, J. P. (2000). The new literacy studies From
  socially situated to the work of the social.
  In D. Barton, M. Hamilton, R. Ivanic. (Eds.)
  Situated Literacies Reading and Writing in
  Context. London Routledge, pp.18096. retrieved
  July 11, 2005 from http//www.schools.ash.org.au/l
  itweb/page300.html.
• GIROUX, H. A. (1997). Os professores como
  intelectuais Rumo a uma pedagogia crítica da
  aprendizagem. Porto Alegre Artes Médicas.
• KARWOSKI, A. M., GAYDECZKA, B. BRITO, K. S.
  (2005). (Orgs.) Gêneros textuais reflexões e
  ensino. Palmas e União da Vitória, PR Kaygangue.

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References (Cont.)

• KINCHELOE, J. L. (1997). A formação do professor
  como compromisso político. Mapeando o
  pós-moderno. Porto Alegre Artes Médicas.
• KUMARAVADIVELU, B. (2005). Deconstructing applied
  linguistics A postcolonial perspective. In M.
  Freire, M.H.V. Abrahão A. M. F. Barcelos
  (Orgs.) Lingüística aplicada e contemporaneidade.
  São Paulo ALAB Campinas, SP Pontes Editores,
  pp. 25-37.
• LANKSHEAR, C. M. KNOBEL (2001). Mapping
  postmodern literacies a preliminary chart. In M.
  Ylä-Kotola, J. Suoranta M. Kangas (Eds) The
  integrated media machine, Vol. 2. Hämeenlinna
  Edita, University of Lapland. Retrieved July 11,
  2005, from www.literacyandtechnology.org/
  v1n1/lk.html.

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References (Cont.)

• MOTTA-ROTH, D., MARSHALL, D. REIS, S. C.
  (2005). Aprender inglês para a comunicação a
  construção da Home Page Pessoal na www.
  Calidoscópio, São Leopoldo, RS, v. 03, nº 01, p.
  39-46.
• STEINBERG, S. R. J. L. KINCHELOE.
  (1995). Introduction. In P. McLaren, R. Hammer,
  D. Sholle S. Reilly. Rethinking media
  literacy A critical pedagogy of representation.
  New York Peter Lang. Retrieved July 11, 2005
  from http//www.literacyandtechnology.org/v1n1/lk.
  html.
• THOMAS, A. (2004). e-Selves Understanding
  children's online identity construction. Paper
  presented as part of the Systemic Functional
  Grammar Seminar Series. Retrieved July 11, 2005
  from http//angelathomaspublications.blogspot.com.