“WE CAN’T BECOME ROBOTS THAT REPRODUCE TEXTS”: BRAZILIAN STUDENTS’ NARRATIVES ABOUT THE PRESENCE OF LITERATURE IN ENGLISH LANGUAGE CLASSES

Detalhes bibliográficos
Autor(a) principal: Seerig, Elisa
Data de Publicação: 2022
Outros Autores: Nicolaides, Christine Siqueira
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Revista Brasileira de Lingüística Aplicada (Online)
Texto Completo: http://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/18428
Resumo: Considering that literature can work as an instigator of constructive emotions (ROSIEK, 2003), and given that the Sociocultural Historical Theory based on Vygotsky recognizes emotions as an important aspect of the individual’s development (VYGOTSKY, 1989), this study aims at analyzing the multimodal narratives (BARKHUIZEN; BENSON; CHIK, 2014) provided by ten public high school students. Data for this study were generated on-line due to the COVID-19 pandemic regard their memories with the use of literature 2018 and 2019. We analysed the presence of emotions as motivators for engagement and thus, beneficial for language development, collaborating to fulfill the gap in empirical research on literature and emotions in lessons of English as an Additional Language (PARAN, 2008; BLOEMERT et. al., 2019).
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spelling “WE CAN’T BECOME ROBOTS THAT REPRODUCE TEXTS”: BRAZILIAN STUDENTS’ NARRATIVES ABOUT THE PRESENCE OF LITERATURE IN ENGLISH LANGUAGE CLASSESEnglish as an Additional Language; literature; narrative inquiry; Sociocultural Historical Theory; emotions.Considering that literature can work as an instigator of constructive emotions (ROSIEK, 2003), and given that the Sociocultural Historical Theory based on Vygotsky recognizes emotions as an important aspect of the individual’s development (VYGOTSKY, 1989), this study aims at analyzing the multimodal narratives (BARKHUIZEN; BENSON; CHIK, 2014) provided by ten public high school students. Data for this study were generated on-line due to the COVID-19 pandemic regard their memories with the use of literature 2018 and 2019. We analysed the presence of emotions as motivators for engagement and thus, beneficial for language development, collaborating to fulfill the gap in empirical research on literature and emotions in lessons of English as an Additional Language (PARAN, 2008; BLOEMERT et. al., 2019).Faculdade de Letras - Universidade Federal de Minas GeraisCAPESIFRSSeerig, ElisaNicolaides, Christine Siqueira2022-03-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/18428Revista Brasileira de Linguística Aplicada; Vol 22, No 1 (2022): Número Temático - Emotions in Language Teaching and Learning (lançamento em 2022); 181-210Revista Brasileira de Linguística Aplicada; Vol 22, No 1 (2022): Número Temático - Emotions in Language Teaching and Learning (lançamento em 2022); 181-210Revista Brasileira de Linguística Aplicada; Vol 22, No 1 (2022): Número Temático - Emotions in Language Teaching and Learning (lançamento em 2022); 181-2101984-63981676-0786reponame:Revista Brasileira de Lingüística Aplicada (Online)instname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGenghttp://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/18428/1125614444http://www.periodicos.letras.ufmg.br/index.php/rbla/article/downloadSuppFile/18428/3016http://www.periodicos.letras.ufmg.br/index.php/rbla/article/downloadSuppFile/18428/3032/*ref*/BARKHUIZEN, G.; BENSON, P.; CHIK, A. Narrative inquiry in language teaching and learning research. New York: Routledge, 2014. BLOEMERT, J. et al. Students’ perspective on the benefits of EFL literature education. Language Learning Journal, v. 47, n. 3, p. 371–384, 2019. BLOEMERT, J.; JANSEN, E.; PARAN, A. Student motivation in Dutch secondary school EFL literature lessons. Applied Linguistics Review, p. 1–24, 2019. BLOEMERT, J.; JANSEN, E.; VAN DE GRIFT, W. Exploring EFL literature approaches in Dutch secondary education. Language, Culture and Curriculum, v. 29, n. 2, p. 169–188, 2016. CANDIDO, A. O Direito à Literatura. In: Vários Escritos. Rio de Janeiro: Ouro sobre Azul, 2011. p. 171–193. DEWAELE, J. M. et al. Foreign language enjoyment and anxiety: The effect of teacher and learner variables. Language Teaching Research, v. 22, n. 6, p. 676–697, 2017. DÖRNYEI, Z.; RYAN, S. The Psychology of the Language Learner Revisited. New York: Routledge, 2015. EUROPE, C. O. Common European Framework of Reference for Languages: Learning, teaching, assessment. Strasbourg: Cambridge University Press, 2001. FIORIN, J. L. Linguagem e interdisciplinaridade. Alea, v. 10, n. 1, p. 29–53, 2008. FLEER, M.; REY, F. G.; VERESOV, N. Perezhivanie, Emotions and Subjectivity: Advancing Vygotsky’s Legacy. Singapore: Springer Nature Singapore, 2017. v. 1 KIM, M. Literature Discussions in Adult L2 Learning. Language and Education, v. 2, n. 18, p. 145–166, 2004. KOZULIN, A. The Mystery of Perezhivanie. Mind, Culture, and Activity, v. 23, n. 4, p. 356–357, 2016. LANTOLF, J. P. Introducing sociocultural theory. In: Sociocultural theory and second language learning. Oxford: Oxford University Press, 2000. p. 1–26. LANTOLF, J. P.; SWAIN, M. Perezhivanie: the cognitive-emotional dialectic within the social situation of development. In: AL-HOORIE, A. H.; MACINTYRE, P. D. (Eds.). . Contemporary Language Motivation Theory - 60 Years Since Gardner and Lambert (1959). Bristol: Multilingual Matters, 2020. LIBERALI, F. C.; FUGA, V. P. A importância do conceito de perejivanie na constituição de agentes transformadores. Estudos de Psicologia (Campinas), v. 35, n. 4, p. 363–373, 2018. NICOLAIDES, C.; ARCHANJO, R. Reframing Identities in the Move: a Tale of Empowerment, Agency and Autonomy. Trabalhos em Linguística Aplicada, v. 58, n. 1, p. 96–117, 2019. PARAN, A. The role of literature in instructed foreign language learning and teaching: An evidence-based survey. Cambridge: Cambridge University Press, 2008. v. 41 PINHEIRO, M. S. O letramento multimodal crítico: o discurso discente sobre política nas aulas de espanhol. Revista Brasileira de Linguística Aplicada, v. 19, n. 3, p. 455–476, 2019. ROSIEK, J. Emotional Scaffolding: an exploration of the teacher knowledge at the intersection of student emotion and the subject matter. Journal of Teacher Education, 2003. SHANAHAN, D. Articulating the Relationship between Language, Literature, and Culture: Toward a New Agenda for Foreign Language Teaching and Research. The Modern Language Journal, v. 81, n. 2, 1997. SLATER, S.; COLLIE, J. Teaching literature: why, what and how. In: MICHAEL SWAN (Ed.). . Literature in the language classroom. Cambridge: Cambridge University Press, 1987. p. 3–10. SWAIN, M. The inseparability of cognition and emotion in second language learning. Language Teaching, v. 46, n. 2, p. 195–207, 2013. SWAIN, M.; KINNEAR, P.; STEINMAN, L. Sociocultural Theory in Second Language Education: an introduction through narratives. Bristol: Multilingual Matters, 2015. SWAIN, M.; LAPKIN, S. A Vygotskian sociocultural perspective on immersion education. Journal of Immersion and Content-Based Language Education, v. 1, p. 101–129, 2013. TSANG, A.; PARAN, A.; LAU, W. W. F. The language and non-language benefits of literature in foreign language education: An exploratory study of learners’ views. Language Teaching Research, 2020. VASSILIEVA, J.; ZAVERSHNEVA, E. Vygotsky’s “Height Psychology”: Reenvisioning General Psychology in Dialogue With the Humanities and the Arts. Review of General Psychology, v. 24, n. 1, p. 18–30, 2020. VIANA, V.; ZYNGIER, S. Language-literature integration in high-school EFL education: investigating students’ perspectives. Innovation in Language Learning and Teaching, v. 14, n. 4, p. 347–361, 2020. VYGOTSKY, L. Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press, 1978. VYGOTSKY, L. S. The Socialist Alteration of Man. The Vygotsky Reader, p. 175–184, 1994. XI, J.; LANTOLF, J. P. Scaffolding and the zone of proximal development: A problematic relationship. Journal for the Theory of Social Behaviour, v. 51, n. 1, p. 25–48, 2021. ZILBERMAN, Regina. O papel da Literatura na escola. Via Atlântica, n. 14, 2008. Disponível em: <http://www.revistas.usp.br/viaatlantica/article/view/50376> Acesso em: 09. set. 2020.Copyright (c) 2022 Elisa Seerighttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2022-03-30T02:48:39Zoai:periodicos.letras.ufmg.br:article/18428Revistahttp://www.periodicos.letras.ufmg.br/index.php/rbla/indexPUBhttp://www.periodicos.letras.ufmg.br/index.php/rbla/oairblasecretaria@gmail.com||periodicosfaleufmg@gmail.com1984-63981676-0786opendoar:2022-03-30T02:48:39Revista Brasileira de Lingüística Aplicada (Online) - Universidade Federal de Minas Gerais (UFMG)false
dc.title.none.fl_str_mv “WE CAN’T BECOME ROBOTS THAT REPRODUCE TEXTS”: BRAZILIAN STUDENTS’ NARRATIVES ABOUT THE PRESENCE OF LITERATURE IN ENGLISH LANGUAGE CLASSES
title “WE CAN’T BECOME ROBOTS THAT REPRODUCE TEXTS”: BRAZILIAN STUDENTS’ NARRATIVES ABOUT THE PRESENCE OF LITERATURE IN ENGLISH LANGUAGE CLASSES
spellingShingle “WE CAN’T BECOME ROBOTS THAT REPRODUCE TEXTS”: BRAZILIAN STUDENTS’ NARRATIVES ABOUT THE PRESENCE OF LITERATURE IN ENGLISH LANGUAGE CLASSES
Seerig, Elisa
English as an Additional Language; literature; narrative inquiry; Sociocultural Historical Theory; emotions.
title_short “WE CAN’T BECOME ROBOTS THAT REPRODUCE TEXTS”: BRAZILIAN STUDENTS’ NARRATIVES ABOUT THE PRESENCE OF LITERATURE IN ENGLISH LANGUAGE CLASSES
title_full “WE CAN’T BECOME ROBOTS THAT REPRODUCE TEXTS”: BRAZILIAN STUDENTS’ NARRATIVES ABOUT THE PRESENCE OF LITERATURE IN ENGLISH LANGUAGE CLASSES
title_fullStr “WE CAN’T BECOME ROBOTS THAT REPRODUCE TEXTS”: BRAZILIAN STUDENTS’ NARRATIVES ABOUT THE PRESENCE OF LITERATURE IN ENGLISH LANGUAGE CLASSES
title_full_unstemmed “WE CAN’T BECOME ROBOTS THAT REPRODUCE TEXTS”: BRAZILIAN STUDENTS’ NARRATIVES ABOUT THE PRESENCE OF LITERATURE IN ENGLISH LANGUAGE CLASSES
title_sort “WE CAN’T BECOME ROBOTS THAT REPRODUCE TEXTS”: BRAZILIAN STUDENTS’ NARRATIVES ABOUT THE PRESENCE OF LITERATURE IN ENGLISH LANGUAGE CLASSES
author Seerig, Elisa
author_facet Seerig, Elisa
Nicolaides, Christine Siqueira
author_role author
author2 Nicolaides, Christine Siqueira
author2_role author
dc.contributor.none.fl_str_mv CAPES
IFRS
dc.contributor.author.fl_str_mv Seerig, Elisa
Nicolaides, Christine Siqueira
dc.subject.por.fl_str_mv English as an Additional Language; literature; narrative inquiry; Sociocultural Historical Theory; emotions.
topic English as an Additional Language; literature; narrative inquiry; Sociocultural Historical Theory; emotions.
description Considering that literature can work as an instigator of constructive emotions (ROSIEK, 2003), and given that the Sociocultural Historical Theory based on Vygotsky recognizes emotions as an important aspect of the individual’s development (VYGOTSKY, 1989), this study aims at analyzing the multimodal narratives (BARKHUIZEN; BENSON; CHIK, 2014) provided by ten public high school students. Data for this study were generated on-line due to the COVID-19 pandemic regard their memories with the use of literature 2018 and 2019. We analysed the presence of emotions as motivators for engagement and thus, beneficial for language development, collaborating to fulfill the gap in empirical research on literature and emotions in lessons of English as an Additional Language (PARAN, 2008; BLOEMERT et. al., 2019).
publishDate 2022
dc.date.none.fl_str_mv 2022-03-29
dc.type.none.fl_str_mv
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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dc.identifier.uri.fl_str_mv http://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/18428
url http://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/18428
dc.language.iso.fl_str_mv eng
language eng
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http://www.periodicos.letras.ufmg.br/index.php/rbla/article/downloadSuppFile/18428/3032
/*ref*/BARKHUIZEN, G.; BENSON, P.; CHIK, A. Narrative inquiry in language teaching and learning research. New York: Routledge, 2014. BLOEMERT, J. et al. Students’ perspective on the benefits of EFL literature education. Language Learning Journal, v. 47, n. 3, p. 371–384, 2019. BLOEMERT, J.; JANSEN, E.; PARAN, A. Student motivation in Dutch secondary school EFL literature lessons. Applied Linguistics Review, p. 1–24, 2019. BLOEMERT, J.; JANSEN, E.; VAN DE GRIFT, W. Exploring EFL literature approaches in Dutch secondary education. Language, Culture and Curriculum, v. 29, n. 2, p. 169–188, 2016. CANDIDO, A. O Direito à Literatura. In: Vários Escritos. Rio de Janeiro: Ouro sobre Azul, 2011. p. 171–193. DEWAELE, J. M. et al. Foreign language enjoyment and anxiety: The effect of teacher and learner variables. Language Teaching Research, v. 22, n. 6, p. 676–697, 2017. DÖRNYEI, Z.; RYAN, S. The Psychology of the Language Learner Revisited. New York: Routledge, 2015. EUROPE, C. O. Common European Framework of Reference for Languages: Learning, teaching, assessment. Strasbourg: Cambridge University Press, 2001. FIORIN, J. L. Linguagem e interdisciplinaridade. Alea, v. 10, n. 1, p. 29–53, 2008. FLEER, M.; REY, F. G.; VERESOV, N. Perezhivanie, Emotions and Subjectivity: Advancing Vygotsky’s Legacy. Singapore: Springer Nature Singapore, 2017. v. 1 KIM, M. Literature Discussions in Adult L2 Learning. Language and Education, v. 2, n. 18, p. 145–166, 2004. KOZULIN, A. The Mystery of Perezhivanie. Mind, Culture, and Activity, v. 23, n. 4, p. 356–357, 2016. LANTOLF, J. P. Introducing sociocultural theory. In: Sociocultural theory and second language learning. Oxford: Oxford University Press, 2000. p. 1–26. LANTOLF, J. P.; SWAIN, M. Perezhivanie: the cognitive-emotional dialectic within the social situation of development. In: AL-HOORIE, A. H.; MACINTYRE, P. D. (Eds.). . Contemporary Language Motivation Theory - 60 Years Since Gardner and Lambert (1959). Bristol: Multilingual Matters, 2020. LIBERALI, F. C.; FUGA, V. P. A importância do conceito de perejivanie na constituição de agentes transformadores. Estudos de Psicologia (Campinas), v. 35, n. 4, p. 363–373, 2018. NICOLAIDES, C.; ARCHANJO, R. Reframing Identities in the Move: a Tale of Empowerment, Agency and Autonomy. Trabalhos em Linguística Aplicada, v. 58, n. 1, p. 96–117, 2019. PARAN, A. The role of literature in instructed foreign language learning and teaching: An evidence-based survey. Cambridge: Cambridge University Press, 2008. v. 41 PINHEIRO, M. S. O letramento multimodal crítico: o discurso discente sobre política nas aulas de espanhol. Revista Brasileira de Linguística Aplicada, v. 19, n. 3, p. 455–476, 2019. ROSIEK, J. Emotional Scaffolding: an exploration of the teacher knowledge at the intersection of student emotion and the subject matter. Journal of Teacher Education, 2003. SHANAHAN, D. Articulating the Relationship between Language, Literature, and Culture: Toward a New Agenda for Foreign Language Teaching and Research. The Modern Language Journal, v. 81, n. 2, 1997. SLATER, S.; COLLIE, J. Teaching literature: why, what and how. In: MICHAEL SWAN (Ed.). . Literature in the language classroom. Cambridge: Cambridge University Press, 1987. p. 3–10. SWAIN, M. The inseparability of cognition and emotion in second language learning. Language Teaching, v. 46, n. 2, p. 195–207, 2013. SWAIN, M.; KINNEAR, P.; STEINMAN, L. Sociocultural Theory in Second Language Education: an introduction through narratives. Bristol: Multilingual Matters, 2015. SWAIN, M.; LAPKIN, S. A Vygotskian sociocultural perspective on immersion education. Journal of Immersion and Content-Based Language Education, v. 1, p. 101–129, 2013. TSANG, A.; PARAN, A.; LAU, W. W. F. The language and non-language benefits of literature in foreign language education: An exploratory study of learners’ views. Language Teaching Research, 2020. VASSILIEVA, J.; ZAVERSHNEVA, E. Vygotsky’s “Height Psychology”: Reenvisioning General Psychology in Dialogue With the Humanities and the Arts. Review of General Psychology, v. 24, n. 1, p. 18–30, 2020. VIANA, V.; ZYNGIER, S. Language-literature integration in high-school EFL education: investigating students’ perspectives. Innovation in Language Learning and Teaching, v. 14, n. 4, p. 347–361, 2020. VYGOTSKY, L. Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press, 1978. VYGOTSKY, L. S. The Socialist Alteration of Man. The Vygotsky Reader, p. 175–184, 1994. XI, J.; LANTOLF, J. P. Scaffolding and the zone of proximal development: A problematic relationship. Journal for the Theory of Social Behaviour, v. 51, n. 1, p. 25–48, 2021. ZILBERMAN, Regina. O papel da Literatura na escola. Via Atlântica, n. 14, 2008. Disponível em: <http://www.revistas.usp.br/viaatlantica/article/view/50376> Acesso em: 09. set. 2020.
dc.rights.driver.fl_str_mv Copyright (c) 2022 Elisa Seerig
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Elisa Seerig
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Faculdade de Letras - Universidade Federal de Minas Gerais
publisher.none.fl_str_mv Faculdade de Letras - Universidade Federal de Minas Gerais
dc.source.none.fl_str_mv Revista Brasileira de Linguística Aplicada; Vol 22, No 1 (2022): Número Temático - Emotions in Language Teaching and Learning (lançamento em 2022); 181-210
Revista Brasileira de Linguística Aplicada; Vol 22, No 1 (2022): Número Temático - Emotions in Language Teaching and Learning (lançamento em 2022); 181-210
Revista Brasileira de Linguística Aplicada; Vol 22, No 1 (2022): Número Temático - Emotions in Language Teaching and Learning (lançamento em 2022); 181-210
1984-6398
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reponame_str Revista Brasileira de Lingüística Aplicada (Online)
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repository.name.fl_str_mv Revista Brasileira de Lingüística Aplicada (Online) - Universidade Federal de Minas Gerais (UFMG)
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