Don’t go all “TED Talks” on them, but... make a good presentation! – teaching the oral genre through the didactic sequence procedures

Detalhes bibliográficos
Autor(a) principal: Timmermann, Rafael de Souza
Data de Publicação: 2021
Outros Autores: Sturm, Luciane
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Revista da ABRALIN (Online)
Texto Completo: https://revista.abralin.org/index.php/abralin/article/view/1938
Resumo: Language teaching in a higher education (HE) environment is complex and challenging, much more so when we consider the contemporary demands concerning the additional languages, specifically, English. We start from the understanding that a genre-based approach in teaching is established as a positive strategy for teaching/learning and developing students’ linguistics skills. However, reflections and questions emerge when, as professors, we discuss the role of the HE and its disciplines in potentializing students' actions through language in real social practices, which can contribute to their personal and professional development. Our premise, as well as a problem, considering there seems to be a gap regarding this point, is that academic oral genres should be taught in a systematic and clear way in HE.  Seeking to solve this problem, by the supports of Applied Linguistics, we structured two questions to guide this qualitative and exploratory study: 1) What would be an appropriate theory-oriented approach to support the teaching of oral genres in HE? 2) Considering the HE contexts, what would an achievable proposal aiming at the mastery of an oral genre be like? In order to answer these questions, we brought a theoretical discussion and also a Didactic Sequence (DS) regarding oral presentations in academic events as a proposal to show that the Socio-discursive Interactionism and the DS model can be powerful educators’ allies in planning and organizing classes that allow students to perform through language in different academic routines
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spelling Don’t go all “TED Talks” on them, but... make a good presentation! – teaching the oral genre through the didactic sequence procedures Don’t go all “TED Talks” on them, but... make a good presentation! – teaching the oral genre through the didactic sequence procedures Didactic sequenceHigher educationOral genreDidactic sequenceHigher educationOral genreLanguage teaching in a higher education (HE) environment is complex and challenging, much more so when we consider the contemporary demands concerning the additional languages, specifically, English. We start from the understanding that a genre-based approach in teaching is established as a positive strategy for teaching/learning and developing students’ linguistics skills. However, reflections and questions emerge when, as professors, we discuss the role of the HE and its disciplines in potentializing students' actions through language in real social practices, which can contribute to their personal and professional development. Our premise, as well as a problem, considering there seems to be a gap regarding this point, is that academic oral genres should be taught in a systematic and clear way in HE.  Seeking to solve this problem, by the supports of Applied Linguistics, we structured two questions to guide this qualitative and exploratory study: 1) What would be an appropriate theory-oriented approach to support the teaching of oral genres in HE? 2) Considering the HE contexts, what would an achievable proposal aiming at the mastery of an oral genre be like? In order to answer these questions, we brought a theoretical discussion and also a Didactic Sequence (DS) regarding oral presentations in academic events as a proposal to show that the Socio-discursive Interactionism and the DS model can be powerful educators’ allies in planning and organizing classes that allow students to perform through language in different academic routinesLanguage teaching in a higher education (HE) environment is complex and challenging, much more so when we consider the contemporary demands concerning the additional languages, specifically, English. We start from the understanding that a genre-based approach in teaching is established as a positive strategy for teaching/learning and developing students’ linguistics skills. However, reflections and questions emerge when, as professors, we discuss the role of the HE and its disciplines in potentializing students' actions through language in real social practices, which can contribute to their personal and professional development. Our premise, as well as a problem, considering there seems to be a gap regarding this point, is that academic oral genres should be taught in a systematic and clear way in HE.  Seeking to solve this problem, by the supports of Applied Linguistics, we structured two questions to guide this qualitative and exploratory study: 1) What would be an appropriate theory-oriented approach to support the teaching of oral genres in HE? 2) Considering the HE contexts, what would an achievable proposal aiming at the mastery of an oral genre be like? In order to answer these questions, we brought a theoretical discussion and also a Didactic Sequence (DS) regarding oral presentations in academic events as a proposal to show that the Socio-discursive Interactionism and the DS model can be powerful educators’ allies in planning and organizing classes that allow students to perform through language in different academic routinesAssociação Brasileira de Linguística2021-12-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoapplication/pdfapplication/pdfhttps://revista.abralin.org/index.php/abralin/article/view/193810.25189/rabralin.v20i3.1938Revista da ABRALIN; V. 20, N. 3 (2021); 1119-1136Revista da ABRALIN; V. 20, N. 3 (2021); 1119-11360102-715810.25189/rabralin.v20i3reponame:Revista da ABRALIN (Online)instname:Universidade Federal do Paraná (UFPR)instacron:UFPRporenghttps://revista.abralin.org/index.php/abralin/article/view/1938/2534https://revista.abralin.org/index.php/abralin/article/view/1938/2570Copyright (c) 2021 Rafael de Souza Timmermann, Luciane Sturminfo:eu-repo/semantics/openAccessTimmermann, Rafael de Souza Sturm, Luciane2021-12-23T21:25:20Zoai:ojs.revista.ojs.abralin.org:article/1938Revistahttps://revista.abralin.org/index.php/abralinPUBhttps://revista.abralin.org/index.php/abralin/oairkofreitag@uol.com.br || ra@abralin.org2178-76031678-1805opendoar:2021-12-23T21:25:20Revista da ABRALIN (Online) - Universidade Federal do Paraná (UFPR)false
dc.title.none.fl_str_mv Don’t go all “TED Talks” on them, but... make a good presentation! – teaching the oral genre through the didactic sequence procedures
Don’t go all “TED Talks” on them, but... make a good presentation! – teaching the oral genre through the didactic sequence procedures
title Don’t go all “TED Talks” on them, but... make a good presentation! – teaching the oral genre through the didactic sequence procedures
spellingShingle Don’t go all “TED Talks” on them, but... make a good presentation! – teaching the oral genre through the didactic sequence procedures
Timmermann, Rafael de Souza
Didactic sequence
Higher education
Oral genre
Didactic sequence
Higher education
Oral genre
title_short Don’t go all “TED Talks” on them, but... make a good presentation! – teaching the oral genre through the didactic sequence procedures
title_full Don’t go all “TED Talks” on them, but... make a good presentation! – teaching the oral genre through the didactic sequence procedures
title_fullStr Don’t go all “TED Talks” on them, but... make a good presentation! – teaching the oral genre through the didactic sequence procedures
title_full_unstemmed Don’t go all “TED Talks” on them, but... make a good presentation! – teaching the oral genre through the didactic sequence procedures
title_sort Don’t go all “TED Talks” on them, but... make a good presentation! – teaching the oral genre through the didactic sequence procedures
author Timmermann, Rafael de Souza
author_facet Timmermann, Rafael de Souza
Sturm, Luciane
author_role author
author2 Sturm, Luciane
author2_role author
dc.contributor.author.fl_str_mv Timmermann, Rafael de Souza
Sturm, Luciane
dc.subject.por.fl_str_mv Didactic sequence
Higher education
Oral genre
Didactic sequence
Higher education
Oral genre
topic Didactic sequence
Higher education
Oral genre
Didactic sequence
Higher education
Oral genre
description Language teaching in a higher education (HE) environment is complex and challenging, much more so when we consider the contemporary demands concerning the additional languages, specifically, English. We start from the understanding that a genre-based approach in teaching is established as a positive strategy for teaching/learning and developing students’ linguistics skills. However, reflections and questions emerge when, as professors, we discuss the role of the HE and its disciplines in potentializing students' actions through language in real social practices, which can contribute to their personal and professional development. Our premise, as well as a problem, considering there seems to be a gap regarding this point, is that academic oral genres should be taught in a systematic and clear way in HE.  Seeking to solve this problem, by the supports of Applied Linguistics, we structured two questions to guide this qualitative and exploratory study: 1) What would be an appropriate theory-oriented approach to support the teaching of oral genres in HE? 2) Considering the HE contexts, what would an achievable proposal aiming at the mastery of an oral genre be like? In order to answer these questions, we brought a theoretical discussion and also a Didactic Sequence (DS) regarding oral presentations in academic events as a proposal to show that the Socio-discursive Interactionism and the DS model can be powerful educators’ allies in planning and organizing classes that allow students to perform through language in different academic routines
publishDate 2021
dc.date.none.fl_str_mv 2021-12-23
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Texto
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revista.abralin.org/index.php/abralin/article/view/1938
10.25189/rabralin.v20i3.1938
url https://revista.abralin.org/index.php/abralin/article/view/1938
identifier_str_mv 10.25189/rabralin.v20i3.1938
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://revista.abralin.org/index.php/abralin/article/view/1938/2534
https://revista.abralin.org/index.php/abralin/article/view/1938/2570
dc.rights.driver.fl_str_mv Copyright (c) 2021 Rafael de Souza Timmermann, Luciane Sturm
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Rafael de Souza Timmermann, Luciane Sturm
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Associação Brasileira de Linguística
publisher.none.fl_str_mv Associação Brasileira de Linguística
dc.source.none.fl_str_mv Revista da ABRALIN; V. 20, N. 3 (2021); 1119-1136
Revista da ABRALIN; V. 20, N. 3 (2021); 1119-1136
0102-7158
10.25189/rabralin.v20i3
reponame:Revista da ABRALIN (Online)
instname:Universidade Federal do Paraná (UFPR)
instacron:UFPR
instname_str Universidade Federal do Paraná (UFPR)
instacron_str UFPR
institution UFPR
reponame_str Revista da ABRALIN (Online)
collection Revista da ABRALIN (Online)
repository.name.fl_str_mv Revista da ABRALIN (Online) - Universidade Federal do Paraná (UFPR)
repository.mail.fl_str_mv rkofreitag@uol.com.br || ra@abralin.org
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