Representations of concepts of language, teaching and learning and of roles in the discourse of English teachers

Detalhes bibliográficos
Autor(a) principal: Ticks, Luciane Kirchhof
Data de Publicação: 2010
Tipo de documento: Artigo
Idioma: por
Título da fonte: Linguagem em (Dis)curso (Online)
Texto Completo: https://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/361
Resumo: This article discusses the representations of in service teachers of English about their concepts of language, teaching and learning and also about their Brazilian English teacher education course. Representations involve all the knowledge built by individuals and express the control they have over the world (Fairclough, 2003, p. 28). Therefore, I discuss the socio-historically meanings constructed by in service English teachers. To analyze those representations, I use Critical Discourse Analysis (Fairclough, 2003) and Systemic Functional Grammar (Halliday & Matthiessen, 2004). Although we have identified some conceptual contradictions which indicate that the teachers are in a process of “digesting” those concepts, the analysis demonstrates that the participants, as a rule, are capable of construing contemporary concepts of language, teaching and learning.
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spelling Representations of concepts of language, teaching and learning and of roles in the discourse of English teachersRepresentaciones de conceptos de lenguaje, enseñanza y aprendizaje y de los papeles en el discurso de profesores de inglés recién licenciadosReprésentations de concepts de langage, d’enseignement et d’apprentissage et de rôles dans le discours de professeurs d’anglais récemment diplômésRepresentações de conceitos de linguagem, ensino e aprendizagem e de papéis no discurso de professores de inglês recém-formadosCritical discourse analysisFunctional grammarTeacher educationRepresentationAnálisis crítico del discursoGramática sistémica-funcionalFormación de profesoresRepresentaciónAnalyse critique du discoursGrammaire systématique-fonctionnelleFormation de professeursReprésentationAnálise crítica do discursoGramática sistêmico-funcionalFormação de professoresRepresentaçãoThis article discusses the representations of in service teachers of English about their concepts of language, teaching and learning and also about their Brazilian English teacher education course. Representations involve all the knowledge built by individuals and express the control they have over the world (Fairclough, 2003, p. 28). Therefore, I discuss the socio-historically meanings constructed by in service English teachers. To analyze those representations, I use Critical Discourse Analysis (Fairclough, 2003) and Systemic Functional Grammar (Halliday & Matthiessen, 2004). Although we have identified some conceptual contradictions which indicate that the teachers are in a process of “digesting” those concepts, the analysis demonstrates that the participants, as a rule, are capable of construing contemporary concepts of language, teaching and learning.Este artículo discute las representaciones de alumnos recién licenciados en la carrera de Letras/Inglés sobre sus concepciones de lenguaje, de enseñanza y aprendizaje y de la carrera universitaria en la cual completaron sus estudios. Las representaciones reúnen el conocimiento construido por los individuos y expresan el control que ellos tienen sobre el mundo que los rodea (FAIRCLOUGH, 2003, p. 28). Así, discuto el conjunto de significados construidos socio históricamente por los profesores de inglés que están trabajando. Para analizar dichas representaciones, utilizo el Análisis Crítico del Discurso (FAIRCLOUGH, 2003) y la Gramática Sistémica-Funcional (HALLIDAY; MATTHIESSEN, 2004). Aunque hayamos identificado algunas contradicciones conceptuales que indican que algunos profesores están, todavía, en proceso de “digestión” de los conceptos, el análisis demuestra que los participantes, en general, son capaces de construir concepciones contemporáneas de lenguaje y de enseñanza y aprendizaje.Cet article discute les représentations des élèves qui viennent d’avoir leurs diplômes à la Faculté des Lettres, ayant la compétence de professeurs de langue anglaise, à propos de leurs conceptions de langage, d’enseignement et d’apprentissage, bien que du cours universitaire dans lequel ils ont fait leurs études. Les représentations réunissent la connaissance construite par les personnes et expriment le contrôle qu’elles ont du monde qui les entoure (FAIRCLOUGH, 2003, p. 28). Ainsi, je discute l’ensemble de signifiés construits socio-historiquement par les professeurs de langue anglaise qui se trouvent au travail. Pour analyser des représentations comme celles-ci, j’utilise l’Analyse Critique du Discours (FAIRCLOUGH, 2003) et la Grammaire Systématique-fonctionnelle (HALLYDAY ; MATTHIESSEN, 2004). Malgré l’identification de quelques contradictions conceptuelles qui indiquent que les professeurs se trouvent dans un procès de « digestion » de ces concepts, l’analyse démontre que les participants, en règle générale, sont capables de construire des conceptions contemporaines de langage et d’enseignement et apprentissage.Este artigo discute as representações de alunos recém-formados em Letras/Inglês acerca de suas concepções de linguagem, de ensino e aprendizagem e do curso universitário no qual completaram seus estudos. As representações reúnem o conhecimento construído pelos indivíduos e expressam o controle que eles têm sobre o mundo que os cerca (FAIRCLOUGH, 2003, p. 28). Desse modo, discuto o conjunto de significados construídos sócio-historicamente pelos professores de inglês em serviço. Para analisar tais representações, utilizo a Análise Crítica do Discurso (FAIRCLOUGH, 2003) e a Gramática Sistêmico-Funcional (HALLIDAY; MATTHIESSEN, 2004). Embora tenhamos identificado algumas contradições conceituais que indicam que os professores estão em processo de “digestão” desses conceitos, a análise demonstra que os participantes, via de regra, são capazes de construir concepções contemporâneas de linguagem e de ensino e aprendizagem.Silvânia Siebert2010-10-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/361Linguagem em (Dis)curso; Vol. 7 No. 2 (2007); p. 173-194Linguagem em (Dis)curso; v. 7 n. 2 (2007); p. 173-1941982-4017reponame:Linguagem em (Dis)curso (Online)instname:Universidade do Sul de Santa Catarina (UNISUL)instacron:UNISULporhttps://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/361/382Ticks, Luciane Kirchhofinfo:eu-repo/semantics/openAccess2015-10-02T16:48:08Zoai:portaldeperiodicos.animaeducacao.com.br:article/361Revistahttps://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_DiscursoPRIhttps://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/oai||lemd@unisul.br1982-40171518-7632opendoar:2015-10-02T16:48:08Linguagem em (Dis)curso (Online) - Universidade do Sul de Santa Catarina (UNISUL)false
dc.title.none.fl_str_mv Representations of concepts of language, teaching and learning and of roles in the discourse of English teachers
Representaciones de conceptos de lenguaje, enseñanza y aprendizaje y de los papeles en el discurso de profesores de inglés recién licenciados
Représentations de concepts de langage, d’enseignement et d’apprentissage et de rôles dans le discours de professeurs d’anglais récemment diplômés
Representações de conceitos de linguagem, ensino e aprendizagem e de papéis no discurso de professores de inglês recém-formados
title Representations of concepts of language, teaching and learning and of roles in the discourse of English teachers
spellingShingle Representations of concepts of language, teaching and learning and of roles in the discourse of English teachers
Ticks, Luciane Kirchhof
Critical discourse analysis
Functional grammar
Teacher education
Representation
Análisis crítico del discurso
Gramática sistémica-funcional
Formación de profesores
Representación
Analyse critique du discours
Grammaire systématique-fonctionnelle
Formation de professeurs
Représentation
Análise crítica do discurso
Gramática sistêmico-funcional
Formação de professores
Representação
title_short Representations of concepts of language, teaching and learning and of roles in the discourse of English teachers
title_full Representations of concepts of language, teaching and learning and of roles in the discourse of English teachers
title_fullStr Representations of concepts of language, teaching and learning and of roles in the discourse of English teachers
title_full_unstemmed Representations of concepts of language, teaching and learning and of roles in the discourse of English teachers
title_sort Representations of concepts of language, teaching and learning and of roles in the discourse of English teachers
author Ticks, Luciane Kirchhof
author_facet Ticks, Luciane Kirchhof
author_role author
dc.contributor.author.fl_str_mv Ticks, Luciane Kirchhof
dc.subject.por.fl_str_mv Critical discourse analysis
Functional grammar
Teacher education
Representation
Análisis crítico del discurso
Gramática sistémica-funcional
Formación de profesores
Representación
Analyse critique du discours
Grammaire systématique-fonctionnelle
Formation de professeurs
Représentation
Análise crítica do discurso
Gramática sistêmico-funcional
Formação de professores
Representação
topic Critical discourse analysis
Functional grammar
Teacher education
Representation
Análisis crítico del discurso
Gramática sistémica-funcional
Formación de profesores
Representación
Analyse critique du discours
Grammaire systématique-fonctionnelle
Formation de professeurs
Représentation
Análise crítica do discurso
Gramática sistêmico-funcional
Formação de professores
Representação
description This article discusses the representations of in service teachers of English about their concepts of language, teaching and learning and also about their Brazilian English teacher education course. Representations involve all the knowledge built by individuals and express the control they have over the world (Fairclough, 2003, p. 28). Therefore, I discuss the socio-historically meanings constructed by in service English teachers. To analyze those representations, I use Critical Discourse Analysis (Fairclough, 2003) and Systemic Functional Grammar (Halliday & Matthiessen, 2004). Although we have identified some conceptual contradictions which indicate that the teachers are in a process of “digesting” those concepts, the analysis demonstrates that the participants, as a rule, are capable of construing contemporary concepts of language, teaching and learning.
publishDate 2010
dc.date.none.fl_str_mv 2010-10-05
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/361
url https://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/361
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/361/382
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Silvânia Siebert
publisher.none.fl_str_mv Silvânia Siebert
dc.source.none.fl_str_mv Linguagem em (Dis)curso; Vol. 7 No. 2 (2007); p. 173-194
Linguagem em (Dis)curso; v. 7 n. 2 (2007); p. 173-194
1982-4017
reponame:Linguagem em (Dis)curso (Online)
instname:Universidade do Sul de Santa Catarina (UNISUL)
instacron:UNISUL
instname_str Universidade do Sul de Santa Catarina (UNISUL)
instacron_str UNISUL
institution UNISUL
reponame_str Linguagem em (Dis)curso (Online)
collection Linguagem em (Dis)curso (Online)
repository.name.fl_str_mv Linguagem em (Dis)curso (Online) - Universidade do Sul de Santa Catarina (UNISUL)
repository.mail.fl_str_mv ||lemd@unisul.br
_version_ 1800220573629939713

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