530 research outputs found
English as a lingua franca in teacher education: a Brazilian perspective/ edited by Telma Gimenez, Michele Salles El Kadri, Luciana Cabrini Simões Calvo.
No full textIncludes bibliographical references and index.A lingua franca perspective into English language teaching in Brazil has only recently take flight. As an emerging economy, the country faces enormous challenges when it comes to language education in schools, where English has traditionally been taught as a foreign language. This collection brings the perspectives of academics and language practitioners in their efforts to incorporate an ELF approach into teacher education, thus offering a voice sorely missed in the international community interested in developing new approaches to English in a global world.Vanderlei J. Zacchi -- Eduardo H. Diniz de Figueiredo -- Clarissa Menezes Jordao and Anderson Nalevaiko Marques -- Kyria Rebeca Finardi -- Savio Siqueira -- Gustavo Berredo and Gloria Gil -- Jeova Araujo Rosa Filho, Mayara Volpato and Gloria Gil -- Ana Paula Martinez Duboc -- Lucielen Porfirio -- Telma Gimenez, Michele Salles El Kadri and Luciana Cabrini Simoes Calvo. Part I Conceptualizing English as a global lingua franca in teacher education -- Global Englishes, local histories / Globalization and the global spread of English: Concepts and implications for teacher education / English as a lingua franca and critical literacy in teacher education: Shaking off some "good old" habits / Part II Teachers and learners' beliefs about ELF -- English as a global language in Brazil: A local contribution / English as a lingua franca and teacher education: Critical educators for an intercultural world / Teachers' and student-teachers' perceptions of English as a lingua franca (ELF) and the teaching of culture in the language classroom / English as a Lingua Franca: Representations and practices of English learners and teachers in Brazil / Part III: ELF in teacher education programs -- The ELF teacher education: Contributions from postmodern studies / The concept of ELF and English teachers' education: What to expect from this relationship? / Awareness raising about English as a lingua franca in two Brazilian teacher education programs /1 online resource (vi, 236 pages )
FORMAÇÃO DE PROFESSORES DE LÍNGUAS NA AMÉRICA LATINA E TRANSFORMAÇÃO SOCIAL
No full textGIMENEZ, Telma; MONTEIRO, Maria Cristina de Góes Monteiro. Formação de professores de línguas na América Latina e transformação social. Campinas, SP: Pontes Editores, 201
q-expansions of vector-valued modular forms of negative weight
No full textIn this paper, we determine the q-expansions of vector-valued modular forms (Knopp and Mason in Ill. J. Math. 48:1345-1366, 2004; Acta Arith. 110(2): 117-124, 2003) of large negative weight on the full modular group where we allow poles in the upper half plane and at infinity. © 2011 Springer Science+Business Media, LLC.Eichler M., 1965, ACTA ARITH, V11, P169; Gimenez J., 2007, THESIS TEMPLE U; Knopp M, 2004, ILLINOIS J MATH, V48, P1345; Knopp M, 2003, ACTA ARITH, V110, P117, DOI 10.4064-aa110-2-2; Rademacher H, 1938, ANN MATH, V39, P433, DOI 10.2307-1968796; Raji W, 2009, INT J NUMBER THEORY, V5, P153; Zuckerman HS, 1940, AM J MATH, V62, P127, DOI 10.2307-23714430
Correction to: Long-term changes in rainfed olive production, rainfall and farmer’s income in Bailén (Jaén, Spain) (Euro-Mediterranean Journal for Environmental Integration, (2021), 6, 2, (58), 10.1007/s41207-021-00268-1)
No full textThe article Long‐term changes in rainfed olive production, rainfall and farmer’s income in Bailén (Jaén, Spain), written by Jesús Rodrigo‐Comino, José María Senciales‐Gonzalez, Yang Yu, Luca Salvati, Antonio Gimenez‐Morera and Artemi Cerdà, was originally published electronically on the publisher’s internet portal on 18 June 2021 without open access. With the author(s)’ decision to opt for Open Choice the copyright of the article changed on 3 July 2021 to © The Author(s) 2021 and the article is forthwith distributed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http:// creat iveco mmons. org/ licen ses/ by/4.0. The original article has been corrected
Interseccionalidade: observações marxistas críticas
No full textMartha E. Gimenez is an Argentine professor emeritus of sociology at the University of Colorado, Boulder, who conducts research on social reproduction and gender, race and ethnic relations. Author of Marx, Women, and Capitalist Social Reproduction Marxist Feminist Essays (2019), Gimenez is also an important theorist of Marxist feminism. Her text in question, Intersectionality: marxist critical observations (2018) was originally published in volume 82, no. 2, of Science & Society Journal in the Symposium on intersectionality, which includes contributions from other renowned Marxist feminist theorists on the subject. Martha E. Giménez es una profesora argentina emérita de sociología en la Universidad de Colorado, Boulder, que realiza investigaciones sobre reproducción social y relaciones de género, raza y etnia. Autora de Marx, Women, and Capitalist Social Reproduction Marxist Feminist Essays (2019), Giménez es también una importante teórica del feminismo marxista. Su texto en cuestión, Intersectionality: marxist critical observations (2018) fue publicado originalmente en el volumen 82, nº 2, de Science & Society Journal en el Simposio sobre interseccionalidad, que incluye contribuciones de otras reconocidas teóricas feministas marxistas sobre el tema. Martha E. Gimenez est une professeure émérite argentine de sociologie à l'Université du Colorado, Boulder, qui mène des recherches sur la reproduction sociale et les relations de genre, de race et d'ethnie. Auteure de Marx, Women, and Capitalist Social Reproduction Marxist Feminist Essays (2019), Gimenez est également une théoricienne importante du féminisme marxiste. Son texte en question, Intersectionality: critical Marxist observations (2018), a été publié à l'origine dans le volume 82, n° 2, de Science & Society Journal dans le Symposium sur l'intersectionnalité, qui comprend des contributions d'autres théoriciennes féministes marxistes renommées sur le sujet. Martha E. Gimenez est une professeure émérite argentine de sociologie à l'Université du Colorado, Boulder, qui mène des recherches sur la reproduction sociale et les relations de genre, de race et d'ethnie. Auteure de Marx, Women, and Capitalist Social Reproduction Marxist Feminist Essays (2019), Gimenez est également une théoricienne importante du féminisme marxiste. Son texte en question, Intersectionality: critical Marxist observations (2018), a été publié à l'origine dans le volume 82, n° 2, de Science & Society Journal dans le Symposium sur l'intersectionnalité, qui comprend des contributions d'autres théoriciennes féministes marxistes renommées sur le sujet. Martha E. Gimenez est une professeure émérite argentine de sociologie à l'Université du Colorado, Boulder, qui mène des recherches sur la reproduction sociale et les relations de genre, de race et d'ethnie. Auteure de Marx, Women, and Capitalist Social Reproduction Marxist Feminist Essays (2019), Gimenez est également une théoricienne importante du féminisme marxiste. Son texte en question, Intersectionality: critical Marxist observations (2018), a été publié à l'origine dans le volume 82, n° 2, de Science & Society Journal dans le Symposium sur l'intersectionnalité, qui comprend des contributions d'autres théoriciennes féministes marxistes renommées sur le sujet. Martha E. Gimenez é uma professora argentina emérita de sociologia na Universidade do Colorado, em Boulder, que desenvolve pesquisa sobre reprodução social e relações de gênero, raça e etnia. Autora de Marx, Women, and Capitalist Social Reproduction Marxist Feminist Essays (2019), Gimenez também é uma relevante teórica do feminismo marxista. Seu texto em questão, Intersectionality: critical marxist observations (2018) foi originalmente publicado no volume 82, nº 2, da Science & Society Journal no Simpósio sobre interseccionalidade, que conta com a contribuição de outras renomadas teóricas do feminismo marxista sobre o tema.
Inglês como meio de instrução na pós-graduação stricto sensu no Brasil: análise dos documentos de áreas
No full textThe growth of English as a means of instruction as part of the internationalization strategy for higher education in Brazil has been verified through recent surveys (GIMENEZ et al., 2018). Among the motivations for its adoption in graduate programs (PPGs) there is the role of quality parameters established by the CAPES evaluation system. In this study, a content analysis of documents from knowledge areas was carried out in the item "Perspectives of the PPG internationalization process". The results indicated varying degrees of explicitness of the item "English medium classes" in different areas of knowledge, with a predominance in the College of Life Sciences (Agrarian Sciences, Biological Sciences and Health Sciences). It is speculated that this is due to the fact that these areas have greater power to generalize research results and international collaboration and in which English functions as the lingua franca of science with hegemony over other foreign languages.El crecimiento del inglés como medio de instrucción como parte de la estrategia de internacionalización de la educación superior en Brasil se ha verificado a través de encuestas recientes (GIMENEZ et al., 2018). Entre las motivaciones para su adopción en los programas de posgrado (PPG) se encuentra el rol de los parámetros de calidad ajustados por el sistema de evaluación CAPES. En este estudio, el análisis de contenido de documentos de áreas de conocimiento se realizó en el ítem "Perspectivas del proceso de internacionalización de PPG". Los resultados indicaron diversos grados de explicitación del ítem "clases en inglés" en diferentes áreas del conocimiento, con predominio en las Ciencias de la Vida. Se especula que esto se debe a que estas áreas tienen mayor poder para generalizar resultados de investigación y colaboración internacional y en las que el inglés asume el papel de lengua franca de la ciencia con hegemonía sobre otras lenguas extranjeras.O crescimento do inglês como meio de instrução como parte de estratégias de internacionalização do ensino superior no Brasil tem sido verificado por meio de levantamentos recentes (GIMENEZ et al., 2018). Dentre as motivações para sua adoção nos programas de pós-graduação (PPGs), verifica-se o papel dos parâmetros de qualidade estabelecidos pelo sistema de avaliação da CAPES. Neste estudo, foi realizada análise de conteúdo dos documentos de áreas do conhecimento no quesito "Perspectivas do processo de internacionalização dos PPGs". Os resultados indicaram variados graus de explicitude do quesito "aulas em inglês" nas diferentes áreas do conhecimento, com predominância no Colégio de Ciências da Vida (Ciências Agrárias, Ciências Biológicas e Ciências da Saúde). Especula-se que isso se deve ao fato de essas áreas apresentarem maior poder de generalização de resultados de pesquisas e de colaboração internacional e nas quais o inglês assume papel de lingua franca da ciência com hegemonia sobre demais línguas estrangeiras
The words beneath the sand: an examination of the works of three Virgin Islands poets, Cyril Creque, J. P. Gimenez, and J. Antonio Jarvis, 1995
No full textThis study is an excavation and examination of the works of Virgin Islands poets, Cyril Creque, I. P. Gimenez, and Antonio Jarvis, who wrote in the first half of the twentieth century. It looks at the historical and literary context that fostered them and provides a thorough study of one aspect of each man's poetry. In particular Creque's Romanticism is examined, as are Gimenez's vernacular poems, and Jarvis' dual consciousness. All three are examined from the perspective of the tensions created by their being products of the United States Virgin Islands, a territory at once Caribbean and American. The study set out to refute the assertions of critics that Virgin Islands poets were mere imitators of the European style. What has been revealed is a rich tapestry of original imagery and language, reflective of the Virgin Islands unique history and culture. A thorough examination of selected poems of each writer was conducted, as was research on each writer. This research was supported by available data and to a significant extent by information gathered from interviews with persons who knew the subjects of the study. This dissertation is, most likely, the first comprehensive critical work on Virgin Islands poetry and on Creque, Gimenez, and Jarvis. As such it will be useful to scholars interested in the literature of the Virgin Islands and also of the Caribbean and the United States of which the territory is a part. It verifies, not only the presence of a poetic heritage, but testifies to its quality as well as its significance in the two poetic traditions of which it is a part
Crenças de licenciandos em Letras sobre o ensino do inglês
No full textThe literature in the field of education has suggested that teachers have implicit beliefs about teaching and learning that guide their planning and their processes of decision-making in the classroom (Munby, 1982; Verloop, 1989, Johnson, 1994, and others). It has also been argued that undergraduate students join these programs with their own images of teaching and learning (Lortie, 1975, Bennett & Carré, 1993). This perspective finds support in the area of teacher thinking, that seeks to understand teaching based on how professionals think and act (Calderhead, 1987). Although studies in education have been addressing this perspective since the early 1980s, the adoption of such a theoretical framework for the teaching of foreign languages is recent (see Gimenez, 1995).A literatura na área de educação tem sugerido que professores possuem crenças implícitas sobre ensino/aprendizagem que guiam seu planejamento e os processos de tomada de decisões em sala de aula (Munby, 1982; Verloop, 1989; Johnson, 1994, dentre outros). Tem sido igualmente argumentado que alunos de licenciaturas ingressam nesses programas com imagens sobre ensino/aprendizagem (Lortie, 1975, Bennett & Carré, 1993). Esta perspectiva encontra respaldo na área de pensamento do professor, que procura compreender o ensino a partir de como pensam e agem os profissionais (Calderhead, 1987). Embora estudos em educação venham trabalhando nessa perspectiva desde o início dos anos 80, no ensino de língua estrangeira a incorporação deste referencial teórico é recente (vide Gimenez, 1995)
Concepções de linguagem e ensino na preparação de alunos para o vestibular
No full textThe potential washback of a university entrance exam on the teaching of English as a foreign language in secondary schools and preparatory courses was the subject of a research project, whose results are partially reported. In this paper the results of the public preparatory course are presented, with a focus on the conceptions of language and language teaching held by the teacher who was observed and interviewed. Although there was explict reference to the exam (as it would be expected) some aspects of the test were not covered, due to the teachers' conceptualisatins of foreign language teaching in that context
Concepções de linguagem e ensino na preparação de alunos para o vestibular
No full textThe potential washback of a university entrance exam on the teaching of English as a foreign language in secondary schools and preparatory courses was the subject of a research project, whose results are partially reported. In this paper the results of the public preparatory course are presented, with a focus on the conceptions of language and language teaching held by the teacher who was observed and interviewed. Although there was explict reference to the exam (as it would be expected) some aspects of the test were not covered, due to the teachers' conceptualisatins of foreign language teaching in that context
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