A forma����o do professor de espanhol no Centro de Línguas da FCL UNESP/Assis: hist��rias compartilhadas

This paper presents some reflections regarding Spanish/FL teachers professional development process, considering their experiences in the context of the project ���Center for Languages and Teachers Development���, UNESP ��� Assis. The study aimed to develop a space for reflection and to identify the main concerns that the teachers-students have in their initial education trajectory. To do so, we use the qualitative approach principles and the narrative research method.

A perspectiva sociocultural e a forma����o de professores de línguas

This article aims to trace a historical development of language teacher education in Brazil and abroad, as well as to discuss the tenets of Vygotsky���s sociocultural perspective as a theoretical basis on which teacher development can be anchored in the contemporary world. Since learning to teach is now understood as a complex and long process of development, which results from the participation in social practices and contexts associated with teaching and learning, we intend to discuss how such a theory is in line with an interpretive view of reality and provides elements for the (re)construction and transformation of teaching practices. In this view, knowledge is understood as intimate and dynamically linked to experience, highlighting the role of human agency in our own development.

Considera����es sobre sess��es de Teletandem como g��nero discursivo: breve estudo e exemplifica����o

The reflex of social and cultural changes in discursive practices can indicate that language has a fundamental role in transforming the society and attempts of defining the directions of changes must include new forms of language practices. One of these forms concerns to computer media in teaching-learning process, showing how technology and culture interact in a significant way to interfere in language uses. In this context, it has been developed in UNESP/Assis linked to the Center for Language and Teacher Development the project Teletandem Brasil: Foreign Languages for All as a new practice of language teachinglearning through technological resources. The present paper aims to present a description of the teletandem sessions as a discursive gender according to the Bakhtin���s gender theory. The data was collected during the second semester of 2010, in sessions of interaction with an American university. The considerations are directed by the following questions: (a) how are the statements of a session discursively organized; (b) what kind of relationship the partners have with their mother language when they teach it as a foreign language, in this context. The analysis allowed us to conclude that: (a) the sessions can characterize a hybrid and secondary gender in this specific area of human activity, even the partners still find difficulties in this gender domain; (b) the teletandem sessions constitute an important instrument for the critical language awareness between the partners.

O ensino de Portugu��s L��ngua Estrangeira no contexto virtual do Teletandem: aspectos lingu��stico-discursivos

The project Teletandem, linked to the Centro de Línguas e Desenvolvimento de Professores UNESP/Assis, promotes the interaction between undergraduates students in Languages and undergraduates students from foreign universities in order to promote the teaching of Portuguese for those who do not speak Portuguese and give an opportunity to Brazilian students to learn a foreign language. Therefore there is a different context that can result in new forms of statements produced in this specific area of human activity. The present paper aims to present a description of Teletandem sessions as a discursive gender according to the gender theory, showing the multiplicity of discursive genders that emerge during an interaction. We also intend to verify the levels of Critical Language Awareness among Brazilian participants according to the Critical Discourse Analysis.

Variantes motivacionais de professores de l��ngua Inglesa em um curso de forma����o inicial

This paper aims at discussing the relevance of student-teachers��� motivational variants in an English as a Foreign Language Teacher Education course whose syllabus proposes, since the beginning of the program, the development of students��� proficiency in the target language aligned to EFL teacher education theories. In addition, this study also intends to comprehend how this course structure has been developed, verifying how prospective teachers react towards its proposal. Results indicated relevant aspects related to motivation, since from all participants, many declared their interest in following the teaching career while others revealed interest in developing their English language skills, which indicates that both needs and expectations of these groups seemed to be attained, favoring their motivation to language learning and teaching.

Capitu: uma transposi����o metaficcional

P��s-gradua����o em Letras - FCLAS

Quest��es de linguagem na Doen��a de Parkinson: as hesita����es

P��s-gradua����o em Estudos Lingu��sticos - IBILCE

Um olhar sobre a aquisi����o do plural nominal em crian��as

P��s-gradua����o em Lingu��stica e L��ngua Portuguesa - FCLAR

Pr��-letramento: experi��ncias pedag��gicas em matem��tica e linguagem

P��s-gradua����o em Educa����o para a Ci��ncia - FC

Linguagem transm��dia, uma narrativa para a arte de se fazer jornalismo

Tell a story is one of the primary forms and instinctive communication in humanity. The essence of narrating daily events remains the same, but the channels through which these stories are told to reshape over time and adapt to the desires of your audience. Given this reformulation and with the advent of the internet as an essential part of contemporary communication, technology plays an essential role in assisting in the development of languages and new ways to create, manage and communicate content, in addition to democratize and expand these processes. With this work, it is hoped, provide subsidies for new research in the area are made, and contribute to the production of transmedia journalistic

Formalidade, representa����o e linguagem: as academias bras��licas

Os Estatutos da Academia Bras��lica dos Renascidos tratam dos deveres cab��- veis aos membros e fornecem as bases para o entendimento de uma das agremia- ����es mais bem organizadas do Brasil Colonial, no mesmo instante em que se tornam fundamentais para a compreens��o da dimens��o hist��rica, pol��tica e cient��fica do s��culo XVIII. Elaborado em linguagem rebuscada, e fundamentado na cientificidade, esse documento d�� a dimens��o dos aspectos a serem tratados por tr��s olhares, que se complementam, a saber, a formalidade, a representa����o e a pr��tica da linguagem ret��rica, conferindo-lhe perspectivas interdisciplinares promovidas pela literatura, pela filologia e pela lingu��stica, respectivamente.

A narrativa visual de Louren��o Mutarelli: o uso fragmentado da linguagem dos quadrinhos em seus primeiros romances gr��ficos

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Avalia����o de produ����es escritas em portugu��s para falantes de outras línguas em contexto teletandem: contribui����es para a forma����o inicial de professores

P��s-gradua����o em Estudos Lingu��sticos - IBILCE

Aspectos da linguagem e do espet��culo cinematogr��ficos na narrativa liter��ria brasileira do s��culo XX

P��s-gradua����o em Letras - IBILCE