FORMAÇÃO INICIAL DO PROFESSOR DE LÍNGUA INGLESA: MULTILETRAMENTOS E CONSTRUÇÃO DE SENTIDOS EM AMBIENTES VIRTUAIS

Ilza Leia Ramos Arouche; Dorotea Frank Kersch

doi:10.22481/folio.v11i1.5071

Authors

Ilza Leia Ramos Arouche Universidade Estadual da Região Tocantina do Maranhão (Uemasul)
Dorotea Frank Kersch Universidade do Vale do Rio dos Sinos (Unisinos)

DOI:

https://doi.org/10.22481/folio.v11i1.5071

Abstract

The dynamic, complex and fluid contemporary society in which we live today demands the development of new skills. This study focuses on the usage of digital literacy in teaching the English language in higher education, with the objective of explaining how the pedagogy of multiliteracies as mediated by ICTs can contribute to the process of meaning-making . The study is based on the theories developed by different authors (KALANTZIS; COPE, 2012, 2016, LANKSHEAR; KNOBEL, 2010, MILLS; 2016), which deal with pluralism of literacies, and meaning-making among different social practices in various contexts. The research is qualitative, collaborative, interpretivist, and originates from a project developed by a group of fourth-semester university students majoring in Language and Literature Studies in the state of Maranhão in 2017. Accordingly, the principles of design pedagogy of the New London Group – NLG (KALANTZIS; COPE, 2016) were utilized for the research methodology and in the classroom. Some students’ assignments were analyzed. The study shows that addressing transversal themes with the use of digital tools can be a way to promote digital writing and promote collaborative learning in developing English language composition abilities. Despite its limitations, the design model indicates there is reason to believe that meaning-making is helpful for learning environments if it is adapted to the context of the language and incorporated with aspects of valuation.

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Author Biographies

Ilza Leia Ramos Arouche, Universidade Estadual da Região Tocantina do Maranhão (Uemasul)

Mestre em Linguística Aplicada pela Universidade do Vale do Rio dos Sinos (Unisinos). Professora Assistente IV da Universidade Estadual da Região Tocantina do Maranhão (Uemasul).

Dorotea Frank Kersch, Universidade do Vale do Rio dos Sinos (Unisinos)

Professora vinculada ao Programa de Pós-Graduação em Linguística Aplicada da Unisinos. Doutora em Filologia Românica pela Christian Albrechts Universität zu Kiel, Alemanha. Realizou estágio sênior no College of Education, da Texas Tech University, Estados Unidos. Suas publicações mais recentes focam-se em ensino de língua portuguesa, formação de professores, uso de tecnologias no ensino de línguas, (multi)letramentos, letramento (midiático) crítico, e identidades.

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