ELT (English Language Teaching)

Multimodality

Translanguaging

Identities

Culture

•             To analyze social, cultural, political and linguistic factors involved in foreign language education;

•             To interpret, examine and critically discuss texts (written, aural; visual; multimodal) related to the topics in debate;

•             To relate previous social and professional experience with concepts and theory explored in the seminar;

•             To understand and critically consider concepts of interaction; mediation; context; reading, as cognitive, social, affective, and pedagogical processes;

•             To reflect on the empowering relevance of various reading practices (close reading, extensive reading, multimodal reading) to ELT;

•             To examine the ways in which language mediates the construction of individual and collective identities and meanings in specific linguistic-and-cultural contexts.

•            To critically de- and re- construct representations of language-as-culture;

•             To examine the ways in which rhetoric and argumentation can be used in the mediation of linguistic, cultural and social communication and interaction;

•             To reflect on critical approaches to the study and teaching of languages and cultures (critical pedagogy, critical thinking, deep learning, intercultural mediation).

•             Foundational concepts for language education in the 21st century: mediation; context; dialogism; global citizenship; criticality; and languaging as (inter)action;

•             Cultural dimensions of language and transnationality;

•             Language, identities and globalization;

•             Linguistic and cultural representations, othering and third space;

•             L2 materials to mediate key categories of societal distinction (‘race’, nation/locality; age; gender; etc) to develop critical readings;

•             Forms of reading (close reading, extension reading, multimodal reading) the world and multiliteracies;

•             Multimodality in ELT (digital literacy and impact on content and learning practices);

•             Rhetoric as a tool for linguistic, cultural, and social mediation in the context of ELT and the CEFR/CV (argumentative strategies, debate, analysis of textual and multimodal objects as a hermeneutic strategy for understanding [other] cultures);

•             Criticality in relation to competences of democratic culture and global citizenship;

•             Critical approaches to pedagogy and the study of language (theoretical assumptions, divergences, confluences);

•             ELT and the promotion of critical citizenship.

Albers, P. (Ed.) (2018). Global conversations in literacy research: Digital and critical literacies. New York and London: Routledge.

Crawford Camiciottoli, B., & Campoy-Cubillo, M-C., (2018). The nexus of multimodality, multimodal literacy, and English language teaching in research and practice in higher education settings. System, 1-9.

Darvin, Ron & Norton, B. (2017). Identity, language learning, and critical pedagogies in digital times. In J. Cenoz et al. (eds.), Language Awareness and Multilingualism, Encyclopedia of Language and Education. Springer

Early, M., Kendrick, M. & Potts, D. (Eds.) (2015). Special topic issue: Multimodality: Out from the margins of English Language Teaching. TESOL Quarterly, 49(3).

Fairclough, N. (Ed.). (2013). Critical language awareness. New York: Routledge.

Jenkins, H. (2006). Convergence culture: Where old and new media collide. New York: New York University Press.

Jenkins, H., Ito, M. & Boyd, D. (2016). Participatory culture in a networked era. Cambridge and Malden: Polity Press.

Lau, Sunny Man Chu, Van Viegen, Saskia (Eds.) (2020). Plurilingual pedagogies. Critical and creative endeavours for equitable language in education. Springer

Schaules, J. (2019). Language, culture, and the embodied mind – A developmental model of linguaculture learning. Springer

Walsh, S. & Mann, S. (Eds.) (2018). The Routledge handbook of English language teacher education. Routledge.

The seminar is offered in the mode of blended learning, with intensive face to face classroom sessions to be held in the initial phase of the course, followed by online activities to be carried out on an e-learning platform. In both the classroom sessions and the platform activities, the learning methods used combine individual study with collaborative work. Students are required to carry out individual reading and research work and to develop a critical reflection on the course materials. Collaborative work is to be conducted in discussion forums, in which students are expected to participate by presenting the conclusions of their reflection on the course material, debating specific questions or topics, and presenting and discussing their own course work and that developed by their classmates.

Assessment is continuous and based on the quality and pertinence of forum discussions and on the works (individual and group) presented for discussion and evaluation. All students are required to submit a final research paper.

Método de ensino
O processo de ensino-aprendizagem, nesta uc., decorre num ambiente virtual de aprendizagem (e-learning
com base na plataforma Moodle). As metodologias de ensino seguidas articulam o estudo individual e o
trabalho colaborativo. Os estudantes deverão realizar trabalho individual de pesquisa e de leitura de
bibliografia, bem como de reflexão sobre as matérias em estudo. O trabalho colaborativo tem lugar em fóruns
de discussão, onde os estudantes são incentivados a participar e onde devem apresentar as suas reflexões e
conclusões, debater questões, apresentar e discutir trabalhos realizados.