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Sprachliche Individualisierung mittels digitaler Medien
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In: Haider, Michael [Hrsg.]; Schmeinck, Daniela [Hrsg.]: Digitalisierung in der Grundschule. Grundlagen, Gelingensbedingungen und didaktische Konzeptionen am Beispiel des Fachs Sachunterricht. Bad Heilbrunn : Verlag Julius Klinkhardt 2022, S. 140-153 (2022)
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Enseñar y aprender matemáticas en lengua indígena. La experiencia del proyecto T'arhexperakua en Michoacán, México
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But What Does Equity Look Like In My Classroom?: Creating Equitable & Culturally Responsive Classroom Practices
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In: National Youth Advocacy and Resilience Conference (2020)
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O neofalantismo no ensino secundario: un espazo sen lexitimar ; New-Speakerness in Compulsory Secondary Education: An Unlegitimized Space
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Oral History Interview with Nafeesa Mahdi on July 16, 2020
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In: Dream Storytelling Interviews (2020)
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Oral History Interview with Shaykh Momodou Ceesay on October 24, 2020
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In: Dream Storytelling Interviews (2020)
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Дистанционный курс письменной коммуникации по немецкому языку как иностранному
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In: Nauchnyy Dialog / Scientific Dialogue ; 10 ; 324-333 (2019)
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Learning to produce a financial plan : student perceptions of integrating knowledge and skills
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Cull, Michelle (R12261). - : Mount Gravatt, Qld., Griffith University, 2019
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A language on mission : a history of french language and teaching planning in Palestine ; Une langue en mission: Histoire des politiques linguistiques et didactiques françaises en Palestine
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In: https://hal.archives-ouvertes.fr/tel-02060587 ; Linguistique. Université de Tours, 2018. Français (2018)
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Strategic Approaches: Academic Success Strategies For At Risk Students
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In: National Youth Advocacy and Resilience Conference (2018)
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What is Your Social Justice IQ: Leading Social Justice in Higher Education
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In: Journal of Curriculum, Teaching, Learning and Leadership in Education (2018)
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Intervention Planning for Children who use Augmentative and Alternative Communication: Exploring the Expert-Novice Gap in Speech-Language Pathologists’ Clinical Reasoning
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The Intentional Student: Strategies to Help Students of Low-Socioeconomic Status Succeed at Post-Secondary Institutions
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In: National Youth Advocacy and Resilience Conference (2017)
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Reflexão linguística em sala de aula : novas possibilidades para um projeto de ensino de língua portuguesa
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Authentizität und Lernen - das Fach in der Fachdidaktik. Gesellschaft für Didaktik der Chemie und Physik Jahrestagung in Berlin 2015
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Maurer, Christian Hrsg.. - : Universität Regensburg, 2016. : Regensburg, 2016. : pedocs-Dokumentenserver/DIPF, 2016
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In: Regensburg : Universität Regensburg 2016, 610 S. - (Gesellschaft für Didaktik der Chemie und Physik; 36) (2016)
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Um estudo interpretativo sobre linguística cognitiva e planejamento em língua portuguesa
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Abstract:
Este trabalho tem como principal objetivo compreender de que forma a Linguística Cognitiva pode contribuir no aperfeiçoamento das práticas escolares por professores no contexto de ensino de língua portuguesa como língua materna. Como base de nossa investigação, partimos da discussão de conceitos básicos abordados pela Linguística Cognitiva, em especial a Semântica Cognitiva, corporeidade e experiencialismo. Passamos pela discussão sobre conhecimento prévio e a questão da leitura interacionista, de onde emerge o conhecimento prévio. Detemo-nos, também, na formação da disciplina de língua portuguesa na escola e discutimos uma alternativa para que professores possam criar um ambiente permeado pela educação libertadora. Adotamos uma investigação interpretativista como método de pesquisa, ao analisar os dados gerados em uma turma de oitavo ano do Ensino Fundamental. Dois materiais foram selecionados para esta análise: o planejamento de aulas da primeira semana de prática no estágio de docência, e as produções iniciais escritas pelos alunos ao final da primeira semana de aulas. Após a análise e interpretação dos dados, constatamos que a leitura analítica de um texto com base nos conceitos discutidos pela Linguística Cognitiva pode se tornar mais produtiva, pois identifica, nos textos dos alunos, elementos linguísticos e textuais que podem servir de base para mudanças no andamento de um projeto de ensino e aprendizagem. Ao mesmo tempo, ao elaborar uma sequência didática, o professor pode se valer desta relação entre os conceitos da Linguística Cognitiva e conhecimento prévio para afinar a sua proposição de tarefas para que haja melhor compreensão, por parte do aluno, dos objetivos definidos pelo professor. ; This paper aims to understand how Cognitive Linguistics can contribute on the improvement of school practice by teachers in the Portuguese as a first language teaching context. Based on our investigations, we stem from the discussion about the basic concepts approached by Cognitive Linguistics, especially Cognitive Semantics, embodiment and experientialism. We reach the discussion about previous knowledge and the interactionist approach to reading, from where previous knowledge emerges. We consider, also, the development of the subject of Portuguese at school and we discuss one alternative in which teachers can create an environment permeated by “liberating education”. We adopted an interpretive investigation as our research method, analyzing the data generated by a group of eighth grade students. Two materials was selected to this analysis: the class planning for the first week of work practice for the internship for teaching, and the initial productions written by the students at the end of the first week of class. After the analysis and data interpretation, we noted that the analytical reading of a text based on the concepts discussed by Cognitive Linguistics can be more productive because it identifies, in the students’ texts, linguistic and textual marks that can serve as a basis for changes in the progress of a teaching and learning project. At the same time, while elaborating a didactic sequence, teachers can benefit from this relation between the concepts of Cognitive Linguistics and previous knowledge in order to refine their propositions of task, providing a better comprehension, from the students, of the objectives defined by teachers.
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Keyword:
Class planning; Cognitive linguistics; Língua portuguesa : Ensino; Lingüística cognitiva; Planejamento de ensino; Prática docente; Teaching and learning of portuguese
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URL: http://hdl.handle.net/10183/157896
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Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 2 of 14
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Instructor interview for Place-Based WAC/WID writing instruction in Urban and Regional Planning, clip 3 of 15
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