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- Plural identity and migrant communities in guy gunaratne’s in our mad and furious city (2018)Publication . Martins, MargaridaThis paper explores the complexity of plural identities of the characters living within the sociocultural space of a London community, who define themselves as being from “here” and “elsewhere,” in Guy Gunaratne’s In Our Mad and Furious City (2018). First-generation and second-generation migrants, originally from Ireland, Pakistan, Ja- maica, as well as other nations referred to in the novel, give life to the community at the Ends, a housing estate in Northwest London. On the one hand, in this suburban space, fury, neglect and powerlessness are deeply felt by the locals. However, the community also becomes the location for the creation of social habits, cultural patterns, forms of ex- pression and group unity through the interaction and shared experiences of the locals. This dichotomy reveals underlying anxieties that raise questions about otherness, marginalisa- tion and belonging, and how these aspects intersect in the construction of cultural identity. As characters struggle for meaning against a “cancel culture,” their individual experiences are what constitutes their plural and fluid identities.
- The use of texts in the higher education online foreign language classroom: the case of Universidade AbertaPublication . Martins, Margarida; Setién, Ana; Marques, Isabelle Simões; Göttsche, Katja“There cannot be an act of communication through language without a text” (MCER, 2002: 95, author translation). At Universidade Aberta, Portugal’s only distance learning university, undergraduate degrees include foreign language courses in German, Spanish, French and English (A1 – C1). These are taught entirely online through a learning platform (Moodle Platform) which includes tools and resources teachers may use in their classes. In our experience of e-learning, we have been engaged in exploring how to effectively teach the four language skills online with use of the latest technology at hand. Since the onset of COVID, however, we have been faced with an even greater challenge: to maintain and reach further in our standards of innovation and reference in the field of distance and online learning in Portugal, and that means working collaboratively to develop new and creative methodologies that will help students to acquire not only the necessary language skills but also communicative and collaborative competences in a world undergoing many transformations. In this paper we are going to focus on the use of texts in language teaching online and on how, because of COVID, the teaching-learning process has had to further reinvent itself, even at a University already designed to teach at a distance. To illustrate our ideas, we are going to refer to examples of texts taught in the four languages, on the tools and resources used to create learning materials, their application in the foreign language virtual classroom and on the importance of using texts in language teaching.
- A avaliação das aprendizagens em língua estrangeira em ambientes virtuais:práticas e reflexões na Universidade AbertaPublication . Martins, Margarida; Marques, Isabelle Simões; Göttsche, Katja; Setién, AnaOs cursos de 1.º ciclo em língua estrangeira da Universidade Aberta caracterizam-se por oferecer aos estudantes um alto grau de flexibilidade e versatili-dade na gestão do conteúdo, dos materiais e do próprio estudo na plataforma Moodle. De acordo com o Modelo Pedagógico Virtual da Universidade Aberta, o ensino-aprendizagem em ambientes virtuais baseia-se no princípio da aprendizagem centrada no estudante, bem como na promoção da autonomia e na interação multidirecional. Como docentes de língua estrangeira, estamos cientes de que os processos de ava-liação são caracterizados por uma série de particularidades motivadas pelo contexto de aprendizagem. Neste trabalho pretendemos descrever o modelo de avaliação das Unidades Curriculares (UC) de Língua Estrangeira na Universidade Aberta, bem como as alterações e práticas pedagógicas implementadas nas mesmas com o objetivo de tornar a avaliação o mais formativa e expressiva possível. Existe a necessidade de integrar de forma coerente, fluida e produtiva todos os elementos que fazem parte do processo de aquisição de uma língua estrangeira no ensino a distância, respeitando o modelo pedagógico, que defende uma avaliação contínua e formativa nas UC de língua estrangeira. Além disso, as docentes pretendem, com a implementação dessas práticas, promover a consolidação da comunidade de aprendizagem que garanta a durabilidade do conteúdo assimilado.
- Projeto Pedagógico-Científico Inglês C1Publication . Martins, MargaridaO Projeto Pedagógico-Científico Inglês C1 apresenta um modelo para o ensino das disciplinas de Inglês na Universidade Aberta com o exemplo de Inglês VI. O modelo apresentado neste projeto baseia-se nos princípios do Modelo Pedagógico Virtual da Universidade Aberta para o ensino de língua estrangeira em regime de e-learning. Os objetivos pedagógicos da disciplina são de aprofundar os conhecimentos e estimular a utilização da língua Inglesa em diversos contextos, promover o interesse por temas atuais através do uso comunicativo da língua e desenvolver a capacidade de compreensão e produção escrita e oral em língua inglesa. Estes objetivos são trabalhados ao longo do semestre tendo em conta a importância do trabalho colaborativo, da interação do grupo e da criação de proximidade e empatia no contexto da sala de aula virtual. No modelo proposto para o ensino de Inglês são trabalhados temas da atualidade com qual os estudantes se identifiquem e possam partilhar experiências, com dimensões concretas e abstratas, numa abordagem temática do ensino de língua, onde os pontos de enfoque são a comunicação, a interação social e o trabalho colaborativo, com recurso às dinâmicas do ensino digital e em rede. O modelo pode ser aplicado a outras línguas estrangeiras.
- Stateless: to belong nowherePublication . Martins, Margarida“Stateless asks important questions about where and to whom we belong, what constitutes home, and what our moral obligation is to one another. Unfortunately, it doesn’t give its refugees the chance to answer for themselves” (Fontoura 2020). The Australian mini-series which aired on Netflix in 2020 spans six episodes and focuses on the daily struggles and interactions at a detention centre for migrants and refugees seeking political asylum in Australia. The socio-political message of the series is the stateless identity characters like Ameer and his daughter Mina, Rosna, Javad and his family, and Farid have been subjected to while inhabiting this indefinite intermediate zone that exists between their home country (they have fled from) and the host country they await residency for.
- Postcolonialism and the role of the Booker Prize in the God of Small Things (1997) and The Inheritance of Loss (2006)Publication . Martins, MargaridaThis article discusses the Man Booker Prize winning novels The God of Small Things (1997) by Arundhati Roy and The Inheritance of Loss (2006) by Kiran Desai. The Booker Prize having been awarded to a number of Indian English writers over the decades, has contributed to the popularity of Indian writing in English, promoting knowledge and raising awareness on different social, cultural and linguistic concerns relating to India. However, The God of Small Things and The Inheritance of Loss, through their non-linear narrative in English also depict the effects of Westernisation and globalisation in the postcolonial Indian society. This argument leads to a discussion of the narratives, and the themes these deal with, as examples of contemporary Anglophone Indian novels written in a postcolonial framework, while also analysing the role of the publishing industry and the commodification processes related to prize winning novels.
- Using texts in the foreign language online classroom: the case of Universidade Aberta (Portugal)Publication . Martins, Margarida; Marques, Isabelle Simões; Göttsche, Katja; Setién, AnaAt Universidade Aberta, Portugal’s unique distance learning university, undergraduate degrees include foreign language courses in German, Spanish, French and English (A1 – C1). These are taught entirely online through a learning platform (Moodle) which includes tools and resources teachers may use in their classes. In our experience of e-learning, we have been engaged in exploring how to effectively teach language skills online resorting to the latest technology at hand. Since the onset of Covid, however, we have been faced with an even greater challenge: to reach further in our standards of innovation and reference in the field of distance and online learning in Portugal, and that means working collaboratively to develop new and creative methodologies that will help students to acquire, not only the necessary language skills, but also communicative and collaborative competences in a world undergoing many transformations. In this paper we focus on the use of texts in language teaching online and on how, because of Covid, the teaching-learning process has had to further reinvent itself, even at a University already designed to teach at a distance. To illustrate our ideas, we refer to examples of texts taught in the four languages, on the tools and resources used to create learning materials, their application in the foreign language virtual classroom and on the importance of using texts in language teaching.
- Inovação e tecnologia no ensino de línguas: reflexões e perspetivas de ação em contextos educacionais diversosPublication . Martins, Margarida; Marques, Isabelle Simões; Göttsche, Katja; Setién, Ana; Chenoll, Antonio; Childs, Jeffrey Scott; Oliveira, SusanaA obra resulta de uma seleção de artigos da primeira edição das Jornadas de Inovação e Tecnologia no Ensino de Línguas que teve lugar em 2018 na Universidade Aberta em Lisboa e que foram organizadas pelo Grupo de Investigação EL@N (Ensino de Línguas Online) do Departamento de Humanidades. Os artigos demonstram a variedade de recursos tecnológicos, abordagens e práticas pedagógicas inovadoras existentes assim como a importância da atualização e ajuste das metodologias, permitindo aos docentes otimizar o ensino/aprendizagem de uma língua estrangeira.