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Advisor(s)
Abstract(s)
No contexto português, o ensino de Inglês como segunda língua (IL2) é
orientado pelo cumprimento de metas e temáticas propostas no currículo nacional.
Esta estrutura dogmática não permite explorar a utilização que os alunos fazem
da língua nos seus contextos informais e exclui oportunidades de aprendizagem
que os mesmos providenciam. Ao invés do paradigma prevalente de
disseminação de conhecimento abstracto pelo docente, uma abordagem centrada
no aluno permite tomar em consideração os contextos onde os alunos adquirem e
usam o Inglês. Acrescente-se que embora a utilização dos media possa
potencializar o desenvolvimento pessoal e social e capacitar o futuro cidadão; os
riscos e as implicações do ecossistema mediático devem ser obrigatoriamente
alvo de análise no contexto contemporâneo de ensino e aprendizagem do IL2.
Assim, esta contribuição visa atender às necessidades dos estudantes
portugueses no século XXI, no âmbito da disciplina de IL2. Através do
desenvolvimento e aplicação experimental de um universo de aprendizagem
transmedia em ambientes formais de aprendizagem de IL2, procura-se estimular a
discussão acerca das possibilidades e limitações que emergem destes espaços
participativos. Sendo que os desafios que este processo de investigação procura
acercar-se vão além das fronteiras nacionais, este estudo pode ter relevância
para a comunidade de académicos e profissionais de ensino e aprendizagem de
línguas estrangeiras, bem como para aqueles cujo interesse seja o
desenvolvimento de ambientes participativos de aprendizagem.
Os resultados deste estudo exploratório são indicativos que os estudantes
demonstram uma atitude positiva no que concerne a utilização de um universo de
aprendizagem transmedia na disciplina e que este favorece o desenvolvimento de
processos de aquisição socialmente e culturalmente contextualizados da segunda
língua. Não obstante, a exploração deste tipo de espaço participativo é
condicionada e dificultada pelas limitações e exigências do contexto formal de
ensino e aprendizagem nacional.
In Portuguese context, English as a second language (ESL) classes are centered around covering the topics of the national curriculum. This dogmatic structure leaves no space to explore students’ use of the language in their settings and excludes the learning opportunities offered in their environments. Instead of the prevailing abstract knowledge-based, teacher-centered paradigm; a studentcentered language learning approach may allow taking into consideration the settings in which the second language is acquired and used by the students. Moreover, if media usage may be a proxy for personal and social development and empowerment of future citizens, there are implications and risks in the media ecosystem that must be accounted for in the ESL classroom. In light of this, this contribution aims to address the needs of Portuguese ESL students in the 21st Century. Through the experimental development and application of an ESL transmedia learning storyworld in Portuguese formal learning environments, one seeks to ignite the discussion of the affordances and constraints that such participatory space might involve. The challenges that this research study attempts to address, extend beyond the national frontiers. Hence, this report is also of interest to the academics and professionals in the community of foreign languages teaching and learning as well as to those whose interest lies in developing participatory learning environments. The results of this exploratory study are indicative that students share a positive attitude towards the application of a transmedia learning storyworld in ESL settings and that it allows for the development of second language acquisition processes in a socially and culturally contextualized perspective. Nevertheless, the exploration of such a participatory space is hindered by the constraints and demands of the current Portuguese formal learning and teaching context.
In Portuguese context, English as a second language (ESL) classes are centered around covering the topics of the national curriculum. This dogmatic structure leaves no space to explore students’ use of the language in their settings and excludes the learning opportunities offered in their environments. Instead of the prevailing abstract knowledge-based, teacher-centered paradigm; a studentcentered language learning approach may allow taking into consideration the settings in which the second language is acquired and used by the students. Moreover, if media usage may be a proxy for personal and social development and empowerment of future citizens, there are implications and risks in the media ecosystem that must be accounted for in the ESL classroom. In light of this, this contribution aims to address the needs of Portuguese ESL students in the 21st Century. Through the experimental development and application of an ESL transmedia learning storyworld in Portuguese formal learning environments, one seeks to ignite the discussion of the affordances and constraints that such participatory space might involve. The challenges that this research study attempts to address, extend beyond the national frontiers. Hence, this report is also of interest to the academics and professionals in the community of foreign languages teaching and learning as well as to those whose interest lies in developing participatory learning environments. The results of this exploratory study are indicative that students share a positive attitude towards the application of a transmedia learning storyworld in ESL settings and that it allows for the development of second language acquisition processes in a socially and culturally contextualized perspective. Nevertheless, the exploration of such a participatory space is hindered by the constraints and demands of the current Portuguese formal learning and teaching context.
Description
Keywords
Linguagem transmedia Ensino de inglês Segunda língua Ensino-aprendizagem Média-arte digital Transmedia storytelling Literacia mediática English as a Second Language (ESL) Media literacy Transmedia learning Transmedia storytelling
Citation
Rodrigues, Patrícia - Transmedia storytelling in the portuguese context of english as a second language learning [Em linha]. [S.l.]: [s.n.], 2019. 595 p.