SIMONE REISMODERN FOREIGN LANGUAGES DEPARTMENT

simonereiss@gmail.com

Population: 550.000Summer 40°CWinter -4°C

EDUCATIONAL BACKGROUND

• PORTUGUESE AND ENGLISH - LANGUAGE & LITERATURE (UEL)

• APPLIED LINGUISTICS (UNICAMP)

• SOCIAL SCIENCES (RADBOUD UNIVERSITEIT NIJMEGEN)

UNDERGRADUATE COURSE

MODERN FOREIGN LANGUAGES DEPARTMENT

• ENGLISH LANGUAGE

GRADUATE SCHOOL OF LANGUAGE STUDIES

• IDENTITY OF FOREIGN LANGUAGE TEACHERS• RESEARCH METHODOLOGY

GRADUATE SCHOOL OF LANGUAGE STUDIES

AREA A – LANGUAGE AND MEANING

LINE 1 – LINGUISTIC DESCRIPTION AND ANALYSIS• CONCEPTS, DESCRIPTION AND ANALYSIS. SYNCHRONIC AND

DIACHRONIC VARIATION. (3 researchers)

LINE 2 – STUDIES OF DISCOURSE AND TEXT• CONSTRUCTION, INTERACTIVE AND DISCOURSAL ASPECTS.

(5 researchers – 1 conversation analysis; 1 semantics of discourse)

AREA B - LANGUAGE AND EDUCATION

LINE 1 – MOTHER TONGUE TEACHING/LEARNING AND TEACHER EDUCATION

• TEACHING/LEARNING SITUATIONS, THEORY AND PRACTICE. (6 researchers)

LINE 2- FOREIGN LANGUAGE TEACHING/LEARNING AND TEACHER EDUCATION

• TEACHING/LEARNING SITUATIONS, THEORY AND PRACTICE. (4 researchers)

INTERPRETIVE RESEARCH BACKGROUND

• ETHNOGRAPHY (ERICKSON, 1986)• IMAGES AS EXPRESSION OF KNOWLEDGE

• ETHICAL RESEARCH• 1 NOVICE UNIVERSITY TEACHER

• INTERVIEWS• FOCUS ON METAPHORS (LAKOFF & JOHNSON)

INTERPRETIVE RESEARCH BACKGROUND

• GROUNDED THEORY• LEARNING TO TEACH READING IN EFL

• 3/12 STUDENT TEACHERS• 7 RESEARCH TOOLS (AUDIO, VIDEO, FIELD NOTES, OBSERVATION NOTES, REPORTS, QUESTIONNAIRES)

• COGNITIONS AND ACTIONS.

CRITICAL LITERACY RESEARCH GROUP

• HOW PROSPECTIVE EFL TEACHERS INTERPRET CRITICAL LITERACY IN MATERIAL DEVELOPMENT

AND CLASSROOM TEACHING

CRITICAL LITERACY RESEARCH IN BRAZIL

• LITERATURE REVIEW (1987-2006)MOTHER TONGUE (86%)

DISCOURSE PRACTICESCLASSROOM PRACTICESSOCIAL PRACTICES AND LITERACYPROCESSES OF TEACHING AND LEARNING READING &

WRITINGETHNOGRAPHY CRITICAL DISCOURSE ANALYSIS (46%)

• VALIDITY

LEARNING OBJECTIVES AT UCL

• APPROACHES AND METHODS IN DISCOURSE ANALYSIS RESEARCH ADOPTED BY THE CENTRE IN THE PAST FIVE

YEARS.

• THEORETICAL UNDERPINNINGS.

• DESCRIPTIVE AND CONCEPTUAL LANGUAGE FOR DISCOURSE ANALYSIS.

RESEARCH PUZZLE: ESPISTEMOLOGICAL STANCES IN DISCOURSE ANALYSIS

• INTERPRETIVISM

Objective understanding >Validation

• PHILOSOPHICAL HERMENEUTICS• Meaning negotiation

• CONSTRUCTIONISM

Perspectivism

LEARNING OUTCOMES

• PAPER MAPPING OUT THE APPROACHES, METHODS AND THEORY IN DISCOURSE ANALYSIS RESEARCH ESPOUSED BY THE CENTRE IN THE

PAST FIVE YEARS.

• PAPER ON PAULO FREIRE’S VOICE AND PERSON IN PEDAGOGY OF THE OPPRESED.

• PAPER ON AGENCY IN THE CONSTRUCTION OF A STUDENT’S IDENTITY(FOCUS ON THE SOCIAL AND HISTORICAL CONTEXT AND USE OF DEIXIS)

FAIRCLOUGH (1992)’STHREE-DIMENSIONAL VIEW OF DISCOURSE ANALYSIS

• FAIRCLOUGH

• CONTENT, RELATION, AND SUBJECT

• HALLIDAY

CONTEXT OF SITUATION (FIELD, MODE, TENOR)