No abstract

Este artigo discute a educação para a justiça social na era pós-digital. Hoje em dia, sentimentos comuns de desencanto e ceticismo com a tecnologia são expressos pelas escolhas dos professores em usar ou dispensar tecnologias avançadas em suas salas de aula, seja porque não têm acesso a elas ou porque não foram ensinados (nem mesmo treinados) para fazê-lo. Do lado dos alunos, pós-verdade e desinformação têm obscurecido a maneira como os conteúdos e suas relações com o mundo precisam ser considerados. Definimos educação para a justiça social, a partir dos estudos significativos e substanciais da área (FREIRE, 1974/2010; MCDONALD, 2005, 2007, MCDONALD E ZEICHNER, 2009; LEONARD ET AL, 2010; AGARVAL ET AL, 2010; DE OLIVEIRA, 2013). Também aprofundamos concepções que consideramos essenciais para enfrentar os problemas da era pós-digital: (i) atenção ao neoliberalismo e seus impactos na educação para a justiça social (HURSH, 2005; COCHRAN-SMITH ET AL, 2009; SLEETER, 2009 ; MILNER, 2010); (ii) atenção à raça, racismo e uma reivindicação por educação anti-opressora (LADSON-BILLINGS E TATE, 1995; KUMASHIRO, 2000, 2001; BANKS, 2001; RICHERT ET AL, 2009; YOUNG, 2010; SLEETER, 2017). Nossas conclusões são direcionadas à era pós-digital, quando o acesso a dados e às mais recentes tecnologias permanecem limitados àqueles em posições de poder. O professor e os educadores podem se envolver na criação de ambientes que incentivem a exposição a perspectivas que incluam grupos marginalizados e permitam uma maior compreensão de uma variedade de etnias, culturas, origens socioeconômicas e orientações sexuais.

Although L2 writing is an essential element in multilingual learners’ language and literacy development in K–12 schools, it is often underemphasized and overlooked in lieu of the greater emphasis placed on reading. This lack of focus warrants the need for more specific writing instruction in K–12 schooling, especially since it is through the development of writing skills that learners become better able to communicate and interact with others, achieve academic success and career advancement, and have access to increased opportunities within and outside of instructional settings. The achievement of these goals can be facilitated through the support of educators and the implementation of a genre-based pedagogy. In this article, we discuss how technology can be integrated into genre-based writing instruction, highlighting how different tools can be used at various points in time in both face-to-face and online environments. We also provide examples of tools that can facilitate the implementation of this writing pedagogy, based on research in elementary, secondary, and tertiary classrooms.

This chapter analyzes the functions of the text mode in an SCMC English tutoring session. Conversation analysis of the sequential and holistic unfolding of both text and voice turns reveals that the bimodal text-and-voice mode was employed in repair, Initiation-Response-Feedback, assessment, and topical talk sequences. Within these sequences, text turns often reinforced voice turns to focus on language forms but also sometimes contributed to rapport-building. In addition to supporting voice turns, text turns also performed distinct actions in conjunction with the actions in the voice turns such as initiating repair, presenting language examples as objects for consideration, achieving humor, and signaling discourse structure. The findings shed light on the interactional processes in bimodal SCMC for second language teaching and learning.

Despite rising interests in the manifestations of second language (L2) interactional competence (IC) in online language learning activities (e.g., Balaman & Sert, 2017a, 2017b; González-Lloret, 2016), the intersection between epistemic and affective stancetaking in the online space remains largely unexplored. This paper examines how an intermediate-level learner jointly managed epistemics and affect with a tutor in a teleconference session designed as a conversation-for-learning. The analysis focuses on web search sequences occasioned by emergent asymmetries in the ongoing talk, and how the participants leveraged resources to negotiate knowledge positions and index emotions during online searches. Findings reveal that epistemic and affective stance management actions are a prominent aspect of online search sequences. For example, during an online search, the tutee demonstrates his L2 IC by citing and attributing responsibility to the source in response to epistemic primacy challenges. In the process, he also utilised affective resources such as laughter and a term of endearment to delicately manage disagreements. By focusing on the management of epistemic and affective stances, this study informs pedagogical decisions about the use of online searches in L2 learning activities.