explorar o valor do feedback na teoria da translinguagem no ensino superior, especificamente em uma disciplina acadêmica na Universidade Estadual de Londrina no Paraná. O uso de uma única discussão em grupo focal, como coleta de dados, e da Análise Temática para codificação permitiram ao pesquisador identificar temas para a descrição de ideias implícitas e explícitas nos dados. Os resultados mostraram que os alunos valorizam o feedback em três temáticas principais. O feedback foi avaliado como uma tarefa estabelecida pelo professor, com objetivos claros. Tais objetivos posicionaram o feedback como uma diretriz para os alunos internalizarem seu próprio aprendizado. Finalmente, ter um ambiente de colaboração em que eles se sentissem motivados a assumir riscos acadêmicos também foi percebido como valioso.

This study explored K-8 teachers' perceptions of their preparation and the challenges they encountered in delivering instruction to culturally and linguistically diverse learners. Using a mixed method research design, data were collected through a web-based survey from teachers in the state of Michigan. Researchers used chi-square tests to investigate the relationship between teachers' preparation and their knowledge of their diverse learners' learning needs. Qualitative comments were examined, organized, and summarized to illustrate key themes in each question under study. Findings revealed that teachers' perceptions of their preparation to teach linguistically and culturally diverse students were correlated with cultural diversity or lack of cultural diversity in their classrooms. Whereas teachers stated they felt prepared to teach heterogeneous classes, they encountered challenges in delivering instruction to English learners. In addition, teachers stated that cultural awareness training did not adequately prepare them to integrate cultural elements in their daily instructional practices.

Svenn, a wild otter, has become an Instagram celebrity with over 140,000 followers around the world. Svenn has his own YouTube channel and Facebook page. Moreover, in December 2020, NRK, an influential Norwegian TV channel, released a series entitled “Oteren Svenn” (Svenn, the Otter), consisting of ten episodes. In addition to all of this, Svenn has his own picturebook for children, which is entitled Svenn the Otter and the Magic Rock (Villseth & Sletten, 2020). This article presents the picturebook and analyzes three of its significant spreads. The aim is to uncover aspects of the sociocultural context in which Svenn – along with other characters – is portrayed by images and verbal language in the book, and to provide a short discussion of how the book may be used in English Language Teaching (ELT). Our analysis builds on tools from multimodal text analysis (Kress & van Leeuwen, 2005; van Leeuwen, 2005) and Narrative Intelligence (Mateas & Senger, 2003). The analysis focuses on the significance of the picturebook to represent participants in actions, the relationship between the book’s participants and the reader, and the value of presenting images and verbal text together. Our analysis also touches on some implications for ELT, on the potential that visual literacy can have in language teaching.

No abstract

La escritura, como un medio de comunicación humana, permite a la persona compartir diferentes experiencias de vida, siendo una de estas experiencias el quehacer pedagógico. La pedagogía cubre aspectos del proceso de enseñanza -aprendizaje dentro de una institución educativa, aspectos flexibles que incluyen el aprendizaje, retroalimentación, evaluación, entre otras particularidades. Nos ayuda a estar atentos a lo que acontece dentro de la educación, prestando atención a lo que necesita ser atendido.Consecuentemente, el quehacer pedagógico exige a los académicos a reflexionar diariamente sobre el trabajo llevado a cabo dentro del campo educativo. La escritura académica, como medio de comunicación