Getting started with digital literacy using pedagogic corpora in young learners’ english classes

Auteurs

  • Deise Prina Dutra Universidade Federal de Minas Gerais
  • Ana Lúcia Marques Universidade Federal de Minas Gerais

DOI :

https://doi.org/10.23925/2318-7115.2023v44i2e61842

Mots-clés :

Pedagogic corpora, Digital literacy, Young learners, Concordancer tools

Résumé

This paper addresses the provision of instruction to teachers and learners on becoming digitally literate and skilled with corpus-based tools. It  proposes the compilation of specific pedagogic corpora, in this case in Geography and Science, to be used in the English young learners’ classes in elementary education.The paper also illustrates the handling of user-friendly concordancer’s tools of #LancsBox 6.0 to perform basic analysis of the corpora language through a more accessible technology. It concludes by summarizing the possible benefits of an alternative approach to expose learners to customized corpus-informed language in English.

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Bibliographies de l'auteur

Deise Prina Dutra, Universidade Federal de Minas Gerais

Possui graduação em Letras Português/Inglês pela Universidade de São Paulo (1989), mestrado em Linguística - University of Illinois at Chicago (1993) e doutorado em Linguística pela University of Florida (1998). É professora titular da Universidade Federal de Minas Gerais desde 1998. Atua na graduação na habilitação em Inglês (bacharelado e licenciatura) e no Programa de Pós-Graduação em Estudos Linguísticos (PosLin) nas áreas de Ensino e Aprendizagem de Línguas Estrangeiras e de Estudos Linguísticos Baseados em Corpora. Foi editora da Revista Brasileira de Linguística Aplicada (RBLA) e da Revista Estudos da Linguagem (RELIN). É membro do conselho editorial das revistas RBLA, RELIN, Domínios de Linguagem, The ESPecialist e DELTA. Foi coordenadora do Programa Inglês sem Fronteiras na UFMG (2013-2014) e do Programa Idiomas sem Fronteiras na mesma instituição (2014-2017). Foi Assessora de Relações Internacionais para Proficiência Linguística de março de 2012 a fevereiro de 2017 e de março de 2020 a junho de 2021. Conduziu o processo de criação das disciplinas de Inglês para Fins Acadêmicos na UFMG. Foi Diretora Adjunta de Relações Internacionais de março de 2017 a fevereiro de 2018. Fez dois estágios de pós-doutorado em 2018, primeiramente, na PUC-SP (PNPD/CAPES) sob a supervisão de Tony Berber Sardinha e, segundo, na Northern Arizona University com Douglas Biber e Randi Reppen. Coordena o grupo de pesquisa intitulado Grupo de Estudos de Corpora Especializados e de Aprendizes (GECEA) registrado no CNPq. Tem experiência nas áreas de Linguística e Linguística Aplicada, com ênfase em Linguística de Corpus, atuando principalmente nos seguintes temas: corpus de aprendiz, corpus de textos especializados, corpus e ensino, inglês para fins acadêmicos, escrita em inglês e linguística de corpus e ensino.

Ana Lúcia Marques, Universidade Federal de Minas Gerais

Possui graduação em Curso de Letras pela Universidade Federal de Minas Gerais e Mestrado em Linguística Aplicada na área de Ensino e Aprendizagem de Língua Estrangeira. Possui a certificação DELTA, especialização em ensino e aprendizagem em inglês da Universidade de Cambridge. Atualmente é aluna do doutorado na Faculdade de Letras, com pesquisa em ensino com dados de corpora. É professora e formadora de professores - Cultura Inglesa - Belo Horizonte, sendo Main Tutor do curso e certificação CELTA da Universidade de Cambridge. Tem experiência e especialização na área de Ensino e Aprendizagem de Inglês, com ênfase em Fundamentos da Educação, atuando principalmente nos seguintes temas: atenção e aquisição de língua estrangeira, línguística de corpora e sua aplicação no ensino e aprendizagem através da DDL - ensino de língua estrangeira movido por dados.

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Publiée

2023-11-24 — Mis à jour le 2023-11-29

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Comment citer

Dutra, D. P., & Marques, A. L. (2023). Getting started with digital literacy using pedagogic corpora in young learners’ english classes. The ESPecialist, 44(2), 121–144. https://doi.org/10.23925/2318-7115.2023v44i2e61842 (Original work published 24 novembre 2023)

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Vol. 44 No 2 (2023): Volume Atemático

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Papers

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