EVS - EDULING VIRTUAL SEMINARS

"Mastery of writing, and specifically academic writing, is a key aspect in the training of teachers and their professional development. In Portugal, it is the Polytechnic Universities that are responsible for the training of primary school teachers. Two of these centres are benchmarks for the innovative integration of academic writing into the curriculum and in this presentation I will show some results of a study that pursues the following objective: "Contrast teachers' beliefs regarding academic writing as a link between theory and practice in the training of primary school teachers". 

Xavier Fontich

"Minimal attention has been paid, so far, to language and communication in sport both from the side of sport sciences and linguistics. It is quite surprising, considering the social and political role sport has in contemporary society. The main aim of the talk is to point out to different aspects of how language of sport works in various communication spheres."

Daniela Slančová

"The native language knowledge that each student brings to the classroom provides a rich, accessible database, which can be used to give students the opportunity to become familiar with the methods, concepts, and attitudes of scientific work in a quite familiar domain. Problem sets about diverse languages are an effective instrument for developing the scientific “style” and exploring features of language."

Maya Honda (2023). Investigating mental grammar: Linguistics in the school curriculum, Communication presented at the 5th Eduling Seminar, Barcelona, 29-30 June.

"Grammatical knowledge can be built both by focusing our attention on use and by exploring the relationships between elements within the grammatical system provisionally disconnected from use. We defend the idea that knowing a language is knowing how to use it and knowing how to turn it into an object of reflection and scrutiny, assuming that without this reflective component, effective linguistic communication is not really possible."

Xavier Fontich (2023). 'Grammar pills' for a challenging metalinguistic reflection both on language use and on the linguistic system. Communication presented at the 5th Eduling Seminar, Barcelona, 29-30 June.

"Reality, the world, appears in the text fundamentally through the lexicon. Words, in effect, can be seen as the minimum elements that refer to the states, events, processes and objects of reality. Two aspects have to be highlighted, because they represent traditional problems of linguistics: the definition of words and the referents of words in reality."

Bernárdez, E. (2010). El léxico como motor de la organización del texto. Revista de Investigación Lingüística, 13, 41-59.

"When the teacher is the only person in the classroom with the power to revise (and to make normative corrections), children are prevented from becoming autonomous writers. In addition, they are kept away from the metalinguistic activity that consists of 'rephrasing' in order to adjust the intended meaning to specific requirements of the communicative situation."

Castedo, M. & Ferreiro, E. (2010). Young children revising their own texts in school settings. In Bazerman, Ch. et al. (eds.), Traditions of Writing Research (pp.135-150). Taylor & Francis. 

"Educational  linguistics  lays  at  the  interface  of  contributions  from  linguistics  (in  our  case  focused  on  L1) and education. It aims at teaching students in compulsory schooling how to engage in fruitful reflection when facing both language in use (especially in the written mode) and language as a system, approaching language as something worthwhile exploring and targeting the development of students’ encyclopaedic knowledge about it. In this context, the educational game can be seen as a process in which specific contents are made accessible to specific learners through mediation, which comprises well-articulated conceptual systems, as well as methodological procedures, directly provided  by teachers in the classroom. Nonetheless, such mediation can indirectly be provided by other agents (curriculum theorists, linguists, material  designers,  etc.) [...] The ultimate goal of this special issue is to contribute a common ground for a debate."

Fontich, X., Van Rijt, J., & Gauvin, I. (2020). Intro to the Special Issue Research on L1 grammar in schooling: Mediation at the heart of learning grammar. L1 - Educational Studies in Language and Literature, 20, 1-13. https://doi.org/10.17239/L1ESLL-2020.20.03.01