Language and culture in real-time Brazil and the United States

Icone Project

Autores

  • Magda Silva Duke University
  • Walkyria Magno e Silva Universidade Federal do Pará

Palavras-chave:

Foreign language learning, critical pedagogy, inter and intracultural learning, ecological approach, motivation

Resumo

Learning a foreign language is much more than learning words and structure. Cultural awareness that grows from intra and inter cultural processes is mandatory if one wishes to be proficient. Making use of affordances is part of this process. Aiming at involving students in real life communication practices as well as in awareness about others and proper culture, three professors from two different parts of the world started ICONE Project a few years ago. This text briefly explains the history of the project, anchoring it on present day theoretical views such as inter and intracultural learning, ecological approach, and a dynamic understanding of motivation. Results show that the goals of the project were thoroughly met with American and Brazilian students learning from their peers in many different ways. In a brief evaluation conducted by both professors, students pointed out that they not only learned a great deal about the other students’ culture, but also came to appreciate their own culture. They also mentioned that being able to choose the topics of the conversations motivated them to keep on talking, even after ICONE sessions were over.

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Biografia do Autor

Magda Silva, Duke University

Dr. Magda Silva holds a doctoral degree in Brazilian Studies and Portuguese language from the University of North Carolina at Chapel Hill. She is the Coordinator of the Portuguese Language Program at Duke University and director of the Duke in Brazil Summer Program. Her interdisciplinary interest has reached a variety of fields including Environmental Studies, Latin American Studies, Law, and Business. Her current research focus on Critical Pedagogy, and Intercultural/Intracultural learning. She applies these two pillars to all teaching material and projects she creates as an educator of second language acquisition. Dr. Silva’s research is the foundation of her pedagogical material, one that provides full clarification of cultural, linguistic, and global political issues.

Walkyria Magno e Silva, Universidade Federal do Pará

Dr. Walkyria Magno e Silva holds a bachelor's degree in Portuguese and German from the Universidade Federal do Paraná (1976), a bachelor's degree in English from the Universidade Federal do Pará (1987), a master's degree in Linguistics from Universidade Estadual de Campinas (1980) and doctorate in Language Sciences from the Université Toulouse Jean Jaurès (Toulouse II le Mirail), France (2002). She has experience in Linguistics, focusing on Applied Linguistics, more specifically on autonomy, additional languages teaching and learning, language learning advising, language learning as a complex adaptive system. She acts as a reviewer for national journals. From 2008 to 2010, she chaired the Modern Foreign Languages School at UFPA. Presently, she directs the Institute of Letters and Communication at UFPA.

Referências

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FITZGERALD, Helen. How Different Are We? Spoken Discourse in Intercultural Communication. Multilingual Matters, 2002.

GUILHERME, Manuela. Critical Citizens for an Intercultural World. Multilingual Matters, 2002.

MLA Ad HocCommittee on Foreign Languages, Foreign Languages and Higher Education: New Structures for a Changed World. May 2007. https://www.mla.org/Resources/Research/Surveys-Reports-and-Other-Documents/Teaching-Enrollments-and-Programs/Foreign-Languages-and-Higher-Education-New-Structures-for-a-Changed-World

PHIPPS, Alison; GUILHERME, Manuela. Critical Pedagogy: Political Approaches to Languages and Intercultural Communication. Multilingual Matters, 2004.

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SÁ, Lucia. Rain Forest Literatures: Amazonian Texts and Latin American Culture. University of Minnesota Press, 2004.

TRIANDIS, Harry C. “Individualism-Collectivism and Personality”. Journal of Personality. v. 69, n. 6, pp. 907–924, 2001. https://onlinelibrary.wiley.com/toc/14676494/2001/69/6.

TRIANDIS, Harry C., and Harry Hui. “Individualism-Collectivism A Study of Cross-Cultural Researchers”. Journal of Cross-Cultural Psychology. v. 17, p.225-248, 1986.

USHIODA, Ema. “Motivating learners to speak as themselves.” Identity, Motivation and Autonomy in Language Learning, edited by Murray Garold et al., Multilingual Matters, p. 11-24, 2011.

VAN LIER, Leo. “A sociocultural perspective.” The Ecology and Semiotics of Language Learning. Kluwer, 2004.

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Publicado

2023-09-02

Como Citar

Silva, M., & Magno e Silva, W. (2023). Language and culture in real-time Brazil and the United States: Icone Project. REVISTA DIREITO DAS POLÍTICAS PÚBLICAS, 3(2). Recuperado de https://seer.unirio.br/rdpp/article/view/12854

Edição

v. 3 n. 2 (2021)

Seção

Doutrina

Licença

Licença Creative Commons do tipo "atribuição - uso não-comercial", BY-NC. Com permissão para copiar, distribuir, exibir, executar, bem como criar obras derivadas, vedada a finalidade comercial, sob a condição de dar crédito ao autor original, da forma especificada pelo autor ou licenciante.