SIDIII 1º versão artigo susana ambrósio

Universidade de AveiroSeminário de Investigação em Didática III

“Making wishes come true: a methodological design in a case study with non traditional adult

students”

Construindo o artigo…

10/02/21

Susana Ambrósio

Orientadoras Maria Helena Araújo e Sá

Ana Raquel Simões

Índice• Seleção da revista

• Enquadramento na investigação – Algumas possibilidades

• A revista selecionada em traços gerais

• Construindo o artigo…

• Seguindo as orientações de “A Systematic Guide to Reviewing a Manuscript” (Provenzale, J. & Stanley, R., 2006) e as orientações específicas da revista

• Na demanda de uma estrutura coerente e lógica

Aprendizagem ao Longo da Vida/ Educação de Adultos

PlurilinguismoEnsino Superior

A construção dos

repertórios plurilingues

Studies in Higher Education

International Journal of Lifelong Education

The Journal of Continuing Higher Education

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Revista Selecionada

Publicada por: Routledge

•Volume : 30•Frequência: 6 issues per year•Editores: Peter Jarvis (U. Surrey) e John Holford (U. Nottigham), UK

•Impact Factor: 0.556

Indexada em:

•Australian Education Index (AEI); Australian Research Council (ARC) Ranked Journal List; National Database for Research into International Education (NDRI); British Education Index; Contents Pages in Education; Educational Research Abstracts online (ERA); Education Index; ERIC; ERIH (European Reference Index for the Humanities, Pedagogical and Educational Research); Language and Linguistics Behavior Abstracts; SCOPUS®.

Scope:

•provides an international forum for debate on the principles and practice of lifelong, continuing, recurrent , adult and initial education and learning, whether in formal, institutional or informal settings.

•Política de Peer Review: Todos os artigos são submetidos a um rigoroso “peer review”, baseado “on initial editor screening and anonymized refereeing by at least two anonymous referees”

•Tamanho do artigo: 5000 a 8000 palavras

International Journal of Lifelong Education

http://www.tandf.co.uk/journals/titles/02659220.html





Construindo o artigo - 0 Ab

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ctThis article is a result of the methodological design that was undertaken during the data collection phase within a PhD research which intends to understand how the plurilingual repertoires of non-traditional adult students’ (NTAS) were built through life.By adopting a biographical approach, the starting point was the NTAS’ questionnaire answers in order to design a methodological process of selection of a small sample of NTAS to be interviewed. This selection process emphasises the importance of the interconnection between all the methods used in the research. Biographical methods allow researchers to have a deeper access to NTAS plurilingual experiences across their life course and, at the same time, they contribute to improve the subjects’ awareness regarding their plurilingual identity, by promoting the reflection on their plurilingual lives and language learning.

Methods Section

Results section

Conclusions*

Objective section

* Provenzale, J. & Stanley, R.(2006). A Systematic Guide to Reviewing a Manuscript. Journal of Nuclear Medicine Technology, 34(2),92-99.

Construindo o artigo - 1In

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nThis article is based on a study which is being carried out at the University of Aveiro (UA), within a PhD research project entitled “The plurilingual repertoires in a lifelong learning process: a multi-case study with the non-traditional adult students”.This study intends to present the NTAS’ perspective in what lifelong learning is concerned, namely, lifelong language learning, focusing in the Higher Education (HE) context. It takes into account NTAS’ motivations, expectations and representations, in a biographical approach (Josso, 2002; West & Merrill, 2009) which reveals the process of construction of NTAS plurilingual repertoires during their life course (Molinié, 2006). Within this theoretical perspective, this study intends to understand how the plurilingual repertoires are built through life, namely NTAS’ lives. The methodological approach used in order to achieve this main goal is based on documental analysis (UA institutional documents), questionnaires and interviews, the last two referring the NTAS’ language biographies.In this article, the main focus is the methodological design used in the selection process of a small group of NTAS to be interviewed, taking into account their answers to the previous questionnaire.

Study’s goals*

Study’s context

* Provenzale, J. & Stanley, R.(2006). A Systematic Guide to Reviewing a Manuscript. Journal of Nuclear Medicine Technology, 34(2),92-99.


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k“The plurilingual repertoires in a lifelong learning

process: a case study with the non-traditional adult students at the University of Aveiro”

Theoretical Question How are the Plurilingual Repertoires constructed in a

Lifelong Learning perspective, focusing in a Higher Education context?

What is a Plurilingual Repertoire?• It is constituted by different languages which are acquired

through diverse modalities (learned in childhood, in school or autonomously) and in different learning contexts where different skills (speaking, reading, listening ...) exist. These languages could have more or less different specialised functions as they are used to communicate with the family, to socialise, to work, to learn, etc. (Beacco, 2005).

• Formed as a dynamic lifelong process of (re)construction which is shaped by each subject’s life experience and pathways (Andrade & Araújo e Sá, 2003, Beacco & Byram, 2003, Coste, Moore & Zarate, 1997, Mackiewiczv, 1998) .


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kLanguage learning – a process of and for a

life time

“a lifelong process extending across the entire span of institutional education and training and including learning outside institutional education settings.

The emphasis on lifelong language earning reflects the facts that it is impossible to predict the practical and personal communicative needs people

may have after leaving education and training.” (Mackiewiczv, 1998)

Each one is able to learn languages according to the emerging needs throughout life, either due to personal, professional or cultural matters, or simply because it is the person’s wish (Beacco, 2008, Semal-Lebleu, 2006).

The plurilingual repertoire is not stable, gaining new elements which transform or complete preexisting components obtained in various life contexts, considering the necessary adaptation to professional, geographical or family displacements but also to the personal evolution of interests (Lüdi, 2004).


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kLanguage Biography consists of a set of "traces" of different sources:

memories of linguistic and cultural contacts, evidences from the evolution of formal and informal learning, evidence of any certifications. It allows the researcher to understand, from the particular linguistic narrative, how and why develops and changes the relationship with languages throughout life from childhood to adolescence and into adulthood.To the subjects that produce them, by this “returning to experience”, it allows a biographical reflexivity and also the awareness raising of what already constitutes their repertoire and therefore it contributes to the lifelong language repertoire development. (Alheit et al., 1995, Castellotti & Moore, 2006, Josso, 2002, Perregaux , 2006, Thamin & Simon, 2009)

InstrumentProcess

Awareness

Returning to experience

Valued by the learner

Plurilingual Repertoire Development


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AgeAttending formal education

Adult Students Professional experienceAttitude as studentsLife circumstancesMultiples rolesPast experiencesPractical Application

(Schlossberg, Lynch, and Chickering ,1989; Correia & Mesquita, 2006; Johnson & Merril, 2004)

Non-Traditional Adult Students (NTAS)

Adult students are named non-traditional due to several factors influencing their participation in the educational process. Since they play multiple roles and have several responsibilities, the student role is very often cast aside.

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Construindo o artigo - 3“The plurilingual repertoires in a lifelong learning

process: a multicase study with the non-traditional adult students at the University of Aveiro”

Theoretical Question How are the Plurilingual Repertoires constructed

in a Lifelong Learning perspective, focusing in a Higher Education Context?

i.representations, expectations and motivations concerning Lifelong Learning, namely within the development of plurilingual repertoires,

ii. representations and expectations concerning the university’s role and its contribution to Lifelong Learning, particularly regarding the development of plurilingual repertoires,

iii.language biography, its characteristics, processes and constitution conditions.

1- Characterise Non-Traditional Adult Students

2 – Comprehend how the NTAS plurilingual

repertoires are constructed during the

life course

3 - Identify the construction

dynamics of NTAS plurilingual identity

4 – Comprehend how the HE attendance

contributes or could contribute to the

development of NTAS plurilingual repertories

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Construindo o artigo - 3Research Goals Methodology/

Instruments Instruments Goals NTAS

involved

i. Characterise the UA NTAS;

Fhase 1

Analysis of the UA institutional data

- Understand how many NTAS were attending UA, who they were, in which courses they were. 485 NTAS

Questionnaire

- Characterise general NTAS data, linguistic profile, linguistic representations and representations about the university’s contributions to the development of their linguistic profile.

195 NTAS

(40,2%N=485)

ii. Understand how the plurilingual repertoires are built through NTAS’ lives;

iii. Identify dynamics of NTAS plurilingual identity construction

iv. Understand how the HE attendance contributes or could contribute to the development of NTAS plurilingual repertoires.

Fhase 2

Biographical interview

-Understand how the plurilingual repertoires are built through life.

-Understand how NTAS perceive themselves as plurilingual subjects (under construction / “en devenir”) and their own plurilingual repertoire.

- Understand how the attendance of Higher Education contributes or could contribute to the development of NTAS plurilingual repertoires.

From 115 NTAS

(58,9% N=195) to 12 NTAS(10%

N=115)

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Construindo o artigo - 3Questionnaire Questions

Q.9.2 – Either of your parents is a foreigner?Q.9.3 – If you have a partner he / she is a foreigner? Q.9.4 – If you have children, what language(s) you talk with them?Q.9.5 – Do you talk with someone of your family and/or friends in another language than your mother tongue? Q.9.8 – Did you learn languages outside your formal educational path?

Q.9.6 – Do you use language in a professional context?

Q.9.7 – Did you learn languages in your formal educational path? Q.16 – Does the UA degree that you are attending has languages courses?Q.9.9 – Are you learning languages at this moment?Q.9.10– Do you want to learn languages in the future?

Contexts

Personal Context

Professional Context

School Context

/Language Projects

Plurilingual Experience Indicators

1 - Foreign Parents

2 - Foreign Partner

3 - Languages spoken with the children (in addition to Portuguese)

4 - Languages spoken with family/ friends (apart from Portuguese)

5 - Language learning in a non-formal/ informal context

6 - Languages in professional context

7 - Language Learning in formal context (pre-HE)

8 - Language Learning in formal context (HE)

9 - Learning languages presently

10 - Intention to learn languages in the future

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Construindo o artigo - 3

• NTAS with less (Group A) and more (Group B) diversity of plurilingual experience indicators

Total number of indicators

identified 1 2 3 4 5 6 7 8

Groups

A (-)

B (+)

Number of NTAS

6 17 20 23 27 17 3 2 Total

115 NTAS

Total per Group 23 70

22

Total per Group %

20% 60,9% 19,1%

Sample

6 0 6 Total - Sample 12 NTAS

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Group A – NTAS with less diversity concerning the plurilingual experiences

indicators

26 64 69 71 80 95 97 102 104 119 121 130 131 134 152 162 163 164 171 181 182 191 193

Group A

Total NTAS/

Selected NTAS Main Indicator

Criteria

A1 (with 1

Indicator)

Total=6 NTAS/ Selected=2 NTAS

Ind7 - Language Learning in formal context (pré HE)

Age ( the older ones) Gender

A2 ( with 2

Indicators)


Ind7 + Ind10 - Language Learning in formal context

(pré HE) and Intention to learn languages in the future

(n=10)

Different combination of indicators

Age (the older ones)

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Group B – NTAS with more diversity concerning the plurilingual experiences

indicators

17 19 30 35 37 42 57 59 105 107 112 115 141 142 146 149 159 161 165 178 184 187

Group B

Total NTAS/

Selected NTAS Main Indicators

Criteria

B6 (with 6

indicators)

Total=16 NTAS/ Selected= 0 NTAS

Ind10 - Intention to learn languages in the future (n=22)

Ind9 - Learning languages presently (n=21)

Ind7 - Language Learning in formal context (pré HE)

(n=20) Ind6 - Languages in

professional context (n=20)

Larger number of indicators

B7 (with 7

Indicators)


A8 ( with 8

Indicators)


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Construindo o artigo - 4Fi

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Rem

arks

Institutional data – 485 NTAS

Questionnaire – 195 NTAS(115 NTAS)

Biographical interviews – 12 NTAS (6 men, 6 women; [25-48] years old)

Taking into account the subjects’ experience to design the research methodological plan

the importance of the connection between all the methods in the research

“Get over the idea that only children should spend their time in study. Be a student so long as you still have something to learn, and this will mean all your life.“

Henry Doherty (1870-1939)