Search

Although research shows the importance of dialogue for learning, and that multiliteracies should be integrated into the classroom, there is little literature that brings together both perspectives. This article seeks to help fill this gap in the research, with the aim of identifying the types of interaction and the most commonly used didactic strategies from the point of view of multiliteracy pedagogy. The study is conducted in a rural multi-level school in the south of Chile, analyzing lessons in Language and Communication. The methodology employed is a case study that includes classroom observation and teacher interviews. The analysis used three complementary theoretical-methodological approaches: the productive dialogue inventory (Howe et al., 2019), the pedagogy of multiliteracies (Kalantzis & Cope, 2023) and the ideation system of Systemic Functional Linguistics (SFL) (Halliday, 1978). The results show that interaction occurs mostly through the traditional initiation-response-evaluation (IRE) pattern, which correlates in SFL with the types of processes (verbs) deployed and with a restricted use of the pedagogy of multiliteracies; in addition, a high frequency of the normative register is observed, at the expense of the instructional register. All of the above hinders greater orientation towards dialogue focused on learning. [ABSTRACT FROM AUTHOR]

Copyright of EconoQuantum is the property of Universidad de Guadalajara, Centro Universitario de Ciencias Economico Administrativas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research attempts to contribute to the area of oral interactions in online classes during the COVID-19 pandemic in Chile. Specifically, the sample considers two teachers and 85 students in two sixth-grade classes. The analysis was carried out on two levels. The first includes the codification of turns of speaking, according to the system adapted by Howe et al. The second level uses classroom observation in addition to triangulation with interviews held with the two teachers. The analysis reveals that online teaching implies important changes in the form of the class, yet the types of oral interactions are similar to those reported in face-to-face classes. The implications are discussed in the results. [ABSTRACT FROM AUTHOR]

Copyright of Estudios Pedagogicos (Valdivia) is the property of Estudios Pedagogicos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Universum is the property of Instituto de Estudios Humanisticos Juan Ignacio Molina, Universidad de Talca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of EURE is the property of Pontificia Universidad Catolica de Chile and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Internacional de Educación para la Justicia Social is the property of Universidad Autonoma de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educacao e Pesquisa is the property of Faculdade de Educacao da Universidade de Sao Paulo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article discusses the work of French biologist Gilles-Éric Séralini and his criticism of genetically modified foods. The authors comment on the relationship between science and sociology, including the topics of genomics and genetic modification as studied by Séralini. The evolution of public opinion and confidence in such sciences during the first part of the 21st century is also examined.

Copyright of Pensamiento Educativo is the property of Pontificia Universidad Catolica de Chile, Facultad de Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Theories of embodied cognition make the hypothesis that all cognitive operations, including high-level ones, are fundamentally rooted in the current state of the body and in the sensory-motor systems of the brain. Related experimental work has been concerned solely with the link between automatic cognitive processes and motor responses. This link has never been supposed to result from the production of verbal responses, such as the responses "yes" and "no." However, a great many tasks require a verbal response along with a motor response. In this study, we have demonstrated that cognitive and automatic evaluation of the valence of words involves a close link with the motor responses of "pull" and "push", as well as the verbal responses "yes" and "no" when the task requires answering "yes" or "no" whether there is the letter "a" in a word. Moreover, the results obtained show that the verbal responses "yes" and "no" interact with the motor re sponses of "pull" and "push". This interaction supports the idea that positive and negative verbal responses present a motor component, as contemplated in embodied cognition theories (Lakoff & Johnson, 1999; Scorolli & Borghi, 2007; Barsalou, 2008). [ABSTRACT FROM AUTHOR]

Copyright of Archivos de Medicina Veterinaria is the property of Universidad Austral de Chile, Facultad de Ciencias Veterinarias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Archivos de Medicina Veterinaria is the property of Universidad Austral de Chile, Facultad de Ciencias Veterinarias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Two computer-based games were developed based on Reber's Artificial Grammar Paradigm, in order to facilitate implicit learning occurrence in normal (N), ADHD, and intellectually disabled (ID) children. Results show that N and ADHD children perform at a high level, as opposed to ID children whose performance is equivalent to chance. These findings show that ADHD children learn through implicit paths as well as children without attention problems, independently of the game used. [ABSTRACT FROM AUTHOR]