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| Subject: FINAL WORK- UNIT 3 | |
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Author: Written by Group2 (posted by Ludmila) |
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Date Posted: 09:41:48 08/30/10 Mon CEI- Curso de Especialização em Inglês Unit 3 Group 2 members: Francisco Hélio Diógenes Ludmila Ameno Ribeiro Marília Batista Defraigne Tânia da Consolação Martins Pereira Viviane Soares de Oliveira Belo Horizonte, 2010 Introduction Before starting, it is important to mention that the work being presented here was divided into three distinct sections and each one had a specific objective. The first part of the work will try to answer to the questions referring to: the role of a keynote speaker, the types of communication sessions in a conference and if the work presented in a conference can be published or not. The second part intends to give a sample of a paper proposal made by the group and the third and last part will analyze the achievements of a selected keynote speaker. Part I 1-In a conference, what is the role of a “keynote speakers” and who are invited to be keynote speakers? A keynote speaker is someone responsible for lecturing and usually is the person who supports the major theme in a conference. A keynote speaker is the person who presents the issues of primary interest to a group f people. A good keynote speaker is able to keep people’s attention on the speech and on the event. When people gather for a meeting or in a conference they tend to be easily distracted with their own issues and daily routines, so generally speaking, the job of a keynote speaker is to keep the audience focused on the event. In order for a person to be considered as a keynote speaker in an event, he or she needs to have certain qualities such as; be well known in the field, that he or she are supposed to give the speech, be someone with a respectable name due to previous accomplishment and be highly skilled as a public speaker. Another function of a keynote speaker is to be the moderator or the chairman of an event. He or she that is performing as a keynote speaker is the one who controls the tone of an event, and often is someone from the academic environment or someone who is known widely from other field. 2- What type of communication sessions are there in conferences? Conferences are organized either by a scientific society or by a group of researches with a common interest. Conferences are usually filled with many presentations and those individual presentations tend to be concise, short and with a time span that varies. They are usually followed by a discussion where the audience is able to participate. Presenting at an academic conference it requires an individual to submit an Abstract of his or her research. A proposal abstract should be written according to the requirements of each type of communication session. In order for someone be able to show his or her work in a conference, it is necessary that the proposal submitted is evaluated and approved by a team of reviewers. Now it is important to give a brief description of some of the communication sessions that are usually presented in a conference: Colloquia can be defined as a lecture given by someone about his or her work in a certain academic field, followed up by a discussion. Demonstrations are presentations that enlighten attendees with the latest achievements or explain how a research works. A demonstration tends to be structured in a classroom style where there is an explanation about given by the demonstrator and the attendees can usually participate just like students. Panels are structured to promote an academic presentation of a research. They are formed by two or more panelists and a discussant or chair person, who will promote and coordinate the process. The panelists are introduced and then usually present their speech in a limited time. Most panels have a discussant who will listen the lecture of each participant, and then after respond to that by making questions or giving feedbacks. Papers can be submitted as an individual proposal, in a pre selected group or in a group of papers written by different author as mutipaper session. The abstract of a paper should contain the focus of the paper and how it contributes to the body of knowledge in the field of evaluation. Those papers are usually read aloud at a conference, sometimes with the audiovisual equipment, with the main purpose to show specific aspects achieved by a researcher. Posters are one-on-one discussion of a research. It displays detailed results of a research in a formal graphic presentation. Just like Papers, an abstract of a poster should detail the focus of the presentation and how it contributes to that area of knowledge. In a roundtable all participants and attendees seat around a table, where there is a lecture followed by a discussion and feedback that involves everybody. Workshops are designed to help attendees to improve their skills and give many opportunities for attendees to gain knowledge and skills in an area of interest. Whoever participates in a workshop gets a chance to practice what he or she had just learned or already knew by theory. 3) Can work presented at conferences be published? What are the common publication genres? Peer-reviewed papers presented at conferences can be published in conference proceedings as a common method of reporting scientific results. While in most scientific disciplines research results are normally reported in the form of peer-reviewed papers published in journals. Presenters of oral or poster presentations at conferences are required to submit a full paper that is peer-reviewed by the conference program committee. Acceptance of papers to conferences is in many cases considered prestigious and is also highly important for promotion. The date of publication is known to the authors before the paper is submitted. The conference proceedings are published as books or CDs distributed to the conference attendees, but the papers are made available shortly after the conference to the members of the associations through fully indexed research databases. Independent indexing engines also make these papers available to those who did not attend the conference. In the text, “Genres of Scholarly Publication” it is presented the common publication genres, such as: Monographs For several decades, monographs published by North American university presses and their European counterparts have set the gold standard for promotion and tenure, because of the peer review built into the publication process. A monograph is usually expected to offer new analytic and critical perspectives on its historical material and to sustain its arguments by detailed research, be it archival, stylistic, iconographic, technical, or socio-historical. Its structure tends to be sequential and linear, with any transcriptions of documents and technical data gathered in appendices. Surveys The surveys are supported by broad and deep reading and knowledge. They tend to give extended bibliographies rather than a full scholarly apparatus. Surveys often serve as textbooks and as general interest introductions to a field, and they have traditionally been the preserve of senior scholars. Museum Publication Museums offer rich opportunities specific to art history to advance research through exhibitions and publications based on individual collections and works of art. Since the 1970s, museum publication has shifted from curatorial focused museum journals and collection catalogues to summary handbooks and exhibition-driven publications. In the academic credentialing process, publications based on collections and exhibitions tend not to be considered as seriously as single-author monographs or peer-reviewed journal articles. Edited Volumes Supplementary textbooks are not especially vigorous, and production values are usually kept lower than for monographs and museum publications. Peer review tends to be minimal, and usually happens at the stage of the commissioned prospectus rather than for the completed manuscript. The genre may not be so different in scholarly content and rigor and concerns about originality and scholarly weight of chapters in edited volumes arise in promotion and tenure review. Peer-Reviewed Journal Articles A peer-reviewed journal article was and is the first step from Ph.D. dissertation to monograph. The journals maintain high standards of multiple, double-blind peer review and academic copy-editing. Given the continuous vigor of these editorial practices, peer-reviewed journal publication could again play a much more central role in academic credentialing. Electronic Publications Electronic publication has become the standard mode of scholarly communication. The humanities have been slow to follow, particularly the disciplines traditionally dependent on sustained, linear argumentation that stands in an ostensive relation to illustrations. Traditional forms do not communicate scholarship in a way optimally suited to the kinds of reading done well on desktop or handheld monitors. Part II The simulated communication proposal type selected to write this proposal was a paper, written by a group and the conference chosen to present the work was “The American Association for Applied Linguistic”. AAAL is a unit of academic linguistics which concentrates on spreading and discussing information about language issues. The main goal of this linguistic society is to host meetings and conferences which gives opportunities for many people in the field. Their objective is to raise the significance of linguistic in the academic world and in the society. The section selected to submit this paper was ‘Second and foreign language pedagogy’. This choice was made based on the topic of the paper proposal, which concerns foreign English teachers and their role in the classroom. The article used to support this paper proposal was “A case study on foreign English teacher’s challenges in Taiwanese elementary schools” a research made by Chen and Cheng, and published on October 2009. The research presented that with the spread of English as the global language, many people who are English teachers move to other countries to become teachers there. The focus of this research was to follow three English teachers from South Africa, and to verify how they had dealt and adapted to a new country, Taiwan. The article showed that all the teachers who were selected to participate in the program were pedagogically well prepared to fulfill the position that they were hired for, although the authors concluded that those teachers also needed better preparation before teaching in a foreign country. The main objective of this paper proposal (written for the selected conference) is to help to improve the conditions of work of foreign English teachers and to demonstrate the accent issue present in those contexts. The research made by Chen and Cheng (2009) showed that with the increasing need to learn English all over the world, the demand for native teachers has also increased. But while practicing in the classroom, those teachers tend to suffer with the high expectations from students about his or her performance and how he or she should sound. In other words there is linguistic discrimination against their accents. This paper was written according to the AAAL submission guideline, which says that a paper proposal should have 300 words Abstract and 50 words Summary. Following is presented the content of this proposal with a title, an abstract and a summary. Title: Foreign English teachers and their challenges in different cultures. What is necessary; a pedagogical intervention or a change in their accent? Abstract: Based on the research made by Chen and Cheng (2009), “A case study on foreign English teachers’ challenges in Taiwanese elementary schools”, is raised this contradictory issue, which is; while foreign teachers (from countries different than America and United Kingdom) are hired as native teachers they suffer discrimination for their accent. In order to exemplify and acquaint this paper, it will be quoted the research made by the article, which brings three South African teachers and what kind of experiences they had while teaching in Taiwan, and what they had suffered because of not sounding like Americans. The conclusion taken by the authors was that those teachers needed better preparation before assuming that function in a new environment. By referring to that article, it is possible to see that besides suffering linguistic discrimination, something that went beyond those teachers capacity of changing, they also had a hard time in class performance and adapting to that environment. From that it is noticeable that it was necessary an action research to improve their conditions and circumstances. A pedagogical intervention was necessary in those teachers’ classroom, to be more specific they needed better preparation before entering this new context of teaching in another country. Summary This paper intends to discuss how foreign English teachers can improve their acceptance and role in a new environment. It was based on the article of Chen and Cheng, to exemplify this situation suffered by those teachers. From that was raised a polemical discussion about what is required for those foreign English teachers succeed, a pedagogical intervention or a change in their accent? Part III This written proposal is intended to be proclaimed at AAAL 2011, and is the authors’ desire that Professor Mary Louise Pratt will be the one to lecture the work made. Pratt is a Silver Professor and Professor of Spanish and Portuguese Languages and Literature at New York University. She received her B.A. in Modern Languages and Literatures from the University of Toronto in 1970, her M.A. in Linguistics from the University of Illinois in 1971, and her Ph.D in Comparative Literature from Stanford University in 1975. During all those years of her collaboration to the Linguistic and Literature field, she has accomplished a lot and received numerous awards. Her work also extended through feminist and gender studies, anthropology and cultural studies. Professor Pratt’s publications include: “Imperial Eyes: travel writing and transculturation”, 1992; the articles “Humanities for the Future: Reflections on the Stanford Western Culture Debate”, and “Arts of the Contact Zone”, which had been considered a classical in the field; “Toward a Speech Act Theory of Literary Discourse”, 1977. This last work mentioned, was the publication that made Pratt very well known in the field of culture criticism, there she demonstrated that the bases of written literary narrative is visible in the structure of Oral Narrative. The book also mentions that all narratives have similar structures, that is to say, literary has elements from oral narratives and oral narratives elements that are acquired through literature. Professor Pratt’s more recent study discuss about what she calls “contact zones”, that according to her are areas where the blending of many cultures are acceptable. In the article “Building a New Public Idea about Language”, published in the ADFL Bulletin (2003), Professor Pratt breaks some of the language misconceptions and stereotype that are normally conceived by many and according to her: Americans have mixed feelings when comes to learn a foreign language, monolingualism is a restriction to a human being, language advanced competence is one of the goals of education, there is a need to motivate gifted students into language careers and more. [ Next Thread | Previous Thread | Next Message | Previous Message ] |