Language as L1 in secondary education
Call for Papers
Dead line October, 31 2016
Secondary education includes a large number of different types of courses and trainings, whose characteristics are determined from their respective terminalities. In Brazil, as in most countries, all secondary courses have a common curricular part of generalist character so considered such basic contents all students must be presented to as to conclude the basic education. Mother tongue is part of the standard curriculum experience as well as specific training of most courses, regardless of whether they are technical or academic, within or outside the scope of the human sciences. Notwithstanding, there is lack of discussion about the formative objectives of mother tongue teaching in the Secondary, and, even less, within the specificities of each type of technical or academic training. Brazilian national basic education policies – mirroring what happens worldwide – doesn´t enroll specific guidelines on the aims and teaching practices of mother tongue, beyond what is generically defined for any other basic education levels. Nevertheless, there is also lack of academic contribution about the role of mother tongue teaching concerning a consistent project of readers and writers development in the Secondary, what may have contributed to the understanding that teaching of mother tongue and teaching of writing / reading skills may be disconnected from each other, within distinct curricular experiences and independent of the study of literary phenomena. Regarding mother tongue teaching – meaning grammar description under structural and discursive approaches –, it´s usually observed in secondary schools two recurrent procedures: (i) the first adopts a strictly traditional view, emphasizing the study of grammar aspects of cultured language and other isolated grammatical aspects which are taken usually from the program content, and; (ii) the second, adopts no systematic grammar instruction, considering irrelevant the knowledge about grammatical aspects of language system, in favor of practices that privilege reading and expressiveness. However, major students in the Secondary are between 14-18 y.o., still consolidating their secondary socialization, and facing expectations about professional choices and their public identity. This young people expectation is open for interaction with numerous genres of texts, such as technical, administrative, scientific and literary, for which the formal system domain of written language becomes essential, if not for its production, to its proper reading and enjoyment. Surrounding these questions, an issue of Revista Teias is dedicated to the theme “Language as L1 in Secondary Education” is being proposed, addressing following questions:
- What´s the nature of systemic knowledge about mother tongue, beyond what has been considered traditional teaching of grammar?
- What is the impact of the specificities of the different types of courses and training for the advance of a curriculum of the mother language teaching?
- What is the scope of mother tongue teaching? - It is possible to consider the production of texts and literature in secondary education as distinct from the field of grammar?
- What is the role of the textbook in the planning and mother language teaching?
This call for papers is address to researchers and teachers in the areas of Education and Letters, which are at present conducting research or studies in teacher training centers, particularly in graduate programs or similar research centers. Papers will be accepted in accordance with the rules and publication norms established by Revista Teias which are available at www.periodicos.proped.br/). and may be written in Portuguese, English or Spanish. Papers in English and Spanish will be published both in the original version and in Portuguese, translated by co-organizing editors. Dead line for submission is October 31, 2016.
Revista Teias is an academic journal linked to the Graduate Program of Education (ProPED) of the University of Rio de Janeiro State (UERJ), devoted to free open-source promotion of academic-scientific knowledge, and peer blind review. It is edited with a commitment to universal cooperation and no commercial purposes. Revista Teias does not charge authors’ fees, either for having their articles published or translated.