Recipiency and peripheral participation in language brokering

In a multilingual situation where some participants do not speak or understand one of the used languages, the participants need to balance between the language choice and the restrictions it creates for opportunities to participate. In this conversation analytic study, I examine how participants manage differentiated possibilities of participation in asymmetrically multilingual interactions in instances of language brokering and to what extent does brokering draw the recipient into the conversation. The paper concludes, first, that participants’ embodied displays of recipiency toward a main speaker, whose talk they cannot (fully) understand, as well as embodied displays of disengagement from the conversation, can serve to “recruit” linguistic assistance from others. Second, the broker’s orientations to the recipient’s participation status are reflected in the content of the brokering turns. The study thereby demonstrates how participants multimodally negotiate forms of peripheral participation and their accountability. The study argues that, although language brokering is done only occasionally and includes great variation in terms of how prior talk is translated, these practices are not random but result from a systematic interactional organization of action and participation.

It’s How We Practice That Matters: Professional Identity Formation and Legitimate Peripheral Participation in Medical Students: A Qualitative Study

BackgroundThe process of Legitimate Peripheral Participation (LPP) within a community of practice framework (CoP) was used to explore graduate entry medical students’ professional identity formation (PIF) during their first year of study. A conceptual model has been developed that can be used by medical educators to better understand PIF and to aid the explicit incorporation of PIF activity within the undergraduate curriculum. MethodsTen students from one UK medical school participated in the longitudinal study and were interviewed at three points during the first year. Semi-structured group interviews were used to explore students’ experience of the clinical environment and the nature of their interactions with both clinicians and patients in a community-based medicine practice. The interviews were audio recorded and transcribed. Thematic analysis was used to identify overarching themes which are represented as facets in the model of PIF. ResultsResults demonstrate that students are legitimately peripherally participating within both medical student CoPs and wider medical CoPs. Themes identified within the narratives have allowed the development of a new model to understand PIF within the context of LPP in a CoP. This has five facets: Awareness, Collaboration, Negotiation, Evaluation and Realisation. Sophisticated reflection-in-action is shown to be an important aspect of PIF and enables a more conscious understanding of the change that is occurring in our students. ConclusionPIF is a complex, non-linear process that is supported by reflection-in-action and early student introduction to clinical practice. It can be recognised in students’ narratives in their changing use of language, their understanding of the medical COP, and their evolving relational participation with those around them. This study adds to those that have previously explored PIF. The model of PIF developed in this study illustrates how experiences in the clinical environment support PIF. Medical educators may find this model helpful when considering how PIF can be explicitly encouraged in the medical curriculum and how reflection may be used for the purpose of identity change.

Strengths and Challenges for Medical Students and Residents in Rural Japan

Background and Objectives: In Japan, family medicine training is driven by community-based medical education (CBME) and is often provided in rural community hospitals and clinics. Although CBME’s positive relationship to family medicine in rural community hospitals is proven, the learning processes of medical students and residents in rural community hospitals needs investigating. The objective of this study was to reveal medical students’ and residents’ changing motivations and learning behaviors, as well as the factors underpinning their transition between medical schools or tertiary hospitals and rural community hospitals. Methods: Over 2 years, the researchers conducted one-on-one interviews with 50 medical students and 30 residents participating in family medicine training at a rural community hospital, and analyzed the difficulties the participants encountered and how they overcame them. The interviews were audio recorded and transcribed verbatim. We used grounded theory in the data analysis to clarify the findings. Results: Three key themes emerged: educational background, changing environment, and factors driving the learning cycle. Participants had difficulties in overcoming differences between their previous education and their CBME, particularly regarding expected roles and the variety of medical issues. They overcame their difficulties through cognitive apprenticeships and legitimate peripheral participation enhanced by daily reflection. Conclusions: In rural community hospitals, participants struggled to adapt to the wider practice range and the more interactive relationship with educators. Cognitive apprenticeships and legitimate peripheral participation, supported by constant reflection between learners and clinical teachers, can facilitate learning, leading to more effective learning and practice of family medicine in rural areas.

MONITORIA EM SALA: UMA AÇÃO DE FORMAÇÃO DOCENTE

O presente texto analisa respostas de alunos do curso de Letras Português-Inglês, os quais atuaram como monitores-alunos em sala no Português para Falantes de Outras Línguas (PFOL), da Universidade Tecnológica Federal do Paraná, Campus Curitiba (UTFPR-CT). O artigo busca identificar as visões dos alunos-monitores sobre a relevância da sua participação na monitoria do PFOL da UTFPR-CT. Para isso, organizamos o texto da seguinte maneira: primeiramente, apresentamos a organização do artigo, imprimindo a ideia geral e expondo as partes que constituem tal estudo. Em seguida, discorremos sobre textos legais e institucionais sobre monitoria e damos voz à nossa perspectiva de trabalho com a monitoria em sala de aula. Logo, estabelecemos relações entre monitoria e formação de professores, recorrendo a Lave e Wenger (2001) e Johnson e Golombek (2016) no que diz respeito à aprendizagem situada, à Schön (1992), Pérez Gómez (1992), Gimenez (2005), Halu (2010) e Zamboni (2013) acerca de suas visões sobre professor reflexivo e, mais especificamente, aos conceitos de reflexão na ação e reflexão sobre a reflexão na ação, de Schön (1992). A metodologia utilizada foi um questionário aberto, com 12 perguntas, a partir da perspectiva interpretativista (LESSA DE OLIVEIRA, 2008; NEVES, 2015). As análises revelam que a atividade de monitoria faz ressoar questões teórico-práticas da graduação em Letras (as quais, muitas vezes não são tratadas dentro grade curricular do curso). Além disso, embora encontremos pontos de contato entre as respostas, também observamos identidades particulares em cada um deles. ALMEIDA, Elizabeth G. de. Tese de Doutorado: Aprendizagem situada e letramentos digitais no estágio supervisionado de espanhol. Belo Horizonte: Universidade Federal de Minas Gerais, 2013.BALDIN, Fernanda D. C.; CORDEIRO, Elisa N. O Processo de Formação Inicial de Professores de Português para Falantes de Outras Línguas na UTFPR-CT: Integração entre Prática Pedagógica e Teoria. Em: Revista Línguas e Letras, v. 18, n. 39, 2017.BECKER, Marcia Regina; BORK, et. all. O desafio do ensino de português para falantes de outras línguas - PFOL - na UTFPR. Em: Anais do 1º SEI - Seminário de Extensão e Inovação da UTFPR, Curitiba, 2011.BRASIL. DECRETO Nº 3.847, DE 25 DE JUNHO DE 2001. IPI incidente sobre os produtos que menciona, Brasília, DF, mar 2017. Disponível em: <http://www.imprensanacional.gov.br/mp_leis/leis_texto.asp?ld=LEI%209887>. Acesso em: 12 out. 2017.BRASIL. Documento legislador das Atividades do Ensino Superior. Lei Nº 5.540, de 28 de novembro de 1968. Disponível em: <http://www.planalto.gov.br/ccivil_03/Leis/L5540.htm>. Acesso em: 14 abr.2020.BRASIL. Lei de Diretrizes e Bases da Educação Nacional. Brasília, DF, 20 dez 1996. Disponível em: http://www.planalto.gov.br/ccivil_03/Leis/L9394.htm#art92 Acesso em: 14 abr.2020.BRASIL. Regulamento do Programa de Monitoria da UTFPR. Disponível em: http://www.utfpr.edu.br/estrutura-universitaria/pro-reitorias/prograd/programas-academicos/monitoria/arquivos/RegulamentoProgramadeMonitoria.pdf. Acesso em: 14 abr.2020.CELANI, M.A.A. Questões de ética na pesquisa em Linguística Aplicada. Linguagem & Ensino, 2005, vol.8 n.1, jan/jun., p.101-122.FARIA, J.P. A monitoria como prática colaborativa na universidade. Dissertação de Mestrado. Programa de Pós-Graduação em Linguística Aplicada e Estudos da Linguagem. Pontifícia Universidade Católica de São Paulo, 2003.GIMENEZ, Telma. Desafios contemporâneos na formação de professores de língua: contribuições da linguística aplicada. In: FREIRE, Maximina; VIEIRA ABRAHÃO, Maria Helena; BARCELOS, Ana Maria Ferreira (Orgs). Linguística aplicada e contemporaneidade. Campinas: Pontes, 2005.HALU, Regina. Tese de Doutorado: Formação de formadoras de professoras de inglês em contexto de formação continuada (NAP-UFPR). Universidade Federal do Paraná, Curitiba, 2010.JOHNSON, Karen E.; GOLOMBEK, Paula R. Mindful L2 teacher education. New York: Routledge, 2016.LAVE, J.; WENGER, E. Situated learning: legitimate peripheral participation. New York: Cambridge University Press, 1991.LESSA DE OLIVEIRA, Cristiano. Um apanhado teórico-conceitual sobre a pesquisa qualitativa: tipos, técnicas e características. Revista Travessias, v.2, n.3, 2008.NEVES, Miranilde Oliveira. A importância da investigação qualitativa no processo de formação continuada de professores: subsídios ao exercício da docência. In Revista Fundamentos, v.2, n.1, 2015, p. 17-31SCHNEIDER, M.S.P.S. Monitoria: instrumento para trabalhar com a diversidade de conhecimento em sala de aula. Revista Espaço Acadêmico (UEM), v. Mensal, p. 65, 2006.

Successful talent development environments in female Scandinavian Handball

Talent development is a sociocultural affair. The social learning perspective is rarely used for the study of talent development in sport, although it is broadly known in the domain of education. This article examines the way in which communities of practice are connected within two exceptional successful talent development environments, what characterises talents’ movements across communities of practice within the club, and what characterises the interactions between talents, senior players and coaches. Drawing on Wenger’s notion of communities of practice, constellations of interconnected practices and boundary encounters, it identifies how the two environments were characterised by (1) a well-functioning constellation of several CoPs, (2) opportunities for talents to participate and engage in various CoPs (3), individually adjusted feedback from coach to player combined with communication between the players with different positions in the CoPs and not only coach instructions, and (4) senior elite players’ engaging behaviours in regard to newcomers in the boundary encounters and thereby legitimate peripheral participation opportunities for talented players. (5) The coaches were the key to coordinate the interconnected practices and social interactions between the ‘youth CoP’ and ‘senior elite CoP’.

Facilitating Legitimate Peripheral Participation for Student Sign Language Interpreters in Medical Settings

The chapter explores student interpreters' learning of medical interpreting within a situated learning context that necessarily includes senior interpreters, senior healthcare practitioners, and deaf community members. Learning within this community of practice exposes students to the multimodal nature of sign-language interpreter-mediated interaction, including co-speech and no-speech gestures, linguistic and non-linguistic communicative actions, and the use of environmental tools and the situated use of language and interaction. Situated learning within the clinical-skills lab enables legitimate peripheral participation that closely emulates the authentic interpreting task. Data from roleplays based on a clinical-skills lab are analysed and examples are identified to show that student interpreters are driven by notions of language, rather than communication fidelity. The multimodal nature of the interaction within the situated learning environment facilitates the students' exposure to and learning of situationally driven interpreting choices.