new london
Recently Published Documents


TOTAL DOCUMENTS

374
(FIVE YEARS 51)

H-INDEX

8
(FIVE YEARS 1)

2021 ◽  
pp. 084387142110616
Author(s):  
Dominic DeBrincat

This article examines maritime trade litigation tied to a typical New England jurisdiction – New London County, Connecticut – to reveal two important eighteenth-century trends. First, decision-makers prioritized honouring contract promises – a critical shift from earlier Puritan ideals that privileged fairness in agreements. This transition was essential to developing what became the will theory of contract, in which promise and performance replaced equity as the measures of valid agreements. This shift appeared in Connecticut nearly a century before scholars have suggested it did in the United States. The second trend involves litigants’ choice of court. Despite the availability of several tribunals for pursuing maritime-based legal actions, parties regularly chose the county court to resolve their issues. In an expanding and increasingly impersonal Atlantic marketplace, parties preferred the flexible and familiar proceedings of the local court because judges and jurors treated mariners as if they carried Connecticut's legal protections with them on their distant travels.


2021 ◽  
pp. 179-197
Author(s):  
Julia D. Mahoney
Keyword(s):  

2021 ◽  
Vol 23 (3) ◽  
pp. 147-165
Author(s):  
Melanie Wong

In technology-enhanced classrooms, due to the affordances of technologies, English Language Learners (ELLs) are moving between learning spaces; boundaries are never clear. Questions arise with regards to how students’ non-sanctioned experiences might mediate classroom learning. Using a multiliteracies (New London Group, 2000) and learning by design (Cope & Kalantzis, 2015) theoretical lens, this ethnographic case study explores the technology-enhanced learning experiences of Grade 6 ELLs. Data including field observations, artifacts, and interviews were analyzed using thematic analysis (Saldaña, 2016). Findings of this study indicate that ELL students were engaged in learning experiences that encouraged them to mobilize their known (knowledge) across learning spaces.


2021 ◽  
Vol 4 (1) ◽  
pp. 5
Author(s):  
Jing Jin

This presentation is driven from my on-going doctoral research on examining the use of children’s literature in English-Chinese bilingual education in the Canadian context. However, instead of demonstrating some potential findings and implications, it more focused on my experience of the twisting and (re)connecting in the process of conducting the research during the pandemic of COVID-19. Underpinned by sociocultural perspectives on literacy (Kress 2000; New London Group 1996; Perry 2012; Unrau and Alvermann 2013), and the continua of biliteracy (Hornberger and Skilton-Sylvester 2003), my research first examined what type of children’s literature that teachers and parents often or prefer to use with bilingual children. Secondly, it investigated what role children’s literature plays in bilingual children’s language and literacy development. Finally, it explored how teachers’ and parents’ experiences and perspectives with children’s literature may impact their pedagogical practices in bilingual education.


2021 ◽  
Vol 13 (2) ◽  
pp. 75-85
Author(s):  
Isabel Cristina Michelan Azevedo
Keyword(s):  

Este ensaio parte da proposta do New London Group (NLG) para pensar como os quatro fatores que integram a pedagogia dos multiletramentos podem ser considerados em perspectiva decolonial, por ser assumida a necessidade de “sulear” as pesquisas em Linguística Aplicada. Para tanto, esta breve reflexão foi dividida em duas partes: a primeira recupera os sentidos dos conceitos de “prática situada”, “instrução explícita”, “enquadramento crítico” e “prática transformada” para sugerir como podem ser considerados dentro de uma perspectiva revistada da epistemologia da pluralidade; a segunda destaca critérios que podem orientar o desenvolvimento de experiências didático-pedagógicas que visam a articular linguagem, discurso e cultura por grupos de adolescentes e jovens situados em centros urbanos. Ao final, são acentuadas algumas dificuldades que podem prejudicar os diálogos dentro e fora da escola. Também são marcados alguns encaminhamentos que podem orientar a construção de saberes locais, a fim de promover a inter-relação entre o mundo da escola e o mundo da vida.


2021 ◽  
Vol 13 (2) ◽  
pp. 11-19
Author(s):  
Petrilson Pinheiro
Keyword(s):  

O objetivo deste breve ensaio é fazer uma releitura de uma resenha crítica que escrevi sobre o manifesto “A Pedagogy of Multiliteracies: Designing Social Futures”, de autoria de um grupo de pesquisadores provenientes da Austrália, da Inglaterra e dos Estados Unidos conhecido como The New London Group, que completa 25 anos em 2021. Ao realizar uma leitura mais atualizada, procuro discutir, em particular, a ideia de designs contingenciais, termo que cunhei em 2016 com base no manifesto, com o fito de situá-lo à luz de dois eventos de letramentos interligados que foram bastante marcantes no cenário político brasileiro em 2018, amplamente divulgados por redes sociais: a greve dos caminhoneiros e as eleições presidenciais.


Author(s):  
Brahim AZAOUI
Keyword(s):  

Cette contribution présente une étude menée dans le cadre d’un projet collaboratif réalisé en partenariat avec des enseignantes de maternelle dans une école REP+, une conteuse professionnelle et des mères conteuses. En nous appuyant sur les travaux en sémiotique sociale et gestuelle, nous défendons une perspective plurilittéracique, au sens que lui donne le New London Group, qui prendrait en considération les ressources plurilingues et multimodales dont peut se saisir tout individu pour faire sens (re)construire, donner à voir ou (re)négocier son identité (plurielle) en contexte. Cette perspective invite à déconstruire une appréhension homogène des interactions, de la réalité et des apprentissages fondée uniquement sur le verbal. En réception, tout interlocuteur s’appuie sur une pluralité de ressources sémiotiques, constituées aussi bien des gestes manuels, des répertoires linguistiques que des supports matériels pour élaborer le sens d’un énoncé. Ainsi, nos résultats montrent comment des enfants de 5 ans mobilisent au coup par coup des tactiques multimodales et plurilingues pour faire sens de l’histoire racontée par des mères d’élèves en langue étrangère. Considéré au niveau socio-scolaire, le projet a permis de mettre au jour des effets sur le plan identitaire ainsi que sur celui des apprentissages langagiers.


Revista TEIAS ◽  
2021 ◽  
Vol 22 (65) ◽  
pp. 205-218
Author(s):  
Késsia Mileny De Paulo Moura ◽  
Sérgio Roberto Kieling Franco
Keyword(s):  

As narrativas digitais são composições feitas por meio dos dispositivos tecnológicos que estão à disposição para realizar construções. Sua produção provoca transformações no e pelos processos semióticos, quando o sujeito então é chamado a gerir seus percursos e construir seus significados, resultantes das provocações a que foi submetido nas emergências do viver. Este texto tem como objetivo circunscrever os entrelaçamentos entre a construção de narrativas digitais, o design e o significado discutido na teoria dos multiletramentos. Trata-se de uma pesquisa teórica exploratória, referenciada nos estudos de design e significado do New London Group (GNL), que impõe considerar as complexidades e efeitos do contexto sociocultural tecnologizado às práticas narrativas e linguagens desenvolvidas com os usos de tecnologias.


2021 ◽  
Vol 10 (4) ◽  
pp. 264-274
Author(s):  
Alejandra Gil Fernández ◽  
Cristian Camilo Sanabria ◽  
Astrid Ramírez Valencia

During the process of teaching English as a foreign language, a lack of practice was identified in the listening skills in the educational processes of the child population. The objective of this study was the creation of the Smile Room virtual resource, and its subsequent application to analyze the influence of this type of multimedia content on learning processes and improving listening comprehension through virtual English classes. This study considered the theories of The New London Group (1996), Kress (2010), Brown and Yule (1983), Ur (1984), among others. Multimodality is established   as   a   means of rendering content through multimedia elements. Along with teaching strategies whose stimuli start from everyday life can facilitate the development of listening skills. Three instruments were applied in this research: class journals, student artifacts, and virtual resource analysis. Finally, the analysis of the data allowed to show important factors in terms of the learning phase of the child population, as well as information on significant cognitive and behavioral aspects for future studies.


2021 ◽  
Vol 14 (1) ◽  
pp. e29164
Author(s):  
Cícero da Silva ◽  
Adair Vieira Gonçalves
Keyword(s):  

El objetivo de este artículo es contextualizar los estudios de alfabetización en Brasil, puntualizando las líneas de investigación y marcos teóricos principales. Esta exploración es de naturaleza bibliográfica, con un enfoque cualitativo-interpretativo. Primero, se plantean las referencias sobre los estudios de alfabetización y sus diferentes líneas, como la alfabetización académica, la escolar, la docente, la digital, la literaria y la científica. Luego, se realiza una consulta parametrizada en el sitio web del Directorio de Grupos de Investigación en Brasil, perteneciente al Consejo Nacional para el Desarrollo Científico y Tecnológico, donde se identifican las líneas y respectivos grupos investigativos vinculados a los estudios de alfabetización. Este levantamiento revela suficientes referencias sobre el tema, así como que las diversas perspectivas corroboran la trascendencia y las contribuciones de estas líneas investigativas, promovidas por el New London Group y los Nuevos Estudios de Alfabetización.


Sign in / Sign up

Export Citation Format

Share Document