Percorrer por autor "Martin, Justine"
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- Digital tools for foreign language learning in higher education in Portugal: immeasurable opportunities amidst multiple challengesPublication . Delplancq, Véronique; Lopes, Ana Maria Costa; Oliveira, Isabel Maria; Martins, Joana; Pereira, José; Martin, Justine; Casañ Pitarch, Ricardo; Gillain, R.; Amante, S.; Fidalgo, S.Pedagogical innovation in higher education is a delicate subject that has already been the object of many studies. Today, it is clear that students must play a very active role in their own learning, in a process that is both increasingly individualised and collaborative, in line with the ever-changing demands of the labour market and society as a whole. Pedagogical innovation can be based on various active methodologies which rest upon numerous tools, among which digital tools currently hold a prominent place. However, it is undeniable that the various studies have attempted to draw firm conclusions about the advantages and disadvantages of the different methodologies. What's more, there are so many digital tools readily available to users on the internet that it is often difficult to make a reasoned choice that will guarantee real benefits in terms of learning outcomes right from the beginning of the work with students. In fact, each student has their own particular needs and reactions. This means that teachers need to be highly flexible and able to quickly adapt the teaching sequences they had prepared. They also need to be familiar with a wide range of active methodologies and digital tools to support students' work and they have to be constantly updated to keep pace with the demands of emerging technologies. The challenges are many, but they guarantee motivation for all those involved in the educational process. This article is intended as a contribution to the discussion on the implementation of active methodologies for foreign language (FL) learning in higher education, supported by a wide range of up-to-date digital tools. The experiment presented, which is the result of projects developed at the School of Education of the Polytechnic Institute of Viseu (Portugal), took place during the second semester of the 23-24 academic year, as part of a FL curricular unit (English and French) of the 3-year degree course in Media Studies, with a group of 25 second-year students. The general aim of this curricular unit is to deepen the communicative skills pertaining to the career paths of these students, by mobilising the professional skills of these forthcoming media professionals. Other skills, such as the cultural and intercultural skills inherent to FL, are also worked on. The preferred methodologies are project-based learning, mobile learning, flipped learning, gamification and peer assessment, within a collaborative and constructive environment. In addition to these obvious hard skills, soft skills such as creativity, flexibility, empathy, critical thinking, interpersonal skills are all part of the learning progress. The study shows the evolution of the didactic sequence developed at the beginning of the semester, justifies the decisions taken towards the achievement of positive didactic repercussions particularly with regard to the choice of the digital tools used (for the production and dissemination of documents drawn up by the students or for gamification), systematises the reasons for the adaptation throughout the semester and outlines the difficulties encountered, as well as the advantages of these teaching choices from the point of view of the student, the teacher and the assessment procedures. It concludes with prospects for future research, in particular by considering AI as an inevitable asset within teaching- learning contexts.
- Foreign Language Learning in Higher Education: Active Pedagogies and Excellence for Society and the Labour MarketPublication . Delplancq, Véronique; Gillain, Romain; Martin, Justine; Costa Lopes, Ana Maria; Fidalgo, Susana; Pereira, José Manuel de Almeida; Pitarch, Ricardo CasañCurrent day opportunities to offer students more varied and stimulating activities must not overshadow the objective of contemporary learning in higher education (HE): to prepare high-quality, skilled and competitive professionals for a constantly changing labour market, expected to be, at the same time, responsible citizens within an uncertain global context (CEDEFOP, 2023). Such framework implies that the foreign language (FL) play a fundamental role. From a socio-constructivist perspective and in accordance with the Common European Framework of Reference for Languages (Council of Europe, 2001), each individual is protagonist of his/her own learning process. Interaction is prevalent as are cooperation and integrated tasks adapted to the environment. Project-based pedagogy facilitates access to lasting knowledge, in which learners play both the role of protagonist and researcher. This new approach requires progression in the action-learning process, enhancing students’ responsibility and autonomy. Although the activities carried out by students within FL curricular units (CU) allow them to develop a wide range of competences that go far beyond linguistic competence, FL are often perceived as complementary to so-called core CU (OECD, 2019). It is therefore important to stress that the development of competences traditionally associated with FL learning (linguistic, cultural and intercultural) together with transversal competences (digital and social) is essential for the education of responsible citizens and competitive professionals capable of responding to labour market demands in line with the key competences of the twenty-first century, as mentioned above (plurilingual competence, digital competences for carrying out research, evaluating and organising information, strengthening communicative, collaborative skills, enhancing critical thinking, improving creative digital competences and digital problem-solving ones, enlarging social and learningto-learn competences, citizenship competences, cultural awareness and the skill to express oneself appropriately).
- Línguas Estrangeiras. Património Linguístico e Cultural: vitalidades e ameaças.Publication . Castro, Catarina ; Gillain, Romain; Costa, Ana Maria; Smet, Charlotte; Capela, Cláudia; Costa, Cristina Amaro; Ribeiro, Ivone; Pereira, José; Martin, Justine; Fidalgo, Susana; Delplanq, VéroniqueA importância de uma língua vai muito além da sua função básica de comunicação pelo alicerce da identidade no que respeita à cultural, ao conhecimento tradicional (medicina, agricultura, meio ambiente, …), a um repositório de saberes e até à visão do mundo dos falantes. As línguas são um símbolo de direitos e de liberdade (Whorf, 2012). Fenómeno linguístico, cultural e social, o desaparecimento de línguas tem ocorrido de forma acelerada nas últimas décadas. Estima-se que existem mais de 7000 línguas faladas atualmente (Notícia da Rede, 2023), muitas em risco de extinção. A Unesco calcula que uma língua desaparece a cada duas semanas (Moseley, 2010). Podemos identificar como principais causas do desaparecimento das línguas a globalização e o domínio de línguas majoritárias, a desvalorização cultural, as poliíticas governamentais repressivas e de assimilação cultural, a migração, a urbanização, o desaparecimento dos falantes, com pouca ou mesmo sem transmissão às novas gerações, as alterações climáticas, a falta de ensino formal, o estigma social e a falta de registo linguístico. As consequências deste desaprecimento são, por exemplo, a perda da memória do mundo, das comunidades e do conhecimento ancestral, a perda de identidade cultural e a uniformização (Sallabank & Austin, 2023). A diversidade linguística assume-se como uma das formas da humanidade refletir sobre a sua pluralidade de experiências e de perspetivas. Atua como fortalecimento das comunidades e da coesão social. O domínio de línguas estrangeiras permite diversificar as oportunidades de emprego no mercado de trabalho e abre as portas a perspetivas de carreira mais ricas. Para além disso, as línguas estrangeiras desempenham um papel fundamental na construção de uma cidadania ativa e responsável. Veículos do património imaterial da Humanidade, recursos essenciais para a realização eficaz dos objetivos de desenvolvimento sustentável, as línguas estrangeiras participam nos pilares económico, social e ambiental, mas também dependem deles. Neste contexto, este livro de publicações tem por objetivos: - Promover o património linguístico e cultural associado às línguas estrangeiras; - Evidenciar as relações entre as línguas estrangeiras e o meio social, a realidade económica e o contexto ambiental; - Sensibilizar para as questões de defesa, preservação, vitalidade, revitalização e extinção das línguas estrangeiras; - Favorecer o intercâmbio e a reflexão entre os participantes. Como temáticas em causa destacam-se: - As línguas estrangeiras: património cultural imaterial sob ameaça constante - resultados de investigações inter e multidisciplinares sobre as línguas estrangeiras ameaçadas ou extintas; - Ações de defesa e preservação das línguas estrangeiras; - Relação entre línguas estrangeiras, património cultural, identidade, ecologia e sustentabilidade; - Desafios da diversidade linguística; - Plurilinguismo e diversidade das línguas estrangeiras: transmissores de valores, pilares da construção da cidadania ativa e responsável.