Célia Barbeiro
Biographic Data
| ID | 1396536 |
|---|---|
| NAME | Célia Barbeiro |
| GIVEN NAMES | Célia |
| FAMILY NAME | Barbeiro |
| SIGNATURE | BARBEIRO C |
| AFFILIATIONS | University of Coimbra |
| ORCID | 0000-0002-7277-9573 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Teachers’ appraisal of pupils’ proposals during joint rewriting
This paper analyses the presence of appraisal in teachers’ discourse during interaction with pupils in a joint rewriting activity. This activity is part of the SFL-based genre pedagogy programme Reading to Learn ( Rose and Martin 2012 ). The study is based on the appliability of SFL, specifically appraisal theory ( Martin and White 2005 ), as a tool for constructing pedagogical action aimed at the appropriation of linguistic resources. The analys…
A reformulação do discurso em contexto pedagógico
O presente texto tem como objetivo analisar a reformulação enquanto estratégia discursiva no contexto específico de ensino-aprendizagem do Português, à luz do modelo da Sociolinguística Interacional. Pretende-se contribuir para o conhecimento das interações verbais que aí se desencadeiam. Adotando a perspetiva daquele modelo teórico, analisa-se o mecanismo conversacional de reformulação, em contexto pedagógico, na coconstrução da aprendizagem do …
No prominent works on this page.
A reformulação do discurso em contexto pedagógico
O presente texto tem como objetivo analisar a reformulação enquanto estratégia discursiva no contexto específico de ensino-aprendizagem do Português, à luz do modelo da Sociolinguística Interacional. Pretende-se contribuir para o conhecimento das interações verbais que aí se desencadeiam. Adotando a perspetiva daquele modelo teórico, analisa-se o mecanismo conversacional de reformulação, em contexto pedagógico, na coconstrução da aprendizagem do …
Teachers’ appraisal of pupils’ proposals during joint rewriting
This paper analyses the presence of appraisal in teachers’ discourse during interaction with pupils in a joint rewriting activity. This activity is part of the SFL-based genre pedagogy programme Reading to Learn ( Rose and Martin 2012 ). The study is based on the appliability of SFL, specifically appraisal theory ( Martin and White 2005 ), as a tool for constructing pedagogical action aimed at the appropriation of linguistic resources. The analys…
Discourse Analysis in Language Studies (2 works) · Appraisal theory (1 work) · Appropriation (1 work) · EFL/ESL Teaching and Learning (1 work) · Humanities (1 work) · Language, Discourse, Communication Strategies (1 work) · Linguistics (1 work) · Linguistics and Discourse Analysis (1 work) · Linguistics and Education Research (1 work) · Philosophy (1 work)