Ricardo Moutinho
Dados Biográficos
| ID | 644196 |
|---|---|
| NOME | Ricardo Moutinho |
| PRENOMES | Ricardo |
| SOBRENOME | Moutinho |
| ASSINATURA | MOUTINHO R |
| AFILIAÇÕES | University of Macau |
| ORCID | 0000-0002-9625-1116 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 15 |
| TOTAL DE CITAÇÕES | 5 |
| TOTAL COMO AUTOR | 15 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2012 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2024 |
| ÍNDICE H | 2 |
Reparo visual em um curso de contação de histórias em Português como Língua Adicional
Neste estudo, explorarmos como os participantes de um curso de contação de histórias em Português Língua Adicional (PLA) utilizam práticas de reparo (i.e. apontam e resolvem eventuais problemas na produção e no entendimento das locuções para garantir a intersubjetividade) em sala de aula. Buscamos refletir sobre três questões: 1) como os participantes utilizam o reparo visual (i.e. o uso sequencial e coordenado de gestos e outras ações corporific…
On Algorithmic Time and Daily Contingencies in the Lived Work of Food Delivery Service
Visually informed accounts
In this article, the authors explore participants’ accounts of visual scenes produced during the instructed work of observing celestial bodies at planetarium sessions and star-parties. They use as examples some interactions in which participants (i.e. guides and visitors) are giving/following instructions and exchanging descriptions about the observed object based on their (in)direct access to the matter at hand and also on their orientation to t…
Periodicity and change
Time is a central concept for astronomy, yet how it is communicated in educational contexts has received insufficient attention in the literature. This study explores how time‐related concepts are communicated in the planetarium, by analyzing 34 different planetarium sessions held in a diversity of Portuguese institutions. Sessions were video and audio recorded. From 26 hrs of recordings, 163 excerpts related to time were identified. Studying ins…
Seeing by proxy
Teaching and learning moments as subjectively problematic
This article takes a conceptual approach to an issue of pedagogical relevance—the presence of teaching and learning moments within educational environments. We suggest sources of philosophical confusions that design patterns for the classification and creation of typologies of classroom events. We identify three foundational assumptions with the way in which classroom events are analyzed: (1) Describing a classroom event (how it may be identified…
The use of utterance particles as assessment resources in Cantonese conversation
It has been reported in the literature that each language has very particular resources that show how participants mark their epistemic positions (Hayano, 2011; Iwasaki & Yap, 2015; Kärkkäinen, 2003, 2007; Thompson, 2002). Our main objective in this article is to discuss and explicate the use of these resources in a conversation carried out by young adults in Cantonese. We discuss how conversationalists mark and manage their epistemic positions t…
The dynamic layering of relational pairs in L2 classrooms
The focus of this paper will be placed upon the methods people use to interact in second language learning settings, discussing interactional aspects of language use in the ongoing production of classroom events. The extracts selected for analysis were drawn from Portuguese language lessons (for beginner and advanced students) in a Chinese university. The results show how L2 classroom participants secure joint orientation and mutual understanding…
Context formulation and the invocation of membership categories in an L2 classroom setting
Competing voices
This article discusses how participants in a foreign language class negotiate instances of power and manage the constraints embedded in the discourse of a textbook. The aim is to analyse the manner in which teacher and students collaboratively set up a participation locus that is less dependent on institutional and social norms. Because the interactive space of the classroom is an environment in which power relationships become explicit, I am esp…
Deslizando Sentidos
Neste trabalho, investigamos os efeitos produzidos por sujeitos chineses a partir da leitura de uma peça publicitária da marca Colgate, divulgada na mídia impressa sul-americana, vencedora do Prêmio de Prata no Festival de Cannes de 2011. Segundo a perspectiva discursiva, consideramos o texto um conjunto de sentidos, ligado à sua exterioridade, isto é, o interdiscurso. Por isso, o texto não é uma unidade fechada em si, nem algo que tem um sentido…
The role of language teachers as cultural diplomats
In an increasingly multi-territorialized and interdependent world, people are getting more in touch with each other than ever before through many mass media services. This provides the possibility to overcome geographical boarders in order to build new relationships that foster mutual interests in economical and socio-cultural aspects from different countries. However, not only official diplomats are in charge of this exchange. As many language i…
Quem chama a atenção é o professor? O dinamismo dos posicionamentos em uma Sala de Aula de PFOL
O posicionamento é um fenômeno sociointeracional dinâmico que é assumido pelos participantes por meio de tomadas de decisão durante um encontro social.Mesmo em situações hierárquicas rígidas, há sempre espaços para improvisos (ou ruídos) que provocam uma alteração na maneira esperada de se participar, renegociando os posicionamentos institucionalmente impostos. Desse modo, como já argumentado em Rae (2001), Kasper (2004) e Rampton (2006), partimo…
Redefining the teacher's positioning as gatekeeper in a Portuguese as a Foreign Language class in Macau
Positioning is a dynamic socio-interactional phenomenon that can be assumed, challenged and transformed by participants during a social encounter. Even in very typical hierarchical situations, such as those in institutions, there is always room for improvisation and changes that break the ritual, altering the expected manner by which participants are supposed to interact. These changes cause (re)negotiation of the institutionally imposed position…
Mesa de conversação como espaço de ressignificação de sujeitos e de identidades em português língua estrangeira
No presente artigo, discutimos alguns dados coletados do projeto Mesa de Conversação em Português, desenvolvido em uma universidade no sudeste da China. A atividade proporcionou aos aprendizes chineses de português língua estrangeira a oportunidade de interagirem na língua-alvo em um ambiente menos hierarquizado em relação à sala de aula, em que o professor, muitas vezes, é visto como figura central. O espaço fornecido pelo projeto possibilitou a…
Context formulation and the invocation of membership categories in an L2 classroom setting
Redefining the teacher's positioning as gatekeeper in a Portuguese as a Foreign Language class in Macau
Positioning is a dynamic socio-interactional phenomenon that can be assumed, challenged and transformed by participants during a social encounter. Even in very typical hierarchical situations, such as those in institutions, there is always room for improvisation and changes that break the ritual, altering the expected manner by which participants are supposed to interact. These changes cause (re)negotiation of the institutionally imposed position…
Mesa de conversação como espaço de ressignificação de sujeitos e de identidades em português língua estrangeira
No presente artigo, discutimos alguns dados coletados do projeto Mesa de Conversação em Português, desenvolvido em uma universidade no sudeste da China. A atividade proporcionou aos aprendizes chineses de português língua estrangeira a oportunidade de interagirem na língua-alvo em um ambiente menos hierarquizado em relação à sala de aula, em que o professor, muitas vezes, é visto como figura central. O espaço fornecido pelo projeto possibilitou a…
Quem chama a atenção é o professor? O dinamismo dos posicionamentos em uma Sala de Aula de PFOL
O posicionamento é um fenômeno sociointeracional dinâmico que é assumido pelos participantes por meio de tomadas de decisão durante um encontro social.Mesmo em situações hierárquicas rígidas, há sempre espaços para improvisos (ou ruídos) que provocam uma alteração na maneira esperada de se participar, renegociando os posicionamentos institucionalmente impostos. Desse modo, como já argumentado em Rae (2001), Kasper (2004) e Rampton (2006), partimo…
Redefining the teacher's positioning as gatekeeper in a Portuguese as a Foreign Language class in Macau
Positioning is a dynamic socio-interactional phenomenon that can be assumed, challenged and transformed by participants during a social encounter. Even in very typical hierarchical situations, such as those in institutions, there is always room for improvisation and changes that break the ritual, altering the expected manner by which participants are supposed to interact. These changes cause (re)negotiation of the institutionally imposed position…
The role of language teachers as cultural diplomats
In an increasingly multi-territorialized and interdependent world, people are getting more in touch with each other than ever before through many mass media services. This provides the possibility to overcome geographical boarders in order to build new relationships that foster mutual interests in economical and socio-cultural aspects from different countries. However, not only official diplomats are in charge of this exchange. As many language i…
Deslizando Sentidos
Neste trabalho, investigamos os efeitos produzidos por sujeitos chineses a partir da leitura de uma peça publicitária da marca Colgate, divulgada na mídia impressa sul-americana, vencedora do Prêmio de Prata no Festival de Cannes de 2011. Segundo a perspectiva discursiva, consideramos o texto um conjunto de sentidos, ligado à sua exterioridade, isto é, o interdiscurso. Por isso, o texto não é uma unidade fechada em si, nem algo que tem um sentido…
Competing voices
This article discusses how participants in a foreign language class negotiate instances of power and manage the constraints embedded in the discourse of a textbook. The aim is to analyse the manner in which teacher and students collaboratively set up a participation locus that is less dependent on institutional and social norms. Because the interactive space of the classroom is an environment in which power relationships become explicit, I am esp…
The use of utterance particles as assessment resources in Cantonese conversation
It has been reported in the literature that each language has very particular resources that show how participants mark their epistemic positions (Hayano, 2011; Iwasaki & Yap, 2015; Kärkkäinen, 2003, 2007; Thompson, 2002). Our main objective in this article is to discuss and explicate the use of these resources in a conversation carried out by young adults in Cantonese. We discuss how conversationalists mark and manage their epistemic positions t…
The dynamic layering of relational pairs in L2 classrooms
The focus of this paper will be placed upon the methods people use to interact in second language learning settings, discussing interactional aspects of language use in the ongoing production of classroom events. The extracts selected for analysis were drawn from Portuguese language lessons (for beginner and advanced students) in a Chinese university. The results show how L2 classroom participants secure joint orientation and mutual understanding…
Context formulation and the invocation of membership categories in an L2 classroom setting
Teaching and learning moments as subjectively problematic
This article takes a conceptual approach to an issue of pedagogical relevance—the presence of teaching and learning moments within educational environments. We suggest sources of philosophical confusions that design patterns for the classification and creation of typologies of classroom events. We identify three foundational assumptions with the way in which classroom events are analyzed: (1) Describing a classroom event (how it may be identified…
Periodicity and change
Time is a central concept for astronomy, yet how it is communicated in educational contexts has received insufficient attention in the literature. This study explores how time‐related concepts are communicated in the planetarium, by analyzing 34 different planetarium sessions held in a diversity of Portuguese institutions. Sessions were video and audio recorded. From 26 hrs of recordings, 163 excerpts related to time were identified. Studying ins…
Seeing by proxy
Visually informed accounts
In this article, the authors explore participants’ accounts of visual scenes produced during the instructed work of observing celestial bodies at planetarium sessions and star-parties. They use as examples some interactions in which participants (i.e. guides and visitors) are giving/following instructions and exchanging descriptions about the observed object based on their (in)direct access to the matter at hand and also on their orientation to t…
Reparo visual em um curso de contação de histórias em Português como Língua Adicional
Neste estudo, explorarmos como os participantes de um curso de contação de histórias em Português Língua Adicional (PLA) utilizam práticas de reparo (i.e. apontam e resolvem eventuais problemas na produção e no entendimento das locuções para garantir a intersubjetividade) em sala de aula. Buscamos refletir sobre três questões: 1) como os participantes utilizam o reparo visual (i.e. o uso sequencial e coordenado de gestos e outras ações corporific…
On Algorithmic Time and Daily Contingencies in the Lived Work of Food Delivery Service
Language, Discourse, Communication Strategies (10 obras) · Psychology (9 obras) · Sociology (9 obras) · EFL/ESL Teaching and Learning (8 obras) · Computer Science (7 obras) · Linguistics (7 obras) · Epistemology (6 obras) · Multilingual Education and Policy (6 obras) · Portuguese (6 obras) · Discourse Analysis in Language Studies (5 obras)