ESEV - DCL - Artigo em revista científica, indexada ao WoS/Scopus
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Browsing ESEV - DCL - Artigo em revista científica, indexada ao WoS/Scopus by Author "Costa Lopes, Ana Maria"
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- MULTIMODAL CREATIVITY AT THE SERVICE OF FOREIGN LANGUAGE TEACHING IN HIGHER EDUCATION IN PORTUGAL: THE JASM PROJECTPublication . Costa Lopes, Ana Maria; Costa, Cristina Amaro da; Coutinho, Emília; Oliveira, Isabel; Pereira, José; Gillain, Romain; MOTA ROBOREDO AMANTE, FÁTIMA SUSANA; Fidalgo, Susana; Rocha Relvas, Susana; Delplancq, Véronique; JPBReviewThe JASM project used the Korsakow6 platform to produceStorytellingin foreign languages (FL), by students of the Media Studies degree course (Higher Education-HE) of the Escola Superior de Educação de Viseu(ESEV, Portugal).Objective: Look into the impact of non-linear digital narratives upon FL learning in HE, assessing the role of multimodal tools in fostering linguistic, cultural, and technological skills.Theoretical Framework: The study was grounded in active methodologies with a focus on integrating intercultural skills. Using new technologies is a catalyst forenhancing student motivation and autonomy.Method: The project, developed within the context of French and English, involved 25 voluntarily participating students attending the first year. Following language level tests, each group gathered information about the nationality and culture of migrants living in Viseu. Students conducted interviews and documented migrants’ life stories, traditions, using digital narratives. Final outputs included short films, social media posts, exhibitions, and an e-book. Results and Discussion: Students enhanced cognitive, emotional and aesthetic skills within collaborative environments, integrating experiences from multilingual and multicultural contexts with creative and multimodal abilities and increased autonomy and initiative. Challenges were identified, highlighting the need for ongoing teacher training.Research Implications: This project showed how digital and active pedagogies can foster the development of FL and intercultural competencies in HE students.Originality/Value: This study provides for an innovative approach relying on multimodal technologies for teaching FL in HE. The transformative potential of digital narratives as an impactful pedagogical tool is highlighted.
- The Korsakow platform and nonlinear narratives as a means to enhance foreign language learning in HEPublication . Costa Lopes, Ana Maria; Oliveira, Isabel; Pereira, José; Gillain, Romain; Amante, Susana; Fidalgo, Susana; Relvas, Susana; Delplancq, VéroniqueThe Covid-19 pandemic has posed great challenges to higher education (HE) and, in particular, to foreign language (FL) teaching. If, on the one hand, the lockdown and remote learning measures have brought constraints to teaching and research activities, on the other hand, they have fostered resilience, promoted creativity, and accelerated the use of technologies and digital transformation. The use of the Korsakow platform and the creation of non-linear storytelling are the strategies underlying an innovative methodology concerning the learning process of French and English as FL, in HE in Portugal. The JASM project (Open window onto the world: foreign languages, multimodal creativity, and pedagogical innovation in higher education) involves a group of students attending the bachelor’s course in Media Studies of the School of Education in Viseu. Students develop their assignments based on data analysis, related to diverse cultural and linguistic contexts within the city of Viseu, including interviews, photographs, and narratives centred on a migrant’s tradition. Digital art and online tools ensure greater motivation in acquiring multilingual skills and developing multilingual awareness. In this way, the various dimensions of language (aesthetic, emotional, and cognitive) are reinforced, in a remote teaching scenario/context, which is creative and collaborative while also mobilizing interdisciplinary skills. Such a reflection appears to be particularly relevant at a time when one needs clearly to adapt teaching and learning to the needs of society and rely upon pedagogical innovation, with students whose HE training has specific objectives other than the ones of those enrolled in language courses. The methodology is discussed, and the results of this project-based learning are presented.
- “Tradução e Re-IMAG[EM]Inação como Locus e Foco Central em The Adventures of Tom Sawyer”Publication . Amante, Susana; Delplancq, Véronique; Costa Lopes, Ana Maria; Relvas, SusanaTanto os Estudos de Tradução como a Literatura Infantil e Juvenil foram áreas negligenciadas e apenas recentemente começaram a despertar interesse junto da comunidade académica, cruzando fronteiras e passando a ser estudadas numa abordagem multidisciplinar e holística. Contudo, esta abordagem, ao intersetar áreas de saber, em especial traduzindo línguas e culturas – e, de modo particular, tendo crianças e jovens como público preferencial – levanta questões éticas. Pretende-se, pois, reacender a discussão em torno das representações que são veiculadas em textos de partida e, sobretudo, nas respetivas traduções, questionando: a. esses livros seguem estratégias de domesticação ou de estrangeirização? b. poderão as traduções ser consideradas como um lugar de resistência ou serão, por outro lado, locais que nos permitem imaginar nações diferentes como comunidades exóticas, relegando-as para um espaço fora dos limites das paisagens modernas? Neste artigo, procuraremos abordar estas questões, centrando-nos em The adventures of Tom Sawyer, de Mark Twain. Como conclusão principal, destacamos a recente tendência de leitura das traduções como espaços liminares, de mediação; elas são o Terceiro Espaço que constrói pontes rumo a um diálogo intercultural produtivo e à compreensão mútua.