Daniel Ferraz (Faculdade de Tecnologia de São Paulo)
This paper aims at investigating how new literacies, technologies, and English language teaching intertwined in a graduate course from a university in the State of São Paulo, Brazil. In the light of Lankshear and Knobel (2007) I will briefly present the theoretical framework by discussing how new literacies, and technologies contributed to the formation of the English teachers in this context. By analyzing students’ response papers I will discuss how the reading and discussion of theories, and the application of technologies re-envisioned conventional pedagogical practices. Finally, I suggest that examples of pedagogical practices that include new literacies are essential within both Canadian and Brazilian contexts if we are to share experiences in order to build transnational literacies
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Camera credit Bill Brydon
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