I`m testing the forum -- Work Group One

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Subject: I`m testing the forum

Author:
Luciana Maia de Menezes (test)

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Date Posted: 04:59:40 08/13/10 Fri
In reply to: Luciano Valadares 's message, "Starting to put information together" on 21:12:03 08/12/10 Thu

Hello People,
> My objective here is to organize all the information
>we have already searched and to start writing the
>final text that should include the answers to the
>questions given by the professor, and also a comment
>about the journal "reading matrix".
>Questions to be answered (both in unit's goal section):
>1) But what exactly is a refereed journal?
>When an author has to publish a scholar or scientific
>work, he/she must submit the work to a bunch of
>experts in that same field of knowledge and recognized
>background, so they can review the work making
>corrections and adjustments. This procedure allows the
>editor to prevent publishing a work with no
>credibility. It is also a mechanism that foresees the
>relevance of the work presented.
>Refereed journals are also considered scholarly
>because their articles are usually written by and
>addressed to experts in a discipline.
>2) How does it differ from other common written media
>where one can also find scientific, specialized and
>discipline-specific information, such as newspapers,
>newsletters and magazines?
>The difference between journal and other sources of
>knowledge such as magazine, newspaper and newsletters
>is the credibility.
>The refereed journals are those which are submitted to
>several other experts for review and comment. These
>academics must agree on the article and testify that
>it is reliable and relevant. Their layouts usually
>have a serious look and presents graphs and charts.
>They also refer their source on footnotes or
>bibliographies.
>The authors� affiliations are always listed, the
>language has to do with the discipline covered being,
>this way, more connected with the reader background.
>The main purpose of the refereed journal is to report
>original and valuable researches to the scholarly
>world.
>The common written media, although important, serious
>or related to real facts is attached to general
>interests, and they are not always trustful as well.
>They can also be presented in a newspaper format. Most
>of times they have an attractive appearance and are
>heavily illustrated. The articles may be written by a
>member of the editorial staff, a scholar or even a
>free-lance writer. The vocabulary is meant to reach to
>any educated audience. They rarely cite their sources.
>They can be substantial, popular, or sensational.
>Being substantial, their purpose is to provide general
>information. Being popular, their interest is to
>entertain the reader and sell products with a lot of
>ads; being sensational, their main goal is to arouse
>curiosity among the readers and satisfy popular
>beliefs (common sense).
>
>Comments to be written about the journal: rel=nofollow target=_blank >rel=nofollow target=_blank
>href="http://www.readingmatrix.com/journal.html">http:/
>/www.readingmatrix.com/journal.html
>
>1) Is it a good example of a refereed journal?
>Concerning the media proposed for discussion �The
>Reading Matrix�, I believe, after having read some
>about the refereed journal, that it is, indeed, a good
>example peer-reviewed journal. It follows the very
>essential steps needed for being called so.
>It seems to us that the subject of the journal is very
>relevant since it is related to the researches done in
>the field of second language acquisition and applied
>linguistics.The editorial board is listed on the front
>page as a reference.
>It is also meant to be disseminated worldwide giving
>support to educators on L2 reading, L2 literacy and
>others subjects related to L2 learning and teaching.
>It has a board of academics (experts) with a vast
>knowledge and background on the subject presented.
>They work together in order to review the articles
>before they�ll be released, supplying the spectators
>with a reliable work. It also provides a forum in
>order to get opinions and critics from all over the
>world. The articles are also lengthy, and covers
>details of a new practical application or a research
>in the field .It does not allow articles who have been
>published before. Its layout looks serious and the
>language used is technical. Finally, the sources are
>fully listed, giving more credibility to the media.
>For all these points mentioned above, �The reading
>Matrix� is a good example of a refereed journal.
>
>2) What researchers interested in publishing in those
>journals should do?
>Researchers interested in publishing in refereed
>journals should first learn about the submission
>guidelines of the journal of their interest. In
>general, a submission guideline has all information
>and rules to publish articles. The common rules
>usually are:
>a) be unpublished manuscripts;
>b) be relevant topic related to the subject and issues
>in the field of the journal;
>c) be focused and written clearly to make it
>accessible to a large audience including those who are
>�not familiar with the particular subject matter
>addressed in the article� and the vocabulary;
>d) obey the minimum and maximum length for the article
>and the abstract;
>e) if possible, send it in electronic format and
>hyperlinks, hypermedia links to multimedia material.
>
>3) Comments about a topic covered frequently in the
>articles published over the past twelve months.
>A topic covered frequently in the articles published
>over the past twelve months reveals the worries about
>education. They are always researching methods to
>develop student�s abilities. They focus in troubles
>with students in native language in a regular school
>and also, second language acquisition.
>Over the last years, in many countries worldwide,
>there has been a decline in the reading skills of
>upper secondary school students, and their ability to
>read and understand advanced literature. Seeing this
>as an alarming change for the worse, governments,
>educational bodies and interested groups have taken
>various measures to address the issue. Five schools in
>five European countries�Italy, Lithuania, Sweden,
>Finland and Cyprus�have decided to do something about
>the students� inability and unwillingness to read
>literature. Their 2007-2009 Comenius ALCUIN project
>(Active Literacy: Competence and Understanding,
>Internally Naturalised�From Decoding to Understanding)
>aimed to develop reading methods which would motivate
>students to develop their reading skills, make them
>competent readers and users of their mother tongue as
>well as English as a second language. It also aimed to
>help them address more demanding texts, and also
>enable them to analyse and critically evaluate
>literary texts of various genres as well as European
>perspectives, and degrees of sophistication. This
>evaluative article aims to establish whether the first
>four new pedagogical methods used in the first year of
>the project in the five high schools have managed to
>motivate students in reading literature.
> >ma_sophocleous.pdf>
>
>Other researchers are concerned with who intends to
>learn one second language. Gee‟s (2000-2001)
>analytical framework was used to describe the
>constructed identities of two young Korean ELLs
>(English language learners) within the school context
>and were considered to gain insight into their
>academic success. The author argues that the �model
>minority� stereotype was influential in shaping the
>imposed identities created by the school community
>despite some contradictory evidence of the ELLs‟
>developing academic performances. Findings suggested
>that (a) teachers viewed the participant students as
>model students with exceptional academic capabilities,
>(b) participant students were often struggling to
>decipher implicit classroom rules and their language
>learning, and (c) peer group acceptance became a
>crucial factor in their access to academic learning
>and maintenance of social standing within the group.
>The paper concludes with critiques of current
>realities of US education and instructional approaches
>that fail to meet the needs of ELLs, both in the
>academic and affective domain.
>The model minority stereotype has served to isolate
>Asians in the US from other minority groups, and has
>increased tensions among minority groups. Moreover,
>coupled with consistent identification as a
>�foreigner/other,� this stereotype has effectively
>isolated Asian Americans from the White-Black binary
>that positions them in relative terms to Anglo
>Americans and African Americans (Kim, 1999). Hence,
>researchers have argued that the model minority
>stereotype should be critically examined instead of
>being internalized and accepted by Asian-American
>students and accepted by others (S. Lee, 1996; Park,
>1997).
>According to Gee, identity construction is a dynamic
>process that is only possible when recognition occurs
>(see also Taylor, 1994). A person is seen as a
>particular kind of individual through a �combination�
>of speaking, interacting, valuing, believing, and
>using artifacts (among others).xxxx
>
> >f>

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Next step	Luciana Maia de Menezes (quotations)	05:27:39 08/13/10 Fri