Social interactive entropy and interaction in the language teacher education classroom
Parole chiave:
complex adaptive systems, interaction, language teacher education, social interactive entropy, language learning classroomAbstract
This paper has as core ideas the assumption that interaction is essential for knowledge construction and the claim that groups of individuals in learning contexts can be seen as complex adaptive systems (CAS). Some different, but congruous views on the classroom as a complex adaptive system are presented and the phenomenon which is constantly at work and affecting each and every CAS - the entropy - is brought to discussion. A specific type of entropy for social groups, defined as social interactive entropy, is also introduced as an attempt to promote reflection on how this phenomenon affects the behavior of a classroom under a complex perspective and how it influences such a social CAS by providing or restricting conditions for interaction and, hence, learning to emerge.
Downloads
Riferimenti bibliografici
ALTEKAR, E. V. Arrow of time: towards a new epistemology of science. In: WORLD CONGRESS OF PHILOSOPHY, 20, 1998, Boston, Massachusetts. Proceedings... Boston: Paideia Project Online, 1998. Available at: <http://www.bu.edu/wcp/Papers/TKno/TKnoAlte.htm>. Retrieved July 31 2012.
BERTALANFFY, L. V. Teoria geral dos sistemas Petrópolis: Vozes, 1973. 351 p.
BOWSFIELD, S. Complexity in the English language arts classroom: prompting the collective. In: COMPLEXITY SCIENCE AND EDUCATIONAL RESEARCH CONFERENCE, 2004, Chaffey's Locks, Canada. Proceedings... Chaffey's Locks, Canada, p. 147-154.
CAMERON, L.; LARSEN-FREEMAN, D. Complex systems and applied linguistics. International Journal of Applied Linguistics, v. 17, p. 226-240. 2007.
CANALE, M. From communicative competence to communicative language pedagogy. In: RICHARDS, J. C.,; SCHMIDT, R. W. (Eds.). Language and Communication London: Longman, 1983. p. 2-27.
CANALE, M.; SWAIN, M. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, Oxford, v. 1, n. 1, p. 1-47, 1980.
CAPRA, F. The Hidden Connections: A Science for Sustainable Living. New York: Anchor Books, 2002.
CAPRA, F. The Web of Life: A New Scientific Understanding of Living Systems. Toronto, Canada: Anchor Books, 1996.
DAVIS, B.; SIMMT, E. Understanding learning systems: mathematics education and complexity science. Journal for Research in Mathematics Education, v. 34, n. 2, p. 137-177, 2003.
DAVIS, B.; SUMARA, D. Cognition, Complexity, and Teacher Education. Harvard Educational Review, v. 67, n. 1, p. 105-125, 1997.
ELLIS, R. The study of second language acquisition Oxford: Oxford University Press, 1994. 832 p.
GLEICK, J. Caos: a criação de uma nova ciência. 16. ed. Rio de Janeiro: Campus, 1989. 310 p.
GREGG, K. R. Review article: Shallow draughts: Larsen-Freeman and Cameron on Complexity. Second Language Research, v. 26, n. 4, p. 549-560, 2010.
LARSEN-FREEMAN, D. Chaos/complexity science and second language acquisition. Applied Linguistics, Oxford, v. 18, n. 2, p. 141-165, 1997.
LARSEN-FREEMAN, D.; CAMERON, L. Complex systems and applied linguistics Oxford: Oxford University Press, 2008. 287 p.
LAYZER, D. Cosmogenesis Oxford: Oxford University Press, 1990. 336 p.
MALLOWS, D. Non-linearity and the observed lesson. ELT Journal, Oxford, v. 56, n. 1, p. 3-10, 2002.
PAIVA, V. L. M. O. Caos, complexidade e aquisição de segunda língua. In: PAIVA, V. L. M. O; NASCIMENTO, M. (Ed.). Sistemas adaptativos complexos: lingua(gem) e aprendizagem 2. ed. Campinas: Pontes, 2011. p. 187-203.
PIAGET, J. Estudos Sociológicos Rio de Janeiro: Forense, 1973.
RUELLE, D. Acaso e caos 2. ed. São Paulo: Editora da Universidade Estadual Paulista, 1993. 224 p.
THE FIVE GRACES GROUP. Language is a complex, adaptive system: position paper. In: ELLIS, N. C.; LARSEN-FREEMAN, D. (Ed.) Language as a complex adaptive system. Language Learning 60th anniversary special issue Wiley-Blackwell, v. 59, n. 1, p. 1-26, 2009.
VETROMILLE-CASTRO, R. A interação social e o benefício recíproco como elementos constituintes de um sistema complexo em ambientes virtuais de aprendizagem para professores de línguas 2007. 226 f. Tese (Doutorado em Informática na Educação) Programa de Pós-Graduação em Informática na Educação, Universidade Federal do Rio Grande do Sul, Porto Alegre, 2007. Available at: <http://www.lume.ufrgs.br/bitstream/handle/10183/14754/000666344.pdf?sequence=1>. Retrieved December 20 2012.
VETROMILLE-CASTRO, R. Considerações sobre grupos em ambientes virtuais de aprendizagem como sistemas complexos. Revista Brasileira de Linguística Aplicada (Impresso), v. 8, n. 1, p. 211-234, 2008. Available at: <http://www.periodicos.letras.ufmg.br/rbla/#download&150.pdf>. Retrieved December 20 2012.
WALDROP, M. M. Complexity: the emerging science at the edge of order and chaos. New York: A Touchstone Book, 1993. 384 p.
Dowloads
Pubblicato
Fascicolo
Sezione
Licenza
Copyright (c) 2013 Rafael Vetromille-Castro
Questo volume è pubblicato con la licenza Creative Commons Attribuzione 4.0 Internazionale.
Autores de artigos publicados pela RBLA mantêm os direitos autorais de seus trabalhos, licenciando-os sob a licença Creative Commons BY Attribution 4.0, que permite que os artigos sejam reutilizados e distribuídos sem restrição, desde que o trabalho original seja corretamente citado.
