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Este artigo tem como objetivo descrever algumas características da comunicação na indústria de óleo e gás considerando as contribuições da linguística aplicada e do inglês de aviação, tais como particularidades de natureza sintática, semântica e pragmática. Os estudos foram motivados pela necessidade de se ter um retrato da dinâmica comunicacional que ocorre no cenário proposto, realizados no âmbito do Projeto HF2 e organizados em três etapas. A fase 1 revisou os relatórios de acidentes para descobrir fatores de comunicação que poderiam estar associados à segurança e ajudar a construir uma versão preliminar de uma taxonomia baseada na taxonomia de fatores de comunicação e linguagem na aviação usada para análise linguística na aviação. A segunda etapa compreendeu entrevistas com trabalhadores de duas diferentes operações offshore, a fim de avaliar as informações metalinguísticas a respeito de possível treinamento e uso padronizado da linguagem durante a realização das atividades. A terceira etapa compreendeu a coleta de dados in loco e a análise das informações linguísticas. A linguística de corpus, a análise conversacional, o princípio cooperativo e a taxonomia dos fatores de comunicação e linguagem na aviação foram alguns dos referenciais teóricos que orientaram a análise. Os resultados apresentados são preliminares, porém significativos, e mostram que fatores procedimentais são marcantes quando se contempla a possibilidade de falha na comunicação e, por isso, podem ser considerados o cerne de uma taxonomia. Adicionalmente, os dados metalinguísticos das entrevistas mostram que parece haver um comportamento comunicativo padronizado nas operações dado o rigoroso treinamento técnico a que os trabalhadores são submetidos No entanto, o uso indevido ou a não utilização de certas estruturas léxico-morfológicas e de estratégias e procedimentos comunicativos podem impactar a segurança. Nessa linha, o artigo também aborda algumas sugestões para práticas de comunicação otimizadas

This study contributes to a growing body of scholarship at the intersection of bilingual education and education policy and examines reclassification, or the transition out of formal English language services in schools, as one potential lever in accelerating or decelerating multilingual learners' science learning. More specifically, it traces multilingual learners' science academic achievement vis-à-vis science test scores over a six-year period using the nationally-representative Early Childhood Longitudinal Study of 2010-11 (ECLS-K:2011) data set. We use regression analyses with panel data to explore the relationship of reclassification with MLs' science achievement at a national scale, and then, how variation in contextual factors (including family, school, and individual characteristics) shapes this relationship. Results show that, after controlling for covariates and prior test scores, reclassification is not significantly associated with differential science test scores when compared to students that retain their EL status. Results further show that reclassification is associated with higher science achievement for MLs who were previously in a dual-language program but lower scores for those with higher prior achievement. We conclude with implications for the reclassification process, as well as directions for future research on reclassification, multilingual learners, and academic achievement.

Viewing teacher vulnerability as a pedagogical tool, this comparative case study examined two secondary literacy teachers' use of vulnerability in relation to various instructional goals. Through the analysis of eight video-recorded lessons, we found that teachers demonstrated vulnerability through multiple ways within their literacy instruction through modeling ways of connecting personal experiences to texts, and establishing classroom norms that welcome difficult emotions and experiences. However, we also found that teacher vulnerability can sometimes lead to uncertainty, and even constrain student participation. We argue that teacher vulnerability helps establish a "humanizing pedagogy," and offer possible strategies for teachers who are vulnerable within literacy instruction. We conclude with a discussion of different levels of appropriating vulnerability as a pedagogical tool.

As linguistic diversity continues to increase in the United States public school system, schools are expected to meet the needs of their ever-changing student body. While much attention within education research has understandably focused on multilingual learners' (MLs) English language acquisition, an emergent body of work points to science as an important subject for attention among elementary MLs. We suggest that understanding what "science and language inputs" are afforded to MLs in schools can contribute to understanding the needs and opportunities for enhancing MLs' science learning. This study leveraged nationally representative data from the Early Childhood Longitudinal Study of 2010-2011 to explore the science and language inputs available to MLs in elementary school. Using descriptive statistics, our analysis of science and language inputs provides evidence on what MLs have, or do not have, access to inside of their schools. Science inputs appear to be relatively evenly distributed across classrooms serving non-MLs, MLs, and subgroups therein. In comparison, language inputs are differentially distributed across ML subgroups, but they are distributed in ways that may align with student needs. However, while the science inputs do not necessarily vary across subgroups, the language inputs do, and this may affect how students can engage with science inputs. In understanding what science and language inputs MLs are afforded, this study provides a foundation for how to improve formal learning environments for them, especially regarding science learning.

This article aims to explore the impacts of power dynamics arising from the use of the WhatsApp instant messaging application on the work routines of civil servants within a public educational institution. Utilizing the Foucauldian genealogy of power as a theoretical framework, we endeavor to conduct a critical historical analysis of the mechanics behind socially constituted power relations. Employing a qualitative case study approach, we juxtapose the analytics of power (drawing categories from the Foucauldian genealogy) with the investigative model of technological paradoxes, focusing on 'Control vs. Chaos' and 'Autonomy vs. Addiction', against data collected from interviews to uncover the power effects within this virtual space. Key findings include the observation that managers leverage a 'system of differentiations' to categorize and control subordinates through WhatsApp in a sophisticated and efficient manner. Moreover, the supposed enhancement of productivity through hyperconnectivity leads to compulsive smartphone use among employees, a phenomenon we interpret, following Foucault, as an institutionalized process of worker subjugation. Nonetheless, practices of resistance emerge, contesting these subjugation processes that affect the subject-workers. The institutional 'battle' for increased autonomy and healthier work routines emerges as one of the most potent forms of resistance against the overreach of power effects associated with WhatsApp use in the examined work contexts.

This study investigates the impact of game-based learning (GBL), an increasingly popular educational approach, on the development of self-directed learning (SDL) skills in complex scenarios, particularly in undergraduate logistics education. A key component of the three year study is LOST (Logistics Education Simulator), a serious game platform, deployed in an undergraduate engineering course in Mexico. An extensive literature review was carried out using Scopus to examine recent works published between 2019 and 2024, providing a state-of-the-art overview of the field. Subsequently, a survey based on the scale created by Fisher, King, and Tague (2001), known for its extensively evaluated internal consistency, revealed five distinct factors of self-directed learning. The findings underscore that the LOST platform significantly enhances self-directed learning, promoting the development of Self-management Skills, Openness to Learning Opportunities, Initiative and Independence in Learning, Self-concept as an Effective Learner, and Love of Learning. The students demonstrated a significant increase in their perception of these skills over the course of the study, highlighting the effectiveness of GBL in promoting such learning skills. These findings highlight the multidimensional nature of learning skills that can be fostered through GBL. The study concludes by discussing the vital role of GBL in complex scenarios, particularly in enhancing the development of self-directed learning skills in undergraduate logistics education.

Leadership knowledge is viewed as an essential aspect of overall leadership learning, yet questions abound as to who decides what forms of knowledge are recognized as legitimate. This article reviews existing frames of leadership knowledge along with prior attempts to codify leadership knowledge. We then examine the function of leadership knowledge within the leadership learning framework (LLF) and explore how it connects to and illuminates other facets of the LLF model. Finally, critical questions are asked about the future evolution of leadership knowledge and the roles of context, culture, and complexity in decolonizing leadership knowledge.

Tuberculosis (TB) is a leading cause of death globally (1). However, TB-related mortality rate estimates usually do not account for posttreatment deaths (1). TB survivors are at increased risk for [...]