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Musik med högstadieelever i engelskundervisning / Music in the ESL-classroom with class 7-9 pupilsGrove, Anna, Susan, Mehler January 2024 (has links)
English is one of the three core subjects in the Swedish compulsory education system. It shares this standing with only mathematics and the Swedish language to comprise the triad of core subjects without which a pupil cannot apply for secondary education. This makes quality English teaching and accessible English learning paramount for pupils in years 7 to 9 in compulsory school. Research in second-language acquisition demonstrates that music is an effective tool in the language learning classroom, yet studies among older learners of English in compulsory school are less frequently carried out than those among younger learners of English. Drawing upon a sociocultural theoretical approach and mediated learning theory, as well as Krashen’s theory of the affective filter, this study investigates how learners perceive the use of music in their English language classrooms and presents feedback on how pupils feel music improves their language use and vocabulary. Through the tools of a pre-test/post-test the study demonstrates only a marginal improvement in vocabulary acquisition. The surveyed pupils are generally positive towards music as a pedagogical tool in the English language classroom. Not only do results demonstrate that music is welcome in awakening pupils’ interest and motivation, but that music and song are appropriate for older pupils in the 7 to 9 school years and that the study of music texts/lyrics can be employed with older compulsory school learners of English.
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Overcoming the fear of speaking in a foreign language : a study of the role that selected humanistic techniques play in reducing language anxiety associated with oral performance in the TESOL classroomBowen, Amanda Deborah 30 November 2004 (has links)
The aim of this study was to investigate the role that humanistic techniques play in reducing feelings of language anxiety associated with oral communication in the TESOL classroom. Students in the experimental group attended classes which incorporated humanistic techniques such as journal writing and group work and where the affective needs of the students were taken into account. Students in the control group were provided with the normal course content along more traditional lines and their affective needs were not taken into account. Language anxiety was measured by means of questionnaires, journals and interviews. The results revealed that general feelings of anxiety about oral communication decreased in the experimental group. The experimental group achieved higher scores in the final written examination although there was no significant difference in the oral examination results between the two groups. The drop-out rate in the experimental group was lower than that of the control group. / English Studies / M.A.
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Addressing the digital divide : using CALL material to teach grammar to learners of English First Additional Language in classrooms with limited computer and multimedia resourcesForbes, Deidre 03 1900 (has links)
Thesis (MPhil)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: Because English is the most widely-spoken second language in South Africa, it is
becoming increasingly important for learners to be able to master the English language,
including English grammatical structures; not only to do well at their internal and
external school examinations, but also to communicate effectively in a progressively
anglicised educational, occupational and commercial society. Educators of English First
Additional Language (FAL) often have to augment existing textbook material, especially
in the field of grammar teaching and learning, as many of the more recent textbook
publications do not make sufficient provision for the communicative teaching and
learning of grammatical structures. One way in which textbook material could be
augmented would be to develop interactive multimedia learning material for the teaching
of grammar. However, many South African English FAL classrooms are underresourced
in terms of computers and other technological tools needed to use such
interactive computer assisted language learning (CALL) material. The learners being
taught in these technologically barren classrooms may fall far behind their peers in
terms of exposure to interactive educational technology, i.e. they may become victims of
the digital divide.
The objective of this study was to investigate whether the digital divide could be
addressed with the development and use of computer assisted language learning
material that makes provision for learner interactivity and could be used in classrooms
with minimal access to technological tools. To determine the attitudes of educators with
regard to grammar instruction in general, as well as the use of technology in the
teaching and learning of grammar and the general accessibility of technology in English
FAL classrooms, educators of English FAL at nine rural, Afrikaans-medium schools
situated in low-income communities in the Western and Northern Cape were asked to
complete a questionnaire. The results of this survey were used to ascertain what kind
of multimedia learning material would be suitable for use in technologically challenged
English FAL classrooms. As part of this study, exemplar material has been developed
to make a recommendation regarding the type of multimedia material that could be used
in technologically under-resourced classrooms. / AFRIKAANSE OPSOMMING: Aangesien Engels die taal is wat die meeste as tweede taal in Suid-Afrika gebesig
word, raak dit toenemend belangrik vir leerders om die Engelse taal, insluitende die
grammatikale strukture van Engels te bemeester; enersyds om goed te doen in hulle
interne en eksterne skooleksamens en andersyds om effektief te kan kommunikeer in ’n
toenemend verengelsde onderwys-, werks- en ekonomiese gemeenskap. Opvoeders
van Engels Eerste Addisionele Taal (EAT) moet baiekeer bestaande
handboekmateriaal aanvul, aangesien baie van die nuwe handboeke nie voldoende
voorsiening maak vir die kommunikatiewe onderrig en leer van grammatikale strukture
nie. Een manier waarop handboekmateriaal aangevul kan word, is om interaktiewe
multimedia-leermateriaal te ontwikkel om grammatika te onderrig. Baie Suid-Afrikaanse
klaskamers is egter nie voldoende toegerus met rekenaars en ander tegnologiese
materiaal wat nodig sou wees om sodanige interaktiewe rekenaar-ondersteunde
leermateriaal te gebruik nie. Leerders wat onderrig word in sulke tegnologies swak
toegeruste klaskamers mag dus toenemend tekort skiet in vergelyking met hulle meer
bevoorregte tydgenote.
Die hoofdoel van hierdie studie was om te ondersoek of hierdie digitale skeiding
aangespreek kan word deur die ontwikkeling en gebruik van rekenaar ondersteunde
leermateriaal wat, terwyl dit voorsiening maak vir leerder-interaktiwiteit, ook gebruik kan
word in klaskamers met minimale toegang tot tegnologie. Om die houdings van
opvoeders ten opsigte van grammatika-onderrig in die algemeen, sowel as die gebruik
van tegnologie in die leer en onderrig van grammatika; en die algemene beskikbaarheid
van tegnologie in Engels EAT klaskamers te ondersoek, is opvoeders aan nege
plattelandse, Afrikaans-medium skole geleë in lae-inkomste woonareas in die Wes- en
Noord-Kaap gevra om ’n vraelys te voltooi. Die uitslag van hierdie ondersoek is gebruik
om vas te stel watter tipe multi-media leermateriaal geskik sou wees vir gebruik in
tegnologies swak toegeruste Engels EAT klaskamers. As deel van hierdie studie is
voorbeeld-materiaal ontwikkel om ’n aanbeveling te maak rakende die tipe materiaal
wat onder hierdie omstandighede gebruik sou kon word.
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Motivace dospělých ve výuce cizích jazyků / Motivation of Adults in ELTAntonínová, Radka January 2012 (has links)
Tato práce se zabývá neformální výukou anglického jazyka dospělých. Pojednává o motivačních prvcích v jazykovém vzdělávání a jak je na motivační strukturu ve výuce anglického jazyka nahlíženo učiteli a jejich studenty. Cílem práce bylo prozkoumat motivační citlivost učitelů v tzv. one-to-one jazykových firemních kurzech a jaké motivační strategie v těchto kurzech učitelé využívají. Teoretická část této práce se zabývá pozadím tématiky vzdělávání dospělých a praktická čast práce se skládá ze dvou částí - dotazníkového šetření a pozorování výuky.
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Percepções de professores-cursistas sobre um curso de inglês mediado por computadorNogueira, Luciana Costa 28 July 2009 (has links)
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Previous issue date: 2009-07-28 / Secretaria da Educação do Estado de São Paulo / The objectives of this study are: to analyze how the teaching-learning theories
and language descriptions that ground the Brazilian National Curriculum Parameters
to teach foreign languages in elementary and secondary schools (PCN-LE, Brasil,
1998 and PCN-EM, Brasil, 1999) are present in a computer-mediated English course
called Interaction Teachers; and to identify the perceptions of teachers, participants
of this course, on linguistic and technological aspects exploited in it. This research is
grounded on concepts discussed in the Brazilian National Curriculum Parameters to
teach foreign languages in elementary and secondary schools (PCN-LE, Brasil, 1998
and PCN-EM, Brazil, 1999) as well as on currents of thoughts in psychology that form
the basis for teaching-learning theories that have most influenced the teachinglearning
of foreign languages in our culture (Williams & Burden, 1997, Vygotsky,
1934/2007). This study is also based on concepts of language descriptions
(Hutchinson & Waters, 1987; Nunan, 1999), principles of Computer-Assisted
Language Learning -- CALL (Warschauer & Healey, 1998, 2004, Beatty, 2003;
Hardisty & Windeatt, 1989) and the criteria for didactic material evaluation proposed
by Ramos (1998). This study, a case study, was conducted with six student-teachers.
The data were collected in 2008, by questionnaires. The analysis of the course
shows that the language description and the teaching-learning theory that underlie
the course Interaction Teachers do not match the paradigms in the Brazilian
National Curriculum Parameters to teach foreign languages in elementary and
secondary schools (PCN-LE, Brasil, 1998 and PCN-EM, Brazil, 1999) because the
course is based on the structural view of language and on the behaviorist teachinglearning
theory. As far as the participants perceptions on linguistic and technological
aspects exploited in the course are concerned, results show that they have not
improved either their linguistic knowledge or technological skills as a consequence of
attending the course / Os objetivos deste trabalho são: analisar como as visões de ensinoaprendizagem
e linguagem apregoadas pelos PCN-LE (Brasil, 1998) e PCN-EM
(Brasil, 1999) se manifestam no curso Interaction Teachers, um curso de inglês
mediado por computador, e identificar as percepções de professores-cursistas sobre
aspectos linguísticos e tecnológicos desse curso. As bases teóricas desta pesquisa
foram: os Parâmetros Curriculares Nacionais Língua Estrangeira (Brasil, 1998) e
Parâmetros Curriculares Nacionais Ensino Médio (Brasil, 1999); correntes de
pensamento da psicologia que serviram de base para as teorias de ensinoaprendizagem
que mais influenciaram o ensino-aprendizagem de língua estrangeira
em nossa cultura (Williams & Burden, 1997; Vygotsky, 1934/2007); as teorias de
linguagem (Hutchinson & Waters, 1987; Nunan, 1999); o conceito de Computer-
Assisted Language Learning CALL (Warschauer & Healey, 1998, 2004; Beatty,
2003; Hardisty & Windeatt, 1989) e os critérios para avaliação de material didático
propostos por Ramos (1998). Esta pesquisa, um estudo de caso, foi realizada com
seis professores-cursistas. A coleta de dados foi feita no ano de 2008, por meio de
questionários. A análise do curso revela que as concepções de linguagem e ensinoaprendizagem
que embasam o curso Interaction Teachers contrariam os paradigmas
educacionais que subjazem os Parâmetros Curriculares Nacionais Língua
Estrangeira (Brasil, 1998) e Parâmetros Curriculares Nacionais Ensino Médio (Brasil,
1999); pois o curso se configura baseado na visão de linguagem estrutural e na
visão de ensino-aprendizagem behaviorista. Sobre as percepções a respeito do
curso, os professores-cursistas demonstraram que não obtiveram ganhos
linguísticos ou tecnológicos como fruto de sua participação no mesmo
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A reconstrução de uma unidade didática para o ensino de inglês e as percepções de alunosNogueira, Andrea Patricia 30 April 2010 (has links)
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Previous issue date: 2010-04-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / As part of the research project entitled Evaluation and Design of Didactic Materials
for Teaching and Learning Languages in Different Settings and Contexts , the aim of this
study is to investigate which contributions the re-elaboration of a didactic unit designed by the
teacher/researcher can bring to the learning process of a group of students. The re-elaboration
of this material was based on the results of a previous study (Nogueira, 2005) as well as on
theories of teaching and learning, language views and theories of layout of printed texts. This
work was also grounded on the experience of the teacher/researcher in the school where both
studies were conducted. This case study also examined the perceptions of ten students in a
public school on the implementation of the new version of the didactic unit. Data were
collected through questionnaires, reflective journals, interviews and audio recordings of the
classes in which the didactic material was used. This study is based on some principles of
reflective teacher education, proposed by Smyth (1992) and Schön (1992, 2000), on the
Parâmetros Curriculares Nacionais - Língua Estrangeira (Brazilian National Curriculum
Parameters for the Teaching of Foreign Languages Elementary School - Brasil, 1998a) and
Parâmetros Curriculares Nacionais - Ensino Médio (Brazilian National Curriculum
Parameters for the Teaching of Foreign Languages Secondary School - Brasil, 1999). It is
also grounded on the socio-interactionist theory of teaching and learning, proposed by
Vygotsky (1933/1978, 1933/1987), the concepts of task (Prabhu, 1987, Ellis, 2003) and genre
(Swales, 1990; Bhatia, 1993, Ramos 2004), Ramos 1998 s criteria to evaluate and design
didactic materials, and frameworks for layout and typography of printed texts (Smith, 1985
Araújo, 1986; Hurlburt, 1986; Ribeiro, 1987; Camara, 2005; Lupton, 2006) . The results of
this study showed that the new version of the didactic unit created moments of cooperation
among participants in the classroom, especially between students and the teacher. This study
also showed that learners made use of reading strategies to read and interpret instructions in
English written in the material. In addition, the data showed that they used their background
knowledge, previous textual and systemic knowledge, as well as the mediation of the teacher
and help from their classmates to overcome their difficulties to do the activities proposed in
the material. It was also confirmed that the visual aspect of a teaching material can contribute
to learning. Finally, not only did this research help me to reflect upon my role as a teacher,
designer and researcher but it also provided me with the opportunity to reflect upon my
students practice / Como parte do projeto de pesquisa denominado Avaliação e Elaboração de Material
Didático para Ensino-Aprendizagem de Línguas em Ambientações e Contextos Diversos ,
este estudo tem o objetivo de verificar que contribuições a reconstrução de uma unidade
didática preparada pela professora-pesquisadora pode trazer para o aprendizado de um grupo
de alunos. Esse material didático foi reconstruído tendo como base os resultados de um estudo
anterior (Nogueira, 2005), teorias de ensino-aprendizagem, de linguagem e de diagramação de
textos impressos, além da experiência da professora na escola em que ambos os estudos foram
conduzidos. Este estudo de caso examinou as percepções de dez alunos de uma escola pública
sobre a aplicação da nova versão da unidade. Para a coleta de dados, foram utilizados
questionários, diários reflexivos, entrevistas e gravações das aulas em áudio. Este estudo se
fundamenta na formação do professor reflexivo proposta por Smyth (1992) e Schön (1992,
2000); nos Parâmetros Curriculares Nacionais Língua Estrangeira (Brasil, 1998a) e nos
Parâmetros Curriculares Nacionais Ensino Médio (Brasil, 1999); na abordagem
sociointeracionista de ensino-aprendizagem proposta por Vygotsky (1933/1978, 1933/1987);
nos conceitos de tarefa (Prabhu, 1987; Ellis, 2003) e gênero (Swales, 1990; Bhatia, 1993;
Ramos, 2004); nos critérios de Ramos (1998) para a avaliação e preparação de materiais
didáticos; além de orientações sobre diagramação e tipografia de textos impressos (Silva,
1985; Araújo, 1986; Hurlburt, 1986; Ribeiro, 1987; Camara, 2005; Lupton, 2006). Seus
resultados mostraram que a nova versão da unidade proporcionou momentos de cooperação
entre os participantes em sala de aula, especialmente entre os alunos e a professora. Este
estudo também demonstrou que os aprendizes fizeram uso de estratégias de leitura a fim de
ler e interpretar os enunciados em inglês presentes no material. Além disso, os dados
mostraram que os participantes utilizaram seu conhecimento de mundo, textual e sistêmico,
além da mediação da professora e da ajuda dos colegas para superar suas dificuldades ao fazer
as atividades da unidade. Os dados ainda confirmaram que o aspecto visual de um material
didático pode contribuir para o aprendizado. Por fim, esta pesquisa contribuiu para que eu
repensasse não só sobre o meu papel como professora-designer-pesquisadora como também
sobre a prática de meus alunos
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A reflexão de professores de inglês em interações via e-mail / The english teachers reflection in interactions through e-mailMarcicano, Juliana Godinho Ragusa 10 June 2010 (has links)
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Previous issue date: 2010-06-10 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This dissertation lies within the area of the English teacher s reflective development and aims at describing and interpreting the phenomenon English teachers reflection in interactions through e-mail, through the identification of the questions that intrigue these participating teachers. To reach this goal, this investigation describes and interprets the phenomenon above from the point of view of the experience lived by myself, the researcher, as well as by seven participating teachers. The theoretical underpinning for this study is the concept of reflective development, based on the contributions of Dewey (1916, 1910/1933, 1938/1997, 1986/2008) Schön (1983, 1987, 1992a, 1992b), Freire (1970/1983, 1992, 2002, 2004), Vygotsky (1984/1998, 1989/2008), Kemmis (1987), Zeichner (1993, 2003) among others. From a qualitative standpoint, the methodological approach is the hermeneutic-phenomenological one, which aims at associations of retrospective descriptions and (re-)interpretations of lived experience (Ricoeur, 1986, 2002; van Manen, 1990; Freire, 1998, 2006, 2007a, 2007b). The texts which provided the interpretation basis were collected along two different semesters, when through 76 e-mail messages and 5 presential meetings it was possible to: (1) draw the profile of the English teachers who work for public schools and participate in this research, (2) identify the subjects which lead them to reflections upon their practices, and (3) document the reflective process unleashed. The interpretation of the collected texts was made according to the textualization and thematization processes proposed by van Manen (1990), and systematized by the refining and ressignification procedures suggested by Freire (2006, 2007a, 2007b) which show the themes that structure the investigated phenomenon. The interpretation of the texts reveal that English teachers reflection in interactions through e-mail is lived differently by the two groups formed by the participating teachers: in the first one, Caderno, difficulty, time, and identification are the emerging themes; in the second one, identification, practice and lack of time are the themes that display the nature of the experience lived by part of the participants in this research / objetivo descrever e interpretar o fenômeno reflexão de professores de Inglês em interações via e-mail, a partir da identificação de questões que inquietam esses professores. Para atingir esse objetivo, a presente investigação descreve e interpreta o fenômeno citado tendo como referência a experiência vivida por mim, pesquisadora, e pelos sete professores convidados a participar de minha pesquisa, originando os dois grupos focalizados. Fundamenta teoricamente esta pesquisa o conceito geral de formação de professores, tomando-se como base as contribuições de Dewey (1916, 1910/1933, 1938/1997, 1986/2008) Schön (1983, 1987, 1992a, 1992b), Freire (1970/1983, 1992, 2002, 2004), Vygotsky (1984/1998, 1989/2008), Kemmis (1987), Zeichner (1993, 2003), entre outros. De cunho qualitativo, a orientação metodológica é a hermenêutico-fenomenológica, que procura fazer uma associação de descrições retrospectivas e (re-)interpretação de experiências vividas (Ricoeur, 1986, 2002; van Manen, 1990; Freire, 1998, 2006, 2007a, 2007b), visando, assim, a descrever e interpretar um fenômeno da experiência humana. Os textos que serviram de base para a interpretação foram coletados ao longo de dois semestres diferentes, quando, por meio de 76 mensagens eletrônicas e 5 encontros presenciais, foi possível (1) traçar o perfil dos professores de inglês atuantes em escolas públicas e participantes desta pesquisa, (2) identificar os assuntos que os motivam a refletir sobre suas práticas e (3) documentar o processo reflexivo desencadeado. A interpretação dos registros textuais obtidos foi realizada com base nos processos de textualização e tematização, propostos por van Manen (1990) e operacionalizados pelos procedimentos de refinamento e ressignificação, sugeridos por Freire (2006, 2007a, 2007b), os quais evidenciam os temas que estruturam o fenômeno em foco. A interpretação dos textos revela que a natureza da reflexão de professores de Inglês em interações via e-mail se constituiu, distintamente, nos dois grupos investigados: no primeiro, Caderno, dificuldade, tempo e identificação são os temas que emergem dos registros interpretados; no segundo, os temas identificados são identificação, prática e falta de tempo
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“Um Everest que eu vou ter que atravessar” : formação de professores para o ensino de inglês acadêmico no programa idiomas sem fronteirasVial, Ana Paula Seixas January 2017 (has links)
O Programa Idiomas sem Fronteiras (IsF) promove ações para o ensino e a aprendizagem de idiomas com intuito de fortalecer a internacionalização das universidades e a formação de professores de línguas, pois são os alunos de graduação em Letras Inglês que ministram as aulas. Os Núcleos de Línguas (NucLi) organizam encontros pedagógicos-administrativos semanais, ou seja, momentos formais, ou institucionalizados, para discutir questões burocráticas sobre o Programa, que, acima de tudo, permitam aos professores aprender, indagar e refletir sobre a própria formação. Situada nesse contexto, esta pesquisa tem como objetivo descrever e analisar os momentos de formação docente para o ensino de Inglês para Fins Acadêmicos (IFA) vivenciados pelos professores-bolsistas no contexto de um NucLi do IsF em uma universidade pública brasileira. A fundamentação teórica deste trabalho está relacionada à formação docente orgânica, aquela que acontece dentro da profissão, de forma reflexiva e transformadora, conjugando conhecimentos teóricos e práticos ao contexto em que o professor está inserido (SCHÖN, 1995; PÉREZ GÓMEZ, 1995; VILLEGAS-REIMERS, 2003; NÓVOA, 2007; COSTA, 2013), e a IFA, cujo enfoque está no ensino e na aprendizagem da língua inglesa com vistas à participação e circulação de conhecimentos em contextos universitários (FLOWERDEW; PEACOCK, 2001; HYLAND; HAMP-LYONS, 2002; BRUCE, 2011). A questão norteadora do trabalho foi entender se os momentos formais, ou institucionalizados, de formação do NucLi – IsF preparam os professores-bolsistas para ensinar IFA. A pesquisa foi realizada ao longo de oito meses de trabalho de campo, envolvendo geração de dados etnográficos em um NucLi por meio de observação participante, gravações em áudio, registros fotográficos, entrevistas semiestruturadas e coleta de documentos. Por meio da análise dos dados, concluímos que os momentos de formação oportunizaram aos professores-bolsistas aprender e praticar IFA e refletir sobre o seu ensino através de três iniciativas do NucLi: aulas de preparação para o TOEFL ITP, em que os participantes mobilizaram seus conhecimentos linguísticos para realizar o teste e ampliaram o seu repertório de dinâmicas de sala de aula; reuniões pedagógico-administrativas, nas quais compartilharam materiais e indagaram sobre a formação desenvolvida no seu NucLi, propondo novas ações a serem implementadas; e aulas de leitura e escrita acadêmica, ministradas por uma das professoras-bolsistas aos seus colegas, em que puderam discutir habilidades e gêneros que circulam na esfera acadêmica, analisá-los e refletir sobre o uso que fariam em sala de aula, fornecendo subsídios a esses professores-bolsistas para lidar com o ensino de IFA. Ademais, os participantes expressam haver diferença entre ensinar IFA e inglês geral no planejamento e na condução das aulas, assim como na própria formação, pois também precisam ter conhecimento das práticas acadêmicas além do conhecimento linguístico para ministrar esse tipo de curso. Com base neste estudo, busca-se contribuir para um entendimento mais profundo acerca da formação de professores de IFA e da necessidade de integrar práticas de ensino com práticas acadêmicas. / The Languages without Borders (LwB) Program promotes actions for the teaching and learning of languages in order to strengthen the internationalization of universities and the development of language teachers, since the very undergraduate students are responsible for teaching the classes. The Language Centers (LC) organize weekly pedagogical-administrative meetings, i.e., formal, or institutionalized, moments to discuss bureaucratic issues about the Program, and, above all, to promote learning, questioning and reflection on their own teacher education itself. In this context, this study aims to describe and analyze the teacher education program for teaching English for Academic Purposes (EAP) experienced by the student teachers in the context of a LC of the LwB Program in a Brazilian public university. The theoretical framework is related to an organic teacher education process, one that occurs within the profession, in a reflective and transforming manner, combining theoretical and practical knowledge to the context in which the teacher is inserted (SCHÖN, 1995; PÉREZ GÓMEZ, 1995; VILLEGAS-REIMERS, 2003; NÓVOA, 2007; COSTA, 2013), and to EAP, the focus of which is on the English language teaching and learning aiming at the participation and circulation of knowledge in university contexts (FLOWERDEW; PEACOCK, 2001; HYLAND; HAMP-LYONS, 2002; BRUCE, 2011). The guiding question was to understand if the formal, or institutionalized, teacher education program at the LC prepares the student teachers to teach EAP. The research was conducted during eight months of fieldwork and involved ethnographic data generation in a LC through participant observation, audio recordings, photographic records, semi-structured interviews, and document collection. The teacher education program gave teachers the opportunity to learn and practice EAP and to reflect on their teaching through three initiatives of the LC: TOEFL ITP preparation classes, in which participants mobilized their language skills to carry out the test and broaden their repertoire of classroom dynamics; pedagogical-administrative meetings, where they shared classroom materials and inquired about the teacher education developed in their LC, proposing new actions to be implemented; and academic reading and writing classes taught by one of student teachers to their colleagues, in which they could discuss skills and genres that circulate in the academic sphere, analyze them and reflect on their use in the classroom, providing subsidies to these student teachers to deal with the teaching of EAP in that context. In addition, participants’ expressed that there are differences between teaching EAP and general English regarding lesson planning and their own classroom practices, as well as their teacher development itself, because they also need to have knowledge of academic practices besides the linguistic knowledge to teach this type of course. Based on this study, we hope to contribute to a deeper understanding of EAP teacher education and to the need to integrate teaching practices with academic practices.
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A graduação em letras-inglês como formação contínua: desfazendo unilateralidadesSilva, Paulo Roberto Boa Sorte 30 May 2014 (has links)
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Previous issue date: 2014-05-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This thesis claims that a College degree in English Language Teaching may have the
status of continuing education for students who already work as teachers, that is,
they have experience either at language institutes or state/private schools. In this
sense, this study aims to examine how experienced English language teachers,
enrolled in English Language Teaching courses at College, understand the education
they are engaged in. In order to do that, it is necessary to investigate the Senses and
Meanings that a group of student-teachers attribute to the education they receive; the
knowledge that contribute to the attribution of those Senses and Meanings; and it is
also necessary to explain how the understanding of the student-teachers about their
experience attribute to English Language Teaching courses the status of continuing
education. This is a qualitative research, characterized as a case study (YIN, 2010)
and inserted in Applied Linguistics field. The theoretical basis are related to the
differences between initial and continuing education (PERRENOUD, 2002;
GIMENEZ, 2005; GEDHIN ET AL., 2008; CELANI, 2010), pointing out that, not
always these two types of education, especially the ones related to English
Language Teaching, have such a linear relationship as their nomenclatures might
indicate (HUGHES, 1996; MENEZES, 2003; AZAMBUJA, 2007; HEPP, 2008; MOITA
LOPES & BASTOS, 2010; OLIVEIRA, 2010). There is also a discussion concerning
the national curricular guidelines (BRASIL, 1996, 2002a, 2002b) and particularities of
the Brazilian context (LIMA 2009, 2011; ALMEIDA, 2012, CHARLOT 2012); the
relationship between theory and practice (RAJAGOPALAN, 1984; PEREIRA, 1988;
PENNYCOOK, 2010); the teachers knowledge and survival strategies (GEERTZ,
1983/2009; WOODS, 1990; ROBERTSON, 1992; TARDIF, 2002; CANAGARAJAH,
2005); the contributions of Paulo Freire (1967/2011, 1968/2011) and the post-method
condition (PRABHU, 1990; KUMARAVADIVELU, 1994, 2001, 2006). The concepts of
Senses and Meanings, based on Vygotsky (1934/2010), are used as theoretical
support to data analysis. Concerning the instrument of data collection, it has been
chosen the semi-structured interview (RIZZINI, 1999; LÜDKE & ANDRÉ, 1996). The
results indicate that while attending the courses at the University, experienced
student-teachers opinions vary from those who are not experienced. In this case, the
former are better able to identify theories and practices that do not adapt to their
context than the latter. Experienced student-teachers have also added to their
practice the experiential knowledge, which is a characteristic of teachers in
continuing education. Even during the moments when the University does not help
students to relate theory and practice, experienced student-teachers are aware that
they need to reflect on their own practice and the role of the university in encouraging
such reflection / Esta tese defende que a graduação em Letras-Inglês pode ter o status de formação
contínua para os alunos que já atuam como professores, isto é, que possuem
experiência, seja em institutos de idiomas seja em escolas regulares públicas ou
privadas. Nesse sentido, tem o objetivo de analisar como professores de inglês
experientes, matriculados em cursos de Letras com habilitação em Inglês, entendem
a formação que recebem. Nessa análise, são investigados os sentidos e significados
que um grupo de alunos-professores atribuem a essa formação; os saberes que
contribuem para a atribuição desses sentidos e significados e explica-se como o
entendimento dos participantes acerca da sua experiência atribui ao curso de Letras
o status de formação contínua. Trata-se de uma pesquisa qualitativa, caracterizada
como estudo de caso (YIN, 2010), que se insere na área de Linguística Aplicada.
Como bases teóricas, tem-se as diferenças entre a formação inicial e a formação
contínua (PERRENOUD, 2002; GIMENEZ, 2005; GEDHIN ET AL., 2008; CELANI,
2010), indicando que, nem sempre, esses dois tipos de formação, especialmente no
contexto de ensino-aprendizagem de inglês, ocorrem de maneira tão linear quanto
as suas nomenclaturas possam indicar (HUGHES, 1996; MENEZES, 2003;
AZAMBUJA, 2007; HEPP, 2008; MOITA LOPES E BASTOS, 2010; OLIVEIRA,
2010). Há ainda, um olhar sobre o curso de Letras, a partir de documentos oficiais
(BRASIL, 1996, 2002a, 2002b) e particularidades do contexto brasileiro (LIMA, 2009,
2011; ALMEIDA, 2012, CHARLOT, 2012); a noção de relação teoria e prática,
(RAJAGOPALAN, 1984; PEREIRA, 1988; PENNYCOOK, 2010); os saberes
docentes e estratégias de sobrevivência (GEERTZ, 1983/2009; WOODS, 1990;
ROBERTSON, 1992; TARDIF, 2002; CANAGARAJAH, 2005); as contribuições de
Paulo Freire (1967/2011, 1968/2011) e da condição pós-método (PRABHU, 1990;
KUMARAVADIVELU, 1994, 2001, 2006). E, por fim, como suporte teórico à análise e
interpretação dos dados, os conceitos de Sentido e Significado, com base em
Vygotsky (1934/2010). Como instrumento de coleta de dados, foram utilizadas
entrevistas semiestruturadas (LÜDKE E ANDRÉ, 1996; RIZZINI, 1999). Os
resultados apontam que, ao cursar as disciplinas na universidade, esses alunos
possuem posicionamentos diferenciados daqueles que ainda não tiveram a
oportunidade de ensinar inglês. Nesse caso, alunos-professores experientes têm
mais facilidade em identificar teorias e práticas que não se adaptam ao seu contexto,
além de terem, incorporados a sua prática, os saberes experienciais, característicos
de professores em formação contínua. Mesmo havendo momentos em que a
universidade não ajuda a relacionar teoria e prática, alunos-professores experientes
têm consciência de que precisam refletir sobre a prática e sobre o papel da
universidade no incentivo a essa reflexão
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Vennovy diagramy - výuka na střední škole metodou CLIL / Venn diagrams - Teaching Mathematics using the CLIL method for upper secondary pupilsVojířová, Barbora January 2019 (has links)
This thesis focuses on the teaching of mathematics using the CLIL method. The topic is Venn diagrams and learning how to solve problems using these diagrams. The language chosen for the CLIL method is English. First, the CLIL method is described, and later I introduce sets and Venn diagrams. The aim of the thesis is to prepare and implement two lessons using the CLIL method in English, and two lessons in Czech, followed by preparing a test in both languages for a third lesson. The thesis was realized by conducting a teaching experiment, which took place in two classes of multi- year grammar school (in the Quintas - the first year of secondary school). I have compiled and tested four worksheets - two with Czech tasks, two with English tasks, a presentation for the lesson using the CLIL method, and tests for both language versions. Both the tasks and solutions are part of the thesis. Before the preparation of the thesis, the following two research questions were identified: 1. What needs to be taken into consideration when preparing for the Venn diagrams lesson using the CLIL method, and what needs to be added to this lesson compared to the Czech lesson? 2. At what success rate will pupils learn using the CLIL method in English and pupils using Czech, with regard to equation building and answers to...
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