Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-04-04T13:23:04Z No. of bitstreams: 1 Fernanda Cristina Lombardi Guidi.pdf: 2995392 bytes, checksum: 211ed0b352024d63d8d78872a8797c15 (MD5) / Made available in DSpace on 2017-04-04T13:23:04Z (GMT). No. of bitstreams: 1 Fernanda Cristina Lombardi Guidi.pdf: 2995392 bytes, checksum: 211ed0b352024d63d8d78872a8797c15 (MD5) Previous issue date: 2017-03-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research, which subscribes to the sociocultural-historical theory, aims at probing into how three upper-class self-called bilingual schools organize their bilingual teaching vis-à-vis the theoretical foundations that underlie the school’s pedagogical syllabus, official documents and the live observation of a few “class activities”. The corpus consists of the schools’ official documents (Political Pedagogical Syllabus and School Regiment); audio-recorded lessons, research journal, and the transcription of selected lessons. The theoretical framework of this research is grounded on the various bilingual education conceptions. As for the methodology, this is a critical qualitative research where knowledge is viewed in contexts that constitute subjects and as a possible contribution to their social evolution, taken here to mean material progression and symbolic emancipation of all subjects involved in the process. The analysis is carried out based on na enunciative-discursive-linguistic perpespective (LIBERALI, 2013), which helps reveal how the analyses are executed and interpreted. The results show that School A takes an interest in working for the community, which resonates with the concept of social practice. However, School A has a monoglossic view of language, despite belonging to a programme similar to an immersion. School B subscribes to a view closer to the social aspect, looking at bilingual education as a way of integrating cultures through globalized education, which likens it to the principle of social justice. It is described as an Upper Class or Elite bilingual education because it works the languages in a compartimentalized way. Finally, School C prepares its students to become world citizens better able to live, learn and work in a globalized world. School C appears to work predominantly with one language of instruction, in this case, English, which may suggest a disregard for the child’s background, which may, in turn, result in a lack of mobility / Esta pesquisa, situada na teoria sócio-histórico-cultural, tem como objetivo investigar como se configura a educação bilíngue em três escolas denominadas bilíngues de elite frente às concepções teóricas que embasam as propostas pedagógicas e aos documentos oficiais dessas instituições e da observação de algumas “atividades aula”. O corpus selecionado é composto por documentos oficiais das escolas observadas (Projeto Político Pedagógico e Regimento Escolar); aulas gravadas em áudio, diário de campo, e transcrição das aulas selecionadas. A fundamentação teórica utilizada ancora-se nas diferentes concepções de educação bilíngue, seus tipos, programas e nas práticas pedagógicas bilíngues. Metodologicamente, trata-se de uma pesquisa crítica de abordagem qualitativa em que o conhecimento é visto em contextos constitutivos do indivíduo e como uma possível contribuição para a evolução social, entendida em termos de progressão material e emancipação simbólica de todos os envolvidos no processo de pesquisa. A análise é realizada por meio de categorias em perspectiva enunciativa-discursiva-linguística (LIBERALI, 2013), que ajuda a explicitar os procedimentos de constituição das análises e suas interpretações. Os resultados das análises demonstram que na Escola A há um interesse pelo trabalho voltado para a comunidade, o que dialoga com o princípio de prática social. No entanto, apresenta uma visão monoglóssica de língua, e parece se inserir em um programa semelhante aos de imersão. A Escola B apresenta uma visão mais relacionada ao aspecto social, atribuindo à educação bilíngue uma forma de integrar as culturas por meio da educação globalizada, o que se assemelha ao princípio de justiça social. Está inserida na educação bilíngue de Elite ou de Prestígio, pois trabalha as línguas de forma compartimentalizada. Por fim, a Escola C prepara seus alunos para serem cidadãos do mundo aptos a viver, aprender e trabalhar em um mundo globalizado. Parece trabalhar com a predominância de uma língua como meio de instrução, no nosso caso, o inglês, o que sugere uma desconsideração do repertório da criança, o que pode resultar na falta de mobilidade

Thesis (M.A.T.) -- School for International Training, 2006. / Advisor -- Pat Moran Includes bibliographical references (leaves 90-91).

Young students learn through active and playful encounters with their environment. The Curriculum for Compulsory School (Lgr11) states the importance of play in students’ active learning. The aim of this thesis is to investigate the role that has been ascribed to play in research on early English language learning. The main questions address how play can be used to promote language learning in the early primary English as a Foreign Language (EFL) classroom and other methods teachers may use that benefit students’ language development. The method used for this thesis is a systematic literature review with a qualitative approach. Six studies were included in the analysis. The analysis shows that playful methods of teaching can help the teacher to develop students’ English skills. Research has shown that playful encounters during language learning help students feel more motivated and dedicated to learning a foreign language. The results indicate the importance of the teacher having knowledge regarding what is being taught, how it is supposed to be learned, and why it is meaningful for the students in their own personal language development. Based on the thesis results further research is needed to understand the teachers’ methods of teaching English as a Foreign Language in the early primary classroom. / <p>Engelska</p>