This study aimed to investigate how English language curriculum of the sixth, seventh and eighth grades of public primary schools was implemented by teachers and how it was experienced by students. The major areas of investigation were the teachers&rsquo / and students&rsquo / perceptions of the curriculum goals and content, instructional strategies, evaluation and assessment procedures, learner attitudes and the problems encountered during the curriculum implementation. Through a questionnaire for teachers and students, the data collected were from 368 teachers and 1235 students randomly selected from the 21 cities and 42 towns of the seven regions of Turkey. The results revealed that the implementation process of the English language curriculum showed differences in relation to the facilities of schools and classrooms, teacher and student characteristics and perceptions. Majority of the curriculum goals were attained at a moderate level and there were some problems with the selection and ordering of curriculum content. Various types of teacher-centered and learner-centered instructional strategies were implemented depending on the language skill to be taught and learned, and the students had positive attitudes towards most of these instructional strategies. The main problems encountered in the implementation process resulted from the lack of materials and resources, the course-book, the learners, the classroom environment and the curriculum. These problems influenced the attainment of goals, classroom practices and the assessment procedures. v Teachers&rsquo / perceptions of curriculum goals and content differed in relation to school location, age, teaching experience and educational background. Students&rsquo / perceptions of the curriculum differed in relation to their grade levels, gender, parents&rsquo / educational and English level and previous English grade. English language curriculum, English language teaching, curriculum implementation, teacher perceptions, student perceptions, primary school

Thesis (M.A.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 93-96).

Thesis (M.A.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 93-96). Also available in print.

Made available in DSpace on 2016-04-04T18:33:04Z (GMT). No. of bitstreams: 1 LUCIANE MARIS URVANEJA NAZARETH.pdf: 388657 bytes, checksum: 1e35f0f72e570b5c3f90f97996dcb570 (MD5) Previous issue date: 2011-02-24 / The need to learn a foreign language becomes increasingly present in both the day-to-day as in the world of work. The Training Course for Officers at Air Force Academy (AFA) in Pirassununga lasts four years and offers within its curriculum, English classes to the cadets. The field of oral mode of language is of paramount importance in the lives of future military pilots, since it is used in talk radio (phraseology) inside the aircraft and missions abroad. The dominance of English in the operational area of aviation is a key issue in terms of security. Several aircraft accidents, either on the ground or in flight, that were caused by miscommunication or misunderstandings between pilots and control tower. This study investigated the extent to which English course offered the cadets of the AFA (Course of general education and specific training), allows the acquisition of fluency in English required for competent performance of cadet airman. To achieve this goal we performed the documental analysis of Curriculum of English Language and English Instrumental Assessment Plan of the Air Force Academy and assessment tools applied to a class of 188 cadets at the end of 2nd and 4th years, between 2004 and 2006, aiming to derive if the targets with regard to the fluency of English were affected. Characterized, as well as a qualitative research, and was adopted as a methodological procedure to document analysis of curriculum in English with a focus on oral mode of language based on the Plan of Teaching Units, the Plan Evaluation Force Academy Air and Reports Analysis and assessment of quality teaching of the language course as well as official documents of the Air Force Academy and Air Force Command. After analyzing the results, the research indicates that between 2004 and 2006 the emphasis of the English course was in developing the skills of reading and writing, listening and speaking relegating the real focus of the course according to the Teaching Units Plan, the background. Thus, we obtained that the general objectives of the discipline, that would be to interpret written texts and oral presentations, and use speech acts in English and writing at advanced level were not achieved at the level proposed, which may have caused an insufficient learning and which might have affected the field of oral language. / A necessidade de aprender uma L?ngua Estrangeira se faz cada vez mais presente tanto no dia-a-dia como no mundo do trabalho. O Curso de Forma??o de Oficiais na Academia da For?a A?rea (AFA), em Pirassununga, tem dura??o de 4 (quatro) anos e oferece, dentro do seu curr?culo, aulas de L?ngua Inglesa aos cadetes. O dom?nio da modalidade oral da l?ngua ? de suma import?ncia na vida desses futuros pilotos militares, uma vez que ela ? usada na conversa via r?dio (fraseologia) dentro da aeronave e em miss?es no exterior. O dom?nio da L?ngua Inglesa no ?mbito operacional na ?rea da avia??o ? uma quest?o fundamental em termos de seguran?a. S?o v?rios os acidentes com aeronaves tanto em solo quanto em voo que ocorreram por falha de comunica??o ou mal-entendidos entre torre de controle e pilotos. O presente trabalho investigou at? que ponto o curso de Ingl?s oferecido as cadetes da AFA (Curso de forma??o geral e forma??o espec?fica), possibilita a aquisi??o da flu?ncia necess?ria em L?ngua Inglesa para a atua??o competente do cadete aviador. Para atingir este objetivo realizamos a analise documental do Curr?culo de L?ngua Inglesa e de Ingl?s Instrumental, do Plano de Avalia??o da Academia da For?a A?rea e dos instrumentos de avalia??o aplicados a uma turma de 188 cadetes, ao final do 2? e 4? anos, entre os anos de 2004 e 2006, visando auferir se as metas no que tange ? flu?ncia da L?ngua Inglesa foram atingidas. Caracterizou-se, assim, como uma pesquisa qualitativa, e adotou-se como procedimento metodol?gico a an?lise documental do curr?culo de L?ngua Inglesa com foco na modalidade oral da l?ngua tendo como base o Plano de unidades Did?ticas, o Plano de Avalia??o da Academia da For?a A?rea, e os Relat?rios de an?lise e avalia??o da qualidade pedag?gica do curso de idiomas, al?m de documentos oficiais da Academia da For?a A?rea e do Comando da Aeron?utica. Ap?s a an?lise dos resultados, a pesquisa aponta que entre os anos 2004 e 2006 a ?nfase do curso de ingl?s estava no desenvolvimento das habilidades de leitura e escrita, relegando audi??o e fala, os verdadeiros focos do curso segundo o Plano de Unidades Did?ticas, a um segundo plano. Dessa forma, pudemos auferir que os objetivos gerais da disciplina, que seriam interpretar textos escritos e exposi??es orais e empregar atos de fala e reda??es na l?ngua inglesa em n?vel avan?ado, n?o foram atingidos no n?vel proposto, fato que pode ter provocado uma aprendizagem insuficiente e que pode ter comprometido o dom?nio da modalidade oral da l?ngua.

Outdoor education is considered to be a recent teaching approach and method in a general educational framework, which is related to learning through authentic places and different direct experiences. However, the learning process within the educational system in Cyprus is mainly based on traditional models of teaching. Despite that fact, a modified society established the necessity for a new educational curriculum, which was implemented in 2010. Thus, the current research is focused on a curriculum-related study on outdoor learning and teaching, based on experiential learning in primary schools in Cyprus. Specifically, the focal point is on teachers’ perceptions regarding the status of experiential learning within the Greek language curriculum and the possibilities of implementing outdoor language activities, in order to enhance students’ learning. Through a qualitative approach, this research included analysis of the data extracted from ten semi-structured synchronous online interviews with primary teachers. The data were analysed thematically and summarized in five themes related to the connections between outdoor learning, experiential learning and language teaching. In particular, the relevant findings demonstrated that experiential learning is mainly presented on a theoretical base through the language curriculum and that outdoor language activities, although they can enhance the implementation of more efficient lessons, are limited. The results reveal primary teachers’ basic knowledge on the field of outdoor education, as they additionally noted some important barriers of outdoor learning, such as time limitations, lack of support and the traditional way of thinking. Thus, they pointed out the necessity of applying significant changes that will support the new Greek language curriculum and its basic principles. Additionally, the teachers acknowledged several benefits of outdoor language teaching mainly related to the students’ personal and social development. The above findings contribute to the current limited scientific knowledge, concerning the practice of outdoor education in primary level in Cyprus. To conclude, the results of the specific study are focused on the perceptions of the ten participants, so they cannot be generalized. Therefore, further research on the related field would be important for a wider investigation of outdoor language learning within the Cypriot educational system.

England’s long history of education has witnessed many conflicts in regard to language teaching. In this thesis, I investigate the conflicts surrounding two language education reform movements, Language Awareness and Knowledge About Language, during the Conservative administration between 1979 and 1997. The investigation examines official and non-official plans and policy texts produced by various groups and actors, notably Hawkins and Cox, that detail how the teaching of ‘Language’ should be conducted in England’s state school curriculum. The focus of the research is upon identifying what LA and KAL were as pedagogical concepts; why LA was reconstituted as KAL; what the motives underpinning these various plans and policies were; and finally, why efforts to establish LA and KAL were resisted. In the effort to make sense of this history, I draw theoretically and methodologically upon the work of Foucault, Fairclough, Bernstein and Ager. Limitations of my interpretation of this history notwithstanding, my findings revealed that LA was an educational reform movement that emerged from common schooling discourses, and one that sought to improve its educational provision. While LA was originally intended to be a subject in its own right that bridged the English and Foreign Language subject areas, Her Majesty’s Inspectorate reconstituted LA and placed its responsibility firmly within the English subject area. The motives underpinning LA and KAL planning and policy are varied. Those underpinning the policies, however, are distinctly ideological in nature, drawing a strong relationship between language education and democracy. Nearly all motives pertain to what Bernstein calls a competence model of education, the modes of which are notably attuned to addressing inequality and promoting social integration. LA and KAL were reforms that were both ill understood and resented, for varying and complex reasons, by educators and the Conservatives alike. The thesis closes with directions for future research.

No description available.

Thesis (PhD)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The aim of this study was to investigate and describe the current state of Afrikaans FAL teaching in selected Gr 4 – 6 classes in Western Cape urban schools. This was done by presenting an overview of the literature relevant to FAL teaching and FAL curricula as well as the results from questionnaires and semi-structured interviews with Gr 4 – 6 teachers. This study does not offer a quick-fix solution to the problems in the Afrikaans FAL classrooms, but the researcher believes that the findings will highlight the daily challenges Afrikaans FAL teachers have to face and that all role players will become actively involved in improving the state of Afrikaans FAL teaching in the Western Cape. The relevance of this study lies in the national drive towards the promotion of multilingualism among the general population and especially in education. Feedback from student teachers returning from practice teaching indicated that not enough time is allocated by schools for the instruction of Afrikaans FAL; greatly differing methodologies as well as teaching and learning materials are being used in Afrikaans FAL classes; and learner and teacher Afrikaans proficiency varies from class to class. A theoretical framework for language teaching and learning, a literature study pertaining to first additional language teaching nationally and internationally, and an analysis of South African FAL curricula support the research. Constructivism, social constructivism and teacher knowledge were identified as the underpinning theories for language teaching and learning. The literature study provides an overview of all the major methodologies relevant to FAL teaching and the researcher concluded that there is no single method or approach that will ensure effective FAL teaching, but that teachers should implement an eclectic approach to achieve the best results. This study used a mixed methods approach to generate empirical data; 125 questionnaires, completed by Grade 4 – 6 Afrikaans FAL teachers, provided the quantitative data. For the qualitative strand of the study, semi-structured interviews were conducted with 17 Afrikaans FAL teachers. The data of these interviews were used as triangulation, to confirm or disconfirm and elaborate on the results of the questionnaires. One of the major factors impacting negatively on the teaching and learning of Afrikaans FAL is the negative attitude towards Afrikaans among many learners and their parents. Teachers are not equipped with teaching strategies and techniques to manage these negative attitudes. The results show that many teachers still follow a teacher-centred approach to teaching, which is an indication that learners are not given enough opportunities to develop their communicative competence through interaction with others. Another factor affecting Afrikaans FAL teaching negatively is that not all schools implement the prescriptions of the various language policies and curricula as they should. The study also investigated the use of appropriate and relevant learning and teaching support materials (LTSM) in the FAL classroom. The results showed that most teachers still mainly use the textbook as teaching resource. There is a dire need for appropriate Afrikaans LTSM for FAL. The expectation is that, in the age of technology we find ourselves in today, learners’ interest will be stimulated through the use of technological teaching aids. Teachers should therefore have access to, and use, a variety of media and technological teaching aids and be able to integrate them effectively into their language teaching. The findings of the study revealed teachers are caught up in traditional language teaching methods and strategies which do not contribute to the enhancement of learners’ proficiency in the target language. The study also closely examined the different types of knowledge that a language teacher should have. The results showed that the teachers’ knowledge of the curriculum, language policies, language teaching and learning theories as well as methodologies is extremely limited. Therefore a new method or approach is needed, which is why this study recommends that the HEIs and the WCED ensure that initial teacher training programmes and in-service training workshops are upgraded and adapted in order to prepare the teachers adequately to implement the prescribed curriculum using appropriate methodologies and strategies. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om die huidige stand van Afrikaans Eerste Addisionele Taal (EAT) onderrig in gekose Gr 4 – 6 klasse in Wes-Kaapse stedelike skole te ondersoek en beskryf. Dit is gedoen by wyse van die aanbieding van ’n oorsig van die betrokke literatuur oor EAT-onderrig en EAT-kurrikula, asook die resultate van vraelyste en semigestruktureerde onderhoude met Gr 4 – 6-onderwysers. Hierdie studie bied nie ’n kitsoplossing vir die probleme in die Afrikaans EAT klaskamers nie, maar die navorser glo dat die bevindinge die uitdagings wat Afrikaans EAT-onderwysers daagliks trotseer, sal beklemtoon en dat alle rolspelers aktief betrokke sal raak om die stand van Afrikaans EAT onderrig in die Wes-Kaap te verbeter. Die toepaslikheid van hierdie studie is gesetel in die nasionale klem op die bevordering van meertaligheid onder die algemene pupliek en veral in die onderwys. Studente terugvoer na die praktiese onderwys dui daarop dat nie genoeg tyd aan die onderrig van Afrkaans EAT in skole bewillig word nie en dat daar ‘n groot verskeidenheid onderrigmetodes en onderrig- en leerhulpmiddels in Afrikaans EAT-klasse aangewend word. Leerders en onderwysers se vaardigheid in Afrikaans wissel ook van klas tot klas. Die navorsing is ondersteun deur ‘n teoretiese raamwerk van taalonderrig en –leer, ‘n literatuurstudie van eerste addisionele taalonderrig, nasionaal sowel as internasionaal, asook ‘n analise van Suid-Afrikaanse EAT-kurrikula. Konstruktivisme. sosio-konstruktivisme en onderwyser kennis is geïdentifiseer as die teoretiese begronding vir taalonderrig en –leer. Die literatuurstudie gee ‘n oorsig van al die belangrike en relevante EAT-metodieke. Die navorser het tot die gevolgtrekking gekom dat nie een enkele metode of benadering effektiewe EAT-onderrig kan verseker nie, maar dat onderwysers ‘n eklektiese benadering behoort te volg om die beste resultate te verseker. Hierdie studie het ‘n gemengde navorsingsbenadering gevolg ten einde empiriese data te genereer. Die kwantatiewe data is ingesamel by wyse van talle vraelyste wat deur Gr 4 – 6 Afrikaans EAT-onderwysers voltooi is. Semi-gestruktureerde onderhoude is met 17 Afrikaans EAT-onderwysers gevoer ten einde die kwalitatiewe data in te samel. Die data van hierdie onderhoude is gebruik as tri-angulasie om die resultate van die vraelyste te bevestig of te weerspreek. Een van die belangrikste faktore wat die onderrig en leer van Afrikaans EAT negatief beïnvloed, is baie leerders en ouers se negatiewe houding teenoor Afrikaans. Onderwysers is nie toegerus met die nodige onderrigstrategieë en –tegnieke om hierdie negatiewe houdings aan te spreek nie. Die resultate wys daarop dat baie onderwysers steeds ’n onderwyser-gerigte benadering volg wat daartoe lei dat die leerders nie genoegsame geleentheide kry om hulle kommunikatiewe vaardighede by wyse van interaksie met ander te ontwikkel nie. ‘n Ander faktor wat Afrikaans EAT-onderrig negatief beïnvloed, is die feit dat nie alle skole die voorskrifte van die verskillende taalbeleide en kurrikula implementeer soos van hulle verwag word nie. Hierdie studie het ook die gebruik van gepaste en relevante onderrig- en leerondersteuningsmateriaal in die EAT-klaskamer ondersoek. Die resultate het daarop gedui dat die meeste onderwysers nog steeds die handboek as belangrikste onderrighulpmiddel gebruik. Daar bestaan ‘n geweldige behoefte na gepaste Afrikaanse onderrig- en leermateriaal vir EAT. In die tegnologiese era waarin ons ons bevind, bestaan die verwagting dat leerders se belangstelling gestimuleer sal word deur die gebruik van tegnologiese onderrigmateriaal. Onderwysers behoort dus toegang te hê tot en ‘n wye verskeidenheid media en tegnologiese onderrigmateriaal te kan gebruik en in staat wees om dit suksesvol te integreer in hulle taalonderrig. Die bevindinge van hierdie studie het gewys dat onderwysers vasgevang is in tradisionele taalonderrigmetodes en –strategieë wat nie bydra tot die ontwikkeling van die leerders se vaardigheid in die teikentaal nie. Die verskillende soorte kennis waaroor ‘n taalonderwyser behoort te beskik is ook onder die vergrootglas geplaas. Die resultate het getoon dat die onderwysers se kennis van die kurrikulum, taalbeleid, taalonderrig en –leerteorieë en metodieke uiters beperk is. Daar is dus ‘n behoefte aan ‘n nuwe metode of benadering en daarom beveel hierdie studie aan dat onderwyseropleidingsprogramme en indiensopleidingswerkswinkels opgegradeer en aangepas word deur die Hoëronderwysinstellings en die WKOD om te verseker dat onderwysers voldoende voorberei word om gepaste metodieke en strategieë toe te pas in die implementering van die voorgeskrewe kurrikula.

Made available in DSpace on 2016-06-02T20:25:14Z (GMT). No. of bitstreams: 1 4438.pdf: 3837286 bytes, checksum: c770fa4155e8f098c4f5a402293c53dd (MD5) Previous issue date: 2012-05-24 / In this bibliographic and documental research, our aim is to investigate what kind of relationship may be established between the current Curricular Proposal (CP) of the State of São Paulo, the Modern Foreign Language Curriculum (MFLC) and the English course planning which underlies the Teacher s books (TBs) and Student s books (SBs) designed by São Paulo Department of Education for the third year of high school. The central argument of this study is to understand those documents, since they serve as orientation for teacher practice in São Paulo public schools. We assume that teachers should not be mere implementers, but they need to develop a critical eye toward the theoretical bases that underlie those proposals, as it is possible the occurrence of divergences among them. In order to achieve our aim, we drew a plan divided into three parts. First, we turned to authors who address issues related to concepts of language, learning, literacy, genders and course planning so that we could build the theoretical references that would guide us to answer the first question of this research: How is the underlying planning of the new São Paulo teaching materials (TBs and SBs) for the third year of high school constituted? Then, we described and analyzed the CP, the MFLC and the course planning. We used categories in order to understand the organization of the latter and establish the relationship with the first and second documents: type of course planning, grammar and vocabulary teaching, reading and writing teaching, assessment and view of language learning prioritized in the course planning. We finished the research by trying to answer the second question of this investigation: What kind of relationship may be established among the CP, the MFLC and the course planning embodied in the Teacher s and Student s books? Through the analysis we could discover that there are divergences between the theoretical and methodological aspects idealized in both CP and MFLC and the materialized ones in the course planning, especially when it comes to the teaching of reading, writing, grammar and vocabulary. / Visamos, a partir desta pesquisa de natureza bibliográfica e documental, investigar que relação pode ser estabelecida entre a Proposta Curricular (PC) do Estado de São Paulo, o Currículo de Língua Estrangeira Moderna (CLEM) e o planejamento de língua inglesa (LI) subjacente aos Cadernos do Professor (CPs) e do Aluno (CAs) da terceira série do Ensino Médio. O argumento central deste trabalho é compreendê-la, uma vez que tais propostas curriculares servem de norteadores para a prática do professor de LI da rede pública estadual. Partimos do pressuposto de que o professor não deve ser mero implementador, mas precisa desenvolver um olhar crítico em relação às bases teórico-metodológicas que fundamentam esses documentos, visto que é possível a ocorrência de divergências. Para atingirmos nosso objetivo, traçamos um plano, o qual foi dividido em três fases. Primeiramente, recorremos a autores que abordam questões relacionadas a concepções de língua(gem), aprendizagem, letramento, gêneros e planejamento de cursos de línguas para construirmos a ancoragem teórica que nos orientasse a responder à primeira questão de pesquisa: Como se constitui o planejamento subjacente aos cadernos de LI (CPs e CAs) da terceira série do Ensino Médio? Em seguida, descrevemos e analisamos a PC, o CLEM e o planejamento. Utilizamos categorias para que pudéssemos compreender a constituição deste último e estabelecer a relação com os dois primeiros: tipo de planejamento, ensino de gramática e vocabulário, ensino de leitura e escrita, avaliação e visão de linguagem e aprendizagem priorizada no planejamento. Finalizamos buscando responder à segunda questão: Que relação pode ser estabelecida entre a PC, o CLEM e o planejamento concretizado nos CPs e CAs? Na análise, evidenciamos que há divergências entre as perspectivas teórico-metodológicas idealizadas na PC e no CLEM e as materializadas no planejamento, especialmente no que se refere ao ensino de leitura, escrita, gramática e vocabulário.

Made available in DSpace on 2016-04-28T18:22:36Z (GMT). No. of bitstreams: 1 Priscilla Junqueira.pdf: 3264123 bytes, checksum: 09131a3221fe7f7c45257a57ba1e2002 (MD5) Previous issue date: 2012-10-25 / Secretaria da Educação do Estado de São Paulo / This research is inserted in the Applied Linguistic area and intends to investigate the perspectives of the student of one public school with regard to work with proposed exercises of English language in the Student Book from the São Paulo State Education Secretariat. The sorts of exercises covered in this study are centered in grammar, which is included in language conception, and in team work. The educational context comprised is based on the São Paulo State Modern Foreign Language Curriculum, English, (SÃO PAULO, 2010), with the addition of the Student Book (SÃO PAULO, 2009a) and the Teacher Book (SÃO PAULO, 2009b). The theoretical axis is mainly based in Vigotski (1934/1991; 1934/2008) and his Social- Historical-Cultural vision. It is complemented with Koch (2003), Travaglia (1995/2005), Larsen-Freeman (2003) and Celce-Murcia (2008) for language and grammar concerns and Magalhães (2009) for team work concern. Methodologically, this research fits in a case study (STAKE, 1995; YIN, 2001) of interpretative qualitative type that uses a questionnaire (NUNAN, 1992) and an interview (RUBIN & RUBIN, 2005) as data gathering instruments. I identified ten different perspectives of students about English learning in the context of this research. The analysis of the results showed that there are some established principles in the Curriculum and in the Teacher Book which permeate the Student Book, as seen in the identified perspectives of students of English learning based on grammar, the team work positive consideration, and their collaborative role for colleagues learning. In other hand, some other perspectives showed that there are divergences between the orientation inside the Curriculum and Teacher Book and the manner how the exercises are presented in the Student Book and worked in classroom, such as the lack of activities of speaking and listening or that is only possible to learn the idiom by means of training and repetitions, as perceived by the students / Esta pesquisa está inserida na área da Linguística Aplicada e tem por objetivo investigar as perspectivas do aluno de uma escola pública em relação ao trabalho com os exercícios de língua inglesa propostos no Caderno do Aluno da Secretaria da Educação do Estado de São Paulo (3° ano do Ensino Médio - volume 3). Os tipos de exercícios abordados neste estudo centram-se na gramática, que está inserida na concepção de linguagem, e no trabalho em equipe. O contexto educacional compreendido se baseia no Currículo de Língua Estrangeira Moderna, Inglês, do Estado de São Paulo (SÃO PAULO, 2010), e tem como aportes o Caderno do Aluno (SÃO PAULO, 2009a) e o Caderno do Professor (SÃO PAULO, 2009b). O eixo teórico adotado se fundamenta principalmente em Vigotski (1934/1991; 1934/2008) e sua visão Sócio-Histórico-Cultural. Em complemento, recorre-se a Koch (2003), Travaglia (1995/2005), Larsen-Freeman (2003) e Celce-Murcia (2008) em se tratando de linguagem e gramática; e a Magalhães (2009) para abordar o trabalho em equipe. Metodologicamente, esta pesquisa se enquadra num estudo de caso (STAKE, 1995; YIN, 2001) de cunho qualitativo interpretativista, que se utiliza de questionário (NUNAN, 1992) e de entrevista (RUBIN & RUBIN, 2005) como instrumentos de coleta de dados. Foram identificadas dez diferentes perspectivas dos alunos em relação à aprendizagem de inglês neste contexto de pesquisa. Os resultados da análise mostraram que há alguns princípios estabelecidos no Currículo e no Caderno do Professor que permeiam as atividades do Caderno do Aluno, conforme se verifica nas perspectivas dos alunos identificadas: de que se aprende inglês com as atividades de gramática, de que consideram positivo o trabalho em equipe, e de que eles contribuem para a aprendizagem de seus colegas. Por outro lado, algumas outras perspectivas apontam que há uma divergência entre as orientações que estão no Currículo e no Caderno do Professor e a maneira como os exercícios são apresentados no Caderno do Aluno e trabalhados em sala de aula, como a de que os alunos sentem falta de atividades que contemplem as habilidades de speaking (falar) e listening (escutar), ou de que só é possível aprender o idioma por meio de treinos e repetições