Esta investigação teve como objetivos: (a) verificar o grau de êxito da compreensão do discurso oral docente de aprendizes de língua inglesa de nível de proficiência B2, conforme classificação sugerida pelo Quadro Comum Europeu; e (b) identificar as percepções de professores e alunos de cursos desse mesmo nível a respeito de como deve ser a enunciação oral docente, com vistas à promoção efetiva do desenvolvimento da habilidade de compreensão oral dos aprendizes. A finalidade deste estudo foi a de comparar a percepção dos dois grupos, bem como contrastar essas opiniões com a finalidade didática da enunciação. Tomamos por base a hipótese geral de que a maioria dos professores e alunos de nível B2 de proficiência acredita que a enunciação oral docente deva ser apresentada de forma a facilitar a compreensão do aprendiz e que isso promove o desenvolvimento da habilidade de compreensão oral por parte deste último. Os dados foram coletados por meio de: (1) um questionário de verificação da compreensão oral, aplicado aos alunos logo após a audição da gravação do discurso de um professor; (2) questionários aplicados a professores e alunos sobre suas percepções quanto a diferentes aspectos da enunciação oral docente, tais como velocidade de fala, frequência de uso de léxico e estruturas sintáticas não familiares ao aluno, uso da língua materna e entonação. A análise e discussão dos dados foram realizadas à luz da teoria sociointeracionista, de Vygotsky, do conceito de aprendizagem significativa, de Ausubel, e das teorias enunciativas de Benveniste e Bakhtin. Os dados apontam para o fato de, tanto alunos quanto professores, acreditarem que o discurso docente deva ser apresentado de forma a facilitar a compreensão oral discente e que essa crença reflita-se na prática do professor; também indicam que a maioria dos professores não parece relacionar a forma como o discurso oral docente é proferido à possibilidade de isso auxiliar no desenvolvimento da habilidade de compreensão discente. / Submitted by Marcelo Teixeira (mvteixeira@ucs.br) on 2014-06-06T16:11:48Z No. of bitstreams: 1 Dissertacao Lisiane Ott Schulz.pdf: 2671427 bytes, checksum: dc667f01070365826f0b130398763df7 (MD5) / Made available in DSpace on 2014-06-06T16:11:48Z (GMT). No. of bitstreams: 1 Dissertacao Lisiane Ott Schulz.pdf: 2671427 bytes, checksum: dc667f01070365826f0b130398763df7 (MD5) / The purposes of this investigation were: (a) to verify how effective was students’ understanding of a teacher’s speech considering the B2 English proficiency level (according to the classification suggested in the Common European Framework document) and (b) to identify teachers’ and students’ perceptions on how a teacher’s classroom speech should be delivered so as to help B2 students improve their listening comprehension skills in an effective way. Based on these data, teachers’ and students’ perceptions were compared. Furthermore, a contrastive analysis between their beliefs and the didactics purpose of the teacher’s speech was also carried out. The general hypothesis that drove this study is that most teachers and most B2 proficiency level students believe that a teacher’s speech should be delivered so as to facilitate students’ understanding and that this helps students improve their listening comprehension skills. The data were collected through (1) a listening comprehension questionnaire given to students right after they listened to the recording of a teacher’s speech and (2) survey questionnaires that investigated the subjects’ perceptions regarding different features of teachers’ speech such as speech rate, use of unfamiliar words, expressions and syntactic structures, use of mother tongue and intonation. The data was analyzed from a Vygotskian perspective, from Ausubel’s meaningful learning concept and from Benveniste’s and Bakhtin’s views of language. As the data analysis showed, most students and teachers believe that the teacher’s speech should be delivered in such a way as to facilitate students’ understanding. It also revealed that these beliefs were reflected in the teacher’s classroom practice. Moreover, the results suggested that most teachers do not seem to correlate the way a teacher’s speech is delivered to the possibility of this helping improve students’ listening comprehension skill.

Esta investigação teve como objetivos: (a) verificar o grau de êxito da compreensão do discurso oral docente de aprendizes de língua inglesa de nível de proficiência B2, conforme classificação sugerida pelo Quadro Comum Europeu; e (b) identificar as percepções de professores e alunos de cursos desse mesmo nível a respeito de como deve ser a enunciação oral docente, com vistas à promoção efetiva do desenvolvimento da habilidade de compreensão oral dos aprendizes. A finalidade deste estudo foi a de comparar a percepção dos dois grupos, bem como contrastar essas opiniões com a finalidade didática da enunciação. Tomamos por base a hipótese geral de que a maioria dos professores e alunos de nível B2 de proficiência acredita que a enunciação oral docente deva ser apresentada de forma a facilitar a compreensão do aprendiz e que isso promove o desenvolvimento da habilidade de compreensão oral por parte deste último. Os dados foram coletados por meio de: (1) um questionário de verificação da compreensão oral, aplicado aos alunos logo após a audição da gravação do discurso de um professor; (2) questionários aplicados a professores e alunos sobre suas percepções quanto a diferentes aspectos da enunciação oral docente, tais como velocidade de fala, frequência de uso de léxico e estruturas sintáticas não familiares ao aluno, uso da língua materna e entonação. A análise e discussão dos dados foram realizadas à luz da teoria sociointeracionista, de Vygotsky, do conceito de aprendizagem significativa, de Ausubel, e das teorias enunciativas de Benveniste e Bakhtin. Os dados apontam para o fato de, tanto alunos quanto professores, acreditarem que o discurso docente deva ser apresentado de forma a facilitar a compreensão oral discente e que essa crença reflita-se na prática do professor; também indicam que a maioria dos professores não parece relacionar a forma como o discurso oral docente é proferido à possibilidade de isso auxiliar no desenvolvimento da habilidade de compreensão discente. / The purposes of this investigation were: (a) to verify how effective was students’ understanding of a teacher’s speech considering the B2 English proficiency level (according to the classification suggested in the Common European Framework document) and (b) to identify teachers’ and students’ perceptions on how a teacher’s classroom speech should be delivered so as to help B2 students improve their listening comprehension skills in an effective way. Based on these data, teachers’ and students’ perceptions were compared. Furthermore, a contrastive analysis between their beliefs and the didactics purpose of the teacher’s speech was also carried out. The general hypothesis that drove this study is that most teachers and most B2 proficiency level students believe that a teacher’s speech should be delivered so as to facilitate students’ understanding and that this helps students improve their listening comprehension skills. The data were collected through (1) a listening comprehension questionnaire given to students right after they listened to the recording of a teacher’s speech and (2) survey questionnaires that investigated the subjects’ perceptions regarding different features of teachers’ speech such as speech rate, use of unfamiliar words, expressions and syntactic structures, use of mother tongue and intonation. The data was analyzed from a Vygotskian perspective, from Ausubel’s meaningful learning concept and from Benveniste’s and Bakhtin’s views of language. As the data analysis showed, most students and teachers believe that the teacher’s speech should be delivered in such a way as to facilitate students’ understanding. It also revealed that these beliefs were reflected in the teacher’s classroom practice. Moreover, the results suggested that most teachers do not seem to correlate the way a teacher’s speech is delivered to the possibility of this helping improve students’ listening comprehension skill.

This study engages with the domains of second language teaching and learning (L2TL), drama-based teaching and learning (DBTL) and embodied cognition in order to establish how the effective implementation of DBTL may contribute to the efficacy of L2TL practices. There are shortfalls in second language (L2) classrooms and there is a need for a L2 teaching approach, which promotes social interaction in varied sociocultural contexts wherein learners are encouraged to make meaning in order to convey their message. The L2 learning processes created by this approach could overcome the shortfalls of L2TL and offer what is required by Second Language Acquisition (SLA) to acquire a L2. This study proposes that the use of the Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR) could overcome these shortfalls. However, CEFR can only be effective if the approach that is utilised in its implementation aligns with CEFR’s principles. This study argues that a drama-based teaching approach could adhere to CEFR and address the shortfalls of L2TL. This study explores drama as a facilitation tool and uses elements of process drama to create an approach to DBTL that could create learning experiences which may enhance the efficacy of L2TL and adhere to CEFR. This study argues that for a DBTL approach to be effective in L2TL, it has to foreground embodied cognition. Embodied cognition theories state that in order to create optimal learning opportunities, social, affective learning experiences should be created wherein learners interact with other humans and their environment in order to make and convey meaning. By critically engaging with embodied cognition theories, this study establishes which components of embodied cognition should be considered for DBTL to be effectively implemented in L2 classrooms. Subsequently, this knowledge ensures that the proposed approach to drama-based second language teaching and learning (DBL2TL) could allow for effective implementation. This study argues that a hypothetical DBL2TL programme based on this DBL2TL approach, which is steered by embodied cognition and adheres to CEFR, could overcome the shortfalls of L2TL. Furthermore, the programme could offer insight into how DBTL could effectively be implemented in L2TL, which in turn could enhance the effectual implementation of DBTL in L2 classrooms. Therefore, the hypothetical DBL2TL programme could enhance the efficacy of L2TL. / Dissertation (MA)--University of Pretoria 2020. / Drama / MA / Unrestricted

Effective ELL teaching and learning is profoundly influenced by the teachers’ personal experiences and personalities (Farrell, 2016), their experience as language learners as well as language teachers (Farrell, 2007), and their beliefs about learning and teaching a second language (Farrell, 2015; Farrell & Ives, 2015). This study honored and examined in-depth the often-discounted stories/reflective narratives of our teachers. This paper reports a qualitative cases study that explores three veteran teacher’s reflection on their personal and professional experiences with ELLs for self-discovery over years (Cirocki & Farrell, 2017) so that they can further reflect for their future actions with ELLs (Burns & Bulman, 2000; Farrell, 2007; Farrell & Vos, 2018). Data analysis revealed the teachers’ different strengths and needs in working with ELLs. Four major dimensions (language, culture, culturally and linguistically sensitive pedagogy, and collaborative community) were identified as critical to effective teaching of ELLs and preparation of second language teachers.

No description available.

Made available in DSpace on 2016-04-28T20:56:44Z (GMT). No. of bitstreams: 1 Paula Paques Carreira.pdf: 378410 bytes, checksum: eec8111860efe079a4d51f8aef98ca75 (MD5) Previous issue date: 2014-05-05 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study aimed at understanding the role of affective aspects in the English Language teaching and learning process in two different contexts: regular school and language center. The theoretical background was based upon the studies about affectivity by Almeida (2002), Mahoney (2002), Leite (2002), Tassoni (2002), Rossini (2001), as well as studies on foreign language teaching and learning by Celani (2001), Duarte (2010), Almeida Filho (2010), Paiva (1999), Leffa (1988), and Arnold and Brown (1999). Qualitative research methodology was employed and the data collection instruments used were essay writing and questionnaire. The results indicate that the main role of affective aspects in English language teaching and learning is to enable students involvement with assigned activities, providing a pleasant relationship with the learning of a new language, because for the students that participated in this study English language teaching should be guided by pedagogic practices that engage them in their everyday issues, that foster good teacher student, student student interaction and gives them opportunities to travel, meet new people, a new culture, adding value to their personal and professional future. In short, the results hint that we should reflect on a pedagogical practice guided by students needs, learned as a whole and that furthers their development in affective, cognitive and motor aspects / Este estudo teve como objetivo conhecer qual o papel dos aspectos afetivos no processo de ensino aprendizagem de língua inglesa em dois diferentes contextos escolares: escola regular e centro de línguas. O Referencial teórico baseou-se nos estudos sobre afetividade de Almeida (2002), Mahoney (2002), Leite (2002), Tassoni (2002), Rossini (2001), como também estudos sobre a aprendizagem e ensino de língua estrangeira Celani (2001), Duarte (2010), Almeida Filho (2010), Paiva(1999), Leffa (1988), Arnold and Brown (1999) . A metodologia escolhida foi a qualitativa e foram utilizados os seguintes instrumentos de coleta: elaboração de redações e questionário. Os resultados indicam que o papel primordial dos aspectos afetivos no processo de ensino aprendizagem da língua inglesa é possibilitar o envolvimento dos alunos com as atividades propostas, propiciando uma relação prazerosa com o conhecimento de uma nova língua, pois para os alunos pesquisados o ensino de língua inglesa deve ser pautado em práticas pedagógicas que os envolvam em questões de seu cotidiano, que promovam uma boa interação professor aluno, aluno-aluno e que lhes traga oportunidades para viajar, conhecer outras pessoas e uma nova cultura, agregando valor para seu futuro pessoal e profissional. Em resumo, os resultados sugerem que façamos uma reflexão sobre uma prática pedagógica pautada nas necessidades do aluno, apreendido como um todo e que promova o seu desenvolvimento em todos os aspectos: afetivo, cognitivo e motor

Esta pesquisa de natureza qualitativa-interpretativista (BOGDAN; BIKLEN, 1994); (BORTONI-RICARDO, 2008) consiste em uma investigaÃÃo sobre as crenÃas dos educandos, professores e gestores em trÃs escolas pÃblicas do ensino fundamental na cidade de SÃo LuÃs do MaranhÃo. Apresenta como objetivo, compreender as influÃncias das crenÃas sobre o ensino e aprendizagem da lÃngua inglesa e suas implicaÃÃes no desenvolvimento da autonomia dos educandos nos discursos dos estudantes do oitavo ano do ensino fundamental, dos professores de lÃngua inglesa, e gestores escolares. Nesse sentido, as questÃes de pesquisa sÃo as seguintes: quais as crenÃas dos professores, estudantes e gestores sobre o ensino e aprendizagem da lÃngua inglesa? Quais as semelhanÃas e diferenÃas entre as crenÃas dos participantes da pesquisa? Como professores, educandos e gestores entendem o papel do aluno e do professor nesse processo? Em que medida as crenÃas dos professores, educandos e gestores poderiam promover ou inibir a autonomia dos aprendizes no processo de aprendizagem da lÃngua inglesa? Quais os fatores do contexto escolar que podem promover ou nÃo o estÃmulo da autonomia dos educandos? Para responder a esses questionamentos, a pesquisa utilizou os seguintes instrumentos: questionÃrio com escala baseado no inventÃrio de crenÃas BALLI (Beliefs About Language Learning Inventory), questionÃrios fechados e mistos, entrevista-semiestruturada e observaÃÃo. O referencial teÃrico baseou-se nos estudos sobre crenÃas, Barcelos (1995, 2001, 2004, 2011); Alanen (2003); Silva (2005 2007); Almeida Filho (2010), Dufva (2003), Bakhtin (2009), Faraco (2009); Brait (2005); nos estudos sobre autonomia do aprendiz baseados em Dickinson (1987); Freire (1996); Benson (2006, 2008) dentre outros. Os resultados da pesquisa mostraram a presenÃa de crenÃas em todos os grupos participantes que sugerem promover e inibir a autonomia dos educandos no seu processo de aprendizagem da lÃngua inglesa. Os grupos dos professores e gestores apresentaram crenÃas desfavorÃveis quanto à promoÃÃo da autonomia do educandos, sobretudo, a forma como os educandos sÃo percebidos diante do processo de aprendizagem da lÃngua inglesa. Em contrapartida, os educandos apresentaram crenÃas que estimulam a autonomia no processo de aprendizagem da lÃngua inglesa. Ademais, os resultados, destacaram a abordagem de aprender dos educandos como fator fundamental à influÃncia das crenÃas sobre a abordagem de ensinar do professor e dos gestores quanto ao ensino e aprendizagem do idioma inglÃs na escola pÃblica. / This qualitative-interpretative research (BOGDAN; BIKLEN, 1994); BORTONI-RICARDO, 2008) consists of an investigation into the beliefs of students, teachers and administrators in three public middle schools in the city of SÃo Luis of MaranhÃo. It presents as objective to understand the influences of beliefs on teaching and learning of English language and their implications in the development of learnersâ autonomy in the speeches of eighth-grade students, English language teachers, and school administrators. In this sense, the research questions are the following: what are the beliefs of the teachers, students and administrators on teaching and learning of English language? What are the similarities and differences among the participantsâ beliefs of the research? How the teachers, students and administrators understand the studentâs and the teacherâs roles in that process? To what extent the beliefs of teachers, students and administrators can contribute to promoting or inhibiting the learnersâ autonomy in the learning process of English language? What are schoolâs factors that can promote the stimulus or not of the learnersâ autonomy? To answer these questions, the research used the following tools: scale questionnaire based on the inventory of beliefs named BALLI (Beliefs About Language Learning Inventory), closed and mixed questionnaires, semi-structured interviews, and observation. The theoretical reference is based on studies about beliefs, Barcelos (1995, 2001, 2004, 2011); Alanen (2003); Silva (2005, 2007); Almeida Filho (2010); Dufva (2003), Bakhtin (2009), Faraco (2009); Brait (2005), and learnerâs autonomy based on Dickinson (1987); Freire (1996); Benson (2006, 2008) and so on. The results from the search showed the presence of beliefs in all the participant groups that suggest fostering and inhibiting the studentsâ autonomy in their learning process in English language. The groups of teachers and administrators showed disfavour beliefs regarding the promotion of studentsâ autonomy, mainly, the way how the learners are perceived in the learning process of English language. On the other hand, the students presented beliefs that stimulate the autonomy in the process of English language learning. Furthermore, the results detached the studentsâ learning approach as a fundamental factor to the influence of beliefs on the teachersâ teaching approach and administratorsâ approach regarding the teaching and learning of English language in public school.

Submitted by Franciele Moreira (francielemoreyra@gmail.com) on 2017-09-12T18:39:59Z No. of bitstreams: 2 Dissertação - Rosana Alves Simão Santos - 2017.pdf: 2142440 bytes, checksum: 8cae138e1250692b02185cc47961b167 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Rejected by Luciana Ferreira (lucgeral@gmail.com), reason: O título em outro idioma possui palavras em maiuscula sem necessitar. Certifique-se de que não há palavras-chave em outro idioma on 2017-09-19T13:54:53Z (GMT) / Submitted by Franciele Moreira (francielemoreyra@gmail.com) on 2017-09-19T15:13:34Z No. of bitstreams: 2 Dissertação - Rosana Alves Simão Santos - 2017.pdf: 2142440 bytes, checksum: 8cae138e1250692b02185cc47961b167 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Rejected by Luciana Ferreira (lucgeral@gmail.com), reason: Essa dissertação é do CEPAE - Colégio Aplicação. Mude no dropbox e no nome da unidade nome do programa e citação. on 2017-09-20T10:53:30Z (GMT) / Submitted by Franciele Moreira (francielemoreyra@gmail.com) on 2017-09-20T12:58:29Z No. of bitstreams: 2 Dissertação - Rosana Alves Simão Santos - 2017.pdf: 2142440 bytes, checksum: 8cae138e1250692b02185cc47961b167 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-09-21T10:40:33Z (GMT) No. of bitstreams: 2 Dissertação - Rosana Alves Simão Santos - 2017.pdf: 2142440 bytes, checksum: 8cae138e1250692b02185cc47961b167 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-09-21T10:40:33Z (GMT). No. of bitstreams: 2 Dissertação - Rosana Alves Simão Santos - 2017.pdf: 2142440 bytes, checksum: 8cae138e1250692b02185cc47961b167 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-08-07 / Outro / This research is a case study entitled Literary reading and Foreign Language teaching: the Edgar Allan Poe short story in the process of the teaching and learning of the English Language in High School, and it stems from the line of research “Theoretical-methodological Conceptions and Teaching Conceptions”. Its objective is to investigate and to describe the rippling influences of a literary text (authentic material) as a didactic material. The guiding question to this study was: what are the contributions of a literary text (authentic materials) as a didactic resource to the process of teaching and learning of a foreign language as well as to students’ motivation? The corpus of the research was the short story “the Black Cat” by American author, Edgar Allan Poe. The collecting of the data happened during a didactic sequence (DS) with students in the 1st year of High School in a public institution in the city of Trindade- GO, their ages ranging from 14 and 16 years old. For the data analysis, two questionnaires were used, one initial questionnaire and a final questionnaire, and the activities carried out during the DS. This study was based on theories on the Short Story, Literature and didactic materials, using some of the following authors: (1994), Calvino (1990), Candido (1995, 2004), Campagnon (2009), Eco (2003), Duarte (2016), Leffa (1999), Pessoa (2009), Almeida Filho (2013), Almeida Filho e Barbirato (2000), amongst others. The analysis adumbrated that the practice of literary readings and the utilization of authentic materials in the foreign language classroom can motivate and contribute, in a positive way, to the teaching and learning process. Thus, we hope that this work can be a rich source of information to the pedagogic practices of other foreign language (FL) teachers, since there is not only the improvement of pedagogical practices, but also the value of theoretical reflection. / Trata-se de um estudo de caso, com o título Leitura literária e ensino de Língua Estrangeira: o conto de Edgar Allan Poe no processo de ensino e aprendizagem de Língua Inglesa no Ensino Médio, vinculado à linha de pesquisa Concepções Teórico-Metodológicas e Concepções Docentes. Objetiva-se investigar e descrever as influências exercidas quando se utiliza um texto literário (material autêntico) como material didático. A pergunta norteadora foi: que contribuições o uso de um texto literário pode trazer tanto no processo de ensino e aprendizagem quanto na motivação de estudantes de língua inglesa? Elegeu-se como corpus de pesquisa o conto The Black Cat, do autor americano Edgar Allan Poe. Para a coleta de dados, aplicou-se uma sequência didática (SD), com alunos de 1º ano do Curso Técnico Integrado ao Ensino Médio de uma instituição pública da cidade de Trindade-GO, na faixa etária entre 14 e 16 anos. A análise dos dados contemplou a utilização de dois questionários (um inicial e outro final) e as atividades desenvolvidas a partir da SD. Fundamentou-se a pesquisa em teorias de conto, literatura e material didático de autores como: Bosi (1994), Calvino (1990), Candido (1995, 2004), Campagnon (2009), Eco (2003), Duarte (2016), Leffa (1999), Pessoa (2009), Almeida Filho (2013), Almeida Filho e Barbirato (2000), entre outros. A análise apreendida revelou que a prática de leitura literária e a utilização de material autêntico nas aulas de língua estrangeira podem motivar e contribuir de forma positiva para o processo de ensino e aprendizagem. Espera-se, portanto, que esta pesquisa seja uma fonte rica para pesquisadores e estudiosos dos temas aqui discorridos, visto que há não apenas o aprimoramento das práticas pedagógicas, mas também o valor da reflexão teórica.

Submitted by Jaqueline Silva (jtas29@gmail.com) on 2016-10-27T16:30:32Z No. of bitstreams: 2 Dissertação - Thiago Morais de Araújo - 2016.pdf: 2286238 bytes, checksum: ef0e592dacdf3cc472bcfa585cdddea1 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Jaqueline Silva (jtas29@gmail.com) on 2016-10-27T16:31:07Z (GMT) No. of bitstreams: 2 Dissertação - Thiago Morais de Araújo - 2016.pdf: 2286238 bytes, checksum: ef0e592dacdf3cc472bcfa585cdddea1 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-10-27T16:31:07Z (GMT). No. of bitstreams: 2 Dissertação - Thiago Morais de Araújo - 2016.pdf: 2286238 bytes, checksum: ef0e592dacdf3cc472bcfa585cdddea1 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-08-19 / This ethnographic research seeks to identify and understand how English language learners of basic education for youth and adults (EJA) and their accompanying teacher attribute cultural meanings to the English language and its teaching and learning, and to investigate how these cultural meanings interfere in the dynamics of the classroom. In order to give theoretical support to this research, we embased in theories those could lead the reader to reflect on the English in/of the globalized world, ie, the use of english in society and the way it is and should be treated in the teaching –learning process, specifically in the EJA context (BRUTT-GRIFFLER, 2002; MCKAY, 2002; RAJAGOPALAN, 2009; RISAGER, 2006; among others). The next topic we consider important to mention some of the history about the EJA education in Brazil and how was the installation of this program in the state of Goiás and more precisely in the city of Goiânia, as the city in which such research occured. This research is characterized as an ethnographic case study (ANDRÉ; LÜDKE, 1985; REES, 2003; WATSON GEGEO, 2010; among others), in which the researcher includes observation techniques, conducts formal and informal interviews with participants study in real situations, records the lessons in audio and video so that they can analyze the interactions, as well as notes on the researched and reflective diary field to answer the questions of the study. In addition, behaviors and events / actions that occur within the LI classroom, in this study, were observed and recorded, in order to identify the cultural fields, through the analysis of semantic relationships offered by Spradley (1980), and so , unveil the cultural meanings to such attitudes and behavior. These cultural explanations have been built on the emic foundation, common in ethnographic studies. The group investigated is the sixth grade of elementary school of a public school where the adult education program takes place. Based on the analysis, we realized that there are some different cultural understandings of what learning / english language is for the teacher and her students. We realize that there are different expectations about the roles that these participants should take the foreign language classroom while the teacher wishes an independent student, active and safe, the students, in turn, present themselves as exempt from responsibility for this complex learning a foreign language process, as others attribute this responsibility, moreover, understand that these different attitudes and cultural understandings about english language teaching learning process stem from the sociocultural position that each participant has in society. According to these analyzes, we can see that the study leads us to reflect on the importance of developing an awareness of an intercultural approach in the classroom, as well as understanding of the roles of teachers and students. / Esta pesquisa de base etnográfica busca identificar e compreender como os aprendizes de língua inglesa (LI) do Ensino Fundamental de Jovens e Adultos (doravante EJA) e sua respectiva professora atribuem significados culturais à LI e ao seu ensino e aprendizagem, além de investigar como esses significados culturais interferem na dinâmica da sala de aula. Para dar suporte teórico a esta pesquisa, embasamo-nos em estudos que pudessem levar o leitor a refletir sobre a LI no/do mundo globalizado, isto é, o uso do Inglês na sociedade e a forma como esta língua é e deve ser tratada no processo ensino-aprendizagem, especificamente no contexto EJA (BRUTT-GRIFFLER, 2002; MCKAY, 2002; RAJAGOPALAN, 2009; RISAGER, 2006; entre outros). No tópico seguinte, consideramos importante mencionar um pouco da história sobre o ensino de EJA no Brasil, e como houve a instalação desse programa no estado de Goiás, mais precisamente na cidade de Goiânia, por ser a cidade em que ocorre a necessária coleta de dados deste empenho acadêmico. Esta pesquisa é caracterizada como um estudo de caso de cunho etnográfico (ANDRÉ; LÜDKE, 1985; REES, 2003; WATSON GEGEO, 2010; entre outros), no qual o pesquisador inclui técnicas de observação, realiza entrevistas formais e informais com os participantes do estudo em situações reais, registra as aulas em áudio e em vídeo para que se possa analisar as interações, bem como mantém anotações do campo pesquisado e diário reflexivo, a fim de responder as perguntas do estudo. Ademais, os comportamentos e eventos/ações que ocorrem dentro da sala de aula de LI, nesta pesquisa, foram observados e registrados, de forma a identificar os domínios culturais, por meio das análises das relações semânticas oferecidas por Spradley (1980), e, assim, desvendar os significados culturais para tais atitudes e comportamentos. Tais explicações culturais foram construídas sobre o alicerce do princípio êmico, comum nos estudos etnográficos. A turma investigada é a 6ª (sexta) série do Ensino Fundamental de uma escola municipal onde acontece o programa EJA. Com base nas análises, percebemos que há algumas compreensões culturais diferentes sobre o que é aprender/saber LI para a professora e para seus alunos. Percebemos que há diferentes expectativas sobre os papéis que esses participantes devem assumir na sala de aula de língua estrangeira (doravante LE), pois, enquanto a professora idealiza um aluno autônomo, ativo e seguro, o aprendiz, por sua vez, apresenta-se como isento da responsabilidade no processo complexo de aprendizagem de uma LE, visto atribuir essa responsabilidade a outrem; além disso, compreendemos que essas diferentes posturas e compreensões culturais acerca do processo ensino-aprendizagem de LI decorrem da posição sociocultural que cada um desses participantes ocupa na sociedade. De acordo com essas análises, podemos observar que o estudo nos direciona a refletir sobre a importância de desenvolver uma consciência a respeito de uma abordagem intercultural em sala de aula, além de compreendermos os papéis de professores e alunos neste mesmo espaço.

From the 1960s to the present, the Swedish school has undergone quite a few major reforms, including three new national curricula. The aim of this literature review is to investigate what previous research says about curriculum reform regarding second language teaching and learning in general, and English as a second language in particular. Through analysis of the chosen seven sources, there is some evidence that curriculum reform has affected second language learning and teaching. Especially when it comes to the implementation of curriculum, a subject syllabus plays an essential role in the process of transmitting knowledge, and the dynamic of the classroom is changing, which entails that both teachers’ role and students’ roles are shifting. The teacher is not the only source of knowledge any more, and students do not just sit in the classroom and listen to the teacher. Students’ influence is highlighted both in the curriculum and in the classroom. Communicative competence has become the focus of the teaching and learning of a second language.