Considering that developing a robust reasoning teaching is a lifelong process, in this study we analyzed the classroom practices and the reasoning teaching of a now experienced teacher who participated in Agnoletto & Dellagnelo's (2017)... more
Considering that developing a robust reasoning teaching is a lifelong process, in this study we analyzed the classroom practices and the reasoning teaching of a now experienced teacher who participated in Agnoletto & Dellagnelo's (2017) study while still a novice teacher. To collect data for our study, we observed three of the participant's classes and interviewed him after each observation. The participant also answered two semi-structured questionnaires inquiring into his use of textbooks teacher's manuals and his perceptions of himself as a teacher. Our findings show that his practices are mediated by aspects of his scientific and everyday knowledge and that he has developed a more robust reasoning throughout his career. Despite these positive findings, he has not yet developed to his full potential as his scientific knowledge is not yet internalized and interwoven to his everyday knowledge. Resumo Considerando que desenvolver competências para justificar comportamentos pedagógicos é um processo longo e contínuo, neste estudo analisamos as práticas de sala de aula de um professor que participou do estudo de Agnoletto & Dellagnelo (2017) enquanto ainda era um professor em início de carreira. Para a coleta de dados, foram observadas três aulas deste professor, o qual foi entrevistado ao final de cada aula. Ele também respondeu a dois questionários sobre o uso de livros do professor e sobre como se percebia como docente. Nossos resultados mostram que o participante tem seu reasoning mediado tanto pelo conhecimento científico quanto cotidiano e que, ao longo de sua carreira, desenvolveu um reasoning mais robusto. No entanto, apesar desses resultados positivos, ele parece não ter ainda desenvolvido todo o seu potencial, pois seu conhecimento científico ainda não está internalizado e entrelaçado com seu conhecimento cotidiano.
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The belief that language instruction should be done exclusively in the target language and that 'native-speakers' are better language teachers is still around. In this context, there are language teachers who perceive code-switching as... more
The belief that language instruction should be done exclusively in the target language and that 'native-speakers' are better language teachers is still around. In this context, there are language teachers who perceive code-switching as detrimental to language learning, while others believe L1 usage should not be excluded and can enhance L2 learning (Tian & Macaro, 2012). Seeking to understand what recent research has found on the effects of code-switched instruction on L2 learning, we conducted a research synthesis of experimental studies published from 2008 to 2018. Our research questions were 1) what are the effects of code-switched instruction on second language learning?; 2) does code-switched instruction lead to better learning results than target-language-only instruction?; and 3) what are the learning contexts of the research investigating code-switched instruction and who are their participants?. Eight out of the nine studies found that the code-switched instruction outperformed instruction done exclusively in the target language, with positive effects, such as reduced anxiety, being reported in all of them. Considering our results, we argue that code-switching is not necessarily a sign of diminished linguistic competence and that it is not detrimental to language learning.
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Smartphones have become more accessible in the last decade, which has promoted the development of numerous applications for language learning and brought increased interest in the field of Mobile Assisted Language Learning (MALL).... more
Smartphones have become more accessible in the last decade, which has promoted the development of numerous applications for language learning and brought increased interest in the field of Mobile Assisted Language Learning (MALL). Considering that most smartphone applications for English learning have activities designed to instruct vocabulary, this study aimed to analyze the instruction of vocabulary in the three most used applications for language learning until the end of 2018. More specifically, it investigated: a) what aspects of word-knowledge the applications develop; b) whether they provide a number of encounters with the target vocabulary and whether they are massed or spaced; and c) the nonverbal representations employed by the applications. The results showed that the applications: a) instruct the spoken and written form of words, but often neglect other aspects of word knowledge such as the lexical and syntactic relations between words; b) provide multiple, massed encounters with the target vocabulary and c) employ images and videos as nonverbal that are not always relevant to the instruction of target vocabulary. Based on our analysis we concluded that, in spite of limitations such as the lack of opportunities for language production and decontextualized instruction, these applications can be used as a tool to assist the instruction of vocabulary.
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ABSTRACT: This article aims to present studies carried out on teaching and learning vocabulary in English as a foreign language, for an overview of the research carried out in Brazil. In order to achieve our goal, we searched the... more
ABSTRACT: This article aims to present studies carried out on teaching and learning vocabulary in English as a foreign language, for an overview of the research carried out in Brazil. In order to achieve our goal, we searched the following keywords in two Brazilian Database Sites (Periódicos CAPES and Biblioteca Digital Brasileira de Teses e Dissertações): English vocabulary teaching and vocabulary learning, with the following criteria: 1) the studies should have been carried out in Brazil by Brazilian researchers; 2) the studies could have been be theses, dissertations or articles published in national journals; and 3) the studies should have been published between 2007 and 2017. The results pointed to 14 studies, which were divided into 5 subareas: technological resources and hypermedia in teaching and learning vocabulary in a foreign language; vocabulary and reading; textbooks and vocabulary teaching; perceptions about teaching and learning vocabulary; and finally, working memory and vocabulary learning. As a conclusion, it is possible to state that studies have been developed to understand what it means to know vocabulary, and also to understand how its development can be assisted. It is also possible to state that vocabulary knowledge of a foreign language is becoming increasingly relevant for research.
RESUMO: Este artigo busca apresentar um levantamento acerca dos estudos realizados sobre ensino e aprendizagem de vocabulário em inglês como língua estrangeira, a fim de estabelecer um panorama das pesquisas realizadas no Brasil. Para atingir tal objetivo, pesquisamos em dois portais nacionais as seguintes palavras-chave: ensino de vocabulário inglês e aprendizagem de vocabulário, com a adoção alguns critérios: 1) os estudos deveriam ter sido realizados no Brasil por pesquisadores brasileiros; 2) os estudos poderiam ser dissertações, teses ou artigos publicados em revistas nacionais; e 3) os estudos deveriam estar publicados entre 2007 e 2017. Os resultados apontaram para 14 estudos, que foram divididos em 5 subáreas: os recursos tecnológicos e as hipermídias no ensino e aprendizagem de vocabulário em língua estrangeira; vocabulário e leitura; livros didáticos e o ensino de vocabulário; percepções sobre o ensino e aprendizagem de vocabulário; e por fim, memória de trabalho e aprendizado de vocabulário. Dentre essas subáreas, encontramos um maior número de estudos que investigaram os recursos tecnológicos e as hipermídias no ensino e aprendizagem de vocabulário. Como conclusão, é possível dizer que estudos têm sido desenvolvidos para compreender o que significa conhecer vocabulário, como também compreender como seu desenvolvimento pode ser assistido, e que o conhecimento de vocabulário de uma língua estrangeira passa a ser gradativamente reconhecido como importante
RESUMO: Este artigo busca apresentar um levantamento acerca dos estudos realizados sobre ensino e aprendizagem de vocabulário em inglês como língua estrangeira, a fim de estabelecer um panorama das pesquisas realizadas no Brasil. Para atingir tal objetivo, pesquisamos em dois portais nacionais as seguintes palavras-chave: ensino de vocabulário inglês e aprendizagem de vocabulário, com a adoção alguns critérios: 1) os estudos deveriam ter sido realizados no Brasil por pesquisadores brasileiros; 2) os estudos poderiam ser dissertações, teses ou artigos publicados em revistas nacionais; e 3) os estudos deveriam estar publicados entre 2007 e 2017. Os resultados apontaram para 14 estudos, que foram divididos em 5 subáreas: os recursos tecnológicos e as hipermídias no ensino e aprendizagem de vocabulário em língua estrangeira; vocabulário e leitura; livros didáticos e o ensino de vocabulário; percepções sobre o ensino e aprendizagem de vocabulário; e por fim, memória de trabalho e aprendizado de vocabulário. Dentre essas subáreas, encontramos um maior número de estudos que investigaram os recursos tecnológicos e as hipermídias no ensino e aprendizagem de vocabulário. Como conclusão, é possível dizer que estudos têm sido desenvolvidos para compreender o que significa conhecer vocabulário, como também compreender como seu desenvolvimento pode ser assistido, e que o conhecimento de vocabulário de uma língua estrangeira passa a ser gradativamente reconhecido como importante
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While the role of inferencing has been widely acknowledged as key to reading comprehension, little has been done to approach these issues in teaching and assessing second-language reading comprehension in the Brazilian educational system.... more
While the role of inferencing has been widely acknowledged as key to reading comprehension, little has been done to approach these issues in teaching and assessing second-language reading comprehension in the Brazilian educational system. With this in mind, this research paper sets out to investigate the types of inferences that might be required for test takers to answer questions in the most important Brazilian university entrance exam, ENEM (Exame Nacional do Ensino Médio). This exam is taken by Brazilian students at the end of secondary school in order to assess their performance according to the school curriculum. The students' grades can be used not only for scholarships, but also as a resource for applying for more than 500 Brazilian universities. In order to analyze the ENEM tests, we formulated a framework based on the extensive work of Kintsch and van Dijk and on the model of fluent reading comprehension established by Gagné and colleagues. The framework considered three main types of inferences: bridging, elaborative, and summarizing. The results show that test takers might have to draw more elaborative inferences, meaning they might need a significant amount of background knowledge in order to select the correct alternatives. Summarizing, inferences were also significant, which means the test takers might have to build a complete mental representation of the text, i.e., to integrate world knowledge with the ideas expressed in the text in order to construct meaning. Overall, the results are in consonance with the literature on inferencing, meaning that it does have an essential role in text comprehension. In conclusion, there should be teaching and assessing programs in place designed around tackling these issues.
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Abstract: This paper aimed at analyzing, under the eye of post-colonialist theory, racism and discrimination towards black people in Trinindad and Tobago. Using the short story "The White People Maid" as corpus, we aimed at verifying how... more
Abstract:
This paper aimed at analyzing, under the eye of post-colonialist theory, racism and discrimination towards black people in Trinindad and Tobago. Using the short story "The White People Maid" as corpus, we aimed at verifying how such racism takes place. We found that the discursive resistance portrayed in the book questions the values and prejudiced ideas imposed against the black population. The analysis reveals that colonial subjects acquire their voices and cease to be objects of the white population through their resistance.
Este trabalho objetiva analisar, sob o viés da teoria pós-colonial, o racismo e o preconceito contra a população de cor negra em Trinidad e Tobago. Utilizando como corpus o conto The White People Maid , de Keith Jardim, buscas-se verificar como ocorre a resistência dessa população Esse trabalho fundamenta-se nas teorias sobre racismo e resistência, desenvolvidas por Schwarcz (1993), Ashcroft (2001) e Bhabha (1994), entre outros. Os resultados mostram que a resistência discursiva retratada no conto questiona os valores e preconceitos impostos contra a população negra. A análise da obra revela que os sujeitos coloniais adquirem voz e deixam de ser objetos do jugo da população branca elitizada por meio da sua resistência.
This paper aimed at analyzing, under the eye of post-colonialist theory, racism and discrimination towards black people in Trinindad and Tobago. Using the short story "The White People Maid" as corpus, we aimed at verifying how such racism takes place. We found that the discursive resistance portrayed in the book questions the values and prejudiced ideas imposed against the black population. The analysis reveals that colonial subjects acquire their voices and cease to be objects of the white population through their resistance.
Este trabalho objetiva analisar, sob o viés da teoria pós-colonial, o racismo e o preconceito contra a população de cor negra em Trinidad e Tobago. Utilizando como corpus o conto The White People Maid , de Keith Jardim, buscas-se verificar como ocorre a resistência dessa população Esse trabalho fundamenta-se nas teorias sobre racismo e resistência, desenvolvidas por Schwarcz (1993), Ashcroft (2001) e Bhabha (1994), entre outros. Os resultados mostram que a resistência discursiva retratada no conto questiona os valores e preconceitos impostos contra a população negra. A análise da obra revela que os sujeitos coloniais adquirem voz e deixam de ser objetos do jugo da população branca elitizada por meio da sua resistência.