A comunicação em fóruns de um curso a distância de formação de professores para uso de TDICS: análise da presença de ensino

The importance of the inclusion of digital technology in the classroom has already been pointed out by numerous authors in the educational field and some of them herald that it is through this inclusion that we can achieve transformations in school settings. Based on this assumption, this paper aims to present a distance learning course offered to in service and preservice teachers, focused on the use of technology in foreign language classroom primarily focusing on the role of teacher educators in mediating discussions. For this we sought theoretical support in studies which deal with distance courses (KENSKI, 2008), about virtual environments (ARAÚJO and MARQUESI, 2008), online discussion forums and investigation community and teaching presence (GARRISON, ANDERSON and ARCHER, 2000). Based on the previous theories presented, teacher educator’s messages were analyzed during a distance course offered to teachers in continuing and initial training, identifying marks of teaching presence and pointing to appropriate mediations and/or possible gaps. The results indicate that the teacher must be even more aware of the types of feedback that are provided and of the teaching presence mentioned by Garrison and colleagues (2000, 2001).

A educação de professores de línguas em CALL: histórico e perspectivas

Over the last years, the new technologies have changed the way we relate to information and communicate with other people, which has brought on impact to foreign language teaching and learning, and, consequently, to the area of foreign language teacher education. The abbreviation CALL (Computer Assisted Language Learning) has been used to designate the processes of language teaching and learning with the use of computers, and language teacher education in CALL to name teacher education for and with the use of new technologies, since a number of authors point to the interdependence of both processes. We intend in this article to present an overview of the literature of the area of language teacher education in CALL nowadays and discuss issues related to the use of new technologies concerning its integration to teacher education and the functional and institutional roles to be taken. We also present two proposals of teacher education with the use of new technologies which are being implemented and at the same time studied in Brazil, which we believe have essential elements for the development of language teachers for and with the use of new technologies currently.

Considerações sobre sessões de Teletandem como gênero discursivo: breve estudo e exemplificação

The reflex of social and cultural changes in discursive practices can indicate that language has a fundamental role in transforming the society and attempts of defining the directions of changes must include new forms of language practices. One of these forms concerns to computer media in teaching-learning process, showing how technology and culture interact in a significant way to interfere in language uses. In this context, it has been developed in UNESP/Assis linked to the Center for Language and Teacher Development the project Teletandem Brasil: Foreign Languages for All as a new practice of language teachinglearning through technological resources. The present paper aims to present a description of the teletandem sessions as a discursive gender according to the Bakhtin’s gender theory. The data was collected during the second semester of 2010, in sessions of interaction with an American university. The considerations are directed by the following questions: (a) how are the statements of a session discursively organized; (b) what kind of relationship the partners have with their mother language when they teach it as a foreign language, in this context. The analysis allowed us to conclude that: (a) the sessions can characterize a hybrid and secondary gender in this specific area of human activity, even the partners still find difficulties in this gender domain; (b) the teletandem sessions constitute an important instrument for the critical language awareness between the partners.

O ensino de Português Língua Estrangeira no contexto virtual do Teletandem: aspectos linguístico-discursivos

The project Teletandem, linked to the Centro de Línguas e Desenvolvimento de Professores UNESP/Assis, promotes the interaction between undergraduates students in Languages and undergraduates students from foreign universities in order to promote the teaching of Portuguese for those who do not speak Portuguese and give an opportunity to Brazilian students to learn a foreign language. Therefore there is a different context that can result in new forms of statements produced in this specific area of human activity. The present paper aims to present a description of Teletandem sessions as a discursive gender according to the gender theory, showing the multiplicity of discursive genders that emerge during an interaction. We also intend to verify the levels of Critical Language Awareness among Brazilian participants according to the Critical Discourse Analysis.

O desestranhamento em relação ao alemão na aprendizagem do idioma: um processo de aproximação ao outro sob a perspectiva da competência intercultural

This article aims to approach, under a critical perspective, images about German language and their speakers, presented by Brazilian university students interested in or engaged in learning this language in the first stage of studies. The purpose is to deal with evidences of the occurrence of stereotypical images and to discuss their implications in/for the teaching-learning process, aiming with this study to show the importance of considering and establishing as a relevant goal in the teaching of German, the necessity of a destrangement route or period, through a methodological approach aimed at helping the students in the process of developing intercultural competence. Such discussions are founded in theoretical conceptions related to the notions of other and self, intercultural competence, intercultural approach, as well as in results obtained through an investigation conducted within the field of foreign language (German) learning.

Teletandem: possibilidades, dificuldades e abrangência de um projeto de comunicação online de PLE

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Teletandem and performativity

Teletandem is a virtual autonomous VoIP2 technology-based context (webcam images, voice and text). Within this context, two students help each other learn their native (or other) language through intercultural and linguistic collaboration. Performative Theory can shed light on the constitution of these students' national identities, as they engage in linguistic performances of marking and discussing differences between their countries during teletandem. Based on critical approaches to discourse and intercultural communication, my analysis shows that this online intercultural contact opens innovative possibilities for foreign language teachers to promote intercultural contact with the different. However, without teacher mediation, teletandem interactions may fall into shallow performances of sedimented and pre-given representations of self and other. Subsequently, this article concludes with a discussion of relevant pedagogical points for foreign language teachers.

Avaliação de produções escritas em português para falantes de outras línguas em contexto teletandem: contribuições para a formação inicial de professores

Pós-graduação em Estudos Linguísticos - IBILCE

Conflitos no diálogo eu-outro em contexto de Tandem português e espanhol

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

A emergência do conceito da interculturalidade no ensino e aprendizagem de língua estrangeira

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Aspectos culturais como fios condutores de interações em Tandem na aprendizagem de português língua estrangeira: interculturalidade, estereótipos e identidade(s)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A tradução de expressões idiomáticas de baixa dedutibilidade metafórica: contribuições aos estudos fraseológicos bilíngues

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Programa de educação familiar a distância em linguagem e comunicação suplementar e alternativa

Pós-graduação em Educação - FFC

Interferências linguísticas e interlíngua: a aprendizagem de Português Língua Estrangeira por peruanos hispanofalantes

Pós-graduação em Linguística e Língua Portuguesa - FCLAR

Performatividade e gênero nas interações em teletandem

Pós-graduação em Estudos Linguísticos - IBILCE