MULTI-WORD VERBS IN DIGITAL ENVIRONMENTS FOR ENGLISH TEACHING AND LEARNING

This paper aims to analyze the approach of multi-word verbs in free digital resources for English learning. Multi-word verbs, which are widely known as phrasal verbs, are verbal English verbal combinations, formed from a verb and preposition or adverb, or both. From a functional standpoint, these verbal combinations and their different particles behave differently in syntactic terms (Greebaum & Quirk, 1990 and Downing & Locke (2006). Learning about these differences can be of great importance to foster fluency in the language, mainly at higher proficiency levels. At present, with the growing demand for learning English, many digital environments were made available. This paper analyzes 07 major websites for English learning in Brazil, in order to investigate how the topic is addressed. As a result, we argue that more precision and concision are required to approach the theme. This can be achieved, for example, by employing the term multi-word verbs, together with a more precise definition of its functional syntactic behavior. This paper argues that this change of approach is especially important in digital learning environments, in which there is not always a direct mediation of the teacher or specialist.

Beliefs about teaching and learning English in elementary school: a case study

ABSTRACT: With this work I aim to identify and inter relate the beliefs of the students from a public school about English language learning, and my beliefs as the students’ teacher about English teaching. To conduct this research I used reflexive diaries as instruments for data collection, they were written throughout the semester by the teacher and the students in a state school from Minas Gerais. With the analysis of the diaries, I noticed that the diary is a profitable tool for the apprehension of beliefs of the students and the teacher. Furthermore, students seem to be more accountable for learning, decentralizing the role of teacher.

TEXT GENDERS AND DIDATIC TOOLS FOR TEACHING AND LEARNING PORTUGUESE

The aim of this article is to propose thoughts on the process of teacher formation, theoretically based on the principles of discourse as social interaction that defend the idea that the development of people happens in social activities, in an environment constituted and organized by different pre-constructions and by means of mediation processes, mostly language-related ones. Thus, since birth, people can get these so-called social pre-constructions, what permit their development and, dialectically, enables them to contribute for their own permanent transformation. With this in mind, we assume that the role of the linguist in activities related to teacher formation goes far beyond the supply of subjects adequate for teaching, for this work approaches all the levels of educational activity, with a critical, collaborative and methodologically and theoretically developed attitude.

BELIEFS ABOUT ENGLISH LEARNING AND TEACHING IN A TECHNICAL SCHOOL IN THE CITY OF PONTA PORÃ/MS

Abstract: This study is part of my master research, which aimed to investigate the beliefs about  English learning and teaching of students entering to a High School Course integrated to Computer Technician at a Federal High School in the city Ponta Pora / MS , located at the  border  with Paraguay . In the context , great part of the students coming from public schools in the region  had not studied English as a foreign language in elementary school , once it is located  in a region of the border with Paraguay , it offers only Spanish as a foreign language. The interest for this research came up as of conflicting situations between the teacher way of teaching and students ways of learning, especially of those who had not studied English in elementary school. Thus we tried to study the beliefs of these students, analyzing how they process in that context in order to promote reflection of the teacher  to perform actions of intervention in order to reduce the mismatches between the ways of teaching and the ways that the students believe to be the right to learn. Keywords: Beliefs; English Teaching and Learning; Context

DIVERSITY, TEACHING AND LANGUAGE: WHAT CHALLENGES AND COMMITMENTS WILL THE CONTEMPORARY LANGUAGE PROFESSIONAL FACE?

In general, diversity can be conceptualized as the expression of opposites (BARROS, 2008). Despite the homogenization of several kinds and in the various areas promoted by the current process of globalization, the so-called ‘flat world’ will never be able to express the whole without considering the parts. In such a context of different ways of being in the world, language learning is a crucial condition for citizenship education, it is the key to get to know other people (BYRAM, 2006). Because of that, educational processes have been going through significant changes, fostering, among other things, postures aligned with the new world order, where the preparation of learners to able to exercise their rights at a global level and take advantage of mechanisms which guarantee their intercultural citizenship, has continually gaining ground. Linguistic education has been taking a similar path. In its scope, discourses and pedagogical practices which take into consideration the sociopolitical character of any educational process start to be required. In other words, it has been demanded an egalitarian linguistic education which, above all, struggles for diversity and is able to guarantee total inclusion, creating ample opportunities, especially for those learners who come from less privileged classes and historically marginalized groups. Having human diversity in the background, the article aims to discuss the role of the contemporary language teaching professional, highlighting the challenges and commitments which await them at different levels, and the central position this professional occupies at this crucial moment of the global society in which we fight for the historical, cultural and social (re)construction of our differences.

ALPHABETIZATION AND / OR LITERACY: IMPLICATIONS FOR TEACHING

The study proposed in this paper aims to present a review and theoretical reflection on the concepts of alphabetization and literacy. Whereas the term literacy emerged in Brazil in the 80s, we intend to investigate how it has been used in Brazilian education and reflexes which provoked its use in school pedagogical practices. Used as theoretical studies such as Kleiman (1995), Smith (2000, 2004), Matencio (1994, 2004), Tfouni (1995) and Rojo (2004). From the references cited crave draw a parallel between the use of these two terms and how literacy can contribute to improving the quality of teaching and learning of reading and writing. Given that school practices seek to form proficient readers, not for us to choose between alphabetize or write the lyrics what becomes necessary is alphabetize from social practices.

Graphical interface for reading and writing in teacher education

ABSTRACT From a broader project, this paper presents a synthesis of theoretical reflections and principles of basic practical procedures for teacher training, focusing on teaching and learning of reading and writing in High School in Brazil. We present a brief history of the academic production, after the redemocratization of the years 1980/90 and we comment some topics proposed by the public policies. We emphasize writing specificities as a technological instrument, decisive for reading and producing texts. Finally, we present two reading practices based on methodological procedures for the graphic treatment of texts. The goal is to put the reader in a position to understand the processes of text construction in the position of authorship. Such practices mobilize "game" senses that affect the reader in the relations of language with writing as a graphic interface and analytical instrument.   Keywords: Reading, Writing; High school.

The Practice of Reading, Writing Papers and Linguistic Analysis in Teaching Portuguese: A Proposal for the Organization of Everyday School Life from the Perspective of Multiliteracies

This paper aims to reflect on the teaching of Portuguese language in the context of twenty-first century, taking as its starting point the proposal of multiliteracies. We propose to discuss the applicability of genres in the classroom as a condition to ensure the construction of fundamental knowledge to social practices of language. For this, we rely on recent studies on the possibilities that the genre can bring to practice reading, writing papers, and linguistic analysis. We intend, therefore, to assist the planning of teachers who still find themselves unsure on curricula that suggest what they have to do, but did not say how. Understand the reason why this work is another contribution to the teaching of Portuguese in the final years of elementary school and high school bringing out a space for discussion about what needs to be taught and some teaching procedures that favor the democratization of school and interaction linguistics. Curricular innovations and new ways of thinking about teaching and learning of mother tongue are already part of the reflections of most professionals, but there is still an open field to think of more effective alternatives through multimodality an interactionist conception of language.

Online discussion forums: a tool to stimulate language teachers’ interaction and reflection

The decisions and approaches taken by the teachers in the classroom are guided by their beliefs of what it means to teach and learn which are built along their history as a student and teacher. However, only the experiences lived by the teachers do not guarantee their professional development (CELCE-MURCIA, 2001). The teacher’s engagement in a process of reflection on their beliefs and pedagogical practices, which leads to the construction and reconstruction of meaning about their actions and the classroom is essential to their development, in order to become an agent of reflection. Considering the importance of reflection in teacher education, in this article, we emphasize the potential of virtual discussion forums to foster the sharing and the reflection of beliefs and practices of postgraduate students (language teachers) about the language teaching and learning process through interactive situations. By means of guidance and online and offline reflection, the students were able to share experiences on teaching and learning, as well as discuss their beliefs and the beliefs of their colleagues. The results of this study point out that understanding and interpreting the teachers’ beliefs can be a path to the transformation of their teaching practice through reflective practice. They also emphasize that the use of virtual discussion forums as a pedagogical tool can contribute in this direction.