Das orientações curriculares de língua estrangeira da educação básica do Estado de São Paulo para as atividades nos cadernos de inglês: uma proposta de avaliação

Pós-graduação em Estudos Linguísticos - IBILCE

Reflexões sobre o ensino de português para estrangeiros e sobre o ensino de português para falantes de língua materna

Le présent travail intitulé « Réflexions sur l’enseignement de la langue portugaise aux étrangers et sur l’enseignement de la langue portugaise aux natifs », a eu pour objectif d’enquêter sur les consensus et les désacords dans l’enseignement de la langue portugaise aux differents interlocuteurs. Des lectures préalables sur des textes de difusion scientifique qui ont pour but de divulguer des expériences sur l’enseignement du portugais aux étangers ont révélé l’importance atribuée à la connaisance de la culture quand il s’agit d’enseigner une langue donnée à de tels interlocuteurs. La connaissance de la culture est très importante dans ce cas de figure car il s’agit d’une conception plus ample : celle de l’interculturalisme. C’est pourquoi, nous faisons des lectures préalables dont la méthodologie proposée pour l’enseignement de la langue portugaise aux étrangers s’organise d’une telle façon que l’interlocuteur se trouve immergé dans la culture locale. Néanmoins, quand il s’agit de réfléchir à l’enseignement de la langue portugaise dédié aux natifs et basé sur les propositions curriculaires de la langue portugaise au collège et au lycée, datés de 1993 e 1998, qui constituent des textes de vulgarisation scientifique, on peut constater la préoccupation à réfléchir sur les conceptions de langage, langue, discours, texte et grammaire, des connaissances considérées comme importantes à la proposition de methodologies de l’enseignement de la langue portugaise dans le contexte très formel de l’enseignement scolaire. Le principal objectif de ce travail a consisté à analyser l’importance de la culture dans l’enseignement de la langue portugaise aux étrangers et natifs, le rapport entre culture, language, langue, discours, texte et grammaire dans l’enseignement du portugais aux étrangers et du portugais aux natifs, ainsi qu’à identifier le poids ...

A presença da interculturalidade em livros didáticos de espanhol língua estrangeira

O presente trabalho tem por objetivo principal a análise da interculturalidade em uma coleção de livros didáticos de ensino da língua espanhola selecionados pelo Programa Nacional do Livro Didático (PNLD), este voltado à distribuição dos livros em escolas de ensino público. Apresenta-se, inicialmente, um breve histórico da inserção do ensino de língua estrangeira no Brasil, que progride na tentativa de que os alunos compreendam a magnitude de aprender uma língua de caráter estrangeiro, uma nova língua. Além disso, elucidou-se sobre o ensino do espanhol na sala de aula, a fim de salientar a importância do ensino da língua estrangeira, apresentando em seguida a história e implicações do Programa Nacional do Livro Didático. Logo, foi aclarada a questão da interculturalidade no ensino, ou seja, os aspectos culturais de diversos países aplicados na educação do estudante com o intuito de demonstrar a magnificência de discernimento e aprendizagem das perspectivas culturais ao redor do mundo, e desse modo, possibilitando a compreensão da análise proposta neste trabalho. Foi utilizado como objeto de estudo e análise o livro didático El arte de leer español, de Deise Cristina de Lima Picanço e Terumi Koto Bonnet Villalba, que possui três volumes voltados ao ensino médio. A análise foi realizada a partir da presença da interculturalidade em textos e exercícios do referido livro didático

A abordagem do voseo em materiais didáticos brasileiros de ensino do espanhol como língua estrangeira

This work discusses the importance of the language varieties in the Spanish language to the process of teaching and learning Spanish as a foreign language (ELE), focusing on the approach, ie, how to deal with the phenomenon voseo in Brazilian textbooks. It presents a brief historical overview on the arising of this language and its implementation in Latin America. From an educational approach that values a good development of communicative competence, it’s driven to a presentation of the Spanish schoolbooks selected by PNLD for the year 2012, as well as an observation of activities that demonstrate the phenomenon called voseo, in other words, the use of the variety of the pronoun vos instead of tú for the treatment of the second person. Given the vast range of Spanish courses as a foreign language for high school students, and the growing interest of young people in learning a second language, this study addresses the importance of developing the communicative competence of a foreign language

O insumo linguístico oral em aulas de inglês como língua estrangeira para crianças: a fala do professor em foco

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O léxico e seu uso em textos de alunos de língua estrangeira: um estudo descritivo pautado na Linguística de Corpus como subsídio para o ensino.

The aim of this article is to present part of the results of a study concerning the lexicon employed by students learning Spanish language in a Languages degree (Undergraduate Education program). We describe the use and the context in which two verbal forms occur. We made use of Corpus Linguistics theory in order to compile two corpora of descriptive and argumentative compositions and observe the use of two Spanish verbs (haber and tener – third person singular). 250 compositions from first and second year students were collected. The WordSmith Tools software was applied to generate the list of words and the list of concordance. The verbal forms hay and tiene were the most used, and in some cases they were applied inappropriately when compared to the traditional Spanish grammar and to an electronic corpus. The results were discussed in class and were important to raise consciousness in relation to the students’ textual production.

A prática avaliativa em uma instituição privada de ensino de língua estrangeira

The main objective of this work is to describe conceptions and practices of evaluation observed at a private language school. The theoretical background was gathered from Demo (2002a, 2002b), Luckesi (2001), Romão (2001), Shohamy (2001), Hughes (1994) and Depresbiteris (1989). Regarding the data collected, we made use of questionnaires, interviews, group discussions and diaries. Results show that the topics “fear of test” and “test content” were the most frequent ones. Furthermore, there was a harmonious relationship between teacher and students when tests were applied. We observed a “non-verbal agreement” between them, that is, there was a minimum content to be studied and to be asked on a test. We also noticed that classroom activities had a more complex level than the content actually tested.

A trajetória das alterações semânticas nas línguas e os seus reflexos no campo do ensino de língua estrangeira e da tradução

The purpose of this study is to reflect on some formally similar lexical units belonging to different foreign languages that although having had the same origin, their meanings today are considerably different from their original meanings. This complex process is understood, however, when a diachronic path of these lexical units is established in order to find justification or probable occurrences for the causes that triggered the semantic changes observed. These reflections aim to foster discussion about the consequences of such changes in the emergence of the so-called “false cognates”.

Competências do professor no processo de ensino-aprendizagem de língua estrangeira

In this article we discuss competences demanded from the foreign language teacher for him or her to perform in the teaching-learning process efficiently. Our reflections are based mainly on Paulo Freire (2001), Philippe Perrenoud (2000), Edgar Morin (2003), Maurice Tardif (2002) and Almeida Filho (1999), providing, in this way, a reflective dialogue among studies that focus on teachers’ competences. The main objective is a better understanding of the necessary knowledge about teaching practices so that foreign language teachers’ actions can meet the needs of education at present. We expect to highlight important issues in the development of the aforementioned competences, and suggest that their development can contribute for better language teaching.

Crenças sobre compreensão oral em língua estrangeira de alunos concluintes de um curso de Licenciatura em Letras

In this article we present and discuss a number of beliefs about listening comprehension among students who were in their last year of a teachers’ certification Letters course in Italian and Portuguese. The data were collected by means of questionnaires answered by all the participating students, logs and interviews conducted with five of the participating students, classroom observation, lessons recorded on audio and video, and diaries. The study is supported by a rationale on beliefs and on definitions of listening comprehension as a skill. The analysis indicate that a number of students showed lack of motivation and low expectations about developing oral comprehension skills due to several drawbacks in foreign language learning during their teacher education course. However, other beliefs that emerged from the data, such as the importance of visual aids to help understanding an oral text, seem to have a positive effect towards a satisfactory proficiency level in oral comprehension.

Vozeamento na pronúncia de uma língua estrangeira: descrição de desvios comuns e como eles afetam o aprendizado do inglês

This paper analyzes voicing occurrences on the coda of Portuguese and English words pronounced by Brazilian speakers. The aim of this kind of analysis is to describe how voicing occurrences affect the realization and perception of foreign words. It was noted that there is a recurrence on the use of unvoiced coda in Portuguese, which was assumed to happen also in English when Brazilian Portuguese speakers uses it as a second language. The recordings were analyzed through Praat, software that generates waveforms and spectrograms, allowing segments to be divided and phonetically transcribed. The analysis proved the assumption to be true, concluding that speakers who had their speeches recorded produced unvoiced codas in fact. Conclusions concerning this take into consideration that, considering how minimal pairs in English can be produced based on coda voicing, there is a possible communication difficulty Brazilians may face due to this fact. But it goes by unnoticed, because this process sounds so natural it hardly is taken as a problem source

Ensino de língua estrangeira: foco na abordagem de ensino do professor

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Materiais didáticos para o ensino de língua estrangeira: Inglês para crianças

Teaching foreign languages, especially English, has been highly valued and widespread in Brazil in recent decades; so many schools now offer it from the earliest grades of Elementary school or already in kindergarten. This fact can be observed mainly through the spread of bilingual schools and private ones in which individuals begin language instruction as earlier as possible. In this article we report the experience developed in the project “Oficina de Inglês para crianças”, conducted at a Child Care Unit in São Carlos Federal University (UFSCar), and that had counted with the use of various pedagogical materials with the goal of providing a first contact of children with the English Language through a fun and enjoyable way.

A formação de professores de espanhol língua estrangeira (Ele) no Brasil e de português língua estrangeira (Ple) na Argentina: identidade(s) em processo de construção e reconstrução

Bajo la perspectiva discursiva, específicamente francesa y según estudios realizados por Hall (2002), Souza Santos (2005) entre otros, que están analizando el concepto de identidad, como los estudios de Celada (2002, 2009, 2010), Serrani (1997, 2003, 2005) y Zoppi-Fontana (2009), con relación al proceso de enseñanza y aprendizaje de Lengua Extranjera, verificamos que la construcción de la identidad se da en proceso de constante reconfiguración, visto que aprender otra lengua implica entrar en contacto con otros modos de ver y de nombrar el mundo, y de este modo es necesario “desplazarse” de sí mismo y reconfigurarse con relación a otro(s) hablante(s) de esta nueva lengua a ser aprendida. En nuestro caso se trata de aprender y enseñar lenguas próximas: portugués y español, con rasgos lingüístico-discursivos de aproximaciones y de distanciamientos. Para tanto, este estudio preliminar tiene como objetivos: verificar como acontece actualmente la constitución de la(s) identidad(es) en el proceso de enseñanza y aprendizaje de Español Lengua Extranjera (ELE) en Brasil y de Portugués Lengua Extranjera (PLE) en Argentina, en especial en la formación del profesor de estas lenguas; observar contextos de enseñanza y aprendizaje, los que posibilitan la inserción del profesor de Portugués (PLE) en Argentina y del profesor de Español (ELE) en las regiones enfocadas, considerando las Leyes brasileña y argentina que determinan la oferta de la enseñanza de las referidas lenguas: Ley 26.468, de enero de 2009, que determina la oferta obligatoria del Portugués en Argentina y la Ley no. 11.161, de agosto de 2005, sobre la enseñanza de la Lengua Española en Brasil. La metodología, de tipo interpretativista, presupone como instrumentos la realización de análisis de las Leyes que promueven la enseñanza de ELE en Brasil y de PLE en Argentina, así como de entrevistas, preguntas e análisis de los datos levantados.