Avaliação formativa na Licenciatura de Espanhol: autoavaliação e autorregulação em foco

Neste trabalho discute-se uma experiência com a avaliação formativa voltada para a autoavaliação e autorregulação das competências linguageiras e das estratégias de aprendizagem. A pesquisa aqui relatada tinha por objetivo identificar o que estudantes de Licenciatura de Espanhol Língua Estrangeira (E/LE) autoavaliam e autorregulam em sua aprendizagem, que impacto tem a autoavaliação e autorregulação efetivas em suas competências de comunicação e de aprendizagem e, por fim, que atividades didáticas favorecem a autoavaliação e autorregulação dessas competências. Para alcançarmos os objetivos propostos, optamos por realizar uma pesquisa-ação, que foi desenvolvida na disciplina Língua Espanhola III da Licenciatura em Letras Espanhol da Universidade Federal do Pará (UFPA) - Campus de Castanhal, com base em suporte teórico de autores pesquisados, como Allal (1986; 2007), Bonniol e Vial (2001), Perrenoud (2007), entre outros. Para a análise dos dados obtidos, foi observado como três estudantes da turma tinham lidado com as atividades formativas propostas ao longo do curso e relacionando seu desempenho na disciplina com sua atitude no tocante a essas atividades. Os resultados revelam que inicialmente os objetos mais avaliados e autorregulados pelos alunos diziam respeito às competências linguísticas. No entanto, conforme os aprendentes eram induzidos a refletirem sobre outras dimensões da aprendizagem da língua estrangeira, alguns deles passaram a incluir em suas autoavaliações e autorregulações outros aspectos, como os metacognitivos, o que favoreceu uma melhoria das competências comunicativas e de aprendizagem. As atividades formativas que propiciaram uma autoavaliação e autorregulação mais eficazes foram o roteiro de autoavaliação, o diário de aprendizagem, a elaboração de objetivos comunicativos e de critérios de avaliação, bem como situações que envolviam práticas de autoavaliação, coavaliação e avaliação mútua.

Análise da estrutura genérica das instruções na fala do professor de inglês: contribuições para o teste oral do Epple

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Über die Bedeutsamkeit linguistischen Wissens im privatwirtschaftlichen Arbeitsfeld

Until today, linguistics as an academic field does not aim at responding to the expectations of the job market. However, on the backdrop of an increasing interrelation of politics, economy and science, questions as to the applicability of linguistics to labour processes and the employability of linguists are raised and need to be answered. In analysing data gained in the course of 21 interviews conducted with linguists working in the private sector of economy, several issues have shown to be of major interest. This paper addresses firstly in what ways linguistics was likely to be seen as relevant for the jobs held by the various interviewees from the point of view of their employers, which is then compared to the interviewees' own evaluations on the relevance of linguistic knowledge for their daily work. On the one hand it becomes clear that there are differences between the three comparable situations in which the analysed transfer of knowledge takes place (Quereinstieg, Schnittstellenjob, "sprachperformativer Job"). One the other hand linguistic expertise in the extra-academic field seems to be most salient or approved of when it comes to language competence in text production or communicative situations, which further complicates the attempt to make linguistics transparent for non-linguists.

Using Authentic Materials to Teach Reading Conprehension

Se estudia el uso de textos auténticos y la elaboración de materiales para la enseñanza y aprendizaje de la comprensión de lectura. Se presenta un análisis de la información y de las teorías aceptadas por los expertos del área y su congruencia con los materiales que se encuentran en el mercado. Además, se analizan los intereses y necesidades de los estudiantes de la Universidad Nacional con el fin de que los profesores cuenten con las herramientas para identificar los textos más significativos para los estudiantes y así mejorar sus habilidades de lectura. The use of authentic texts is addressed for teaching reading comprehension as well as for creating materials to improve the teaching-learning process of this skill. The information and theories held by the experts in this field are discussed with regard to whether they correspond to the materials available in the market. In addition, results of needs analysis instruments applied to Universidad Nacional students are provided, so that instructors can have the tools to identify the readings that students may find more meaningful and therefore improve their reading skilis.

Communicative competence in Spanish-English cross-cultural language education : some pedagogic strategies drawn from the national arts.

Resumen tomado de la publicación

Educating speech-language pathologists for a multicultural world

This paper presents critical elements and current needs in educating speech-language pathologists for a multicultural world. A proposed paradigm shift in clinical teaching using the UK model is also introduced. In addition, a case study on the American Speech Language Hearing Association's efforts in implementing the Multicultural Action Agenda by networking with the Asian Pacific Islander caucus is described. A survey of multicultural elements in programs in Australia and New Zealand is included. finally, suggestions for collaboration with those in established professional bodies to meet the increasing needs of a multicultural world are provided. copyright (C) 2001 S. Karger AG. Basel.

On the development of textual competence in primary education

The aim of this article is to present the results of an action research project, which has been put into practice in Primary Education. This project was intended to develop students’ textual competence, considering both comprehension and textual production. Our starting hypothesis was that teaching the schematisation of text types, focusing on linguistic devices that underlie text production, would promote the development of textual competence, leading to the production of more coherent and cohesive texts. In order to test this hypothesis we implemented the project in three phases. First, before the intervention, we collected texts produced by the students. Secondly, we implemented a didactic program designed to develop students’ textual competence. Lastly, after the intervention, we collected students’ texts once again. Data was analyzed according to categories that confer cohesion and coherence to different types of texts. Narrative, descriptive, and explanatory texts were assessed in terms of 1) building an autonomous text; 2) hierarchisation of information, and 3) textual organisation. Overall, results indicate that students developed their text conceptualisations, their understanding of the different structures of texts, and produced better writing. Indeed, their written work shows a marked progression from the beginning of the intervention program to the end of the program.

Language and culture: representations of English-speaking cultures in 1st year secondary english language coursebooks in the Kingdom of Saudi Arabia

Dissertação apresentada para o cumprimento dos requisitos necessários á obtenção do grau de Mestre em Didáctica de Inglês

Language acquisition during a stay abroad period following formal instruction: temporal effects on oral fluency development

This study investigates the development of fluency in 30 advanced L2 learners of English over a period of 15 months. In order to measure fluency, several temporal variables and hesitation phenomena are analyzed and compared. Oral competence is assessed by means of an oral interview carried out by the learners. Data collection takes place at three different times: before (T1) and after (T2) a six-month period of FI (80 hours) in the home university, and after a three-month SA term (T3). The data is analyzed quantitatively. Developmental gains in fluency are measured for the whole period, adopting a view of complementarity between the two learning contexts. From these results, a group of high fluency speakers is identified. Correlations between fluency gains and individual and contextual variables are executed and a more qualitative analysis is performed for high fluency speakers' performance and behavior. Results show an overall development of students' oral fluency during a period of 15 months favored by the combination of a period of FI at home followed by a 3-months SA.

English language textbook production in Cape Verde: Assets and obstacles

This study investigates if Cape Verde can be successful in the production of English language textbooks. It also will be looked at the main reasons why locally produced textbooks would be advantageous. The findings of the study reveal that the production of an English language textbook for Cape Verde is the best solution and that it can be successful. We also find out that Capeverdean English teachers have professional competence and pedagogical qualification to be engaged in this practice. However, significant assistance will be necessary for bringing experts to the country to supervise the process. It also will be necessary to find financial support to put it in practice.

Transferencia en la adquisición de segundas lenguas. Un estudio con alumnado rumano en un contexto bilingüe = Transfer in second language acquisition. A study with Romanian schoolchildren in a bilingual context

Situados en el contexto catalán, el artículo estudia la influencia de la L1 (rumano) en algunos aspectos morfosintácticos de la adquisición de las L2s. Para ello se analizan las competencias lingüísticas en catalán y castellano de un grupo de escolares cuya L1 es el rumano y que cursan 2.º y 4.º de ESO. Los datos muestran que los alumnos cuya L1 es el rumano, a pesar de dominar una lengua románica cercana a las lenguas de aprendizaje (L2/L3), presentan dificultades comparables a otros colectivos con otras lenguasde origen. Por otra parte, nuestra investigación confirma que la L1 de este alumnado juega un importante papel en la adquisición de ambas lenguas, concluyendo que parte de los errores hallados son aquellos que se basan en estructuras de la lengua propia

Returns to Foreign Language Skills in a Developing Country: The Case of Turkey

Foreign language skills represent a form of human capital that can be rewarded in the labor market. Drawing on data from the Adult Education Survey of 2007, this is the first study estimating returns to foreign language skills in Turkey. We contribute to the literature on the economic value of language knowledge, with a special focus on a country characterized by fast economic and social development. Although English is the most widely spoken foreign language in Turkey, we initially consider the economic value of different foreign languages among the employed males aged 25 to 65. We find positive and significant returns to proficiency in English and Russian, which increase with the level of competence. Knowledge of French and German also appears to be positively rewarded in the Turkish labor market, although their economic value seems mostly linked to an increased likelihood to hold specific occupations rather than increased earnings within occupations. Focusing on English, we also explore the heterogeneity in returns to different levels of proficiency by frequency of English use at work, birth-cohort, education, occupation and rural/urban location. The results are also robust to the endogenous specification of English language skills.