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.

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.

Tendências de pesquisa em ensino-aprendizagem de inglês como língua estrangeira no Brasil: 2005-2009

The aim of this paper is to point the main research tendencies in teaching and learning English as a foreign language in the main postgraduate courses in this area, in Brazil, in the period 2005-2010. The adopted methodology for the data collection included the inventory of theses and dissertations, which are included in the sites of the universities with research lines in Applied Linguistics and were produced in the mentioned period. The most productive categories were the ones related to teacher formation, translation, language and technology and studies about teachers and students’ beliefs.

Sobre o pensamento bakhtiniano: uma recepção de recepções

There are several receptions of the Bakhtinian work: those which situate it in a cultural and historical perspective, making it possible to understand the context inherent to it, the interchanges with which it was instituted and its development paths; those which separately take one or other of its ideas, and those which search to infer a less or more systemized framework from it in order to consider a specific object. When we concentrate on those last ones and on the field of studies about language, we examine the receptions of the Bakhtinian thought as a pragmatics, a sociolinguistics, a semiotics, a social theory, a theory of the discourse. The perspective of this branch of instruction is the one on which we lastly focus in order to reflect upon some of its fundamental basis.

Subjetividade, individualidade e singularidade na criança: um sujeito que se constitui socialmente

Considering the hypothesis that Bakhtin and his Circle's reflections can help us think about issues involving the field of Language Acquisition, in addition to the fact that there are only a few works developed within this perspective in Brazil, in this article, we intend to discuss the notions of subject, subjectivity, individuality and singularity, drawing on Bakhtin's theory. Thus, in order to make this discussion clearer, we bring data from the speech of young children, from 1.8 to 3 years old, who were filmed in natural contexts interacting with their parents and relatives. From these data, we could verify, among other things, that children, as individuals who constitute themselves as subjects in and through language, bring marks to their discourse, revealing their subjectivity (through lexical, morphological, syntactic or genre choices).

Estudo do uso da tecnologia da informação e comunicação no trabalho do formador de professores

This paper presents academic-scientific research on the use of Information and Communication Technology in the work of teacher educators. Specifically analysis was performed theoretical and practical approaches deployed in the prescribed work and the work actually performed by teacher educators in the use of educational software, named Sherlock.

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.

Fóruns no ambiente Teleduc: reflexões sobre o papel dos mediadores e estratégias de gerenciamento de debates

Online discussion forums have been widely used in internet-mediated courses and blended courses. In these learning contexts, the mediator's (or tutor's) role in supporting successful learning is of considerable importance. Firstly, the present article discusses some studies in which the mediator's role in online learning environments is emphasized. Secondly, we use this discussion to support our qualitative case-study analysis, in which we investigated mediators' debate-management strategies in TelEduc virtual forums. Lastly, we propose a reflective framework about management strategies in forums in virtual learning platforms.

Reflexões de professores de inglês em formação inicial sobre o uso de novas tecnologias

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

A análise do discurso diante de estranhos espelhos: visualidade e (inter)discursividade na pintura

This paper aims to understand the discursive dimension of some paintings through Michel Foucault'sdiscourse analysis approach. The image of the mirror in several canonical paintings was selected, intending to observe its discursive operation as an element of the visual artistic utterance. Basically, this text has three parts: firstly, it determines the place occupied by the aesthetic discourse in Michel Pêcheux's and Michel Foucault's works; secondly, it focuses on the analysis of three European paintings, namely The Maids of Honour by Velásquez, A Bar at the Folies-Bergère by Manet, and Dangerous Liaisons by Magritte; thirdly, it discusses the intersection between visuality and interdiscursivity based on a) the contributions of M. Foucault's works on aesthetic discourse and b) the image of the mirror found in those paintings.

Motivação e ensino de espanhol na escola pública paulista: dados quantitativos e qualitativos de um estudo de caso

O presente artigo tem como objetivo apresentar e discutir os resultados de parte de uma pesquisa empírica levada a cabo em 2008 com alunos de espanhol de um dos Centros de Estudos de Línguas mantido pelo governo estadual de São Paulo. Tínhamos como meta conhecer e mensurar, até onde fosse possível, o nível de motivação dos alunos em sala de aula, assim como as suas principais causas. Uma vez que tais Centros são, no momento, os responsáveis em São Paulo pela aplicação da lei que torna obrigatória a oferta de língua espanhola nas escolas de nível médio do país (no que se refere à escola pública estadual), consideramos pertinente divulgar tais resultados, de forma que as discussões suscitadas por eles possam contribuir para um ensino de línguas mais motivador e, portanto, mais eficiente. A pesquisa, de cunho quantitativo e qualitativo, contou com 161 alunos informantes. Os principais resultados apontaram que i) os estudantes em geral encontram-se motivados durante as aulas de espanhol; ii) a figura do professor, o esforço depreendido, o conteúdo, a autonomia de escolha do idioma estudado e o prazer que têm em aprender a LE foram as principais causas de motivação apresentadas; iii) a falta de conhecimento sobre aspectos culturais da língua alvo foi apontada como uma das principais causas de desmotivação; iv) as atividades descritas como mais motivadoras foram, pela ordem, jogos e brincadeiras, vídeos/filmes e músicas; v) as atividades consideradas menos motivadoras foram seminário, prova oral/chamada oral e redação.

Discursos sobre a leitura na contemporaneidade: entre o texto-papel e o texto-tela

Ancorada na perspectiva teórica da Análise do Discurso, na interface com a Filosofia e as Ciências Sociais, meu propósito, neste artigo, é pensar a circulação dos discursos sobre a leitura na internet. O corpus analisado se constitui de alguns excertos de relatos escritos por alunos de três cursos de graduação do Ensino Superior (Ciências Biológicas, Matemática, Pedagogia), os quais colocam em evidência a produção de discursividades sobre a leitura do texto-papel para o texto-tela, bem como a relação do sujeito-aluno-leitor com as "novas" tecnologias digitais no mundo contemporâneo e globalizado.

Estratégias utilizadas por aprendizes de línguas afins: a troca de código

Neste artigo analisamos a troca de código, uma estratégia de compensação que consiste na utilização de uma palavra ou frase em L1, L3 ou L4, no interior do enunciado em L2, empregada por aprendizes de italiano LE cuja língua materna é o português brasileiro, durante a realização em dupla de uma tarefa escrita. A pesquisa, que se baseou nos instrumentos propostos pela etnografia, mostra que a troca de código constitui um potencial para o desenvolvimento da interlíngua e para a aquisição/aprendizagem de LE e que tal estratégia, além de compensar eventuais lacunas linguísticas originadas pela falta de recursos adequados para expressar-se em LE, é usada pelos falantes como procedimento típico da conversação bilíngue para facilitar a comunicação.

'Was hast du heute gelernt? ', ou o que você aprendeu hoje?: crenças discentes acerca do conteúdo programático de aulas comunicativas de alemão como língua estrangeira

O intuito do presente artigo é analisar os resultados de uma pesquisa conduzida junto a alunos de dois cursos de alemão como língua estrangeira. A investigação se insere no marco teórico dos estudos sobre crenças. Pretende-se pôr em relevo a percepção do alunado a respeito do conteúdo programático das aulas que frequenta - e, sobretudo, os valores e pesos que deposita sobre cada elemento que integra uma aula de língua estrangeira: de um lado, que importância dedica às atividades de desenvolvimento das "quatro habilidades" (ler, escrever, falar e ouvir), ao trabalho com a gramática, com o léxico e com aspectos inter e transculturais.