Programa para la eliminación de las barreras de idiomas en el Caribe = Programme for the removal of language barriers in the Caribbean

Analiza las medidas especiales y los programas destinados a superar las barreras de idiomas con el objeto de acelerar el proceso de intercambio entre los paises del Caribe.

Progress report on the programme on the removal of language barriers

Examina los progresos del CDCC en su programa para eliminar las barreras de lenguaje en el Caribe, con el fin de facilitar una colaboracion mas estrecha en areas del desarrollo economico y social entre los paises miembros del CDCC, especialmente en lo que se refiere al establecimiento de un Instituto Caribeno del Lenguaje que coordine las tareas en ese sentido de las organizaciones a nivel nacional y subregional existentes en la region.

Progress report priority project on the removal of language barriers

Includes bibliography

Future orientations for the CDCC project for the removal of language barriers in the Caribbean

Analiza los problemas encontrados en la implementacion del programa prioritario de eliminacion de las barreras linguisticas, y tomando en consideracion la limitacion de recursos financieros, recomienda medidas para el corto y largo plazo.

The interlanguage development in the spanish learning as foreign language in Teletandem under the View of the Complexity Theory

This article presents, under the perspective of Complexity Theory, the characteristics of the learning process of Spanish as a foreign language in Teletandem. Data were collected from two pairs of Portuguese-Spanish interagents, who were engaged in a systematic and regular interaction, based on the tandem principles. It was found that the learning experience is developed with the peculiarities that arise from the context, agents, members and their nuances, which revealed the presence of a shallow space between the systems of native and foreign languages.

Experiencing Manipulative Material for the Teaching and Learning of Mathematics

This paper presents some outcomes from research based on classroom experiences. The main themes are the use of mirrors, kaleidoscopes, dynamic geometry software, and manipulative material considering their possibilities for the teaching and learning of Euclidean and non-Euclidean geometries.

Competences in the classroom in the perspectives of foreign language teachers

In this article we raise some considerations about teachers’ competences, from the perspective of teachers in the Brazilian public sector. The theoretical framework includes articles by Paulo Freire (2001), Philippe Perrenoud (2012), Edgar Morin (2003) and Maurice Tardif (2002) and, based on these authors, we reflect upon issues concerning teachers’ competences taking answers provided by the Brazilian language teachers as a departing point. In a teachers’ course, followed by the same teachers, we posed the main question in our study: Which competences are necessary for a teacher to be considered a good professional at present? From the answers given individually and group discussions we proceeded to a comparative analysis with the adopted framework, and other issues concerning teachers’ competences were considered as well. All the participants mentioned the same two competences, the use of technology and sound knowledge of the course content, and other competences were pointed out by the various teachers as well. Such procedure, besides providing data for our study, also helped as a self-reflexive activity for the teachers involved, about their own professional performance. Given the issues raised in the theoretical texts and the answers provided by the teachers, we expect to revisit the competences necessary for foreign language teacher efficient performance.