A avaliação no ensino de inglês como LE : crenças, reflexões e ressignificação

Dissertação (mestrado)—Universidade de Brasília, Instituto de Letras, Departamento de Línguas Estrangeiras e Tradução, Programa de Pós-Graduação em Linguística Aplicada, 2015.

Victorian Fairy Tales to develop the speaking skill for children of sixth level of basic education at Maria Auxiliadora High School

Este trabajo de investigación analiza los resultados de un estudio realizado en el Colegio Privado María Auxiliadora en la ciudad de Cuenca, en el uso de la narración como una estrategia comunicativa para mejorar la habilidad de hablar Inglés de los estudiantes de Inglés como lengua extranjera. En este trabajo se intentará demostrar que la narración es un método pedagógico adecuado para desarrollar las habilidades de hablar en estudiantes de sexto nivel que están inscritos en las clases de inglés como lengua extranjera. Los resultados significativos se reportan usando una Rúbrica dos veces: antes del proceso y después del mismo. La prueba estadística utilizada fue de Wilcoxon y el valor crítico fue 0,05. Los resultados mostraron una mejora en todos los cinco componentes diferentes de la rúbrica. La conclusión más importante es que los cuentos de hadas victorianos pueden ser incluidos dentro de la clase y que motiva a hablar el idioma Inglés.

O reordenamento político e cultural do povo kokama : a reconquista da língua e do território além das fronteiras entre o Brasil e o Peru

Tese (doutorado)—Universidade de Brasília, Instituto de Letras, Departamento de Linguística, Português e Línguas Clássicas, Programa de Pós-Graduação em Linguística, 2016.

Lexical and syntactic transfer in writing: a pilot study of two Chilean learners of EFL

Transfer is crucial during the learning and acquisition of a Second Language (L2) and can affect learners' production and reception at all stages of learning. The ·process of transfer can be explained as the use of structures or lexical items which are concurrent with or deviant from the target language, but which are in fact copies of structures or lexical items from the learner's First Language (L1) (Larranaga, Treffers-Daller, Tidball & Ortega, 2011). Transfer is a common occurrence and as such, it' is crucial to acknowledge its use and utility by learners during the process of second language learning and acquisition. Transfer is not always negative; structures and lexical items from a learner's L1 may transfer into their L2 with accuracy and naturalness. This may be particularly the case where a learner is acquiring a language which is cognate with their L1 and as such has a high degree of reciprocity or overlap. However, even cognate languages contain distinctive structures and words which L2 learners must identify as reciprocal or non-reciprocal in order to improve their writing by avoiding negative transfer. Transfer often occurs via translation, particularly for lexical items. Adult L2 learners rely on L1 translation particularly for lexical processing and production; learners' knowledge of L1 informs their use of L2 vocabulary to varying degrees depending on their proficiency (Jiang, 2004).

Contextually responsive transfer: perceptions of NNES on an ESL/EFL teacher training programme

Post-training reflections from nine overseas NNES students were recorded in relation to the extent to which they perceived potential applications of what they had learned in a Contextually Responsive Teacher Training (CRTT) programme in the learning-teaching contexts into which they were returning as English as a Second or Foreign Language (ESL/EFL) teachers. Pragmatic issues in home contexts concerning resources generally and textbooks particularly were seen to threaten the viability of what was learned. Significantly, all participants projected disillusion with home country context rather than with foreign country training as a personal resolution of the mismatch. Implications are drawn for preventative redesign in relation to the Australian programmes.

Quel mode de gestion politique en éducation? Le cas de l’enseignement des langues étrangères au primaire dans le Bade-Wurtemberg (1998-2011)

Dans le Bade-Wurtemberg, land du sud-ouest de l’Allemagne limitrophe à la France, on enseigne une langue étrangère dans toutes les écoles primaires dès la 1re année depuis l’année scolaire 2003-2004. Certaines communes composant un corridor d’une trentaine de kilomètres de large longeant la frontière française se sont vu imposer le français, et non l’anglais comme ailleurs dans le land. Pour cette raison, le règlement a été dénoncé par des opposants lorsqu’il fut rendu public en 2001. La recherche a pour objectif dans une première étape de reconstituer, à l’aide de protocoles parlementaires du land, de publications ministérielles et de jugements de la Cour administrative, les événements entourant l’élaboration, l’implantation et la réception de cette politique éducative entre 1998 et 2011. La question qui nous intéresse dans une deuxième étape se rapporte aux causes des tensions entre le ministère de l’Éducation et les citoyens. La recherche mettra en évidence le fait que les citoyens n’étaient pas seulement contre l’enseignement du français plutôt que de l’anglais, mais aussi contre l’imposition de l’objet d’enseignement. Pour ce faire, un corpus d’articles de journaux dressera le portrait des opinions saillantes de la population, et les positions du débat pourront être systématisées. Une troisième étape proposera une analyse à l’aide de théories de l’évolution des modes de gouvernance en politique de l’éducation et proposera de nouvelles pistes de réflexion.

Quel mode de gestion politique en éducation? Le cas de l’enseignement des langues étrangères au primaire dans le Bade-Wurtemberg (1998-2011)

Dans le Bade-Wurtemberg, land du sud-ouest de l’Allemagne limitrophe à la France, on enseigne une langue étrangère dans toutes les écoles primaires dès la 1re année depuis l’année scolaire 2003-2004. Certaines communes composant un corridor d’une trentaine de kilomètres de large longeant la frontière française se sont vu imposer le français, et non l’anglais comme ailleurs dans le land. Pour cette raison, le règlement a été dénoncé par des opposants lorsqu’il fut rendu public en 2001. La recherche a pour objectif dans une première étape de reconstituer, à l’aide de protocoles parlementaires du land, de publications ministérielles et de jugements de la Cour administrative, les événements entourant l’élaboration, l’implantation et la réception de cette politique éducative entre 1998 et 2011. La question qui nous intéresse dans une deuxième étape se rapporte aux causes des tensions entre le ministère de l’Éducation et les citoyens. La recherche mettra en évidence le fait que les citoyens n’étaient pas seulement contre l’enseignement du français plutôt que de l’anglais, mais aussi contre l’imposition de l’objet d’enseignement. Pour ce faire, un corpus d’articles de journaux dressera le portrait des opinions saillantes de la population, et les positions du débat pourront être systématisées. Une troisième étape proposera une analyse à l’aide de théories de l’évolution des modes de gouvernance en politique de l’éducation et proposera de nouvelles pistes de réflexion.

El aprendizaje en una comunidad en internet de profesores de español como segunda lengua: estudio etnográfico virtual de la comunidad Todoele

In the digital era the availability of resources for online learning has multiplied along with personal learning environments. Proof of this is the proliferation of phenomena in the internet like Open Educational Resources or the Massive Open Online Course (MOOC) and the vast diversity of Online Communities of Practice (OCoP). The former is the object of study in the present Thesis. As Juan Freire (2012: 71) wrote: “The education is already happening, specially outside of educational institutions and formal process of education.” The OCoP garnered attention in the research community during the last few years. And, according to published research, online communities are turning into an emerging phenomena not only for “digital natives” (White, 2011) but also for lifelong learning (Wenger et al, 2002; Dubé et al, 2006; Lai et al, 2006) and specially as a tool for teacher training (Garrido, 2003; Murua, 2015). Teachers develop, through these tools, networks of self support, share didactic material, and look for solutions to common problems while undertaking initiatives towards even more collaboration. The present thesis is a study of Comunidad Todoele (CT) one of the most reputable networks for Spanish as a Foreign Language Teachers (ELE, from it’s Spanish acronym). Currently the community has near 11,000 members and it’s main purpose is researching, describing, and theorising the formative processes that happen inside the network from the perspective of those experiencing it. Debate is centred on the questions: What relevant knowledge do the teachers get from the community? In which way are these processes of learning developed? In other words, How, and what, do teachers learn in these environment?..

Educational software in english to the awareness in a preschool education supervised context

Information and communication technologies play an increasingly important role in society, in the sense that all areas and professions make use of digital resources. The school can not be brushed off this reality, aim to create full subjects and integrated in society today. Educational software can be used very early in the education of children, but they must be carefully and monitoring. This article aims to present the results of the use of educational software in English to the awareness of context with children of pre-school education in kindergarten, nursery center Redemptorist Fathers - The smallest fox in White Castle, a 21 group children under 5 years. Early awareness of foreign language such as English can be started with digital multimedia capabilities and various software available on the market. However, the small study described the case reveals some resistance from parents and educators, in the preparation of these to choose and monitor the use of ICT by children, in addition to also highlight the self-interest of the children involved and their learning a few words in English language in different contexts of daily worked. The study opens perspectives on close monitoring needs of such uses and training of educators in the field of use of resources multilingual awareness in pre-school education.

L’interaction comme méthode d’apprentissage du Français langue étrangère (FLE) en Suède

Mon travail s’inspire de l’idée de la Direction nationale de l’enseignement scolaire suédoise (Skolverket, 2011) qui suggère que « les élèves doivent avoir la possibilité de développer une capacité de communication et de compréhension de la langue ». Mon mémoire commence par une introduction générale, continue avec une analyse des manuels utilisés dans l’apprentissage du FLE et des activités favorisant l’interaction - échange réciproque verbale ou non verbale, pour terminer par une conclusion générale. Comme il n’existe pas d’enseignement sans méthodes appropriées, il existe des manuels qu’on peut utiliser afin de faciliter l’apprentissage par l’interaction de la langue cible. Les activités de communication orale et écrite d’ordre pédagogique sont indispensables. Tout comme l’écrit Revue française de pédagogie (1994 :133) « La classe est un système social complexe dont les parties sont en interaction dynamique, acteurs (enseignant et élève[s]), situation, matière selon des statuts sociaux. ». Pour effectuer mes recherches, j’ai porté mon attention sur l’analyse des manuels scolaires qu’il m’a été permis de consulter. Il s’agit des manuels d’entraide comme : Mais oui 3 et Escalade littéraire. Concernant l’analyse du matériel didactique favorisant l’interaction, ces deux manuels proposent des exercices de réflexion selon le niveau de l’apprenant. Dans mon travail, je m’intéresse à l’aspect didactique et linguistique de ces deux manuels scolaires.

Exploring implementation of dialogical inquiry into a Korean English classroom

An alternative approach to the teaching and learning of spoken English in Korea was investigated to maximise students’ collaborative meaning-making through dialogical inquiry. It was concluded that oral proficiency of foreign language could be facilitated by a learning environment that is oriented to student interaction and is responsive to social and cultural identities of students.

Relatório no âmbito da unidade curricular prática de ensino supervisionada, realizada no Agrupamento de Escolas de Reguengos de Monsaraz

Este relatório surge no âmbito da unidade curricular Prática de Ensino Supervisionada, inserida no Mestrado em Ensino do Português no 3.º Ciclo do Ensino Básico e Ensino Secundário e de Espanhol no Ensino Básico e Secundário, orientado pelo Professor Doutor Paulo Lampreia Costa. A nossa Prática de Ensino Supervisionada decorreu durante o ano letivo 2015-2016, no Agrupamento de Escolas de Reguengos de Monsaraz. Neste trabalho destacamos e refletimos sobre documentos e legislação fundamentais para a profissão docente, em Portugal. Relatamos as práticas operacionalizadas na planificação, condução de aulas e avaliação das aprendizagens, incidindo, sobretudo, em duas turmas, o 7.º E e o 11.º A/B, nas disciplinas de Português e Espanhol, respetivamente, e analisando-as criticamente. Descrevemos e comentamos a nossa participação na escola, relativamente à preparação e operacionalização de atividades extraletivas. Finalmente, refletimos sobre o nosso desenvolvimento profissional enquanto futuros professores; Abstract: Report within the scope of Supervised Teaching Practice curricular unit This report appears within the scope of Supervised Teaching Practice curricular unit, included in the Master’s Degree in Portuguese Language Teaching for the 3rd stage of Basic Education and Secondary Education and Spanish Language Teaching for Basic and Secondary Education, under the supervision of PhD Professor Paulo Lampreia Costa. Our Supervised Teaching Practice took place during the 2015-2016 school year, in the group of schools of Reguengos de Monsaraz. In this work we emphasize and reflect over fundamental documents and legislation that regulate the teaching activity in Portugal. We report our teaching activity practices which concerns planning, developing classroom activities, assessing learning, addressing, mainly, two classes, 7.th E and 11.th A/B, in Portuguese and Spanish as a Foreign Language II, respectively, and analyse them. We describe and comment our school participation, which concerns the planning and implementation of extra-curricular activities. Finally, we reflect over our professional development as future teachers.

Relatório no âmbito da unidade curricular prática de ensino supervisionada, realizada na Escola Secundária/3 Rainha Santa Isabel de Estremoz

O presente relatório foi produzido no âmbito da unidade curricular Prática de Ensino Supervisionada, que faz parte do Mestrado em Ensino do Português no 3º Ciclo do Ensino Básico e Ensino Secundário e de Espanhol nos Ensinos Básico e Secundário, sob a orientação da Professora Doutora Ângela Maria Franco Martins Coelho de Paiva Balça. Identifica-se, na sua essência basilar, como um trabalho reflexivo-descritivo sobre a prática aplicada e efetuada no ano letivo 2015/2016, no lecionamento das disciplinas de Português em duas turmas de 10º ano, e de Espanhol – Língua Estrangeira I numa de 7º ano, na Escola Secundária/3 Rainha Santa Isabel, de Estremoz. Além do mais, também constitui o expoente de todo o processo levado a cabo durante os dois anos do Mestrado, o qual permitiu e conduziu à revisão, modificação, inovação e progressão em matéria de conceitos, ideias, noções, ações e teorias, quer fossem mais antigas ou recentes. Este é o produto final e contributo para o desenvolvimento e melhoria a nível pessoal e profissional. Através do conhecimento da literatura teórica e da sua aplicação na ação, a reflexão compromete-nos a cumprir uma prática fundamentada e apoiada em toda a documentação mundial, europeia e portuguesa normativa e de referência para o exercício da profissão docente o mais completo e eficaz possível. Mais do que um relatório, é uma avaliação orientativa da dimensão transformadora no desempenho docente que, na sua parte mais cogitativa, expõe estruturalmente: a observação e o seu registo; a observação em contexto; a planificação; a orientação; a componente letiva – aulas lecionadas (análise, aprendizagem e melhorias) e a pesquisa reflexiva na abordagem dos inquéritos passados nas turmas de Português e de Espanhol; e, por fim, a abordagem reflexiva sobre a avaliação formativa das aprendizagens realizada às turmas de 10º ano, na disciplina de Português; ABSTRACT: This report was produced in the scope of Supervised Teaching Practice’s curricular unit, which is part of the Master’s Degree in Teaching Portuguese for the 3rd stage of Primary Education and Secondary Education, and Spanish Foreign Language Teaching for Primary and Secondary Education, under the supervision of Dr. Ângela Maria Franco Martins Coelho de Paiva Balça. In its basic essence, this is a reflective and descriptive paper about practices applied and performed for the 2015-2016 school year to teach Portuguese, in two tenth grade classes, and Spanish as a Foreign Language, in one seventh grade class at Rainha Santa Isabel School of Estremoz. Furthermore, it outlines the entire process carried out during the two years of the Master’s Degree, which provided and led to review, change, breakthrough, and advancement regarding concepts, ideas, assumptions, and theories, whether they were pre-existing or more recent. This is the final product and the contribution towards development and improvement in personal and professional terms. Through knowledge of theoretical literature and applying it to practice, the reflection leads us to compile substantiated and supported practice in all worldwide, European, and Portuguese standards and reference documentation for the most effective pursuit of the profession. More than a report, this is an evaluation of transformation in teaching performance that structurally examines the following: observation and its registration; observation in the field; lesson design; guidance and monitoring; a teaching component (analysis, apprenticeships, and improvements) with a reflective element based on the results of the Portuguese and Spanish class surveys; and, finally, a reflexive approach about formative assessment of student learning that took place within the Portuguese course.

Londres et les Britanniques dans l’ancienne grammaticographie du Portugais comme langue étrangère (XVIIe- XIXe siècles)

Observant le corpus des grammaires de portugais langue étrangère, depuis la deuxième moitié du XVIIe siècle, nous constatons que Londres a été une capitale éditoriale du monde grammatical portugais et les Britanniques (étudiants et commerçants) un public cible privilégié. L’œuvre A Portuguez Grammar : or, Rules shewing the True and Perfect way to learn the said language (1662) – la première publication grammaticale connue de portugais langue étrangère – a été publiée à Londres, lors du mariage royal de l’infante portugaise Catherine de Bragance et Charles II d’Angleterre, afin de servir, selon son auteur, le militaire français Monsieur de la Molière : “a deux sortes de personne en Angleterre, aux gens de commerce (…) & aux gens de Cour” (“to two sorts of Persons in England : to people of Traffique and Commerce (…) And to Persons of the Court”). La production et la circulation de grammaires de portugais comme langue étrangère écrites en anglais et publiées à Londres continuent pendant les XVIIIe et XIXe siècles ; ville où ont été commercialisées et exportées des œuvres grammaticales portugaises comme celles de J. Castro (1731), António Vieira (1786), Richard Woodhouse (1815), Luís Francisco Midosi (1832), Alfred Elwes (1876), Charles Henry Wall (1882). Notre propos dans cette étude est, d’abord, d’analyser ce mouvement grammatical luso-britannique, notamment un ensemble de grammaires de portugais produites dans l’espace anglophone. De plus, nous estimons contribuer à l’étude des anciennes grammaires de portugais comme langue étrangère dans le cadre de l’historiographie linguistique canonique, partant du fait que ces œuvres font partie de l’historie de la grammaire des vernaculaires européens.

Relatório no âmbito da unidade curricular prática de ensino supervisionada

Integrado na unidade curricular Prática de Ensino Supervisionada do Mestrado em Ensino de Português no 3.º ciclo do Ensino Básico e Ensino Secundário e de Espanhol nos Ensinos Básico e Secundário, este Relatório incide sobre os documentos legais e orientadores que envolvem e orientam a atividade docente e sobre a sua prática específica, considerando a planificação, a condução de aulas, bem como a avaliação de aprendizagens no âmbito do processo de ensino-aprendizagem do Espanhol como língua estrangeira. Assim, são duas as dimensões sobre as quais centramos este trabalho, uma teórica e outra prática, que relacionamos criticamente ao longo de todo o Relatório. A par destas dimensões, também o nosso percurso profissional é alvo de reflexão, procurando, a partir da mesma, perceber-se quais os desafios experienciados e as competências adquiridas, tendo sempre o aluno e as suas aprendizagens como destinatário e principal alvo das conclusões alcançadas; Abstract: Report within the course Supervised Teaching Practice Included in the course Supervised Teaching Practice of the Master Degree in Portuguese and Spanish Teaching in the middle and upper schools, this report focuses on the legal and guiding documents which involve and direct the teaching activity and on its specific practice, considering lesson planning, organization as well as learning assessment within the teaching-learning process of Spanish as a foreign language. Therefore, there are two aspects over which we focus this assignment, one theoretical and other practical, which we critically relate along all Report. Aside these two aspects, our professional development is also object of reflection, seeking, from that same reflection, to understand the challenges experienced and the skills acquired, having always the student and his learnings as the receiver and main target of the achieved conclusions.