Technologies, literacies in English oral communication and teacher education: an empirical study at the university level

Abstract

ABSTRACT:The main purpose of this article is to report data findings and results obtained in a 60-hour course designed for 20 pre-service English teachers in the first semester of 2014. The course integrated technologies and pedagogical practices to improve advanced oral communication skills. The theoretical framework comprised Kalantzis and Cope (2012, 2013) and their work on literacy, the use of technology by Prensky (2010) and Warschauer (2011), blended-learning (THoRnE, 2003 and genre (KREss, 2003). The methodology involved critical reflection of teaching practice, blendedlearning classes using Moodle forums and class discussions as well as recording of personal introductions, interviews and documentaries. The results showed that pre-service teachers improved their oral communication skills by means of critical reflection, use of web tools and recording, thus comprehending oral genres in a significant way. Based on our study, we can say that our student teachers will be able to implement these instructional strategies in their future teaching practices. (KREss, 2003). a metodologia aproximou as reflexões críticas de práticas pedagógicas, aulas no formato semipresencial utilizando fóruns do Moodle e discussões em aula, assim como gravações de apresentações pessoais, entrevistas e documentários. os resultados mostraram que professores em formação pré-serviço melhoraram suas habilidades orais de forma significativa. Com base em nosso estudo, acreditamos que eles serão capazes de implementar essa pedagogia, denominada pedagogia dos letramentos, em suas práticas de ensino quando passarem a atuar em sala de aula. PALAVRAS-CHAVE: comunicação oral avançada; aprendizagem semipresencial; tecnologias; letramentos.

Current Trends in ELT and Affordances of the Inverted CLIL Approach

“…Educational practices are not always in tune with current trends in society, perhaps due to the the many challenges associated with the incorporation of technologies in teaching methodologies (Wagner et al, 2015), especially on the part of teachers (Prebianca, Cardoso, & Finardi, 2014;Prebianca, Finardi, & Cardoso, 2015) and despite some relevant efforts on the contrary (e.g., Dias & Pimenta, 2015;Rabello, 2015).…”