De resistências à aprendizagem da língua inglesa

Pessoa, Rosane Rocha; Pinto, Joana Plaza

doi:10.1590/s0103-18132013000100003

Cited by 3 publications

(3 citation statements)

References 2 publications

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“…Even at university, English Language studies have a high student evasion history. Students mainly complain about methodologies and learning difficulties (Pessoa & Pinto, 2013), i.e., students drop out due to (1) teaching techniques considered to be inefficient, and (2) not believing they are achieving their desirable learning pace (Evans & Tragant, 2020). Consequently, teachers must think carefully about the method used during English classes.…”

Section: Use Of Licentiae Hypomnemata In a New Contextmentioning

confidence: 99%

Licentîa Hypomnema: Reflections and Perceptions in Teacher Education

Lopes

Nunes

Rocha

2023

Psicol. cienc. prof.

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Student protagonism is paramount in the knowledge construction process. In this paper, we discuss a didactic-pedagogical resource called licentîa hypomnema (LH), inspired in portfolios and learning diaries in which student-teachers record their understandings and reflections regarding pedagogical topics learned at University in a meta-learning process on learning about teaching. The initial context of the research was a Psychological Development and Teaching course, offered in the Teacher Education program at Universidade de Brasília (UnB). Two of the authors, then Literacy and Languages Teaching students, produced their LH and peer assessed each other during the course. In their annotations, the student-authors recorded two pedagogical situations related to the use of LH in their own teaching practices, causing an impact on their formative path. These materials consist of the data for analysis and discussion. Moreover, we discuss possible uses of reflexive writing in teacher education and other learning contexts. Producing a LH supports knowledge production and allows students to connect theory and practice, which consequently influences the student’s teaching practice. Since LH is a didactic-pedagogical resource and not a close-ended tool, both the context and individuals who use it should be considered.

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Section: Use Of Licentiae Hypomnemata In a New Contextmentioning

confidence: 99%

Licentîa Hypomnema: Reflections and Perceptions in Teacher Education

Lopes

Nunes

Rocha

2023

Psicol. cienc. prof.

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“…11 Difficulty in EFL oral production has been very frequently related to unsuccessful classroom practices in K12 schools, specially the public ones. On this matter, see: Lima (2011), and Pessoa & Pinto (2013).…”

Section: Unacknowledged Eflmentioning

confidence: 99%

Can We Speak English? Reflections on the Unspoken Efl in Brazil

Hashiguti

2017

Trab. linguist. apl.

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This essay explores the issue of oral production in English as a foreign language in Brazil. It reports the difficulty some students find to speak the language to matters of authority and legitimacy constituted in a particular history of language policies. Interest in the theme emerged because many Brazilian students who know English state they cannot speak the language and avoid pronouncing it and engaging in conversations. A discursive methodological framework forms the basis for the analysis of postings collected from discussion forums on different websites. First, I can´t speak English works as the reference statement that makes it possible to verify a discursive regularity in operation in Brazil. Second, a postcolonial theoretical framework supports the discussion on the conditions of possibility to speak English as a foreign language in a former Portuguese colony. The author argues that the ghost of the native, idealized speaker prevents students from recognizing the English they know as legitimate, and to speak it, and points out that dignity is a possible discourse to help deconstruct the colonial, silenced positioning that exists regarding the oral production in this foreign language. Keywords: English as a foreign language; Postcoloniality; Discourse. RESUMOEste ensaio explora a questão da produção oral em inglês como língua estrangeira no Brasil. Relaciona-se a dificuldade de alguns alunos brasileiros para falar a língua com questões de autoridade e legitimidade em uma história particular de políticas linguísticas. O interesse no tema surgiu porque muitos alunos brasileiros que sabem inglês dizem que não conseguem falar a língua e se abstêm de pronunciá-la ou conversar na língua . O estudo baseia-se num quadro metodológico discursivo para a análise de postagens recolhidas em fóruns de discussão em diferentes sites. Em primeiro lugar, a formulação Eu não consigo falar Inglês -é utilizada como um enunciado de referência para a análise e verificação de uma regularidade discursiva em operação no Brasil. Em seguida, um quadro teórico pós-colonial apoia a discussão sobre as condições de possibilidade para falar a língua inglesa como língua estrangeira numa ex-colônia Portuguesa. A autora argumenta que o fantasma do falante nativo, idealizado, impede os alunos de reconhecer o inglês que já sabem como legítimo e de falar a língua, e aponta que a dignidade é um discurso possível para desconstruir o posicionamento colonial e de silenciamento que ainda existe com relação à oralidade nessa língua estrangeira. Palavras-chave: Inglês como língua estrangeira; pós-colonialismo; discurso.

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“…Despite substantial efforts of educational laws (Brasil, 1996) and curricula guidelines (Brasil, 1998(Brasil, , 2006(Brasil, , 2017 to help students develop useable knowledge of English, the focus on translations along with excessive prescriptive grammatical rules are still the most popular practices (Bernardo, 2019). Those methods seem to be driven by unfavorable conditions for teaching, i.e., limited workload, overcrowded classrooms that prevent teachers from properly guiding students during speaking activities, precarious pre-service teacher education, a shortage of in-service education programs, and low teacher salaries (Celani, 2003;Cox & Assis Peterson, 2008;Pessoa & Pinto, 2013;Menezes de Souza & Monte Mór, 2019). A general sense of failure both in public and private schools challenge researchers to deepen their understanding of such a complex scenario that is not unique to Brazil -it is actually lined up with a great number of teaching contexts around the world (Weddell, 2011;Freeman et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Integrating augmented reality and problem-based learning into English language teaching through instructional design

Sorte

Kim

2023

revtee

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This article aims at discussing how ADDIE, a systematic instructional design approach, can be used to integrate augmented reality technology and Problem-Based Learning pedagogy into English language classrooms. We present a brief retrospective view of the Brazilian English language teaching scenarios to which our proposal is addressed. Afterwards, we provide definitions to ADDIE approach, Problem-Based Learning and augmented reality into the context of English language teaching with technologies. We also propose the integration of the foregoing approaches through practical examples. Our discussion envisions possible impacts of appropriating augmented reality in language teaching classrooms, especially considering the particularities of a continental-scale country as Brazil during the paradoxical times we live in.

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De resistências à aprendizagem da língua inglesa

Cited by 3 publications

References 2 publications

Licentîa Hypomnema: Reflections and Perceptions in Teacher Education

Licentîa Hypomnema: Reflections and Perceptions in Teacher Education

Can We Speak English? Reflections on the Unspoken Efl in Brazil

Integrating augmented reality and problem-based learning into English language teaching through instructional design

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