O Uso do Livro-texto no Programa de Inglês – Idiomas sem Fronteiras

Abstract

This paper aims to analyze the use of the textbook by one of the authors of this article in the Language without Borders (LwB) Program. Thus, the textbook is the main teaching material. Since most research on textbooks focuses on the analysis of its content, this study is centered on its use. Hence, an investigation along the lines of action research was carried, in which field notes were written of the 24 classes taught in a preparatory course for the IELTS proficiency exam in LwB. The criteria proposed by Vilaça (2010) and Lamberts (2012) were used for the analysis: addition; deleting/subtracting/omitting; adaptation/ redesigning; simplification; rearrangement; and number of activities involving the textbook. All classes relied on some sort of adaptation of the textbook, and the categories suggested by Vilaça (2010) of addition and deleting were the most frequently performed during the course.

Ensino de inglês para fins acadêmicos

“…Nesse caso, observa-se a necessidade de professores de IFA adaptarem materiais existentes, procurando adicionar, omitir, reelaborar, simplificar ou reordenar textos ou tarefas presentes nos livros didáticos Welp, 2016). De forma a elaborar ou selecionar materiais didáticos consistentes com os usos linguísticos em ambientes acadêmicos, as pesquisas em linguística de corpus aplicada ao ensino de IFA O'Boyle, 2022) indicam que se torna cada vez mais evidente a variação disciplinar inerente aos processos de compreensão e produção de textos orais e escritos nessa esfera.…”

“…Assim, parece necessário que a formação de professores trabalhe com formas de adaptar os livros didáticos (Lamberts, 2015;Welp, 2016) ou de abandonar o seu uso para priorizar a elaboração autoral de materiais para o ensino de IFA (BALEAP, 2008). O relato de Rafaela apresenta seu incômodo em ter que comprimir o conteúdo do livro em poucas aulas, demonstrando a dificuldade de usar um material do tipo guarda-chuva (Murray, 2016) num contexto bastante específico de ensino de inglês: um curso gratuito, não-sequencial e de carga horária curta.…”

Stories of professional development in Brazilian Languages Without Borders Program

“…The LwB was, as mentioned above, conceived to be an accessory to the bigger internationalization effort, the SwB. However, recent research (Sarmento & Kirsch, 2016;Kirsch & Sarmento, 2016;Kirsch & Sarmento, 2017;Augusto-Navarro & Gattolin, 2014;Dellagnelo, 2014;Pinheiro e Finardi, 2014;Nicolaides, 2014;Sarmento, Abreu e Lima & Moraes, 2016;Lamberts, 2015;Vial, 2014;among others) suggests that the activities at the LCs, whose end goal is to teach English to the university community, foster the emergence of CoPs which turned out to have important outcomes in terms of teacher development. As student teachers tend to have a young and inexperienced profile they need lots of support from coordination and peers, which promotes and strengthens community bonds, and, thus, instantiate systematic interactions that culminate in student teacher learning about the profession they chose from an insider's perspective (Nóvoa, 2009).…”