Tecnologia e Metodologia no Ensino de Inglês: Impactos da Globalização e da Internacionalização

Finardi, Kyria Rebecca; Porcino, Maria Carolina

doi:10.5007/2175-8026.2014n66p239

Cited by 25 publications

(18 citation statements)

References 7 publications

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“…The connection afforded by technology has been appropriated for other purposes besides entertainment, as shown in the many popular social movements organized via social networks originally created for entertainment (Arruda, 2013;Finardi & Porcino, 2016). Finardi and Porcino (2014) claim that access to internet changed the way people use, teach and learn languages in general and L2 in particular and it also changed the way people deal with and position themselves in relation to other people and issues in society. Arruda (2013) claims that some media devices are not rightfully considered tools for learning since they do not always offer potential for learning despite their playful nature.…”

Section: Technology and L2 Teaching/learningmentioning

confidence: 99%

“…The development of digital technology with its easy access to information has changed the way we communicate and relate with and in the world (Finardi & Porcino, 2014). In the digital age (Lévy, 1999) we live in, teachers struggle to keep students, most of whom are the so called digital natives (Prensky, 2001) motivated with materials that can hardly compete with the amount of stimuli and information available in a simple click (Reily, 2012).…”

Section: Introductionmentioning

confidence: 99%

“…Research has already emphasized the importance of looking at the potential of technology for education (Blake, 2013;Finardi & Porcino, 2014;Prebianca, Finardi, & Cardoso, 2015), and how the attention of contemporary students is more likely to focus on visual and kinesthetic stimuli rather than on traditional stimuli because of the intensity of the contact students have with technology outside the class (Reily, 2012). Mobile devices are changing the relationship between content and learner and between learning and entertainment (Arruda, 2013), and they mediate interactions between technology and people (Kulkuska-Hulme, 2009).…”

Section: Introductionmentioning

confidence: 99%

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Mobile Assisted Language Learning: Affordances and Limitations of Duolingo

Finardi

Leão²,

Amorim³

2016

ELR

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This study aimed at analyzing how mobile assisted language learning (MALL) may be used to aid second/foreign language (L2) learning. So as to reach this goal, the Duolingo platform, one of the most popular apps among L2 learners, was analyzed in terms of its possibilities and limitations for L2 learning as perceived by its users. With that aim, a study was carried out with 80 participants, 45 of whom were L2 learners who answered an online survey about their preferences for L2 learning, 25 MALL users and 10 L2 teachers who were interviewed. Data analysis used a mixed methods design with predominantly qualitative data. Results of the study showed that participants recognize the relevance of MALL for L2 learning and think that the Duolingo may aid L2 learning to a certain extent, but agree that a teacher is necessary to foster interaction and the development of production skills in L2. Based on these results the study concluded that L2 teachers should consider using blended approaches combining MALL in traditional classes.

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Section: Technology and L2 Teaching/learningmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Mobile Assisted Language Learning: Affordances and Limitations of Duolingo

Finardi

Leão²,

Amorim³

2016

ELR

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“…Vários autores (a exemplo de MATTOS, 2011;FINARDI, 2016aFINARDI, , 2016bPORCINO, 2014) sugerem que a educação tem sido fortemente afetada pelas transformações da sociedade, advindas da globalização e da revolução tecnoló-gica que amplia espaços, tempos e vozes. Uma consequência dessa transformação é a internacionalização do ensino superior, definida como a integração de aspectos ou dimensões internacionais, interculturais ou globais na missão, função ou produto da educação superior (KNIGHT, 2008).…”

Section: Internacionalização E Língua Inglesaunclassified

Internacionalização, rankings e publicações em inglês: a situação do Brasil na atualidade

Finardi

Guimarães

2017

Est. Aval. Educ.

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Este artigo tem como objetivo discutir a relação entre a avaliação da pós-graduação e a internacionalização do ensino superior brasileiro. Para tanto, revisam-se os critérios de avaliação dos rankings e o papel das línguas estrangeiras em tais processos. O estudo é de cunho bibliográfico documental e discute as tensões/implicações existentes por trás dessas questões que envolvem o ensino superior. De maneira geral, conclui-se que os critérios de avaliação do ensino superior incluídos nos rankings internacionais não são capazes de capturar a realidade no Brasil e, por isso, não beneficiam a avaliação de nossas instituições. Em relação ao papel das línguas estrangeiras no processo de avaliação e internacionalização do ensino superior como um todo, o estudo mostra que o inglês tem um papel-chave e determinante no resultado dessa avaliação.Palavras-chave: Avaliação da Pós-Graduação; Internacionalização; Língua Estrangeira; Rankings Acadêmicos. Internacionalización, rankings y publicaciones en inglés: la situación de Brasil en la actualidadEste artículo tiene el objetivo de discutir la relación entre la evaluación del postgrado y la internacionalización de la educación superior brasileña. Para ello se revisan los criterios de evaluación de los rankings y el papel de los idiomas extranjeros en tales procesos. El estudio es de cuño bibliográfico documental y discute las tensiones/implicaciones existentes detrás de estas cuestiones que envuelven la educación superior. De manera general se concluye que los criterios de evaluación de la educación superior incluidos en los rankings internacionales no son capaces de capturar la realidad en Brasil y por ello no benefician la evaluación de nuestras instituciones. En lo que se refiere al papel de los idiomas extranjeros en el proceso de evaluación e internacionalización de la educación superior como un todo, el estudio muestra que el idioma inglés tiene un papel fundamental y determinante en el resultado de dicha evaluación.Palabras-clave: Evaluación del Postgrado; Internacionalización; Idioma Extranjero; Rankings Académicos. Internationalization, rankings and publications in english: the situation of Brazil nowadaysThis paper aims to discuss the relationship between the evaluation of graduate courses and the internationalization of Brazilian higher education. To do so, this study reviews the ranking evaluation criteria and the role of foreign language in these processes. This study is bibliographic and documental and discusses the tensions and implications that exist and underpin the evaluation of graduate courses and the internationalization of higher education. In general, this study shows that the criteria for evaluating higher education used in international rankings do not reflect the reality of Brazil and they do not evaluate our institutions favorably. Concerning the role of foreign language in higher education evaluation and internationalization, the study shows that English plays a key and decisive role in this evaluation.Keywords: Graduate Education Evaluation; Internationalization; Foreign Language; Academic Rankings.

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“…Though the proposal of linguistic imperialism has served to establish the discipline of Critical Applied Linguistics, it has done little more than monitor the spread of English counteracting some of its negative side effects (Cain, 2008;Finardi & Porcino, 2014). One reason for this is that theory does not always walk hand in hand with practice (Finardi & Dalvi, 2012) nor does it reach classes with the same speed and depth as it reaches the academia (Finardi & Prebianca, in press).…”

Section: Introductionmentioning

confidence: 99%