Vol. 21 No. 2 (2022): Fluxo contínuo

DOI: https://doi.org/10.26512/rhla.v21i2
Published: 2022-09-21

Articles

  • Welcoming on the air: popular communication to/from Venezuelan migrants in Roraima

    Cora Elena Gonzalo Zambrano
    AG10
    DOI: https://doi.org/10.26512/rhla.v21i2.42665

  • Decolonial pedagogies for teaching English in the online context: a practice report

    Beatriz Gama Rodrigues, Rafael Gomes Rosa, Thalita Christina Cavalcante Arré
    AG9
    DOI: https://doi.org/10.26512/rhla.v21i2.43444

  • Methodological options for the use of grammar learning strategies by Mozambican university students

    Nelson Ernesto
    AG8
    DOI: https://doi.org/10.26512/rhla.v21i2.43844

  • Culture and its multiple views on the teaching-learning of languages and in the training of Spanish teachers in a telecollaborative context

    Rickison Cristiano de Araújo Silva, Fábio Marques de Souza
    AG7
    DOI: https://doi.org/10.26512/rhla.v21i2.45178

  • Español en SPOC: the search for a solution for teaching Spanish for ENEM in the midst of a pandemic

    Marcus Vinícius Liessem Fontana, Naura Letícia Nascimento
    AG6
    DOI: https://doi.org/10.26512/rhla.v21i2.44356

  • Linguistic assessment in Applied Linguistics journals in Brazil: mapping of publications

    Giovana Lazzaretti Segat, Simone Sarmento
    AG5
    DOI: https://doi.org/10.26512/rhla.v21i2.42637

  • Proposal for working with phonetic-phonological aspects through Problem Based Learning

    Susiele Machry da Silva , Luciene Bassols Brisolara
    AG4
    DOI: https://doi.org/10.26512/rhla.v21i2.43552

  • O caminho até o curso de Letras: perezhivanie, narrativas e meio social

    Fernando Silvério de Lima, Tátima Venâncio de Paula
    AG3
    DOI: https://doi.org/10.26512/rhla.v21i2.44454

  • The Pedagogical Residence Program and the activity of pre-service teachers through reflective reports

    Edvaldo Santos de Lira, Edmilson Luiz Rafael
    AG2
    DOI: https://doi.org/10.26512/rhla.v21i2.44474

  • Assessment practices in foreign language classes: didact articulation between formative and summative evaluation

    Luciana de Oliveira Alves, Myriam Crestian Chaves da Cunha
    AG1
    DOI: https://doi.org/10.26512/rhla.v21i1.42303