Vol. 21 No. 1 (2022): Fluxo contínuo

Articles

• An exploratory study about remote English language teaching in potiguar public school in time of Covid-19 pandemic (2020-2021)

  João Walison de Oliveira Costa, Samuel de Carvalho Lima

  AG10

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.26512/rhla.v21i1.42632

• (Re)contextualizations of literacy practices in the context of remote teaching: experiences of a professor

  Roberto Barbosa Costa Filho, Elizabeth Maria da Silva

  AG9

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.26512/rhla.v21i1.42518

• Games, digital technologies and inclusion in the English language curriculum: a teacher’s stories

  Valeska Virgínia Soares Souza

  AG8

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.26512/rhla.v21i1.42244

• The training of beginning French teachers based on Activity Ergonomics and Activity Clinic

  Marcelo de Oliveira Bahia, Aline Leontina Gonçalves Farias, Walkyria Magno e Silva

  AG7

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.26512/rhla.v21i1.42229

• Needs analysis: the mapping of genres for an English for Professional Purposes course in Systems Development

  Luciana Moraes Silva Octaviano, Solange Aranha

  AG6

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.26512/rhla.v21i1.42664

• Spanish speakers’ representations of their written production in Portuguese

  Rafaela Silva de Souza, Rosa Yokota

  AG5

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.26512/rhla.v21i1.41597

• Diversities in an English language textbook: visual representations and/in intersectionality

  Victor Gomes Milani

  AG4

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.26512/rhla.v21i1.41515

• Online education in Spanish-language courses: from ERT to possibilities for the post-pandemic period

  Sara de Paula Lima, Tatiana Lourenço de Carvalho

  AG3

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.26512/rhla.v21i1.40221

• The effects of implicit and explicit techniques on the development of sensitivity to linguistic variation in Italian/FL learners

  Graziele Altino Frangiotti

  AG2

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.26512/rhla.v21i1.38792

• Didactic assessment sequence for foreign language teaching in a hybrid learning environment: debates and possibilities

  Estogildo Gledson Batista, Leila Miyuki Saito, Isadora Teixeira Moraes, Gabriela Rossatto Franco, Giovanna Mollero Fernandes

  AG1

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.26512/rhla.v21i1.36339