A Revista Desempenho (ISSN 1677-9797 - Qualis B3) é uma publicação semestral de divulgação científica e tecnológica dos discentes do Programa de Pós-Graduação de Linguística Aplicada (PGLA) da Universidade de Brasília (UnB). A comissão editorial foca na consolidação de um espaço coerente e sólido para a disseminação de conhecimento sistematizado, por intermédio de trabalhos inéditos, sob a forma de artigos e resenhas, que sejam elaborados por pesquisadores da área de Linguística Aplicada.
Autores que publicam nesta revista concordam com os seguintes termos: Autores mantém os direitos autorais e concedem à revista o direito de primeira publicação, sendo o trabalho simultaneamente licenciado sob a Creative Commons Attribution License o que permite o compartilhamento do trabalho com reconhecimento da autoria do trabalho e publicação inicial nesta revista. Autores têm autorização para assumir contratos adicionais separadamente, para distribuição não-exclusiva da versão do trabalho publicada nesta revista (ex.: publicar em repositório institucional ou como capítulo de livro), com reconhecimento de autoria e publicação inicial nesta revista. Autores têm permissão e são estimulados a publicar e distribuir seu trabalho online (ex.: em repositórios institucionais ou na sua página pessoal) a qualquer ponto antes ou durante o processo editorial, já que isso pode gerar alterações produtivas, bem como aumentar o impacto e a citação do trabalho publicado (Veja O Efeito do Acesso Livre).
El papel de la ludicidad en la adquisición de marcadores conversacionales en la enseñanza del español como lengua extranjera
Este artículo analiza la relación entre la ludicidad (Vygotsky, 1978; Pizarro; Silva, 2007; Huizinga, 2012; Silva, 2015) y la adquisición de los marcadores conversacionales (MC) en la enseñanza del español como lengua extranjera (ELE) (Martín Zorraquino; Portolés, 1999; Gonçalves, 2007; Nogueira da Silva, 2016; Melo, 2018; Torre, 2016, 2018; Bravo, 2021). En primer lugar, se presenta una revisión sobre los MC, su importancia para la fluidez y naturalidad de la oralidad y los desafíos que enfrentan los estudiantes brasileños en su uso. A continuación, se discuten estrategias didácticas para la incorporación de estos elementos en la enseñanza de ELE. Finalmente, se aborda la ludicidad como enfoque pedagógico, destacando juegos y dinámicas interactivas que favorecen la experimentación lingüística y la producción espontánea de los MC. Se concluye que la integración de actividades lúdicas en la enseñanza de los MC contribuye al desarrollo de la competencia comunicativa, promoviendo interacciones auténticas y un aprendizaje más significativo.
Meta-research in the field of Applied Linguistics
O artigo objetiva apresentar a metapesquisa como abordagem reflexiva e sistemática para investigar processos de pesquisa, com foco no campo da Linguística Aplicada (LA). Fundamenta-se em autores como Freitas (2013, 2018), Ioannidis et al. (2015) e Mainardes (2018), destacando a relação da metapesquisa com métodos como meta-análise e revisão sistemática. A metodologia é qualitativa, bibliográfica e exploratória, incluindo uma análise teórica, embasada em literatura especializada, que identifica a relevância da metapesquisa na síntese de investigações qualitativas e quantitativas na área de LA. Os resultados evidenciam que, além de consolidar tendências e lacunas na pesquisa científica, a metapesquisa contribui para a compreensão mais ampla das práticas e teorias interdisciplinares do campo. Conclui-se que a metapesquisa, ao integrar estudos fragmentados, amplia a capacidade de avaliação crítica, promovendo avanços teóricos e práticos na área.
Linguística Aplicada; metapesquisa; metodologia científica; síntese de pesquisa.
Convergence of Education and Technology:
This article explores the intersection between technology and education, focusing on online collaboration in the discipline of Education, Technologies, and Communication (ETEC) from the students' perspective. The theoretical framework highlights the evolution of attitudes toward technology and addresses the integration of technology in education, emphasizing Warschauer's (1998) views – deterministic, instrumentalist, and critical – with a focus on Feenberg's Critical Theory of Technology. In the context of Digital Technologies of Information, Communication, and Expression (TICE), Collaborative Interactionism is highlighted, emphasizing didactic activism and adaptation to interactive possibilities. The analysis of the introduction and evolution of social networks reveals their crucial role in transforming educational practices. Results present students' perceptions of online collaboration, highlighting the perceived effectiveness of interactive technologies. Benefits such as flexibility and diversified perspectives are discussed, along with challenges, including textual interpretation and time management. Final considerations emphasize the need for a strategic and critical approach to integrating technology into education, recognizing the importance of setting boundaries to preserve students' well-being
Gêneros verbo-visuais e o ensino de argumentação: exame da abordagem do par em um Livro Didático de Língua Portuguesa do Ensino FundamentaL
Desafios dos multiletramentos na contemporaneidade e sua relação com a diversidade cultural e tecnológica
Este trabalho tem como objetivo discutir sobre o papel os multiletramentos na contemporaneidade, tomando como fio condutor os fatos históricos que se desenrolaram no século XX, como também levando em consideração a revolução cultural e tecnológica que tomou grandes proporções nesse mesmo período. Assim se observou a necessidade de delimitar o conceito de multiletramentos e apontar as bases teóricas no Brasil e no mundo, para mostrar como as preocupações no âmbito do uso da linguagem para além do conceito de alfabetização eram simultâneas. Assim, foi proposta uma pesquisa bibliográfica de modo a discutir essas e outras questões transversais, tomando como base, textos e obras de autores renomados na área, como Freire (1979), Kleimn (1995) e Rojo (2016), por colocarem essa discussão tomando a relação entre o popular e o erudito como níveis de letramentos heterogêneos a serem articulados e refletirem sobre o papel da escola e do professor como autores essenciais para a garantia efetiva dos multiletramentos como um instrumento de transformação social.
ARTISTIC-LITERARY SPHERE: the song in literature
Este trabalho apresenta uma proposta de atividades e de análise para a metodologia de ensino e de aprendizagem da língua quanto aos gêneros da esfera artístico-literária, ao problematizar a vida e a cultura local para a possibilidade de acesso à cultura global nas interações humanas (VYGOTSKY, 2009; BAKHTIN, 1997, 2006). Tal ressignificação metodológica tem como objetivo possibilitar a ampliação do conhecimento científico relacionado à língua portuguesa ao problematizar a relevância de ressignificações nas orientações no que tange aos espaços para a esfera literária e propor uma análise multissemiótica com o gênero canção a partir de poemas, apresentando o tetragrama do Grupo de Estudos da Canção (GECAN) / UFSC (BALTAR et al, 2007, 2019, 2023).
The K-Wave and the meaningful English Language teaching and learning processes
This research aims to establish a relationship between the use of elements from South Korean pop culture in the English language teaching and learning, considering the contemporary phenomenon of Hallyu (romanization of Korean ‘한류’) or Korean Wave. In order to do this, we start from a contextualization of English at school as a multicultural space (BYRAM, 1991; KRAMSCH, 1998; FERNANDES, 2012), contemplating the importance of using authentic materials (SILVA; TIMMERMANN, 2023) to promote an education linked to a meaningful learning (AUSUBEL, 1982), as well as some valid considerations for the study of language, culture and identity, based on Rajagopalan (2006, 2021), and Hall (1997, 2016). In addition, Hallyu was approached in an introductory way for the purpose of conceiving a broad perspective – by reading articles and various authors, including Dal Yong Jin (2023) – thus, concepts such as Hybridity, Glocalization and the theory of Transnational Proximity appear in this paper. The present investigation had as its objective to glimpse the expanding transnational phenomenon of the Korean Wave associated with meaningful English language teaching and learning, considering the current context of the digital age. To this end, a Systematic Literature Review (SLR) was carried out, which revealed a promising scenario that is still little explored on the subject, especially in Brazil. This indicator denotes the relevance of evaluating the problem in question.
Hallyu; Materiais autênticos; Interculturalidade; Ensino-aprendizagem do inglês; Aprendizagem Significativa.
Cuban culture and the development of E/LE’s phonic skills
This article provides the design of tasks elaborated for the development of phonics skills (CANTERO, 2014; 2008) of Brazilian students of Spanish as a foreign language (E/LE) of basic level. To do this, we start from the task-based approach and the oral approach (CANTERO, 2020). A sequence of tasks (previous, training, enabling and final) is proposed (CANTERO, 2019) designed with Cuban culture in mind for the development of phonic skills. It is proposed as a final task to carry out a gastronomic fair with a focus on the typical dishes of Cuba. It is hoped to generate spaces for meaningful interaction and try to contribute to broaden the basis of oral language teaching.
Phonic skills; Cuban culture; Oral approach; Task-based approach.
Variação e ensino de língua portuguesa (L1): a formação docente
Since the Brazilian official documents recommend the inclusion of linguistic variation in Portuguese L1 curriculum, this study seeks to investigate if undergraduate courses in Letters/Portuguese, in the State of Rio Grande do Sul/Brazil, present specific subjects in the field of language variation teaching in their curriculum. Findings have demonstrated that most of these courses do not offer specific subjects related to field under discussion. Taking into account that variation is an inherent phenomenon to the grammar of any language, we expect that this paper serves to stimulate higher education institutions to reflect on the importance of offering specific subjects in the field of “variation and teaching” so that future Portuguese L1 teachers may feel confident and prepared to treat variation pedagogically in their educational setting.
Several norms encourage the use of comics as a teaching tool in Basic Education. Such regulations recognize the potential of comics as a resource capable of significantly contributing to the skills and abilities of students during the educational formative process. Given their multimodal character, they enable multiple meanings and approaches, adding value to the multiliteracy process. In addition, many Brazilian literary works have been adapted for comics, also serving to stimulate the reading of classics of literature. The article aims to investigate how the National High School Exam (ENEM) has mobilized the comics discourse genre in its tests (objective and discursive ones). The research took place through a descriptive approach, involving a documentary analysis covering all tests of regular application of the ENEM, based on authors who approach the characteristics of the comics genre and multimodality. As a result, a recurrent use of this resource associated with a general exploration of its multimodal potential was observed. However, the presence of issues involving adaptations of classic works is still minimal.
Comics. Speech genres. Multimodality. Adaptation. Enem.
quadrinhos; gêneros do discurso; multimodalidade; ENEM.
El silenciamiento de la enseñanza del español en la BNCC y en la Nueva Enseñanza Media: reflexiones sobre los descaminos de formación y capacitación de los profesores de español en Brasil
El presente artículo tiene como objetivo analizar, reflexionar y discutir, a partir de una investigación documental y de una investigación bibliográfica, sobre la retirada de la enseñanza obligatoria de la lengua española de la Base Nacional Curricular Comum (BNCC) y de la Reforma de la Enseñanza Media teniendo en cuenta el largo camino de la lengua española para llegar a las escuelas brasileñas y la situación actual de la enseñanza-aprendizaje de esta lengua con estas nuevas reformas educativas. En este sentido, se pretende analizar cómo será la formación de los profesores con titulación de español y sus puestos de trabajo tras estos cambios tan radicales. Por lo tanto, esta investigación también pretende resaltar la importancia de la enseñanza de la lengua en las escuelas públicas y privadas, alertando del daño que se causa tanto a los alumnos como a los profesores de la lengua española cuando la asignatura sale del ámbito nacional y de lo que se está haciendo contra esas políticas públicas para mantener el español en las escuelas.
língua espanhola; formação de professores de espanhol; BNCC; Novo Ensino Médio.
Foreign language teacher education for a reflexive and decolonial practic
Based on Schön’s idea of teacher as a reflective professional (SCHÖN, 1983, 1992 apud CONTRERAS, 2002), I discuss a form of foreign language teacher education that promotes a reflective practice and prioritizes the perspective of decoloniality in teaching, since language teaching can serve as a perpetuator and maintainer of a system grounded on the ideas and conceptions of coloniality, neoliberalism and eurocentrism (FREIRE, 1989; HOOKS, 2013), even if those involved do so unconsciously. I present some implications of neoliberalism and coloniality in education and reflect on the ideas of authors such as Freire (2019), Contreras (2002) and Zeichner (2008) on reflective teaching practice in counterpoint to the positivist conception of the technicist teacher. I conclude that the education of the language teacher that promotes a reflective teaching practice and language teaching from a decolonial perspective can help promoting a more critical society that is willing to move away from the paradigms of neoliberalism prevailing in the so-called underdeveloped countries.
Neoliberalism. Teacher education. Reflective practice. Decoloniality.
neoliberalismo; formação docente; prática reflexiva; decolonialidade.
Teachers’ perceptions of language tasks in a public language center
This research intent is to identify how tasks are understood in a public language institution. This is a mixed methods interpretivist intrinsic case study conducted with six language teachers, whose data was collected through document analysis, survey and interviews, and analyzed using content analysis (BARDIN, 1979), analysis categories, triangulation, and the researcher’s perspective. The theory on language tasks definition was based on Willis and Willis (2007) and definitions of beliefs by Barcelos (2007). The research findings showed a multifaceted way to perceive tasks in the researched context, far more distant from the theory than expected, but it serves as a diagnosis to help build up knowledge about how to use tasks to teach foreign languages.
tarefas de ensino de língua estrangeira; crenças sobre tarefas de ensino de língua estrangeira.
English Language alumni of UnB: academic education and employability as source of information for reflections on the course
This article presents and discusses the results of a research that aimed to investigate the employability of students graduated from the Licentiate in Letters-English at the University of Brasília, as well as to collect data on their perception of the quality of their initial professional training and their insertion in the labor market. The study was demanded by the university, as part of the strategic actions to meet the institutional self-assessment program recommended in the guidelines of the National Higher Education Assessment System (Sinaes). The totality of participants in this research corresponds to 69 alumni graduated between 2005 and 2019. Data were collected through the application of an online questionnaire, and the results reveal that the largest portion of graduates is active in the area of foreign language teaching and its insertion in the labor market is distributed among different public and private educational contexts. As to how they evaluate the course and their undergraduate training, they perceive that they had an excellent linguistic training, but indicate necessary improvements, especially concerning pedagogical training and the university infrastructure available for the course.
egresso; formação profissional; inserção social; letras; professor.
Reflective practice for language teachers
This article aims to observe and analyze what participants consider reflective practice, the way they place reflective practice in a real public school context and the teachers' understanding of the classroom as a social space. To achieve it, this study was supported by Schön (2000), Van Manen (1995), Dewey (1964, 1973), Contreras (2002). This article is a qualitative and interpretive research that, through a written interview with two foreign language teachers from the public teaching network of the Federal District, discusses the reflective practice in the classroom in order to understand how this practice can be exercised and what are the limitations that prevent the teacher from reflecting his own practice. Reflective practice - reflection on one's own professional practices and self-assessment for a better construction of knowledge and professional performance - is essential for the maturation of teaching practice. The teacher who is aware of the importance of reflective practice understands that only formal qualification (graduation degree) and professional knowledge are not enough to face the obstacles that run through this profession. Through the analysis and discussion of the data, the importance of reflective practice was recognized by the interviewees, but it is also recognized that it is not a simple task to put into practice since it requires a good background of practice and theory, in addition to limitations that some language teachers suffer from the direction of institutions with regard to the methodological practices used in the classroom.
prática reflexiva; professor de língua estrangeira; ensino de língua estrangeira; sala de aula.
Language teaching methodologies and methods during the COVID 19 pandemic: a literature review between 2020 and2022 in national journals
The pandemic not only impacted public health and the economy in Brazil, it also had an impact on education, driving a change in language teaching methods, methodologies and tools, as the “old” models were no longer sufficient to meet the demands. With this in mind, this paper proposes a corpus analysis of empirical research published in Brazilian journals of Qualis A and B from the Applied Linguistics (AL) in the period between 2020 and 2022, which suggested and applied methodologies and methods of language teaching within the pandemic context . This is a qualitative research and is defined as bibliographical because it shows what already exists about the investigated object. The theoretical contribution of this research highlights that using technologies has become something common in our daily lives, it is part of the experiences lived by people in all contexts (BARTON; LEE, 2015), in the form of checking emails, communicating se, use social networks and browse the various national and international websites, and also to learn other languages. Finally, the results relate some resources that were used for language teaching (English and Spanish) and the challenges faced by teachers within this pandemic context.
revisão de literatura; práticas pedagógicas; ensino remoto; tecnologias digitais.
Textbook in Applied Linguistics: its role in teacher training within the teaching of foreign languages in Brazil
In this article I intend to raise new reflections, thus enabling a discussion on the presence of textbooks in teacher education within the context of teaching foreign languages ​​in Brazil. In order to achieve this, through literature review, I bring relevant questions when reflecting on the concept of textbook (PESSOA, 2009), seen as an example of didactic material, and its role in the classroom (TILIO, 2010). Briefly, I first approach the history of textbooks in the Brazilian context, and then discuss the topic with a critical theoretical view, seeking to bring different definitions of the object into focus (MUNAKATA, 2002). I present ideas that I support and open space for discussion, ending this work with the conclusion that textbooks have the potential to be a material, more than a tool or manual, that will help both teachers and students in their learning journey. The objective here is to instigate the reader to critically examine this subject, perhaps even reviewing their own experiences during their academic journey, recognizing that the textbook reveals a perspective on teaching, as well as its educational purposes and its social function within our society.
livro didático; formação docente; ensino de línguas estrangeiras.
Ensino e Aprendizagem de Línguas Estrangeiras
Decolonial approach to teaching praxis in the teaching of foreign languages: between questions and possibilities
Based on the decolonial movement that has emerged to bring a new look at the current world, I present in this article some reflections on the teaching of foreign languages, focusing on the deconstruction of colonial thought that crosses curricula and teaching practices. Through a qualitative bibliographic research, I seek to bring a dialogue between the discussions held within the scope of Applied Linguistics by Brazilian applied linguists (FERREIRA; PESSOA, 2018; MASTRELLA-DE-ANDRADE, 2019; MATOS, 2020) and authors of the Group Modernity/Coloniality (GROSFOGUEL, 2010; hooks, 2013; MIGNOLO, 2005; QUIJANO, 2005; WALSH, 2009;), with themes that have strongly reached the agenda of concerns of researchers in Brazil. The realization of this path is motivated by the following question: how can we decolonize our pedagogical practices in foreign language classes? Instead of presenting an instruction manual, as it would be in the model of technical rationality (CONTRERAS, 2002), I will present some reflections on what it means to be colonial and decolonial within the contexts of: language conception; approach to content and teaching materials; teacher-student relationship; and learning assessment methods. Through each of these contexts, it is observed that coloniality is still very present in the teaching of foreign languages and, therefore, it is necessary that each teacher, within their possibilities, contributes to the interruption of this cycle of domination.
ensino de línguas estrangeiras; abordagem decolonial; práxis docente.
Didactic sequence proposal for reading fake news from the perspective of critical thinking
This article presents part of a Master's thesis in Applied Linguistics, whose subject comprises the development of critical thinking (Lipman, 1995) through the reading of fake news. The theme of this study includes the presentation of a didactic sequence proposal for reading fake news, in order to offer students criteria for the identification of false news. This study was justified due to the students' interest in building more linguistic and discursive strategies for the identification of false news. Thus, the objective of this article is to propose a didactic sequence for reading fake news, in order to exercise in the student a thought model based on criteria used to identify false news. As a methodological procedure for the delimitation of criteria, qualitative-interpretative research was chosen. The authors who provide theoretical support for this study include Lipman (1995; 1997), Vigotsky (2009), Lopes-Rossi (2006), Downes (1995), among others. As a result, we were able to define that the generic properties and the fallacious arguments present in fake news can serve as criteria for the recognition of false news.
Fake News. Critical thinking. Teacher training.
This research investigates the beliefs and practices regarding oral corrective feedback provided by a teacher of Spanish as a foreign language. The purpose of this paper is to identify possible influences of her beliefs and practices on her corrective feedback. This research is based on Barcelos (2004, 2007), Gabillon (2012), XXXX (2014, 2016) and Phipps and Borg (2009) for approaching beliefs and on Battistella (2015), Lyster and Ranta (1997), Lyster, Saito and Sato (2012) and Menti (2003) for corrective feedback. This case study, conducted according to the contextual approach, enabled us to verify the influence of core beliefs that formed during her student years on her pedagogical practices while delivering corrective feedback.
Spanish language teacher as a foreign language
concept of communicative competence for autism
This study aims at providing foreign language teachers as well as applied linguistics with an investigation about how the Autism Spectrum disorder may affect the communicative competence of a learner who is affected by this disorder. For this, there is an introduction about the necessary competences a language teacher must have in order to promote the inclusion of autistic learners into his- her practice. A little sketch about the history of the Autism Spectrum Disorder relating it to the concept of communicative competence was done. Therefore, it was realized how the spectrum features like weak central coherence and gaps in theory of mind may affect the communicative competence of an autistic learner. Through a qualitative data analysis, involving an interview with an English teacher and a learner in the autism spectrum, it was verified that there is the need of more studies relating the autism spectrum and the foreign language teaching for an improvement of the foreign language teachers’ applied competence and that the autism spectrum influences straight some subcompetences of communicative competence.
Este artigo tem como objetivo realizar um estudo descritivo-analítico dos principais conceitos existentes sobre o ensino de gramática, revisitando o ensino da tradição gramatical, que intitulamos de histórico (e normativo), até a contemporaneidade, com a prática de análise linguística. A construção do arcabouço teórico bebe de diferentes fontes para atender aos dois pontos de discussão do texto: Antunes (2007), Borges Neto (2012, 2013), Mendonça (2006), Suassuna (2012) e Vieira (2015). Os resultados apontam que o ensino de gramática passou (e continua passando) por incontáveis mudanças e trajetos, indo desde o ensino de gramática tradicional, por meio dos exercícios mnemônicos e metalinguísticos, até a análise linguística do texto, através da prática reflexiva dos usos da língua.
Gramática. Ensino de Língua Portuguesa. Tradição gramatical.
El presente artículo trabaja en discutir acerca de dos conceptos que se han confundido frecuentemente. Enseñar de forma clara el concepto de alfabetización y letramento, aún, aclarar cómo los dos términos deben ser trabajados y, de la misma forma, traer el porqué no debemos abordar los conceptos de forma apartadas. Es un trabajo de pesquisa con base teórica para abordar los conceptos de letramento y alfabetización, trayendo ideas y conceptos de autores renombrados como Magda Soares, Lev Vygotsky, Paulo Freire etc., con la intención de dejar claro la práctica pedagógica de la alfabetización en un contexto que coexista con el letramento. Además de eso, trae datos que muestran los hechos que han surgido por medio de la no participación de los términos en el proceso de educación. La idea es trazar los efectos que han tenido en el país teniendo en cuenta el malo enfoque metodológico de los conceptos trabajados. PALABRAS CLAVE: Alfabetización, letramento, alianza.
PALAVRAS-CHAVE: Alfabetização, letramento, aliança.
Which subjective senses could arise from English classes at public schools in São Paulo?
This research is an investigation in order to discover the subjective senses that established beliefs produce at the moment of the pedagogical practice during the English teaching-learning process within the classroom. The participants were teachers of public schools of a city in the state of São Paulo. The research had as theoretical and methodological presupposition of González Rey’s epistemology of the subjective senses and subjectivity, having as basis of study the established beliefs. The results demonstrate subjective senses present in the pedagogical practices during the English teaching-learning processes.
Subjective sense. Believes. Pedagogical practices. English teaching-learning process.
ensino de línguas O ENSINO DO PORTUGUÊS E DO ESPANHOL NO ÂMBITO DO MERCOSUL ”“ EDUCAÇÃO BÁSICA E ENSINO PROFISSIONALIZANTE
This paper aims to present some reflections on the teaching of Portuguese and Spanish in Mercosur. From the language’s perspective of Bakhtin (1997, 2006) and Vygotsky (1998) and supported by the National Curriculum and the Curriculum Guidelines for Secondary Education, we analyze the teaching and learning of languages ”‹”‹as happens in practice in the areas of Basic Education and Vocational Education. The article also contains an analysis of the implementation of Law 11.611, which deals with the mandatory provision of teaching of the Spanish Language in the Federal District and ends with some proposals for language teaching from the perspective of pedagogy of multiliteracies
português, espanhol, ensino português, ensino do espanhol, português como língua estrangeira, espanhol como língua estrangeira, educação profissionalizante, multiletramentos.
CALL: English teaching learning in Federal Institutes from Southern Santa Catarina
This study presents considerations about the languages learning which aims to verify the use of digital technologies in the CALL area in order to analyze how teachers of the Federal Institutes located in Southern Santa Catarina perceive the interaction of digital technologies in the English teaching learning. It also aims to investigate the state of technology standardization in English classes, as presented by Bax (2003, 2011). In addition, the study proposes a discussion about the concept of technology in the view of Álvaro Vieira Pinto (2008) and Feenberg (2002, 2003) regarding technological progress as a social phenomenon when using digital devices. This is a field research and data were collected through a semi-structured interview with the teachers. The results points out that digital technologies are present in researched institutions. Teachers recognize the role of digital technologies that could contributed in teaching learning however, teachers still carry the common sense view on the use and concept of technology. Also, the signs of integration and stages of the technology normalization are recognize in English classes therefore, it has not been a standardized issue yet. For this reason, it is important to give opportunities to open discussions about the term technology and its use, in order to stimulate a critical awareness of the digital technological devices currently used in education.
Uma análise semântica e pragmática dos diminutivos no filme Central do Brasil para o inglês
Este trabalho tem por objetivo analisar as traduções em inglês dos diminutivos presentes no filme Central do Brasil, a fim de discutir estratégias mais adequadas para sua tradução. Para isso, utiliza-se como referencial teórico os estudos de Santos (2001), Schneider (2003), Adams (2001), Armelin (2011) e Chaves (2006) para apresentar uma breve descrição da formação do diminutivo tanto no português quanto no inglês do ponto de vista morfossintático. A partir desta descrição, introduzem-se as dimensões semântica e pragmática de diminutivos segundo os estudos de Turunen (2008) e Alves (2006). Em seguida, uma análise das legendas em inglês foi realizada levando-se em conta essas duas dimensões. Os resultados mostram que não há uma simetria completa das duas dimensões semântica e pragmática para muitas categorias de diminutivos entre o português e o inglês e por isso é necessário adotar outras estratégias que não sejam as de diminutivos para a interpretação.
O perfil do professor profissional: as cinco competências
This article gives a brief explanation about the professionalization of teaching and intends to show how necessary it is for a language teacher that one keeps on the lookout for the importance of becoming a professional teacher, aware of his real role in the world. For such a task it is indispensable to be always improving his competences, taking part in congresses, colloquiums, continuing education courses and other goings on in his area, and always willing to make some self-evaluation. We also address the issue of entry into the labor market, and the different skills that may be required from the candidate to teach in different contexts and institutions.
ESPECIFICIDADES AVALIATIVAS A SEREM OBSERVADAS NO ENSINO DE LÍNGUA ESTRANGEIRA MODERNA
This paper discusses some fundamental tenets and aspects that can make the testing in language courses more profitable and representative of the abilities related to this field of study. Starting from the observation that the evaluation frame needs to fit in the features of the object of study it is inserted in and the consideration of some experiences reports from teachers about this subject, this study advocates the practise formative assessment ”“ leaving summative assessments to evaluative events where there is no perception of the teaching process, like proficiency exams, for instance ”“ and a reflection over other factors that undermine the success in the implementation of an evaluation that promotes learning. Thus, some indispensable test features for evaluating communicative competence are considered so that they can be more useful and freed from a homogeneous proficiency ideal, that is, based on tasks and abilities that have really been employed or developed along the teaching process, as norm-referenced tests do.
tenets of language testing, teacher’s experience reports, formative assessment, summative assessment, norm-referenced tests.
Extension programs, social inclusion and language:
Language is a system of communication that guarantees for all those who know their signs a social interaction. Sharing the same system of signs inserts the individual into a particular culture. In this way, language brings necessary elements for inclusion. In this article, we present the results of a Portuguese language course directed at outsourced employees, through a specific announcement of extension of the Federal University of ABC (UFABC). We discuss university expectations and challenges to achieve social inclusion, either through the use of language, the approach to Bakhtin 's concepts (2014), or by the goals and actions contained in the Institutional Development Plan - PDI (2013-2022) of UFABC. From the experience of this coordination’s course and of questionnaires applied before and after its offer, we conclude that actions of this type are important for inclusion of members of the university community, but that the discontinuity and lack of knowledge about the needs of its different public can create an imbalance in the opportunities offered by the university.
Extension Programs. Social Inclusion. Language.