Are we looking for consumers or critical producers of knowledge in the English classroom? A teaching-learning experience with high school students at the Federal Institute.

Roberta Barros da Fonseca

Resumo


This teaching narrative aims at sharing instructional principles and actions during English lessons in two technical high school classes at the Federal Institute of São Paulo (IFSP), understanding the process as an opportunity for classroom practice reflection and not just a set of pedagogical recipes to be followed. The actions reported here are based on Ellis (2008) principles of instructed second language acquisition, being part of a work plan developed for CAPES as a feedback for the CAPES/SETEC/NOVA ongoing education program for English faculty from the federal network, January 2017.


Palavras-chave


Ensino da língua inglesa. Ensino médio técnico. Atividades instrucionais.

Texto completo:

PDF

Referências


ALARCÃO, Isabel. Professores reflexivos em uma escola reflexiva. 8 ed. São Paulo: Cortez, 2011.

BROWN, H. Douglas. Teaching by principles: An interactive approach to language pedagogy. 2 ed. White Plains, NY: Longman, 2000.

DÖRNYEI, Zoltán. Research Methods in Applied Linguistics: Quantitative, Qualitative, and Mixed Methodologies. Oxford: Oxford University Press, 2007.

ELLIS, Rod. Principles of Instructed second language acquisition. CAL Digest, 2008. Available at: http://www.actiondyslexia.co.uk/downloads/Principlesofsecondlanguageacquisition.pdf

RAJAGOPALAN, Kanavillil. Política de ensino de línguas no Brasil: história e reflexões prospectivas. In: MOITA LOPES, Luiz Paulo da (Org.). Linguística Aplicada na modernidade recente: Festschrift para Antonieta Celani. São Paulo: Parábola Editorial, 2013. p. 143-161.


Apontamentos

  • Não há apontamentos.


QUALIS B4 - LINGUÍSTICA E LITERATURA

Indexadores

  

 

INSTITUTO FEDERAL DE EDUCAÇÃO, CIÊNCIA E TECNOLOGIA DO RIO GRANDE DO SUL

LínguaTec, Bento Gonçalves, Rio Grande do Sul, Brasil