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PEESI2_05

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Prof.: Fellipe Cavallero
Aula 5: Review
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Aula 5 - Review
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Agenda:
Autonomy & Learning;
PCN’s – Parâmetros Curriculares Nacionais;
Teachers as Facilitators;
Teaching Vocabulary;
Summary;
Bibliography;
Aula 5 - Review
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
I - COMMUNICATIVE COMPETENCE:
This term refers to learners´ language knowledge that includes more than just grammatical accuracy or an idealized competence in the language. Communicative competence is seen as being composed of several different components:
Linguistic Competence;
Sociolinguistic Competence;
Discourse Competence;
Strategic Competence;
Aula 5 - Review
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
COMMUNICATIVE COMPETENCE IN DETAILS:
(Reinders & Loewen, 2011, p.31)
Aula 5 - Review
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Autonomy defined (short version).
Autonomy is the ability to take charge of one’s learning.
Consequently, autonomous learners are the ones who accept responsibility for their own learning, are able to take initiatives in planning and executing learning activities and regularly review the learning strategies they make use of while evaluating their effectiveness.
Aula 5 - Review
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
AUTONOMY DEFINED (EXPANDED VERSION).
A set of learner characteristics related to the ability and willingness to engage critically with the learning process. The concept of autonomy in language learning developed in the 1980s and builds on a general shift of attention to the language and an increase recognition of the role of the learner as active participants in the language learning process. It is influenced by humanism and constructivism in general education. In recent years it has influenced language teaching practice through learners’ ability to manage their own learning, both inside and outside the classroom.
It has influenced the development of specific approaches to learning and teaching designed to give learners more responsibility for their learning …
(Reinders & Loewen, 2011, 107)
Aula 5 - Review
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
JUSTIFICATION:
The importance of autonomous learning lies in the fact that autonomous students are more actively involved in their own learning process. They are agents in their own learning. Therefore, autonomous learning is not a matter of rote memorization, but a constructive process in which the learner causes things to happen. 
Besides, when the learner develops autonomy, she/he is successful not only in the classroom, but is also able to learn independently, outside the classroom, without the help of a teacher. Besides, his/her learning is likely to be more efficient and effective.
Aula 5 - Review
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
TYPICAL CHARACTERISTICS OF NA AUTONOMOUS LEARNER:
Aula 5 - Review
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Consequently ...
Teachers are the ones responsible for creating an autonomy-supportive environment that will help students to engage in activities that will develop their capacity to control their learning. Learner autonomy can be achieved through learner training and strategy training.
Learner autonomy is a perennial dynamic process amenable to educational interventions rather than a static product, a state, which is reached once and for all.
Aula 5 - Review
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
II - Sociocultural Theory (SCT)
“A social theory of learning that was first developed by Lev Vygotsky, a Russian child psychologist in the 1920s...SCT views learning as a mediated process in which the individuals develop as they interact with their environment. Such interaction is mediated by tools such as culture and language, which allow individuals to participate in social settings. An important SCT concept for Second Language Acquisition is the zone of proximal development, which is a metaphorical concept that refers to the distance between what learners can do on their own and what they can do with the assistance of na expert...”. 
(LOEWEN & REINDERS, 2012, p. 157).
Aula 5 - Review
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
 Sociocultural Theory (SCT)
Aula 5 - Review
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Sociointeractive view of language teaching
a) Context: 
The Parâmetros Curriculares Nacionais (1998), hereafter PCN, are quality guidelines established by the Federal Government to guide school staff in carrying out their work. Their main objective is to standardize education in our country.
The PCNs (p. 8) argue that: “A aprendizagem de língua estrangeira é uma possibilidade de aumentar a autopercepção do aluno como ser humano e como cidadão. Por esse motivo, ela deve centrar-se no engajamento discursivo do aprendiz, ou seja, em sua capacidade de se engajar e engajar outros no discurso, de modo a poder agir no mundo social”.
Aula 5 - Review
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Sociointeractive view of language teaching
b) The role of language: “Language is conceived of, in the first place, as an instrument of social interaction between human beings, used with the primary aim of establishing communicative relations between speakers and addressees”. (DIK, Simon C. Functional grammar)
c) Consequences: 
1) The PCN are mainly based on the sociointeractionist view of language and teaching. According to this view, when people are engaged in discourse, they take their interlocutors into consideration in the social construction of meaning.
Aula 5 - Review
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Sociointeractive view of language teaching
c) Consequences: 
2) People get involved in written or oral interaction in order to act in the social world at a particular time and in a particular location, in relation to whom they are addressing or to whom addressed them.
“Verbal interaction, i.e., social interaction by means of language, is a form of structured cooperative activity. It is structured activity in the sense that it is governed by social rules, norms, or conventions. These rules together constitute the system underlying verbal interaction”.
 (DIK, Simon C. Functional grammar)
Aula 5 - Review
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Theoretical issues - PCN
De acordo com o PCN (p. 19):
“A aprendizagem de uma língua estrangeira deve garantir ao aluno seu engajamento discursivo. Isso pode ser viabilizado em sala de aula, por meio de atividades pedagógicas centradas na constituição do aluno como ser discursivo, ou seja, sua construção como sujeito do discurso via língua estrangeira. Essa construção passa pelo envolvimento do aluno com os processos sociais de criar significados por intermédio da utilização de uma língua estrangeira”.
Aula 5 - Review
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
In real life: typical challenges in Brazilian schools
It is usually impracticable to teach all four language skills in most Brazilian public and private schools due to several adverse conditions. Some of them are:
Mastery of the four skills: speaking, listening, reading & writing;
Reduced working hours;
Overcrowded classrooms;
Poor command of oral skills on the part of most teachers;
Poor/ no language teaching materials, etc.
Aula 5 - Review
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Rethinking the role of teachers
Suggestions:
The first day is the most important act of your life for establishing the rules and regulations of the classroom in agreement with your school´s pedagogical plan;
Make your students curious: begin your lesson
by writing the topics of the day on the board and tell them that by the end of the day, they will be able to understand the contents from the list;
Teach your students how to be organized. They should have the necessary materials to follow you throughout the lessons (notebook, pens, pencils, etc. Doublecheck every class);
Aula 5 - Review
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Rethinking the role of teachers
Suggestions:
Create a seating map;
Foster your students´ participation;
Make a good use of the blackboard/whiteboard (use different colors to hightlight important aspects of the English language) & the digital tools available;
Aula 5 - Review
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Rethinking the role of teachers
Suggestions:
Create a poster with the most important chunks for classroom language (E.g.: Open your books to page; Close your books; Listen; Silence, please; May I go to the toilet, please? Etc.);
Assess students at least twice every two months;
Whenver possible, assign homework;
 Above all, love being a teacher.
Aula 5 - Review
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
III - Becoming a FACILITATOR: first step
Brown (2000 , p. 167, 168) explains that: 
“The facilitating role requires that you step away from the managerial or directive role and allow students, with your guidance and gentle prodding, to find their own pathways to success”.
In order to do so, teachers should have some essential characteristics (or develop them). They are: 
Intentionality & Reciprocity;
Transcendence;
Mediation of Meaning;
Aula 5 - Review
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Being a FACILITATOR:
Aula 5 - Review
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Being a FACILITATOR also IMPLIES:
Serving as mediator of the learning process; 
Offering to help students solve their differences by bridging the gaps between their points of view; 
Exposing students to new experiences;
Posing questions in order to further students’ thought processes; 
Scaffolding students’ learning; 
Providing information and/or questions to guide students to the next level among others.
Aula 5 - Review
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
The individual and collective production in the classroom
In the classroom, it is vital that students work collaboratively with other students as it gives them the opportunity to interact with a number of different people and to learn from them. Besides, it encourages cooperation between learners.
Providing students with different patterns of interaction can enhance their communicative competence and develop their sense of autonomy. The most common seating arrangements are the following:
1) Individual work; 2) Pair work; 3)Group work; 4) Class work;
Aula 5 - Review
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Seating Arrangements:
Aula 5 - Review
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Some feasible suggestions:
Develop a Pedagogical Plan;
Establish the rules and regulations of the course;
Create “a classroom language chart”;
Organize students into Group Levels, according to their linguistic knowledge in the target language;
Create a language laboratory;
Establish the Approach/Method to be used in class;
Provide students with different patterns of interaction;
Assess students on a regular basis;
Show and register students’ progress;
 
Aula 5 - Review
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
IV - Definitions:
Lexicon
The lexical items (i.e. vocabulary) that belong to a specific language. Thus, one can refer to the vocabulary words that comprise English as the English lexicon;
The set of lexical items that are a part of an L2 learner´s interlanguage system. Thus, learners may have different lexicons based on the range of words that they know.
Learners´ knowledge of the lexicon can be characterized by:
Breadth of knowledge = how many words they know;
Depth of knowledge = how well they know those words.
Aula 5 - Review
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Definitions:
2) Interlanguage
The language system that is created by L2 learners as they develop their L2 knowledge towards the target language norms. 
Interlanguage systems do not remain static; they are dynamic and develop as learners continue to receive input and restructure their L2 knowledge.
Aula 5 - Review
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
II - Essentially, you may say you KNOW a word when you:
1) Are able to recognize it in its spoken and written forms;
2) Know its different meanings;
3) Know its part of speech [e.g. a noun, a verb];
4) Are able to pronounce it properly;
5) Are able to use it correctly within a sentence in an appropriate grammatical form;
6) Recognize a technical word in context;
7) Are able to recognize different types of English: 
E.g. boot/trunk, lift/elevator [British/ American]. 
Aula 5 - Review
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
III – What is a WORD? 
 A word implies a sum of different connections:
SEMANTIC;
ORTHOGRAPHIC;
SYNTACTIC;
MORPHOLOGICAL;
PHONOLOGICAL;
CULTURAL;
COGNITIVE;
AUTOBIOGRAPHICAL;
Aula 5 - Review
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
V – Teaching vocabulary
Aula 5 - Review
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Teaching Strategies:
Avoid teaching words in isolation. Always consider the use of chunks and context;
Provide information about words step-by-step. Too many detais at one go may overwhelm students;
The use of drills can be useful;
Offer students the chance to read different types of genre;
On-line tools can make learning more fun;
Aula 5 - Review
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Summary:
Autonomy & Learning;
PCN’s – Parâmetros Curriculares Nacionais;
Teachers as Facilitators;
Teaching Vocabulary;
Aula 5 - Review
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Bibliography:
LARSEN-FREEMAN, Diane. Techniques and principles in language teaching. Oxford: OUP, 1986.
REINDERS, Hayo.; LOEWEN, Shawn. Key concepts in second language acquisition. New York: Palgrave Macmillan, 2011.
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