TEXTIV- Text forquestion

QUOTATION

“Another important characteristic of the [National Curricular] Parameters that should not be overlooked is their emphasis on teacher's autonomy. This emphasis can be seen clearly in the fact that no content or method is imposed upon the teachers. What one can find are suggestions and relevant information for teachers to make their own decisions, taking into consideration the context within which they work. In other words, the Parameters do not force any teacher to limit their focus on the teaching of reading, if they believe they can go further than that” (ALMEIDA, 2012, p. 334).

(Source: ALMEIDA, Ricardo Luiz Teixeira de. The teaching of English as a foreign language in the context of Brazilian regular schools: a retrospective and prospective view of policies and practices. In: Revista Brasileira de Linguística Aplicada, Belo Horizonte, v. 12, nº 2, June, 2012, p. 331-348. Available at: th https://www.scielo.br/j/rbla/a/nNz3Jtj85xmms8MnNfwRpMn/?format=pdf&lang=en. Accessed on April 20 , 2022).

TEXTIII - 

(Available at: https://br.pinterest.com/pin/251286854200451292/. Accessed on April 6 , 2022)

Answer question according to TEXTIII. 

TEXTII – Text forquestion.

Foreign Language Teaching in Brazil: interfaces of the CLIL (Content and Language Integrated Learning) approach in remote teaching

(Ana Lúcia Farias da Silva - 01/12/2021)

FINAL CONSIDERATIONS

English Language Teaching, in the modality of remote teaching, with the full use of Virtual Learning Environments (VLE) has advanced and can be efficient with the development of language skills associated with these technological and didactic resources appropriate to each objective in foreign language teaching. However, the teacher should have good planning, carefully reflecting and analyzing the tool that best suited to his/her goal.

Moreover, we postulate as indispensable the teaching of the English Language (EL), as a way of access to universal cultural goods, academic and professional environments of the globalized world, also considering an inclusive formation that leads the student to expand their readings of the world.

Moreover, classes, in real time, help in the cognitive process in relation to playing, dialoguing, in addition to awakening sensitivities such as visual and auditory perceptions, necessary for learning. Despite some flexibility, the use of English contributed to welcoming students in the mother tongue, which did not impair the learning of the proposed contents, on the contrary, it brought the students closer to the teacher-researcher, enabling a better work in language teaching. The results were perceived in the formal evaluations and in the engagement of the students during the classes, corroborating the pedagogical work that goes beyond teaching the contents and also goes through the ability of the educator to welcome and relate to his students.

Despite a pandemic moment, extremely challenging, especially for foreign language teaching, especially English, this research emphasized the need to follow the advancement of digital technologies and transform new challenges into knowledge, to optimize the adaptability of individuals, in view of the emerging educational contexts that have already been configured as a new reality at this time.

It is concluded, therefore, that according to the study presented and the current readings on foreign language teaching, in interface with multiple methods and possibilities in VLE, the new technological resources contribute and stimulate new didactic-pedagogical perspectives, in this panorama of remote teaching, driven by the pandemic. That said, it is possible to offer a teaching of the EL, in bilingual programs, in primary schools in Brazil today, even in elementary school, distance and quality, with priority to the development of all the language skills that an apprentice must activate, for significant and efficient foreign language learning.

(Adapted from: https://www.nucleodoconhecimento.com.br/education/interfaces-of-the-content. th Accessed on April 10 , 2022). 

TEXTI –

Pandemic Language Teaching: insights from Brazilian and international teachers on the pivot to emergency remote instruction

(Sevilla-Pavon, A.; Finardi, K. R.)

ABSTRACT

This article reflects on the experiences of language teachers from Brazil, Spain, France, Cyprus, Costa Rica and Taiwan during the pivot to emergency remote/online instruction during the 2020 pandemic. The research question motivating the study was what language teachers' perceptions regarding online teaching during the pandemic were. Data were analyzed qualitatively, contrasting data from a questionnaire shared in an asynchronous online form with data from focus group interviews carried out via videoconferencing. The analysis of the questionnaire data showed that the vast majority of respondents used different digital technologies to teach online, both synchronously and asynchronously, but felt unprepared to work in this modality, mostly because of lack of institutional support and training. The analysis of the focus group interviews suggested that most teachers expressed concerns as to the limitations of online teaching for interaction and exams. In addition, some teachers displayed negative attitudes towards online teaching due to the lack of preparation and institutional support. This was aggravated by political implications of migrating to online education that could result in precariousness of the teacher profession. The positive aspects highlighted were the possibility of developing more self-directed and autonomous learning, as well as experimenting with different technologies and approaches. Overall, the analysis of the data suggests that, after the pandemic and with due preparation and support, some of the digital technologies and approaches experimented with will be incorporated into pedagogical practices in blended approaches, which represent a real trend and possibility for language teaching in the post-pandemic context.

Keywords: Online Language Teaching and Learning; Covid-19 pandemic; teachers' perceptions; Education & Educational Research; Linguistics. th

(Available at: https://pesquisa.bvsalud.org/global-literature-on-novel-coronavirus-2019-ncov/resource/pt/covidwho-1614384. Accessed on April 6 , 2022).

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TEXT III -

My experience: one of the advantages of online tools is that they allow teachers and students to exercise their creativity

Cicinato do Carmo, English teacher that also works with initial and continuing education of teachers in Rio de Janeiro

Sept 20, 2021 

I have been an English teacher for about 30 years. During this period, in addition to working in the classroom, both in the public and private sectors, I have also been working with training, education and development of English language teachers at Troika – in continuing and initial education. At the moment, I coordinate an English program in Rio de Janeiro with teachers from kindergarten to high school, and I guide undergraduate interns that will be English teachers. 

Lyrics Training - Students are very fond of Lyrics Training. I've had experiences with students from elementary school to high school, each one has its specificity, its degree of difficulty and requirement. For example, high school students are very fond of challenges. For example, they really enjoy it when they select a more challenging level where they need to be quicker with answers. And even more so when they decide to organize themselves into groups and compete with each other singing songs. 

Youglish- Youglish is very interesting for vocabulary reinforcement in context, when we are exploring a particular word, which offers greater difficulty in understanding, contextualization and use. In addition to the pronunciation, it manages to bring, through videos and other resources, the context of use of that term. Sometimes teaching only the meaning of a word can give the wrong impression that it can be used in different contexts, but there are subtle meanings that need a more concrete communicative element so that the student can perceive its use.

Wordwall - Wordwall offers a bank with different game format options for the same content. One can create an activity, for example, with specific vocabulary of farm animals, and the website offers game possibilities based on that vocabulary list, such as memory game, train, cards, pac man, spin the wheel. The activities are geared towards secondary education. With the older ones, from the moment they are more used to the platform, we can open up for them to choose the type of game they prefer to do that activity.

Mentimeter - I use Mentimeter for preparing presentations. It's like PowerPoint, only interactive. It is a presentation tool filled with interactive elements with viewers. For example, if I have a question about the subject of the class, I present it on the slide and a code will appear. Then, by cell phone, students access and respond. And those answers can create a word cloud instantly, in real time. From there, we can move towards a discussion. I like to use the tool for warm up activities. For example, I ask “What did you have for breakfast today?”; and, based on the answers (milk, tea), we warm up with a discussion and then move on to the content of the class. 

ISLCollective - ISLCollective is very good for creating class material. It is an activity repository that is organized into interactive video sessions, PowerPoint and vocabulary or grammar worksheets. We teachers create content and feed the platform. You can search and use ready-made materials, or do something more customized, as it allows us to change and adapt these materials. It makes a copy of the original content with all rights reserved and assigned, but one can customize, delete or add something to the activity.

Gamilab - It is an educational game bank, which allows us to create very simple games, and whose platform is similar to mobile and video games. It has more gamification elements than many others we use, such as elements of the dynamics, mechanics and components that are part of the gamification process (difficulty level progression, challenges and rewards), with a well-described narrative.

One of the possibilities for creation is a mountain bike competition. As the runner walks the race path, golden boxes with questions (multiple choice) appear that must be answered in order for the player to win prizes. It is a competition like a video game, with great appeal for our students.

It is possible to create games for all levels, from kindergarten on, and it can be used both on computer and mobile. The games can be created individually or collaboratively – there is the ability to add collaborators, so that students can organize themselves into groups, each one at home, develop a game and present it to the class. They can send the link of the game they have created and everyone plays.

Live Worksheets - Live Worksheets website also makes it possible to create interactive exercises. We can create, for example, an exercise of connecting (matching), which can be done on the screen of the computer or cell phone itself, which makes it easier for the student as well.

These platforms are all free and students don't need to have an account, we can just use the link. The only thing is that, if I want to create some activity that can be measured later, I need everyone to be registered and to log in to the platform. Gamilab, ISLCollective and Live Worksheets, for example, generate a report and I can find out which students participated and what difficulties were encountered in relation to the score generated by each one of them.

Adapted from: https://www.inglesnasescolas.org/en/experience/my-experience-one-of-the-advantages-of-online-tools-is-that-they-allow-teachers-andstudents-to-exercise-their-creativity/. Accessed on January 15^th, 2022.

Answer question according to TEXTIII.