Abordagem de ensino de língua inglesa por meio de conteúdos e formação de professores : apropriações, possibilidades e limitações
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Data
2016-02-17
Autores
Alencar, João Gabriel de Conte Carvalho de
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Universidade Federal do Espírito Santo
Resumo
This study aims at investigating the possibilities, limitations and appropriations of the
Content and Language Integrated Learning approach (CLIL or AECL in Portuguese –
Abordagem de Ensino de Conteúdos diversos por meio da Língua) (for example
COYLE; HOOD; MARSCH, 2010) for the teaching of English as an additional
language in the current Brazilian educational scenario. In order to do so, the study
analyzes evidence from a teacher education course of a Federal University located in
Southern Brazil as well as beliefs of pre-service teachers in this course. The
methodology is hybrid, triangulating both quantitative and, predominantly, qualitative
data (DORNYEI, 2007) and is based on the exploratory research method (GIL,
2002). Data collection instruments include documental research, interviews and
questionnaires applied to the students and to the professor in charge of the
Supervised Practicum Course as well as the analysis of the class plans produced by
the pre-service teachers in this course. The analysis of the course indicates that CLIL
is not explicitly included in the curriculum. The analysis of the questionnaires and
interviews suggests that though CLIL may provide benefits, its use is seen by preservice teachers as a great challenge in the current educational scenario, since it
requires a professional contingent that is incompatible with the national reality once it
demands language professionals who are able to teach various contents and viceversa. The analysis of the interview showed that the production of courseware based
on CLIL requires a great amount of time and investment in teacher education and
qualification in general and in the foreign language in particular. Finally, the analysis
of the class plans suggests there is an intention to appropriate the CLIL approach in
the class plans, though the plans are still structuralist in nature. The results of the
study suggest that CLIL represents a relevant potential for the teaching of additional
languages, but it requires more investment in teacher education, qualification and
appreciation in general and in foreign language teacher education in particular. The
study suggests a gradual implementation of CLIL in the Brazilian elementary
education in combination with other approaches which can be used simultaneously
or after CLIL, as well as the collaboration between language and contents teachers.
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Palavras-chave
Teacher Education , Beliefs , CLIL , AECL , Formação de Professores , Crenças , Conteúdos de ensino