The best way to interact with the english language through autonomy in the elementary school: promoting the autonomy through learning activities in the english as a foreign language classes for elementary students
()
About this ebook
Related to The best way to interact with the english language through autonomy in the elementary school
Related ebooks
O Ensino De Língua Inglesa Na Escola Pública Rating: 5 out of 5 stars5/5Por Que Eu Não Aprendo Inglês? Rating: 0 out of 5 stars0 ratingsFracasso escolar e saúde no discurso dos professores: concepções, contradições e impasses Rating: 0 out of 5 stars0 ratingsAprendizagem Expansiva de Professores de Inglês para Crianças no Projeto Londrina Global Rating: 0 out of 5 stars0 ratingsAprendizagem Da Língua Inglesa Através Da Música Rating: 0 out of 5 stars0 ratingsAvaliando uma proposta de ensino para crianças que apresentam dificuldades em leitura e escrita Rating: 0 out of 5 stars0 ratingsRepertórios Profissionais de Ensino para Língua Portuguesa no Ensino Médio Rating: 0 out of 5 stars0 ratingsMeu Aluno Escreve como Fala, e Agora? Uma Intervenção Bem-Sucedida no Ensino Fundamental Ii Rating: 5 out of 5 stars5/5Ser professor (a) na educação infantil bilíngue Rating: 0 out of 5 stars0 ratingsEDUCAÇÃO EM FOCO:: Formação e processos educativos Rating: 0 out of 5 stars0 ratingsAprendizagem Baseada em Projetos: Planejamento e Aplicação Rating: 0 out of 5 stars0 ratingsCaminho da aprendizagem: em busca de uma escola significativa Rating: 0 out of 5 stars0 ratingsA diversidade linguística em sala de aula: concepções elaboradas por alunos do Ensino Fundamental II Rating: 0 out of 5 stars0 ratingsPerspectivas educacionais e ensino de línguas Rating: 0 out of 5 stars0 ratingsMetodologias de ensino-aprendizagem na formação do professor: Debates e práticas Rating: 0 out of 5 stars0 ratingsLinguagem e educação – Fios que se entrecruzam na escola Rating: 1 out of 5 stars1/5Experiências da Educação: reflexões e propostas práticas: - Volume 5 Rating: 0 out of 5 stars0 ratingsMetodologias Ativas: Desenvolvendo Aulas Ativas para uma Aprendizagem Significativa Rating: 0 out of 5 stars0 ratingsEnsino Fundamental - Planejamento da Prática Pedagógica: Revelando Desafios, Tecendo Ideias Rating: 0 out of 5 stars0 ratingsTecnologias e o ensino de línguas Rating: 0 out of 5 stars0 ratingsPlurilinguismo: Por um universo dialógico Rating: 0 out of 5 stars0 ratingsO Ensino do Português Rating: 0 out of 5 stars0 ratingsA Abordagem De Gramática Rating: 0 out of 5 stars0 ratingsPrática escrita em língua inglesa sob a perspectiva da complexidade Rating: 0 out of 5 stars0 ratingsMultilinguismo Individual: Uma Introdução Rating: 0 out of 5 stars0 ratingsConhecer, Viver e Formar na EJA: Narrativas e Vivências Docentes Rating: 0 out of 5 stars0 ratingsCurso De Comunicação Em Inglês Rating: 0 out of 5 stars0 ratingsInglês nas Diversas Áreas da Universidade: Uma Possibilidade Baseada na Argumentação a Partir da Produção de Documentários Rating: 0 out of 5 stars0 ratingsThe interlanguage in the process of learning english as a foreign language: Interphonological mistakes and errors Rating: 0 out of 5 stars0 ratings
Teaching Methods & Materials For You
Raciocínio lógico e matemática para concursos: Manual completo Rating: 5 out of 5 stars5/5Aprender Inglês - Textos Paralelos - Histórias Simples (Inglês - Português) Blíngüe Rating: 4 out of 5 stars4/5Sou péssimo em português: Chega de sofrimento! Aprenda as principais regras de português dando boas risadas Rating: 5 out of 5 stars5/5A raiva não educa. A calma educa.: Por uma geração de adultos e crianças com mais saúde emocional Rating: 5 out of 5 stars5/5A Bíblia e a Gestão de Pessoas: Trabalhando Mentes e Corações Rating: 5 out of 5 stars5/5Piaget, Vigotski, Wallon: Teorias psicogenéticas em discussão Rating: 4 out of 5 stars4/5Pedagogia do oprimido Rating: 4 out of 5 stars4/5Ludicidade: jogos e brincadeiras de matemática para a educação infantil Rating: 5 out of 5 stars5/54000 Palavras Mais Usadas Em Inglês Com Tradução E Pronúncia Rating: 5 out of 5 stars5/5Ensine a criança a pensar: e pratique ações positivas com ela! Rating: 5 out of 5 stars5/5Temperamentos Rating: 5 out of 5 stars5/5Cérebro Turbinado Rating: 5 out of 5 stars5/5Jogos e Brincadeiras para o Desenvolvimento Infantil Rating: 3 out of 5 stars3/5Como Estudar Eficientemente Rating: 4 out of 5 stars4/5Massagem Erótica Rating: 4 out of 5 stars4/5Sexo Sem Limites - O Prazer Da Arte Sexual Rating: 4 out of 5 stars4/5Como se dar muito bem no ENEM: 1.800 questões comentadas Rating: 5 out of 5 stars5/5Mulheres Que Correm Com Os Lobos Rating: 0 out of 5 stars0 ratingsComo Escrever Bem: Projeto de Pesquisa e Artigo Científico Rating: 5 out of 5 stars5/5BLOQUEIOS & VÍCIOS EMOCIONAIS: COMO VENCÊ-LOS? Rating: 5 out of 5 stars5/5Técnicas de Invasão: Aprenda as técnicas usadas por hackers em invasões reais Rating: 5 out of 5 stars5/5A Arte De Bater Papo: Construindo Relacionamentos De Sucesso Rating: 4 out of 5 stars4/5Sou péssimo em inglês: Tudo que você precisa saber para alavancar de vez o seu aprendizado Rating: 5 out of 5 stars5/5A arte de convencer: Tenha uma comunicação eficaz e crie mais oportunidades na vida Rating: 4 out of 5 stars4/5O universo da programação: Um guia de carreira em desenvolvimento de software Rating: 5 out of 5 stars5/5Por que gritamos Rating: 5 out of 5 stars5/5
Reviews for The best way to interact with the english language through autonomy in the elementary school
0 ratings0 reviews
Book preview
The best way to interact with the english language through autonomy in the elementary school - Agnes Pascoal Gerhard
This book is dedicated to God for this opportunity to expose a little bit of my pedagogical and professional practice. Contributing to new perspectives and reflections to the learning process of the English Language.
The Lord is my shepherd; I have everything I need
.
PRESENTATION
Since the beginning of my pedagogical practice in Language Courses and also working in public schools in Rio de Janeiro, Brazil the intension of improvement in my professional career was something crucial. However, we pass through so many challenges during our life that sometimes we stop for a moment and we think deeply if we really want to continue in the educational area. Because of the demotivation in not perceiving our concrete recognition in our profession as teachers. Nevertheless, a strong force inside myself in keeping moving forward made me to continue studying in the area that I chose when I was an adolescent dreaming in passing in my university entrance exam.
I am conscious that this choice was not easy. Thus, I gave the starting point in overcoming all the difficulties in which tried to persist in saying I was not able to achieve my goal, even though, I decided to go on. Inside myself I believed that I could change this reality and even with few economic conditions I graduated to be an English Teacher. Consequently, I started working and I paid for my academic studies. All of this made me to be mature very young with so many responsibilities. However, I used my autonomy to succeed and reach a new direction in growing up personally and professionally.
In one of my assignments in the Postgraduation Courses I read about the concept of the autonomy to help students in improving their learning process. This kind of consideration in the field of foreign language totally changed my perception in seeing the teaching-learning process in English. For this reason, I started to make some research based on the use of the autonomy and motivation for elementary students at school. It drove me positively in searching more profoundly in the Master Course for the students’ beliefs, teacher’s anxieties, understandings, reflections and possibilities in effectively applying the autonomy in the classroom.
As I passed for so many challenges even knowing that I had ability in learning English Language, imagine our students in public schools in Brazil which do not have the chance to get some proficiency in English? Most of them do not understand why are they studying a foreign language that they are not really going to use in their professional careers, jobs on in even in their social lives. How can the English Teachers promote the real meaning of learning the English Language to their students? These are all the questions that we make every year when we start with new class groups in our schools.
Finally, the interaction and the concept of the autonomy was a way that I found to myself and I would like to share with my great English Teachers colleagues not only in Brazil, but around the world who face the same problems and difficulties in making sense of teaching English. My objective here is to cooperative to decrease the difficulties, anxieties, negative feelings in which teachers and students find in their daily practice. In addition, being aware of student’s decisions about what and how they should learn English, may indicate to the teacher a new direction of working and overcome the adversities in different kinds of school environment.
TABLE OF CONTENTS
Capa
Folha de Rosto
Créditos
1. INTRODUCTION
1.1. THE INTEREST FOR THE THEME AUTONOMY
1.2. THE USE OF LEARNING ACTIVITIES TO PROMOTE THE AUTONOMY
1.3. THE AUTONOMY IN THE SCHOOL ENVIRONMENT
2. OBJECTIVES
3. THEORETICAL BACKGROUND
3.1. THE LEARNER AUTONOMY
3.2. USING AUTHENTIC MATERIALS TO TEACH AND PRODUCE ACTIVITIES IN THE ENGLISH LANGUAGE.
3.3. ENGAGEMENT AND MOTIVATION IN THE PROCESS OF THE LEARNERS’ AUTONOMY
3.4. LEARNING ENGLISH AS A FOREIGN LANGUAGE IN THE CONTEXT OF PUBLIC SCHOOL IN BRAZIL
3.5. COOPERATIVE LANGUAGE LEARNING
3.5.1. LEARNING ACTIVITIES AS A PEDAGOGICAL TOOL IN THE ENGLISH CLASSES.
4. METHODOLOGY
4.1 THE QUALITATIVE APPROACH
4.1.1. THE INTERPRETATIVE VIEW IN THE QUALITATIVE RESEARCH
4.1.2. THE QUANTITATIVE APPROACH
4.2. RESEARCH TOOLS
4.2.1. THE QUESTIONNAIRES
4.2.2. CLASSROOM OBSERVATION
4.3. DATA COLLECTION
4.4. THE CONTEXT
4.5. LEARNING ACTIVITIES INVOLVED IN THE RESEARCH
4.6. CLOSE-ENDED AND OPEN-ENDED QUESTIONNAIRES
4.6.1 REFLECTING STUDENTS’ ISSUES.
4.6.1.1. ANALYZING THE RESULTS IN THE CLOSE-ENDED QUESTIONNAIRE
4.6.1.2. GRAPHICS TO ASSOCIATE BOTH AND 9TH AND 8TH GROUPS’ ANSWERS
4.6.1.3. REFLECTING ABOUT THE STUDENTS’ BELIEFS IN THE CLOSE-ENDED QUESTIONNAIRE.
4.6.1.4. ANALYZING SOME RESULTS IN THE OPEN – ENDED QUESTIONNAIRE ABOUT THE STUDENTS’ OPINIONS ACCORDING TO THE 9TH AND 8TH GROUPS.
4.6.1.5. REFLECTING ABOUT THE STUDENTS’ POINTS OF VIEW IN THE OPEN-ENDED QUESTIONNAIRE.
5. CONCLUSION
6. BIBLIOGRAPHY
APPENDIX
Landmarks
Cover
Title Page
Copyright-page
Table of Contents
Bibliography
1. INTRODUCTION
The process of autonomy is in a certain way related into a sociohistorical vision where the interaction and the collective construction of the knowledge are critical in the educational process. Sociohistorical theory aimed to create an account of human mental processes that recognizes the essential relationship between these processes and their cultural, historical, and instructional settings (Cole & Scribner, 1978; Wertsch, del Rio & Alvarez, 1995). The learning in this case becomes a cognitive development process in which the individual and the collective complement