LANGUAGE TEACHING-LEARNING IN THE 21ST

CENTURY
 Carla Lima Richter
Daniela Gomes de Araújo Nóbrega
Fábio Marques de Souza
Juscelino Francisco do Nascimento
(Organizadores)

LANGUAGE TEACHING-LEARNING IN THE 21ST

CENTURY
 Copyright © dos autores

Todos os direitos garantidos. Qualquer parte desta obra pode ser reproduzida ou transmitida ou
arquivada, desde que levados em conta os direitos dos autores.

Carla Lima Richter; Daniela Gomes de Araújo Nóbrega; Fábio Marques de Souza; Juscelino
Francisco do Nascimento [organizadores].

Language teaching-learning in the 21ST century. São Paulo, Mentes Abertas, 2020,
196 p.

ISBN: 978-65-87069-17-3

1. Pedagogia dos Multiletramentos. 2. BNN. 3. Línguas Estrangeiras. 4.Inglês. 5. Português.

6. Espanhol. I. Título.
CDD 370

Capa: Lucas de França Nário.

Diagramação: Maristela Zeviani.
Revisão: Carla Lima Richter e Eva Paulino Bueno.

Comitê científico da obra:

Prof. Dr. Dánie Marcelo de Jesus (UFMT, Brasil)

Profa. Dra. Eva Paulino Bueno (St. Mary´s University, Estados Unidos)
Prof. Dr. José Alberto Miranda Poza (UFPE, Brasil)
Prof. Dr. Kleber Aparecido da Silva (UNB, Brasil)
Prof. Dr. Maged Talaat Mohamed Ahmed Elgebaly (Aswan University, Egito)
Profa. Dra. Marta Lúcia Cabrera Kfouri-Kaneoya (UNESP, Brasil)
Profa. Dra. Mona Mohamad Hawi (USP, Brasil)

A Editora Mentes Abertas divulga os trabalhos acadêmicos presentes nessa obra e não se
responsabiliza de maneira alguma por qualquer tipo de plágio, cópia ou citação indevida por
parte de qualquer integrante deste livro e condena veementemente esta prática. Confiamos na
idoneidade moral e intelectual de nossos autores. Portanto, qualquer responsabilidade legal
neste quesito é de única e integral responsabilidade do autor.

www.mentesabertas.com.br
http://mentesabertas.minhalojanouol.com.br/
 SUMMARY

INTRODUCTION 9

THE 21ST-CENTURY-SKILLS TREND AND NEOLIBERAL 21

EDUCATIONAL REFORMS
Some implications for language teachers
Philipe Pereira Borba de ARAÚJO

TEACHING CULTURE AND LANGUAGE THROUGH 29

LITERATURE
An experience report
Emerson SILVESTRE

A BAKHTINIAN LOOK OVER DIALOGIC EXCHANGES 35

OBSERVED IN JOURNALS WRITTEN BY STUDENTS OF
ENGLISH AS A FOREIGN LANGUAGE IN A FEDERAL
INSTITUTION
Paula Franssinetti de Morais Dantas VIEIRA

RETHINKING THE HUMAN SCIENCES FROM 45

MIKHAIL BAKHTIN’s PERSPECTIVE
Ivo DI CAMARGO Junior
Fábio Marques de SOUZA
Viviane ALVES

INTERCULTURALITY IN ENGLISH AS A FOREIGN 55

LANGUAGE
A Didactic Proposal for primary school learners based on
an Argentine Legend
María Isabel POZZO
Carolina BORELLO
Carolina MOYANO
 ENGLISH AS A LINGUA FRANCA (ELF) WITH 65
ENGLISH AS A FOREIGN LANGUAGE (EFL)
The challenge of integrating the two perspectives in our
ELT classrooms
Sávio SIQUEIRA

SELF-REGULATED ENGLISH LANGUAGE LEARNING 83

Paths to the development of socioemotional skills
Adriana Guimarães de OLIVEIRA
Mônica Machado Neves RAMOS

THEORETICAL REFLECTIONS ON (MULTI)LITERACIES 93

AND DIGITAL MEMES
Daniela Gomes de Araújo NÓBREGA

ICTs AND ENGLISH TEACHING 103

Di(con)vergences in teachers’ narratives
Antonio Henrique Coutelo de MORAES

THE PATHS OF THE HYPER-READING IN THE 113

CLASSROOM
Viviane Cristina de Mattos BATTISTELLO
Eduardo Paré GLÜCK
Ana Teresinha ELICKER

REFLECTING ON THE CHALLENGE OF USING 119

ENGLISH AS A MEDIUM OF INSTRUCTION IN PIAUÍ
Beatriz Gama RODRIGUES
Aline Oliveira ROCHA

FOSTERING COLLABORATIVE ARGUMENTATION IN 129

THE CLASSROOM
The rationale behind questions in an EFL teaching material
Carla RICHTER
Julia LARRE
 BILINGUAL EDUCATION, ESL AND EFL 139
Intersections and Crossroads
Rayssa MESQUITA

MULTILITERACIES AND ENGLISH LANGUAGE 149

TEACHING IN THE HIGH SCHOOL
Jaciane Gomes Sousa de Lima SILVA

“…OOPS! SORRY FOR THE SPOILER!” 157

Anglicisms in the Brazilian Portuguese Language: a need, a
fad or Globalization?
Simone de Campos REIS

LITERACY AND DIGITAL TECHNOLOGIES IN HIGH 163

SCHOOL
José Ribamar Lopes BATISTA Júnior
Gercivaldo Vale PEIXOTO
Danielle do Rêgo Monteiro ROCHA

THE PRESENCE OF READING IN THE LIFE 171

TRAJECTORY AND IN THE CONTINUING
EDUCATION OF AN EFL TEACHER
Jackson Santos Vitória de ALMEIDA
Rosilene Silva VALE
Maralice de Souza NEVES

DIGITAL AND AUDIOVISUAL LITERACY AS TOOLS 181

TO ENHANCE COLLABORATIVE LEARNING OF
PORTUGUESE AND SPANISH AS ADDITIONAL
LANGUAGES
Élida Ferreira LINS
Fábio Marques de SOUZA
9
 INTRODUCTION

Eva Paulino BUENO (San Antonio- Texas)1

Teaching English in Brazil has a long and varied history, and

there was a time not too long ago—many people of my generation still
remember—when French was favored for being considered “more
cultural”, an idea probably due to the Portuguese preference for
French things and their subsequent transference of that taste to the
colony. But times, as Bob Dylan says in his song, “they are a-
changing”. Currently the teaching of French has diminished, and
Spanish has finally started being offered in all levels in Brazilian
schools. However, from the mid-50s to today, the study of English has
clearly taken preponderance over all other foreign languages. The
reasons for this current preference for the teaching English language
are many, and all are extremely revealing. None of these reasons is
original or specific to any language because, as a matter of fact, what
determines that one language and not another is studied and taught
goes beyond mere linguistic factors.
The year 1492 is very well-known in the Americas, because it was
the year Christopher Columbus arrived in the continent, and this
momentous event changed not only the vast continent of America
itself, but also Europe, Africa and even Asia in considerable ways.
However, 1492 was also the year of a much less celebrated event: the
publication of the first Gramatica de la Lengua Castellana, by the
Spanish intellectual Antonio de Nebrija. In the “Prólogo” to the book
Nebrija reminds the queen –to whom the book is dedicated—that,
“siempre la lengua fue compañera del imperio”2 — “language has
always been a companion to empire.” Indeed, as a cursory look at
history shows, invading forces impose not just their military might,
but also their religion, their culture, and especially their language.
Such has been the case from time immemorial, and it suffices for us to

1
Eva Paulino Bueno, Ph.D., hails from Brazil, where she first decided that she wanted to become a teacher and
a writer. She has an M.A. in English literature from the Federal University of Rio de Janeiro, and a Ph.D. in
Hispanic Languages and Literature from the University of Pittsburgh. Bueno has been a professor of Spanish
and Portuguese at St. Mary’s University in San Antonio, Texas, since 2002. E-mail: ebueno@stmarytx.edu
2
This “prólogo” can be found on the Internet. Nebrija’s book with more recent commentaries is also available
for purchase.

9
remember how the Romans imposed their language in their
conquered territories, how France, England and the Netherlands later
imposed theirs in Africa, North America and Asia, and how the
Portuguese and the Spanish imposed theirs in the Americas.
But times of invading foreign armies seem to be mostly over, at
least apparently, at least here in Brazil. That does not mean that other
kinds of invasion are not taking place daily in our country and in the
world, today. It is enough to travel throughout the world to see how
English language songs are prevalent everywhere. In Brazil, when in
the 1960s we could hear the odd Italian, Spanish and even Japanese
music (“Dateme un Martello,” “Bésame mucho,” “Anahy”, “Sakura,”
etc), nowadays the radio waves are completely dominated by music
in English. The same is true with cinema, in which, Teixeira Coelho
wrote in 1993 (and things have not changed much since), Brazilian
filmmakers have to struggle to not become alternative in their own
country.3 The hilarious t-shirts with all kinds of English phrases in
every country (at least those I have visited) are a proof that this
language, itself the result of numerous invasions and
accommodations, the product of victories and defeat, capable of sweet
words as well as of rough and vulgar expression, ecstasy and despair,
is here to stay. In other words, the “invasion” of English is a reality.
If that is the case, what are we, teachers, to do? What are we,
citizens of the world, to do? Should we just turn our backs to this
language and avoid learning it beyond some cursory phrases? Should
we keep our children and our students from excelling in it as a form
of resistance? Are we supposed to, just as Shakespeare’s Caliban, learn
Prospero’s language just to curse in it?4 These are, of course, rhetorical
questions. We know very well what our duty as teachers is: to do
everything within our power to ensure that our students obtain at
least a good command of the English language, if for no other reason,
at least for them to understand the conversation and be fully

3
See the excellent essay by Teixeira Coelho, “Para não ser alternativo no próprio país.”
4
Caliban is a character in Shakespeare’s last play, “The Tempest”, in which white Prospero and his daughter
Miranda suffer a shipwreck in what may be interpreted as America. They are helped by the half-man, half-
monster Caliban, whom they proceed to teach to speak, and then to enslave and humiliate, with the help of
always-do-well white spirit Ariel.

10
integrated into the world of commerce, of diplomacy, and of science.
And yes, we should also ensure that they have the opportunity to
learn other foreign languages besides English.
How to accomplish this task? We know that, in fact, no language
teaching is devoid of a political component which cannot be
disconnected either from the technical component or from
pedagogical issues. How to enable our students to gain a good
command of this language in Brazil, today? And what are the current
issues related to the teaching of English in Brazil? And how can we
extend these reflections to the teaching of other languages beyond
English? This book tackles some of these pressing questions thorough
a variety of points of view.
The first section of the book, subtitled “Issues in Foreign
Language Teaching” contains seven essays, each of them focusing on
a different aspect of teaching and learning a foreign language. The
reader will see that the text does not necessarily agree with each other;
indeed, our intention is to widen the lens and show different
perspectives, each of them thought-provoking in its own terms. The
first essay, “The 21st-century-skills trend and neoliberal educational
reforms: some implications for language teachers,” by Philipe Pereira
Borba de Araújo, discusses how the newest skills in education impact
educational reforms in Brazil. Understanding the competence-based
education as a result of a crisis in the Fordist system of production,
this text highlights how this educational movement promotes an
adaptation to society ruled by capital. At its core, this text mobilizes
critical language teachers to stand up against submission to the
globalization in its current shape and to refuse the false premises this
trend relies on.
The next essay, written by Emerson Silvestre, “Teaching Culture
and Language Through Literature: an experience Report”, endorses
the discussion about the use of literary texts in the context of language
teaching-learning, and it shows how literature can also be a tool for
cultural learning. This essay includes a report about a research carried
out at the Federal Institute of Pernambuco in which the novel Beloved,

11
by Toni Morrison, was used as a tool in the teaching-learning process
in English classes.
The third essay, “A Bakhtinian Look Over Dialogic Exchanges
Observed in Journals Written by Students of English as a Foreign
Language at a Federal Institution,” written by Paula Franssinetti de
Morais Dantas Vieira, discusses various concepts that are the
mainstay for the Bakhtinian dialogism, such as addressivity,
answerability, selectivity, as well as issues of authorship and agency.
This essay highlights the importance of dialogic exchanges taking as
examples texts produced by high school students through the use of
journals. The idea is to discuss how the relationship between the Self
and the Other emerges through written texts, how the Self addresses
the Other in a foreign language, and to what extent the exchange of
texts among students may help to establish a better performance in
English.
The following essay once again mines the thought of Mikhail
Bakhtin, this time taking another angle. Ivo di Camargo Junior, Fábio
Marques de Souza e Viviane Alves worked together to write a
thought-provoking essay, “Rethinking the Human Sciences from
Mikhail Bakhtin’s Perspective.” As the title suggests, Camargo Junior,
Marques de Souza and Alves offer an opportunity to reflect upon
Mikhail Bakhtin’s contributions to the human sciences by
contextualizing the ideas of the Bakhtinian Circle and connecting the
semantic production of each one of its Russian members (such as
Bakhtin, Medvedev, Volochinov, Kanaiev, Pumpianski and Judina),
who provided the world a collaborative production that has been
changing the way Western society sees human sciences throughout
the last decades. Camargo Junior, Marques de Souza and Alves write
that the researchers who participated in the Bakhtinian Circle
perceptibly changed the studies on language philosophy, literary
theory studies, while also offering a new perspective on discourse
genres and on the deeply connected basic concepts for linguistic and
social studies, such as polyphony, alterity, dialogical relations, and so
on.
In the following essay, “Interculturality in English as a Foreign

12
Language: A Pedagogical Proposal for primary school learners based
on an Argentine Legend”, María Isabel Pozzo, Carolina Borello and
Carolina Moyano expand the idea of dialogue and addresses issues of
how to raise and develop intercultural awareness in Argentinian
primary school students in the learning of English as a Foreign
Language. After comparing the curricula corresponding both to the
English language and the Spanish language subjects, a pedagogic unit
was designed combining topics that belong to both subjects. This
study is expected to enable teachers to devise strategies to work on the
development of interculturality in their lessons.
The issue of interculturality leads quite naturally to the matter of
how that English has become a lingua franca in the world. Such
situation is not simple when we think about the teaching component
of this phenomenon, as Sávio Siqueira reminds us in his essay
“English as a Lingua Franca (ELF) with English as a Foreign Language
(EFL): The challenge of integrating the two perspectives in our ELT
classrooms”. For Siqueira, despite the fact that practitioners from
different contexts are being introduced to ELF research and its
findings and developments, teachers still face the challenge of
bringing ELF and EFL together in the ELF classroom. The chapter
seeks to discuss the importance of this integration, illustrating in
practice how an ELF-EFL dialogue can emerge in ELF practices while
highlighting the importance of inserting ELF issues in pre- and in-
service teacher education.
But how do people learn a foreign language? We, teachers of
foreign languages, have heard many people say that they “cannot
learn” a foreign language. Indeed, many aspects are integral part of
learning a foreign language, and some of them are not merely
technical. Just so, the next chapter in this section deals with how
emotions play an important role in learning a foreign language. In
“Self-Regulated English Language Learning: Paths to the
Development of Socioemotional Skills”, Adriana Guimarães de
Oliveira and Mônica Machado Neves Ramos warn that conceptual
gaps and ambiguities have largely characterized the teaching of
English in our regular schools. Exclusively led by teachers, students

13
have been accomplishing tasks by means of mechanical, meaningless
repetitions, and these repetitions do not ensure that learning actually
happens. The text proposes that providing students with self-
regulated activities may actively contribute to a more effective
learning, particularly when affectivity is taken into account.
Moreover, developing socioemotional skills helps students
deconstruct beliefs, as they experience the benefits from being aware
of their own emotions. This essay follows the experiment conducted
with students attending the Technical Course in Events, and the result
shows how fruitful it is to host self-regulation, emotions and
affectivity in the classroom.
The following section of the book, “Technological Developments
in Language Teaching” concentrates more on how current
technological trends have become part of the teaching world, and they
reflect on the positive as well as negative impact of technology on
language teaching.
The first essay of this section, “Theoretical Reflections on (Multi)
Literacies and Digital Memes,” by Daniela Gomes de Araújo Nóbrega,
concentrates her research on digital memes and shows that, because
they are part of our contemporary digital culture, memes stem from
any idea or event of social importance which are rapidly spread in
online social nets, and they end up contributing to the maintenance
and criticism of social stereotypes. Nóbrega’s essay addresses
theoretical reflections on the term (Multi)literacies – from where the
digital meme emerges, and the digital meme, our most current digital
form of communicating ideas and subjects of any sort through the
internet.
The next essay, by Antonio Henrique Coutelo de Moraes, is titled
“ICTs And English Teaching: Di(Con)Vergences in Teachers’
Narratives.” Coutelo de Moraes writes his essay based on qualitative
research to describe how the use of Information and Communication
Technologies—ICTs-- in several teaching spaces, have helped
language teaching evolve in the last two decades. The author uses the
work of Ahmadi, Kramsch, Larsen-Freeman; Maszkowska, Singh et
al., among others, to guide his reflections. The essay then analyzes the

14
use of new technologies as mediators in the process of acquiring
English writing from teachers' narratives. The results of the research
indicate the unpreparedness of some professionals, the current
distraction of students and the poor condition in which the equipment
is found to be the difficulties that are most accentuated.
The last essay of this section, “The Paths of Hyper-reading in the
“classroom,” written by Viviane Cristina de Mattos Battistello,
Eduardo Paré Glück and Ana Teresinha Elicker, discuss the ways in
which reading a text using hyper texts requires a different kind of
approach. As Battistello, Glück and Elicker write, with access to
electronic and technological resources, people are increasingly
connected, whether through mobile devices or computers. The
different accesses to those media allow students to have constant
interaction with virtual/digital texts. Thus, with the magnitude of the
technology, a new reader profile is born. However, this new reader
needs to have mastery of digital literacy to develop the skills
contemplated by hyper-reading in an effective way.
The third and last section of the book, “Expanding the
Boundaries”, brings different examples of experiences with teaching
languages in different scenarios. Although here the emphasis is on the
English language, the last essay goes beyond English, and reflects on
the teaching of Spanish. These reflections can be applied to the
teaching of any other foreign language.
The first essay of this section presents a very illuminating
experience, which took place in Piauí, when non-language teachers
interested in using English as a medium of instruction (EMI)
participated in a continuing education experiment. The authors of
“Reflecting on the Challenge of Using English as a Medium of
Instruction in Piauí”, Beatriz Gama Rodrigues and Aline Oliveira
Rocha, discuss the steps, the difficulties and the findings of the first
attempt of a continuing education course of English as a Medium of
Instruction (EMI) for graduate school professors. The professors were
invited to reflect on the elaboration, as well as on their own
participation in the workshop. Finally, participants were asked to
analyze some issues inherent in a project of teaching a graduate course

15
in English. Rodrigues e Rocha then share a report from a participant
professor from a non-Humanities area who wants to offer one of his
courses in English; The authors then conclude by reflecting on how
using English as a Medium of Instruction—EMI--might impact the
internationalization process of the institution.
The second essay of this section, “Fostering Collaborative
Argumentation in the Classroom: The Rationale Behind Questions in
an EFL Teaching Material”, written by Carla Richter and Julia Larre,
discusses the ways questions can be used to promote collaborative
argumentation and discussion in the classroom. The essay analyzes
and categorizes questions in teaching material especially designed for
undergraduate students of Journalism at a federal university of the
northeast of Brazil. It also discusses the need of providing learners
with questions that invite them to take part in the argumentative
movement, because questions are important tools in the
teaching/learning process. In addition, the essay calls attention to
linguistic-discoursive choices which interfere with the flow of
communication. The authors remind the reader that these choices can
be more dialogic, when there is room for discussions, for meaningful
negotiation and for the construction of knowledge with both teachers
and learners, or they can be less dialogic when none of the participants
accepts alternative answers.
The next chapter calls our attention to and important fact when
we teach a foreign language: bilingualism is present everywhere. In
“Bilingual Education, ESL and EFL: Intersections and Crossroads,”
Rayssa Mesquita writes that in Brazil, bilingual elite schools are
increasing in number, especially in the Northeast area of the country.
However, Mesquitta points out, little is discussed about bilingual
education itself, and there is very hardly any reflection about how
bilingual education differs from learning methodologies of an L2, such
as ESL/EFL. In this essay, Mesquita traces the main theoretical aspects
of this topic, and brings the experience of 20 teachers interviewed
about the pedagogical objectives of bilingual education compared to
the EFL/ESL. She concludes that teachers demonstrate a great
awareness of the multifunctionality and multidimensionality of

16
bilingualism as a methodology more focused on the social, cultural
and linguistic empowerment of bilingual individuals.
However, once again we need to consider another crucial aspect:
literacy, or, as Jaciane Gomes Sousa de Lima Silva writes,
“multiliteracy.” In her chapter, titled “Multiliteracies and English
Language Teaching in the High School”, Lima Silva writes that with
the growing change in the forms of human interaction, influenced by
the development of technology, new literacies are necessary for the
development of specific capacities for reading images and other
semioses, a plural literacy that reconciles imagetic literacy and literacy
of writing, since our society is increasingly “more visual”. Official
documents referring to high school emphasize the importance of a
work focused on multiple literacies that considers the verbal and non-
verbal modalities of language. Therefore, the use of appropriate
didactic material that emphasizes the student's action and reflection
can enhance this learning process.
The need to consider multiple literacies and multiple levels of
competence leads to a discussion about how one language “enters”
another. In “…OOPS! Sorry for the spoiler!”
Anglicisms in the Brazilian Portuguese Language: a need, a fad,
or Globalization?”, Simone de Campos Reis calls attention to the
general interest as well as the issues regarding Anglicisms that mingle
with our Brazilian Portuguese Language (BPL). Indeed, as Campos
Reis emphasizes, these anglicisms seem to have become part of our
native vocabulary in a such a way that, we, Brazilian speakers of
Portuguese, do not realize how much embedded in our daily
utterances they are. It is natural that our vocabulary modifies itself
when we learn new words and when we adopt foreign words because,
as we know, speaking is a creative activity and in the learning process,
meanings are (re)learned by usage. Paraphrasing an oldie, we can
agree that “Anglicisms are in the air; everywhere you look around…”. The
author poses important questions: are these anglicisms good or bad?
Are they a need, a fad or a merely a symptom globalization?
The following essay, written by José Ribamar Lopes Batista
Júnior, Gercivaldo Vale Peixoto and Danielle do Rêgo Monteiro

17
Rocha, is “Literacy and Digital Technologies in High School”. The
essay presents the seven projects developed annually in the six classes
of high/technical school, called: “Pipoca Cultural”, “Leitura em Cena”,
“Quer Que Eu Desenhe?”, “Polêmicas em Debate”, “Ação Legal”,
“Cais Cultural” and “LPT Workshops”. The methodology adopted in
the projects involved experiencing new practices in which the
students took on leading roles, reconstructing their own identities.
The reading activities included: discussion of texts; composition;
proofreading and re-writing different kinds of text genres (synopsis,
book reviews, digital tales, infographics, formal debates, posters,
brochures, articles, interviews, tips, editorials); creating a channel on
YouTube and profiles on Facebook, Twitter, Instagram, and
WhatsApp; conducting surveys; presenting and posting the activities
in social media; and the assessment (orally and in writing) of the
projects. The results point an increase in learning and in the
development of an argumentative autonomy and social action, as well
as a greater proficiency in reading and writing in a practical and
critical way.
In their chapter, titled “The Presence of Reading in the Life
Trajectory and in the Continuing Education of an EFL Teacher,”
Jackson Santos Vitória de Almeida, Rosilene Silva Vale and Maralice
de Souza Neves, the writers use Rosilene Silva Vale’s experience in the
classroom as a case study to reflect upon how a life of reading affects
her own practice as a teacher of English in a public school in
Vespasiano, Minas Gerais, Brazil. For the authors, reading in English
as a foreign language (EFL) should receive special attention in
continued education processes, because reading can engage teachers
into a singular process of literary mediation in school. In the essay,
Almeida, Silva and Neves reflect on how this emphasis on reading
empowers the teacher to deal with resistances that weaken the
mediation work with her students.
The last essay in this section reminds us that some of the
discussions and ideas the book proposes can also be applied to other
languages and other needs. In “Digital and Audiovisual Literacy as
Tools to Enhance Collaborative Learning of Portuguese and Spanish

18
as Additional Languages,” Élida Ferreira Lins and Fábio Marques de
Souza remark that digital technologies have become a very promising
path for the educational field and, in particular, for language teaching
from a cultural-linguistic perspective. Within this scenario, they single
out Teletandem as a tool that can enhance real and authentic practices
regarding the contact with languages, in an intercultural context. They
recognize and stress the importance of digital and audiovisual
literacies to foster language teaching and learning because, among
other reasons, these tools can improve linguistic and cross-cultural
authenticity, as suggested by the Teletandem. Ferreira and Marques de
Souza highlight that when students master skills related to digital
literacy, they successfully use audiovisual resources and, therefore,
obtain positive results regarding language acquisition, which can be
confirmed through practices carried out in the context of institutional
Teletandem.
We hope this book excites you, energizes your teaching practices,
and gives you some good ideas to try in the classroom. You do not
have to agree with all the ideas presented here, of course, but we hope
you become part of the conversation. The most important thing for us,
educators, is to continue thinking about our practice, our technique,
our philosophy of teaching. Only this way we can make sure our
students receive our best efforts, so they can become not just better
speakers of a foreign language, but mainly, that they become more
involved citizens of the world precisely because they can
communicate in different languages.
Works Cited
COELHO, T. Para não ser alternativo no próprio país - Indústria das imagens, política
cultural, integração supranacional. Revista USP, 1993, (19), 7-15.
<https://doi.org/10.11606/issn.2316-9036.v0i19p7-15>. Available at
http://www.revistas.usp.br/revusp/article/view/26869/28650
NEBRIJA, A. Gramática de la lengua castellana. (1492). Munich: Grin Publishing,
2007.

19