Mestrado em Estudos Linguísticos

URI Permanente para esta coleção

http://repositorio.ufes.br/handle/10/17529

Nível: Mestrado Acadêmico
Ano de início: 2006
Conceito atual na CAPES: 5
Ato normativo: Homologado pelo CNE (Portaria MEC Nº 609, de 14/03/2019). Publicação no DOU 18 de março de 2019, seç. 1, p.135 - Parecer CNE/CES nº 487/2018, Processo no 23001.000335/2018-51).
Periodicidade de seleção: Anual
Área(s) de concentração: Teoria e Análise Linguística
Url do curso: https://linguistica.ufes.br/pt-br/pos-graduacao/PPGEL/detalhes-do-curso?id=1455

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Navegando Mestrado em Estudos Linguísticos por Assunto "Abordagem híbrida"

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    Abordagem híbrida na formação inicial de professores de inglês : integrando as novas tecnologias
    (Universidade Federal do Espírito Santo, 2017-12-04) Mendes, Ana Rachel Macêdo; Finardi, Kyria Rebeca Neiva de Lima; Ferraz, Daniel de Mello; Paiva, Vera Lucia Menezes de Oliveira
    New Information and Communication Technologies (NICT) are inherent to today's society and have caused social and epistemological changes. Although some teachers include the NICT in their practice, most do so only peripherally, and many still show resistance in the integration, not only of digital resources, but mainly, of new concepts and educational values promoted in the digital age. This resistance may result from lack of critical use of the NICT and discussions about their role in the learning process in pre-service teacher education, and also, the lack or inadequacy of digital resources considered necessary for this integration to take place. In this context, the use of blended learning approaches presents itself as an alternative for fostering the use of NICT by merging face-to-face teaching-learning with online education. Thus, this research aims at reflecting on the possibilities and limitations of the use of a blended learning approach in pre-service English teacher education. For this purpose, an action research was carried out in the Practicum Internship Course I of the English Language Teaching degree course in a federal university in the Southeast of Brazil. This qualitative and quantitative study was based on data collected through interactions observed in the online environment, through questionnaires applied to pre-service teachers who participated in this study as well as testimonials from the professors involved in the course. Overall, data shows that despite the low engagement in the collaborative online learning environment, critical thinking about the integration of NICT to English teaching was brought about by the use of the blended learning approach. The analysis showed that pre-service teachers' mindsets and attitudes towards education - as for example, regarding the educational value given to the online environment, in this case Facebook - and the suggested practices in the online environment, as well as the professors' preparation to offer new and innovative learning opportunities, might determine the impact of blended learning approaches in English teacher education. It was concluded that a blended learning approach may promote new educational experiences for preservice teachers that might favor reflective teacher education regarding NTIC in language learning and teaching.
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    Abordagens híbrida e clil invertida : tensões e diálogos entre ensino e educação linguística
    (Universidade Federal do Espírito Santo, 2017-12-04) Lima, Sebastião; Finardi, Kyria Rebeca Neiva de Lima; Ferraz, Daniel de Mello; Paiva, Vera Lúcia Menezes de Oliveira
    The study aims to reflect on the potential and limitations of the blended learning approach for language education through the Content and Language Integrated Learning (CLIL) approach in the inverted format. The study is based on a post-modern perspective that integrates the educational and instrumental dimensions of the language teaching/learning process bearing in mind that additional/foreign language (L2) teaching ideally conciliates formal aspects of language with the development of critical education. The literature reviewed includes blended learning approaches in general and the Inverted CLIL approach in particular; webquests and principles of language educaction for teaching/learning English as L2. The research question is: How may the blended learning and the Inverted CLIL approaches implemented through webquests foster language education development? The study uses a mixed methods design and fits into the category of development methodology. Data includes questionnaires with pre-service teachers of English as L2 and four webquests produced by them during their Practicum Course. The analysis aimed to verify the potential of the webquest methodology for implementing blended learning and the Inverted CLIL approaches and how these approaches could foster language education development. Overall, the results of the study showed that pre-service teachers tend to prefer traditional format classes and the teaching of linguistic forms at the expense of problematizing social issues, although there is an attempt to critically address these issues in comparison with how they are approached in the National Curriculum Guidelines. The study concludes that the blended learning approach and the Inverted CLIL implemented through the webquests analyzed partially foster language education development.