|
VII APIRS, APLISC & APLIEPAR CONVENTION
PROGRAM BOOK
Thursday, September 25, 26 & 27, 2003
08:00 - 09:00 Registration
09:00 - 09:30 Opening Session
09:30 - 10:30 Plenary: Prof. Maria da Graça G. Paiva (UFRGS)
10:30 - 11:00 Coffee break
11:00 - 12:00 Round Table: Trends in Teacher Education in Brazil - Coordinator:
Prof. Vera Fernandes (UC-Pel)
12:00 - 12:30 Book Presentation
12:30 - 14:00 Lunch
14:00 - 16:00 Talks
16:00 - 16:30 Coffee Break
16:30 - 17:00 Raffle
17:00 - 19:00 Workshops
20:00 Welcome Dinner (R$ 15,00 per person at Praiatur Hotel. Great music
with Leonardo Flach, who is an official cello player at Cameratta de
Florianópolis.)
Friday, September 26
08:30 - 09:00 Plenary: Opportunities
for EFL Educators - Maria Motta (U.S. Embassy)
09:00 - 10:00 Plenary: The Reality of English Teachers in Public Schools
- Prof. Grace Teles-Botter (UFG)
10:00 - 10:30 Coffee break
10:30 - 11:30 Round Table: Exploring Skills in the EFL Classroom: Interdisciplinary
Perspectives - Coordinator: Prof. Barbara O. Baptista (UFSC)
11:30 - 12:00 Book Presentation
12:00 - 13:00 Lunch
13:00 - 13:30 Poster session
13:30 - 14:00 Book Presentation
14:00 - 16:00 Talks
16:00 - 16:30 Coffee Break
16:30 - 17:00 Raffle
17:00 - 19:00 Workshops
19:30 Theater Play - Julius Caesar de Shakespeare
Saturday, September 27
Choose one of the three options
below and inform your choice to the organizing committee (convention2003@hotmail.com)
as soon as possible:
OPTION 01
09:00 - 10:00 Plenary: "To be" and once more "To be"
- that is the nightmare. Prof. Marcelo Baccarin (Macmillan)
10:00 - 10:30 Coffee break
10:30 - 11:00 Book Presentation
11:00 - 12:00 Plenary: Misunderstandings, Myths and Mess in Language
Learning and Language Teaching. Prof. José Carlos Aissa (UNIOESTE)
12:00 Final talk and raffle
OPTION 02
9:00 - 12:00 Workshop: Teaching grammar and correcting student errors:
benefits and drawbacks - Magali de Moraes Menti (APIRS)
12:00 Final talk and raffle
OPTION 03
9:00 - 12:00 Workshop: Vocabulary learning activities - Carlos Henrique
Trindade (Oxford)
12:00 Final talk and raffle
CONVENTION 2003
SUMMARIES OF THE PRESENTATIONS
Room Number of seats
Ilha do Arvoredo (auditorium) 350
Ilha das Aranhas 50
Ilha Matafome 45
Ilha do Badejo 15
Sala Turquesa 25
Sala Royal 25
Express 1 25
Express 2 25
Express 3 25
Express 4 25
FOUR-HOUR WORKSHOPS
THURSDAY & FRIDAY
17:00 - 19:00
Workshop 1: Building EFL learners' reading strategies
Lêda Maria Braga Tomitch
(Professor at UFSC) - leda@cce.ufsc.br
The objective of the workshop
is to provide teachers with the main tools for preparing a reading lesson
based on the development of reading strategies. Participants will have
the opportunity to reflect and discuss about all the steps involved
in preparing a lesson: getting to know the target learners, setting
course objectives, selecting texts, identifying reading purposes and
different types of reading, and designing pre-, during-, and post-reading
tasks.
Workshop 2: "English in
your Life": Didactic Material for Children in Elementary School
Grace Teles-Botter (Professor at UFG) - gtbotter@terra.com.br
In this workshop I present a pilot study entitled - "English in
your life!" This study comprehends the elaboration of course materials
that reflect the world of the Brazilian child as a foreign language
learner (pre- to elementary school). The core of this study is centered
on the theme-based approach for language teaching proposed by Moreno
et al (1996). Considering that the EFL teacher is also an educator,
the material under pilot-tests presents activities that stimulates the
cognitive (O'Maley & Pierce, 1996) and multiple intelligences (Gardner,
1996) development (and Goleman's emotional intelligence (1996).) as
well as an introduction to poetry as a tool for authentic language teaching
(Koch, 1970).
Workshop 3: Forms of developing
communicative competence in the foreign language classroom
Rosely Perez Xavier (Professor
at Centro de Educação - UFSC)
The aim of the communicative
language teaching (CLT) is to develop communicative competence, i.e.,
both knowledge and skills required for communication. In other words,
learners are supposed to comprehend, produce and negotiate informational
content in the target language so as to maximize their learning opportunities.
In this workshop theoretical and methodological principles of CLT will
be discussed and some forms of teaching will be analyzed, particularly
functional, content, and task-based teaching.
Workshop 4: Helping your Students
to Exercise Autonomy in Language Learning
Vera Fernandes (Professor at
UC-Pel) - vera@ucpel.tche.br
The development of autonomy is a hard process and should not been seen
as an inexpensive alternative to substitute the teacher. There are different
ways to stimulate autonomy while learning a foreign language. There
are methods, strategies and techniques that may help this process. The
choice depends on a variety of factors like the availability of resources,
students' needs, teachers' beliefs etc. This workshop aims to help teachers
to find their own ways to help students to become autonomous. This will
be done firstly through a reflection with and among participants about
what autonomy means to them and its implications. The second part will
focus on practical aspects.
Workshop 5: Language Choices
and Classroom Procedures to Revamp your Teaching
Marcelo Baccarin (Macmillan)
- baccarin@sercomtel.com.br
And on the sixth day the teacher
chose the course book! And then the course book ate the forbidden fruit
and started dominating our lessons thinking it was the teacher. It may
be time for us to reassert our dominance over the materials, start making
informed choices and use them for our service rather than let them dominate
our lessons. When teaching we often find ourselves struggling against
our material for a number of reasons. They could be, amongst others
that (1) the course book we chose betrayed our expectations and does
not correspond to our needs, (2) we didn't choose that course book and
would never have chosen it anyway, (3) financial limitations force us
to opt for materials of questionable quality or no materials at all.
In addition, we are often told that to be truly independent, we should
be creating our own materials in class. That is all very well, of course,
but when you work so many exhilarating hours in the classroom, sitting
quietly at home to design materials doesn't seem like our favorite weekend
activity. In this workshop we run some case studies and analyze the
suitability of different teaching materials. The aim of our work is
to make teachers aware of the principles and aims behind each material
and activity. We will then offer options that are easy to implement
and which will greatly enhance learning and motivation in the classroom.
Workshop 6: Taking the Mystery
out of Pronunciation Teaching
Barbara Oughton Baptista (Professor
at PGI-UFSC) - b_baptista@brturbo.com
This workshop is based on the
conviction that the phonological/phonetic system of a language is not
only just as much a part of the grammar as verb tenses and pronouns,
but it is the most basic building block for the whole language structure,
and as such, should be taught from the very beginning. Since most English
as a Second/Foreign Language textbooks include little or no pronunciation
practice, we teachers are left with the task of complementing the adopted
textbook to give our students the pronunciation practice they need.
Thus, the purpose of the workshop is to demonstrate and then give participants
guided practice in developing beginners' pronunciation materials that
(1) treat pronunciation as an integral part of the course, rather than
as remedial or corrective work; (2) use the vocabulary and structures
of the textbook adopted for the course; (3) emphasize the difficulties
of the target group of learners - Brazilians; and (4) include perception
and repetition exercises to be done in the lab or with a tape player,
as well as directed quasi-communicative practice to be done in the classroom,
where the students have to think about meaning.
Workshop 7: Teaching much more than English: Thinking and creating tools
in the EFL classroom
Gloria Gil (Professor at PGI-UFSC)
- glogil@terra.com.br
Sidnéa Nunes Ferreira (M.A. student at UFSC) - sidnf@zaz.com.br
Departing from the view that
teacher reflection should be complemented with experience and creativity,
this workshop offers seven practical activities which aim at developing
teachers' and, consequently, students' thinking and creating tools.
Workshop 8: Turning a Joke into a Complete Integrated-Skills Lesson
José Carlos Aissa (Professor
at UNIOESTE, University of Cambridge Oral Examiner, Pitman Quality Auditor)
- jcapsu@hotmail.com
This workshop will show how a
dynamic conversation lesson can be developed based on a joke, which
will serve as the core material for listening practice, graded oral
drills, leading up to a guided written activity. Step-by-step instructions
will be given so that the technique can be applied at any level in different
teaching contexts. We shall also focus on the importance of stories
in ELT.
Workshop 9: Technology and the
EFL classroom: tigers tearing teachers or teachers taming tigers?
Hamilton de Godoy Wielewicki
(UNIJUÍ/ PGI-UFSC) - hgw@unijui.tche.br
The relationship between teaching
and technology has not always been as harmonious as it could have been.
Bearing this in mind, this workshop will explore some basic ideas about
how technology can be integrated into the EFL classroom, even by non-expert
computer users. Issues related to an expanded view of literacy will
be seen in further detail, with a focus on pedagogical applications
and implications of using technology in the classroom, especially as
far as computers are concerned. Some ideas and concepts on how to turn
some of the theoretical concerns of the workshop into practical ideas
for the classroom will be suggested.
Workshop 10: "WHAT IS THE GREAT IDEA?" Seeking for enduring
understanding in planning lessons in English
Maria da Graça Gomes Paiva
(Professor at UFRGS) - mgracapaiva@uol.com
What is the great idea between
the lines when planning the lessons provided in the coursebooks in English?
How can the content of the unit turn out into permanent or enduring
understanding for the students - the kind of everlasting learning we,
as teachers, have always sought for? Wiggins and MacTighe (1998, 1999)
have pointed out that it is about time to move on from coverage (i.e.
the traditional way of teaching in which covering the whole unit was
what really mattered) to uncoverage (i. e. going "into depth"
in the principle/concept/value/idea that lies as foundation for the
whole unit). The present workshop will focus on these two concepts and
on how to better implement them in the lesson planning in English.
THREE-HOUR WORKSHOPS
SATURDAY
09:00 - 12:00
Workshop 11: Teaching Grammar
and Correcting Student Errors: Benefits and drawbacks
Magali de Moraes Menti (President
of APIRS- Pedagogical Director of LINGUA/ABMM) - magali@lingua.com.br
The aim of this workshop is to
briefly go over what research tells us about the advantages and disadvantages
of working with focus on form instruction - teaching grammar within
the communicative approach. How to teach grammar and correct errors
within this approach will be discussed. We will analyze teachers' choice
of corrective feedback through the use of class transcripts and video
recordings.
Workshop 12: Vocabulary Learning
Strategies
Carlos Henrique Trindade (Oxford)
- carloshenrique.trindade@oup.com
In this workshop, I will briefly
present the current trends in vocabulary learning and link them to some
useful and practical activities. This will be an enjoyable and entertaining
morning which will add to the participants' knowledge some good advice
on how to make vocabulary learning efficient and yet attractive to the
students.
THURSDAY, SEPTEMBER 25
PLENARY 09:30 - 10:30
The act of teaching: what is
it really? Some insights about an old question
Maria da Graça Gomes Paiva
(PhD Professor at UFRGS) - mgracapaiva@uol.com.br
What does "the act of teaching"
really mean today?" Jensen (1998) has pointed out that stimulation,
challenge and feedback maximize brain growth and lay the foundations
for brain enrichment. In other words, more than just varying time and
materials, it is important, through the act of teaching, to vary access,
expectation or support in the learning process. A constant reminder
that "too much or too little" may, sooner or later, make the
students give up or get bored should always be taken into account -
in the act of teaching, novelty is as important as exercising what the
students already know how to do. Awakening/increasing feelings of competence
through more real-life activities/problem-solving tasks plus, or most
importantly, raising culturally aware citizens through the Arts are
viewed as the real foundation for both academic and career success in
learning a second/foreign language lately. Based on such premises, some
samples of students' work are provided to support the assumption that
different ways of conducting the act of teaching may trigger off freedom
for students to experience their own talents and potentials by means
of the wide range of linguistic possibilities the second/foreign language
offers. As one student has recently stated: "The act of teaching
should hide "between the lines" the assumption that "every
student is capable of expressing himself/herself in English, as long
as he/she is encouraged to do so, and [the teachers] must provide all
means so that students can achieve their goals".
ROUND TABLE 11:00 - 12:00
Trends in Teacher Education in
Brazil
Coordinator: Vera Fernandes (Professor
at UC-Pel) - vera@ucpel.tche.br
Autonomy has been an issue discussed
in the last thirty years in second language teaching/learning. More
specifically in the Brazilian scenario, autonomy in the area was introduced
during the XIII ENPULI, in 1993, in Porto Alegre. Since then, lots of
authors and researchers have discussed theoretical issues but, unfortunately,
in terms of practical implications, little has progressed. This talk
aims to induce and provoke reflection about this topic, especially concerning
teacher autonomy - what it means, what are the new roles of the teacher
and what are the new trends.
What kind of professional is
expected from English teacher education courses?
Rosely Perez Xavier (Professor
at Centro de Educação - UFSC)
There seems to be a consensus
among teacher educators about the profile of the foreign language professional
that teacher education courses should develop. In the main, prospective
English teachers are expected to have reasonable degree of oral and
written fluency in the target language, to become acquainted with its
cultural aspects, to master pedagogical and technological knowledge,
and to assume a reflective and critical posture about the language they
will teach (are teaching) and the process of foreign language teaching
and learning in different educational contexts, particularly secondary
schools. Besides, prospective English teachers are also expected to
promote changes in society as a result of their reflective process of
becoming a teacher. From this perspective, the present talk aims to
speculate on the ways prospective teachers are educated and the extent
to which these ways lead them to a transformational view of society.
This issue is crucial to teacher education since a large amount of practical
activities has been officially proposed by the Brazilian Ministry of
Education to be developed throughout teacher education courses.
Gloria Gil (Professor at PGI-UFSC)
TALKS
14:00 - 16:00
ROOM: Ilha do Arvoredo
14:00 / 14:30 - Working with movies in the EFL classroom
Marion Gottschalk (M.A. student at UFSC) - mariong@profnet.com.br
As an attempt to provide English teachers with dynamic tools to develop
the four communicative abilities with their students, this talk will
present activities using Hollywood movies in order to practice learning.
The class will be presented in a participative way, where teachers can
actively engage themselves in the tasks presented and make use of them
further in their own classrooms. The activities proposed may be used
as sample tasks to apply to any film. Movies, as authentic materials,
can enhance language learning while providing opportunities to practice
communication in the foreign language.
14:30 / 15:00 - Bridget Jones's
Diary: an illustration on how to motivate language learners move from
film to book and vice versa
Denise de Mesquita Corrêa (UNIVALI - UFSC) - denised@matrix.com.br
Our contemporary world has been dominated by the visual images everywhere,
from traditional films played in movie-theaters to reality shows on
TV. Within this context, the visual discourse has gradually replaced
the written discourse and the image has become a powerful tool to convey
meaning. In language classes, literary books are being replaced by films
because they tend to be more appealing to language learners due to the
visual discourse. In this talk, I shall present different ways to motivate
learners to move from film to book and vice versa by taking Bridget
Jones's Diary as an illustration.
15:00 / 15:30 - Storytelling
for peace
Solange Viaro Padilha (CELIN-UFPR/SENAC-PR) - solangeviaro@uol.com.br
This talk explores the importance and the use of stories (folktales,
fairy tales, myth, anecdotes …) in the classroom. It is an examination
of how stories can contribute to peacebuilding processes. It will focus
on the practice and development of storytelling skills, and ways in
which the stories can be used in conflict management. The presentation
will review current issues in education and methodology. Speaking, reading,
writing and dramatizing activities will be suggested. A selection of
sites will also be presented. The study was drawn primarily from literature
review, class research and informal discussions with students, teachers
and educators.
15:30 / 16:00 - Five-minute activities
Kyria Finardi (M.A. student at UFSC) - klic@intercorp.com.br
Carla Valle Rego de Sousa (M.A. student at UFSC) - carlaenglish@pop.com.br
Due to the globalization with which we are faced nowadays, more than
ever people feel the need to learn a second language and thus, SLA has
become a much debatable and studied field in the area of applied linguistics
(Selinker, 1994). It has been accepted, in this area, that the two major
causes to enhance SLA are: comprehensible input and low affective filter
(Krashen, 1982), and in order to help lower the affective filter, the
use of ludic language and activities in class has a major role. With
this in mind, it is our aim in this workshop to present some 5-minute
activities and games which can be easily prepared by any level language
teacher.
ROOM: Ilha das Aranhas
14:00 / 14:30 - Working on projects in the EFL classroom
Maria Aparecida de Vita Moreira (APLISC) - cida27agosto@ibest.com.br
Alyson E .R. Steele G. Weickert (PhD student at UFSC) - alysonsgw@hotmail.com
When we are learning a second language it is often difficult to put
it to use in a real situation. Developing a project as a team offers
us the opportunity to communicate in English. Above all we have a final
product to show off. A project generates both real and diversified learning
situations. The experience of making decisions, offering opinions and
debating gives students the opportunity to develop their own autonomy
and their own commitment to society. Students, while being responsible
for their own learning, are simultaneously becoming people with culture
(Alvarez Leite, 1996; Fried-Booth, 1997; Hutchinson, 1995). Our communication
offers an introduction to the theoretical background from the latter
authors; presents results obtained from young adults at a municipal
school; and also our experience in introducing the application of work
on projects to state teachers.
14:30 / 15:00 - Learning material
production
Valtenor Hang (VIZIVALI) - valtenor@wln.com
In this talk I will first discuss about the challenge of teaching different
levels and ages, as well as the importance of considering the learners'
background. After that, I will focus on my current work on the production
of didactic materials to be used with students from 5th to 8th grades
in public schools in Southwest of Paraná. Finally, some considerations
will be drawn concerning the approaches for this material production
and the limitations and challenges that the material itself presents.
15:00 / 15:30 - English for kids
in public schools
Rinaldo Vitor da Costa (UNIOESTE - Francisco Beltrão) - rinaldoc@terra.com.br
Municipal schools have been offering English as a Foreign Language for
children. My intention is to try to describe what happens inside the
classroom. What does the teacher teach? What do students do? What language(s)
do they speak? What methodology does the teacher, textbook prescribe
to teach English? What is the public expectation about this new discipline?
There are lots of questions about foreign language teaching/learning.
The basic question to be asked is: What is the national linguistics
policy? Is there one?
15:30 / 16:00 - The didactic
material and suggestions of strategies that can be used in the classroom
Cassiana Hungaro (Postgraduate at UNIPAR/Teacher at public schools)
- cassianahungaro@bol.com.br
Claudia Rosa de Souza (Teacher at public schools) - claudiarosa.souza@bol.com.br
Considering the difficulties in teaching in Public Schools, this talk
is report of how classes are being conducted after the choice of adopting
the textbook Great (Macmillan) in our school. We will discuss some factors
that led us to choose this book in order to fulfill students' needs,
always taking into account what is proposed by the PCN'S. We will concentrate
on 8th grade students' reading strategies.
ROOM: Ilha Mata Fome
14:00 / 14:30 - Listening comprehension: developing strategies for successful
learning
Eliza Mitiyo Morinaka (M.A. student at UFSC) - emorinaka@cce.ufsc.br
The objective of this presentation is to discuss some authors' views
on listening comprehension and to describe some aspects to be considered
when planning exercises to develop this skill. The first part of the
presentation will consist of a definition of listening comprehension,
followed by an exposition of the causal factors of the difficulties
in understanding spoken language. The types of strategies which can
be taught will be presented in the third part and finally, a set of
criteria to plan listening activities will be displayed.
14:30 / 15:00 - Communication
strategies: helping EFL students to manage problems in oral production
Gicele Vergine Vieira (M.A. student at UFSC) - gicelevieira@bol.com.br
To date, strategic competence has been considered to make part of speakers'
global communicative competence (Canale & Swain, 1980). Communication
Strategies use seems to help learners develop this competence in EFL
classrooms. This talk aims at establishing a theoretical background
from which Communication Strategies can be seen as tools to aid speakers'
oral development in a FL as well as seeks to evaluate their use from
a teaching-learning perspective. Some preliminary results on CS use
and EFL speech production of intermediate students will be reported
in order to have a broader view of the role of these strategies on performance.
15:00 / 15:30 - Exploring teachers'
concepts, assessment and perceptions of learners' oral ability
Leandro Mohr (M.A. student at UFSC) - le_mohr@yahoo.com.br
This presentation aims to raise the participants' awareness of variables
that affect the assessment of EFL learners' oral ability. First, the
extent to which the assessment of oral ability is subjective or objective
will be exposed through a brief review of literature in the areas of
language testing and teacher's cognition. After, specific features concerning
teachers' concepts, assessment practice and perceptions of learner's
oral ability will be illustrated in a case study. Finally, the awareness
and discussion of eventual consistencies and inconsistencies found among
the concepts, assessment practice and perceptions is expected to support
teachers when assessing learners' oral ability.
15:30 / 16:00 - Pronunciation
problems: the role of diagnostic tasks
Denise Kluge (M.A student at UFSC) - klugedenise@hotmail.com
Margareth Perucci (M.A. student at UFSC)
This study will address the role of diagnostic tasks focusing on potential
pronunciation problems faced by Brazilian students. Such tasks will
cater for both segmental and supra-segmental features.
ROOM:Ilha do Badejo
14:00 / 14:30 - Aspects of socialization of three teachers of English
language in their first year of teaching in a public school
Soraia Teixeira Sonsin (FECILCAM - M.A. student at UEL) - soraia.sonsin@bol.com.br
The aim of this paper is to present data about a study turned to understand
the process of socialization of three teachers of English language in
their first year of teaching in a public school (Lortie, 1975). This
work was developed from some categories from collected data according
to semi-structured interviews. The interviews were developed so as to
explore the way the teachers evaluate their practice in the classroom
and face the professional challenge to get into their profession. It
was possible to identify how the teachers built the professional knowledge
that they practiced in the classroom (Tardif, 2002).
14:30 / 15:00 - Communicative
approach: its benefits in teaching English as a foreign language
Nádia Lúcia Nardi - nadia@datacenter.psi.br
The purpose of this qualitative study is to explore how teachers use
the Communicative Approach to teach English at a public high school
in Concórdia - SC. What are the teachers' knowledge about the
Communicative approach and how do they use it in the classroom? Teachers
and learners from different high schools will be interviewed in order
to collect data and analyze the discourse. The results will help this
researcher to work with English teachers, who will have access to further
discussion and training development in the Communicative Approach and
will also identify its benefits in teaching English as a foreign language.
15:00 / 15:30 - Phonetic perception
studies and the classroom
Rosana D. Koerich (UFSC) - rkoerich@matrix.com.br
The aim of this presentation is to look at ways and means by which phonetic
perception studies may contribute to EFL pedagogy. It will briefly report
on the phonetic perception studies carried out by the research group
at UFSC, give an overview of recent literature discussing the question
of age in FL pronunciation acquisition, and focus on the importance
of teachers' awareness of the role of perception in the process.
15:30 / 16:00 - Difficulties
in pronunciation of English vowels by Brazilian EFL learners
Andréia S. Rauber (PhD student at UFSC) - asrauber@hotmail.com
Ricardo A. H. Bion (Undergraduate student at UFSC) - ricardobion@hotmail.com
This talk aims at reporting further evidence concerning the difficulty
advanced Brazilian Portuguese EFL learners have in perceiving and producing
English vowels. The findings indicate that native-like production may
not take place when there is no native-like perception of the target
vowels. This shows that research in the area of second language phonetics/phonology
can greatly contribute with relevant information to the area of EFL
teaching/learning, since it can provide more insights to improve pronunciation
materials and methodology. Moreover, it can call teachers' attention
to the importance of encouraging learners' perception of given sounds
in order to help them overcome their difficulties in the production
of difficult sounds.
ROOM: Sala Turquesa
14:00 / 14:30 - Investigating interrelationships between L2 learning
difficulties and language learning strategies: language learning strategy
instruction - preliminary results
Leonice Passarella (M.A. student at UFSC) - leopassarella@yahoo.com
This talk aims at presenting a Language Learning Strategy Instruction
program and its preliminary results. The participants in the instruction
were six students in a beginning level of English classroom instruction,
at Extra Curricular (UFSC). They received a 12-hour instruction, answered
questionnaires, learner's diaries, were interviewed, and the instruction
sessions were audio taped. Preliminary results indicate that students'
interest in studying increased, they became more aware of strategies
that they currently used, and such awareness benefited their learning.
Findings suggest that it is beneficial to expose students to the explicit
teaching of learning strategies to prepare them for success in language
tasks.
14:30 / 15:00 - Thinking about
students' aims towards the language
Maria Olávia Santos Monteiro (M.A. student at UDESC) - olavia@sociesc.com.br
The main objective of this study is to present a research on the students'
aims towards English as a foreign language for High School students
in Joinville (SC). Commonly, teachers prepare their course and lesson
plans without thinking about the students' interests and objectives.
This kind of practice may bring about demotivation to the classroom
because the students' objectives may not be the same as the teacher's.
This study will present some research carried out in 2002 at a Technical
High School in Joinville-SC with more than 600 students. The result
of this research has been helping the teachers to make some adjustments
in their course plans and also has been aiding them to prepare their
lesson plans in a more motivated and dynamic way.
15:00 / 15:30 - Anxiety in an
English teaching context
Andréia Simon (Undergraduate student at UFSC) - asimon1801@yahoo.com.br
This work intends to help teachers to identify the sources and manifestations
of their students' anxiety and to find suitable ways to reduce this
problem in their classrooms. Language anxiety is a feeling of insecurity,
tension, and nervousness, experienced by students in the foreign language
classroom, and has an adverse effect on learning and language performance,
particularly on speaking. Through interviews with students, this study
aims to investigate the main sources and manifestations of language
anxiety, as well as ways to reduce language anxiety, improve students'
performance and increase students' satisfaction in relation to language
learning.
15:30 / 16:00 - Autonomy in EFL
learning
Heloísa Heinen (UNIOESTE/Centro Cultural Hispano) - penelopeodisseia@hotmail.com
In this talk, I will attempt to explore the concept of Autonomy in English
Language and show how effective the learning could be if the students
could give more attention to their learning out of class. I will also
present some business tasks elaborated with the idea to help Bilingual
Executive Secretary undergraduate students. These tasks could motivate
learners to study Business English by themselves. This material could
be in the Internet.
ROOM: Sala Royal
14:00 / 14:30 - Enhancing the use of dictionaries
Vera Müller (PUC-RS) - veram@cpovo.net
As we become familiar with the information dictionaries provide, we
will resort to them with growing confidence, frequency and enthusiasm,
which will result in increased language proficiency. These can be achieved
through fun activities, from practice with the alphabetical order to
finding out language chunks - the words that come together.
14:30 / 15:00 - Hints on how
to write an MA/Doctoral proposal in applied linguistics
Andréia S. Rauber (PhD student at UFSC) - asrauber@hotmail.com
The increasing need of improving our teaching skills has caused English
teachers to look for master's or doctoral programs in order to learn
more about the theories that guide our teaching practices. The aim of
this talk is to provide English teachers and Letras students with some
useful explanation on how to write an MA/doctoral proposal in the Applied
Linguistics area. Besides briefly describing the American Psychological
Association (APA) format and the topics that should be included in a
proposal, I will also comment on what is expected from a candidate and
what some of the applied linguistics areas comprise.
15:00 / 15:30 - How to write
book reviews
Loreni Terezinha Machado (UEL - PhD student at UFSC) - loreni@uel.br
A book review is a text which summarizes and evaluates a book, and it
is characterized by a specific pattern. Therefore, the aim of this communication
is to present and discuss these patterns. By doing so, I hope to provide
participants with some practical tools which may be of some help in
their writing practices.
15:30 / 16:00 - Language and
culture in the EFL classroom
Juliana Salvadori (M.A. student at UFSC) - jusalvadori2002@yahoo.com.br
Édina Crunfli (PhD student at UFSC) - edina61@yahoo.com.br
The main goal of this paper is to raise a discussion on the relation
between language and culture. Our claim is that this component of teaching
cannot be set aside, since it favors only a technical and thus reductive
view of the EFL teaching. The concept of culture, much discussed today,
is our outset. Approaches that label themselves as "transcultural"
either fall into oversimplification which reduce the cultural aspect
to stereotypes or go far beyond the acknowledgement of the role that
culture plays in the language acquisition/learning, favoring the creation
of an acculturation ideology in which one is led to believe that in
order to speak the others' language one must become the other, i.e.,
think and act like the other.
ROOM:Express 1
14:00 / 14:30 - Teacher educators and the sources of preservice teacher's
knowledge: some trends in Brazil
Marimar da Silva (M.A. student at UFSC) - marimars@bol.com.br
Mailce Borges Mota (UFSC) - mailce@cce.ufsc.br
This study shows some of the sources of knowledge of the future teachers
which interact in Teacher Education courses and how teacher educators
deal with these sources in the process of teaching future teachers learn
how to teach. Three types of instruments were used for data analysis:
classroom observation, teachers' oral and written reports, and interviews.
Data analysis revealed that teacher's experiential knowledge may influence
the way the theoretical knowledge in Teacher Education courses is viewed
and may be the cause of conflicts and dilemmas.
14:30 / 15:00 - APLIAL www.aplial.net
- Latin American English Teachers Associations
Jussara Olivo Rosa Perin (UEM - CESUMAR) - perin@teracom.com.br
Magali de Moraes Menti (Língua ABMM Idiomas - APIRS)
The idea of having this association started while attending the Hornby
Trust/ British Council Summer School in Cuba in August 2000. As participants,
we felt we could have more contact and exchange with professionals that
work with the English language in Latin America. We also felt the need
to build and enhance an identity as English language users and professionals
and that an association such as APLIAL would help us satisfy this need.
Aplial became a reality in the ELTeCS Lima Workshop on ELT Associations
in January 2002. This is now an association of associations whose main
goal is to help develop and strengthen new and existing English teachers'
associations in Latin America by promoting events, publications and
sharing knowledge and expertise.
15:00 / 15:30 - Foreign Language
teachers professional development: a proposal.
Jussara Olivo Rosa Perin (UEM - CESUMAR) - perin@teracom.com.br
Rosemary Piancó Gulla (UEM) - rpgulla@uem.br
This is the report on a new foreign language teacher development experience
which has been carried out in a foreign language institute in a public
university in Paraná. It is part of an extension course called
"Desenvolvimento profissional continuado do professor de línguas
estrangeiras: repensando caminhos" (UEM, processo 2409/02). This
in service teacher development group was basically formed considering
the need of a continuous program of foreign language teacher development
which could cater for the study of topics related to FL teacher development:
reflection upon action, experience exchange, topics for future discussion,
research on foreign language teaching and other questioning topics in
the area. We will report the experiences lived by the group during the
2/2002 and 1/2003 terms (20 FL teachers: English, French, Spanish Italian
and German language courses). The group also suggests some discussion
on topics referring to the development of a future institutional educational
project.
15:30 / 16:00 - Regional cooperation
and project development: ELTeCs Latin America funding scheme
Telma Gimenez (UEL - ELTeCS Latin America Project Funding Committee)
- telmag@rantac.net
Latin America countries have had little contact for sharing experiences
in ELT. Due to the geographical configuration and huge distances among
countries, the work has been done relatively in isolation. ELTeCS Latin
America is an opportunity for teachers to be aware of what is going
on in the region and develop joint projects. The purpose of this presentation
is to introduce some ideas that could get funding from ELTeCS in order
to increase the interactivity in our region.
ROOM: Express 2
14:00 / 14:30 - Evaluation in EFL classroom: rethinking old conceptions,
considering new directions
Maria Inêz Probst Lucena (Colégio de Aplicação/UFSC
and Ph.D. student at UFRGS) - ines.lucena@unetsul.com.br
Evaluation is an inherent part of teaching and learning. However, most
of the time it has failed to benefit and improve learners' development.
This talk aims at presenting and discussing different paradigms of evaluation
according to different methods and approaches in foreign language (L2)
teaching and learning in the past few decades. Issues such as purposes,
content and forms of evaluation will be presented and discussed. The
last part of the presentation will be devoted to reflections on alternative
modes of evaluation in L2 teaching and learning in which evaluation
procedures and practices can be literally part of the learning process.
14:30 / 15:00 - Oral Assessment
: an enjoyable experience.
Marrigje K. Verburg (Universidade Tuiuti do Paraná - Cultura
Inglesa) - marryverburg@yahoo.com.br
This talk aims at showing the importance of assessing the command of
spoken English, how it can be dealt with in an enjoyable and relaxed
atmosphere, and how it can have a positive effect on the learning process
itself. Suggestions on steps and procedures as well as appropriate activities
to evaluate the oral competence will be covered in this session.
15:00 / 15:30 - EFL reading in
College Admission Exams: an analysis of UEM and CESUMAR exams
Edvânia Maria Bernardineli Aleixo (UNIANDRADE - FECILCAM) - edvania@teracom.com.br
The main purpose of this talk is to analyze the foreign language tests
in college admission exams (Vestibular), at two universities: Universidade
Estadual de Maringá (UEM) and Centro Universitário de
Maringá (CESUMAR) in order to verify the reading approach of
the test. The literature that supports this analysis is based on Menegassi
(1990; 1995; 2002), Almeida Filho (1993), Tumolo (2003) and Hughes (1989).
Interviews with the teachers and analyses of the tests and the candidate
manual were used to gather data from each university. The preliminary
results are that, at UEM, the test focuses more on the context and on
reading comprehension. On the other hand, at CESUMAR, the reading part
of the test is mainly based on decoding and on grammar analysis.
15:30 / 16:00 - Speaking tests:
the influence of tasks in performance
Fabiana Boos Vásquez (M.A. student at UFSC) - carlos.boos@terra.com.br
The assessment of spoken language has greatly evolved over the last
decades and activities as oral grammar and pronunciation evolved to
interviews and multiple tasks (Cohen, 1994). Performance in language
tests can be affected by many factors (individual characteristics, physical
conditions, any disturbance occurring in the room and others). The only
factor which is under the control of the test developer is the test
task (Bachman & Palmer,1996). Therefore, test tasks have to be carefully
designed in order to reach the goal proposed by the test. This study
intends to give an overview of the different activities used in the
assessment of spoken language and their consequent influence in performance.
ROOM: Express 3
14:00 / 14:30 - A corpus-based approach to the teaching of writing:
the case of evaluative adjectives
Marco Rocha (UFSC) - marcor@cce.ufsc.br
The proposed talk discusses corpus-based approaches and data-driven
learning in general through the analysis of evaluative adjectives in
a corpus of academic articles. The purpose is to argue for the usefulness
of corpus-based approaches to the teaching of writing for academic purposes,
particularly for the development of native-like skills in nonnative
post graduate students. The insertion of such approach in a general-purpose
syllabus, including issues related to the use of parallel corpora and
the Internet, will also be briefly discussed, stressing the importance
of data-driven learning as a means of incorporating technological resources
to classroom practice in a fruitful manner.
14:30 / 15:00 - Vocabulary in
agribusiness: concordance as a class activity
Maura Bernardon (UNIOESTE - M.A. student at UFSC) - maabe70@hotmail.com
This talk is related to ESP, vocabulary teaching, and computer corpus
data. These three elements together can lead to new methodologies in
language teaching, for example, computer-generated concordances that
are very helpful for grammar and vocabulary teaching (Butler, 1998).
Based on discourse analysis, genre theories, and corpus linguistics,
the teacher has new ways of vocabulary practices using authentic and
contextualized data. Moreover, computer corpus data give a great support
to teachers in terms of use of language and to more specialized vocabulary.
This proposal can also be helpful in the development of reading materials
for classes of 'Inglês Instrumental'.
15:00 / 15:30 - Learning English
on the net - do your students fancy it?
Lenora Sauchella Queiroz (Cultura Inglesa) - lenora@flavioqueiroz.com.br
This talk will consist of a brief introduction - in which the main guidelines
when preparing an Internet lesson will be provided and the importance
of teachers being aware of students' interests from day one and the
Net as a valuable teaching tool will be discussed - followed by the
demonstration of two Internet activities which take students' interest
into account without disregarding the syllabus. The Pre, While and Post
of each activity will be presented so that participants have a clear
idea of what is involved in each stage. Problems we may face and how
to solve them will also be discussed. To round off, room for experience
exchange and questions will be opened.
15:30 / 16:00 - Shakespeare in
Portuguese
Lucélia Moreira Pereira (Undergraduate student at UNIFRA) - luceliaunifra@yahoo.com.br
Translation/Adaptation expands and influences the cultural horizon of
a society. The novel Romeo and Juliet was translated and adapted to
Portuguese for different purposes: theater, literature, comics, movies,
etc. Bearing in mind that the target public changes there is a need
to find out and analyze the point of change because in another language
the literary text can be manipulated culturally or in its plot. These
changes are always mediated by a translator/adapter that creates a new
context.
ROOM: Express 4
14:00 / 14:30 - A qualitative study on corrective feedback in an EFL
classroom
Marcia Regina Carazzai (UNICENTRO) - mccarazzai@aol.com
This talk reports on a qualitative study on corrective feedback in an
EFL classroom. The data were drawn from transcripts of ten classes of
an intermediate group (Carazzai, 2002). The analysis describes the types
of errors the teacher corrects, the types of corrective feedback she
uses, the moments in which the correction takes place, and the reactions
of the students to the teachers' feedback. The analysis was carried
out through a sociocultural perspective.
14:30 / 15:00 - Cues and hints
on teaching grammar in EFL classrooms
Joara Martin Bergsleithner (SENAI - PhD student at UFSC) - joaramb@bol.com.br
This talk aims at giving cues and hints on how to deal with formal instruction
and supportive feedback in communicative EFL classrooms, based on the
Sociocultural Theory. The data were drawn from a qualitative study carried
out with a teacher and his group of 11 intermediate students of English
at the Extracurricular Language course at UFSC (Bergsleithner, 2002).
The suggestions are based on the way the teacher interacts with his
learners, while giving grammatical explanations and feedback.
15:00 / 15:30 - Types of corrective
feedback teachers give to their students' pronunciation mistakes
Fernanda Delatorre (Undergraduated student at UFSC) - nandadela@uol.com.br
Mistakes can be understood by teachers and students as something natural
or as a criticism during the process of acquiring a foreign language.
Making mistakes can also trigger opportunities for foreign language
learners to improve their interlanguage, indicading that some aspects
of the language are still being developed. Pronunciation mistakes can
imply in difficulty to keep the conversation because the speaker cannot
understand or cannot be well understood by the other speaker. Teachers
can observe the mistakes and give them different feedback, adding extra
information or not. The objective of this talk is to identify the feedback
teachers give to their students' pronunciation mistakes.
15:30 / 16:00 - Teachers' beliefs
about oral skills and the treatment they give to speaking in the EFL
language classroom
Juliane Massarollo (Undergraduate student at UFSC) - juliane_massarollo@hotmail.com
The objective of this study is to investigate (1) teachers' beliefs
about the oral skill and (2) teachers' assessment of this skill in the
classroom. Five teachers of English as Foreign Language at the Extracurricular
Language Course at Universidade Federal de Santa Catarina were invited
to participate in the study. The data show that there is coherence between
teachers' answers to the questionnaires and their attitudes toward the
teaching of the oral skill.
FRIDAY, SEPTEMBER 26
PLENARY SESSION 08:30 - 09:00
Opportunities for EFL Educators
Maria Motta (Public Affairs Section
of the U.S. Embassy) - mgmbsb@pd.state.gov
The Office of the English Language
Programs in the Public Affairs Section of the U.S. Embassy in Brasilia
supports English programs and projects in educational institutions in
Brazil. The office provides opportunities for Brazilian EFL educators
in several ways and offers materials on pedagogy and U.S. society.
PLENARY SESSION 09:00 - 10:00
The Reality of English Teachers
in Public Schools
Grace Teles-Botter (Professor
at UFG) - gtbotter@terra.com.br
In this plenary session I discuss
my initial steps into a search for the "reality" of the teaching
of English as a foreign language (EFL) in the state of Goiás
- Brazil. My initial steps soon became a long journey that ended up
in the setting of courses that enabled teachers from public elementary
state schools to revise their teaching beliefs as well as improve their
communicative competence. In this long journey throughout the state
of GO, I collected reports from teachers, students, academic directors
and principals about the school system they take part of and about EFL
as a subject in their curriculum. These reports portray pictures from
different perspectives which, notwithstanding, were highly intriguing
and required fast and dramatic changes. It is my aim to present the
changes I was able to make, the difficulties I faced and the hopes I
hold for a massive change in the Brazilian school system.
ROUND TABLE 10:30 - 11:30
Exploring Skills in the EFL Classroom:
Interdisciplinary Perspectives
Oral Skills: Making a Case for
Accuracy
Coordinator: Barbara Oughton
Baptista (Professor at PGI-UFSC) - b_baptista@brturbo.com
Ever since the advent of the
Communicative Approach, there has been a big pitch for fluency, frequently
at the cost of accuracy. The purpose of this talk is to argue, based
on information-processing models, for a greater emphasis on accuracy
at beginning to lower-intermediate levels of language teaching, especially
in the use of lower-level linguistic structures such as phonology and
inflectional morphology. It will be argued, in particular, that fossilization
occurs because of limited capacity processing: Once the language learner
is involved in fairly sophisticated communication, the processing of
ideas will occupy all of his/her processing capacity, leaving the processing
of lower-level linguistic structures to automatic processing, which
has been shown to be extremely resistant to change. Suggestions will
be given for promoting accuracy without stifling oral expression, but
at the same time, without encouraging too much fluency too early.
Why does the L2 reading learner
need the teacher?
Lêda Maria Braga Tomitch
(Professor at PGI-UFSC) - leda@cce.ufsc.br
The main issue addressed in this talk is an attempt to answer the question
that from time to time insists on popping up, be it in my practice as
a teacher, be it in the course of carrying out theoretical research
that brings pedagogical implications: Why does the L2 reading learner
need the teacher? In the attempt to answer this question some major
aspects will be developed: reading in L1 versus reading in L2, the strategic
reader, reading strategies, intensive versus extensive reading and interdisciplinarity
in the EFL reading class. I will be advocating the importance of the
teacher in the EFL reading context and also the need for some personal
theoretical background to support everyday practice. Among many other
things, the teacher can optimize the learning process by giving learners
the appropriate strategies which can help them surpass their limited
linguistic knowledge and get the most out of the texts they read in
the foreign language.
Hamilton de Godoy Wielewicki (Professor at UNIJUÍ- PhD student
at UFSC) - hgw@unijui.tche.br
POSTERS
13:00 - 13:30
Textbook evaluation
Caroline Reese Pereira (YOUNG/UNOESC) - carepe@educacional.com.br
Considering that many of us, teachers, use a textbook in our classes
and sometimes have to choose one, this research was made willing to
come out with a proposal of textbook evaluation that was concise, practical
and that clearly showed the results, so that the teacher feels more
confident and can verify if a given book is suitable and if it fulfills
its own objectives and purposes. The research addresses some theoretical
questions as language and learning theories and the distinction of method,
technique and approach before applying the evaluation framework on Jack's
Richards course book, Interchange.
The use of posters to help students'
oral skills
Célia Regina Viganó (M.A. student at UFSC-UNICENTRO) -
ceuvigano@whiteduck.psi.br
This Project was developed by advanced students from Fisk School, in
Pato Branco - PR, in 2003. The teenagers attend three-hour weekly classes.
In one of the units, food was the studied topic, including related issues
such as transgenic, genetic modified food and recipes. They were asked
to prepare posters and present them orally in class. In the presentation,
the classmates asked questions and made comments on their works. The
objective of this project was to show, how the use of posters can help
the students to feel more confident in oral presentations. The aim was
partially achieved, because these students are not used to this activity.
Sun: an analysis of the reading
tasks
Izabel Cristina Coelho Tonial (Undergraduate student at UNOESC) - izacoelho@hotmail.com
This study presents an analysis of the reading purposes of the book
Sun, designed to EFL students at a high-school level. The study intends
to show how good the activities are on the development of the reading
skill as well as the adequacy and appeal of the texts according to some
research in the area. Sun was chosen because it is used by the researcher
since 2001 and though it presents some minor problems, it has many good
points, especially the texts quality: they are from different sources
and bring many possibilities of creative activities and discussions
about their topics.
Reading comprehension: L1 vs.
L2 summarizing
Luciane Baretta (UNOESC) - baretta@unoescjba.edu.br
Reading researchers agree that reading comprehension is quite dependent
on the construction of main ideas, conveyed through the "macroprocess
construction" (Kintsch & van Dijk, 1978, 1983). In this study
summarization was selected as the experimental measure task to analyze
L1 and L2 reading performance of 20 undergraduate students. For the
analysis of the summaries protocols the framework developed by Winograd
(1982) was adopted. The hypotheses for this study are that the major
summarizing operation used will be reproductions and that the summaries
based on the English source text will contain more operations than those
based on the Portuguese text.
A possibility of the citizenship
development in the English language teaching
Maria Izabel Rodrigues Tognato (NAP/FECILCAM/ PhD student at PUC-SP)
- tognato@hpnet.com.br
Solange Aparecida Rodrigues (Colégio Estadual São Judas
Tadeu - M.A. student at UEL)
This poster aims to present a suggestion of work in order to contribute
to the English language teaching, offering the teachers an opportunity
to rethink about their teaching practices, as the theme of this event
refers to this question. This work presents a suggestion for a class
with the objective to develop the sense of citizenship in the students,
beyond the fact that they can learn the language through this practice.
This is a relevant presentation, since it contributes to the teachers'
development, leading them to rethink about their practices.
Effects of Perceptual Learning
Modality Preference on the choice of
strategies for developing oral competence in a second language
Melissa Bettoni (LYNX - graduate student at UNOESC) - melissa@formatto.com.br
This poster is from a project which focuses on learning strategies that
can help develop and improve oral skills in a second or foreign language.
The study was carried out in August and I grouped successful learners
according to their learning styles, from the perceptual learning modality
framework, and verified how the subjects in these groups differed in
their choice of type and quantity of strategies used in order to develop
their oral competence in the second language. I compared the strategies
these learners used and analyzed if and how these strategies differed.
In-service teachers in development
Monica Denise Godarth Tomazoni - tomazoni@wln.com.br
The objective of this poster presentation is to show a project which
is being developed in Francisco Beltrão, Paraná. The project
is an English course addressed to in-service teachers whowork in the
Municipal Elementary Schools. The course was offered to thises teachers
through a partnership between the City Hall and Yázigi Internexus
School. The aim of this project is to qualify Municipal English teachers
by helping them in the use of their textbook, of extra material and
by offering them a basic English course for their improvement. As a
result, these student teachers are acting more effectively in their
classroom and making their students more satisfied.
Being actors in the classroom
Raquel Cristina Mendes de Carvalho (UNICENTRO) - rcmcarvalho@pop.com.br
This work was carried out with Elementary level students of Colégio
Aliança, in Guarapuava (PR). By the end of each bimester, they
are asked to build a dialogue based on a situation created by themselves,
using the structures and vocabulary they studied during the period.
The aim of this activity is to make students interact with each other
by using their creativity and to stimulate them to speak English. It
is one of their favorites, because they are allowed to bring to class
any material they want and it provides an opportunity to show what they
have learned.
Using English to promote local
athletes
Sanae Jomori Morisawa - sanae.morisawa@bol.com.br
This project was developed in a private language institution called
CCBEU, in Guarapuava - PR. The participants were 6 intermediate level
students aged 11 to 13 years. The topic of the lesson was "Healthy
Life" and it focused on the importance of eating healthy food,
exercising and practicing sports. The participants were asked to prepare
a speech based on an interview with well-known athletes from the city
as well as to write their biographies. The objectives of this activity
were to make them practice speaking and writing, as well as to show
them the importance of promoting local athletes, who are many times
neglected by the people of their own community. The poster displays
some pictures and the participants' writing exercises.
The use of discourse markers
by a group of Brazilian learners of English
Sandra Mara L. Schmidt Cordeiro (M.A. in Applied Linguistiscs) - sandrascordeiro@bol.com.br
Discourse markers (DMs) are frequently present in spoken discourse (McCarthy,
1993). However, little research has been carried out on the use of DMs
in EFL classrooms. In order to contribute tot his filed of research,
and to my previous study on the DMs You know, I mean and Well having
a broader view of the language use choice students make while talking
in a classroom I analyze the use of other DMs by a group of Brazilian
English learners in Florianópolis.
NAP/FECILCAM - a pedagogical
assessory in teacher education as a continuous process for English teachers
Soraia Teixeira Sonsin (NAP/FECILCAM - M.A. student at UEL) - soraia.sonsin@bol.com.br
Maria Izabel Rodrigues Tognato (NAP/FECILCAM/ PhD student at PUC-SP)
- tognato@hpnet.com.br
This poster is about an experience of teacher education developed by
NAP/FECILCAM (Pedagogical Assessory Center) at Faculdade Estadual de
Ciências e Letras de Campo Mourão - PR, from 1998 to 2003,
for English language school teachers from state schools of Paraná.
It is a rich and relevant experience, since it was possible for the
participants to rethink about the methodological aspects and the linguistic
competence as well. The same happened with the tutors who could rethink
about the process of teacher education, which is related to the theme
of this event.
TALKS
14:00 - 16:00
ROOM: Ilha do Arvoredo
14:00 / 14:30 - Teaching Shakespeare to children & young adults
Damir Forner (UNOESC - Exponencial College - Winner School) - damir@matrix.com.br
EFL students can greatly benefit from this project since it contains
interdisciplinary components that make it possible to teach cooperatively
with other teachers and to empower students by showing them how to make
connections between themselves and others - in the past and in the present.
The project demonstrated to be an effective way to improve learners'
language communication skills and their knowledge of Shakespeare's literature.
It meaningfully gets students involved and encourages them to compare
and contrast the life in that time to the life nowadays. They get into
characters' souls through interesting performances.
14:30 / 15:00 - Interpretation
games
Damir Forner (UNOESC - Exponencial College - Winner School) - damir@matrix.com.br
Gustavo Telles & Ibriela Berlanda (Unochapecó)
Interpretation games can provide L2 students with an opportunity for
meaningful practice of the language. They encourage spontaneous communication
by keeping the emotional filter low and the anxiety level under control.
During the activity, participants get so strongly motivated that they
even forget former negative conditionings. The games create a non-threatening
classroom environment that makes students confident to express themselves
without pressure, nervousness, and fear of making mistakes. There is
a feeling of belonging and a desire to participate in the decision-making
and in the search for solutions to the problems presented by the teacher.
EFL professionals can use them to enhance students' accuracy and fluency.
15:00 / 15:30 - Literature as
a means of language and cultural awareness in the teaching/learning
of a second language
Marion Gottschalk (M.A. student at UFSC) - mariong@profnet.com.br
This talk will present a study carried out by the M. A. student as an
attempt to find out current practices in some Brazilian high schools
towards literature. The research is based on high school textbooks analysis,
interviews with high school teachers and also a case study. The main
objective of the research is to find out whether and how high school
textbooks present literature, teachers' usual practices and beliefs
in relation to literature in the EFL classroom, and also a classroom
research, bringing poetry into the classroom and observing students'
reaction towards it.
15:30 / 16:00 - Rethinking the
"new" English language and literature professionals based
on the CNE's premises
Ana T. B. Sperandio (Unochapecó) - anatbs@unochapeco.rct-sc.br
Liane B. Gerhardt (Unochapecó) - lianebg@unochapeco.rct-sc.br
Raquel Maysa Keller (Unochapecó) - raquelmaysa@hotmail.com
We would rather change the focus from linguistic competence in the area
of Language studies and approach the formation of the English Language
and Literature professional in Brazil. The objective of this presentation
is to focus on the wide-ranging ability profile of the English Language
and Literature professional development process according to CNE's premises.
In order to discuss the "new" professional, it is necessary
to investigate the changes, mainly the role of the 400 hours of estágio
and the 400 hours of prática as well as the complementary curricular
activities for the formation of the English Language and Literature
professional-to-be.
ROOM: Ilha das Aranhas
14:00 / 14:30 - Making the most of your memory
Ben Parry Davies - vfer@terra.com.br
The aim of this presentation is to explore the potential of the memory,
to help students and teachers overcome typical areas of difficulty in
vocabulary, pronunciation and grammar. Through a variety of visual,
linguistic and cultural associations, and by highlighting the use of
all the senses, it will be demonstrated how important language can be
more successfully transferred to the long-term-memory. A combination
of pictures and diagrams, jokes and stories, and plenty of audience
participation, will help to demonstrate more efficient retention of:
false cognates and other common errors, phrasal verbs, idiomatic expressions,
the pronunciation of difficult sounds, words and phrases, and problematic
grammar points such as the present perfect and prepositions.
14:30 / 15:00 - Teaching L2 vocabulary
strategies in the classroom
Daniela Malheiros Mendonça (M.A. in Applied Linguistics) - daniela_mendonca@hotmail.com
Second language learners tend to posit their problems for communicating
in an L2 due to the lack of vocabulary knowledge or to their difficulty
in remembering words to express their ideas. The teaching of L2 vocabulary
strategies in the classroom can help learners to compensate for the
unknown L2 vocabulary and improve their vocabulary learning. Seventeen
graduate learners were submitted to several tasks in order to investigate
the strategies that learners who acquire a larger number of L2 words
make use of. The results review that the most frequently used strategy
is reading in the context where the target word was found.
15:00 / 15:30 - The cognitive
processes generated by five Brazilian EFL writers at the postsecondary
level
Angélica R. Del Valle (M.A. student at UFSC) - angelica_dvr@hotmail.com
The present study explored the Output Hypothesis (Swain,. 1985) which
posits that pushing learners to output may play a significant role in
the acquisition process. To this end, think-aloud protocols were obtained
from five EFL writers to see whether they would notice linguistic gaps,
and if so, what kind of cognitive processes they would generate. Most
importantly, the researcher was interested in seeing if these mental
processes would help the learners produce more accurate language. The
results show that learners were successful in noticing linguistic gaps,
and as a result, the cognitive processes that were triggered led to
grammatical analysis.
15:30 / 16:00 - Illustrative
situations: a feature of teaching style within EFL classroom context
Ana Paula Trevisani (M.A. student at UFSC) - aptrevisani@yahoo.com.br
The present study was developed within the EFL classroom environment
and aimed at describing and analyzing teaching styles. A significant
feature of one teacher's speech style - named Illustrative Situations
- was identified and frequently noticed along classroom observation.
In order to understand the role played by these situations in the teaching
and learning process, two of this teacher's groups were observed and
compared: an advanced and a pre-intermediate level. It was concluded
that the illustrative situations 1) aided a relaxed classroom environment
and the group socialization, and 2) promoted the students' English proficiency
in an appropriate way, according to their level.
ROOM: Ilha Mata Fome
14:00 / 14:30 - Looking at learning and teaching styles in the EFL classroom:
teachers' perspectives, reflections and actions
Maria da Glória Guará Tavares (M.A. student at UFSC) -
loboguara123@hotmail.com
Mailce Borges Mota (UFSC) - malice@cce.ufsc.br
This talk aims at presenting the preliminary results of an MA study
in Applied Linguistics. Based on Jung (1971) and The Myers and Briggs
Type Inventory (1987), this study was motivated by the following research
questions: (1) What learning styles tend to be most favored by foreign
language teachers?, (2) Is there a relationship between teachers' own
learning and teaching styles?, (3) What are students' attitudes towards
discussing learning preferences in the classroom?, and (4) What difficulties
do teachers face when trying to develop a balanced teaching style? Data
were collected through transcripts of classroom observations and instructional
program sessions as well as teaching and learning style instruments
applied to the teachers and students participating in this study.
14:30 / 15:00 - Perception and
production of word-final consonants: interactions and possible directions
for pronunciation instruction
Rosane Silveira (PhD student at UFSC) - rosanesilveira@hotmail.com
This paper discusses the relationship between perception and production,
and whether pronunciation instruction and markedness variables influence
this relationship. The effects of pronunciation instruction were assessed
by utilizing a pretest-posttest study with a control and an experimental
group of adult L2 learners. Three markedness variables were assessed
(voicing, sonority, and place of articulation), and a tentative hierarchy
of difficulty for perception and production of word-final consonants
for Brazilian learners was presented. The study also investigated whether
test design variables (environment, orthography, word familiarity, and
token position) impacted the results.
15:00 / 15:30 - Sounds and songs:
guidelines for the development of pronunciation materials
Denize Nobre-Oliveira (PhD student at UFSC) - dno@terra.com.br
Brazilian EFL learners usually have difficulties to acquire the sounds
that are not part of their phonetic inventory. Thus, students may not
perceive any difference between their native language (NL) and those
of the foreign language they are acquiring, and, very likely, they will
not make any distinction on their oral production. In this talk, I will
present themes related to the acquisition of English phonemes by Brazilian
learners such as the importance of phonological awareness and, in the
end, I will suggest some steps to be considered while developing materials
to teach pronunciation through songs.
15:30 / 16:00 - Making pronunciation an active part of your lessons
Luiz Armando Silveiro (M.A. student at UFSC) - luizsilveiro@hotmail.com
Despite the acknowledgement of pronunciation as an important component
of foreign language learning, its teaching is often neglected in the
daily classroom practice due to varied reasons. The aim of this talk
is to present some practical activities in which different aspects of
pronunciation is dealt with. Rather than provide "ready-to-use-recipes",
the activities intend to exemplify possibilities through which pronunciation
can be made enjoyable and fruitful when integrated with the other moments
of the class, and hopefully encourage teachers to teach it on a more
regular basis.
ROOM: Ilha do Badejo
14:00 / 14:30 - How to work in harmony with a textbook
Marlene Neri Sabadin (UNIOESTE) - sabamane@yahoo.com.br
Materials cannot be used effectively unless the teacher and the author
are working in harmony. The teacher needs to understand the rationale
behind different activities of the book - is this particular activity
aimed at accuracy or fluency? Or is a certain language item intended
for the students' active or passive knowledge? In what ways does the
author expect a teacher to supplement the book? The best lessons will
usually be those in which the teacher uses the book as a support for
a course which is centered on the students' needs.
14:30 / 15:00 - The place and
role of ESP in an alternative proposal of teaching: modules and competences
- an experience at UNIPLAC, in Lages
Rosa Maria B. Donato (UNIPLAC) - donato@uniplac.net
The present work is a report of an alternative experience with ESP in
a technological course at UNIPLAC, in Lages. The goal of "Tecnologia
em Operações de Processos Industriais Eletromecânicos"
is to qualify technicians working for some industries of the region.
The course is shaped in agreement with the proposal of "educação
por competências" from the new "parâmetros curriculares".
This ESP course was designed from the perspective of developing the
students' self-confidence to face foreign authentic reading material,
giving direct support to the technical areas of mechanics and electronics,
as well as assisting the elaboration of the final "umbrella"
project of the first semester of the course.
15:00 / 15:30 - Improving speed
and vocabulary with the aid of extensive reading
Clara Kiyoi Suzuki (UEPG) - ckiyoi@convoy.com.br
Brazilian university students need English to read specific subjects
in their area of study. Thus, ESP teachers concentrate most of their
time in teaching reading strategies. Although some of the students take
ESP classes as a compulsory subject, we know these classes are far short
of their needs due to different reasons. The aim of this talk is to
show how teachers can improve speed and vocabulary by using authentic
texts chosen by the students according to their motivation and interests.
This study was carried out with Computer Science students at UEPG in
2000.
ROOM: Sala Turquesa
14:00 / 14:30 - Teaching the English language through some black Americans'
aspects
Raquel Bevilaqua da Silva (PG - UFSM) - rbkeltoy@yahoo.com.br
This work proposes the teaching of the English language to advanced
learners through a selection of some movies and news referring to cultural
aspects of the black Americans' history. I will focus on the racial
segregation that occurred in the past and still has consequences nowadays.
Taking this study into account, I also intend to consider racism in
Brazil. I expect to answer the following question: to which extent can
the study of this cultural contexts motivate students to learn English
and to develop their understanding and awareness that social variables
influence people's discourse and behavior?
14:30 / 15:00 - The teaching
of culture in EFL classes
Simone Sarmento (PUC-RS) - simone_sarmento@terra.com.br
In this talk I present the results of ethnographic research carried
out in EFL classes about the way culture is dealt with by teachers.
Fourteen lessons, from seven teachers, were videotaped and analyzed
in relation to what and how cultural aspects are taught. After the lessons,
the teachers were interviewed about their opinions concerning culture,
language, and what should be taught in terms of culture. A comparison
was then made between what teachers do in class and what they say they
do.
15:00 / 15:30 - The intercultural
perspective: a new trend in language teaching
Jeanne Marie Féder Paraná (CELIN/UFPR) - jeane.parana@bbs2.sul.com.br
Regina Célia Halu (Universidade Tuiuti) - rhalu@uol.com.br
The idea that it is not possible to separate language learning and culture
may sound like common sense. So far, however, not even through the communicative
approach the development of an intercultural competence has received
a serious and deeper treatment. With the technological advances in communication,
inserted in a world facing the process of globalization, the ability
to understand and interact better with different cultures has become
essential and the foreign language learning environment is a privileged
space for its development. Our aim is offer a brief discussion about
the intercultural perspective and present some experiences being carried
out in the state of Paraná.
15:30 / 16:00 - Teaching American
culture through art
Jussara Maria Zilles (UFRGS) - juzilles@adufrgs.ufrgs.br
Considering that we cannot dissociate the knowledge of a language from
its culture, it is understood that cultural aspects of a country should
be included in the teaching of this language. In Brazil, when teaching
English or American Culture, cultural aspects should be included in
the syllabus for comments and comparisons between American and Brazilian
Culture to occur and be discussed. Bearing this in mind, and supported
by Omaggio Hadley's (1993) ideas on teaching culture, insights about
American Culture will be presented through transparencies on American
Art. Participants can enlighten their knowledge on American culture
to supplement their English classes.
ROOM: Sala Royal
14:00 / 14:30 - Understandings of the reflective approach in foreign
language teacher education: some preliminary results
Telma Gimenez (UEL) - telmag@tdkom.net
Although reflection has been considered a desirable approach to the
education of foreign language teachers a glance at the available literature
reveals a great diversity of understandings and practices towards that
end. This paper will focus on the understandings of the reflective approach
as revealed by the literature abroad and in Brazil. The methodological
procedures adopted by different education programmes will also be surveyed.
14:30 / 15:00 - A little fish
being born in a new ocean: student-teachers' views on a methodology
course and its impact upon concepts and teaching practices
Raquel Carolina Souza Ferraz D'Ely (PhD student at UFSC) - raqueldely@bol.com.br
Gloria Gil (Professor at UFSC) - gil@cce.ufsc.br
This study seeks to determine: (1) whether a methodology course has
some impact on student-teachers' actual practices and the way they perceive
teaching and, (2) what views these student-teachers have on this course.
Data were collected through classroom observation and an e-questionnaire
with five student-teachers. The qualitative analysis of the results
(Allwright & Bailey, 1991) indicates that the methodology course:
(1) has mainly motivated a change in attitude towards student-teachers'
own practices, (2) functions as a potential source of raising student-teachers'
awareness of their own beliefs concerning teaching and, (3) is seen
as a positive and significant experience.
15:00 / 15:30 - What is necessary
to be an English teacher?
Rosana Eliza Menegazzo Pasta (M.A. in Education) - romenegazzo@yahoo.com.br
The aim of this paper is to present the conceptions that teachers and
coordinators have about the necessary qualities, skills and knowlegde
of a foreign language teacher. Fifteen teachers of English (five from
private language courses and ten from public and private secondary/high
schools) and six coordinators (two from each context) were interviewed.
The data were collected in 2002, in schools around Florianópolis,
Santa Catarina. The results show that being an English teacher requires
more than a set of teaching skills and good language knowledge. According
to the subjects, personal qualities as creativity and patience are important
considering students' motivation and good rapport between teacher and
students.
15:30 / 16:00 - Are teachers
aware of why they do what they do?
Marici Truffi Barci (Wizard - M.A. student at UFSC)
Glória Gil (UFSC) - gil@cce.ufsc.br
This study is a qualitative research that has two purposes. First, to
check how far teachers are aware of their experiences as learners of
a second language. Secondly, if they recognize some influence of these
experiences in the way they teach. Data were collected through four
questionnaires in three meetings with six teachers. Results indicated
that the level of awareness of their learning experiences varies significantly
and they had difficulties in recognizing some interference of their
life as L2 learners on their teaching. Furthermore, this picture reveals
that the questionnaires were able to arise their curiosity in investigating
the topics proposed.
ROOM:Express 1
14:00 / 14:30 - A reflexive approach in teacher education as a contribution
to the English teachers' practices through a language study
Maria Izabel Rodrigues Tognato (FECILCAM/PhD student at PUC-SP) - tognato@hpnet.com.br
This talk aims to present a study about the process of reflection in
teacher continuous education through reflexive sessions in order to
contribute to rethink about the teaching practices, as the theme of
this event refers to this question. The focus of analysis is the lexical
choices which show the relationship between the language and the types
of reflection developed by the teachers. It is a relevant study, since
it enables the teachers involved to rethink about the methodological
aspects used in their teaching practice and their process of teacher
continuous education as well.
14:30 / 15:00 - Rethinking (&
re-feeling) our teaching practices with Bakhtin
Tirza Myga Garcia (PhD student at UFSC) - tirzag@hotmail.com
Our main purpose is to provide EFL Teachers with the opportunity of
experiencing some contradictions between the two hegemonic conceptions
circulating at school about language (abstract objectivism and individualist
subjectivism) and the praxis of language teaching/learning process by
means of a practical exercise followed by its reflexive counterpart
- i.e., some new theoretical input based on our own articulation of
Bakhtin's concepts of metalinguistics (x linguistics), language (as
discourse x language as the expression of thought, as an immanent system,
or as a communication channel), discursive genres, utterance (x sentence),
subject, dialogism, polyphony, bivocal discourse, social plurilinguism,
active reply; grammar, style and stylistics.
15:00 / 15:30 - Differences and
similarities between the Vygotskyan and the Hallidayan theories
Elenir Voi Xavier de Moura (UEM/ILG) - mourajr@wnet.com.br
The hallidayan functionalism has been one of the options to complement
the sociocultural theory drawn by Vygotsky. The purpose of this paper
is to present some of the differences and similarities between these
two theories, based on Wells (1999). The main difference is related
to the orientation that each theory adopts to analyze the performances
of human activity: Vygotsky is a psychologist and Halliday a linguist
and this fact led them to different units of analysis and phenomena
of interest. However, they have some important features in common: they
agree, among some other points, in relation to the first learning stages
as well as in relation to taking a sign as a symbolic action with a
communicative value. Likewise, they believe it is necessary to adopt
a genetic approach to study any human behavior.
15:30 / 16:00 - Spoken and written
language: exploring cohesion
Maria Inês Chaves (Yázigi Internexus) - michaves@yahoo.com
The aim of this study is to present the results of a linguistic analysis
of some spoken and written samples considering the way in which cohesion
is achieved. In written form the cohesive elements are much more frequently
used than in speech, since spoken language occurs generally without
conscious planning. Besides, there are items that are used in one process
but rarely appear in the other. Therefore and I mean are cohesive items
that exemplify this statement. The former is rarely used in speech whereas
the latter is used in spoken language in order to clarify the meaning
of something.
ROOM: Express 2
14:00 / 14:30 - Action-research: a reflection about genre and culture
in teaching English language
Marcia Juliana Dias de Aguiar (M.A. student at UFSM) - amysunbr@yahoo.com.br
It can be perceived that language is closely related to culture, however
the majority of teachers do not explore this relationship efficiently.
With this in mind, teachers should pay close attention to their educational
practices in order to check if they really portray foreign, or even,
native culture through the selected genres worked in class. The role
of genre is fundamental regarding the fact that through a meaningful
genre approach associated with a well built methodology of action research,
teachers can develop their classes more satisfactorily in favor of a
critic and reflexive way of English teaching. In this respect, the aim
of this work is to offer an approach to deal with genres from a cultural
perspective. In addition, it intends to show how action research can
contribute to implement a useful approach concerning genre and culture.
14:30 / 15:00 - EFL teaching
practice in teaching education
Vera Lúcia Lopes Cristovão (UEL) - cristova@uel.com.br
The present study is based on the use of text genres: a) as a tool for
the learning of teachers' 'competences'; b) as an object of teaching-learning;
and c) as an approach to sustain teaching practices. This work aims
at discussing the experience developed with 4th year student-teachers
(Letras Anglo-Portuguesa) in a university in the State of Paraná
by analysing the activities of planning and EFL teaching practice. In
order to achieve this goal, the course programme and the teaching practice
classes will be described and the material will be analysed .
15:00 / 15:30 - The job interview
sub-genre under a critical discourse analysis view
Gabriela Quatrin Marzari (M.A. student at UFSM) - quatmarzari@yahoo.com
Broadly speaking, the purpose of this work is to analyze the job interview
sub-genre under a discourse-based view of language. In order to identify
the way job interviews have been applied to EFL teachers as a means
to verify how able they are to work with the English language, I have
recorded some job interviews that were carried out in private language
courses. Furthermore, I intend to put on view the way interviewers act
throughout a job interview, that is, the way they interact with their
interlocutors - the interviewees - revealing their concepts of teaching-learning
a foreign language through their own discourse.
15:30 / 16:00 - A genre analysis
of medical science abstracts: the metadiscourse and the textual organization
Ariana Zanella (UFSC) - arianazanella@yahoo.com.br
Scientific abstracts are the written evidence of the quality to the
work to be presented to a target scientific community. The main aim
of this study is to briefly investigate the metadiscourse and the macrolevel
of textual organization in the context of culture and situation. The
corpus consists of 64 abstracts written in English and the respective
abstracts written in Portuguese from Medical Science Master Programs.
This study takes into account the use of hedges and attitudinal markers
and the five-move pattern macrolevel textual organization. The results
are compared in relation to rules and resources, social practices and
roles of prescribed identities.
ROOM: Express 3
14:00 / 14:30 - Reading strategies: why is it so difficult to tell them
apart?
Alessandra Baldo (UERGS; PhD student at PUC-RS) - alessandra-baldo@uergs.edu.br
Although the pedagogical value of teaching reading strategies to learners
of English as a foreign language is beyond doubt, at times it seems
difficult to say which reading strategy is in focus in a given reading
activity. The objective of this presentation is to offer a possible
account for such difficulty, as well as to analyze its implications
regarding learners' reading performance assessment.
14:30 / 15:00 - The effects of
image on L2 readers' recall of descriptive information
Sidnéa Nunes Ferreira (M.A. student at UFSC) - sidnf@zaz.com.br
The positive effect of images on the reading process has been investigated
by many researchers in the field of reading. Extending this type of
research, the present study verifies the differences of L2 readers'
recall of descriptive information in two situations: 1) when participants
have access to only the verbal text, and 2) when participants have access
to the same descriptive information encoded visually and verbally. Analysing
the immediate and delayed recalls of eighteen undergraduate students,
the results of this investigation point at a positive role of images
mainly in L2 readers' initial retention of information.
15:00 / 15:30 - How word games
in magazine headlines impact FL readers' performance
Valéria de Souza Barreira (M.A.student at UFSC) - valbarreira@terra.com.br
This study aims to show the relationship between unclear titles of real
expository magazine texts, and FL readers' comprehension of main idea.
This preliminary study analyzes the impact on FL readers' performance
(more vs. less proficient FL readers) when real texts are used and when
these texts contain titles which do not clearly indicate the theme of
the passage.
ROOM: Express 4
14:00 / 14:30 - Critical thinking awareness in the reading class: some
practical ideas.
Sonia Maria Gomes Ferreira (UFSC) - soferreira@brturbo.com
This talk will argue that critical thinking awareness can be enhanced
in classroom spheres through the implementation of pedagogical practices
that request students to engage in tasks which, either bear a higher
level of cognitive demand, or exploit the social context, hence allowing
a more analytical and critical dialogue with the text. I will demonstrate
practical suggestions which help encouraging the development of more
critical readers and thereby more conscious citizens.
14:30 / 15:00 - Critical reading:
focusing the teaching of reading through a different perspective.
Ingrid Fontanini (UEM - PhD student at UFSC) - ingrid@cce.ufsc.br
Considering that: a) "language, society and mind are intertwined"
(Halliday, 1985), b) "language is used to manipulate" (Kress
& Hodges, 1979), c) "language is never neutral" (Stubbs,
1988) we could say that, reading a text critically means to establish
the connections between language and the social processes which are
embedded in it. Therefore, teaching students to investigate texts critically,
besides changing reading into a more interesting and challenging activity,
may also help them to become aware of the sociocultural aspects which
surround them. This talk aims at raising teachers' reflexivity towards
the teaching of critical reading.
15:00 / 15:30 - Do the textbooks
provide the teacher and students the opportunity to perform a critical
reading?
Rosemary Piancó Gulla (UEM - M.A. student at UEM)
Several studies have been carried out with the objective of trying to
improve the way of teaching reading in a foreign language. However,
some institutions and, consequently, their staff, are still "slaves"
of the textbooks and connected with the idea of reading as just a process
of decoding which demands from the students only obvious answers on
a subject, or simply an option for a right alternative with the main
purpose of studying grammar. Thus, the role of the teacher is only to
guide the exercises. This is a qualitative study which aims at answering
the following questions: How can the teacher of a foreign language provide
the students with the opportunity to perform a critical reading? Can
the textbooks help to make this hard task possible?
SATURDAY, SEPTEMBER 27
PLENARY SESSION 09:00 - 10:00
"To be" and once more
"To be" - that is the nightmare
Marcelo Baccarin (Macmillan)
- baccarin@sercomtel.com.br
I have had the opportunity to
speak to many teachers of English and one common complaint I hear is
"…, but my students can't even learn the verb to be! How can
I go on to teach more elaborate language or even deal with reading comprehension
from authentic sources?" If we look at this statement closely,
we will find that it tells us a lot about this teacher's view of language
and language learning.
PLENARY SESSION 11:00 - 12:00
Misunderstandings, Myths and
Mess in Language Learning and Language Teaching
José Carlos Aissa (Professor
at UNIOESTE, University of Cambridge Oral Examiner, Pitman Quality Auditor)-
jcapsu@hotmail.com
This talk will attempt to examine
some myths and methodological misunderstandings that mislead us in our
teaching practice. Teachers, in general, forget to consult their own
direct experience, not only as language instructors, but also, and more
importantly, as language learners, when they decide what and how to
teach, relying too much on the theory or theories in fashion, which,
more often than not, constitute "collective delirium". The
aim is not to discard recent or past theoretical ELT ideas; one must
use them, though, only to the point they make help improve our effectiveness
as teachers and our students' success.
|