Prática de Ensino III

A postmethod perspective on English language teaching

An alternative TO methods or an alternative method?

PARTICULARITY, PRACTICALITY AND POSSIBILITY

MACROSTRATEGIC FRAMEWORK - form groups of 3 people and think of examples for each strategy

Bottom-up process

Teachers take the initiative to construct a pedagogy that is sensitive to their local needs, wants and situations.

Postmethod pedagogy consists of the parameters of particularity, practicality and possibility. The parameters of particularity is based on the belief that any language teaching program "must be sensitive to a particular group of teachers teaching a particular group learners pursuing a particular set of goals within a particular institutional context embedded in a particular socialcultural milieu". (KUMARAVADIVELU, 2001)

Practicality refers to the relationship between theory and practice. The division between theorists and teachers is unfortunate and unproductive. The parameter of practicality goes beyond this marginalized dichotomy and aims for a personal theory of practice generated by the practicing teacher.

O ensino das línguas estrangeiras no contexto nacional

1 - Maximaze learning opportunities.

2 - Minimize perceptual mismatches.

3 - Facilitate negotiated interaction.

4 - Promote learner autonomy.

5 - Foster language awareness.

6 - Activate Intuitive heuristics.

7 - Contextualize linguistic input.

8 - Integrate language skills.

9 - Ensure social relevance.

10 - Raise cultural consciousness.

Possibility is direved mainly from Frein critical pedagogy that seeks empower classroom participants so that they can critically reflect on the social and historical conditions contributing to create the cultural forms and interested knowledge they encounter in their lives. Learners should appropriate the English language and use it in their own terms according to their own values and visions.

Império e Primeira república

A reforma de 1931

A reforma capanema e os anos dourados da língua estrangeira

As LDBs (1961, 1971, 1996) e os Parâmetros Curriculares

Onde estamos e para onde vamos?

Abordagem comunicativa, pedagogia crítica e letramento crítico - farinhas do mesmo saco?

Abordagem Comunicativa?????

Pedagogia Crítica????

Letramento crítico????

Examples of a lesson plan

Didactic Sequences

The beginning

1940-1940 + ou -

Create a class plan - about anything you like.

The first method cited in literature is the Grammar translation method. Its origins dates from the XVIII century when Latin was taught through books with grammar points.

- morphology and syntax were frozen

- minimum oral practice

Dinâmica de sala de aula

Chegar no horário - 10:40

Atraso - 15 minutos de tolerância

Leituras semanais

Aulas de prática - uma mistura de português e inglês

Respeito aos pares

Dedicação - como aproveitar minhas aulas de Prática?

LER, LER, LER E ESTUDAR

Distinction between Approach x Method x technique

Prática de Ensino III

Plano de ensino

According to Edward Anthony (1963)

"The arrangement is hierarchical [...] techniques carry out a method which is consistent with an approach"

Approach

Technique

Method

O que você sabe sobre metodologias de ensino?????

A technique is implementational, that is, happens in e classroom. They are consistent with a method and therefore in harmony with an approach

Method is a systematic set of teaching practices based on a particular approach or theory of language learning. While an approach is axiomatic, a method is procedural .

An approach is a set of correlative assumption dealing with the nature of language teaching and learning.

It is axiomatic

Ex: drills

Ex: CLT or the reform movement

Ex: grammar translation

CLT - Communicative Language Teaching

CLT was the result of a questioning of the assumptions and practices associated with Situational Language Teaching (SLT) which taught English by practicing basic Structures in meaningful situation-based activities

- Described as an approach (not method) by Americans and British proponents, CLT aimed to make communicative competence the goal of language teaching.

- CLT prompted a rethinking of classroom teaching methodology. Some of the principles are

Real communication is the focus for learning

Provide opportunities for sts to try out what they know

It is tolerant with errors

Provide opportunities for learners to develop both fluency and accuracy

Link the 4 skills together, as in the real world.

Allow sts to discover grammar rules

Talk to your friend about the following questions

Which English Schools do you know?

What approach or methods do they use? Why? How?

Do you use an approach or method when teaching?

Metodologias de Ensino de Língua (adicional)

Datas Avaliações

Avaliação 1 - 02/09

Seminário -

Cronograma

Datas dos Seminários

17/06 - Whole language - 7 /CBLT and standards-based instruction - 8

24/06 - Cooperative Language learning 13 / CBLT and standards-based instruction - 8

01/07 - Multiple Inteligence - 12/ task-based language learning - 9

08/07 - CBI and CLIL - 6 / task-based language learning - 9

15/07 - Text-based instruction - 10 /

22/07 - The lexical approach - 1

29/07

- LEFFA, V. O ensino de línguas estrangeiras no contexto nacional. Contexturas. APLIESP, n 4 p. 13-24. 1999.

- KUMARAVADIVELU, B. Critial language pedagogy A postmethod perspective on English lnaguage teaching. World Englishes, Vol. 22, n 4, p 539-550, 2003.

05/08 (data será alterada)

JORDÃO, C. Abordagem comunicativa, pedagogia crítica e letramento crítico - farinhas do mesmo saco?

12/08

Capítulos 19 e 20 - Approaches and methods in Language teaching

19/08

Exposição de Planos de aulas diversos conforme as abordagens e metodologias estudadas ao longo do semestre

26/08

Refacção Plano de aula (lesson plan) - Sequências didáticas - esse tema será brevemente mostrado, no entanto, apenas na prática V é que ele será revisItado de maneira aprofundada.

02/09 - PROVA

Prática de Ensino III