This paper aims to analyze the use of the textbook by one of the authors of this article in the Language without Borders (LwB) Program. Thus, the textbook is the main teaching material. Since most research on textbooks focuses on the analysis of its content, this study is centered on its use. Hence, an investigation along the lines of action research was carried, in which field notes were written of the 24 classes taught in a preparatory course for the IELTS proficiency exam in LwB. The criteria proposed by Vilaça (2010) and Lamberts (2012) were used for the analysis: addition; deleting/subtracting/omitting; adaptation/ redesigning; simplification; rearrangement; and number of activities involving the textbook. All classes relied on some sort of adaptation of the textbook, and the categories suggested by Vilaça (2010) of addition and deleting were the most frequently performed during the course.

O presente artigo procura propor um modelo de aplicação prática da pedagogia translíngue e oferecer uma contribuição dirigida ao aluno da educação básica brasileira, oportunizando o desempenho de tarefas através do inglês e do português, de maneira decolonial, e vinculando os entendimentos linguísticos emergentes em sala de aula aos conhecimentos conceituais que surgem a partir de tarefas colaborativas. Partindo da noção de língua como repertório (GARCÍA e WEI, 2015; BUSCH, 2015), propõe uma reflexão sobre os encadeamentos da teoria translíngue (GARCÍA, 2009; GARCÍA e WEI, 2015; GARCÍA, JOHNSON e SELTZER, 2017) na educação linguística, buscando apresentar os pontos convergentes entre a translinguagem e o ensino com base em tarefas.

O presente artigo tem por objetivo apresentar uma unidade didática (UD) elaborada para a aula de língua inglesa como língua adicional de uma turma de oitavo ano do ensino fundamental.  Apoiada no ensino e aprendizagem de língua adicional com base em tarefas, a UD tem como temática principal a representação de personagens femininas em jogos eletrônicos e o gênero minibiografia como proposta de produção final. Nesse contexto, a discussão se ancorou na noção de repertório linguístico e sua relação com a translinguagem e na teoria sociocultural e o processo de andaimento no ensino de língua adicional.  O artigo descreve as tarefas e suas recomendações de aplicação e procura demonstrar como o trabalho com a translinguagem em aulas de língua adicional pode ser um importante recurso para aproximar o aluno da língua que está aprendendo. Palavras-chave: Translinguagem; Andaimento; Unidade didática.

This article presents the design process of a task sequence produced for an English course of the Languages and Arts Program of the Federal University of Rio Grande do Sul. Having as its theme contemporary issues in cinema and literature, the sequence was developed around movie adaptations from the Cinderella tale. The tasks were designed from authentic texts with the final production proposed being a synopsis of a movie adaptation from a literary work. The produced tasks seek to create opportunities for both meaningful language use and broadening of students’ transit in social practices that happen in the target language.

This article aims to present part of an investigation conducted in the Language Center of the Languages Without Borders Program (LwB) of an important public university in the south of Brazil. The research had the objective of analyzing the narratives produced by three English teachers linked to the LwB, starting from the following question: What factors most contributed to your professional development within the LwB context? For the generation of the data, semi-structured interviews were conducted through which the three teachers were encouraged to produce narratives about their education in the LwB context. The results of the analysis of the teachers" accounts suggest that pre-service teachers should prepare themselves for selfreflection and self-analysis, as it is impracticable to separate personal and professional dimensions. The narratives also point to the importance programs such as LwB, which put pre-service teachers in the classroom during their undergraduate years so that their professional development is based on concrete case discussions that aim at articulating theory and practice..