No abstract

With globalization and the increase of technology, collaborative work between institutions from different countries is a reality. Beginning in 2018, two teacher education programs, one in the United States and one in Brazil, developed a partnership to promote collaborative activities in curriculum and instruction, scholarship and research, and for student and faculty exchange. Critical pedagogy and social justice approaches to global citizenship education in teacher preparation guided the partnership’s collaborative activities toward the development of pre-service teachers’ global competencies and ability to integrate technologies as users and educators. This empirical research article presents an exploratory case study of a transnational, collaborative curricular project that leveraged technology in courses for pre-service teachers in the United States (n=12) and Brazil (n=10). The study explores the extent to which course content and activities facilitated pre-service teachers’ development of global competencies and ability to employ emerging technologies for learning and offers implications for practice.

RESUMO.Este trabalho efetua uma análise de avaliações com vias a observar, por um lado, sua proposta teórica de contextualização (dos PCNs) e, por outro, a contingência de tal prática. Tomamos como corpus dez avaliações do 6º ao 9º anos, aplicadas por professores da rede pública de ensino de Minas Gerais. Os documentos analisados revelam uma ênfase nos aspectos sistêmicos, em especial na correção gramatical, por meio de exercícios objetivos e estruturados. Parece não haver interação com o educando; as atividades são predominantemente abstratas e pouco significativas. Isso pode ser reflexo da concepção de linguagem que constitui esses profissionais e norteia sua práxis, concepção essa que toma a língua como um constructo idealizado e desvinculado da realidade e que reduz o seu ensino ao conhecimento de gramática.Palavras-chave: avaliação, avaliação contextualizada, língua inglesa, concepções de linguagem, PCNs.(Des)contextualized assessment of the english language in primary teaching -the distance between theory and practice ABSTRACT. Current paper analyzes evaluations of the theoretical proposal of contextualized assessment (from PCNs) and the contingency of this practice. The corpus comprised ten assessments provided by teachers to students of the 6th to 9th grades of elementary government schools in the state of Minas Gerais, Brazil. Analyzed documents revealed emphasis on systemic aspects, especially grammar correction, through objective and structured exercises. There does not seem to be any interaction with the student; activities are predominantly abstract, with only slight significance. This may be due to the language concepts of the teachers and which guided their practice. Such a concept sees language as an idealized construct unrelated to world reality and which reduces learning to the knowledge of grammar.Keywords: assessment; contextualized assessment; English language; language concepts; PCNs (Brazilian National Curricular Parameters). IntroduçãoEste trabalho, inscrito sob a égide da Linguística Aplicada (LA), tem por objetivo analisar o possível distanciamento entre, por um lado, o que propõem as políticas públicas nacionais sobre avaliação (bem como os teóricos que discorrem acerca desse tema) e, por outro, a contingência de tal prática. O enfoque deste trabalho recairá mais especificamente sobre avaliações aplicadas por professores de língua inglesa do 3º e 4º ciclos do Ensino Fundamental na modalidade presencial. Dessa forma, alvitramos contrastar o que estabelecem os Parâmetros Curriculares Nacionais (doravante PCNs, documento oficial ou documento) e os instrumentos de avaliação efetivamente utilizados por professores da Educação Básica do estado de Minas Gerais. Nessa perspectiva, tanto o processo ensino-aprendizagem, quanto a prática avaliativa engendrados pelos PCNs se pautam em uma perspectiva discursiva. Assim, diferentemente da linguagem tida simplesmente como espelho do pensamento ou ferramenta de comunicação, ela deve ser concebida como lugar de ação ou interação: [...] na medida do po...

Verdades atinentes a sujeitos aprendizes e aprendizagem de língua inglesa Uberlândia (MG) 2014Aos professores do Programa de Pós-Graduação em Estudos Linguísticos da Universidade Federal de Uberlândia, os quais muito contribuíram para minha formação como professor e pesquisador, nos diferentes espaços institucionais; reitero os agradecimentos aos

ABSTRACT:In this unprecedented interview, the English linguist David Crystal outlines the lexical and morphological changes within the English language, particularly in the last decade. In addition, he discusses neologisms incorporated to the English language (British), especially those originating from Brazilian Portuguese. Finally, Crystal talks about the growth of varieties of global English and, also, the phenomenon entitled: "New English(es)". KEYWORDS: Language. English. Language changes. New English(es).RESUMO: Nesta entrevista inédita, o linguista inglês David Crystal traça um panorama sobre as mudanças lexicais e morfológicas ocorridas no interior da língua inglesa, particularmente na última década. Ademais, discorre sobre neologismos incorporados à língua inglesa (britânica), especialmente aqueles oriundos do português brasileiro. Por fim, Crystal fala sobre o crescimento de variedades do inglês global e, também, do fenômeno entitulado: "New English(es)". PALAVRAS-CHAVE: Língua. Inglês. Variação linguística. New English(es). Welisson Marques: David Crystal, first of all, many thanks for the opportunity of having this interview with you. It is a great pleasure to have this contact with you. I would like to start by asking you about your recent publications and the new ones which are on the way.David Crystal: It's difficult to make generalizations, as I'm very much a jackdaw linguist -by which I mean that I dart about from subject to subject looking for glittering linguistic subjects to write about. Or rather, the subjects come looking for me -for it's an interesting fact that almost all my books have been written reactively -in response to a question, or a trend, or an event of some sort. But some things don't change. I write this piece during the Olympic Games, on a day when the press and radio stations are reporting the way people have been hearing some newOlympic verbs -to medal, to gold, to silver, to bronze, to podium, as in He's been medalled, She's podiumed. I've just heard a radio commentator say that medalled is bad because it will be confused with meddled -as if there were going to be contexts in which it wouldn't be perfectly obvious which meaning is required. English has coped with the similar distinction between pedalled and peddled for over a century without trouble. and I don't instead of I haven't). The use of get with the passive is also on the increase (he's got fired rather than he's been fired).In the noun phrase we see the increased omission of the definite article in such examples as famous author J K Rowling, the increased use of they in singular concord (everyone said they were leaving), increased use of less rather than fewer with countable nouns, and an increase in the use of periphrastic rather than inflectional comparison (a more happy occasion for a happier occasion, the most angry customer for the angriest customer). Some of these changes are of course condemned by people who have been taught to believe that the rules of traditional grammar are sacrosanct, so you should th...