Stories of professional development in Brazilian Languages Without Borders Program

Abstract

This research has investigated the stories of professional development of five student teachers who participate in a community of teachers of English as an Additional Language in a large research university in the south of Brazil. This community has emerged from the Languages without Borders Program (LwB) and has as its end goal teaching English to the university’s community – faculty, staff and, especially, students. The data was obtained through semistructured interviews with focal participants, who were asked to tell us their story of learning in the community. From the data, it is possible to interpret that participants have developed professionally in their trajectory in the Program through the engagement in a number of practices integral to the community.

Research on Data Retrieval Algorithm of English Microlearning Teaching Based on Wireless Network Information Classification

“…At the same time, these teaching methods can also be used for online learning through broadband networks and mobile internet, which greatly meet the personalized learning needs of teachers and students [8]. Kirsch et al carried out the microcourse competency competition project when the microcourse competency competition used the microcourse resource content, teachers' teaching quality, and students' learning effect to evaluate the microcourse teaching as a whole, which made the microcourse teaching evaluation system more perfect [9]. Rudio et al analyzed the microcourse knowledge education process of college English, each person's different English learning ability, and other problems [10].…”

Desafios no ensino de Inglês para Fins Acadêmicos no contexto do Programa Idiomas sem Fronteiras

“…Nele, há vários capítulos voltados à formação de professores, como Kirsch e Sarmento (2016), Ono (2016), Welp et al, (2016), Reis e Santos (2016), entre outros. Ademais, diversas teses, dissertações, artigos e capítulos de livros tiveram como objeto de estudo a formação docente no Programa IsF, como Lamberts (2015), Sarmento e Kirsch (2015), Vial et al (2016), Vial (2017), Kirsch (2017Kirsch ( , 2019, Kirsch e Sarmento (2016, 2018a, 2018b, 2019, além de outros que podem ser encontrados no endereço oficial do Programa 10 . Além desse repertório de publicações, periódicos das áreas de Letras, Linguística Aplicada e Ensino de Línguas publicaram edições especiais voltadas para trabalhos sobre o IsF, como as revistas Olhares e Trilhas 11 e BELT (Brazilian English Language Teaching Journal) 12 .…”

Frame Analysis of Microteaching in a Community of Practice of Teachers of English as an Additional Language in Southern Brazil

“…4 Also explained in session 2.5 LwB was a program that fostered EAL in federal universities. Federal universities opened LCs, consisting of a coordination and student teachers (undergrad or grad students) who were responsible for teaching up to 16 hours of face-to-face classes for university community(Sarmento & Kirsch, 2015;Kirsch & Sarmento, 2018) as well as for attending pedagogical meetings and engaging on teacher development.…”