The Languages without Borders Program as a teacher education policy in Brazil

Abstract

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..

Pedagogical tact in the English language teacher education programme

“…The importance of PT in teacher education has been discussed in the literature by emphasising its role in effective teaching (see, for example, Koivisto & Kivijarvi, 2020;Sipman et al, 2021;Welp & Didio, 2018). Such studies assert that teacher education programmes should focus on PT to adapt the teachers to the changing educational settings and meet the students' needs.…”

“…Several studies have emphasised the significance of PT in teacher education (see, for example, Koivisto & Kivijarvi, 2020;Sipman et al, 2021;Welp & Didio, 2018). Despite this emphasis, there are a limited number of studies that focus on PT for EFL teacher education programmes (see Kurtz, 2010;Marashi & Assgar, 2019;Piazzoli, 2018).…”

Formação de professores de línguas em contexto de internacionalização

“…e 29Didio, 2017) aproximam-se por tratarem de narrativas. Os dois trabalhosde Welp e Didio (2016; derivam de um mesmo projeto, desenvolvido em uma universidade federal do sul do país, em que foram analisadas narrativas produzidas pelos professores bolsistas.…”