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Teacher Education in the Theories of New Literacies and Multiliteracies

2011/05/12

critical teaching of foreign languages in Brazilian schools
Translated and abridged from the original by Ana Paula Duboc and Ruberval Maciel

Formação de professores nas teorias dos novos letramentos e multiletramentos: o ensino crítico de línguas estrangeiras na escola Profa. Dra. Walkyria Monte Mór, Prof. Dr. Lynn Mario Trindade Menezes de Souza São Paulo, 11 de maio de 2009

OBJECTIVES AND INTENDED ACTIONS

The current research proposal involves 1) investigation and 2)  intervention through an ongoing teacher education program. The investigation focuses on understanding the relationship between foreign languages teaching in public schools and its interface with education, how such teaching contexts conceive of language and the development of citizenship and inclusion through foreign languages teaching. These aims might be summarized as follows: 1) to verify local knowledge practices about foreign languages practices and how they are developed on teachers’ and students’ roles in the investigated places; 2) to identify teaches’ and students’ notions of global and local in their pedagogical practices; 3) to survey teachers’ educational backgrounds on foreign languages teaching;   4) to survey regional methodologies and epistemologies related to foreign languages. The intervention proposal through an ongoing teacher educational program aims: 1) to design syllabus according to critical educational perspectives to address local specific needs; 2) to design syllabus and pedagogical materials aiming at nclusive education through foreign language and reflect language(s) concepts in accordance with local and global society.

RESEARCH METHODOLOGY

Qualitative and interpretative methodology, from an ethnographic basis which aims at analyzing the target phenomenon in its social and historical context.

RESEARCH INSTRUMENTS

Field diaries (researchers, teachers and students), interviews, class audio and video recorded and transcribed.

PHASES AND DEADLINES

The project has been designed in five phases which can be concomitantly developed:

Phase 1: Meetings and seminars conducted by the coordinators at University of Sao Paulo for both conceptual clarification on New Literacies and Multiliteracies: the critical teaching of foreign languages in Brazilian schools and research follow-ups.

Phase 2: Selection of public schools in each regional context by the local researchers for data gathering in the target schools.

Phase 3: Data analysis; Design and re-design of local/regional school programs as well as Teacher Continuing Education programs based on the regional analysis and outcomes.

Phase 4: Production, implementation and follow-up of the local/regional school programs as well as Teacher Continuing Education programs previously designed by the target schools.

Phase 5: Ongoing revision and re-design of local/regional programs in each subgroup in the target schools.

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