Vol. 9 No. 1 (2018)

DOI: https://doi.org/10.15448/2178-3640.2018.1
Published: 2018-09-19

Editorial

  • The teaching of English and Portuguese as additional languages

    Cristina Becker Lopes Perna, Aline Jéssica Antunes
    1-3
    DOI: https://doi.org/10.15448/2178-3640.2018.1.29893

Article

  • Interlanguage in the process of learning Brazilian Portuguese in tandem modality by using Hello Talk app

    Erika Suellem Castro da Silva
    207-222
    DOI: https://doi.org/10.15448/2178-3640.2018.1.31991

  • Effects of articulatory instruction concerning the low mid vowels of Portuguese (L3) on Spanish (L1) and English (L2): a case study

    Leticia Pereyron, Ubiratã Kickhöfel Alves
    167-189
    DOI: https://doi.org/10.15448/2178-3640.2018.1.31990

  • The Academic Vocabulary List (AVL) coverage in the Brazilian academic written English corpus

    Larissa Goulart
    146-166
    DOI: https://doi.org/10.15448/2178-3640.2018.1.31989

  • Strategic behavior in digital reading in english as a second/foreign language: a literature review

    Juliana do Amaral, Marília Camponogara Torres, Lêda Maria Braga Tomitch
    133-145
    DOI: https://doi.org/10.15448/2178-3640.2018.1.31988

  • School literacy in English language class: a critical reading pedagogical proposal

    Josimayre Novelli, Neiva Maria Jung, Elaine de Castro
    91-102
    DOI: https://doi.org/10.15448/2178-3640.2018.1.31987

  • Beyond (or not) the teacher’s manual

    Matheus André Agnoletto, Adriana de Carvalho Kuerten Dellagnelo
    17-41
    DOI: https://doi.org/10.15448/2178-3640.2018.1.31982

  • Traces of epistemological changes in the field of Portuguese as an Additional Language: the Celpe-Bras exam as a mechanism of language policies

    Alexandre Ferreira Martins
    223-243
    DOI: https://doi.org/10.15448/2178-3640.2018.1.31154

  • On Campus and Off Campus Guide: report on an experience of pedagogical project in Higher Education

    Lívia Pretto Mottin, Makeli Aldrovandi
    103-114
    DOI: https://doi.org/10.15448/2178-3640.2018.1.31133

  • Communicative competence update of public school EFL teachers in Santarém-PA: an account of experience in a university extension project

    Elder Koei Itikawa Tanaka, Nilton Varela Hitotuzi, Silvia Cristina Barros de Souza Hall, Paola Piovezan Ferro
    4-16
    DOI: https://doi.org/10.15448/2178-3640.2018.1.31104

  • Washback effect of the Celpe-Bras exam in teachers’ education practices at a Brazilian institute abroad

    Everton Vargas da Costa
    190-206
    DOI: https://doi.org/10.15448/2178-3640.2018.1.31107

  • From the policymakers’ desks to the classrooms: the relationship between language policy, language-in-education policy and the foreign language teaching-learning process

    Michele Saraiva Carilo
    254-267
    DOI: https://doi.org/10.15448/2178-3640.2018.1.31065

  • Do not give up! The importance of mistakes in the process of teaching and learning foreign languages

    Eduardo Dias da Silva, Romar Souza-Dias, Juscelino Francisco do Nascimento
    244-253
    DOI: https://doi.org/10.15448/2178-3640.2018.1.31053

  • Understanding the role of the PDE advisors: identity, space and place

    Denise Akemi Hibarino, Janice Inês Nodari
    42-57
    DOI: https://doi.org/10.15448/2178-3640.2018.1.30987

  • Gender social identities in English textbooks through the perspective of English as a Língua Franca

    Jessica Martins de Araujo, Aparecida de Jesus Ferreira
    74-90
    DOI: https://doi.org/10.15448/2178-3640.2018.1.30901

  • Stories of professional development in Brazilian Languages Without Borders Program

    William Kirsch, Simone Sarmento
    115-132
    DOI: https://doi.org/10.15448/2178-3640.2018.1.30835

  • English teachers’ identities concerning their knowledge of slang

    Fábio Henrique Rosa Senefonte
    58-73
    DOI: https://doi.org/10.15448/2178-3640.2018.1.30357

Interview

  • Linguística de Corpus e ensino de línguas: uma entrevista com Ana Frankenberg-Garcia

    Larissa Goulart, Marine Laísa Matte
    268-271
    DOI: https://doi.org/10.15448/2178-3640.2018.1.31992

Review

  • Deaf scholars on reading

    Lia Abrantes Antunes Soares, Marília Uchôa Cavalcanti Lott de Moraes Costa
    272-276
    DOI: https://doi.org/10.15448/2178-3640.2018.1.31993