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

Authors

  • Elder Koei Itikawa Tanaka Universidade Federal do Oeste do Pará (UFOPA) http://orcid.org/0000-0002-3900-731X
  • Nilton Varela Hitotuzi
  • Silvia Cristina Barros de Souza Hall
  • Paola Piovezan Ferro

DOI:

https://doi.org/10.15448/2178-3640.2018.1.31104

Keywords:

Extension project, TEFL, Initial Teacher Training, University-School Partnerships.

Abstract

This article reports the experience of supervisors, collaborators and volunteers with the extension project “Atualização de Competência Comunicativa em Língua Inglesa” (Communicative Competence in English Update), executed in 2018 at the University of Western Pará (UFOPA). It is a free update course offered to public school EFL teachers of Santarém, Pará, with two distinct but complementary goals: firstly diminish gaps in the qualification of these professionals caused by the
incipient offer of these kind of courses in the city; secondly offer students of the English Licensure at UFOPA the opportunity to teach. After a brief description of the project and the motivation behind it, we will present an analysis of the dynamics
between students and teachers throughout the course, as well as the project’s results.

Downloads

Download data is not yet available.

References

Agudo, Juan D. M. (Ed.). 2014. English as a foreign language teacher education: current perspectives and challenges. New York: Rodopi.

Almeida Filho, J. C. P. 1992. O professor de língua estrangeira sabe a língua que ensina? A questão da instrumentalização lingüística. Contexturas (São Paulo), 1(1), p. 77-85.

Almeida Filho, J. C. P. 1993. Dimensões comunicativas no ensino de línguas. Campinas: Pontes.

Boydston, Jo Ann. 1990. John Dewey – the later works, 1925-1953. Illinois: The Board of Trustees, Southern Illinois University.

Conselho da Europa. Quadro comum europeu de referência para as línguas: aprendizagem, ensino, avaliação. Tradução de Maria Joana Pimentel do Rosário. 1. ed. Porto: Edições ASA, 2001. [Colecção Perspectivas Actuais/Educação]. Disponível em:

<http://sitio.dgidc.min-edu.pt/recursos/Lists/Repositrio%20Recursos2/Attachments/724/

Quadro_Europeu_total.pdf>. Acesso em: 13 jul. 2009.

Coyle, Do; Hood, Philip; Marsh, David 2010. CLIL: Content and Language Integrated Learning. Cambridge: Cambridge University Press.

Dewey, John. 1997. Experience and education. New York: Touchstone.

Dewey, John. 2007. Democracy and education. Teddington: Echo Library.

Eales, Frances; Oakes, Steve. 2011. Speak Out Elementary. Essex: Pearson Education Limited.

Eales, Frances; Oakes, Steve. 2011. Speak Out Pre-Intermediate. Essex: Pearson Education Limited.

Education First. 2017. EF EPI: EF English Proficiency Index. Available at: <https://www.ef.co.uk>. Accessed on: 10 July 2018.

Ellis, Elizabeth. 2016. The plurilingual TESOL teacher. Berlin: Walter de Gruyter Inc.

Ellis, Rod. 2003. Task-based language learning and teaching. Oxford: Oxford University Press.

Erickson. F. 1987. Transformation and school success: the politics and culture of educational achievement. Anthropology and Education Quarterly, 18(4), p. 335-356.

Freire, Paulo. 2006a. Educação e mudança. 29. ed. São Paulo: Paz e Terra.

Freire, Paulo. 2006b. Pedagogia do oprimido. 44. ed. São Paulo: Paz e Terra.

Freire, Paulo. 2007. Educação como prática da liberdade. 30ª ed. São Paulo: Paz e Terra.

Ghedin, Evandro; Franco, Maria Amélia Santoro. 2008. Questões de método na construção da pesquisa em educação. São Paulo: Cortez.

Houghton, Stephanie A., Furumura, Yumiko, Lebedko, Maria, & Li, Song (Eds.). 2013. Critical cultural awareness: managing stereotypes through intercultural (language) education. Newcastle upon Tyne: Cambridge Scholars Publishing.

Instituto Brasileiro de Geografia e Estatística (IBGE), 2017. Disponível em:

<https://cidades.ibge.gov.br/brasil/pa/santarem>. Acesso em: 27 maio 2018.

Keeton, Morris &Tate, Pamela (Eds.). 1978. Learning by Experience—What, Why, How. San Francisco: Jossey-Bass.

Kolb, David A. 2015. Experiential learning: experience as the source of learning and development. 2ª ed. New Jersey: Pearson Education, Inc.

Marcondes, Danilo. 2002. Iniciação à História da Filosofia: dos pré-socráticos a Wittgenstein. 7ª ed. Rio de Janeiro: Jorge Zahar Editor.

Oxenden, Clark & Latham-Koenig, Christina. 2013. New English File Beginner. Oxford: Oxford University Press.

Paiva, Vera Lúcia M. O. 2005. O novo perfil dos cursos de licenciatura em Letras. In Tomich, et al. (Orgs.). A interculturalidade no ensino de inglês (p. 345-363). Florianópolis: UFSC.

Santos, P. R. & Negrão, J. 2009. Compreensão e produção oral em aulas de inglês. Disponível em: <http://www.diaadiaeducacao.pr.gov.br/portals/pde/arquivos/1752-8.pdf?PHPSESSID=2010061811214647>.

Silva, M. S. 2011. Dificuldades no ensino da oralidade em aulas de língua inglesa. Revista Fronteira Digital, II(4).

Vygotsy, L. S. 1980. Mind in society: development of higher psychological processes. Cambridge: Harvard University Press.

Wilden, Eva & Porsch, Raphaela (Eds.). 2017. The professional development of primary EFL teachers. New York: Waxmann.

Willis, David & Willis, Jane. 2007. Doing task-based teaching. Oxford: Oxford University Press.

Willis, Jane. 1996. A framework for task-based learning. Essex: Longman.

Yoon, Michelle H., Blatt, Benjamin C., & Greenberg, Larrie W. 2017. Medical students’ professional development as educators revealed through reflections on their teaching following a students-as-teachers course. Teaching and Learning in Medicine – An International Journal, 29(4), p. 411-419.

Published

2018-09-19

How to Cite

Tanaka, E. K. I., Hitotuzi, N. V., Hall, S. C. B. de S., & Ferro, P. P. (2018). Communicative competence update of public school EFL teachers in Santarém-PA: an account of experience in a university extension project. BELT - Brazilian English Language Teaching Journal, 9(1), 4–16. https://doi.org/10.15448/2178-3640.2018.1.31104

Issue

Section

Article