Designing classroom material to promote socialization and social change
DOI:
https://doi.org/10.15448/2178-3640.2018.2.31366Keywords:
classroom material, socialization, social change, communicative approach, critical literacy.Abstract
This paper will review the process of developing two units of a coursebook that aimed to promote socialization and social change. Teaching perspectives on the Communicative Approach and Critical Literacy are reviewed, advocating the possibility of linking both perspectives. The methods of dealing with the receptive and productive skills and three language systems – grammar, vocabulary, and pronunciation – are synthesized and reasons for supporting the choice of the activities in the units are given throughout the article. The results of this study suggest that the coursebook syllabus can bring together both the possibility of socialization, fostered by the Communicative Approach, and social change, encouraged by the Critical Literacy. Thus, coursebooks are important factors to promote students’ active citizenship.
Downloads
References
AlKialbi, Ahmed Shakir 1998. The place of reading comprehension in Second Language Acquisition. Journal of Literature, Languages and Linguistics 6, pg. 14–21.
Azevedo, Adriana Maria Tenuta & Carneiro, Marisa Mendonça 2017. Teaching grammar in the English as a Foreign Language Classroom: an inductive perspective. In Ana Larissa Adorno Marciotto Oliveira & Junia de Carvalho Fidelis Braga (orgs.) Inspiring Insights from an English Teaching Scene. Belo Horizonte: CEI, FALE/UFMG, pg. 82–102.
Azevedo, Adriana Maria Tenuta & Oliveira, Ana Larissa Adorno Marciotto 2011. Livros didáticos e ensino de línguas estrangeiras: a produção escrita no PNLD-2011/LEM. Linguagem & Ensino 14 (2), Pelotas, p. 315–336. Available at < file:///C:/Users/vinic/Downloads/30-81-1-PB.pdf> Last accessed in June, 2018.
Batstone, Rob 1994. Grammar. Oxford: Oxford University Press.
Carneiro, Marisa Mendonça & Oliveira, Ana Larissa Adorno Marciotto 2017. Teaching Oral Skills in English as a Foreign Language. In: Ana Larissa Adorno Marciotto Oliveira & Junia de Carvalho Fidelis Braga (orgs.) Inspiring Insights from an English Teaching Scene. Belo Horizonte: CEI, FALE/UFMG, pg. 103–120.
Cope, Bill. & Kalantzis, Mary 2015. The things you do to know: an introduction to the pedagogy of multiliteracies. In: Bill Cope & Mary Kalantzis (orgs.) A pedagogy of multiliteracies: Learning by design. London: Palgrave, pg. 1–36. Available at < http://neamathisi.com/_uploads/Things_You_Do_to_Know_Cope__Kalantzis_2015.pdf > Last accessed in June, 2018.
Daley, Elizabeth 2010. Expandindo o conceito de letramento. In: Trabalho em Linguística Aplicada 49 (2), pg. 481-491.
Fisher, Douglas & Frey, Nancy 2013. Engaging the Adolescent Learner: Fostering Classroom Discussion about Complex Ideas and Texts. Newark: International Reading Association. Available at:
http://www3.canisius.edu/~justice/CSTmodule-final/ira-e-ssentials-8039-fostering-classroom-discussion.pdf. Last accessed in June 2018.
Fraser, Helen 1999. ESL pronunciation teaching: Could it be more effective? Australian Language Matters 7 (4), pg.7-8.
Godoy, Sonia M. Baccarini de; Gontow, Cris & Marcelino, Marcello, 2006. English Pronunciation for brazilians: The Sounds of American English. São Paulo: Disal.
Johson, Keith 1994. Teaching declarative and procedural knowledge. In Grammar and the second language teacher. UK: Prentice Hall.
Ke, Zhou 2008. An inductive approach to English grammar teaching. HKBU Paper in Applied Language Studies 12.
Kumaravadivelu, B 2001. Toward a Postmethod Pedagogy. TESOL Quarterly 35 (4), pg. 537-560.
Marcuschi, Luiz Antônio 2017. Oralidade e escrita. Signótica 9, pg. 119–145. Available at:
https://www.revistas.ufg.br/sig/article/view/7396/5262. Last accessed in June, 2018.
Marcuschi, Luiz Antônio 2002. Gêneros textuais: definição e funcionalidade. In: Angela Paiva Dionisio, Anna Rachel Machado & Maria Auxiliadora Bezerra (orgs.) Gêneros textuais & ensino. Rio de Janeiro: Lucerna.
Mattos, Andréa Machado de Almeida & Valério, Kátia Modesto 2010. Letramento crítico e ensino comunicativo: lacunas e interseções. Revista Brasileira de Linguística Aplicada 10 (1), pg. 135–158.
Mattos, Andréa Machado de Almeida 2015. Ensino de Inglês como Língua Estrangeira na Escola Pública: Letramentos, Globalização e Cidadania. Jundiaí: Paco Editorial.
Menezes de Souza, Lynn Mário & Monte Mór, Walkyria Maria 2006. Orientações curriculares para o ensino médio: linguagens, códigos e suas tecnologias - conhecimentos de línguas estrangeiras. Brasília: Ministério da Educação / Secretaria de Educação Básica. Available at:
http://portal.mec.gov.br/seb/arquivos/pdf/book_volume_01_internet.pdf. Last accessed in June, 2018.
Müller, Janete Inês 2010. Oficinas de letramento: Possíveis práticas para aprimorar a comunicação oral, a leitura e a escrita. In: Revista do professor 26 (104), pg. 25-29.
Nassaji, Hossein & Fotos, Sandra 2011. Teaching grammar in second language classrooms: integrating form-focused instruction in communicative context. New York: Routledge.
Paiva, Vera Lúcia Menezes de Oliveira e 2004. Ensino de vocabulário. In: Deise Prina Dutra & Heliana Mello 2004. A Gramática e o vocabulário no ensino de inglês: novas perspectivas. Belo Horizonte: Faculdade de Letras/UFMG.
Putthasupa, Prisna & Karavi, Premin 2010. Effects of inductive approach on teaching grammar in the Writing Course. The 2nd International Conference of Humanities and Social Sciences. Available at:
ftp://fs.libarts.psu.ac.th/research/conference/proceedings-2/3pdf/001.pdf . Last accessed in June, 2018.
Richards, Jack C 2015. Key issues in language teaching. Cambridge: Cambridge University Press.
Soares, Magda B. Letramento e alfabetização: as muitas facetas. In: Presença pedagógica 14 (18), pg. 23-37.
Thornbury, Scott, 1999. How to teach grammar. 4th printing. England: Longman.
Ur, Penny 1996. A course in language teaching: practice and theory. 18th printing. Cambridge: Cambridge University Press.
Wu, Yan 2013. Conversation Analysis - A Discourse Approach to Teaching Oral English Skills. International Education Studies 6 (5), Tangshan, pg. 87-91. Available at:
https://files.eric.ed.gov/fulltext/EJ1068406.pdf. Last accessed in June, 2018.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2019 BELT - Brazilian English Language Teaching Journal
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright
The submission of originals to BELT - Brazilian English Language Teaching Journal implies the transfer by the authors of the right for publication. Authors retain copyright and grant the journal right of first publication. If the authors wish to include the same data into another publication, they must cite BELT - Brazilian English Language Teaching Journal as the site of original publication.
Creative Commons License
Except where otherwise specified, material published in this journal is licensed under a Creative Commons Attribution 4.0 International license, which allows unrestricted use, distribution and reproduction in any medium, provided the original publication is correctly cited.
