A Novel Approach to Teach Grammar in Chilean State Schools: From a Traditional to a Communicative Approach

Detalhes bibliográficos
Autor(a) principal: Torrico, Elizabeth
Data de Publicação: 2023
Outros Autores: Marchant, Camila
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Revista Brasileira de Lingüística Aplicada (Online)
Texto Completo: http://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/21248
Resumo: Abstract: Grammar instruction has been regarded as a pivotal, yet controversial topic when it comes to foreign language teaching and learning. Views on this grammar debate have undergone considerable changes throughout the years, which have shifted from conventional methods, based on pure formulation of grammar structures, towards a more communicative approach to language learning. This article not only seeks to review the role of grammar teaching in publicly funded schools in Chile and the internal and external factors that entail difficulties in achieving a more progressive type of instruction, but also it intends to make a valuable contribution to teachers via an alternative approach to maximizing student learning and engagement when grammar is being tackled. This approach known as Encounter-Clarify-Remember-Internalize and Fluently use (henceforth ECRIF) is intended to serve as a reference for teachers interested in redirecting their teaching practices.Keywords: ELT, grammar instruction, teaching, EFL, ECRIF.
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spelling A Novel Approach to Teach Grammar in Chilean State Schools: From a Traditional to a Communicative ApproachUma Proposta Inovadora para o Ensino de Gramática em Escolas Públicas Chilenas: de abordagens tradicionais à comunicativasELT, grammar instruction, teaching, EFL, ECRIF.ELT, instrução de gramática, ensino, EFL, ECRIF.Abstract: Grammar instruction has been regarded as a pivotal, yet controversial topic when it comes to foreign language teaching and learning. Views on this grammar debate have undergone considerable changes throughout the years, which have shifted from conventional methods, based on pure formulation of grammar structures, towards a more communicative approach to language learning. This article not only seeks to review the role of grammar teaching in publicly funded schools in Chile and the internal and external factors that entail difficulties in achieving a more progressive type of instruction, but also it intends to make a valuable contribution to teachers via an alternative approach to maximizing student learning and engagement when grammar is being tackled. This approach known as Encounter-Clarify-Remember-Internalize and Fluently use (henceforth ECRIF) is intended to serve as a reference for teachers interested in redirecting their teaching practices.Keywords: ELT, grammar instruction, teaching, EFL, ECRIF.Resumo: O ensino de gramática tem sido considerado um tópico central, embora controverso, quando se trata de ensino e aprendizagem de línguas estrangeiras. As visões sobre este debate gramatical sofreram mudanças consideráveis ao longo dos anos, que mudaram de métodos convencionais, baseados na formulação pura de estruturas gramaticais, para uma abordagem mais comunicativa para a aprendizagem de línguas. Este artigo não apenas busca revisar o papel do ensino de gramática nas escolas públicas do Chile e os fatores internos e externos que dificultam o alcance de um tipo de ensino mais progressivo, mas também pretende dar uma contribuição valiosa aos professores por meio de uma alternativa abordagem para maximizar a aprendizagem e o envolvimento do aluno quando a gramática está sendo abordada. Esta abordagem conhecida como Encounter-Clarify-Remember-Internalize e Fluently use (doravante ECRIF) é sugerida para servir como uma referência para professores interessados em redirecionar suas práticas de ensino.Palavras-chave: ELT, instrução de gramática, ensino, EFL, ECRIF.Faculdade de Letras - Universidade Federal de Minas GeraisTorrico, ElizabethMarchant, Camila2023-12-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/21248Revista Brasileira de Linguística Aplicada; Vol 23, No 2 (2023): Revista Brasileira de Linguística AplicadaRevista Brasileira de Linguística Aplicada; Vol 23, No 2 (2023): Revista Brasileira de Linguística AplicadaRevista Brasileira de Linguística Aplicada; Vol 23, No 2 (2023): Revista Brasileira de Linguística Aplicada1984-63981676-0786reponame:Revista Brasileira de Lingüística Aplicada (Online)instname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGenghttp://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/21248/1125614914http://www.periodicos.letras.ufmg.br/index.php/rbla/article/downloadSuppFile/21248/3155/*ref*/ABRAHAMS, M. J.; RÍOS, P. S. 6.What Happens with English in Chile? Challenges in Teacher Prepa-ration. In: KAMHI-STEIN, L. D.; DÍAZ MAGGIOLI, G.; DE OLIVEIRA, L. C. (Eds.). English Lan-guage Teaching in South America. Bristol: Multilingual Matters, 2017, p. 109-122. Available at: https://doi.org/10.21832/9781783097982-009. Accessed on: 11 Jan. 2023./*ref*/AGENCIA DE CALIDAD DE LA EDUCACIÓN. Informe de resultados estudio nacional Inglés III Me-dio 2017. Santiago: Agencia de Calidad de la Educación, 2018 Available at: http://archivos.agenciaeducacion.cl/Informe_Estudio_Nacional_Ingles_III.pdf. Accessed on: 11 Jan. 2023./*ref*/ALSALEEM, B. I. A. The Effect of ECRIF Strategy on EFL Seventh Graders’ Vocabulary Learning and Retention. Arab World English Journal, v. 9, n. 2, p. 70-91, Jun. 2018. Available at: https://doi.org/10.24093/awej/vol9no2.5. Accessed on: 11 Jan. 2023./*ref*/ANTÓN, M.; DICAMILLA, F. Socio-cognitive Functions of L1 Collaborative Interaction in the L2 Classroom. Canadian Modern Language Review, vol. 54, no. 3, p. 314-342, Apr.1998. Available at: https://doi.org/10.3138/cmlr.54.3.314. Accessed on: 11 Jan. 2023./*ref*/AUERBACH, E. R. Reexamining English Only in the ESL Classroom. TESOL Quarterly, v. 27, n. 1, p. 9-32, 1993. Available at: https://doi.org/10.2307/3586949. Accessed on: 11 Jan. 2023./*ref*/ÁVALOS, B. Teacher identity construction in reform driven contexts: A Chilean study. Journal of All India Association for Educational Research, v. 22, n. 2, p. 15-37, 2010./*ref*/BAQUE IZA, T. A.; PAREDES MEZA, N. V. Applying ECRIF Method to Develop the Speaking Skill in the English Language. 49 p. 2020. Professional article (Master of Education – English as Foreign Lan-guage Pedagogy) – Pontificia Universidad Católica del Ecuador Sede Santo Domingo, Santo Domingo, 2020./*ref*/BARAHONA, M. English Language Teacher Education in Chile: A Cultural Historical Activity Theory Perspective. [S. l.]: Routledge: 2015. 202 p./*ref*/BARAHONA, M.; DELAPORTE‐RAURICH, C.; IBACETA‐QUIJANES, X. “It is impossible to teach English in English”: Preservice teachers’ struggles to facilitate L2 comprehensibility in English. TESOL Journal, v. 12, n. 2, p. 1-16, Feb. 2021. Available at: https://doi.org/10.1002/tesj.578. Accessed on: 11 Jan. 2023./*ref*/BURGESS, J.; ETHERINGTON, S. Focus on grammatical form: explicit or implicit? System, v. 30, n. 4, p. 433-458, 2002. Available at: https://doi.org/10.1016/s0346-251x(02)00048-9. Accessed on: 11 Jan. 2023./*ref*/BYRD, K. N. Reactions to English language learning in Chile as a means for personal and national devel-opment. 2013. 83 p. Thesis (Master of Arts – International Studies) – Faculty of the College of Letters and Sciences, University of San Francisco, San Francisco, 2013. Available at: https://repository.usfca.edu/thes/57. Accessed on: 11 Jan. 2023./*ref*/CAIZA, G. The effect of ECRIF framework on the development of speaking skills on students. 2021. 81 p. Thesis (Master of Education – National and Foreign Languages Pedagogy, English Mention) – Fac-ultad de Ciencias Humanas y de la Educación, Universidad Técnica de Ambato, Ambato, 2021./*ref*/CELCE-MURCIA, M. Teaching English as a second or foreign language. Boston: Heinle & Heinle, 2001. 552 p./*ref*/COHEN, L.; MANION, L.; MORRISON, K. Research Methods in Education. [S. l.]: Routledge, 2011. 944 p./*ref*/COOK, V. J. Second language learning and language teaching. 4th ed. London: Hodder Education, 2008. 306 p./*ref*/CHILE. Decreto nº 81. Reglamenta programa de fortalecimiento del aprendizaje del idioma inglés en la enseñanza básica y media de los establecimientos educacionales regidos por el decreto con fuerza de ley nº 2, de 1998, del ministerio de Educación y por el decreto ley nº 3.166, de 1980. Biblioteca del Congreso Nacional de Chile: Santiago, 16 Mar. 2004./*ref*/DÍAZ LARENAS, C. 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Doing qualitative research: A practical handbook. 3rd ed. London: SAGE, 2010. 456p./*ref*/STORCH, N.; WIGGLESWORTH, G. Is There a Role for the Use of the L1 in an L2 Setting? TESOL Quarterly, v. 37, n. 4, p. 760-770, Winter 2003. Available at: https://doi.org/10.2307/3588224. Accessed on: 11 Jan. 2023./*ref*/TAMRABET, N. The Implementation of the ECRIF model in enhancing learners’ intercultural commu-nicative competence. 2017-2018. 91p. Dissertation (Master of Arts – Language Sciences and Teaching English as a Foreign Language) – Faculty of Letters and Languages, Larbi Ben M’hidi University. Oum El Bouaghi, 2017-2018. Available at: http://bib.univoeb.dz:8080/jspui/bitstream/123456789/3767/1/The%20Effect%20of%20the%20ECRIF%20model%20on%20the%20%20Intercultural%20Communicative%20competence.pdf . Accessed on: 11 Jan. 2023./*ref*/TORRICO-ÁVILA, E. Discursive construction of the English language policy implemented in Chile (2003-2010). 285p. Thesis (Doctor of Philosophy) – University of Southampton, 2016./*ref*/TSUI, A. Classroom Interaction. In: CARTER, R.; NUNAN, D. (Eds.). The Cambridge guide to teach-ing English to speakers of other languages. Cambridge: Cambridge University Press, 2001, p. 120-125./*ref*/WHITE, R. V. The ELT curriculum: Design, innovation, and management. Oxford: Wiley-Blackwell, 1988. 193 p.Copyright (c) 2023 ELIZABETH TORRICO, Camila Marchanthttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2023-12-27T13:44:24Zoai:periodicos.letras.ufmg.br:article/21248Revistahttp://www.periodicos.letras.ufmg.br/index.php/rbla/indexPUBhttp://www.periodicos.letras.ufmg.br/index.php/rbla/oairblasecretaria@gmail.com||periodicosfaleufmg@gmail.com1984-63981676-0786opendoar:2023-12-27T13:44:24Revista Brasileira de Lingüística Aplicada (Online) - Universidade Federal de Minas Gerais (UFMG)false
dc.title.none.fl_str_mv A Novel Approach to Teach Grammar in Chilean State Schools: From a Traditional to a Communicative Approach
Uma Proposta Inovadora para o Ensino de Gramática em Escolas Públicas Chilenas: de abordagens tradicionais à comunicativas
title A Novel Approach to Teach Grammar in Chilean State Schools: From a Traditional to a Communicative Approach
spellingShingle A Novel Approach to Teach Grammar in Chilean State Schools: From a Traditional to a Communicative Approach
Torrico, Elizabeth
ELT, grammar instruction, teaching, EFL, ECRIF.
ELT, instrução de gramática, ensino, EFL, ECRIF.
title_short A Novel Approach to Teach Grammar in Chilean State Schools: From a Traditional to a Communicative Approach
title_full A Novel Approach to Teach Grammar in Chilean State Schools: From a Traditional to a Communicative Approach
title_fullStr A Novel Approach to Teach Grammar in Chilean State Schools: From a Traditional to a Communicative Approach
title_full_unstemmed A Novel Approach to Teach Grammar in Chilean State Schools: From a Traditional to a Communicative Approach
title_sort A Novel Approach to Teach Grammar in Chilean State Schools: From a Traditional to a Communicative Approach
author Torrico, Elizabeth
author_facet Torrico, Elizabeth
Marchant, Camila
author_role author
author2 Marchant, Camila
author2_role author
dc.contributor.none.fl_str_mv

dc.contributor.author.fl_str_mv Torrico, Elizabeth
Marchant, Camila
dc.subject.por.fl_str_mv ELT, grammar instruction, teaching, EFL, ECRIF.
ELT, instrução de gramática, ensino, EFL, ECRIF.
topic ELT, grammar instruction, teaching, EFL, ECRIF.
ELT, instrução de gramática, ensino, EFL, ECRIF.
description Abstract: Grammar instruction has been regarded as a pivotal, yet controversial topic when it comes to foreign language teaching and learning. Views on this grammar debate have undergone considerable changes throughout the years, which have shifted from conventional methods, based on pure formulation of grammar structures, towards a more communicative approach to language learning. This article not only seeks to review the role of grammar teaching in publicly funded schools in Chile and the internal and external factors that entail difficulties in achieving a more progressive type of instruction, but also it intends to make a valuable contribution to teachers via an alternative approach to maximizing student learning and engagement when grammar is being tackled. This approach known as Encounter-Clarify-Remember-Internalize and Fluently use (henceforth ECRIF) is intended to serve as a reference for teachers interested in redirecting their teaching practices.Keywords: ELT, grammar instruction, teaching, EFL, ECRIF.
publishDate 2023
dc.date.none.fl_str_mv 2023-12-27
dc.type.none.fl_str_mv

dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/21248
url http://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/21248
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv http://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/21248/1125614914
http://www.periodicos.letras.ufmg.br/index.php/rbla/article/downloadSuppFile/21248/3155
/*ref*/ABRAHAMS, M. J.; RÍOS, P. S. 6.What Happens with English in Chile? Challenges in Teacher Prepa-ration. In: KAMHI-STEIN, L. D.; DÍAZ MAGGIOLI, G.; DE OLIVEIRA, L. C. (Eds.). English Lan-guage Teaching in South America. Bristol: Multilingual Matters, 2017, p. 109-122. Available at: https://doi.org/10.21832/9781783097982-009. Accessed on: 11 Jan. 2023.
/*ref*/AGENCIA DE CALIDAD DE LA EDUCACIÓN. Informe de resultados estudio nacional Inglés III Me-dio 2017. Santiago: Agencia de Calidad de la Educación, 2018 Available at: http://archivos.agenciaeducacion.cl/Informe_Estudio_Nacional_Ingles_III.pdf. Accessed on: 11 Jan. 2023.
/*ref*/ALSALEEM, B. I. A. The Effect of ECRIF Strategy on EFL Seventh Graders’ Vocabulary Learning and Retention. Arab World English Journal, v. 9, n. 2, p. 70-91, Jun. 2018. Available at: https://doi.org/10.24093/awej/vol9no2.5. Accessed on: 11 Jan. 2023.
/*ref*/ANTÓN, M.; DICAMILLA, F. Socio-cognitive Functions of L1 Collaborative Interaction in the L2 Classroom. Canadian Modern Language Review, vol. 54, no. 3, p. 314-342, Apr.1998. Available at: https://doi.org/10.3138/cmlr.54.3.314. Accessed on: 11 Jan. 2023.
/*ref*/AUERBACH, E. R. Reexamining English Only in the ESL Classroom. TESOL Quarterly, v. 27, n. 1, p. 9-32, 1993. Available at: https://doi.org/10.2307/3586949. Accessed on: 11 Jan. 2023.
/*ref*/ÁVALOS, B. Teacher identity construction in reform driven contexts: A Chilean study. Journal of All India Association for Educational Research, v. 22, n. 2, p. 15-37, 2010.
/*ref*/BAQUE IZA, T. A.; PAREDES MEZA, N. V. Applying ECRIF Method to Develop the Speaking Skill in the English Language. 49 p. 2020. Professional article (Master of Education – English as Foreign Lan-guage Pedagogy) – Pontificia Universidad Católica del Ecuador Sede Santo Domingo, Santo Domingo, 2020.
/*ref*/BARAHONA, M. English Language Teacher Education in Chile: A Cultural Historical Activity Theory Perspective. [S. l.]: Routledge: 2015. 202 p.
/*ref*/BARAHONA, M.; DELAPORTE‐RAURICH, C.; IBACETA‐QUIJANES, X. “It is impossible to teach English in English”: Preservice teachers’ struggles to facilitate L2 comprehensibility in English. TESOL Journal, v. 12, n. 2, p. 1-16, Feb. 2021. Available at: https://doi.org/10.1002/tesj.578. Accessed on: 11 Jan. 2023.
/*ref*/BURGESS, J.; ETHERINGTON, S. Focus on grammatical form: explicit or implicit? System, v. 30, n. 4, p. 433-458, 2002. Available at: https://doi.org/10.1016/s0346-251x(02)00048-9. Accessed on: 11 Jan. 2023.
/*ref*/BYRD, K. N. Reactions to English language learning in Chile as a means for personal and national devel-opment. 2013. 83 p. Thesis (Master of Arts – International Studies) – Faculty of the College of Letters and Sciences, University of San Francisco, San Francisco, 2013. Available at: https://repository.usfca.edu/thes/57. Accessed on: 11 Jan. 2023.
/*ref*/CAIZA, G. The effect of ECRIF framework on the development of speaking skills on students. 2021. 81 p. Thesis (Master of Education – National and Foreign Languages Pedagogy, English Mention) – Fac-ultad de Ciencias Humanas y de la Educación, Universidad Técnica de Ambato, Ambato, 2021.
/*ref*/CELCE-MURCIA, M. Teaching English as a second or foreign language. Boston: Heinle & Heinle, 2001. 552 p.
/*ref*/COHEN, L.; MANION, L.; MORRISON, K. Research Methods in Education. [S. l.]: Routledge, 2011. 944 p.
/*ref*/COOK, V. J. Second language learning and language teaching. 4th ed. London: Hodder Education, 2008. 306 p.
/*ref*/CHILE. Decreto nº 81. Reglamenta programa de fortalecimiento del aprendizaje del idioma inglés en la enseñanza básica y media de los establecimientos educacionales regidos por el decreto con fuerza de ley nº 2, de 1998, del ministerio de Educación y por el decreto ley nº 3.166, de 1980. Biblioteca del Congreso Nacional de Chile: Santiago, 16 Mar. 2004.
/*ref*/DÍAZ LARENAS, C. A Case Study on EFL Teachers’ Beliefs About the Teaching and Learning of Eng-lish in Public Education. Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extran-jeras, v. 23, p. 171-186, 2015. Available at: https://doi.org/10.30827/digibug.53765. Accessed on: 11 Jan. 2023.
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dc.source.none.fl_str_mv Revista Brasileira de Linguística Aplicada; Vol 23, No 2 (2023): Revista Brasileira de Linguística Aplicada
Revista Brasileira de Linguística Aplicada; Vol 23, No 2 (2023): Revista Brasileira de Linguística Aplicada
Revista Brasileira de Linguística Aplicada; Vol 23, No 2 (2023): Revista Brasileira de Linguística Aplicada
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