Swallows don’t eat fish: English teaching and the University Entrance Examination

Detalhes bibliográficos
Autor(a) principal: Gimenez, Telma Nunes
Data de Publicação: 2001
Tipo de documento: Artigo
Idioma: por
Título da fonte: Signum: Estudos da Linguagem
Texto Completo: https://ojs.uel.br/revistas/uel/index.php/signum/article/view/4369
Resumo: The potential impact of the State University of Londrina English entrance examination, i.e. its washback effect on state school teaching, was the object of a research project whose partial results are now discussed. In this article two contexts are compared: a secondary school course and a test preparation course. The purpose was to identify the views on language and teaching as observed in classrooms, as well as through interviews with the teachers. Although no evidence of attempts to prepare students to take the test was observed in the secondary school and the opposite was seen in a course especially designed to prepare candidates for the University examination, similarities between both contexts were found. Those similarities related to the teaching materials used and the teachers’ perceptions about the potential success of their students. 
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spelling Swallows don’t eat fish: English teaching and the University Entrance ExaminationSwallows don’t eat fish: ensino de inglês e vestibularUniversity Entrance ExaminationEnglish teachingWashback effect.VestibularEnsino de inglêsEfeito Retroativo.The potential impact of the State University of Londrina English entrance examination, i.e. its washback effect on state school teaching, was the object of a research project whose partial results are now discussed. In this article two contexts are compared: a secondary school course and a test preparation course. The purpose was to identify the views on language and teaching as observed in classrooms, as well as through interviews with the teachers. Although no evidence of attempts to prepare students to take the test was observed in the secondary school and the opposite was seen in a course especially designed to prepare candidates for the University examination, similarities between both contexts were found. Those similarities related to the teaching materials used and the teachers’ perceptions about the potential success of their students. O possível impacto do exame vestibular de inglês da Universidade Estadual de Londrina, ou seu efeito retroativo em dois contextos de ensino público foi objeto de projeto de pesquisa, cujos resultados parciais são relatados. Neste trabalho são comparados dois contextos: ensino de segundo grau público e curso preparatório público, procurando delinear as visões de linguagem e ensino presentes nas aulas observadas, bem como em entrevistas com os professores responsáveis. Embora se possa notar total despreocupação com o exame do terceiro ano do segundo grau, e uma relação inversa no curso oferecido pela própria Universidade, há semelhanças entre os dois contextos. Tais semelhanças parecem estar vinculadas ao material didático utilizado e à própria percepção dos professores com relação às expectativas e conhecimento prévio dos alunos, bem como suas chances de aprovação no exame. UEL2001-07-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/signum/article/view/436910.5433/2237-4876.2001v4n1p133Signum: Estudos da Linguagem; Vol. 4 No. 1 (2001): Volume Atemático; 133-152Signum: Estudos da Linguagem; v. 4 n. 1 (2001): Volume Atemático; 133-1522237-4876reponame:Signum: Estudos da Linguageminstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/signum/article/view/4369/23546Gimenez, Telma Nunesinfo:eu-repo/semantics/openAccess2022-11-16T17:57:27Zoai:ojs.pkp.sfu.ca:article/4369Revistahttps://www.uel.br/revistas/uel/index.php/signumPUBhttps://www.uel.br/revistas/uel/index.php/signum/oai||signum@uel.br2237-48761516-3083opendoar:2022-11-16T17:57:27Signum: Estudos da Linguagem - Universidade Estadual de Londrina (UEL)false
dc.title.none.fl_str_mv Swallows don’t eat fish: English teaching and the University Entrance Examination
Swallows don’t eat fish: ensino de inglês e vestibular
title Swallows don’t eat fish: English teaching and the University Entrance Examination
spellingShingle Swallows don’t eat fish: English teaching and the University Entrance Examination
Gimenez, Telma Nunes
University Entrance Examination
English teaching
Washback effect.
Vestibular
Ensino de inglês
Efeito Retroativo.
title_short Swallows don’t eat fish: English teaching and the University Entrance Examination
title_full Swallows don’t eat fish: English teaching and the University Entrance Examination
title_fullStr Swallows don’t eat fish: English teaching and the University Entrance Examination
title_full_unstemmed Swallows don’t eat fish: English teaching and the University Entrance Examination
title_sort Swallows don’t eat fish: English teaching and the University Entrance Examination
author Gimenez, Telma Nunes
author_facet Gimenez, Telma Nunes
author_role author
dc.contributor.author.fl_str_mv Gimenez, Telma Nunes
dc.subject.por.fl_str_mv University Entrance Examination
English teaching
Washback effect.
Vestibular
Ensino de inglês
Efeito Retroativo.
topic University Entrance Examination
English teaching
Washback effect.
Vestibular
Ensino de inglês
Efeito Retroativo.
description The potential impact of the State University of Londrina English entrance examination, i.e. its washback effect on state school teaching, was the object of a research project whose partial results are now discussed. In this article two contexts are compared: a secondary school course and a test preparation course. The purpose was to identify the views on language and teaching as observed in classrooms, as well as through interviews with the teachers. Although no evidence of attempts to prepare students to take the test was observed in the secondary school and the opposite was seen in a course especially designed to prepare candidates for the University examination, similarities between both contexts were found. Those similarities related to the teaching materials used and the teachers’ perceptions about the potential success of their students. 
publishDate 2001
dc.date.none.fl_str_mv 2001-07-15
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/signum/article/view/4369
10.5433/2237-4876.2001v4n1p133
url https://ojs.uel.br/revistas/uel/index.php/signum/article/view/4369
identifier_str_mv 10.5433/2237-4876.2001v4n1p133
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/signum/article/view/4369/23546
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dc.publisher.none.fl_str_mv UEL
publisher.none.fl_str_mv UEL
dc.source.none.fl_str_mv Signum: Estudos da Linguagem; Vol. 4 No. 1 (2001): Volume Atemático; 133-152
Signum: Estudos da Linguagem; v. 4 n. 1 (2001): Volume Atemático; 133-152
2237-4876
reponame:Signum: Estudos da Linguagem
instname:Universidade Estadual de Londrina (UEL)
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instname_str Universidade Estadual de Londrina (UEL)
instacron_str UEL
institution UEL
reponame_str Signum: Estudos da Linguagem
collection Signum: Estudos da Linguagem
repository.name.fl_str_mv Signum: Estudos da Linguagem - Universidade Estadual de Londrina (UEL)
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