“Not always the language I speak is the one they understand” – Beliefs about English language teaching with public school adolescents

Detalhes bibliográficos
Autor(a) principal: de Lima, Fernando Silvério
Data de Publicação: 2014
Outros Autores: Basso, Edcleia Aparecida
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/15395
Resumo: In this paper we analyze an English teacher’s beliefs in her first year of teaching adolescent students in a public school. The data were generated through a recorded interview which was transcribed for qualitative analysis. Based on studies within Applied Linguistics, Psychology and Education, the beliefs were inferred regarding the teaching experiences with adolescents and teaching in the public school context. The data reveal a distance between the teacher and her students, characterized by two types of mismatches, the constraint to understand and be understood by adolescents and the constraint she felt while having to integrate the theoretical knowledge she acquired from her English teacher education course and her classroom practice. About the public school, she believes it is not possible to teach English in an effective way, here understood as oral modality, due to several contextual and internal factors such as the students’ demotivation, excessive number of students per class and gaps in her initial teacher education process.
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spelling “Not always the language I speak is the one they understand” – Beliefs about English language teaching with public school adolescents“Nem sempre a língua que eu falo é a que eles entendem” – crenças sobre o ensino de inglês com adolescentes de escola públicaBeliefs. Public school. Adolescent students.CrençasEscola PúblicaAlunos adolescentesIn this paper we analyze an English teacher’s beliefs in her first year of teaching adolescent students in a public school. The data were generated through a recorded interview which was transcribed for qualitative analysis. Based on studies within Applied Linguistics, Psychology and Education, the beliefs were inferred regarding the teaching experiences with adolescents and teaching in the public school context. The data reveal a distance between the teacher and her students, characterized by two types of mismatches, the constraint to understand and be understood by adolescents and the constraint she felt while having to integrate the theoretical knowledge she acquired from her English teacher education course and her classroom practice. About the public school, she believes it is not possible to teach English in an effective way, here understood as oral modality, due to several contextual and internal factors such as the students’ demotivation, excessive number of students per class and gaps in her initial teacher education process.Neste artigo analisamos as crenças de uma professora de inglês no seu primeiro ano de trabalho em uma escola pública com uma turma de adolescentes. Os dados foram gerados a partir de uma entrevista gravada e transcrita para uma análise qualitativa. Com base em referenciais teóricos e estudos encontrados na Linguística Aplicada, na Psicologia e na Educação, as crenças foram analisadas considerando as experiências sobre o ensino de inglês com adolescentes e o ensino no contexto de escola pública. Os dados apontam para um distanciamento entre alunos e professora, marcado, sobretudo, por dois tipos de desencontros: a dificuldade em compreender e ser compreendida pelo aluno adolescente e a dificuldade que sentiu ao ter que aliar o conhecimento teórico do curso de Letras com sua prática em sala de aula. A respeito do ensino de uma nova língua na escola pública, a professora entrevistada não acredita ser possível ensinar inglês de maneira efetiva e plena, entendendo aqui o uso, principalmente, da modalidade oral, por diversos fatores internos e externos à sala de aula, tais como desmotivação dos alunos, número excessivo de alunos por turma e lacunas em sua formação inicial.UEL2014-12-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresPesquisa qualitativa; Pesquisa empírica; pesquisa interpretativistaapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/signum/article/view/1539510.5433/2237-4876.2014v17n2p65Signum: Estudos da Linguagem; Vol. 17 No. 2 (2014): Volume Atemático; 65-91Signum: Estudos da Linguagem; v. 17 n. 2 (2014): Volume Atemático; 65-912237-4876reponame:Signum: Estudos da Linguageminstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/signum/article/view/15395/15694de Lima, Fernando SilvérioBasso, Edcleia Aparecidainfo:eu-repo/semantics/openAccess2022-11-16T18:10:51Zoai:ojs.pkp.sfu.ca:article/15395Revistahttps://www.uel.br/revistas/uel/index.php/signumPUBhttps://www.uel.br/revistas/uel/index.php/signum/oai||signum@uel.br2237-48761516-3083opendoar:2022-11-16T18:10:51Signum: Estudos da Linguagem - Universidade Estadual de Londrina (UEL)false
dc.title.none.fl_str_mv “Not always the language I speak is the one they understand” – Beliefs about English language teaching with public school adolescents
“Nem sempre a língua que eu falo é a que eles entendem” – crenças sobre o ensino de inglês com adolescentes de escola pública
title “Not always the language I speak is the one they understand” – Beliefs about English language teaching with public school adolescents
spellingShingle “Not always the language I speak is the one they understand” – Beliefs about English language teaching with public school adolescents
de Lima, Fernando Silvério
Beliefs. Public school. Adolescent students.
Crenças
Escola Pública
Alunos adolescentes
title_short “Not always the language I speak is the one they understand” – Beliefs about English language teaching with public school adolescents
title_full “Not always the language I speak is the one they understand” – Beliefs about English language teaching with public school adolescents
title_fullStr “Not always the language I speak is the one they understand” – Beliefs about English language teaching with public school adolescents
title_full_unstemmed “Not always the language I speak is the one they understand” – Beliefs about English language teaching with public school adolescents
title_sort “Not always the language I speak is the one they understand” – Beliefs about English language teaching with public school adolescents
author de Lima, Fernando Silvério
author_facet de Lima, Fernando Silvério
Basso, Edcleia Aparecida
author_role author
author2 Basso, Edcleia Aparecida
author2_role author
dc.contributor.author.fl_str_mv de Lima, Fernando Silvério
Basso, Edcleia Aparecida
dc.subject.por.fl_str_mv Beliefs. Public school. Adolescent students.
Crenças
Escola Pública
Alunos adolescentes
topic Beliefs. Public school. Adolescent students.
Crenças
Escola Pública
Alunos adolescentes
description In this paper we analyze an English teacher’s beliefs in her first year of teaching adolescent students in a public school. The data were generated through a recorded interview which was transcribed for qualitative analysis. Based on studies within Applied Linguistics, Psychology and Education, the beliefs were inferred regarding the teaching experiences with adolescents and teaching in the public school context. The data reveal a distance between the teacher and her students, characterized by two types of mismatches, the constraint to understand and be understood by adolescents and the constraint she felt while having to integrate the theoretical knowledge she acquired from her English teacher education course and her classroom practice. About the public school, she believes it is not possible to teach English in an effective way, here understood as oral modality, due to several contextual and internal factors such as the students’ demotivation, excessive number of students per class and gaps in her initial teacher education process.
publishDate 2014
dc.date.none.fl_str_mv 2014-12-26
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Avaliado pelos pares
Pesquisa qualitativa; Pesquisa empírica; pesquisa interpretativista
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/signum/article/view/15395
10.5433/2237-4876.2014v17n2p65
url https://ojs.uel.br/revistas/uel/index.php/signum/article/view/15395
identifier_str_mv 10.5433/2237-4876.2014v17n2p65
dc.language.iso.fl_str_mv por
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dc.relation.none.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/signum/article/view/15395/15694
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv UEL
publisher.none.fl_str_mv UEL
dc.source.none.fl_str_mv Signum: Estudos da Linguagem; Vol. 17 No. 2 (2014): Volume Atemático; 65-91
Signum: Estudos da Linguagem; v. 17 n. 2 (2014): Volume Atemático; 65-91
2237-4876
reponame:Signum: Estudos da Linguagem
instname:Universidade Estadual de Londrina (UEL)
instacron:UEL
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)
repository.mail.fl_str_mv ||signum@uel.br
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