Streaming in the foreign language school
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Calidoscópio (Online) |
Texto Completo: | https://revistas.unisinos.br/index.php/calidoscopio/article/view/6484 |
Resumo: | The school is a microcosm of society and the nature of the school will influence the nature of the foreign language learner in it. Language schools which fail to provide a stimulating learning atmosphere will fail to develop satisfactory patterns of emotional and intellectual behaviour in the learners. Language schools which put learners into different streams are likely to produce a less stimulating environment for the learners in the lower streams. Streaming also seems to accentuate the emotional problems of the learners in the lower classes. Schools which are not streamed have provided evidence which suggests that unstreaming alleviates some of the emotional and social difficulties of the lower stream learners. The main objective of this work, therefore, is to draw foreign language teachers’ attention, through some practical comments/suggestions, on how to face the question of streaming and how to deal with it efficiently. Key-words: streaming, emotional effect, foreign language school, learning. |
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Streaming in the foreign language schoolStreaming in the foreign language schoolThe school is a microcosm of society and the nature of the school will influence the nature of the foreign language learner in it. Language schools which fail to provide a stimulating learning atmosphere will fail to develop satisfactory patterns of emotional and intellectual behaviour in the learners. Language schools which put learners into different streams are likely to produce a less stimulating environment for the learners in the lower streams. Streaming also seems to accentuate the emotional problems of the learners in the lower classes. Schools which are not streamed have provided evidence which suggests that unstreaming alleviates some of the emotional and social difficulties of the lower stream learners. The main objective of this work, therefore, is to draw foreign language teachers’ attention, through some practical comments/suggestions, on how to face the question of streaming and how to deal with it efficiently. Key-words: streaming, emotional effect, foreign language school, learning.A escola é um microcosmo da sociedade, e a essência ou a natureza dessa escola influenciará o aprendiz de língua estrangeira nela inserido. As escolas de línguas que não conseguem propiciar uma atmosfera de aprendizagem estimulante não conseguirão desenvolver, de forma satisfatória, padrões de comportamento emocional e intelectual nos aprendizes. As escolas de línguas que nivelam seus alunos , segundo os dados apresentados neste artigo, produzem uma atmosfera menos estimuladora para os aprendizes de nível mais baixo. O nivelamento parece, também, acentuar os problemas emocionais dos aprendizes mais desfavorecidos. As escolas que não praticam o nivelamento conseguem evidenciar dados que sugerem que o não-nivelamento alivia as dificuldades emocionais e sociais dos aprendizes que pertencem aos níveis mais baixos. Assim, o principal objetivo deste trabalho é chamar a atenção dos professores de língua estrangeira, através de sugestões e comentários práticos, de como encarar o fenômeno do nivelamento e de como lidar com o mesmo de forma eficiente. Palavras-chave: nivelamento, efeito emocional, escola de língua estrangeira, aprendizagem.Unisinos2021-05-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.unisinos.br/index.php/calidoscopio/article/view/6484Calidoscópio; Vol. 2 No. 1 (2004): January/June; 69-73Calidoscópio; v. 2 n. 1 (2004): janeiro/junho; 69-732177-6202reponame:Calidoscópio (Online)instname:Universidade do Vale do Rio dos Sinos (UNISINOS)instacron:Unisinosenghttps://revistas.unisinos.br/index.php/calidoscopio/article/view/6484/3620Copyright (c) 2021 Calidoscópioinfo:eu-repo/semantics/openAccessCruse, Rui Manuel2021-05-27T16:08:54Zoai:ojs2.revistas.unisinos.br:article/6484Revistahttps://revistas.unisinos.br/index.php/calidoscopioPUBhttps://revistas.unisinos.br/index.php/calidoscopio/oaicmira@unisinos.br || cmira@unisinos.br2177-62022177-6202opendoar:2021-05-27T16:08:54Calidoscópio (Online) - Universidade do Vale do Rio dos Sinos (UNISINOS)false |
dc.title.none.fl_str_mv |
Streaming in the foreign language school Streaming in the foreign language school |
title |
Streaming in the foreign language school |
spellingShingle |
Streaming in the foreign language school Cruse, Rui Manuel |
title_short |
Streaming in the foreign language school |
title_full |
Streaming in the foreign language school |
title_fullStr |
Streaming in the foreign language school |
title_full_unstemmed |
Streaming in the foreign language school |
title_sort |
Streaming in the foreign language school |
author |
Cruse, Rui Manuel |
author_facet |
Cruse, Rui Manuel |
author_role |
author |
dc.contributor.author.fl_str_mv |
Cruse, Rui Manuel |
description |
The school is a microcosm of society and the nature of the school will influence the nature of the foreign language learner in it. Language schools which fail to provide a stimulating learning atmosphere will fail to develop satisfactory patterns of emotional and intellectual behaviour in the learners. Language schools which put learners into different streams are likely to produce a less stimulating environment for the learners in the lower streams. Streaming also seems to accentuate the emotional problems of the learners in the lower classes. Schools which are not streamed have provided evidence which suggests that unstreaming alleviates some of the emotional and social difficulties of the lower stream learners. The main objective of this work, therefore, is to draw foreign language teachers’ attention, through some practical comments/suggestions, on how to face the question of streaming and how to deal with it efficiently. Key-words: streaming, emotional effect, foreign language school, learning. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-05-27 |
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 |
https://revistas.unisinos.br/index.php/calidoscopio/article/view/6484 |
url |
https://revistas.unisinos.br/index.php/calidoscopio/article/view/6484 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://revistas.unisinos.br/index.php/calidoscopio/article/view/6484/3620 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Calidoscópio info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Calidoscópio |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Unisinos |
publisher.none.fl_str_mv |
Unisinos |
dc.source.none.fl_str_mv |
Calidoscópio; Vol. 2 No. 1 (2004): January/June; 69-73 Calidoscópio; v. 2 n. 1 (2004): janeiro/junho; 69-73 2177-6202 reponame:Calidoscópio (Online) instname:Universidade do Vale do Rio dos Sinos (UNISINOS) instacron:Unisinos |
instname_str |
Universidade do Vale do Rio dos Sinos (UNISINOS) |
instacron_str |
Unisinos |
institution |
Unisinos |
reponame_str |
Calidoscópio (Online) |
collection |
Calidoscópio (Online) |
repository.name.fl_str_mv |
Calidoscópio (Online) - Universidade do Vale do Rio dos Sinos (UNISINOS) |
repository.mail.fl_str_mv |
cmira@unisinos.br || cmira@unisinos.br |
_version_ |
1792203886188036096 |