Autonomous learning of children as language learners in a bilingual teaching context through a self-access center

Detalhes bibliográficos
Autor(a) principal: Blos, Daniele
Data de Publicação: 2011
Outros Autores: Nicolaides, Christine Siqueira
Tipo de documento: Artigo
Idioma: por
Título da fonte: Calidoscópio (Online)
Texto Completo: https://revistas.unisinos.br/index.php/calidoscopio/article/view/680
Resumo: This article is part of a larger research project which aims at analyzing the autonomous development process of three learners from year 5 in an elementary school which offers a bilingualcurriculum (Portuguese/English). From an ethnographic perspective, the data were generated during a school trimester in which the learners/participants went to weekly English classes in self-access centers. The aim of the tasks in the self-access centers was to provide interactionamong learners while co-constructing dialogues, with or without teacher’s intervention, having in mind concepts from the sociocultural theory (Vygotsky, 1984) as mediation, internalization, zone of proximal development and scaffolding. The research is guided by the assumptionthat learning occurs during performance (Swain and Lapkin, 1998) and principles of sociocultural perspectives I and II of autonomy proposed by Oxford (2003). For this article, though, data of only one participant are presented, Gabriel, whose trajectory goes from a shy and unmotivated learner to an active and responsible learner and someone better accepted in his social group.Key words: autonomy, self-access, language learning.
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spelling Autonomous learning of children as language learners in a bilingual teaching context through a self-access centerA aprendizagem autônoma de crianças aprendizes de línguas em um contexto de ensino de currículo bilíngue por meio de um centro de autoacessoThis article is part of a larger research project which aims at analyzing the autonomous development process of three learners from year 5 in an elementary school which offers a bilingualcurriculum (Portuguese/English). From an ethnographic perspective, the data were generated during a school trimester in which the learners/participants went to weekly English classes in self-access centers. The aim of the tasks in the self-access centers was to provide interactionamong learners while co-constructing dialogues, with or without teacher’s intervention, having in mind concepts from the sociocultural theory (Vygotsky, 1984) as mediation, internalization, zone of proximal development and scaffolding. The research is guided by the assumptionthat learning occurs during performance (Swain and Lapkin, 1998) and principles of sociocultural perspectives I and II of autonomy proposed by Oxford (2003). For this article, though, data of only one participant are presented, Gabriel, whose trajectory goes from a shy and unmotivated learner to an active and responsible learner and someone better accepted in his social group.Key words: autonomy, self-access, language learning.Este artigo é um recorte de uma pesquisa desenvolvida no primeiro semestre de 2009, cujo objetivo é analisar o processo do desenvolvimentoda autonomia de três alunos do 5º ano do Ensino Fundamental I de uma escola com oferecimento de currículo bilíngue (Português/Inglês). Baseando-se em princípios etnográfi cos, os dados foram gerados durante um trimestre letivo em que os alunos participantes frequentaram,semanalmente, nas aulas de língua inglesa, centros de autoacesso. A meta das tarefas nos centros de autoacesso era proporcionar a interação entre os alunos para a co-construção de diálogos, com ou sem a intervenção daprofessora, tendo em vista os conceitos de teoria sociocultural (Vygotsky, 1984) como mediação, internalização, zona de desenvolvimento proximale scaffolding. A pesquisa guia-se pelo pressuposto de que aprendizagem ocorre na performance (Swain e Lapkin, 1998) e princípios das perspectivas sociocultural I e II de autonomia propostas por Oxford (2003). Para efeitos desse artigo, no entanto, são apresentados dados de apenas um participante, Gabriel3, que, em sua trajetória, apresenta claros traços dedesenvolvimento de autonomia passando de um aprendiz tímido e desmotivado a um aprendiz ativo e responsável por sua aprendizagem e melhor aceito no grupo social onde está inserido. A escolha desse participante dentre os demais pesquisados deve-se ao fato de ele ter apresentado as mudanças mais marcantes de atitudes em relação a sua aprendizagem delíngua inglesa durante as etapas da pesquisa, entre os aprendizes analisados.Palavras-chave: autonomia, autoacesso, aprendizagem de línguas.Unisinos2011-04-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.unisinos.br/index.php/calidoscopio/article/view/680Calidoscópio; Vol. 9 No. 1 (2011): January/April; 15-27Calidoscópio; v. 9 n. 1 (2011): Janeiro/Abril; 15-272177-6202reponame:Calidoscópio (Online)instname:Universidade do Vale do Rio dos Sinos (UNISINOS)instacron:Unisinosporhttps://revistas.unisinos.br/index.php/calidoscopio/article/view/680/150Blos, DanieleNicolaides, Christine Siqueirainfo:eu-repo/semantics/openAccess2013-01-14T19:58:11Zoai:ojs2.revistas.unisinos.br:article/680Revistahttps://revistas.unisinos.br/index.php/calidoscopioPUBhttps://revistas.unisinos.br/index.php/calidoscopio/oaicmira@unisinos.br || cmira@unisinos.br2177-62022177-6202opendoar:2013-01-14T19:58:11Calidoscópio (Online) - Universidade do Vale do Rio dos Sinos (UNISINOS)false
dc.title.none.fl_str_mv Autonomous learning of children as language learners in a bilingual teaching context through a self-access center
A aprendizagem autônoma de crianças aprendizes de línguas em um contexto de ensino de currículo bilíngue por meio de um centro de autoacesso
title Autonomous learning of children as language learners in a bilingual teaching context through a self-access center
spellingShingle Autonomous learning of children as language learners in a bilingual teaching context through a self-access center
Blos, Daniele
title_short Autonomous learning of children as language learners in a bilingual teaching context through a self-access center
title_full Autonomous learning of children as language learners in a bilingual teaching context through a self-access center
title_fullStr Autonomous learning of children as language learners in a bilingual teaching context through a self-access center
title_full_unstemmed Autonomous learning of children as language learners in a bilingual teaching context through a self-access center
title_sort Autonomous learning of children as language learners in a bilingual teaching context through a self-access center
author Blos, Daniele
author_facet Blos, Daniele
Nicolaides, Christine Siqueira
author_role author
author2 Nicolaides, Christine Siqueira
author2_role author
dc.contributor.author.fl_str_mv Blos, Daniele
Nicolaides, Christine Siqueira
description This article is part of a larger research project which aims at analyzing the autonomous development process of three learners from year 5 in an elementary school which offers a bilingualcurriculum (Portuguese/English). From an ethnographic perspective, the data were generated during a school trimester in which the learners/participants went to weekly English classes in self-access centers. The aim of the tasks in the self-access centers was to provide interactionamong learners while co-constructing dialogues, with or without teacher’s intervention, having in mind concepts from the sociocultural theory (Vygotsky, 1984) as mediation, internalization, zone of proximal development and scaffolding. The research is guided by the assumptionthat learning occurs during performance (Swain and Lapkin, 1998) and principles of sociocultural perspectives I and II of autonomy proposed by Oxford (2003). For this article, though, data of only one participant are presented, Gabriel, whose trajectory goes from a shy and unmotivated learner to an active and responsible learner and someone better accepted in his social group.Key words: autonomy, self-access, language learning.
publishDate 2011
dc.date.none.fl_str_mv 2011-04-06
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/680
url https://revistas.unisinos.br/index.php/calidoscopio/article/view/680
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.unisinos.br/index.php/calidoscopio/article/view/680/150
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 Unisinos
publisher.none.fl_str_mv Unisinos
dc.source.none.fl_str_mv Calidoscópio; Vol. 9 No. 1 (2011): January/April; 15-27
Calidoscópio; v. 9 n. 1 (2011): Janeiro/Abril; 15-27
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
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