Publicação
Introducing interaction in the primary school foreign language classroom
| Resumo: | This report describes the activities involved in the planning, implementation and assessment of the supervised teaching practice in English Teaching, in the context of a pre-service Masters Course in Teaching English at Primary Schools during the academic year of 2015/2016. The teaching practice took place between the 14th of October 2015 and the 23rd of May 2016 at the school Centro de Educação e Desenvolvimento de Nossa Senhora da Conceição da Casa Pia Lisboa with a third grade group. As part of my teaching practice, forty hours consisted of direct classroom observation, and ten of teaching English as a core curriculum subject. The didactic unit covered throughout my teaching practice was Unit Four, “A Green Day – Free-time activities”, in which the topic of free-time activities, as well as the respective vocabulary and language chunks were covered. Based on the teaching/learning problem that was identified in the target group, and as part of a curricular requirement, the area that was chosen to work on was oral interaction. A repertoire of techniques and strategies based on Communicative Language Teaching was used to stimulate classroom interaction, in order to solve the teaching/learning problem as well as to improve the students’ overall communicative competence and develop their confidence. A descriptive study and a survey were used to learn more about the students’ learning needs as well as to assess the impact of the intervention on the students’ learning processes. Furthermore, these instruments contributed to verify to which extent introducing interaction in the primary school foreign language classroom (FLC) fosters language learning. The conclusion that was drawn from the intervention is that introducing interaction in the FLC at a primary school level can foster language learning, as long as output opportunities are provided and a positive learning atmosphere is established. Considering the progress achieved in this particular group, introducing interaction in the FLC should therefore be considered a central issue to develop in the 1st cycle of schooling in Portugal. |
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| Autores principais: | Catarino, Manuela Mendes Rodrigues, 1967- |
| Assunto: | Sala de aula Línguas - Estudo e ensino Relatórios da prática de ensino supervisionada - 2017 |
| Ano: | 2017 |
| País: | Portugal |
| Tipo de documento: | dissertação de mestrado |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Universidade de Lisboa |
| Idioma: | inglês |
| Origem: | Repositório da Universidade de Lisboa |
| Resumo: | This report describes the activities involved in the planning, implementation and assessment of the supervised teaching practice in English Teaching, in the context of a pre-service Masters Course in Teaching English at Primary Schools during the academic year of 2015/2016. The teaching practice took place between the 14th of October 2015 and the 23rd of May 2016 at the school Centro de Educação e Desenvolvimento de Nossa Senhora da Conceição da Casa Pia Lisboa with a third grade group. As part of my teaching practice, forty hours consisted of direct classroom observation, and ten of teaching English as a core curriculum subject. The didactic unit covered throughout my teaching practice was Unit Four, “A Green Day – Free-time activities”, in which the topic of free-time activities, as well as the respective vocabulary and language chunks were covered. Based on the teaching/learning problem that was identified in the target group, and as part of a curricular requirement, the area that was chosen to work on was oral interaction. A repertoire of techniques and strategies based on Communicative Language Teaching was used to stimulate classroom interaction, in order to solve the teaching/learning problem as well as to improve the students’ overall communicative competence and develop their confidence. A descriptive study and a survey were used to learn more about the students’ learning needs as well as to assess the impact of the intervention on the students’ learning processes. Furthermore, these instruments contributed to verify to which extent introducing interaction in the primary school foreign language classroom (FLC) fosters language learning. The conclusion that was drawn from the intervention is that introducing interaction in the FLC at a primary school level can foster language learning, as long as output opportunities are provided and a positive learning atmosphere is established. Considering the progress achieved in this particular group, introducing interaction in the FLC should therefore be considered a central issue to develop in the 1st cycle of schooling in Portugal. |
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