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Este relatório procura analisar o modo como os exercícios dos exames Cambridge Young Learners English YLE e as respetivas práticas de preparação contribuem para o desenvolvimento das competências verbais dos alunos, preparando-os para as exigências comunicativas do século XXI. O estudo decorreu numa instituição particular do norte do país, com alunos do 3.º ano do 1.º CEB. O estudo combinou a análise da prática em contexto de estágio, num enquadramento de investigação-ação, com entrevistas semiestruturadas a examinadores YLE, permitindo a triangulação de dados sobre o impacto das tarefas (ex., Listening, Speaking). Os resultados indicam que a preparação para os YLE favorece as competências verbais e a confiança comunicativa e reforça competências transversais como pensamento crítico, comunicação, colaboração e criatividade. Este enquadramento confirma a relevância pedagógica dos YLE no ensino primário do inglês e clarifica mecanismos e condições que sustentam ganhos efetivos nas competências verbais.
This report examines how tasks from the Cambridge Young Learners English (YLE) examinations, together with the associated preparation practices, contribute to the development of pupils’ verbal competences, equipping them for the communicative demands of the 21st century. The study was conducted in a private school in the north of the country with Year 3 pupils (1st cycle of basic education). It combines practicum-based classroom analysis within an action-research framework with semi-structured interviews with YLE examiners, enabling triangulation of evidence on the impact of task families (e.g., listening, speaking). The findings indicate that YLE preparation supports oracy and communicative confidence and strengthens transversal competences such as critical thinking, communication, collaboration, and creativity. This evidence base confirms the pedagogical relevance of YLE in primary English and clarifies the mechanisms and conditions that underpin effective gains in verbal competences.
This report examines how tasks from the Cambridge Young Learners English (YLE) examinations, together with the associated preparation practices, contribute to the development of pupils’ verbal competences, equipping them for the communicative demands of the 21st century. The study was conducted in a private school in the north of the country with Year 3 pupils (1st cycle of basic education). It combines practicum-based classroom analysis within an action-research framework with semi-structured interviews with YLE examiners, enabling triangulation of evidence on the impact of task families (e.g., listening, speaking). The findings indicate that YLE preparation supports oracy and communicative confidence and strengthens transversal competences such as critical thinking, communication, collaboration, and creativity. This evidence base confirms the pedagogical relevance of YLE in primary English and clarifies the mechanisms and conditions that underpin effective gains in verbal competences.
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Exames Cambridge YLE Competência verbal TBLT Investigação-ação Competências do século XXI Cambridge YLE examinations Verbal competence Action research 21st-century competences
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