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Authors
Advisor(s)
Abstract(s)
Paralelamente às mudanças mundiais a que temos assistido relativamente
ao estatuto da língua inglesa como uma língua internacional, tem havido
mudanças no ensino do inglês que se tem alargado a faixas etárias mais
precoces. Em Portugal, em 2015-2016, operou-se a inclusão desta área no
currículo do 3.º ano, do primeiro ciclo. Esta disciplina pode constituir-se como
um espaço de formação linguística e intercultural que promova a competência
comunicativa, o espírito de abertura e aceitação do Outro pelas crianças e a
capacidade de aprender a aprender. Apoiando-me em vários estudos que
reconhecem os contributos da aprendizagem de línguas estrangeiras no
desenvolvimento das crianças, centro-me na questão da avaliação, crucial no
arranque do inglês curricular no 1.º ciclo, e no papel do manual, enquanto
potencial promotor da dimensão formativa da avaliação, com influência nas
práticas dos professores.
Optei por analisar as representações de professores do grupo 120 e dois
manuais, o que me permitiu uma maior compreensão do papel que o professor
assume, os tipos de instrumentos que privilegia e que dimensão de avaliação
promove e, também, uma reflexão acerca do contributo do manual na avaliação
formativa e na autonomia pedagógica do aluno.
Os resultados do estudo sugerem que é necessário promover a avaliação
formativa na sala de aula e investir em formação de professores, para que
entendam o importante contributo desta para o desenvolvimento integral da
criança, nomeadamente no que diz respeito à sensibilização para a diversidade
linguística e cultural e à capacidade de adequação a novas situações.
Palavras chave: abordagem comunicativa; avaliação formativa; manual
escolar; inglês curricular.
Alongside the global changes that we have seen on the status of English as an international language, there have been changes in the teaching of English which has been enlarged to younger learners. In Portugal, from last school year (2015/ 2016) this subject has been incorporated in the curriculum of the 3rd grade of the first cycle. It may be a linguistic and intercultural education space that promotes communication skills, the spirit of openness and acceptance of the Other by children and the ability to learn to learn. Several studies recognize the contributions of LE learning in the development of children. Bearing in mind these studies, I focused my project on the assessment which will be a crucial issue on the first steps of curricular English in the 1st cycle and the role of the notebooks as a resource and a potential promoter of formative dimension of assessment that influences the teachers’ practices. I have chosen to analyse the representations of the teachers of the 3rd grade and two notebooks, which allowed me a greater understanding of the teacher’s role, the types of instruments he/ she gives priority to and which dimension of assessment he/ she promotes, as well as a reflection on the contribution of the notebook in the formative assessment and the student’s pedagogical autonomy. The results of the study suggest that it is necessary to promote formative evaluation in the classroom and to invest in teachers’ training to make them aware of the benefits of this type of assessment in a child’s integral development, mainly in his/ her awareness of linguistic and cultural diversity and his/ her ability to adapt to new situations.
Alongside the global changes that we have seen on the status of English as an international language, there have been changes in the teaching of English which has been enlarged to younger learners. In Portugal, from last school year (2015/ 2016) this subject has been incorporated in the curriculum of the 3rd grade of the first cycle. It may be a linguistic and intercultural education space that promotes communication skills, the spirit of openness and acceptance of the Other by children and the ability to learn to learn. Several studies recognize the contributions of LE learning in the development of children. Bearing in mind these studies, I focused my project on the assessment which will be a crucial issue on the first steps of curricular English in the 1st cycle and the role of the notebooks as a resource and a potential promoter of formative dimension of assessment that influences the teachers’ practices. I have chosen to analyse the representations of the teachers of the 3rd grade and two notebooks, which allowed me a greater understanding of the teacher’s role, the types of instruments he/ she gives priority to and which dimension of assessment he/ she promotes, as well as a reflection on the contribution of the notebook in the formative assessment and the student’s pedagogical autonomy. The results of the study suggest that it is necessary to promote formative evaluation in the classroom and to invest in teachers’ training to make them aware of the benefits of this type of assessment in a child’s integral development, mainly in his/ her awareness of linguistic and cultural diversity and his/ her ability to adapt to new situations.
Description
Keywords
Abordagem comunicativa Avaliação formativa Manual escolar Inglês curricular Communicative approach Assessment textbooks English as a curricular subject
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação