| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 3.49 MB | Adobe PDF | |||
| 1.74 KB | License |
Authors
Advisor(s)
Abstract(s)
O ensino de inglês no 1º Ciclo de Ensino Básico requer dedicação, motivação e interesse por parte dos docentes e alunos. Pela atenção à idade dos alunos e às suas necessidades individuais, requer também atividades mais lúdicas e/ou que apelem mais aos seus interesses. Partindo da pedagogia de uma abordagem comunicativa experiencial de Fernández-Corbacho (2014) aliada à gamificação (Foncubierta & Rodríguez, 2015; Fortunato, 2017; entre outros…), procurou-se com este projeto mostrar a importância destes conceitos dentro da sala de aula de ensino de inglês.
Este projeto teve como objetivo: a) analisar se e de que maneiras poderá ser levada a cabo uma pedagogia multissensorial, interativa, significativa e também inclusiva no processo de ensino e aprendizagem do 1º CEB; b) analisar o papel da gamificação no âmbito de consecução de práticas baseadas numa pedagogia multissensorial; c) verificar os impactos do uso de uma abordagem multissensorial no âmbito do processo de ensino e aprendizagem de Inglês como língua estrangeira no 1ºCiclo do Ensino Básico, no que diz respeito a desenvolvimento de competências, interesse e motivação.
O presente estudo é um estudo de natureza etnográfica e com contornos de investigação-ação (Mattos, 2011) e decorreu num Agrupamento do Grande Porto, com alunos do 4º ano. Os resultados obtidos através dos diferentes instrumentos de recolha de dados (focus group, trabalhos/projetos desenvolvidos pelos alunos, notas de campo, entre outros) são positivos e parecem mostrar que os dois conceitos aqui abordados apresentam uma contribuição para a aprendizagem de uma língua estrangeira, quando aplicado a alunos do 1º Ciclo de Ensino Básico.
Teaching Primary English requires dedication, motivation and interest from both teachers and students. Due to the needed attention towards the age of the students and their individual needs, it also requires more playful activities and/or activities that appeal more to their interests. Based on the pedagogy of an Experiential Communicative Approach by Fernández-Corbacho (2014) combined with gamification (Foncubierta & Rodríguez, 2015; Fortunato, 2017; among others...), this project sought to show the importance of these concepts within the English teaching classroom. This project aimed to: a) analyse if and in which ways could a multisensory, interactive, meaningful and also inclusive pedagogy be carried out in the teaching and learning process within the Primary English teaching; b) analyse the role of gamification in the scope of achieving practices based on a multisensory pedagogy; c) verify the impacts of the use of a multisensory approach in the scope of the teaching and learning process of English as a foreign language, with regard to the development of competences, interests and motivation. This is an ethnographic study with action-research outlines (Mattos, 2011) and took place at a school in Grande Porto, with a group of 4th grade students. The results obtained through different data collection tools (focus groups, worksheets/projects developed by pupils, field notes, among others) are positive and seem to show that the two concepts addressed here have a contribution to foreign language learning when applied in Primary English teaching context.
Teaching Primary English requires dedication, motivation and interest from both teachers and students. Due to the needed attention towards the age of the students and their individual needs, it also requires more playful activities and/or activities that appeal more to their interests. Based on the pedagogy of an Experiential Communicative Approach by Fernández-Corbacho (2014) combined with gamification (Foncubierta & Rodríguez, 2015; Fortunato, 2017; among others...), this project sought to show the importance of these concepts within the English teaching classroom. This project aimed to: a) analyse if and in which ways could a multisensory, interactive, meaningful and also inclusive pedagogy be carried out in the teaching and learning process within the Primary English teaching; b) analyse the role of gamification in the scope of achieving practices based on a multisensory pedagogy; c) verify the impacts of the use of a multisensory approach in the scope of the teaching and learning process of English as a foreign language, with regard to the development of competences, interests and motivation. This is an ethnographic study with action-research outlines (Mattos, 2011) and took place at a school in Grande Porto, with a group of 4th grade students. The results obtained through different data collection tools (focus groups, worksheets/projects developed by pupils, field notes, among others) are positive and seem to show that the two concepts addressed here have a contribution to foreign language learning when applied in Primary English teaching context.
Description
Keywords
Abordagem multissensorial Enfoque comunicativo experiencial Gamificação Ensino de Inglês 1º CEB Multisensory approach Experiential communicative approach Gamification Primary English
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação