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• Edited by Lía D. Kamhi-Stein (California State University, Los Angeles), Gabriel Díaz Maggioli (National Teacher Education Council, Uruguay) and Luciana C. de Oliveira (University of Miami)
• Formato: 23.4 x 15.6cm
• Número de páginas: 264
• ISBN: 978-85-64311-58-9

Este livro investiga as políticas e iniciativas da Língua Inglesa que tem sido implementada na América do Sul. Os capítulos examinam os fatores que fazem parte da introdução de políticas, analisam iniciativas atuais de formação de professores; discutem o status do ensino da Língua Inglesa e destacam exemplos de inovação e sucesso.

Assunto: estratégias e políticas educacionais, América do Sul, bilinguismo e multilinguismo, ensino de Inglês como segunda língua: ensino de teoria e métodos

Tema: estratégias e políticas educacionais, exames e certificações no ensino de Inglês como segunda língua, teoria e métodos no ensino de línguas, América do Sul, inglês, bilinguismo e multilinguismo

This book investigates English language policies and initiatives which have been implemented in South America. Chapters examine factors that contribute to and prevent the introduction of policies; analyze current teacher preparation initiatives; discuss the status of English language teaching and showcase examples of innovation and success.




Table of Contents

  • Contributors
  • Acknowledgements
  • Lía D. Kamhi-Stein, Gabriel Díaz-Maggioli and Luciana C. de Oliveira: Introduction Section I. English Language Policy
  • 1. Cristina Banfi: English Language Teaching Expansion in South America: Challenges and Opportunities
  • 2. Gabriel Díaz-Maggioli: Ideologies and Discourses in the Standards for Language Teachers in South America: A Corpus-based Analysis
  • 3. Claudia A. Brovetto: Language Policy and Language Practice in Uruguay: A Case of Innovation in English Language Teaching in Primary Schools
  • 4. Adriana Maria Tenuta, Miriam Jorge and Ricardo Augusto de Souza: Language Teaching in the
    Brazilian Changing Scenario of Language Education Policies Section 2. English Language Teacher Preparation and Professional Development
  • 5. Natalie Kuhlman and Elisabeth Serrano: Teacher Educational Reform: The Case in Ecuador
  • 6. Mary Jane Abrahams and Pablo Silva Ríos: What Happens with English in Chile? Challenges in
    Teacher Preparation
  • 7. Patricia Veciño: Integrating Technology In Argentine Classrooms: The Case of a Buenos Aires Teacher Education School Section 3. School-based Research and Innovative Practices
  • 8. Rebecca Pozzi: Examining Teacher Perspectives on Language Policy in the City of Buenos Aires, Argentina
  • 9. Carmen T. Chacón: Film as a Consciousness-Raising Tool in ELT
  • 10. M. Inés Valsecchi, M. Celina Barbeito and M. Matilde Olivero: Students’ Beliefs about Learning
    English as a Foreign Language at Secondary Schools in Argentina
  • 11. Danielle Almeida and Velúcia Guimarães de Souza: Towards a Multimodal Critical Approach to the Teaching of EFL in Brazil
  • 12. Mónica Rodríguez-Bonces: Seeking Information to Promote Effective Curriculum Renewal in a
    Colombian School
  • Epilogue
  • Topic Index
  • Author Index

Author information

Lía D. Kamhi-Stein is Professor in the MA in TESOL Program at California State University, Los Angeles, USA. She has published extensively on issues of non-native English-speaking professionals. She is the recipient of several teaching awards.

Gabriel Díaz Maggioli is tenured Professor of TESOL Methods at the National Teacher Education College in Montevideo, Uruguay. He also acts as consultant in education-related projects for various organizations in the Americas, Europe, the Middle East and East Asia.

Luciana C. de Oliveira is Chair and Associate Professor in the Department of Teaching and Learning in the School of Education and Human Development at the University of Miami, Florida, USA. She is the President-Elect (2017-2018) of TESOL International Association.

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