The Technical-Pedagogical References for the Teaching of the English Language, which have just been launched, are a collection of six documents that aim to serve as guides for teaching networks that want to improve or implement the teaching of the language. The idea of creating the documents came from national references, such as the National Common Curricular Base (Base Nacional Comum Curricular, BNCC), and international ones, such as the Common Framework of Reference for Languages (CEFR).
The documents were developed by the Reúna Institute as part of the British Government’s Skills for Prosperity program to support the improvement of English language teaching in basic education, promoting equity, employability and socioeconomic development in Brazil, through the learning of the language.
Each material offers a different path, contributing to the alignment between all elements of the educational system (curriculum, teacher training, assessment, didactic material), but always keeping an eye on students’ learning, especially from the public school system. ‘All the documents, together, support different professionals from the educational system in the organization of the essential learning so that their students become users of the English language’, says Rodolfo Marinho, coordinator of Skills for Prosperity at Instituto Reúna.
The materials were developed from a collaborative approach, which took into account the contributions and moments of feedback from a diverse group of experts and potential users. ‘The documents had critical readings and rounds of conversations with various specialists, users and representatives of the pilot states (Amapá, Pernambuco, Mato Grosso do Sul, São Paulo and Paraná). They ranged from professors working in different federative units to specialists from renowned Brazilian universities’, says Rodolfo Marinho. Some documents also had a critical reading and round of ideation with international experts, among them Dave Pack (England), David Boyd (Australia) and Graeme Harrison (Cambridge Assessment).
Check out the materials produced:
It describes and organizes the learning objectives, skills and knowledge to be contemplated in the final years of secondary education, in a progressive way, and contributes to the coherence and continuity of study programs. It focuses on supporting didactic material writers, teachers, curriculists and other actors in the field of education in decision-making related to the specificities of the curricular component.
It suggests a curricular organization for the final years of secondary education, which includes the BNCC and CEFR and brings discussions and insights that strengthen the planning, training and practice of English teaching in the country. Aimed at teachers, teacher educators, school principals and coordinators, technical teams and leaders of the education departments, the document suggests a path for students to follow in learning the English language.
Guide that presents expectations about the levels of proficiency in the English language possible to be reached by students and teachers of the final years of secondary education. It serves professionals in the areas of production of teaching materials, teacher training, school management and state or municipal education departments, as well as teachers, students and student families, and can serve as input for the development of other reference materials or for making decisions related to the teaching-learning context and teacher training in English.
Step-by-step guide for planning and carrying out specific continuing education actions specific to the English language area, based on the BNCC and CEFR. The material aims to recommend parameters for the creation of training initiatives or adaptation of actions already existing in the network in two training paths: linguistic and pedagogical practice of English language. The guidelines are addressed to the training teams of the state and municipal education networks.
Guide for monitoring the development of English-speaking students in the final years of secondary education. The material shows how assessment relates to learning and provides a step-by-step approach for the construction of assessment tools consistent with the curriculum and for monitoring the development of students in the English language. Aimed at teachers, teacher trainers, school principals and coordinators, technical teams from the education departments, producers of teaching materials.
Guide to support the production, choice and use of English language teaching materials, based on alignment with the BNCC and in dialogue with CEFR through guidelines that are consolidated in a practical way, in checklist. The document contributes with English-speaking teachers, technical teams from the education departments, school management teams, producers of teaching materials, critical readers of teaching materials, teacher trainers, in the production and choice of materials.
In addition to the Observatory for the English Language Teaching, the materials are also available on the website of the Instituto Reúna.