Scope & Sequence: final years of Elementary School – English language

The Scope & Sequence describes and organizes the learning objectives, skills and knowledge to be addressed in the final years of Elementary School and in High School, as indicated by the Common National Curricular Base (BNCC), demonstrating equivalences with the Common European Framework of Reference (CEFR) descriptors. It also presents a suggestion for a logical sequence and progression development within the same year, in the case of the final years of Elementary School, and within the [...]

Decoloniality and language teaching: perspectives and challenges for the construction of embodied knowledge in the current political scene

This article looks at the recent Brazilian public educational policies and the attempt to naturalize the ideology of dominant groups that are opposed to the legitimization of the epistemological diversity of marginalized groups and/or opponents of their beliefs. Based on the Freirean approach and decolonial theories (CASTRO-GÓMEZ; GROSFOGUEL, 2007; LANDER, 2005; MIGNOLO, 2009; MORENO, 2005; […]

Teacher wellbeing: Five lessons from the experts

The National Health service (NHS) in the UK recognizes five steps to mental health and wellbeing. When Katherine Bilsborough first came across them, she was struck by how simple the advice is and also how appropriate it is for the teaching profession. The steps are based on evidence and the NHS claim that trying these things ‘could help you feel more positive and able to get the most out of life’. In this article, Katherine Bilsborough summarizes each point and adds a personal note about [...]

A framework to assess teenage learners’ performance via project work

Projects are often listed among alternative tools for assessment, especially when talking about teenagers. The reason for this seems to be clear, as project work is potentially motivating, stimulating and challenging, allowing learners to show what they can do. Besides, it generates a lot of data, and is therefore a rich tool to gather evidence of learners’ production and of learning. In this article, Leticia Moraes gives some insights on possible ways of approaching the assessment of [...]

Integrating projects into teenage classes

The idea of using project-work with teenagers is not new and it seems it will be around for a while. This popularity did not come by accident; after all, projects have a number of benefits for the learning process and for the development of the teenager as a whole. Since different schools and language institutes have different procedures, teaching beliefs and syllabus to be followed, the teaching context itself may raise different issues related to the successful implementation of projects. [...]

Edutopia

Edutopia is a trusted source shining a spotlight on what works in education. We show people how they can adopt or adapt best practices, and we tell stories of innovation and continuous learning in the real world. On the website you can find resources to help you implement six transformational strategies: project-based learning, social and emotional learning, comprehensive assessment, teacher development, integrated studies, and technology integration. Edutopia is part of George Lucas [...]

Social identities of race and english teacher education development

This paper is a part of a larger piece of research, which is ongoing. That research is being accomplished with the participation and collaboration of two English language teachers at a public school in the state of Paraná. This specific paper aims to reflect about some perceptions of these English Language teachers about social identities […]

Exploratory practice and the creation of a pleasent environment for english teaching: Stories, laughs, reflections and learnings

Here I present some considerations about a research that I developed in a project called: “About professor and researcher: the role of affection in the two-way professors experiences narratives”. Thus, I expose my reflections about the influence that the affection seems to engage in the English language acquisition process, as well as the relationships that […]

Renaming english and educating teachers of a global Language

The recent literature on the English language has been unanimous in discussing its uniqueness in contemporary life and highlighting its relations with mobility, virtual communication and economic processes. The naming of English as a Lingua Franca (ELF) invites several questions about traditional concepts of linguistics and the teaching of English as a foreign language. In […]

English as a lingua franca: recent developments

Given the current position of English as a global lingua franca, this article aims to discuss recent developments in this area of study, based on the papers presented at the 7th International Conference on English as a Lingua Franca, which was held in Athens, Greece, in September 2014. Under the topics: i) theorizing about ILF; […]