Constructing Pedagogical Awareness With Brazilian Language Educators

• Published in: TESOL quarterly Vol. 41; no. 2; pp. 417 - 421
• Main Authors: NORTON, BONNY, LIMA, MARÍLIA DOS SANTOS, FONTANA, BEATRIZ
• Format: Journal Article
• Language: English
• Published: Oxford, UK Blackwell Publishing Ltd 01-06-2007; TESOL
• Subjects: Education; Educational research; English teacher education; English teachers; Language teachers; Nonnative languages; Public schools; Research studies; Second language learning; Teaching Issues; World language instruction
• ISSN: 0039-8322; 1545-7249
• DOI: 10.1002/j.1545-7249.2007.tb00073.x

This brief article focuses on research issues connected with our activities in the research group Foreign Language Acquisition in the Classroom at Universidade Federal do Rio Grande do Sul, in Porto Alegre, Brazil. For the past 6 years, the research group has focused on corrective feedback, collaborative tasks, & identity negotiations in the classroom & their impact on interaction & learning. The research group maintains strong links with foreign language teacher education by participating in courses that promote training & further education to English teachers in the wider community in a critical perspective (Pennycook. 2001). In this article we report on reactions by teachers to two research studies recently developed by members of our research group (Longaray, 2005; Fontana, 2005). The studies are located in two different public schools in the metropolitan area of Porto Alegre, Rio Grande do Sul, in the south of Brazil. Both studies include careful observation of the contexts in which the foreign language is taught, relying on videotaped & audiotaped data, interviews, questionnaires, & researchers' field notes. References. Adapted from the source document