TCC_Hugo

UNIVERSIDADE ESTADUAL DO PARANÁ - CAMPUS APUCARANALETRAS / INGLÊS

THE DEVELOPMENT OF ENGLISH ORAL SKILLS IN A PUBLIC-SCHOOL CONTEXT: A CASE STUDY

STUDENT: HUGO AUGUSTO COSTAADVISOR: PROF. DR. FRANCINI PERCINOTO POLISELI CORRÊA

STATEMENT OFTHE PROBLEM

• An English language student in public school;

• Oral practice and exposition to it;

• A Letras - Inglês student/teacher;

• Base Nacional Comum Curricular (BNCC) (2017);

• "How do I work with it?"

STATEMENT OF THE PROBLEM

OBJECTIVES

General Objective The aim of this paper is to analyze oral-practice activities in the teaching of English as a foreign language in remote classes (Google Meet) in a public-school context, in relation to the prescriptions of the BNCC document and students’ participation. Specific Objectives To identify oral-practice activities in the teaching of English as a foreign language in remote classes (Google Meet) in a public-school context. To establish the (in)coherence between the oral practice observed and the ones recommended by BNCC. To understand how students participate in the oral-practice activities observed.

OBJECTIVES

THEORETICALFRAMEWORK

• The teaching and learning and their relation to school documents (BRANCO, 2017);

• Base Nacional Comum Curricular’s competences (2017);

THEORETICAL FRAMEWORK

• The teaching and learning and their relation to school documents (BRANCO, 2017);

• Base Nacional Comum Curricular’s competences (2017);

THEORETICAL FRAMEWORK

• The teaching and learning and their relation to school documents (BRANCO, 2017);

• Base Nacional Comum Curricular’s competences (2017);

• Oral skill contents established for the teaching of English to 7th grade.

THEORETICAL FRAMEWORK

METHODOLOGY

• Research nature: qualitative and deductive study;
• Data gathering: BNCC (2017) and reflexive diary of the class observed;

METHODOLOGY

Fogaça (2010), Lenharo and Cristovão (2016)'s categories: General Responsive Act, General Spontaneous Act, Restricted Responsive Act, Restricted Spontaneous Act, and Spontaneous Responsive Act.

• Research nature: qualitative and deductive study;
• Data gathering: BNCC (2017) and reflexive diary of the class observed;
• Context: Covid-19 pandemic (from 2020 to 2022)
• 7th-grade of a public school in the state of Paraná;
• Analysis criteria: teacher's practices and BNCC (2017); speakers' oral participation during the class.

METHODOLOGY

Fogaça (2010), Lenharo and Cristovão (2016)'s categories: General Responsive Act, General Spontaneous Act, Restricted Responsive Act, Restricted Spontaneous Act, and Spontaneous Responsive Act.

• Research nature: qualitative and deductive study;
• Data gathering: BNCC (2017) and reflexive diary of the class observed;
• Context: Covid-19 pandemic (from 2020 to 2022)
• 7th-grade of a public school in the state of Paraná;
• Analysis criteria: teacher's practices and BNCC (2017); speakers' oral participation during the class.

• Ethics: when writing the reflexive diary, ethical procedures were taken regarding teacher and students' confidentiality.

METHODOLOGY

ANALYSIS ANDRESULTS

• Online classes and resources used.

"To identify oral-practice activities in the teaching of English as a foreign language in remote classes (Google Meet) in a public-school context."

ANALYSIS & RESULTS

• Online classes and resources used.
• Content of the class observed: polysemy.

• Activities developed classified in abilities, actors and actions.

"To identify oral-practice activities in the teaching of English as a foreign language in remote classes (Google Meet) in a public-school context."

ANALYSIS & RESULTS

"To identify oral-practice activities in the teaching of English as a foreign language in remote classes (Google Meet) in a public-school context."

• Online classes and resources used.
• Content of the class observed: polysemy.

• Activities developed classified in abilities, actors and actions.
• Focus of the class (linguistic knowledge axis, lexicon and grammar studies) and the communicative approach.
• Oral interaction in 8 out of 10 activities.

ANALYSIS & RESULTS

• Thematic units and objects of knowledge for 7th grade in the oral axis: discursive interaction, oral comprehension and oral production.

• Do the activities meet these recommended practices?

• Adaptations done by the teacher and its importance.
• Very little communication in English, only for classroom collaboration - discursive interaction.

ANALYSIS & RESULTS

"To establish the (in)coherence between the oral practice observed and the ones recommended by BNCC."

• The choice for reporting this specific observed group (7th grade).
• Online classes and students' participation in it.

• Scope of the analysis: geral, not individual.
• Either a general responsive act or a general spontaneous act (FOGAÇA, 2010; LENHARO; CRISTOVÃO, 2016);

• Oral answers in Portuguese; written answers in Portuguese through the chat; short oral answers in English; long and grammatically structured oral answers in English; and long and grammatically structured answers in English through the chat.

"To understand how students participate in the oral-practice activities observed."

ANALYSIS & RESULTS

CONCLUSIONS

CONCLUSIONS

• To extend understanding of:

1) The effectiveness of oral-practice activities;2) Students' responses and engagement to the activities proposed;3) Planning classes according to BNCC.

• Limitations: pandemic, online classes and our number of classes observed.

REFERENCES

ABDULLAH, Mohd. Yusof; BAKAR, Noor Rahamah Abu; MAHBOB, Maizatul Haizan. Student’s participation in classroom: What motivates them to speak up? Procedia - Social and Behavioral Sciences 51 (2012) 516 – 522, 2012.BRANCO, Emerson Pereira. A Implantação da BNCC no Contexto das Políticas Neoliberais. 136 f. Dissertação (Mestrado em Ensino) – Universidade Estadual do Paraná – Campus de Paranavaí. Orientadora: Shalimar Calegari Zanatta. Paranavaí, 2017.BRASIL. Base Nacional Comum Curricular. Ministério da Educação. Brasil, 2017.LENHARO, R. I. Participação social por meio da música e da aprendizagem de língua inglesa em um contexto de vulnerabilidade social. 2016. 150 f. Dissertação (Mestrado em Estudos da Linguagem) – Universidade Estadual de Londrina, Londrina, 2016.RAO, Parupalli Srinivas. The Importance of Speaking Skills in English Classrooms. Alford Council of International English & Literature Journal (ACIELJ). Vol-2, Issue-2, 2019.SWARBRICK, Ann. Teaching Modern Languages. London; New York: Routledge, 1994.

REFERENCES

Thank you!