A biografia linguística: um caminho para o sucesso?
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2012
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Resumo
A Biografia Linguística é uma parte muito importante do Portefólio Europeu das Línguas, elaborado com base no Quadro Europeu Comum de Referência para as Línguas, numa perspetiva construtivista de ensino de línguas estrangeiras e em abordagens modernas, com vista ao desenvolvimento de aprendizagens significativas e estratégias metacognitivas.
Em Portugal, apesar da importância destes documentos no ensino das línguas, não parece usual a sua aplicação, o que explica a pouca investigação existente sobre o assunto.
Os objetivos deste estudo interpretativo são os de avaliar o real conhecimento dos professores de línguas relativamente ao Quadro Europeu Comum de Referência para as Línguas, ao Portefólio Europeu das Línguas, em geral, e à Biografia Linguística, em particular; conhecer as principais vantagens da aplicação da Biografia Linguística em sala de aula, sobretudo como instrumento de avaliação diagnóstica e formativa; determinar se a aplicação da Biografia Linguística como instrumento de avaliação diagnóstica e formativa poderá ser facilitadora do “encontro” entre as estratégias de ensino e as estratégias de aprendizagem; determinar de que forma a negociação de estratégias entre professor e aluno poderá melhorar a aprendizagem e, consequentemente, os resultados escolares; identificar os principais obstáculos da aplicação em sala de aula do Portefólio Europeu das Línguas e, em particular, da Biografia Linguística; e apontar caminhos facilitadores para a aplicação do Portefólio Europeu das Línguas, em geral, e da Biografia Linguística, em particular, em sala de aula.
Os resultados do estudo permitiram concluir que a Biografia Linguística é de facto um instrumento de muita utilidade, uma vez que favorece a construção da própria aprendizagem do aluno, de forma autónoma, e permite a supervisão da prática pedagógica, através da negociação entre professor e alunos.
No entanto, o principal problema reside na falta de investimento por parte das instituições, nomeadamente, a Tutela, numa real formação de professores neste assunto, que resulta no seu insuficiente conhecimento para levar a efeito tais práticas, com a consequente perda dos benefícios já referidos.
Professores e alunos devem familiarizar-se mais com a Biografia Linguística como instrumento de trabalho e ultrapassar igualmente outros obstáculos já descritos por diferentes investigadores e confirmados neste estudo. Esta investigação aponta ainda alguns caminhos facilitadores da aplicação da Biografia Linguística.
The Language Biography, a very important part of the European Language Portfolio, was developed based on the Common European Framework of Reference for Languages, on a constructivist perspective for teaching foreign languages and modern approaches in order to develop meaningful learning and metacognitive strategies. In Portugal, in spite of the importance of these documents in language teaching, it seems unusual that they are implemented, and there is scarce research on the subject. The objectives of this interpretative study are: evaluating the real knowledge of the language teachers concerning the Common European Framework of Reference for Languages, the European Language Portfolio, in general, and, particularly, the Language Biography; knowing the main advantages of the Language Biography application in the classroom, especially as a diagnostic and formative assessment instrument; determining whether the Language Biography application as a diagnostic and formative assessment instrument could make the connection between the teaching and learning strategies easier; determining how the negotiation of strategies for using the Language Biography can improve learning and, consequently, the students’ results; identifying the main obstacles to apply the European Language Portfolio, in general, and, particularly, the Language Biography in the classroom; and pointing ways which can make it possible the application of the European Language Portfolio, in general, and, particularly, the Language Biography in the classroom. The results led to the conclusion that the Language Biography is in fact a very useful instrument, as it promotes the self-construction of students’ learning in an autonomic way, and allows the pedagogical practice supervision through the negotiation strategies between teacher and students. However, the main problem lies in the absence of investment from the institutions, especially the education ministry, in teachers’ education on this subject, which results in an insufficient knowledge to implement those practices, with the consequent lost of benefits already reported. Teachers and students should become more familiar with the Language Biography as a working instrument, and, also, to overcome the other obstacles described already by distinct investigators and confirmed on this study. This research also shows some ways which can aid in the appliance of the Language Biography.
The Language Biography, a very important part of the European Language Portfolio, was developed based on the Common European Framework of Reference for Languages, on a constructivist perspective for teaching foreign languages and modern approaches in order to develop meaningful learning and metacognitive strategies. In Portugal, in spite of the importance of these documents in language teaching, it seems unusual that they are implemented, and there is scarce research on the subject. The objectives of this interpretative study are: evaluating the real knowledge of the language teachers concerning the Common European Framework of Reference for Languages, the European Language Portfolio, in general, and, particularly, the Language Biography; knowing the main advantages of the Language Biography application in the classroom, especially as a diagnostic and formative assessment instrument; determining whether the Language Biography application as a diagnostic and formative assessment instrument could make the connection between the teaching and learning strategies easier; determining how the negotiation of strategies for using the Language Biography can improve learning and, consequently, the students’ results; identifying the main obstacles to apply the European Language Portfolio, in general, and, particularly, the Language Biography in the classroom; and pointing ways which can make it possible the application of the European Language Portfolio, in general, and, particularly, the Language Biography in the classroom. The results led to the conclusion that the Language Biography is in fact a very useful instrument, as it promotes the self-construction of students’ learning in an autonomic way, and allows the pedagogical practice supervision through the negotiation strategies between teacher and students. However, the main problem lies in the absence of investment from the institutions, especially the education ministry, in teachers’ education on this subject, which results in an insufficient knowledge to implement those practices, with the consequent lost of benefits already reported. Teachers and students should become more familiar with the Language Biography as a working instrument, and, also, to overcome the other obstacles described already by distinct investigators and confirmed on this study. This research also shows some ways which can aid in the appliance of the Language Biography.
Descrição
Dissertação de Mestrado em Ensino do Português no 3º Ciclo do Ensino Básico e Ensino Secundário e de Espanhol nos Ensinos Básico e Secundário
Palavras-chave
Ensino de línguas , Estratégias da aprendizagem