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Inovar o ensino de inglês com tecnologias digitais : desafios emergentes das conceções e práticas relatadas por professores
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A presente investigação surge dos desafios trazidos pelas TIC à educação e, em particular, ao ensino do inglês enquanto língua estrangeira. Acreditando que as tecnologias, devidamente integradas, apoiam os alunos na aquisição e no desenvolvimento de competências, e assumindo o professor como elemento fundamental em todo o processo, quisemos saber quais os conhecimentos e competências necessários para que as tecnologias sejam usadas numa perspetiva transformadora das práticas de ensino de acordo com a abordagem comunicativa no ensino das línguas. Não pretendendo respostas apenas teóricas, propusemo-nos a auscultar os professores de inglês sobre as suas práticas e perceções relativamente ao uso pedagógico destas ferramentas, e assentámos a investigação num quadro conceptual em torno da temática da integração das TIC na educação, na escola e no ensino de línguas estrangeiras. Fazemos uma leitura crítica da teoria relativa às abordagens ao ensino e aprendizagem de línguas, incluindo as potencialidades das tecnologias nesse processo, e examinamos também a literatura relativa às competências docentes, nomeadamente ao nível da combinação das dimensões requeridas para se ensinar com tecnologias. Metodologicamente, desenvolvemos um trabalho que assenta num paradigma interpretativo, de acordo com uma visão pragmática da investigação e recorrendo a uma abordagem mista. Além de procedermos à construção, aplicação e análise de um questionário sobre a utilização das tecnologias no ensino de inglês, incluímos também no trabalho empírico a análise de relatos escritos sobre estratégias de ensino e aprendizagem de inglês com tecnologias, e dos documentos que constituem os referenciais nesta área curricular. Triangulando os resultados alcançados com as diferentes fases do estudo e com o respetivo enquadramento teórico, procurámos perceber qual o lugar das tecnologias no ensino de inglês, para encontrarmos pistas que permitam rentabilizar o papel que as TIC podem ter na inovação dessas práticas. Os resultados indicam-nos que os professores mostram predisposição para usar as tecnologias nas aulas para motivar os alunos e apoiar as suas aprendizagens. Contudo, essa intenção não se concretiza em práticas de ensino que permitam aos alunos usar as TIC para se envolverem de forma ativa em situações de comunicação. As tecnologias são maioritariamente usadas segundo métodos tradicionais de ensino, não havendo evidências de que o seu potencial pedagógico-didático esteja a ser posto em ação. Em suma, consideramos que há ainda um caminho a fazer para que das TIC tiremos as vantagens que os professores inquiridos lhes reconhecem.
This research arises from the challenges brought by ICT to education and, particularly, to teaching English as a foreign language. Believing that technologies, properly integrated, support students in the acquisition and development of different skills, and considering the teacher as a key element throughout that process, we wanted to know what knowledge and competences are required so that technologies can be used in a transformative perspective of the language teaching practices, according to the communicative language teaching approach (CLT). Wanting more than theoretical answers, we set out to gather the views of English teachers concerning the pedagogical use of those tools and we embedded our research in a conceptual framework around the themes of integrating ICT in education and foreign language teaching. We conduct a literature review on the approaches to language teaching and learning, including the affordances of technologies in that process, as well as on the dimensions of the teaching competences required to teach with technologies. Based on a pragmatic view of research, we follow an interpretative approach and use a mixed methods design. In terms of data collection strategies, we constructed and administered a questionnaire about the use of technology in English teaching, we collected written reports on teaching and learning strategies with technology, and we also examined the documents which provide the framework for this teaching reality. After analysing and interpreting each set of data individually, we proceeded to the triangulation of the results to better understand the place technologies are given in the teaching process, and thus find clues to help teachers make the most of ICT to innovate their practices. The results indicate that teachers show a willingness to use technologies in class to motivate students and support their learning. However, this intention does not materialize in teaching practices that allow students to use ICT to actively engage in communication situations. Technologies are mostly used according to traditional teaching methods and there is no evidence that their pedagogical potential is being put into action. In short, we consider that there is still a somewhat long way to go before we can truly take advantage of the benefits that teachers say ICT brings to education and English learning.
This research arises from the challenges brought by ICT to education and, particularly, to teaching English as a foreign language. Believing that technologies, properly integrated, support students in the acquisition and development of different skills, and considering the teacher as a key element throughout that process, we wanted to know what knowledge and competences are required so that technologies can be used in a transformative perspective of the language teaching practices, according to the communicative language teaching approach (CLT). Wanting more than theoretical answers, we set out to gather the views of English teachers concerning the pedagogical use of those tools and we embedded our research in a conceptual framework around the themes of integrating ICT in education and foreign language teaching. We conduct a literature review on the approaches to language teaching and learning, including the affordances of technologies in that process, as well as on the dimensions of the teaching competences required to teach with technologies. Based on a pragmatic view of research, we follow an interpretative approach and use a mixed methods design. In terms of data collection strategies, we constructed and administered a questionnaire about the use of technology in English teaching, we collected written reports on teaching and learning strategies with technology, and we also examined the documents which provide the framework for this teaching reality. After analysing and interpreting each set of data individually, we proceeded to the triangulation of the results to better understand the place technologies are given in the teaching process, and thus find clues to help teachers make the most of ICT to innovate their practices. The results indicate that teachers show a willingness to use technologies in class to motivate students and support their learning. However, this intention does not materialize in teaching practices that allow students to use ICT to actively engage in communication situations. Technologies are mostly used according to traditional teaching methods and there is no evidence that their pedagogical potential is being put into action. In short, we consider that there is still a somewhat long way to go before we can truly take advantage of the benefits that teachers say ICT brings to education and English learning.
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Palavras-chave
Competências em TIC Ensino de Inglês Integração curricular das TIC Línguas estrangeiras Tecnologias digitais ICT Competences English teaching Curriculum and ICT Foreign languages CALL