Pedagogias poderosas em tempos de COVID: uma colaboração pedagógica entre estudantes de ILE e docentes em formação de inglês como segunda língua
DOI:
https://doi.org/10.17533/udea.ikala.v26n3a14Palavras-chave:
covid-19, TIC, aprendizagem do idioma inglês, docência online, colaborações transnacionais, ILE, inglês como segunda língua, formação de docentesResumo
No contexto da pandemia global do Covid-19, os educadores tiveram que repensar suas práticas de ensino devido à necessidade de implementar aulas online. Dada a falta de estudos em intercâmbios no nível universitário no contexto do ensino das línguas extrangeiras, este artigo descreve como dois professores universitários criaram um projeto de aprendizagem colaborativa transnacional. Por medio deste, alunos de graduação num curso de Inglês como Língua Estrangeira, de uma universidade pública na Colômbia, puderam participar de quatro sessões online para praticar o inglês com professores em treinamento em um programa de Inglês como Segunda Lingua nos Estados Unidos. Este estudo abordou as experiências e perspectivas dos alunos de inglês, suas interações com professores em formação e esse intercâmbo online em termos gerais. Este estudo implementou uma metodologia qualitativa para estimular a participação dos estudantes de graduação em questionários e entrevistas semiestruturadas. Os resultados evidenciaram aspectos das interações online, destacando alguns dos benefícios do estabelecimento de tais intercâmbios transnacionais para estudantes de línguas, e ao mesmo tempo revelando problemas que podem ser relevantes para professores de línguas neste tipo de experiências colaborativas.
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