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Education and Linguistics Research
Number of Followers: 6

This is an Open Access Journal

Open Access journal
ISSN (Print) 2377-1356
Published by Macrothink Institute

[47 journals]

The Glotopolitical Perspective and the Linguistic Standardization:
Perspectives about the Portuguese Language
- Authors: Sweder Souza
  First page: 1
  Abstract: This paper discusses the glotopolitical perspective, understood as any and all political and social action, conscious or not, about language (Guespin & Marcellesi, 1986; Lagares, 2018) and some Portuguese Language nominations – language as Hypostasis (Bagno, 2011, 2019), Official State/National Language (Faraco, 2008, 2016) and Mother Tongue –, so that readers have a broad theoretical-methodological panel of research in the theoretical field of glotopolitics and linguistics, which here come into clashes, confluences and displacements.
  PubDate: 2021-01-12
  DOI: 10.5296/elr.v7i1.18175
  Issue No: Vol. 7, No. 1 (2021)
Digital Technologies in L2 teaching-learning in Brazil: A Critical Content
Analysis
- Authors: Roberta Gomes Leão, Kyria Rebeca Finardi
  First page: 14
  Abstract: The aim of this study is to reflect about the view of digital technologies in L2 teaching-learning. With that aim, a content analysis study was carried out in the Brazilian database of theses and dissertations defended between 2015 and 2019 to analyze the view of technologies in the area of L2 teaching-learning. Drawing on the Critical Theory concept of semiformation and content analysis techniques, the view/use of technologies in L2 teaching-learning was analyzed in the corpus of 22 works. Results suggest challenges in the advancement of research and critical use of technologies in L2 teaching-learning in Brazil once few studies promoted a reflexive dialogue with the participants in order make them think about the critical use of technologies in L2 teaching-learning. The study concludes with the suggestion for more investment in the human formation process through the critical use of technologies in the teaching-learning of L2.
  PubDate: 2021-02-15
  DOI: 10.5296/elr.v7i1.18304
  Issue No: Vol. 7, No. 1 (2021)
Current Teaching Methods Used for English Language Teaching in Upper
Elementary School and the Preferred Ones for the Lower Grades
- Authors: Shereen Alhindi, Maha Halabi
  First page: 35
  Abstract: There is no doubt that the teaching method has a significant effect on the student`s outcome and the responsibility for choosing the right method falls on the teacher. With experience, the teacher will be able to decide which method will fit the student’s needs. This research examines the most popular teaching methods and materials for teaching the English language in Saudi public schools, particularly in the upper elementary grades. It also aims to explore the perceptions of English language teachers of the methods and materials they consider to be the most effective in the teaching of lower elementary grades in Saudi public schools, who will be exposed to the English language for the first time. The sample of the study comprised 44 English teachers in Saudi public schools. The findings show that the majority of the English language teachers use Communicative Language Teaching (CLT) either alone or with other teaching methods. Moreover, most of them are willing to use it with the low grades of elementary. The findings also show that the most used materials in the classroom are videos, pictures, audiovisuals and the least used are written texts. These were the same materials that the teachers would like to use (with the same order of preference) for teaching the lower elementary grades. The findings have implications for current English language teachers who are willing to change their way of teaching and future teachers who would benefit from being aware of the effective methods of teaching the elementary grades in particular.
  PubDate: 2021-04-02
  DOI: 10.5296/elr.v7i1.18489
  Issue No: Vol. 7, No. 1 (2021)

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