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Date Posted: 07:41:32 09/27/04 Mon
Author: José Euríalo
Subject: Re: Exploring a new role for teachers..
In reply to: Marcelo G Barreiro 's message, "Re: Exploring a new role for teachers.." on 22:00:50 09/20/04 Mon

Marcelo:

Agradeço-lhe o comentário, sempre bem-vindo!

Penso que vale a pena reler, a propósito do seu comentário (que julgo muito pertinente), aquele trecho de LITTLE (2000, p.2, §5): "On the interdependence of the social-interactive and individual-cognitive dimensions of cognition and learning, cf. Ackermann (1996, p.32): "Whithout connection people cannot grow, yet without separation they cannot relate". Ackermann understands cognitive growth and learning as "a dance between diving in and stepping out" (ibid., p.28). The truth of this metaphor is confirmed by first language acquisition: social interaction is essential, but so too is the time the child spends alone, talking to herself, playing with words, assisting the internalization process by rehearsal and language games (cf. Crystal 1998, Nelson 1989)".

Penso que aquele tipo de redações-relâmpago de 5(cinco) minutos que mencionei em outra mensagem, há dias, que uma professora norte-americana nos propunha, ajuda muito para a averiguação das habilidades escritas do aluno. Ele tem que produzir sozinho, sobre um tema imprevisto, dado na hora; seu texto é lido, é cuidadosamente corrigido (atenção a "accuracy") e, posteriormente, lido (foco em “fuency”) e discutido em classe para escolha do melhor, a ser publicado em jornalzinho da própria escola de língua. Uma atividade assim, penso eu, envolve aqueles três princípios pedagógicos derivados da caracterização de aprendiz autônomo de língua de LITTLE (2000, p.4): “learner empowerment”, “reflectivity” e “appropriate target language use”. Você concorda?

Obrigado,

José.

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