NR 46

ISSN 1516-3601 #46, JAN/2012
I THINK NOT!
by Eliana Santana Williamson
Nouvelles Routes FRANAIS SUR OBJECTIF UNIVERSITAIRE (FOU): LENSEIGNEMENT DU FRANAIS POUR DES ETUDIANTS EN MOBILITE par Heloisa Albuquerque-Costa Nuevas Rutas: DE LETRAS Y TILDES: ALGUNAS NOVEDADES ORTOGRFICAS por Carlos Romero Dueas Interview with JOS OLAVO DE AMORIM by Jack Scholes
DISAL EM GUARULHOS - NOVA LOJA A DISAL Guarulhos passou por uma belssima reforma para atender melhor uma das cidades mais importantes do pas.
> Atendimento diferenciado > Servios de apoio ao professor > Eventos
> Rapidez na entrega > Praticidade > Infra-estrutura
O melhor em livros e materiais das principais editoras internacionais e nacionais. Avenida Tiradentes, 1638 - lojas 16, 17 e 18 - Centro - Guarulhos - SP Fone: 11 2440-0555 | 2440-7728 - disalguarulhos@disal.com.br
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Sumrio
ExClusiva
PaRa CliENtEs disal
05. Editorial 06. Opinies 08. News 10. Interview 14. Cover Topic 20. Variedades 23. Escola em Destaque 25. Slang 27. Dicas 28. Livros 30. Bilingual Education 33. How do you say...
in English?
Publisher Renato Guazzelli Editor Jack Scholes Conselho Editorial Francisco Gomes de Matos Graeme Hodgson Heloisa Brito de Albuquerque Costa Karen Fraser Jos Olavo de Amorim Lizika Goldchleger Lyle French Nancy Lake Prof Dra. Gretel Eres Fernndez Prof Antonieta Celani Sara Walker Colaboradores desta edio Ana Maria Campanha Carlos Romero Dueas Eliana Santana Williamson Erika Suellem Castro da Silva Graeme Hodgson Heloisa Brito de Albuquerque Costa Henrique Moura Higor Cavalcanti Jack Scholes Jos Olavo de Amorim Jos Roberto A. Igreja Karen Fraser Colby de Mattos Maria Rita Bicudo Pereira Costa Rosa Silvia Manuela Jardim Leandro Junqueira Franco PromoMag Carina Randi Juliana Camargo News Daniela Mafra Nuevas Rutas Sara Tcharkhetian Nouvelles Routes Glauco Escrcio de Carvalho Eventos Daniela Mafra arte: Projeto e diagramao Myat Comunicao Jornalista Responsvel Jos Nello Marques / MTP: 14162
34/38.
Articles
SLS in focus Motivao e autonomia do
professor de LE a partir de uma experincia de intercmbio
41. Quiz 42. Atividades 44. Nuevas Rutas

De letras y tildes: Algunas
novedades ortogrficas
50. Nouvelles Routes

Franais sur objectif universitaire
(fou): lenseignement du franais pour des etudiants en mobilite
54. Eventos 55. Oportunidades

Profissionais
04 | New Ro u t e s D is a l
A New Routes (ISSN 1516-3601) uma publicao digital, quadrimestral destinada a profissionais de idiomas, institutos de idiomas, colgios de ensino infantil/fundamental/mdio, universidades e faculdades. Ela um benefcio exclusivo que a disal oferece a seus clientes em todo o Brasil e distribuda gratuitamente. Se voc ainda no possui cadastro na disal, faa-o atravs do nosso site: www.disal.com.br e aproveite mais essa vantagem de ser cliente Disal.
Em caso de dvidas ou mais esclarecimentos, favor entrar em contato com o departamento de Marketing Disal: 11 3226-3100 ou newroutes@disal.com.br. Contatos comerciais: disal s. a. Depto. Comercial Av. Marqus de So Vicente, 182 CEP 01139-000 - Barra Funda - So Paulo Tel.: 11 3226-3100 Fax Gratuito: 0800-7707-105 ou 0800-7707-106 e-mail: newroutes@disal.com.br
Os artigos e textos desta publicao no refletem necessariamente a opinio dos editores ou do conselho editorial, assim como os anncios veiculados so de inteira responsabilidade dos respectivos anunciantes.
Editorial
INVEST IN YOUR PROFESSIONAL DEVELOPMENT AND GROWTH

Investing in your professional development and growth seems to be a common thread weaving through this issue. Firstly, in the Interview with Jos Olavo de Amorim, who has been an English teacher and Head of the English Language Department at Colgio Bandeirantes for almost 37 years. Here he shares with New Routes readers a little of his vast experience and expert knowledge of teaching English in Brazil. As a long-standing member and former secretary of BRAZ-TESOL and a TESOL member, he strongly advocates belonging to teachers' associations as a means of investing in professional development and growth, and becoming connected to a large community of teachers dedicated to English language teaching. He also points out that teachers need more time to sit down, read, study, do research, and become more qualified to face the challenges of a language that evolves continuously. Olavo is also in charge of International Affairs at the school and offers information and advice about studying abroad. His final recommendation to teachers is keep studying the investment pays off! No segundo artigo - Motivao e autonomia do professor de LE a partir de uma experincia de intercmbio - Erika Suellem Castro da Silva, da Universidade Federal do Par (UFPA), explica que Experincias de intercmbios educacionais para professores de lngua so de extrema importncia no s pela prtica das habilidades lingusticas envolvidas, mas principalmente pelos aspectos socioculturais inerentes aprendizagem em pases da lngua-alvo. A motivao e a autonomia so elementos essenciais em tais eventos para o professor-aprendente, bem como para seus alunos de L2, que sero consequentemente beneficiados com as experincias advindas do intercmbio. In the section DICAS, Maria Rita Bicudo Pereira Costa Rosa and Silvia Manuela Jardim Leandro Junqueira Franco offer readers specific tips for private teachers, especially when the feeling of loneliness sets in. They emphasize the importance of maintaining contacts, doing courses, taking part in professional events, forming or joining study groups and doing research, all of which are investments in professional growth. This issue also has, of course, many more fascinating sections. Make sure you read every page of New Routes and benefit from the skills and knowledge of the outstanding contributors, all of whom are constantly researching, investing in their own professional development and growth and now are sharing it with New Routes readers. Enjoy!
Jack Scholes Editor newroutes@disal.com.br
NUEVAS RUTAS
En este artculo, el autor no habla sobre la nueva Ortografa de la Lengua Espaola y las modificaciones sugeridas por la Asociacin de Academias . Nos explica sobre los cambios ocurridos en la denominacin de las letras, sobre la acentuacin de las palabras, etc. Invito a los profesores a conocer ms a fondo esta nueva ortografa, porque los acadmicos confan en que sean los docentes de espaol de todo el mundo quienes recojan estas recomendaciones . Sara G. Tcharkhetian apoioped.espanhol@disal.com.br
NOUVELLES ROUTES
Connaissez-vous le FOU ? Branche du FOS (Franais sur Objectif Spcifique), le Franais sur Objectif Universitaire (FOU) sintgre aux programmes denseignement du Franais destin ceux qui souhaitent tudier notamment en France. Prof. Heloisa B. Albuquerque Costa, (USP-SP/ APFESP) dans un excellent article, nous prsente ce domaine de recherche tout rcent au Brsil. Profitez galement des diversifis titres trouvs dans le cahier Promomag. Bonne Lecture ! Glauco E. de Carvalho apoioped.frances@disal.com.br
New Ro ut es Dis a l | 05
Opinies
@aviabass: Uau! Meu tweet saiu na New Routes, revista da @disallivraria! Fiquei surpresa em v-lo l porque eu n tava exatamente elogiando #democracia @Kellypraxedes: Cheguei da 10 Bienal do Livro da Bahia, passei no Stand da @disallivraria lindo d+, os atendendes uns fofos!
All About Idiomas: A New Routes sempre impecvel! Todo professor de idiomas deveria l-la. Rafaela Arajo: Quero promoo Disal Livraria. RRSRSRS
Leitura digital Acho uma pena essa revista ser apenas digital, entendo o motivo, mas gosto mesmo de sentar e folhear a revista. Me perco um pouco na leitura digital. Obrigada Claudia Luco de Carvalho Barreto Postcard Project Ol, A partir de uma VC ministrada pela professora Lilian - Disal, escrevi um projeto de postcard (Ingls) nas escolas prioritrias da minha DE Apia - SP e eu gostaria de publicar o resultado numa matria da revista New Routes. Veja o meu blog http://postcard11. blogspot.com Grata, Sandra Campos
A lngua espanhola Recebi durante muito tempo a revista New Routes pelo correio e agora a verso digital e me pergunto: por que o espao dedicado lngua espanhola to pequeno? Em geral um artigo falando sobre algum tema como ensino de gramtica ou algo assim, enquanto em ingls ha jogos, expresses idiomticas e muito mais. H 2 ou 3 anos atrs at poderia entender, mas hoje com a quantidade de materiais interessantes, por que no melhorar isso?! Este ms havia jogos at em lngua francesa. Sandra Regina Soto
Quiz Bom dia Juliana, Gostaria muito de agradecer a voc e a toda equipe Disal pelo presente muito especial que ganhei participando do Quiz. Fiquei muito feliz e agradeo muito pelo envio de meu prmio! Com certeza este material to rico ir me ajudar muito na preparao das minhas aulas. Obrigada mesmo, adorei! S ganha quem participa! Que bom que eu participei, pois ganhei! Abraos e um timo m de semana! Maria Carolina Pinheiro Manzolli
Envie sua opinio ou sugesto para: newroutes@disal.com.br
POR QUE EU LEIO A NEW ROUTES

Acredito que bons professores so capazes de criar um futuro melhor. E sem dvida, uma das caractersticas do bom professor estar bem informado (a). A New Routes nos traz o que h de mais atual em termos de materiais e de tendncias acadmicas e faz isto de uma maneira atraente, competente e interessante. Na nossa escola ler a New Routes um hbito e um prazer partilhado por todos os professores. Temos todos os exemplares desde o primeiro. Esta outra caracterstica da New Routes: como os bons livros voc pode reler antigos exemplares e se beneciar disto; no momento, como vamos comear turmas de very young learners, estamos estudando um artigo de Elie Attiech que est no n zero de Novembro 1997! Ana Maria Campanha Diretora Acadmica Cultura Inglesa So Joo del Rei - MG
Programa de Recompensas
Acumule pontos em suas compras e troque por prmios incrveis
> Os pontos podem ser trocados por recompensas como livros, eletroeletrnicos, assinaturas de revistas etc. Conra o regulamento do programa no site. > acesse: www.disal.com.br/sempremaisdisal
News
Disal special Day so paulo

Dia 21 de outubro foi realmente especial para os profissionais de ensino de todo o Brasil. Quatro palestras e grandes nomes ligados a educao trouxeram contedo e conhecimento aos mais de 600 profissionais de todas as regies brasileiras que assistiram o evento ao vivo,
Disal
Promoting Teacher Development
na Disal Barra Funda ou pela internet, por streaming. E os nmeros no param por a. Outras 500 pessoas j assistiram aos vdeos gravados que esto disponveis na Videoteca da Disal. E para acessar muito fcil, entre em www.disal.com.br/videoteca.
Disal Recife paRticipa ativameNte Na semaNa Das cRiaNas

A Disal Recife esteve presente e colaborou com a Semana das Crianas no Nosso ABBA, que teve como tema Preservando, Reciclando e Criando, com as Histrias vou Brincando, com foco na Sustentabilidade. Durante toda a semana, as crianas participaram de vrias atividades como oficinas de reciclagem, teatro educativo, contao de histrias e arrecadao de livros para reuso. J no ABA Boa Viagem e Aflitos, alm da Book Fair, onde pais e alunos puderam encontrar diversos materiais especialmente escolhidos para a ocasio, os alunos se divertiram com contao de histrias e uma deliciosa mesa com guloseimas. As crianas puderam compartilhar momentos inesquecveis que certamente contriburam para a formao de melhores cidados.
News
FeiRas e BieNais do LivRo

No segundo semestre de 2011, a Disal participou ativamente com stands nos principais eventos sobre livros no Brasil. Foram duas Bienais (Rio de Janeiro e Salvador), a Feira do Livro de Porto Alegre e o XVIII Congresso Brasileiro dos Professores de Francs. Alm de prestigiar seus clientes, a Disal tambm reforou sua presena, servios e imagem, levando timas oportunidades de negcios para a populao local.
aLiaNa FRaNcesa coLquio Pedaggico 2012

A Aliana Francesa de So Paulo realizar em 2012 seu XIII Colquio Pedaggico anual. Tendo por tema Aprender e ensinar no sculo XXI - Mudana de paradigma na relao professor-aluno-saber, o evento ocorrer de 06 a 08 de Fevereiro na unidade Centro da Aliana Francesa, localizada na Rua General Jardim, 182. Cerca de 200 pessoas devero participar do colquio: professores de francs do Estado de So Paulo, pesquisadores, responsveis pedaggicos, estudantes e professores universitrios da rea de Francs Lngua Estrangeira. A francofonia ocupar um lugar de honra na edio 2012 do evento: palestrantes do Qubec e da Blgica estaro presentes ao lado de especialistas franceses e brasileiros. Vrios editores e livrarias, dentre as quais a DISAL, participaro do evento que contar tambm com a participao de professores das Alianas Francesas do Estado de So Paulo para a realizao de ateliers. Todas as informaes sobre o Colquio, assim com as inscries on-line, estaro disponveis a partir de 10 de Dezembro de 2011 no site da Aliana Francesa de So Paulo: www.aliancafrancesa.com.br
New dictioNaRy woRds FoR 2011

Social media, tweet e mais de 150 outras palavras e definies j podem ser encontradas no Merriam-Websters Collegiate Dictionary. Segundo Peter Sokolowski, editor da Merriam-Webster, Dos eventos dramticos da Primavera rabe ao escndalo que derrubou um congressista americano, tweet uma palavra que ganhou seu lugar na histria. As adies incluem tambm um par interessante refletindo a natureza mutvel das relaes pai-filho: helicopter parent para pais que so excessivamente envolvidos na vida de seus filhos e boomerang child, um jovem adulto que volta a viver na casa de sua famlia, especialmente por razes financeiras. Essas e outras novidade esto disponveis no site da editora: www.merriam-webster.com. New Ro ut es Dis a l | 09
Interview with Jos Olavo de Amorim by Jack Scholes
JOS OLAVO DE AMORIM

NR: You are a long-standing member of BRAZ-TESOL and have served on the Board. What are the advantages of belonging to BRAZ-TESOL or any teachers' association? JOA: Belonging to BRAZ-TESOL, TESOL, IATEFL, is undoubtedly a great investment in yourself and in your professional development and growth. You become connected to a large community of teachers dedicated to English language teaching. That creates opportunities to learn from and interact with teachers from all over. You receive newsletters that keep you updated with the latest research and materials, reviews of the latest publications in the eld, quite useful classroom tips. On top of that, you keep your association strong. By keeping it strong, you keep your profession visible and problems can be handled together as well as solutions can be found in a more consistent way. New benets to members are very often added to meet their needs and interests. Attending seminars, workshops, conventions denitely enlarges professional horizons and encourages participants to renew their commitment to a stronger profession. NR: What medium-to long-term goals would you suggest for BRAZ-TESOL? JOA: BRAZ-TESOL should create a school of continuing education for English teachers in Brazil. It is understood that it is not that simple, but partnership with federal and state universities as well as with prestigious private colleges could be thought of. Attending conferences is for sure of great help, but teachers need more time to sit down, read, study, do research, and become more qualied to face the challenges of a language that evolves continuously. Also, BRAZ-TESOL should engage in setting up standards for English teachers education in the country, aligned with international standards. Knowing a language does not necessarily qualify its speaker to teach that language, so certication would be of tremendous importance. Many professions require a certicate to practice besides the college diploma. BRAZ-TESOL should work in that direction. NR: In our context as teachers who have been willing volunteers, how can we stimulate younger people to do the same? JOA: Being a volunteer is paying back what has been given to us and what life has provided us with. No one should be forced to engage in volunteerism, but as teachers we should help raise students awareness. Becoming a volunteer brings great personal rewards. You will feel a sense of pride when you have successfully helped someone overcome a
is. Studying abroad should not be viewed as a trend or fashion, but how much that experience will impact on the childs life, how much it will contribute to his academic and personal growth. It is not only a matter of money. NR: Finally, Olavo, what advice or recommendations would you give to teachers wishing to develop their careers, either here or abroad?
JOA: No event should mark the end of the learning process. Learning is therefore part of life which takes place at all times. There is always room for more. My recommendation is that teachers should keep studying the investment pays off! There are many possibilities here or abroad, depending on interests, needs, and budget. Thank you very much and I wish New Routes readers all the best.
The interviewee Jos Olavo de Amorim has been with Colgio Bandeirantes as an English teacher and Head of the English Language Department for almost 37 years. He is also in charge of International Affairs at the school. He is a member of the Advisory Board of New Routes, former secretary of BRAZ-TESOL, and a TESOL member.
Dear BRAZ-TESOL members, The 13th BRAZ-TESOL National Convention Proud to Be will be held at Faculdade CCAA in Rio de Janeiro between 16th and 19th July 2012. A forum for professionals in the field of English Language Teaching, the convention promotes the discussion of practical and theoretical issues related to the teaching of English to speakers of other languages. It is a unique opportunity for BRAZ-TESOL members and international colleagues to get together, present their work and reflect on their practice. The Academic Committee invites all BRAZ-TESOL members teachers, teacher trainers, researchers, program administrators, and material writers to submit proposals for presentations at the Convention. The closing date for receipt of proposals is February 13th, 2012, but we encourage you to submit your work as early as possible. Visit our website www. braztesol.org.br to submit your proposal form. All proposals will be read by members of the Academic Committee and designated readers, and notification of acceptance will be sent by mid-April, 2012. All presenters must be BRAZ-TESOL members, and must register for the convention before submitting a proposal. Please note: Workshops, papers and talks at BRAZ-TESOL conventions are usually conducted in English; however, proposals for presentations in Portuguese will be considered. Closing Date: February 13th, 2012 We look forward to hearing from you and receiving your proposal. Vinicius Nobre President, BRAZ-TESOL Jeff Stranks Chair of the Academic Committee www.braztesol.org.br
Call for Papers
JOA: Materials and technology have evolved significantly in the recent past. Days of tape recorder and chalk are far off. Every time you attend a conference you see the great amount of material available from different publishers. Increasingly they listen to what teachers need and have striven to come up with more appealing materials. The right choice of materials will favor exposure to authentic language, as well as technology in class contributes to the development of the necessary skills for effective communication. On the other hand, regular schools are under pressure to improve the quality of the English programs offered, and so the overall quality of the students has increased too. Moreover, students are more exposed to English today than ever; therefore, the teaching context has changed and forced teachers to shift their focus, from a more grammatical approach towards a more realistic use of the language. In this way, the role of the teacher has changed too. He is not the only source of language for students, but someone who fosters a natural environment for learning. Oftentimes students bring their own contribution, make suggestions, help teachers with technological devices in class. At Colgio Bandeirantes we intend to help students become friendly users of English. To achieve this aim, they have separate listening and speaking classes and are assessed as listeners and speakers plus the development of reading and writing in the class setting. NR: How different are the students we teach nowadays if compared to the students we had, lets say ten or twenty years ago, especially with regard to concentration, acceptance of authority and study skills? JOA: Ive been on the road for so many years and seen different profiles of students. There was a concern about exams years ago; now it is clear students want to communicate more freely. Collocations, fixed phrases, common phrasal verbs play an important role in todays classes. NR: You work with a very special age group. What are the major challenges that teachers face nowadays when dealing with kids, pre-teens and teenagers? JOA: I see a bit of change in the students concentration span. It seems they want to do a couple of things at a time and do not want to stay disconnected from the outside world while sitting in class. Sometimes if you show them a video, they access their own device brought from home and connect with the class. In this regard, teachers should see technology as a helpful partner and make use of it every time it is going to make their job easier and students will learn faster. Not incorporating technology into classes today is unthinkable. Face-to-face teaching is essential in elementary and secondary levels. It is when students need role models and the interaction with the teacher is necessary for nurturing
personality and emotional support. Technology is here to stay; how to use it in a sensible way is up to educators. NR: How would you assess the overall quality of the teaching of English in Brazil? JOA: Education needs improving and the teaching of English is not different at all. The three standards for quality are qualified professionals, suitable materials, and a substantial class load. NR: English is becoming more and more important in Brazil, especially due to the sporting events that are going to be held here in the coming years. How do you think the teaching of English will change because of this? JOA: Differently from other countries, where many ordinary people speak English, Brazilians tend not to develop speaking skills as they should. Probably because of the commonly held idea that English programs in secondary schools are basically geared towards exams, or people do not see one immediate reason to use it. Pressed for time, I believe people in different service sectors will find ways to accelerate their skills, which is a very positive move. NR: Why are more and more young Brazilians studying abroad, especially on English study programs and at high schools? What are the advantages of this kind of experience? Are there any possible dangers or disadvantages? JOA: Families are placing more value on international education as a way to broaden their childrens horizons who, in turn, start considering other possibilities for higher education and eventually the job market. Listing that experience on a CV is certainly highly considered. Experiencing other cultures also counts as a way to become more broad-minded and flexible. NR: There is a plethora of study programs, agencies and places to choose from. What advice would you give to parents, teachers and students regarding how to decide which agency to use and where and what to study? Which are the most popular countries with Brazilians? JOA: It takes all sorts when we talk about study programs abroad. Parents have to be selective and take certain issues into account: number of hours in the school, the quality of the program offered, qualifications of the professionals in charge, activities which are really worth doing, the structure the agency has to handle problems when they arise, whether the investment pays off, etc Canada, the United States, the UK are the popular destinations, but New Zealand and Australia are becoming part of the students choices. NR: What kinds of students are best suited to study programs abroad? Is there a specific profile of students who benefit most from the experience? JOA: Parents should consider how mature their child
time of difficulty, which can be a physical illness, or mental or emotional distress. Many people will surely appreciate the care and concern that you show towards them. Helping another person is an act of compassion and kindness and will give you a tremendous sense of fulfillment. Volunteering is a much more meaningful experience, taking you further out of your comfort zone. NR: Does Colegio Bandeirantes encourage young people to do voluntary work? If so how? JOA: We do encourage students, particularly the older ones, to do voluntary work by creating opportunities in some extracurricular projects. To illustrate, a handful of students have engaged in regular visits to patients in local hospitals and clinics. Students often campaign to collect used books / second-hand clothes to be donated to institutions they select. Students might engage in those activities for a number of reasons, ranging from a desire to learn new skills, have fun or make a difference. Some are completely devoted to the cause, while others wish to do their bit where they can. NR: With all your experience teaching in private schools, what do you feel is the future for teaching large groups (20+)? Will it have to change through technology? JOA: I would first ask whether there is an ideal number of students in class. If so, what is that ideal number and what makes that number ideal? Answers may vary depending
upon the reality a professional has faced, assuming that the number of students in class is the only key factor to promote successful learning. Teaching large groups calls for teachers creativity, effective approaches, suitable materials for the age group, technological resources made available in the classroom, and an adequate class load. I would also stress the needed support from the school administration. English as a foreign language has to be viewed as an essential component in the students development and not as mere curricular component only, and hence that support is vital. NR: What's the effect of International English (or World English) on the teaching of English in Brazil? JOA: We have been able to use materials from different sources, which expose students to varieties of English. There is no material prevailing over another. That gives the learners a great opportunity to listen to various accents, intonation, speed, ellipsis, etc. prompting them to communicate with people from all over. Brazilian teachers of English need to become more and more aware of this reality. NR: You have been involved in English language teaching at secondary schools for many years now. What are some of the most significant changes you have experienced during this time in terms of how English is taught and the role of the teacher? Where do we stand nowadays and how do you think this specific segment might change in the future?
Prepare - se para o sucesso com TOEFL Junior

Com o aprendizado de ingls se iniciando cada vez mais cedo, medir a proficincia neste idioma hoje mais importante do que nunca. Por isso, a ETS lanou seu mais novo certificado internacional de proficincia em ingls: o TOEFL Junior especificamente desenvolvido para jovens de 11 a 16 anos, tipicamente cursando o Fundamental II e o incio do Ensino Mdio.
Mede competncias de compreenso oral e de leitura, bem como conhecimento de gramtica e vocabulrio em contexto. Fornece informao objetiva do progresso do aluno ao longo do tempo. Est alinhado com a classificao de conhecimento do Common European Framework, cobrindo at o nvel B2. Fornece a pontuao Lexile que permite que o aluno escolha entre milhares de livros dos mais variados estilos,classificados no site www.lexile.com. Familiariza o aluno para exames futuros como o TOEFL para adultos ou o TOEIC para o mercado de trabalho. O TOEFL Junior est destinado a ser a nova referncia internacional de Certificados de Proficincia em ingls para jovens e j comeou a ser adotado para progra mas de intercmbio, matrculas em escolas internacionais e transferncias de pases. Por isso, o TOEFL Junior pode ajudar a preparar seu futuro. Caso a sua escola queira representar o TOEFL Junior faa contato no telefone abaixo.
O teste TOEFL Junior :
11 5105-0200 | www.toefljr.com.br
Cover Topic
Have your students ever complained that after years of instruction they still cant understand native speaker talk? We know why! The advent of voice recording and recent advancements in computer technology have allowed researchers to record, store, transcribe and analyze real talk. These studies have found that real talk greatly differs from textbook dialogues (Richard, 1980; McCarthy, 2001). Although we have known this information for a while, more recent articles have stated that this knowledge has not largely impacted L2 teaching materials quite yet (Conrad, 2005; Cullen, & Kuo, 2007). Not only are students still not taught to speak the way the language is actually spoken. They are not listening to texts that would prepare them to understand real talk. So, how do we close the gap between what is taught in the classroom and real talk? In order for us to teach real talk, we need to learn what the research has found out about it. That means we need to get acquainted with a variety of research studies on real talk done through a variety of research methods. For instance, we need to know what discourse analysis, conversational analysis, corpus linguistics, pragmatics, just to name a few
have gured out about real talk, and that is no easy task! How can we as teachers compile all this body of evidence (with our busy schedules and with the cost of material!) and put it all together in a pedagogically sound package that makes sense to us and students? After doing research myself as well as collecting the results of studies, I came up with a body of knowledge that I have used for curriculum development and materials design. In this article, I will share the research ndings that have greatly impacted my teaching of real talk and how they can be integrated into classroom tasks and materials. In no way am I suggesting that my knowledge of real talk comprehends everything that is known about it. But the knowledge here compiled is the result of eleven years of doing research myself (see Santana-Williamson 2007) and of developing materials for the teaching of real talk (see Santana-Williamson, 2010; Santana-Williamson & Cranmer, 2010). In order to organize the article in intelligible chunks, I divided its body into Findings, where I will describe features of real talk, and right below it, under Pedagogy, I will give suggestions on how to apply those ndings in the classroom.
Cover Topic
Findings Lets first talk about some of the differences between real talk and writing and see how that can be incorporated into the classroom. Take a look at the real talk sample below. Well, we went to, we went to San Francisco because I remember, uh, uh, oh, what the hecks the name of that hotel we stayed? Big Hotel. Mm. Oh, anyway, uh, but we just stayed there a couple of nights and thats all, and then we took the bus back, of course. Biber et al., 1999, pg. 1064 Real talk is full of dysfluencies. When we talk, we actually hesitate (e.g., um, mm), repeat words (e.g., we went to, we went to), stop what we are saying and change it in mid sentence (e.g., because I remember, uh, uh, oh, what the hecks the name of that hotel we stayed?) and we do not use full sentences all the time. In fact, a lot of real talk communication is realized through fragments (e.g. Big Hotel.) Pedagogy Therefore, there are a few things L2 language teachers can do. First, we can be aware of these differences so not to require that students speak in perfect sentences as if they were writing. This may sound like a small change, but it does make a huge impact when students talk. For example, when teaching your students how to answer questions, have them hesitate (when they need time to think), instead of allowing them to be silent for a long time (which is awkward) and then have them answer the questions without having to use a complete sentence. For example: S1: Whats your favorite color? S2: Mm, uh Blue. Yours? S1: Green.
Because talk is realized mostly among two or more people (monologues and people talking to themselves are examples of exceptions), there are a few things we need to know. First, in real talk, one person tends to dominate. Then, the ping-pong, question-and-answer dialogues we see in textbooks, are not real. While one talks, the other one (or other ones) react (backchannel) by acknowledging s/ he is listening with sounds, such as, mm, uh huh, mhm, or words, such as, okay and right. For example, below speaker 1 (S1) is keeping the floor while speaker 2 (S2) is showing s/ he is paying attention (backchanneling). S1: is it like a very i mean substantial degree i mean organization- i mean [S2: i think, everythi- ] i wanna go back to like home and, you know i mean out here its easy to get a job its like you know a degree in, [S2: mhm] maybe organizational studies but back home in India its like, people havent heard [S2: right] of this they dont even know what it is like if im qualified for what kind of job or not. so its like MICASE corpus Pedagogy One change we can make is to write dialogues incorporating backchanneling devices and to actually teach students to backchannel. When teaching students to talk about what happened during the weekend, for instance, students can use them. The steps below will show an activity I developed to teach backchanneling. Step 1: Introduce the concept of backchanneling. Have students read the dialogue you prepared (like the one below) and circle the backchanneling devices. A: Oh Gosh, guess what happened yesterday? B: What? A: Well, you know that Japanese restaurant across the street? B: Uh-huh. B: Well, um, I went there last night. A: OK. A: And, well, I ordered some sushi and sashimi. B: Yeah? A: And it, um, well, it looked good, but it all tasted awful. B: Really? A: Uh-huh. You know, I always go to that restaurant B: I know. I went there with you. From On Speaking Terms: Real Language for real Life Step 2: Have students identify the story by underlining the sentences that tell the story (without the backchanneling
Findings
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devices). Have them tell you what happened and you write it on the board (written language). They can see the difference between written and spoken language. Step 3: Have students write something that happened to them. Step 4: Pair students up. They will tell their story without looking at it. Have one student start by saying You dont know what happened to me . And have the other student do the backchanneling and end the conversation with a comment. Finding Usually, when one asks a question, the other one answers and the first speaker reacts to the answer. In other words, the unit of real talk is not a question and an answer, but a question, answer and response. For example: A: What time is it? B: Six-thirty. A: Thanks. A: Tims coming tomorrow. B: Oh yeah? A: Yes. From McCarthy, 2001 pg.15 Pedagogy When teaching students how to ask and answer questions about their routine, for example, which is a common activity when we are teaching students the simple present tense, we can teach them to respond to answers with a comment or exclamation. For example: S1: Do you exercise? (question) B: Nope. (response) A: I do! (reaction) A: Do you exercise? (question) B: Uh-huh. Every day. (response) A: Good for you! (reaction) Authors personal archives As you can see, in the examples above, the language is very simple. Students are learning the simple present but also speaking the way the language is actually spoken, with incomplete sentences, using frequent words (nope) that
are not usually taught in textbooks, and reacting to the response. That is real talk!
Findings The grammar of speaking tends to have elements that would be considered wrong in writing but which are extremely common in real talk. Reductions (simplification and unification of grammatical units), for instance, are a natural part of conversation and extremely frequent, which makes teaching forms such as gonna, wanna, hafta, gotta, kinda and sorta a must. Pedagogy When teaching your students the going to future, teach them how to say gonna and make sure they understand that speaking and writing are different. Also, as they are taught to express obligations, teach them to say hafta (have to) and gotta (have got to). Gotta is so frequent in American English that if students dont learn it, they will most likely not understand others. In fact, there are websites that are dedicated to reductions (see http:// www.pronunciationtips.com/reductions1.htm ) and lots of videos available on the internet as well. I have changed the way I teach students to explain problems and ask for help by teaching future (gonna), obligation (gotta and hafta) and desire (wanna) at the same time (see Santana-Williamson, 2010). Students can simply insert those reductions between the subject and the verb and explain their problem (see below). Then they can ask a favor with Can I or Could you. In this way, students learn to express several concepts (future, obligation, desire, requests) in a simple way with the grammar of speaking (rather than of writing.) m gonna gotta hafta wanna
VERB
COMPLEMENT
Then they ask a favor. Can I Could you
VERB
COMPLEMENT
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Findings Of course when interacting with someone from another culture, or when spending time in another country, its important to know the language structure and how real talk is woven together, but it is as or even more important to be polite and socially appropriate. Because unlike grammatical errors, pragmatic errors may generate misunderstandings that may lead to misjudgment of someones intention or even character (Vasquez & Sharpless, 2009). In fact, a study has found that native speakers find pragmatic errors more serious than grammatical errors (Bardovi-Harlig & Dornyei, 1998). Pedagogy Many textbook dialogues only have the middle of conversations. So we can teach student how to start and end interactions appropriately. Lets go back to the example used before. When teaching students to explain a problem with gonna, wanna, hafta, or gotta and then ask a favor with Can I/Could you, we can move from the sentence level to the discourse level (longer than the sentence) by teaching how the entire interaction would work. Of course, if we are dealing with beginning students, we need to keep it simple, but it can still be close to what would indeed happen in real talk. For example: Show them an example of a dialogue with a beginning, middle and end. You can record a dialogue you role-play with a friend and then write it to make sure that it follows more or less what would happen in real talk (these are called semi-scripted dialogues). Then you can transcribe it and use it in your classroom. For example: Telephone rings: A: Hello? B: Mary? A: Hi Bertha. Whats up? B: Im calling because Im gonna leave town tomorrow A: Uh-huh. B: So I was wondering A: Yes? B: Could you take my homework to the teacher? A: Sure! B: Thanks. A: No problem. B: Oki dokie then. See you next week then. A: See ya! Bye. You can see that the dialogue above has several elements that are frequent in real talk but it is not too overwhelming that a high beginning level student cannot understand. So, after working at the sentence level, you can have students use the same beginning and end of the interaction to ask their favors. You can then expand that to other types of openings and closings. After practicing with you and others, they can role-play different favors in different situations. Many researchers that study real talk tend to claim that teachers should use authentic texts rather than scripted ones. However, I have heard many teachers complain that authentic spoken texts are too complex to be used with most learners. I propose a middle ground; something doable. I suggest that we create semi-scripted dialogues by asking expert speakers to role-play situations while we record it. Then we can transcribe those dialogues to use in the classroom. We could also write dialogues that contain features of real talk. We can then focus on certain features at a time in order to scaffold students learning. These were only a few findings and some pedagogical suggestions. However, those interested in taking a closer look at real talk in a way that is not so overwhelming to the classroom teacher can check the textbook series On speaking Terms: Real language for Real Life, which already has the findings incorporated into a pedagogical package. You can also get daily tips on what real talk really is and get more suggestions on how to incorporate them into your classroom by following the books twitter account
(www.twitter.com/OST1and2).
Bardovig_Harlig, K. & Dornyei, Z. (1998). Do language learners recognize pragmatic violations? Pragmatic versus grammatical awareness in instructed L2 learning. TESOL Quarterly, 45, 4-15.
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Biber, D., Johanson, S., Leech, g., Conrad, S., & Finegan, E. (1999). Longman grammar of spoken and written English. London: Pearson Education Limited Conrad, S. (2005). Corpus linguistics and L2 teaching. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning. New Jersey, NY: Lawrence Erlbaum Associates, Inc. Cullen, R., & Kuo, I. (2007). Spoken grammar and ELT materials: A missing link? TESOL Quarterly, 41, 361-386. McCarthy, M. (2001). Discourse Analysis for language teachers (12th ed). Cambridge, UK: Cambridge University Press. Richards, J. (1980). Conversation. TESOL Quarterly, 14, 413-432. Santana Williamson, E. (2007). Are nonnative speakers really able to converse? In H. McGerrel (Ed.), Language teacher research in the Americas. Alexandria, VA: Teachers of English to Speakers of Other Languages.
Santana Williamson, E. (2010). On Speaking Terms: Real Language for Real Life 1. Boston, MA: Heinle Cengage. Santana Williamson, E., & Cranmer, Y. (2010). On Speaking Terms: Real Language for Real Life 2. Boston, MA: Heinle Cengage. Simpson, R. C., Briggs, S. l., Ovens, J., & Swales, J. M. (2002). The Michigan corpus of academic spoken and written English. Ann Harbor, MI: Regents of the University of Michigan. Vasquez, C., & Sharpless, D. (2009). The role of pragmatics in the Masters TESOL curriculum: Findings form a nationwide survey. TESOL Quarterly, 43, 5-28.
Eliana Santana Williamson is professor of ESL at Southwestern College. She has been teaching EFL/ESL for 23 years. She has given numerous research presentations, workshops and lectures on several topics related to ESL. Her work has appeared in The Teacher Researcher in the Americas (VA: TESOL, 2007), Action Research (VA: TESOL, 2001), ERIC, CATESOL Journal, TESOL Journal, IATEFL, THAITesol, and BRAZTesol, She is the author of the book On Speaking Terms: Real Language for Real Life 1 and the co-author of the second level of the same series.
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Variedades
BIZARRE BRITISH PASTIMES

CHEESE ROLLING
Cheese rolling is an old, traditional game played in cheese making areas. A big, round cheese is rolled from the top of the hill, and people race down the hill after it. The first person to reach the finishing line at the bottom wins the cheese. There are always a number of ambulances at the event, since there are usually injured competitors needing hospital treatment. The Cheese Rolling World Championships are held in the county of Gloucestershire every Spring Bank Holiday Monday. In 2008 Vesgo and Silvio, from the TV show Pnico na TV, took part in the event, but neither of them made it to the bottom of the hill.
CONKERS
Conkers is a popular, traditional childrens game played with the seed of the horse chestnut tree, called a conker. Two players, each with a conker on a piece of string take turns at hitting each others conker until one smashes.
In 1965 the World Conker Championships were set up in Ashton, England, and still take place on the second Sunday of October every year. In 2004, an audience of 5,000 turned up to watch more than 500 competitors from all over the world.
Variedades
BOG SNORKELLING
In this strange sporting event, competitors have to swim two lengths (55meters), in the shortest time possible, through a water-filled trench in a muddy, peat bog using flippers and a snorkel.
The World Bog Snorkelling Championship, first held in 1985, takes place annually every August Bank Holiday in Wales. It now attracts more than 200 competitors from around the world. Proceeds from the championship go to a local charity each year.
THE BEAUTY AND COMPLEXITY OF THE ENGLISH LANGUAGE

1. Here is an example of the complexity of English. Professor Ernest Brennecke of Columbia is credited with inventing a sentence that can be made to have 8 (!!!) different meanings by placing ONE WORD in all possible positions in the sentence: "I hit him in the eye yesterday." The word is "ONLY". The Message: ONLY I hit him in the eye yesterday. (No one else did.) I ONLY hit him in the eye yesterday. (Did not slap him.) I hit ONLY him in the eye yesterday. (I did not hit others.) I hit him ONLY in the eye yesterday. (I did not hit outside the eye.) A rough-coated, dough-faced, thoughtful ploughman strode through the streets of Scarborough; after falling into a slough, coughed and hiccoughed. I hit him in ONLY the eye yesterday. (Not other organs.) I hit him in the ONLY eye yesterday. (He doesn't have another eye.) I hit him in the eye ONLY yesterday. (Not today.) I hit him in the eye yesterday ONLY. (Did not wait for today.) This is the beauty and complexity of the English language.
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2. The combination ough can be pronounced in nine different ways. The following sentence contains them all
Gramtica en
CONTEXTO
RECOMENDADA PARA PREPARAR SUS ALUMNOS PARA EL VESTIBULAR
Por fin una gramtica de referencia para aprender y practicar en contexto que tiene en cuenta las variedades del espaol y que recoge las dificultades de nuestros estudiantes. Combina en un solo volumen teora, prctica y ejercicios. Elaborada por un equipo de autores que trabajan desde hace aos en Brasil, presenta 60 temas de gramtica de referencia y 2 apndices de fontica y ortografa que siguen las normas y la terminologa de la Nueva gramtica de la RAE (2009) y del Diccionario panhispnico de dudas (2005). Est destinada tanto al trabajo de aula como al autoaprendizaje. Se dirige a estudiantes de espaol desde el nivel inicial (A1) hasta el avanzado (B2+). Los captulos estn organizados siguiendo la progresin general de los cursos de espaol y tienen en cuenta los distintos estadios de aprendizaje. Cada uno de los 60 captulos se organiza en cuatro pasos: 1. En contexto: reconocimiento de las estructuras gramaticales a partir de textos autnticos. 2. Las formas: presentacin esquemtica de las estructuras. 3. Los usos: explicaciones pragmticas. 4. Ejercicios. La presentacin de los contenidos se realiza a travs de 250 muestras de lengua autnticas, con una gran diversidad de gneros textuales (literarios, periodsticos, blogs, letras de canciones, anuncios, etc.). Dado que la comprensin de los textos no garantiza el aprendizaje de las estructuras lingsticas y que una mala interpretacin puede crear falsos amigos, tras la lectura, se proponen actividades de identificacin y reflexin. Recoge ejemplos de las distintas variedades del espaol. Ofrece una exposicin clara de los contenidos mediante cuadros, esquemas y aclaraciones adicionales que facilitan la comprensin de los temas. Proporciona 465 ejercicios graduados, variados y desafiadores en los que se siguen tres pasos: 1. Identifica: reconocimiento de las estructuras. 2. Practica: ejercicios controlados sobre las formas y los usos. 3. Aplica: produccin significativa utilizando en contexto los contenidos aprendidos.
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Escola em Destaque
INteR AmeRIcANo - 70 ANos de sucesso.
O Centro Cultural Brasil-Estados Unidos de Curitiba, conhecido por Inter Americano, comemorou 70 anos no dia 13 de novembro de 2011. Um momento muito especial e marcante na histria da Instituio, contemplado por grandes comemoraes. Segundo destacou seu DiretorPresidente, Claricio Paulo Casagrande: Comemorar 70 anos de existncia representa um marco muito importante, especialmente frente aos desafios vividos at aqui, num mercado de tanta competio e que tem exigido da instituio permanente inovao, competncia e dedicao para atender s exigncias do mercado educacional de ensino da lngua inglesa. Fundado em 1941, o Centro Cultural Brasil-Estados Unidos de Curitiba uma instituio sem fins lucrativos e tem como misso atuar como instrumento de desenvolvimento cultural, educacional e social. Desde os seus primeiros passos, a instituio tem procurado se engajar e adotar polticas de responsabilidade social que reforam seus laos com a comunidade. A trajetria do Inter Americano est definitivamente marcada na vida de milhares e milhares de pessoas que estudaram e estudam no Inter. referncia no ensino da lngua inglesa em Curitiba, chancelada com o selo Outstanding Brazilian-American Binational Center, atestado de qualidade conferido e reconhecido pela Embaixada dos Estados Unidos. tambm, em Curitiba, o centro oficial aplicador dos exames da Universidade de Michigan, entre outros testes de proficincia em ingls exigidos por universidades e empresas. No Escritrio de Consultas Educacionais EBC Education and Business Center, so oferecidos os servios de orientao para programas acadmicos e de desenvolvimento profissional alm de
traduo certificada de documentos para fins acadmicos com reconhecimento do State Department. O ensino eficaz de lngua estrangeira exige um corpo docente altamente qualificado e comprometido com o processo de aprendizagem. Para isso, o Inter Americano possui uma equipe de professores que se mantm permanentemente atualizada. Adota modernas tecnologias em apoio s suas aes educacionais de forma a garantir o melhor aprendizado aos seus alunos. O Centro Cultural Brasil-Estados Unidos de Curitiba, por meio de suas Bibliotecas nas cinco unidades operacionais, disponibiliza a seus alunos e sociedade curitibana, acesso para consultas e pesquisas em um dos maiores acervos bibliogrficos em literatura e cultura norte-americana no Estado do Paran. Para atender ao crescimento da demanda pelo ensino da lngua inglesa, o Inter Americano conta com 5 unidades, localizadas nos principais bairros de Curitiba: Centro, Batel, Prado Velho, Porto (dentro do Shopping Palladium) e Cabral. O Inter Americano busca criar e implantar estratgias que possibilitem uma relao mais dinmica com seus alunos, com o mercado e com seus colaboradores, de forma a atingir melhores nveis de sustentao aos ideais e misso da instituio. Essas medidas possibilitaro que o Inter Americano complete outros 70 anos ou mais.
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by Jack Scholes
Slang
FOOD FOR THOUGHT

A PIECE OF CAKE ALGO MUITO FCIL; BICO, MOLEZA The test was a piece of cake. A prova foi moleza. > > cakewalk (US)
GRUB COMIDA; RANGO, BIA Come on, guys. Grubs up. Vamos, gente. O rango t pronto. Os britnicos no so muito elogiados pela culinria, mas tm um tipo de comida delicioso e imperdvel: a pub grub, aquela preparada e servida nos pubs. Vale a pena conferir! CHEESY INFERIOR, MALFEITO; CAFONA, BREGA She was wearing a pair of really cheesy shoes. Ela estava usando um sapato bem brega. Em ingls, qualquer coisa considerada ruim e ordinria cheesy, tal qual um queijo (cheese) barato de cheiro desagradvel. > > icky (US); naff (UK); tacky NIBBLES (UK) COMIDA PARA BELISCAR, SALGADINHOS TIPO BATATA CHIPS, BISCOITOS, AMENDOIM ETC. Ill take some nibbles for the party. Vou levar alguns salgadinhos para a festa.
TO VEG OUT RELAXAR, DESCANSAR, NO FAZER NADA; FICAR DE PAPO PRO AR Im going to stay at home tonight and veg out in front of the TV. Eu vou ficar em casa hoje noite e descansar vendo TV. Aqui, to veg forma abreviada do verbo to vegetate, vegetar. > > to chill/chill out FISHY SUSPEITO, IMPROVVEL, DUVIDOSO That sounds a bit fishy to me. Isso me parece um pouco suspeito. Esse adjetivo faz uma analogia com o cheiro (nada agradvel) de peixe podre. NO PICNIC EXPERINCIA,TAREFA OU SITUAO NADA FCIL OU AGRADVEL Being unemployed is no picnic. Ficar desempregado no bolinho.
MEATY COM MUITAS IDIAS INTERESSANTES OU IMPORTANTES This is a really meaty report. Esse um relatrio repleto de ideias importantes. O termo informal meaty vem da palavra meat, carne. No sentido figurado, designa algo cheio de ideias interessantes ou importantes, que tem bastante consistncia e precisa ser mastigado e digerido durante um bom tempo, tal qual um pedao de carne. WHATS EATING SOMEBODY? O QUE EST PREOCUPANDO, IRRITANDO, INCOMODANDO (ALGUM)? Whats eating her? She looks as if shes angry. O que a est incomodando? Ela parece zangada.
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The author Jack Scholes is the author of Guitar Glory (Saraiva), Ingls para Curiosos (Papier), OK! Curiosidades divertidas do ingls (Campus), Slang - Grias Atuais do Ingls (Disal Editora), Modern Slang (Disal Editora), Slang Activity Book (Disal Editora) Gems of Wisdom (Disal Editora), Break the branch? Quebrar o galho (Disal Editora), Why do we say that? Por que dizemos isso? (Campus / Elsevier), The Coconut Seller (Helbling Languages) and Ingls Rpido / Quick English (Disal Editora). Email: jack.scholes@terra.com.br
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DICAS PARA O PROFESSOR PARTICULAR

DE REPENTE, A SOLIDO...
De repente, a solido. Ela chega de mansinho, e se instala. E voc, caro professor, quando percebe, j est sentindo a maior saudade da antiga sala de professor da escola ou do centro de idiomas, onde voc trabalhava. Ah, aquele bochicho infernal, aquela histeria do intervalo, aquele momento pr-incio de aula, em que fofocas e dicas de ltima hora conviviam to bem... Era l que voc relaxava, comia uma bolachinha e engolia um cafezinho antes de entrar em ao... E era l tambm onde voc trocava idias com os colegas, comentava o caso do seu aluno falador e recebia uma dica de atividade superinteressante que, por muitas vezes, salvava um dia de pouca inspirao... Que saudades!!! Assim , caro colega, como tudo na vida, ser professor particular tem inmeras vantagens... e outras tantas desvantagens. Uma das maiores talvez seja esta: a solido de uma atividade onde os contatos com os colegas so mais restritos. E dizemos que uma grande desvantagem porque nada mais enriquecedor para qualquer profissional que a troca de experincias. no contato dirio com pessoas que passam pelas mesmas dificuldades que ns, que vamos aumentando nosso repertrio de idias e solues. Na vida de professor particular, ao contrrio, muitas vezes temos de lidar com as pedrinhas que aparecem no nosso caminho e resolv-las sozinhos. Muitas vezes, tambm, questionamonos se estamos fazendo um bom trabalho, se o resultado do nosso trabalho no poderia ser melhor... a, quando vem (quem diria!) at uma saudadezinha do antigo coordenador que tnhamos quando trabalhvamos em escola, que chegava e, do nada, dizia: Hoje vou assistir sua aulinha!. E ficvamos mais nervosos que noiva em vspera de casamento, tanto durante a assistncia da aula, como nos dias que antecediam a conversinha sobre a aula... Pois , quem diria, que at disso sentiramos saudade. Mas, no se desespere, todos esses sentimentos so normais e, at diramos, muito saudveis! Quer dizer que estamos preocupados em desenvolver um trabalho cada vez melhor. Por isso, lembremo-nos que mesmo essa aparente solido pode ser aliviada... Como? A vo algumas dicas... No perca o contato Mantenha uma rede de contatos com outros professores com quem voc j trabalhou, ou amigos do tempo da faculdade. Sabemos que a vida profissional e a vida pessoal muitas vezes nos impedem de encontrarmos pessoalmente com nossos colegas para trocar figurinhas. Mas lembre-se de que pelo menos a modernidade nos trouxe a possibilidade do contato virtual, atravs do computador. Para os saudosistas, no a mesma coisa (para ns tambm, confessamos, nada como um cafezinho real para conversarmos sobre a vida profissional), mas, com certeza, o fato de voc manter uma correspondncia com colegas de sua rea certamente enriquecer seu trabalho com novas idias e insights e amenizar um pouco o gosto amargo da solido. Faa cursos, participe de palestras Para isso, voc deve estar atento. Inscreva-se nos sites de editoras e grandes centros de idiomas para receber informaes. Eles costumam sempre ter uma programao com palestras e workshops sobre o ensino de idiomas. E, o melhor, geralmente esses eventos so gratuitos e incluem um timo coffeebreak. Mesmo que o assunto no seja assim aquela novidade, lembre-se Proponha ao seu grupo de colegas, que faam um grupo de estudos. Voc pode sugerir uma periodicidade quinzenal, para que se encontrem e discutam temas relacionados prtica em sala de aula. Cada um pode trazer uma idia de bibliografia, propor novos temas, fazer discusso de casos. Com certeza, dessa forma voc sentir que tem com quem trocar idias quando a dvida profissional surgir. Alm de ser uma tima oportunidade de estreitar laos com pessoas com quem muitas vezes, alm de identificao profissional, temos afinidade pessoal. Pesquise muito Devemos agradecer todos os dias por termos nascido na poca do advento da internet. Pense que dessa forma voc pode acessar todas as bibliotecas de universidades, sites de discusso sobre os mais diversos temas relacionados aprendizagem de idiomas, enfim, temos literalmente (e virtualmente) o mundo a nossos ps. Devemos a nossos antepassados professores particulares isso. Aproveitar ao mximo o que a tecnologia de nosso tempo oferece. de que sempre vale a pena, j que h sempre algo de novo para aprender, alm de ser uma tima oportunidade de voc conhecer outros profissionais e aumentar sua rede de contatos (e por que no fazer um lanchinho gostoso? Nada como unir o til ao agradvel em pocas de tempo curto). Faa um grupo de estudos
Veja PromoMag Pgina 22
Livros Book Review
FALE TUDO EM INGLS NOS NEGCIOS!
Jos Roberto A. Igreja, Disal Editora, 2011 326 pages See PromoMag Page 08
Destinado principalmente queles que j possuem um nvel intermedirio de ingls, mas ainda tm dvida na hora de usar termos comuns no mundo dos negcios, este ltimo livro do autor Jos Roberto A. Igreja traz um CD com 40 dilogos tpicos do ambiente de negcios. Cada dilogo reproduzido no livro com vocabulrio, frases-chaves e at expresses idiomticas destrinchadas e traduzidas. Mais do que um glossrio de termos de negcios, o livro traz algumas inovaes, tais como as citaes de grandes nomes do mundo empresarial, como Henry Ford e Bill Gates, bem como uma seo que esclarece algumas siglas, smbolos e abreviaes comuns. Os guias do vocabulrio comercial ativo abrangem as reas de apresentaes, assuntos legais, fabricao, marketing e vendas, finanas e contabilidade, tecnologia da informao e outras. Todo o vocabulrio necessrio est organizado em um glossrio bilngue (portugus-ingls e ingls-portugus), tornando o livro uma ferramenta til tanto para o dia a dia de gerentes, diretores, secretrios bilngues e outros profissionais, quanto para viagens de negcios. O que
mais chamou minha ateno neste livro foi a clareza das explicaes, que vo muito alm de simples tradues. O autor consegue demonstrar o significado do lxico especfico atravs de sinnimos, definies (inclusive nos casos de polissemia) e exemplos contextualizados. H, ainda, sees que visam disponibilizar frases prontas tanto para perguntas quanto para respostas nas mais diversas situaes do ingls comercial. Para tornar a leitura e o uso do livro mais user-friendly, h ilustraes no estilo cartoon, ilustrando determinadas frases e interaes entre duas ou mais pessoas. Em resumo, recomendaria este livro para aqueles que desejam complementar seus estudos formais de ingls (num curso de idiomas, por exemplo) com uma referncia de fcil manuseio e consulta. O CD com dilogos gravados por falantes nativos uma excelente ferramenta para o aluno autnomo que, em meio ao trnsito da cidade grande ou no conforto de sua casa, queira ouvir repetidas vezes para acostumar o ouvido a esta linguagem tpica do Business English.
Autor da resenha Graeme Hodgson membro do Conselho Editorial da Revista New Routes e do National Advisory Board do BRAZTESOL. Ele atua no ensino de ingls no Brasil desde 1989 e possui mestrado em Lingustica Aplicada e MBA em Gesto de Negcios. Atualmente, forma professores e gerencia as parcerias educacionais da Learning Factory, editora exclusiva da Cultura Inglesa S.A. Contato: graeme.hodgson@learningfactory.net / Twitter: @grammylatino
Livros Eu Recomendo
Jostein Gaarder, professor, telogo e filsofo noruegus, publicou em 1991 o livro O Mundo de Sofia. A histria de uma garota norueguesa que s vsperas de completar 15 anos passa a receber estranhos bilhetes em sua caixa de correio de um certo filsofo convidando-a a ocupar-se das grandes questes do universo. Os bilhetes acabam por se revelarem um curso de filosofia, desafiando Sofia a se perguntar coisas como Quem voc?, De onde vem o mundo? e vrias outras. Alm dos bilhetes, Sofia passa a receber tambm cartes postais endereados a uma tal Hilde, de quem ela nunca ouviu falar e com os quais no sabe o que fazer. Para ns leitores, inicia-se a um interessantssimo caso de mistrio. Espero que este livro tenha pra voc tambm o efeito poderoso e inesquecvel que teve em mim e em outros milhes e milhes de leitores mundo afora!
Higor Cavalcanti - professor de ingls e teacher trainer
O Mundo de Sofia Companhia das Letras Jostein Gaarder 560 pginas
Sugestes da Disal
JUSTIA - O QUE FAZER A COISA CERTA Editora: Civilizao Brasileira Autor: Michael Sandel Pginas: 352
SIGA SUA PAIXO, ENCONTRE SEU PODER Editora: Rai Autor: Bob Doyle Pginas: 232
LIVRO DO BONI Editora: Casa da Palavra Autor: Jos Bonifacio de Oliveira Sobrinho Pginas: 352
Bilingual Education
by Karen Fraser Colby de Mattos
THE HOW LONG QUESTION

One of the most pressing and frequent questions people ask is How long does it take to learn English? Cummins (1979) popularized the concept of different levels of language proficiency using the acronyms BICS and CALP to distinguish between basic interpersonal communicative skills and cognitive academic language proficiency. This distinction facilitated the understanding that there is a different time period required to acquire BICS and CALP. According to Cummins, BICS is acquired to a functional level by immigrant students in Canada after about 2 years of exposure to the second language, while it takes 5 to 7 years for them to reach CALP. Following Cummins (1981) initial examination of long-term academic achievement of immigrants in Canada, one of the most comprehensive studies done in bilingual education is the extensive research conducted by Wayne Thomas and Virginia Collier over the last 25 years. They have been researching how long it takes students with no background in English to reach grade level norms (50th percentile) of native speakers on standardized tests, the variables that influence the outcomes of student achievement, how to close the achievement gap, and the best practices available in order for students to flourish in L1 and L2. Thomas and Collier have found that students who arrived in the US at the ages of 8 to 11 years old having completed two to three years of native language education took 5 to 7 years to test at grade level in English. Students with little or no formal schooling who arrived in the United States before
Bilingual Education
the age of 8 took 7 to 10 years to reach grade-level norms in English, and students who were below grade level in their native language also took 7 to 10 years to reach the 50th percentile (many of these students never reached gradelevel norms). Thomas and Collier have found that the most significant variable in the how long question is the amount of formal schooling students receive in their first language. When I came to Brazil 12 years ago to set up a partial immersion program at Pueri Domus, a very prestigious Brazilian private school, this research was definitely taken into consideration as we designed and implemented the program. We set up the program, known as Global Brazilian American Program, taking into account what Cummins refers to as the Common Underlying Proficiency (CUP) theory which shows the relationship between L1 and L2. Cummins says that concepts are most readily developed in language x and, once developed, are accessible through language y. In other words, what we learn in one language transfers into the other language. We also addressed the dimensions of the Prism Model of Language Acquisition for School (Thomas & Collier in Ovando & Collier, 1998, p.89). The Prism Model focuses on four developmental processes that school-age students experience through Grades K-12sociocultural, linguistic, cognitive, and academic processes. These processes develop subconsciously, occur simultaneously, and are interdependent. (National Study of School Effectiveness for Language Minority Students LongTerm Academic Achievement, 1996-2001). In addition, we incorporated research-based strategies into our practice making sure we fostered an additive language-learning environment that respected differences and included parental engagement. However, Cummins, Thomas and Colliers studies were based on immigrant students in countries where English was the majority language. Our burning question became How long will it take our students in So Paulo, Brazil to reach educational parity with native speakers in the U.S.? We decided to start a school-based research in 2009 to examine long-term outcomes in our students achievement, following them across as many years of their school experiences as possible, as suggested by Thomas and Collier in their National Study of School Effectiveness for Language Minority Students Long-Term Academic Achievement (1996-2001). We only have preliminary results thus far which we will share with you. Our student population is culturally and linguistically diverse. Students begin the program at different ages and with different levels of English proficiency. Our goal is to graduate students who are academically proficient in both languages of instruction (Portuguese and English) and to prepare them as upstanding compassionate citizens who demonstrate positive cross-cultural attitudes and behaviors. Teachers are researchers in their own classrooms and collect data on each of their students. We have been using
a variety of outcome measures to monitor our students progress including performance assessments, formative assessments (formal and informal) and standardized testing. Below is the form we have used to collect data that we feel are background variables that will help us better analyze the results of our students.
Name of student: Grade in the American Curriculum: Country of birth: Nationality(ies): Country where he/she has lived and length of stay: Language spoken to mother: Language spoken to father: Language spoken among siblings: Other languages spoken: Language: To whom: How often: Language: To whom: How often: Date of entry in the program: Other schools where he/she has studied: School: Grade level(s): Country: Language(s) of instruction: Has the student received or is he/she currently receiving special services? If yes, please specify:
For reading comprehension and oral skills, we have been assessing students individually once a year using the Critical Reading Inventory for 1st through 8th grades. In addition, teachers work with continuous classroom assessments using our own rubrics. For spelling, we have been using the Developmental Spelling Analysis from Word Journeys by Kathy Ganske twice a year. As for the standardized test, we have been using the ITBS for 5th through 9th grades in Reading (which includes vocabulary and comprehension), Language and Math. In November 2011, we will start giving students the writing assessment as well. We decided to shift the ITBS assessment date (from spring to fall) so we can compare the results to the assessment students will take in Portuguese at around the same time. Consequently, we will be able to monitor their Portuguese achievement and correlate it to their English results. So far we have gathered data for 2 years and have analyzed them separately. We are now in the process of organizing this data so that we can link records from the 2 years. Virginia Collier and Wayne Thomas were extremely generous
Bilingual Education
with their knowledge as they guided us in our procedures and suggested that we organize our data into 3-5 year cohorts and conduct longitudinal analyses. The results of our school based research analysis will inform our practices and enable us to reflect on curriculum, teaching and learning. At the end of this semester (in December), we will be able to sit with teachers and coordinators and make data-based collaborative decisions. This may include additional data collection to focus on our local issues. The information is also shared with students and parents as we constantly enhance students learning and the program as a whole. We have found that students with no or very little proficiency in English take 3 years to develop basic interpersonal communicative skills in our partial immersion program. Students who achieve good grades in the Brazilian and American report cards take 4 to 7 years to reach grade level competency in math, 5 to 7 years in language and 7 to 10 year in reading, but most students take 7 to 10 years to reach the 50th percentile in the survey total. This situation is very different from a typical language proficiency test that uses the same form each time it will be administered. In every succeeding grade level, our students are faced with academic and cognitive work expectations that become more and more complex. We are pleased with these initial results since we know that native speakers are a moving target and our students must accomplish more than 1 years achievement for at least 7 years in a row, that is, 15 months growth per 9 -month school year. Therefore, we must not only help our students acquire academic language, but help accelerate their growth. They can do it! With realization of one's own potential and selfconfidence in one's ability, one can build a better world. Dalai Lama References Collier, V. (1988). The effect of age on acquisition of a second language for school. New Focus: Occasional
Papers in Bilingual Education, No. 2. Washington, DC: The National Clearinghouse for Bilingual education. Available on the World Wide Web: http://www. thomasandcollier.com/Downloads/1988_Effect-of-Ageon_Acquisition-of_L2-for-School_Collier-02aage.pdf Collier, V. (1995). Acquiring a second language for school. Directions in Language and Education, 1:4. Washington DC: The National Clearinghouse for Bilingual education. Available on the World Wide Web: http://www.thomasandcollier.com/Downloads/1995_ Acquiring-a-Second-Language-for-School_DLE4.pdf Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students. In Schooling and language minority students: A theoretical framework (pp.3-49). California State Department of Education. Hakuta, K., Goto Butler, Y. & Witt, D. (2000). How Long Does It Take English Learners to Attain Proficiency? University of California Linguistic Minority Research Institute Policy Report 2000-1. Available on the World Wide Web: http://www.eric.ed.gov/ERICWebPortal/search/detailmini. jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED443 275&ERICExtSearch_SearchType_0=no&accno=ED443275 Garcia, G. (2000). What Is the Length of Time It Takes Limited English Proficient Students To Acquire English and Succeed in an ALL-English Classroom? National Clearinghouse for Bilingual Education. Available on the World Wide Web: http://www.ncela.gwu.edu/files/rcd/BE020918/Lessons_ From_Research.pdf Thomas, W.P., & Collier, V.P. (2002). A national study of school effectiveness for language minority students' long-term academic achievement. Santa Cruz, CA: Center for Research on Education, Diversity and Excellence, University of California-Santa Cruz. http://repositories.cdlib.org/crede/finalrpts/1_1_ final orhttp://crede.berkeley.edu/research/crede/research/ llaa/1.1_final.html
The author Karen Fraser Colby de Mattos is Director of Studies of the Bilingual and International Programs at SEB (Sistema Brasileiro de Ensino), general coordinator of the Global Brazilian American Program at Pueri Domus Schools, codirector of IBePD and a consultant. She has consulted for public and private schools in Brazil and the US, for publishing companies and for UNESCO. She has taught in the public school system in the US and at the college level. She has extended experience in curriculum development and teacher education both in the US and in Brazil.
by Jos Roberto A. Igreja
How do you say ... in English?
ANDAR NA CORDA BAMBA WALK A TIGHT ROPE Fred felt like he was walking a tightrope and that the worst could happen if he made the wrong move. Fred sentia-se como se estivesse andando na corda bamba e que o pior poderia acontecer se ele fizesse alguma coisa errada. Assim como em portugus, a expresso walk a tightrope (andar na corda bamba), usada no sentido figurado para referir-se a uma situao delicada ou perigosa com a qual temos de lidar. Observe que o adjetivo ingls tight (esticada) exatamente o oposto do portugus bamba.
BEIJO DE LNGUA FRENCH KISS Embora a verso literal tongue kiss tambm seja uma opo, uma expresso bastante usual em ingls French kiss. Confira os exemplos: Sheila felt uncomfortable when her boyfriend gave her a French kiss in front of everyone. Sheila no se sentiu vontade quando seu namorado lhe deu um beijo de lngua na frente de todos. French kissing in public places is a lot more usual nowadays. Beijo de lngua em lugares pblicos muito mais comum hoje em dia. RAL RIFFRAFF Upper-class people dont usually like to mingle with the riffraff. Pessoas da classe alta geralmente no gostam de misturar-se com a ral. O autor
ABRIR O JOGO; CONTAR A VERDADE COME CLEAN Jason came clean and told his friends what hed been up to. Jason abriu o jogo e contou aos amigos o que estava aprontando. Dont you think its time we came clean and told the truth?, Terry asked his friends. Voc no acha que j est na hora de abrirmos o jogo e contarmos a verdade?, Terry perguntou aos amigos. CARA-METADE BETTER HALF A persons spouse or lover is sometimes informally called better half. O cnjuge ou amante de uma pessoa s vezes chamado informalmente de cara-metade.
TERCEIRIZAO OUTSOURCING Outsourcing of non-core activities is a usual practice among many companies nowadays. A terceirizao das atividades noprincipais prtica comum em muitas empresas hoje em dia. Para traduzir o verbo terceirizar, use to outsource: Many companies prefer to concentrate on their core business and outsource other departments. Muitas empresas preferem concentrarse em suas atividades principais e terceirizar outros departamentos.
See PromoMag Page 03
Jos Roberto A. Igreja autor dos livros How do you say ... in English?; Como se diz em ingls?; Say it all in Brazilian Portuguese!; Fale Tudo em Ingls!; Fale Tudo em Ingls nos Negcios!; Fale tudo em Ingls em Viagens!; Falsos Cognatos Looks can be deceiving! e False Friends. co-autor, com Robert C. Young, dos livros Fluent Business English, English for Job Interviews! e Fale Ingls como um Americano. tambm co-autor, com Jonathan T. Hogan, dos livros Phrasal Verbs e Essential Phrasal Verbs, e com Joe Bailey Noble III, dos livros American Idioms! e Essential American Idioms, todos publicados pela Disal Editora. E-mail jr@dialectoenglish.com.br
Article
by Henrique Moura
SLS IN FOCUS
A BREAKDOWN OF WHAT IT TAKES TO TEACH SENIOR LEARNERS

In the ELT market there is a wide variety of materials geared towards all sorts of learners; young, teenagers and adults. However, when it comes to SLS, an acronym which I have allowed myself to use to refer to senior learners, options are still quite limited. It is not necessary to conduct in-depth research to realize that the numbers of learners over 60 years old looking for language courses have significantly increased over the past years. Try to remember an older student entering your class or wandering around the school you work for. It did not take more than ten seconds for someone to pop up into your mind, did it? This phenomenon, empirically speaking, has been caused by the social and economic transformations our world has been suffering. When SLS sign up for a language course, they usually report that their reason for taking it is that they have relatives living abroad, and possibly younger relatives who do not speak Portuguese, they can now afford an always-dreamedabout trip to another country, they have retired and want to keep active, they are seeking personal, intellectual and cultural accomplishment, they want to engage in a social activity, or even because they are on medical recommendations. Motivating SLS Todays SLS are the so-called traditionalists, born before 1945, and on a more considerable scale the baby boomers, born in the post-war years, between 1945 and 1960. Without delving into the ins and outs of education back then, it is important to bear in mind that SLS come from a time when hard work, achievement and brilliance were rewarded at school. In the past, the educational system had an exclusively academic and intellectualist character. Education contemplated encyclopedic
by Henrique Moura
Article
knowledge and memorization. It may be hard, therefore, for 20-something-year-old teachers whose educational life and training in teaching have been steered by socio interactionist ideas, to understand this mindset. Also, there is a possibility that these students have already studied English at some point in their lives, and chances are that it happened in the heydays of audiolingualism. All things considered, it is predictable that our SLS expect to come to class and dissect grammar, repeat sentences, copy pages of their textbooks, memorize lists of vocabulary, translate paragraphs, do tests, have lots of homework, and never make mistakes. Having introduced this target group, it is important to explain how to motivate them. Like regular adult students, SLS long for active participation, appreciate the inclusion of their personal experience in the lessons, and call for a feeling of ownership in the learning process. You may think that this is true of absolutely all students, but when it comes to traditionalists and boomers, it is important to know that this is a group to which shining in class is really important. They want to prove to themselves
and possibly to others that they are capable. Show your students that you care for them as human beings, let them know how important they are, listen to them genuinely, give them a chance to flaunt what they know, a chance to talk about their experiences remember that SLS also come to school to engage socially. Also, if you are teaching a mixed-aged group, never make a distinction between your mature-aged students and the rest of class. They have the right and the willingness to be treated equally. Classroom Management SLS like things to be named, regardless of what you are teaching or the methodology principles you (have to) use. In other words, they tend to get much happier when they know the name of the structure they are using to talk about something. It is known for a fact that human beings start to become hard of hearing and to have ageing eye problems at the age of 40. For that reason, it should come as no
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surprise that if you are used to bringing itsy-bitsy strips of paper to class, minuscule photocopies, or if your handwriting on the board is very small, you will have to adapt. It is important to make sure that all visual materials are adequate in terms of size, color, and legibility. For instance, if you are preparing a slide or an IWB presentation, make use of highly contrastive colors, and large-sized fonts. Also, beware of the volume at which you play the listening activities. And remember, your limitations are different to someones who is older than you are, so do spare a thought for this issue when preparing materials. As in all teaching contexts, the way you give instructions plays a fundamental role in SLS classes. The maxim of making sure you have the groups attention, being brief and concise, giving examples and checking understanding also applies here. Boomers and traditionalists are willing to participate and engage, but they need to have clear guidance, and they always need to understand the rationale behind what they are doing. Establish rapport with your students by respecting their experience, being fair, knowing their names, dialoguing, being nice and democratic, and never, but NEVER, treat them as sir or madam. Beliefs and Misbeliefs We tend to accept as true the fact that traditionalists and baby boomers are not generally acquainted with technology, and if they happen to be, they need lots of help to perform simple tasks, as good old digital
immigrants. However, the naked truth is that not all digital immigrants are technologically inept. In fact, very few are. First of all, if we refer back to the beginning of the article and realize that among the stimuli for SLS to sign up for a language course lies in the fact that they have relatives living abroad, and they need to communicate and visit them, as well as the fact that they are seeking personal, intellectual and cultural accomplishment, it is only logical to think that tools like e-mails, blogs, Skype, online messengers, and social networks have already become or are to become part of their routines. Therefore, even if your senior student is not a silver surfer, it would be a good idea to enable them to use such tools, in order to have them attain these goals. Just remember that face-to-face relationship is of the essence for this group, so do not neglect it to the detriment of computer software with all the bells and whistles. Striking a balance here is the key to success. Last but not least, do not take it for granted that older people have difficulties to learn new things, that they are victims of illness, that they are less intelligent or always wise. Each and every student is different, and helping your student learn a language is up to you, investigating how this student learns better, what techniques you can deploy in your lessons, how to better integrate them in the group, and how to exploit their potential to the maximum. Having SLS in a group means having a diverse group, consequently a strategic approach to addressing diversity in the classroom is called for. It is vital for the teacher to promote an environment of respect, in which no student feels excluded or singled out.
The author Henrique Moura has been a teacher of English for 10 years. He holds Delta, ICELT, CPE, and Trinity 12. He is currently a teacher and a Cambridge ESOL speaking examiner at CelLep So Paulo, and a CELTA trainer at Seven Idiomas. http://br.linkedin.com/pub/henrique-moura/28/598/156 email-do-henrique@uol.com.br
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by Erika Suellem Castro da Silva
MOTIVAO E AUTONOMIA DO PROFESSOR DE LE A PARTIR DE UMA EXPERINCIA DE INTERCMBIO

Experincias de intercmbios educacionais para professores de lngua so de extrema importncia no s pela prtica das habilidades lingusticas envolvidas, mas principalmente pelos aspectos socioculturais inerentes aprendizagem em pases da lngua-alvo. A motivao e a autonomia so elementos essenciais em tais eventos para o professor-aprendente, bem como para seus alunos de L2, que sero consequentemente beneficiados com as experincias advindas do intercmbio. 1 Caractersticas do intercmbio educacional Matias (2002), em seu trabalho intitulado Diversidade e Aprendizado: Uma anlise dos aspectos socioculturais do intercmbio educacional, considerando a etimologia da palavra intercmbio, afirma que no contexto de turismo, 38 | New Ro u t e s D is a l este seria o processo em que pessoas decidem mudar de lugar temporariamente. O termo educacional faz referncia idia de um intercmbio que envolva quaisquer processos de aprendizagem da lngua-alvo e da cultura do pas visitado. No mesmo trabalho, a autora argumenta que no h uma literatura turstica extensa que defina o termo intercmbio educacional. Tal termo deve ser definido como a categoria de viagem turstica a um pas estrangeiro, durante a qual h o uso efetivo do idioma local e tambm uma imerso cultural, com fins de aprendizagem formal ou simples convivncia com a comunidade. O objetivo principal de um intercambista que opta por uma experincia de intercmbio educacional, ou que selecionado para tanto, gira em torno quase sempre das demandas do mercado e aprimoramento dos estudos. No
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entanto, impossvel no considerar como uma experincia desta dimenso contribui para o amadurecimento e independncia do indivduo, seja qual for sua rea de atuao profissional. Por tais fatores, segundo Matias (2002), o intercmbio educacional considerado como uma das categorias de viagens que mais permitem a prtica de um turismo verdadeiramente humano, voltado para o desenvolvimento pessoal dos agentes envolvidos. 1.1 Intercmbio Educacional para professores de Lnguas Estrangeiras: Aspectos gerais. O intercmbio educacional para um professor de LE efetiva-se como uma pesquisa em que elementos formais e funcionais da lngua so exercitados, aprendidos ou confirmados a partir das observaes do intercambista. preciso que o professor tenha essa percepo para que sua prtica em sala de aula consiga atingir um patamar transformador, to importante tanto para o professor quanto para os seus alunos. O professor tem em mos a possibilidade de cooperar com os aprendentes, para que estes construam e integrem os novos saberes. Braga (2005) recorre a Vygotsky quando argumenta que o fator cultural na prtica pedaggica de grande valor. O meio em que o indivduo est inserido sempre portador de significaes culturais e essas significaes so adquiridas com a participao de mediadores. O professor-intercambirio, desta forma, mediador essencial para que seus alunos entrem em contato com a cultura da lngua-alvo. Para Lima (2009), definir o termo cultura em um mundo que tem se tornado cada vez mais internacional extremamente difcil. O autor cita a definio de Gorodetskaya (1996), autora esta que fala de cultura em um nvel mais generalizado: uma forma de vida ou um contexto dentro do qual os indivduos existem, sentem e se relacionam uns com os outros. Cabe ao professor de LE ampliar suas capacidades de compreenso de outros mundos, de outras sociedades. Para Young (1972 apud LIMA, 2009, p. 185) O professor de lngua estrangeira muito mais um intrprete cultural, que no precisa impor nenhuma cultura em sala de aula, mas sim fornecer ao seu alunado uma gama de caractersticas culturais referentes lngua-alvo, observadas e expressas em comportamentos, gestualidades, representaes, histria, idiomatismos, relaes pessoais etc. Uma experincia de intercmbio educacional para um professor de LE de grande importncia para que este possa ento alargar sua viso de educador, contribuir para a expanso de horizontes dos alunos, combinar teorias de ensino e vivncia cultural e, indubitavelmente, crescer pessoalmente e profissionalmente. 1.2 O intercmbio fomentador da autonomia e motivao do professor de LE Em uma experincia de intercmbio educacional o professor-intercambirio precisa assumir um papel de aprendente autnomo, pois h a necessidade latente
de aprimoramento da certas habilidades, manejos, de conhecimento de certas regras estruturais bem como de regras funcionais e coordenao da prpria aprendizagem. A competncia lingustico-comunicativa, no contexto do intercmbio educacional de professores de LE serviria at mesmo como um termmetro, para que o profissional pudesse ento medir seu nvel de proficincia. Todos esses processos envolvem autonomia do autogerenciamento at a autoavaliao. Um aprendente autnomo tem a capacidade de realizar as escolhas que governam suas aes (LITTLEWOOD,1996 apud CARVALHO,2005) e essa capacidade de escolher o que melhor direciona nossas aes em um processo de aprendizagem dialoga intrinsecamente com o que Magno e Silva (2003) fala acerca de bons aprendentes cientes de suas prprias estratgias e objetivos:Eles monitoram e avaliam o uso das estratgias assim como de seu aprendizado (MAGNO E SILVA, 2003, p.80). Um professor autnomo,por conseguinte, percebe e permite que os aprendentes tenham a chance de construir sua aprendizagem de maneira problematizada e compreende a necessidade de um ambiente reflexivo para tal aprendizagem. Consciente de que agente de seu processo de aperfeioamento enquanto profissional, o professor autnomo tambm colabora com seus alunos para essa conscientizao em sala de aula. Acredito que quaisquer mudanas provocadas pelo professor em sua sala de aula esto ligadas intrinsecamente motivao. Para Drnyei (2001), a motivao pode ser definida como um despertar. Uma experincia de intercmbio pode colaborar efetivamente para que o indivduo se empenhe muito mais na aprendizagem de uma lngua. Podemos atestar tal fato nos relatos a seguir. 2 Relatos ilustradores de autonomia e motivao Neste tpico apresentamos duas experincias de intercmbio educacional vivenciadas por duas professoras de LE . Tais experincias contriburam para a motivao e a autonomia das profissionais envolvidas e de seus alunos. O primeiro relato trata-se de uma experincia de intercmbio educacional vivenciada por mim, quando selecionada pela Embaixada dos Estados Unidos para participar de um intercmbio em Austin, no Texas,em 2009, com mais cinco colegas da rea de ensino/aprendizagem de lngua inglesa do Brasil e do Chile. O curso envolvia orientao e imerso cultural, alm de uma viso geral acerca das metodologias de ensino. O grupo de professores brasileiros demonstrava uma motivao especialmente no nvel intercultural, pois tnhamos contato com falantes de lngua inglesa e lngua espanhola em Austin; ademais, podamos trocar experincias com os colegas de profisso chilenos, que tambm pareciam interessados em conhecer um pouco mais de nosso pas. Ajudvamos uns aos outros dentro e fora de sala, principalmente em relao ao uso da lngua nas situaes informais de nosso dia-a-dia (solicitar moa da recepo a chave da lavanderia do hotel, pedir informaes nas ruas sobre os pontos de nibus e lugares
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aos quais planejamos ir etc). Ao retornar para minha comunidade escolar, minha experincia foi apresentada aos alunos por meio de aulas sobre a cultura dos EUA e de seminrios. Relatei aos alunos que assim como eu, eles tambm poderiam ser selecionados para intercmbios culturais/educacionais, tal qual o Youth Ambassadors Program, voltado para estudantes de escola pblica. O segundo relato descreve a experincia de uma professora de francs que trabalhou em Caiena como assistente de lngua portuguesa durante sete meses. Na graduao de francs, quando cursava os primeiros nveis de lngua, no conseguia entender o objetivo de tanta repetio, que, alis, detestava, por ser tmida. O incio em Caiena foi difcil. Por outro lado, a professora-intercambista se via obrigada a falar o que sabia por questo de sobrevivncia. Ir ao restaurante, ao supermercado, agncia bancria, tudo exigia que ela falasse no idioma da regio. Em um ms, j tinha adquirido um vasto vocabulrio e aprendido muitas expresses. Depois de sua experincia como professora-intercambista em Caiena, a professora de lngua francesa diz ter se tornado uma aluna mais dedicada e uma professora mais consciente. Finalmente entendeu que o domnio de uma lngua estrangeira traz muito mais do que um conhecimento a ser utilizado na ps-graduao. Sua experincia em Caiena a motivou, inclusive, a aprender ingls idioma para o qual apresentava bastante resistncia. interessante notar como uma experincia pessoal e profissional amplia nossas expectativas enquanto aprendentes e profissionais de tal forma a ponto de poder entrelaar outras teias de aprendizagem, motivao e aprendizagem autnoma, a partir da elaborao de projetos sociais na comunidade escolar, da interao com outros colegas da rea, da conscientizao do que realmente aprender uma lngua estrangeira com uma viso crtica etc. O intercmbio educacional do professor de LE uma oportunidade que d abertura a outras possibilidades no mbito pessoal, profissional e coletivo. Um professor motivado, ciente de sua necessidade de autonomia, transmitir aos seus alunos o mesmo mpeto, pois estes se sentiro valorizados ao se envolverem em tarefas significativas ou em projetos desafiadores. Experincias marcantes como as relatadas neste trabalho, me fazem ter cada vez mais certeza de que ser professor estar em constante construo dentro e fora de sala de aula. Tambm estou cada vez mais convencida de que escolhi a profisso certa: a profisso que me permite aprender e me surpreender continuamente.
Referncias ANDRADE, J.C. O Desenvolvimento da Autonomia de Professores de Ingls em Formao. In: Anais da VIII Semana de Letras da Universidade Federal de Ouro Preto. 2006. Disponvel em < http://www.ichs.ufop.br/semanadeletras/viii/arquivos/ indiceanais.htm> Acesso em 12 dez. 2009. BENSON, P. Teaching and Researching Autonomy in Language Learning. Halow, Essex: Longman, 2001. BENSON, P. The philosophy and politics of learner autonomy. In: BENSON,P. & VOLLER,P. (eds.) Autonomy and Independence in Language Learning. London and New York. Longman, 1997. p. 18-34. BRAGA, L. A. N. O ensino-aprendizagem do francs atravs das culturas e das literaturas francfonas das Antilhas. Universidade Federal do Par, 2005. CARVALHO, F.S. Autonomia e Motivao em Narrativas de Aprendizes de Portugus como Lngua Estrangeira. Disponvel em <http://www.veramenezes.com/fernanda. htm>. Acesso em: 16 set. 2009. CONTRERAS, J. A autonomia de professores. So Paulo: Cortez, 2002. DRNYEI, Z. Motivation in action: Towards a processoriented conceptualization of student motivation, British Journal of Educational Psychology. 2000. p. 519-538. JIMNEZ RAYA, M.; LAMB, T.; VIEIRA, F. Pedagogy for autonomy in language education in Europe: towards a framework for learner and teacher development. Dublin: Authentik, 2007. LIMA, D. C. de. O ensino de lngua inglesa e a questo cultural. In_____ (org.): Ensino e aprendizagem de lngua inglesa - conversas com especialistas. So Paulo: Editora Parbola, 2009. p. 180-189. MAGNO E SILVA, W. Autonomia no Ensino e Aprendizagem de Lnguas. Moara. V. 20. Belm: UFPA, 2003. p. 73-81. MATIAS, K. O. Diversidade e Aprendizado: Uma anlise dos aspectos socioculturais do intercmbio educacional. Joo Pessoa: Instituto de Educao Superior da Paraba, 2002.
A autora Erika Suellem Castro da Silva possui graduao em Letras, com Licenciatura Plena em Lngua Portuguesa e Lngua Inglesa (2003), Especializao em Lingstica Aplicada ao Ensino do Ingls como Lngua Estrangeira (2006), ambas pela Universidade Federal do Par e Mestrado em Lingustica, na rea da Anlise do Discurso em Interao (2011). Tem experincia na rea de Ensino e Aprendizagem do Ingls como Lngua Estrangeira, com nfase na rea de Cursos Livres, Ingls Instrumental e Traduo.
Quiz
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NeW WORds FOR NeW KiNds OF peOple

What dO yOu call?
1. A teenager who spends a lot of time on the computer or watching TV a) A screenteen b) A teenscreener c) A screenager 2. A woman who chooses to stay single and be independent a) A freemale b) A freewom c) A womingle 3. A man who likes to cook, as a hobby, and to impress people, especially potential partners a) A gastronaut b) A gastrosexual c) A gastropheliac
O gaNhadOR dO supeR quiz disal. ediO #45 - RICARDO LINO VIEIRA

Answers: 1. A family holiday with the grandparents to reduce costs.
c) Greycation
Frase Ganhadora
For a great staycation you need loads of creativity and some friends to help you pass the time...
a) Staycation
2. A vacation when you stay at home.
3. A holiday on a farm, often taking part in the farm activities.

b) Agritourism
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No uvel l es Ro ut es Dis a l | 31
Participe!
Actividad
QU PASAR? QU HABR PASADO?
Puedes hacer hiptesis 15 minutos
Puedes hacer hiptesis 15 minutos
1. Escucha a tu compaero haciendo hiptesis sobre
acontecimientos de vuestra ciudad, identifica la noticia y confrmale si su hiptesis es correcta o no. He visto al profe yendo en bicicleta. Imagino que el profe ser ecologista. -> No, no, es una protesta. Los profesores toman la ciudad en bicicleta para protestar por sus bajos sueldos. Hoy se graba un vdeo musical en el que varios actores bailan escayolados. Atencin, se descubre una estafa comercial: te anuncian que te ha tocado un coche y te obligan a pagar los gastos de algo que no existe. Un millonario ofrece 60.000 euros a quien se atreva a cortarse el pelo al cero. El alcalde censura las pelculas. No se vern en la ciudad las versiones completas. Un grupo de amigos gasta una broma a la ciudad besando a los desconocidos.
1. Lee las siguientes situaciones y elige una de las hiptesis. Cuntaselo a tu compaero. l sabe la realidad, a ver si has adivinado. He visto al profe yendo en bicicleta. Imagino que el profe ser ecologista. -> No, no, es una protesta.
SITUACIN Ves a tu profesor en bicicleta por la calle. La gente sale del cine antes del final de la pelcula. Te dicen que has ganado un coche en un concurso. Una chica te da un beso por la calle. Tu mejor amigo se ha rapado el pelo.
HIPTESIS Le gusta hacer deporte. Es ecologista. Es una protesta. La pelcula es mala. Se ha estropeado la mquina. La pelcula es ms corta. Se han confundido. Ha sido un sorteo a todos los de tu ciudad. Es una estrategia comercial. Es una broma. Se ha equivocado de persona. T no te acuerdas de quin es, pero seguro que la conoces. Se ha vuelto loco. Est de moda llevar el pelo rapado. Ha participado en un concurso. Es un actor. Ha tenido un accidente mltiple. Es una promocin de un nuevo hospital.
2. Lee ahora las siguientes situaciones y elige una de las

hiptesis. Cuntaselo a tu compaero. l sabe la realidad, a ver si has adivinado.
SITUACIN Ves a tu profesor en bicicleta por la calle. El autobs lleva 25 minutos de retraso. Una mujer pasa con un gran ramo de rosas rojas. Hay un montn de personas fuera de una tienda. HIPTESIS Le gusta hacer deporte. Es ecologista. Es una protesta. Hoy hay huelga de autobuses. Hoy es el da sin humo y no funcionan los autobuses. Hay mucho trfico en la ciudad. Es la convencin del partido socialista. Han regalado rosas por la ciudad. Han cambiado el da de San. Valentn y no te has enterado. Hoy empiezan las rebajas y estn esperando a que abran. Hoy se inaugura el escaparate de la tienda ms famosa de tu ciudad. Han puesto una pelcula en el escaparate. Es un actor que est haciendo un anuncio de un perfume. Ha tomado algo y tiene mucho calor. Es un loco.
Ves a un hombre completamente escayolado por la calle.
2. Ahora escucha a tu compaero, identifica la noticia y

confrmale si su hiptesis es correcta o no. Los profesores toman la ciudad en bicicleta para protestar por sus bajos sueldos. Un loco se escapa del hospital y es encontrado en una fuente. Hoy abre una floristera en la ciudad y, como promocin, decide cambiar la fecha de San Valentn para hoy. El centro de la ciudad se ver colapsado por una prueba deportiva. El trfico se ver afectado y los autobuses no funcionarn con regularidad. Las rebajas se adelantan una semana con increbles ofertas y descuentos.
Ves a un hombre dentro de una fuente.
Vea la PromoMag Pgina 12
Atividades
EvERy day, iN EvERy way, i am gEttiNg bEttER aNd bEttER.

mile Cou
Better and better Binomial phrases are two words from the same grammatical category coordinated by the word and. They are extremely common in English and have a fixed order which cannot be changed. Match the words on the left with the words on the right and connect them with the word and to form binomial phrases. For example: Bread and butter
Bread Now Peace Odds Ladies The ins Safe Ups This Knife To um Forgive Lost An arm Hands Plain Bangers Wait Thunder Black
found forget simple knees white see mash butter lightening a leg sound quiet gentlemen downs then ends fork outs ah that
Veja PromoMag Pgina 03
Answers Black and white
Thunder and lightening Wait and see Bangers and mash Plain and simple Hands and knees An arm and a leg Lost and found Forgive and forget To um and ah Knife and fork This and that Ups and downs Safe and sound The ins and outs Ladies and gentlemen Odds and ends Peace and quiet Now and then Bread and butter
Nuevas Rutas
Carlos Romero Dueas
DE LETRAS Y TILDES: ALGUNAS NOVEDADES ORTOGRFICAS

El pasado 28 de noviembre de 2010, en el marco de la Feria del Libro de Guadalajara (Mxico), las 22 academias de la lengua espaola debatieron, por ltima vez antes de su publicacin, la propuesta de nueva Ortografa. Finalmente fue presentada en la Real Academia Espaola el 16 de diciembre y al da siguiente la pudimos encontrar en todas las libreras. Tiene casi 800 pginas y sustituye a la de 1999 (que constaba de 162). Esta nueva Ortografa lleg rodeada de una gran polmica. El motivo es que la i griega iba a denominarse ye para sorpresa de algunos espaoles y la be baja se llamara uve para consternacin de muchos hablantes de Amrica Latina; adems la CH y la LL iban a dejar de ser letras del alfabeto, el solo adverbial ya no llevara tilde y lo mismo le ocurrira a algunas palabras monoslabas como guion o truhan. De todos estos cambios que se adelantaban, el que levant ms protestas era el de la i griega. Algunos titulares de peridicos fueron: Rquiem por la i griega o La RAE convierte la i griega en la letra yey. A pesar de la controversia, hubo personas que a esto le vieron el lado positivo: para la mayora de los acadmicos preguntados acerca de esta encendida polmica que haba acompaado a la publicacin de las primeras novedades de la nueva Ortografa, esta era la mejor muestra del inters de la gente por los asuntos de la lengua.
4 4 | Nu eva s Ru tas D is a l
NOVEDAD !
Carlos Romero Dueas
Nuevas Rutas
Nueva edicin de la gramtica

con la que ms de 200.000 estudiantes han aprendido espaol.
Los contenidos y las explicaciones se han ampliado. Los ejemplos se han adaptado para utilizar un espaol ms actual. El libro est dividido en dos secciones: Normas: reglas y usos de los contenidos gramaticales. Recursos para la comunicacin: expresiones de cada da para expresar las necesidades cotidianas. Esta nueva edicin recoge las sugerencias de la Nueva Gramtica de la Real Academia de la Lengua Espaola y la nueva normativa ortogrfica. Incluye referencias a la diversidad de Espaa y Amrica. Cuenta con explicaciones simples y evita cualquier metalenguaje.
Para ms informacin entre en contacto con: Sara Ganimian Tcharkhetian | Apoio Pedaggico Espanhol Sara Ganimian Tcharkhetian | Apoio Pedaggico Espanhol 3226-3102 apoioped.espanhol@disal.com.br | Fone: 11 apoioped.espanhol@disal.com.br | Fone: 11 3226-3102
Para ms informacin entre en contacto con:
Nuevas Rutas
Carlos Romero Dueas
Tratando de encontrar una justificacin a este debate, lo que yo creo es que el pueblo necesita mrtires para convertirlos en hroes e identificarse con ellos, aunque nos estemos refiriendo a letras. No olvidemos, sin ir ms lejos, la dura polmica que se gener en los aos noventa cuando la Unin Europea propuso comercializar de forma oficial teclados de ordenador sin la . El mundo hispano se levant en armas porque las nuevas tecnologas le robaban el futuro a una letra con tanto pasado. Revisando las consecuencias, es indudable que la sali triunfadora de esa guerra de finales del siglo XX. De hecho, actualmente se ha convertido en la reina del abecedario espaol y la sea de identidad para todo lo espaol. Finalmente, el resultado ha sido que la asociacin de academias de la lengua espaola indica en su nueva Ortografa que hoy se considera preferible proponer el nombre de ye como el nico recomendado para todo el mbito hispnico, por ser ms simple y distinguirse directamente, sin necesidad de especificadores, del nombre de la vocal i. De la misma manera que tambin ha propuesto llamar uve a lo que en Amrica se denomina indistintamente be baja o be corta. En definitiva, considero que lo importante no es cmo llamemos a una determinada letra (i griega o ye, uve o be corta), sino que los alumnos aprendan un nombre comn. El que sea y el mismo para todos. La segunda gran modificacin que propone la nueva Ortografa es la reduccin de letras del alfabeto. Sin embargo, no podemos hablar de supresin de letras, sino de cambio en la consideracin de letra a dgrafo, es decir, signo ortogrfico de dos letras, como RR, QU o GU (los otros tres dgrafos del castellano). Ya en la Ortografa de 1999 la CH y la LL pasaron a considerarse dgrafos, es decir, que no es una novedad. Y no tenan un captulo independiente en el diccionario, desaparecan como letras y las encontrbamos en el seno de la C y la L respectivamente. Eso s, en la Ortografa de 1999 permanecan en el alfabeto. Ahora lo van a abandonar, pero tal vez por la diferente trayectoria de estas letras con respecto a la i griega, la CH y la LL no han sido convertidas en vctimas. Otra de las nuevas propuestas de la asociacin de academias de la lengua hace referencia a las reglas de acentuacin. Como sabemos, la divisin en slabas de las palabras que no contienen secuencias voclicas (diptongos, triptongos o hiatos) no suelen plantear dudas a los hablantes, que pueden llevarla a cabo de manera intuitiva sin mucha dificultad (ca-sa, ven-ta-na, a-rroz, r-bol, ins-tan-te, etc.). Sin embargo, en algunas palabras que contienen secuencias voclicas no existe completa uniformidad en la manera de articular las series de vocales entre los hispanohablantes de distintas reas del mbito hispnico: determinadas secuencias voclicas que en unas zonas se pronuncian por lo general dentro
de la misma slaba, en otras se articulan normalmente en slabas distintas, y viceversa. As, palabras como piano, enviar, guion, jesuita, diurno, fiar, liar, criar, truhan... son silabeadas por unos hablantes separando las dos vocales contiguas en slabas distintas (pi-a-no, en-vi-ar, gui-on, je-su-i-ta, di-ur-no, fi-ar, li-ar, cri-ar, truhan) y por otros agrupando las vocales dentro de la misma slaba (pia-no, en-viar, guion, je-sui-ta, fiar, liar, criar, truhan). Como se ve, el nmero de slabas de todas estas palabras vara en funcin de cmo las separemos. Este hecho determina la posicin que ocupa en ellas la slaba tnica, lo que a su vez tiene consecuencias a la hora de aplicarles las reglas de acentuacin grfica. As puede darse el caso de que una misma palabra deba llevar tilde o no llevarla dependiendo de si la secuencia silbica se considera diptongo o hiato. Es lo que ocurre con palabras como guion, lie, lio, truhan, hui, fie, fio, crio, crie, guio, guie, etc. Si se consideran bislabas deberan llevar tilde, mientras que si se consideran monoslabas, no. En la Ortografa de 1999 se indicaba que era admisible el acento grfico si quien escribe percibe ntidamente el hiato y, en consecuencia, considera bislabas estas palabras. Pero, precisamente, para evitar la indeseable falta de unidad ortogrfica a que conducira que cada hablante aplicara las reglas de acentuacin de acuerdo a su modo particular de pronunciar estas palabras, se ha establecido que, independientemente de cmo se pronuncien, las secuencias voclicas de dos vocales dbiles o una dbil en contacto con una fuerte deben considerarse diptongo a efectos de pronunciacin. De acuerdo con este principio, las palabras guion, lie, lio, truhan, hui, fie, fio, crio, crie, guio, guie, etc. deben escribirse siempre sin tilde por tratarse de monoslabos ortogrficos. De igual manera que hacemos con palabras como dio, vio, bien, fue, fui, etc. Por otro lado, la tilde tambin se usa en espaol con la funcin de diferenciar en la escritura ciertas palabras con igual forma, pero distinto significado. Esta tilde recibe el nombre de diacrtica. Como se ha dicho, nunca deben llevarla los monoslabos, excepto si es diacrtica (l/el, s/se, ms/mas, d/de, t/te, m/mi, t/tu, etc.). La ortografa busca que, sea la que sea, cualquier palabra se escriba siempre igual. Por eso, una de las polmicas que ha surgido con la salida de esta nueva Ortografa tiene que ver con la palabra solo. La mayora tenemos en nuestra memoria la cantinela de que solo se acenta cuando se puede sustituir por solamente. Y despus de tantos aos acostumbrados a una regla que nos resulta familiar, y a pesar de que ya desde 1959 las normas ortogrficas limitaban la obligatoriedad de la tilde a las situaciones de posible ambigedad, nos resistimos a suprimirle el acento. Por ejemplo, sera til en la frase Vivo solo por ti si quisiramos comunicarle a alguien que t eres la nica razn de mi vida. En cambio sin la tilde significara algo ms triste y recriminatorio: vivo en soledad por tu
46 | Nu eva s Ru ta s D is a l
Carlos Romero Dueas
Nuevas Rutas
culpa. Pero dado que, en la mayora de las veces, las posibles ambigedades son resueltas por el contexto, la nueva Ortografa recomienda no ponerle acento ni siquiera en casos de doble interpretacin. La asociacin de las academias de la lengua argumenta a favor de esta decisin el hecho de que existen muchos otros homnimos que no se distinguen mediante el uso de la tilde y no por ello se confunden; por ejemplo la palabra seguro (como adjetivo significa exento de peligro y como adverbio sin lugar a dudas). La oracin Pascual trabaja seguro se puede interpretar como Pascual trabaja sin peligro o Pascual trabaja sin lugar a dudas. Tambin es el caso de la palabra otro (como determinante y como pronombre): en Encontraron otros indicios de delito? se puede estar preguntando si otras personas (por ejemplo jueces) encontraron indicios de delito o bien si alguien encontr ms indicios de delito. Es bien sabido que las normas de la sociolingstica aconsejan que no se tomen medidas contra el consenso
social. Es decir, los cambios no se pueden imponer, de ah que casi todas las cuestiones que hemos tratado sean recomendaciones. Es lgico que cueste acostumbrarse a los cambios y, por consiguiente, hay que ser tolerantes con los hablantes que los descuiden. Al fin y al cabo, como apuntaron los propios acadmicos el pasado 28 de noviembre de 2010, da en que presentaron su propuesta de la nueva Ortografa, las normas se hacen para ensear a los nios, no para fastidiar a los que ya escriben el castellano que aprendieron hace 10, 20 o 50 aos. Hay otras novedades en la Ortografa de la lengua espaola de 2010, y desde estas lneas animo a los profesores de espaol a que se acerquen a ellas y las conozcan. Porque los acadmicos confan en que sean los docentes del espaol de todo el mundo quienes recojan estas recomendaciones, de modo que los que ahora estudian el idioma sern los que en algunas dcadas escribirn solo sin tilde o llamarn ye a la i griega sin que les resulte antinatural.
El autor Licenciado en Filologa Hispnica por la Universidad de Barcelona. Mster en Formacin de Profesores Especialistas en la Enseanza del Espaol como Lengua Extranjera por la Universidad Complutense de Madrid. Profesor en una de las Acciones Educativas que el Ministerio de Educacin de Espaa tiene en el exterior: en el Instituto Espaol de Andorra. Profesor de E/LE en los cursos de verano del CLA (Centro de Lingstica Aplicada) de la Universidad del Franco-Condado (Besanon - Francia). Profesor de E/LE invitado en el IESE de Barcelona (Universidad de Navarra). Formador de profesores de espaol como lengua extranjera en diferentes cursos y congresos: Universidad Antonio de Nebrija (Madrid), Universidad de Valencia, Consejera de Educacin de la Embajada de Espaa en Pars y otros foros en Francia, Suiza y Brasil. Actualmente es profesor de Lengua y Literatura Espaolas del Ministerio de Educacin en el Instituto Beatriz Galindo de Madrid. Ha publicado diversos artculos y propuestas didcticas en revistas especializadas en E/LE y en las publicaciones que el MEC realiza a travs de sus Consejeras de Educacin en el exterior. Autor de los manuales ECO (Curso Modular de Espaol) y Puesta a Punto, adems de numerosos materiales complementarios, entre ellos: Fontica, entonacin y ortografa, Tiempo para pronunciar, una Gramtica de Bolsillo, Competencia Gramatical en Uso, varias adaptaciones de Lecturas Clsicas Graduadas y ttulos de la coleccin Uso de Internet en el Aula. Su ltima publicacin es la Gramtica del espaol lengua extranjera, de 2010, que incluye las novedades de la Gramtica y la Ortografa de la Asociacin de Academias de la Lengua Espaola.
Nuevas Rut as Dis a l | 47
NOVEDAD !
Conjugar verbos de Espaa y de Amrica

Sustituye al Conjugar es fcil
Existen muchos libros de verbos espaoles pero ninguno ofrece estas particularidades.
1. Adaptado a la Nueva Gramtica de la Lengua Espaola de la Real Academia 2. Adaptado a la Nueva Ortografa propuesta por la Asociacin de Academias de la Lengua Espaola. 3. Grabacin audio de todas las tablas de verbos con sus tiempos y modos. 4. Presenta tambin la conjugacin con vos. Todo un referente, indispensable en la biblioteca del hispanohablante.
Secciones:
1. Gramtica del verbo espaol: 29 pginas de presentacin y explicaciones de la conjugacin: regular, irregular, participios, verbos defectivos y cuadro sinptico de formacin y terminaciones verbales. 2. 82 tablas de verbos modelos de conjugacin. 3. Una lista de ms de 4.400 verbos por orden alfabtico y acompaados del nombre y del nmero de la tabla modelo que le corresponde. 4. Verbos hispanoamericanos con indicacin de la zona de uso y la explicacin de su significado. 5. Ms de 1500 verbos con su rgimen preposicional y con ejemplos. 6. Verbos del lenguaje informtico: una recopilacin de ms de 200 verbos con un espacio para poder traducirlos en el idioma del usuario. 7. Andando por la calle: frases hechas y expresiones figuradas corrientes de Espaa y de Hispanoamrica.
Para ms informacin entre en contacto con: Sara Ganimian Tcharkhetian | Apoio Pedaggico Espanhol Sara Ganimian Tcharkhetian | Apoio Pedaggico Espanhol 3226-3102 apoioped.espanhol@disal.com.br | Fone: 11 apoioped.espanhol@disal.com.br | Fone: 11 3226-3102
Para ms informacin entre en contacto con:
disal.com.br
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Nouvelles Routes
par Heloisa Albuquerque-Costa
FRaNais suR ObjectiF uNiveRsitaiRe (FOu): leNseigNemeNt du FRaNais pOuR des etudiaNts eN mObilite
Dans la didactique du franais langue trangre, lenseignement/apprentissage sur objectif spcifique a eu plusieurs dnominations variant selon l'approche mthodologique adopte dans de diffrentes priodes. Franais de spcialit, franais scientifique, langue de spcialit, franais sur objectif spcifique (dornavant FOS) franais instrumental (particulirement en Amrique Latine), langue des fins professionnelles (MourlhonDallies, F. 2008), ces diffrentes appellations sont dues du souci de concevoir de programmes de formation qui rpondraient des besoins de publics adultes souhaitant apprendre ou perfectionner des comptences en franais pour une activit professionnelle, pour la lecture de textes l'universit et aussi pour suivre des tudes suprieures dans des universits franaises. Mangiante, J.M et Parpette, C (2004) nous proposent une dfinition plus claire entre Franais de Spcialit et FOS en affirmant que "la premire est une approche globale d'une discipline ou d'une branche professionnelle, ouverte un public le plus large possible. [...] et le FOS, l' inverse, travaille au cas par cas, ou en d'autres termes, mtier par mtier, en fonction des demandes et des besoins d' un public prcis. En effet, cette dfinition va dterminer la conception de programmes de cours qui incidront sur une branche professionnelle regroupant divers mtiers dans le premier cas (les professionnels de sant ou du domaine du tourisme, par exemple) et des rponses des besoins plus spcifiques formuls mtier par mtier dans le second. A laide encore de Mangiante et Parpette (2004) un cours FOS se caractrise par une situation d'urgence en termes
50 | No u ve lle s R o u te s D is a l
Nouvelles Routes
d' apprentissage du franais, des objectifs bien identifis et prsents par l'organisme demandeur, la formulation d' une demande de cours qui doit avoir lieu dans un court espace de temps. De la part du concepteur de programmes de FOS, l' identification de la demande de formation est la premire tape considrer se reliant d' autres dmarches qui composeront le projet FOS savoir: l' analyse des besoins, la collecte des donnes, le traitement des donnes (inventaire de situations de communication orales et crites traiter) et llaboration de squences didactiques et de matriel qui feront partie du programme de cours FOS. Ces dmarches exigent de la part de lenseignant tout un travail de recherche sur le terrain, de prise de contacts avec les acteurs du milieu en particulier o le cours sera propos pour obtenir des informations et pouvoir ainsi concevoir un cours qui rpond le mieux aux besoins et aux attentes des apprenants. C' est dans ce cadre thorique qu' on insre le Franais sur Objectif Universitaire (dornavant FOU) dfinit selon Mangiante et Parpette (2011:5), comme une dclinaison du FOS, dans son approche centre sur la connaissance la plus pousse des besoins d' un public cibl, dans son parti pris de considrer que la russite du projet d' intgration universitaire ncessite d' une matrise linguistique autour de situations de communication spcifiques la vie universitaire dans son ensemble. Alors, pour mieux caractriser le FOU et la brve rflexion que nous proposons dans cet article, quelques questions nous aident poser la problmatique laquelle on est confronte lors de l' laboration de programmes de cours: Dans quels contextes les cours FOU ont lieu? De quelle demande spcifique s'agit-il? Quelles dmarches raliser pour la conception d' un programme de cours FOU? Quels engagements les institutions partenaires doivent avoir pour la mise en place des cours FOU? Avant de passer aux dmarches mthodologiques, il faut mentionner que le contexte de mobilit des tudiants des universits brsiliennes intresses faire des tudes suprieures en France est trs favorable et les changes ont beaucoup augment les dernires annes. En 2009/ 2010, d' aprs les donnes du Campus France1, 215 tudiants de l' Universit de So Paulo (USP) sont partis en France pour faire des tudes dans le cadre de doubles diplmes ou tudes intgres et dans tout le Brsil, on constate une volont politique pour la mise en place des accords internationaux. La multiplication des accords d'change encourage les tudiants voir une formation universitaire plus complte dans leur domaine
1 2
d' tudes et les engage chercher un perfectionnement linguistique pour mieux s'intgrer dans les universits ou Grandes Ecoles franaises. Cette volont politique du gouvernement brsilien de dfinir une Politique d' Internationalisation des tudes suprieures est mise en relief par les Commissions de Relations Internationales (CRINT) de chaque universit et sa visibilit est plus marquante dans le Plan National d' Education au Brsil dont les objectifs sont les suivants: Favoriser la cration de programmes et actions pour faciliter la mobilit des tudiants et enseignants au niveau de la Licence et de la Post-Graduatio. Encourager les accords entre les universits publiques pour rendre plus visible les actions et projets au niveau de l' enseignement, la recherche et l' extension universitaire. Renforcer des programmes, projets et actions vers l' internationalisation de la recherche et des formations de troisime cycle, encourageant des actions qui visent la cration de rseaux de coopration universitaire. Promouvoir l' change scientifique et technologique au niveau national et international entre les institutions d' enseignement, recherche et extension universitaire. (PNE -2011-2020)2 Cette ralit favorable la mobilit des tudiants a cr tout un mouvement positif vers une demande de formation linguistique, culturelle et aux savoir-acadmiques en langue franaise axe sur les besoins de communication orale et crite auxquels les tudiants seront confronts en milieu universitaire franais. Les dmarches mthodologiques pour la conception d' un programme de cours FOU peuvent tre ainsi nommes: Identification de la demande: prparation linguistique, culturelle et acadmique la mobilit des tudiants partant faire des tudes dans des universits franaises; Identification des besoins: au niveau de comptences interculturelles de la vie quotidienne les tudiants doivent tre capable de raliser les activits langagires adaptes leurs besoins quotidiens (demander une carte de transport, ouvrir un compte bancaire, comprendre un contrat dassurance, se dplacer dans sa ville etc); au niveau de comptences interculturelles institutionnelles - de l' universit, les tudiants doivent tre capable de comprendre le fonctionnement institutionnel de l' universit franaise (lieux, horaires, emploi du temps ), savoir o se trouvent les diffrents services, raliser auprs des secteurs administratifs des choix de cours, par exemple, et aussi comprendre les deux modalits de cours (cours magistraux - CM et travaux dirigs - TD); au niveau de comptences langagires acadmiques, les tudiants doivent comprendre les types de travaux oraux et crits raliser " la franaise"; comprendre les cours
Campus France - voir site www.brasil.campusfrance.org PNE - Plan National dEducation au Brsil - voir site http://portal.mec.gov.br/index.php?option=com_content&view=article&id=16478&Itemid=1107
No uvel l es Ro ut es Dis a l | 51
Nouvelles Routes
magistraux et comment faire la prise de notes; comment faire la slection des informations donnes dans les cours et documents crits pour les utiliser au moment des examens parmi d'autres; Collecte de donnes: la recherche de documents authentiques et la ralisation des interviews auprs des tudiants qui sont l'universit; vcu les situations, avec le personnel administratif de l' universit et des enregistrements de cours (Mangiante, F. et Parpette, C. 2011) parmi quelques-uns. Traitement /analyse de donnes - prise de connaissance du matriel collect pour dfinir les composantes des situations de communication traiter. (Mangiante, F. et Parpette, C. 2004). Elaboration de squences pdagogiques: laboration de squences pdagogiques explicitant les objectifs atteindre, les comptences travailler (orales et crites), les situations de communication traiter, les aspects culturels et acadmiques (productions orales et crites en milieu universitaire) tudier . Un aspect qui ne peut pas tre nglig est celui du dveloppement des comptences interculturelles lies l' actualit de la socit franaise et du contexte rgional o l' tudiant sera insr pour qu' il puisse mieux connatre les aspects culturels, socio-conomiques et politiques de la France et de la rgion o il va tudier. Pour finir, la mise en place dun programme FOU exige des engagements des institutions partenaires dans la mesure o il faut avoir des informations prcises sur les contraintes tablies par les accords d' change (dossier de candidature, procdures de visa, examens de comptences en franais dans certains cas, parmi quelques-unes) du temps des
enseignants pour dvelopper les tapes prsentes cidessus et des moyens financiers pour la formation des enseignants et loffre de modules FOU pour les diffrents domaines d' tudes (une formation transversale aux savoirfaire acadmiques au dbut et une approche disciplinaire dans un deuxime moment ce qui demandera de l' quipe de formateurs la mise en uvre d' une collecte et traitement de donnes beaucoup plus spcifique et cible). guise de conclusion, on pourrait dire que la conception de programmes FOU doit tre comprise partir de trois volets. Un volet institutionnel dans la mesure o de diffrents acteurs sont impliqus - le personnel de secteurs de Relations Internationales, les enseignants et tudiants des universits de dpart (dans notre cas, les universits brsiliennes) et celles de France pour la diffusion des accords et ajustements de calendrirer entre autres; un volet de formation en FOU qui se rfre l' engagement des enseignants qui veulent travailler dans ce domaine et s' impliquer dans l' laboration de matriel et squences pdagogiques et un volet de recherche tant donn qu' il s' agit d' un domaine d' tudes rcent qui demande beaucoup de la part de chercheurs par rapport aux traitement de donnes disciplinaires. Rfrences Bibliographiques Mangiante, J-M., Parpette, C. (2004). Le franais sur objectif spcifique: de l' analyse des besoins l' laboration d' un cours, Paris, Hachette. Mangiante, J-M., Parpette, C. (2011). Le franais sur objectif universitaire, Presses universitaires de Grenoble. Mourlhon-Dallies, F. (2008) Enseigner une langue des fins professionnelles. Paris, Didier.
Lauteur Heloisa Brito de Albuquerque Costa possui graduao - Bacharelado e Licenciatura - em Letras Francs pela Universidade de So Paulo (1990-1991), mestrado em Letras (Lngua e Literatura Francesa) pela Universidade de So Paulo (1996) e doutorado em Letras (Lngua e Literatura Francesa) pela Universidade de So Paulo (2004). Atualmente docente e pesquisadora do Departamento de Letras Modernas da Faculdade de Filosofia, Letras e Cincias Humanas (FFLCH), rea de Estudos Lingusticos, Literrios e Tradutolgicos de Francs da Universidade de So Paulo. Pesquisadora, atua principalmente nas seguintes reas: formao de professores de francs, didtica das lnguas estrangeiras, ensino de lnguas para objetivo especfico (FOS) e universitrio (FOU) e tecnologias da Informao e da comunicao (TICs) para o ensino de lnguas em ambientes virtuais de aprendizagem. a atual presidente da Associao de Professores de Francs do Estado de So Paulo (APFESP).
52 | No u ve lle s R o u te s D is a l
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