O livro “Formação de Professores” foi organizado pela professora Cláudia Zuppini visando levar diferentes aspectos educacionais para o desenvolvimento profissional de educadores.
Na obra, temos no Capítulo 5 a contribuição do Professor Rodolfo Mattiello, fundador da Mattiello Consultoria. Ele é destinado às teorias linguísticas aplicadas no ensino de língua inglesa. Ou seja, os professores leitores do livro terão informações sobre os motivos de se conduzir uma aula de língua estrangeira de uma certa maneira, pois como consequência tem-se a aquisição do idioma desejado.
Baseado nos estudos de Usage-based Learning (Tomasello, 1999, 2003, 2005), o capítulo leva aos leitores informações sobre a importância que as oportunidades de oralização têm no aprendizado de uma língua estrangeira. Isto é, como o output dos falantes oferece dados para que a parte social se encarregue de moldar a língua, funcionando como um gatilho cognitivo, ou seja, desperta o pensar e desenvolvimento estratégico para o aprendizado da língua inglesa.
Além disso, um dos objetivos do capítulo é mostrar aos educadores a importância equalitária que o social, a cognição e o conhecimento de mundo que os alunos carregam têm no processo de aquisição da língua inglesa.
Seja você professor/a de língua inglesa, coordenador/a, diretor/a ou aluno/a do Ensino Superior, este livro é referência para o trabalho em sala de aula e estudos.
Livro "Constructing a Language: A Usage-Based Theory of Language Acquisition"
Harvard University Press. 2009.
Sobre a obra
In this groundbreaking book, Tomasello presents a comprehensive usage-based theory of language acquisition. Drawing together a vast body of empirical research in cognitive science, linguistics, and developmental psychology, Tomasello demonstrates that we don’t need a self-contained “language instinct” to explain how children learn language. Their linguistic ability is interwoven with other cognitive abilities.
Constructing a Language is the best book on language development since Roger Brown’s A First Language. Tomasello has taken full advantage of the research that has been done in the thirty years since Brown’s landmark book, to give us a full account of language acquisition, from the first signs of intentional communication in prespeech through the most complex syntactic constructions children produce.
The book rebuilds bridges between child language and linguistic theory — but in place of generative grammar, Tomasello ties the study of emergent language to a usage-based approach derived from cognitive and functional linguistics. He is particularly persuasive in showing how it solves the essential problem of how children “get from here to there,” as they move by analogy from item-based phrases and word islands to richer constructions.
Tomasello’s book presents a comprehensive and well-articulated theory of the language-learning process that is more complete and richer in its heuristic value than any other attempt of its kind. It will be difficult to refute and impossible to ignore.
A thoroughly updated edition of this prize-winning, readable introduction to the main theories of first and second language acquisition.
This book introduces you to some of the language acquisition research that will help you not just to evaluate existing materials, but also to adapt and use them in a way that fits what we currently understand about how languages are learned.
Livro "Visible Learning for Teachers: Maximizing Impact on Learning"
Sobre a obra
John Hattie’s ground-breaking book Visible Learning synthesised the results of more than fifteen years research involving millions of students and represented the biggest ever collection of evidence-based research into what actually works in schools to improve learning.
Visible Learning for Teachers takes the next step and brings those ground breaking concepts to a completely new audience. Written for students, pre-service and in-service teachers, it explains how to apply the principles of Visible Learning to any classroom anywhere in the world. The author offers concise and user-friendly summaries of the most successful interventions and offers practical step-by-step guidance to the successful implementation of visible learning and visible teaching in the classroom.
– links the biggest ever research project on teaching strategies to practical classroom implementation
– champions both teacher and student perspectives and contains step by step guidance including lesson preparation, interpreting learning and feedback during the lesson and post lesson follow up
– offers checklists, exercises, case studies and best practice scenarios to assist in raising achievement
– includes whole school checklists and advice for school leaders on facilitating visible learning in their institution
– now includes additional meta-analyses bringing the total cited within the research to over 900
– comprehensively covers numerous areas of learning activity including pupil motivation, curriculum, meta-cognitive strategies, behaviour, teaching strategies, and classroom management.
Visible Learning for Teachers is a must read for any student or teacher who wants an evidence based answer to the question; ‘how do we maximise achievement in our schools?’
This is the updated version of ‘the’ teacher training course for teachers and trainee teachers preparing for the Cambridge ESOL Teaching Knowledge Test (TKT). It includes everything you need to prepare for the test.
The second edition contains three brand new model TKT practice tests, new tips for preparing for the TKT, an additional unit on approaches to language teaching tested in the TKT, completely rewritten tasks in every unit, and revised ELT terms and concepts matching the latest Cambridge ESOL TKT Glossary.
This best-selling course has been written in collaboration with Cambridge ESOL by a team of experienced TKT writers. It provides a comprehensive and reliable package for TKT candidates, as well as for teachers preparing for other initial teacher training qualifications and those on in-service training programmes.