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Considering the need to engage with English at the university level (Hyland, 2009), this study investigates the perspectives of novice teachers regarding the teaching of English for Academic Purposes (EAP). The results of this qualitative (Mason, 2002) and interpretive (Erickson, 1990) research, based on semi-structured interviews, reveal that these teachers perceive EAP as a mode of communication centered around skills for academic participation. On one hand, teachers point out that textbooks do not fully meet the needs of an EAP class. On the other hand, they acknowledge the relevance of these materials for curriculum development. Additionally, they recognize the importance of partnering with students to address disciplinary differences. Furthermore, they explicitly discuss the challenge of teaching EAP to students with basic proficiency levels but find strategies to address it. This research has implications for teacher training in EAP. [ABSTRACT FROM AUTHOR]

This article presents an online course prototype that uses alternative reality game mechanics as a pedagogical strategy to engage Spanish teachers in continuing education to learn about the design of digital materials. This exploratory and qualitative study, supported by the contextualized instructional design and in the MODE framework, resulted in the production of the artifact. Results of the product evaluation indicate that the prototype promotes pedagogical immersion and engagement due to its ARG design; however, technological adjustments would improve its usability and participant access in solving the challenges. [ABSTRACT FROM AUTHOR]

The presence of the media in today's society increasingly influences our communication and new languages are regularly introduced into our daily lives. However, we note that the transformations that took place are not decontextualized, but they are reflexes of previous processes, that are disrupted and reconstructed objects and technologies, similar to artistic movements that appropriate the previous one, seeking the creation of something new. Thus, this article seeks to make a parallel between the movements Ready-made, Pop Art, and the concept of remediation (BOLTER; GRUSIN, 2000) to rethink the school context, once we understand that this is in a process of expansion of what it means to teach-learn. For this, we discuss literacy(ies) in times of digital communication, presenting possibilities of using the concept of remediation in language teaching, as we understand that this subject allows for an interdisciplinary approach with other areas of contemporary knowledge. [ABSTRACT FROM AUTHOR]

The goal of this article is to discuss the preparation of teaching materials for teaching L1 and L2 from a corpus linguistic perspective, with a focus on students and teachers in primary and secondary schools, language institutes and universities. The major goal of corpus-based teaching materials is to have students get in contact with large quantities of evidence of language use. It is argued that such work can lead to greater learner autonomy and collaboration in the classroom. Preparing materials based on corpora can be done in many different ways, by both teachers and students. In this article, the preparation is guided by three major concepts from Corpus Linguistics research, namely probability, patterning and variation. It is argued that that the application of these concepts in the classroom can help instill confidence, independence and an awareness of linguistic patterning that are essential for successful language learning. The article includes ideas for using corpus resource and techniques illustrated with both online and self-compiled corpora. [ABSTRACT FROM AUTHOR]

This paper aims at presenting an experience on how Google Drive can be used to design DEM (Digital Educational Material) for teaching and learning languages, due to the increasing use of DICT (Digital Information and Communication Technology) in the educational area, and the challenges that the design of teaching materials for the digital environment offers. Before reporting our experience, the theoretical bases are presented: concepts of materials development (TOMLINSON, 2003; RAMOS, 2009); MED (BEHAR, 2009); multimodality (ROJO e BARBOSA, 2015); the digital literacy gap in teacher education; the levels/types of interaction in the digital environment (HIRUMI, 2013) and its relation in the co-construction of new knowledge (VIGOTSKY, 1989, 1998; OLIVEIRA, 1997; BRASIL, 1998). Then, Google Drive is described, as well as the functionality of Google productivity applications: Documents, Spreadsheets, Presentations, and Forms. Finally, some considerations on this experience are suggested as well as its contributions to language teacher education. [ABSTRACT FROM AUTHOR]

The use of corpora in language teaching is an important topic, since practice is aimed at ensuring that the teaching material is focused on the language in use. The process of creating activities for language teaching can be improved by using corpus data and computational tools in linguistic analysis. This study describes a system for text analysis and automatic creation of English reading activities. The results show that the system allows the development of teaching materials that focus on language in use and it also provides varied linguistic analysis, with less human effort, to the task of developing reading activities. [ABSTRACT FROM AUTHOR]

The article describes and discusses pre-service teacher education to language teaching from the experience of an interdisciplinary project. The data comes from a group of students enrolled in the sixth semester of Letters at the University of the State of Mato Grosso, Campus of Sinop, and were collected from the proposed activities and teachers' own pedagogical practice. The results show that initial education, through a reflexive proposal that enables the relationship between theory and practice, is desired by future professionals and reflects a more significant experience because they feel better prepared for the pedagogical work in the classroom. [ABSTRACT FROM AUTHOR]

Based on narrative inquiry and having reflective diaries as corpus, this article discusses the meanings constructed by a teacher-researcher critically reflecting upon her role as teacher in the classroom. Those diaries, part of a master's degree research, focus on the experience of inserting principles of ESP and citizenship in a class of a Technical Integrated course in Agriculture. The analysis is based on visions of language teaching and pedagogical mediation. The meanings constructed in the language are considered through Systemic Functional Grammar, specifically through the experiential metafunction. This paper highlights the interpretation concerning the teaching role in pedagogical decisions. [ABSTRACT FROM AUTHOR]