Theoretical refl ections on foreign language lessons: Organizing materials, analyzing contexts and defi ning paths
Foreign language lesson planning is a complex process that requires special attention from educators due to the important theoretical refl ections related to both pedagogical decisions and the constituent elements of a classroom. In this article we analyze this process and propose a new theoretical...
| Authors: | , |
|---|---|
| Format: | article |
| Status: | Published version |
| Publication Date: | 2019 |
| Country: | Brasil |
| Institution: | Universidade Estadual Paulista (UNESP) |
| Repository: | Repositório Institucional da UNESP |
| Language: | Portuguese |
| OAI Identifier: | oai:repositorio.unesp.br:11449/198404 |
| Online Access: | http://dx.doi.org/10.1590/1678-460X2019350402 http://hdl.handle.net/11449/198404 |
| Access Level: | Open access |
| Keyword: | Critical literacy Foreign language teaching Lesson planning Multiliteracies |
| Summary: | Foreign language lesson planning is a complex process that requires special attention from educators due to the important theoretical refl ections related to both pedagogical decisions and the constituent elements of a classroom. In this article we analyze this process and propose a new theoretical framework to guide foreign language lesson planning. Our considerations are theoretically grounded on authors who discuss foreign language course planning (Barbirato & Silva, 2018), foreign language lesson planning (Rozenfeld e Viana, 2006 e Almeida Filho, 1993/2008; 2012), Critical Literacy (Cope; Kalantzis, 2000), and Multiliteracies (Rojo e Mouro, 2012). The main goal of this paper is to develop theoretical considerations about the essential concepts in foreign language teaching and to propose a theoretically oriented lesson structure, seeking to better inform the refl ective teaching practices of language educators. |
|---|