FCSH: CETAPS - Relatórios técnicos
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- Avaliação das Aprendizagens de Inglês no 1º CEBPublication . Moreira, Maria Alfredo; Mourão, Sandie; Leslie, Carolyn; Monteiro, Estela; Centro de Estudos Ingleses de Tradução e Anglo-portugueses (CETAPS); Departamento de Línguas, Culturas e Literaturas Modernas (DLCLM)Este relatório descreve os resultados de um estudo exploratório, de âmbito nacional, que investigou as práticas de avaliação no Ensino Primário de Inglês em Portugal. O estudo, organizado através do CETAPS, Universidade Nova de Lisboa, em colaboração com o CIEd da Universidade do Minho, decorreu entre outubro de 2017 e dezembro de 2019. Recorreu a um método misto, recolhendo informação de caráter quantitativo sobre as diretrizes dos agrupamentos em termos da avaliação e dados qualitativos relativos às perceções dos professores em torno das suas práticas. Foi utilizada uma grelha constituída por descritores para analisar documentos referentes ao processo de avaliação nos diferentes agrupamentos de escolas, e um inquérito online e entrevistas semiestruturadas para recolher dados sobre as perceções dos professore em torno das suas práticas de avaliação em sala de aula. Os resultados indicam que, em Portugal continental, as crianças que aprendem Inglês em escolas públicas do 1.º CEB são avaliadas, prioritariamente, nas competências de compreensão e produção escritas, o que não corresponde às recomendações nacionais, nem tão pouco às recomendações identificadas na literatura. Evidencia-se um foco excessivo em testes escritos e uma escassez de participação das crianças nos processos de avaliação. Isto deve-se a uma variedade de fatores, que incluem as culturas tradicionais de avaliação enraizadas no sistema educativo em todos os níveis de ensino; pressão parental para incluir testes; difíceis condições de trabalho no elevado número de turmas e alunos; isolamento profissional; precariedade e baixo estatuto profissional. Acresce ainda que a ausência de um programa curricular e de diretrizes nacionais para avaliar a disciplina de Inglês no 1.º Ciclo parece agravar os problemas descritos no relatório. Apontam-se seis recomendações para ultrapassar, pelo menos parcialmente, os constrangimentos identificados.
- Early Language Learning in Pre-primary Education in PortugalPublication . Mourão, Sandie; Ferreirinha, Sónia; Centro de Estudos Ingleses de Tradução e Anglo-portugueses (CETAPS)Second and foreign language projects in pre-primary institutions in Europe have been influenced by a European language education policy in the last decade that stresses the importance of ‘teaching at least two foreign languages from a very early age’ (European Commission, 2002: 44). In 2011, the European Commission published a policy handbook to provide guidelines and a set of good practices to support the implementation of language projects in European territory. In this handbook it is recognized that there is ‘little evidence of agreed processes, uniformity of approach or established indicators of achievement in early language learning’ (European Commission, 2011: 14). The most recent Eurydice report (2012) showed that by September 2015, just over a third of the European community will officially implement second or foreign language projects with children of six years and under, many of these children will still be in pre-primary education and English has been noted as the most popular of languages. According to a British Council Survey (Rixon, 2013) English is indeed cascading into pre-primary education and conference presentations, nationwide surveys, research articles and publications are confirming that English is well established in both state and private sectors often without the support of official legislation. The result is a variety of learning experiences within a range of qualities (see examples in chapters in Mourão & Lourenço, 2015; Murphy & Evangelou, 2016). In Portugal anecdotal evidence has shown that the situation is likely to be similar, with the annual conference organised by the Portuguese English Teachers’ Association (Associação Portuguesa de Professores de Inglês - APPI) including sessions for and by pre-primary English teachers since April 20001. More recently APPIforma (the association’s professional development centre) has received a higher than normal number of requests for in-service training courses for English in pre-primary institutions, with a view to training both pre-primary professionals and English teachers. With the recent move in Portugal to make English part of the 1st cycle curriculum from September 2015, the lack of reliable information in relation to the situation in Portugal, and the recognition that there is a surge of interest internationally concerning pre-primary language learning, a study ‘Early language learning in pre-primary education in Portugal’ was initiated by APPI in collaboration with Dr Sandie Mourão, and supported by the Portuguese Ministry of Education (MoE) and the Portuguese Association for Pre-primary Professionals (Associação de Profissionais de Educação de Infância - APEI).
- English Learning Areas in pre-primary classroomsPublication . Mourão, Sandra Jones; Robinson, Penelope; Kang, Nam Joon; Centro de Estudos Ingleses de Tradução e Anglo-portugueses (CETAPS); Departamento de Línguas, Culturas e Literaturas Modernas (DLCLM)This research report presents an innovative approach to teaching English in pre-primary classrooms. The paper describes the development and implementation of the approach and evaluates the effectiveness of its key feature, the English learning area (ELA). The report and its appendices include the detailed lesson plans and copies of the teaching materials used successfully in the study. These resources, together with the description of the approach, will be of interest to teachers wishing to develop their own practice in teaching English in pre-primary classrooms.
- English Learning Areas in pre-primary classroomsPublication . Mourão, Sandra Jones; Robinson, Penelope; Kang, Nam Joon; Centro de Estudos Ingleses de Tradução e Anglo-portugueses (CETAPS)This research report presents an innovative approach to teaching English in pre-primary classrooms. The paper describes the development and implementation of the approach and evaluates the effectiveness of its key feature, the English learning area (ELA). The report and its appendices include the detailed lesson plans and copies of the teaching materials used successfully in the study. These resources, together with the description of the approach, will be of interest to teachers wishing to develop their own practice in teaching English in pre-primary classrooms.
- English Learning Areas in pre-primary classroomsPublication . Mourão, Sandra Jones; Robinson, Penelope; Kang, Nam Joon; Centro de Estudos Ingleses de Tradução e Anglo-portugueses (CETAPS)This research report presents an innovative approach to teaching English in pre-primary classrooms. The paper describes the development and implementation of the approach and evaluates the effectiveness of its key feature, the English learning area (ELA). The report and its appendices include the detailed lesson plans and copies of the teaching materials used successfully in the study. These resources, together with the description of the approach, will be of interest to teachers wishing to develop their own practice in teaching English in pre-primary classrooms.
- English Teaching in the Early YearsPublication . Mourão, Sandie; Centro de Estudos Ingleses de Tradução e Anglo-portugueses (CETAPS)This report provides baseline findings to impart information for the Initial Education Department at the Peruvian Ministry of Education, regarding the possibility of a nation-wide early English initiative in initial education. The objectives of the study were: i. To understand the present situation in Peru regarding initial education and early English language initiatives ii. To collect examples of practices and approaches in different contexts iii. To make recommendations for the introduction of English in initial education in Peru. The report describes the aims of the research, the methodology, and the findings as well as providing conclusions and recommendations. Briefly, the study involved a mixed-methods approach collecting data from field visits to seven initial education services in three areas of Peru: Lima Metropolitan, Iquitos and Cusco and transcriptions from audio recordings of 32 interviews with stakeholders and an additional 12 focus groups. Furthermore, 982 online surveys were analysed – 733 completed by teachers and 249 by school directors. Quantitative and qualitative approaches to analysis were used.
- PETALL Project Final Report (Public and Confidential Parts)Publication . Lopes, António Manuel Bernardo; Centro de Estudos Ingleses de Tradução e Anglo-portugueses (CETAPS)