The use of new Information and Communication Technologies and its various tools in the English as a foreign language classroom: from guests to hosts Jeziel SOARES SILVA (PG-UFG) Eliane Carolina de OLIVEIRA (UFG)

Some initial thoughts... “ O conhecimento de Língua Estrangeira é crucial para se poder participar ativamente dessa sociedade em que, tudo indica, a informatização passará a ter um papel cada vez maior.” PCNs LE (1998, p. 87 ) A mediação do professor é fundamental (...) para promover a autonomia do aluno, sem a qual torna-se mais difícil garantir avanços. PCNs LE (1998, p. 55 )

“ O conhecimento de Língua Estrangeira é crucial para se poder participar ativamente dessa sociedade em que, tudo indica, a informatização passará a ter um papel cada vez maior.” PCNs LE (1998, p. 87 )

A mediação do professor é fundamental (...) para promover a autonomia do aluno, sem a qual torna-se mais difícil garantir avanços. PCNs LE (1998, p. 55 )

“ (...) os currículos atuais devem prever o desenvolvimento de competências e habilidades específicas da área de tecnologia – relacionadas principalmente às tecnologias de informação e comunicação –, para obtenção, seleção e utilização de informações por meio do computador.” PCN Ensino Médio (2003, p. 208)

“ (...) os currículos atuais devem prever o desenvolvimento de competências e habilidades específicas da área de tecnologia – relacionadas principalmente às tecnologias de informação e comunicação –, para obtenção, seleção e utilização de informações por meio do computador.” PCN Ensino Médio (2003, p. 208)

“ (...) o aluno não pode ser mero receptor passivo de informações: deve ser também produtor, ou seja, tem de criar informações. Isso significa que o estudante deve ser capaz de resolver questões relativas às atividades escolares do dia-a-dia, solucionando problemas e apresentando suas idéias em diferentes linguagens comunicacionais, presencial ou virtualmente.” PCN Ensino Médio (2003, p. 212)

“ (...) o aluno não pode ser mero receptor passivo de informações: deve ser também produtor, ou seja, tem de criar informações. Isso significa que o estudante deve ser capaz de resolver questões relativas às atividades escolares do dia-a-dia, solucionando problemas e apresentando suas idéias em diferentes linguagens comunicacionais, presencial ou virtualmente.” PCN Ensino Médio (2003, p. 212)

The informed and responsible citizens of the 21st century must be technologically prepared to be: a) Capable information technology users; b) Information seekers, analyzers, and evaluators; c) Problem solvers and decision makers;

The informed and responsible citizens of the 21st century must be technologically prepared to be:

a) Capable information technology users;

b) Information seekers, analyzers, and evaluators;

c) Problem solvers and decision makers;

The informed and responsible citizens of the 21st century must be technologically prepared to be: d) Creative and effective users of productivity tools and e) Communicators, collaborators, publishers, and producers. ICT Competency Standards for Teachers (Unesco, 2008).

The informed and responsible citizens of the 21st century must be technologically prepared to be:

d) Creative and effective users of productivity tools and

e) Communicators, collaborators, publishers, and producers.

ICT Competency Standards for Teachers (Unesco, 2008).

Autonomy as a pillar in the educational process Holec (1981) Learner autonomy involves taking charge of one’s learning and being responsible for all the decisions related to all aspects of the learning process including setting objectives, choosing methodology, and evaluating what has been learned.

Autonomy as a pillar in the educational process

Holec (1981)

Learner autonomy involves taking charge of one’s learning and being responsible for all the decisions related to all aspects of the learning process including setting objectives, choosing methodology, and evaluating what has been learned.

Völler and Benson (1997) apud Benson (2001, p. 2) “ concept of autonomy is grounded in a natural tendency for learners to take control over their learning.” It is available to all, although it may be displayed in different ways and to different degrees depending on the characteristics of each learner and each learning situation.

Völler and Benson (1997) apud Benson (2001, p. 2)

“ concept of autonomy is grounded in a natural tendency for learners to take control over their learning.”

It is available to all, although it may be displayed in different ways and to different degrees depending on the characteristics of each learner and each learning situation.

Learners who lack autonomy are still capable of developing it if placed within the appropriate conditions and offered due preparation. Benson (2001) further emphasizes the fact that the ways in which teachers organize the practice of teaching and learning will influence, both positively and negatively, the development of autonomy amongst students.

Learners who lack autonomy are still capable of developing it if placed within the appropriate conditions and offered due preparation.

Benson (2001) further emphasizes the fact that the ways in which teachers organize the practice of teaching and learning will influence, both positively and negatively, the development of autonomy amongst students.

Freire’s (2002) understanding fo autonomy involves the learner’s capacity and freedom to construct and reconstruct the knowledge taught. In his view, teaching is not transferring knowledge, but creating opportunities for their own production or its construction" (FREIRE, 2002, p. 47)

Freire’s (2002) understanding fo autonomy involves the learner’s capacity and freedom to construct and reconstruct the knowledge taught.

In his view, teaching is not transferring knowledge, but creating opportunities for their own production or its construction" (FREIRE, 2002, p. 47)

References BENSON, P. Teaching and Researching Autonomy in Language Learning . London: Longman, 2001. BENSON, P.; VOLLER. P. (Eds.) Autonomy and Independence in Language Learning . London: Longman, 1997. HOLEC, H. Autonomy and Foreign Language Learning. Oxford: Pergamon. (First published [1979], Strasbourg: Council of Europe.) 1981. PAIVA, V. L. M. de O. Autonomia e complexidade. Linguagem e Ensino , v. 9, n. 1, p. 77-127, 2006. PAIVA, V. L. M. de O.; BRAGA, J. F. The complex nature of autonomy. DELTA. Documentação de Estudos em Lingüística Teórica e Aplicada , v. 24, p. 441-468, 2008.

References

BENSON, P. Teaching and Researching Autonomy in Language Learning . London: Longman, 2001.

BENSON, P.; VOLLER. P. (Eds.) Autonomy and Independence in Language Learning . London: Longman, 1997.

HOLEC, H. Autonomy and Foreign Language Learning. Oxford: Pergamon. (First published [1979], Strasbourg: Council of Europe.) 1981.

PAIVA, V. L. M. de O. Autonomia e complexidade. Linguagem e Ensino , v. 9, n. 1, p. 77-127, 2006.

PAIVA, V. L. M. de O.; BRAGA, J. F. The complex nature of autonomy. DELTA. Documentação de Estudos em Lingüística Teórica e Aplicada , v. 24, p. 441-468, 2008.