Fichamento - leituras das orientações técnicas de Língua Inglesa da Diretoria de Ensino - Região de Avaré - SP. Retirado do site http://www.elo.pro.br/repositorio/portuguesa/avancado/metodologia/kuma/kumaravadivelu.htm

1. http://www.elo.pro.br/repositorio/portuguesa/avancado/metodologia/kuma/kum
aravadivelu.htm
Neste site, destaca-se:
a) O pós-método no ensino de línguas
b) As 10 macroestratégias propostas por Kumaravadivelu
As dez macroestratégias segundo Kumaravadivelu
1 - Maximizing Learning Opportunities :
Envisions teaching as a process of creating and utilizing learningopportunities .
'Teachers need to constantly monitor how the lesson isunfolding and make suitable change
s as necessary ' (p . 45).
2 - Minimizing Perceptual Mismatches :
Emphasizes the recognition of potential perceptual mismatches betweenintentions and inte
rpretations of
the learner and the teacher . Thismacrostrategy aims to minimize the mismatches that exi
st between learnerand teacher perceptions of what is available to learn.
3 - Facilitating Negotiated Interaction
Refers to meaningful learner -learner , learner -teacher classroominteraction in
which learners are entitled and encouraged participate
inconversations . By employing this macrostrategy , teachers take studentsbeyond the limi
ted action of 'react and respond ' (p . 39).
4 - Promoting Learner Autonomy
Involves helping learners learn how to learn , equipping them withstrategies necessary to s
elf -direct and self -monitor their own learning . 'A crucial task of
the teacher wishing to promote learner autonomy is tohelp learners take responsibility for
their learning , and to bring about necessary attitudinal changes in them ' (p . 137).
5 - Foster Language Awareness
Refers to any attempt to draw learners ’ attention to the formal andfunctional properties

2. of their second language (L 2) in order
to increasethe degree of explicitness required to promote L 2 learning . It
isimportant for language teachers to 'design activities that foster bothgeneral and critical
language awareness in the classroom ' (p . 168).
6 - Activating Intuitive Heuristics
'Heuristics refers to the process of self discovery part of the learner ' (p .
176). This macrostrategy stresses the importance of providing rich textualdata so
that learners can infer underlying rules governing grammaticalusage and communicative use
.
7 - Contextualizing Linguistic Input
Highlights how language usage and use are shaped by 'linguistic ,extralinguistic , situational
, and extrasituational contexts ' (p . 39). For
example , presenting linguistic input within thematic contexts reflects thenatural use of la
nguage .
8 - Integrating Language Skills
Stresses the need to holistically integrate language skills traditionallyseparated and seque
nced as listening , speaking , reading and writing .The separation of skills is inadequate for
developing integratedfunctional skills because 'language skills are essentially interrelated
andmutually reinforcing ' (p . 228).
9 - Ensuring Social Relevance
Calls attention to the need for teachers to be sensitive to the societal ,political , economic
, and educational environment in which L 2 learning andteaching take place .
10 - Raising Cultural Consciousness
Emphasizes the need to treat learners as 'cultural informants ' (p . 39) so
that they are encouraged to engage in a process of classroom participationthat acknowledg
es their power and knowledge .
Recapitulando:
Três grandes mudanças de rumo ocorridas no ensino de línguas, desde 1990:
1. Da Abordagem comunicativa para a abordagem baseada em tarefas;

3. 2. Da pedagogia do método para a pedagogia pós-método
3. Da descoberta sistêmica para o discurso crítico.