New technologies and new literacies in the english classroom: a study

Silene Cardoso

doi:10.22169/ri.v14i31.1523

Autores/as

Silene Cardoso

DOI:

https://doi.org/10.22169/ri.v14i31.1523

Resumen

ABSTRACT

This article presents and briefly discusses some results of a survey conducted as part of a study on multiple literacies and the use of technology in English as a Foreign Language (EFL) classroom. An online questionnaire has been sent to English teachers of the third cycle and secondary education in Portugal with the aim to investigate their perceptions on the use of new technologies, particularly Web 2.0 tools, in their teaching practice. This article focuses particularly on the results from the questions related to materials and digital tools frequently used, teachers’ general view on the use of technology, as well as the digital and critical literacies approach. It has been found that although technology seems to be part of the teaching practice of this group of teachers – and although further research is necessary to deeply understand the actual use of technology in this particular scenario – it can be assumed that suitable guidance, training and further development of appropriate materials for teachers and students are necessary to facilitate and better integrate new technologies in the EFL classroom.

Keywords: New technologies and language learning. Multiliteracies. Digital literacies. Critical thinking. English language teaching.

RESUMO

Este artigo apresenta e discute brevemente alguns resultados de uma pesquisa realizada como parte de um estudo sobre múltiplas literacias e o uso da tecnologia na aula de inglês como língua estrangeira (English as a Foreign Language – EFL) (Cardoso, 2017). Um questionário online foi enviado a professores de inglês do terceiro ciclo e secundário, em Portugal, com o objetivo de investigar as perceções e as opiniões deles a respeito do uso das novas tecnologias, especialmente dos recursos da Web 2.0, em sua prática profissional. O presente artigo enfoca particularmente os resultados obtidos das perguntas relacionadas à frequência de uso de materiais e recursos, à visão dos professores sobre o uso da tecnologia, assim como à abordagem das literacias digitais e críticas. Embora a tecnologia pareça fazer parte da prática discente desse grupo de professores, e ainda que pesquisas adicionais sejam necessárias para entender melhor o uso real dessa tecnologia nesse cenário em particular, é possível dizer que são necessárias algumas medidas para que a integração significativa e eficaz das novas tecnologias nas salas de aula de EFL, tais como, orientações adequadas e treinamento aos professores, e maior desenvolvimento de materiais apropriados.

Palavras-chave: Novas tecnologias e ensino de línguas. Multiliteracias. Literaturas digitais. Pensamento crítico. Ensino de língua inglesa.

RESUMEN

Este artículo presenta y discute brevemente algunos resultados de una investigación realizada como parte de un estudio sobre múltiples literacias y el uso de la tecnología en la clase de inglés como lengua extranjera (Card., 2017). Un cuestionario en línea fue enviado a los profesores de Inglés Graduado de secundaria y, en Portugal, con el fin de investigar las percepciones y sus opiniones sobre el uso de las nuevas tecnologías, especialmente capacidades Web 2.0 en su práctica profesional. El presente artículo se centra particularmente en los resultados obtenidos de las preguntas relativas a la frecuencia de uso de materiales y recursos, a la visión de los profesores sobre el uso de la tecnología, así como al abordaje de las literas digitales y críticas. Aunque la tecnología parece formar parte de la práctica discente de este grupo de profesores, y aún si son necesarias investigaciones adicionales para entender mejor el uso real de esta tecnología en este escenario en particular, es posible decir que son necesarias algunas medidas para que la integración significativa y eficaz de las mismas nuevas tecnologías en las aulas de EFL, tales como orientación adecuada y capacitación a los profesores, y el desarrollo de materiales apropiados.

Palabras clave: Nuevas tecnologías y enseñanza de lenguas. Multilenuales. Literaturas digitales. Pensamiento crítico. Enseñanza de lengua inglesa.

DOI: http://dx.doi.org/10.22169/revint.v14i31.1523

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Biografía del autor/a

Silene Cardoso

Silene Cardoso has a BA in Portuguese and Italian Languages and Literatures (University of São Paulo), a post-graduate degree in English – Advanced Studies (Unibero/Unian – Brazil) and an MA in English and American Studies from the University of Lisbon, where she is also a researcher at the University of Lisbon Centre for English Studies. She has experience in translation and in teaching English/Portuguese. She has also worked with publishers, namely as an ELT material’s editor in Brazil and has written ELT digital activities in Portugal.

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