Uma proposta pedagógica sob a temática “resoluções de ano novo” vinculada ao uso de novas tecnologias e sua ênfase na interação de alunos particulares de inglês em aulas individuais

Abstract

Learning environments have not been limited to the traditional school environment anymore with all the technology we have in our hands nowadays. However, the new methods of teaching intend to break the resistances to the insertion of the New Information and Communication Technologies (NICTs) into education. A persistent condition among NICTs users is the insufficient familiarization they have with them. Instant communication enabled by NICTs caused the appearance of what is called “learning communities”, in which teachers’ and students’ roles are changed: teachers are not the exclusive owner of knowledge anymore and now they act as mediators in the pedagogical process; pupils have witnessed the access to information in their hands and they adopt an attitude of greater autonomy. Task boosts English Language (EL) acquisition by highlighting problem solution and meaning construction based on what the participant experiences day by day. It is not that the focus on form does not have to be taken into consideration but a content-focused methods course may fail in student’s projection to their desired communicative outcome. In this context, the conception of this proposal rises and it is directed to EL private pupils taking one-on-one lessons. This is an audience that wants more focus on the acquisition of English as an additional language due to the current scenario of an increasingly demanding labor market. Besides the communicative outcome, this pedagogic proposal aims to present and bring the participants closer to new ways of using NICTs bound to the main subject “new year’s resolutions”, apply linguistic structures previously known by the students (in accordance with each level), increase their out-of-class practice of the language and promote interaction among them. Knowing their production will be analyzed by their peers as well as by themselves, other than the teacher, may be stimulating and cause idea sharing with very positive results. It is expected interventions are always made meaningfully and at the right moment, in order to adjust the proposal to the needs of every environment it is applied.