Theoretical refl ections on foreign language lessons: Organizing materials, analyzing contexts and defi ning paths
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Data
2019-01-01
Autores
de Faria Rozenfeld, Cibele Cecilio [UNESP]
Viana, Nelson
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Resumo
Foreign language lesson planning is a complex process that requires special attention from educators due to the important theoretical refl ections related to both pedagogical decisions and the constituent elements of a classroom. In this article we analyze this process and propose a new theoretical framework to guide foreign language lesson planning. Our considerations are theoretically grounded on authors who discuss foreign language course planning (Barbirato & Silva, 2018), foreign language lesson planning (Rozenfeld e Viana, 2006 e Almeida Filho, 1993/2008; 2012), Critical Literacy (Cope; Kalantzis, 2000), and Multiliteracies (Rojo e Mouro, 2012). The main goal of this paper is to develop theoretical considerations about the essential concepts in foreign language teaching and to propose a theoretically oriented lesson structure, seeking to better inform the refl ective teaching practices of language educators.
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Critical literacy, Foreign language teaching, Lesson planning, Multiliteracies
Como citar
DELTA Documentacao de Estudos em Linguistica Teorica e Aplicada, v. 35, n. 4, 2019.