Aplicativos para o ensino de inglês como língua estrangeira: uma análise sobre o lugar da leitura na prática docente e sua possível naturalização

Abstract

This academic-scientific study focuses on the mobile applications used for teaching English as a foreign language (E/FL). Specificly when teaching reading through the use of this technology as a didactic-pedagogical tool. We also reflect on the place of reading, as how the conceptions of teaching reading interfere in the teaching process. This is because success in teaching inevitably depends on the written word, therefore on reading. The three questions that guide this study are: 1) What is the place of reading in the teaching E/ FL mediated by applications in a specific context to High Schools ?; 2) Is it possible to verify if there is a promotion of the naturalization of reading skills in E / FL teaching mediated by applications in the researched context ?; and 3) How does the teacher's reading concept relate to this place that reading occupies, since in these applications the focus is not necessarily reading, but depends on reading? We propose to answer these questions by undertaking a qualitative-interpretative case study based on Triviños (1987) and Bortoni-Ricardo (2008). As a theoretical-methodological basis, we used the socio interactionism studies based on Vigotsky (1994); socio cognition, based on Koch and Elias (2008; 2013); and reflections of reading models aligned with the socio-international (LEFFA,1996). Regarding literacy, we have followed the multiliteracies paradigm of Cope and Kalantzis (2000; 2009) and Rojo (2007; 2009; 2013). Since human participation was used this project has been submitted to the Research Ethics Committee (COEP), through Plataforma Brasil. The analyzes showed an outstanding relationship between reading, grammar and lexicon, which reinforces the teaching perception that reading is unilateral. Analysis indicates outstandingly that the reading vision of the participant considers grammar and vocabulary of the language as a means of access to reading that language. The participant has revealed there vision of reading and language in line with the bottom-up model of unilateral conception of language as a code, due to the primacy of the domain of the word for reading to take place. The teacher points to a concern with working on reading skills, but does so through structural and lexical tasks, indicating the understanding that reading comprehension is understanding the word and the systemic structure. When using applications, reading is limited to systemic/grammatical and lexical work. There is no need to emphasize the reading performance of the student within the applications: reading of its interface, of its multimodal, hypertextual, multi-referential and multi contextual functionalities. These indications suggest a naturalized perspective of reading in the use of applications, since in this environment reading is taken for granted, being worked only with the textbook or in textbook exercises transposed to the applications