Engaging pre-service English teachers in Sheltered Instruction Model – mediated content and language learning: a microethnographic classroom-based study

Elih Sutisna Yanto

doi:10.35699/1983-3652.2022.39459

Autores

Elih Sutisna Yanto Universitas Singaperbangsa Karawang, Faculty of Teachers Training and Education, Department of English Education, Karawang, West-Java, Indonesia https://orcid.org/0000-0003-0701-6454

DOI:

https://doi.org/10.35699/1983-3652.2022.39459

Palavras-chave:

Ensino de língua inglesa, Pesquisa quantitativa, Modelo de instrução protegido, Teoria sociocultural

Resumo

Este estudo emprega o modelo Sheltered Instruction (SI) e um estudo microetnográfico baseado em sala de aula para desenvolver o conteúdo (ou seja, pesquisa quantitativa no ensino de inglês) e o avanço do aprendizado de idiomas de professores de inglês pré-serviço (doravante PETS), que inclui planejamento e preparação de aulas, construção de um pano de fundo, informações compreensíveis, estratégias, interação, prática/aplicação, apresentação de aulas e avaliação. Setenta estudantes de Educação Inglesa matriculados no curso de Pesquisa Quantitativa no Ensino da Língua Inglesa (ELT) na Universitas Singaperbangsa Karawang, da Indonésia, se ofereceram para participar do estudo. Neste estudo, os dados foram coletados usando artefatos de trabalho dos alunos: questionários, notas de discussão em sala de aula e diários reflexivos. Os resultados de um estudo de conteúdo qualitativo indicam que o modelo SI de conteúdo e aprendizagem de idiomas ajuda o PETS a melhorar sua linguagem acadêmica. Este estudo também mostra que empregar o SI como modelo de intervenção pode ajudar os professores de inglês em formação a melhorar suas habilidades de linguagem acadêmica no conteúdo ou área de assunto no contexto do inglês como língua estrangeira.

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