“Eu vejo que eles estão engajados”: mediação, interação e investimento no desenvolvimento da compreensão leitora em Língua Inglesa em contexto de ensino remoto emergencial

Manuela da Silva Alencar de Souza; Christine Siqueira Nicolaides

doi:10.35699/1983-3652.2021.32572

Authors

Manuela da Silva Alencar de Souza Universidade do Vale do Rio dos Sinos, Programa de Pós-Graduação em Linguística Aplicada, São Leopoldo, RS, Brasil / Instituto Federal de Educação, Ciência e Tecnologia Sul-rio-grandense (IFSul), Pelotas, RS, Brasil https://orcid.org/0000-0002-8198-1538
Christine Siqueira Nicolaides Universidade do Vale do Rio dos Sinos, Programa de Pós-Graduação em Linguística Aplicada, São Leopoldo, RS, Brasil https://orcid.org/0000-0003-0167-3592

DOI:

https://doi.org/10.35699/1983-3652.2021.32572

Keywords:

Additional language reading, Emergency remote teaching, Mediation, Interaction, Investment

Abstract

The results brought in the article are part of a study in which data was generated based on a narrative drawn from an interview with a language teacher, here called CINTIA. The objective of the interview was to find out how she promoted the development of reading in English in a junior high school in the private sector in the Emergency remote teaching mode, since, due to the COVID-19 pandeic, students did not have face-to-face classes. The analysis intended to reflect over the following aspects: 1) How could mediation tools (SWAIN; KINNEAR; STEINMAN, 2015) promote English reading development in remote teaching mode? 2) How can interaction \cite{ellis2020, figueiredo2019} be developed in reading English classes of a junior high school in an emergency remote teaching and 3) In which aspects is it possible to perceive a Junior high learner’s investment (ELLIS, 2020; FIGUEIREDO, 2019) while developing his reading in English in the teaching remote mode? For this study, a semi-structured interview was carried out with an English teacher from a junior high school of the private sector in Porto Alegre, Rio Grande do Sul. CINTIA’s narrative suggests to show that the investment employed in this group of students seem to be related to physical tools (computer, internet, online dictionary), as well as symbolic ones (second and mother language) of mediation used by the teacher and her learners in interactional spaces done totally in the virtual mode.

Author Biographies

Manuela da Silva Alencar de Souza, Universidade do Vale do Rio dos Sinos, Programa de Pós-Graduação em Linguística Aplicada, São Leopoldo, RS, Brasil / Instituto Federal de Educação, Ciência e Tecnologia Sul-rio-grandense (IFSul), Pelotas, RS, Brasil

Doutoranda do Programa de Pós-Graduação em Linguística Aplicada da Universidade do Vale do Rio dos Sinos. Professora de Língua Portuguesa e Língua Inglesa do Instituto Federal de Educação, Ciência e Tecnologia Sul-rio-grandense (IFSul).
Christine Siqueira Nicolaides, Universidade do Vale do Rio dos Sinos, Programa de Pós-Graduação em Linguística Aplicada, São Leopoldo, RS, Brasil

Professora do Programa de Pós-Graduação em Linguística Aplicada da Universidade do Vale do Rio dos Sinos.

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