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Iniciando o letramento digital usando corpora nas aulas de inglês de alunos das séries iniciais

Autores

  • Ana Lúcia Marques UFMG - Belo Horizonte

DOI:

https://doi.org/10.23925/2318-7115.2023v44i2e61842

Palavras-chave:

Corpora pedagógicos, Letramento digital, Jovens aprendizes, Ferramentas de concordância

Resumo

Este artigo discorre sobre a necessidade de professores e alunos se tornarem letrados digitalmente e habilitados a usar ferramentas de análise do conteúdo de corpora. Propõe-se a compilação de dados específicos, neste caso de Geografia e Ciências, para uso pedagógico em aulas de inglês do ensino fundamental I. O artigo ilustra a utilização básica das ferramentas digitais do software #LancsBox 6.0 que analisam o conteúdo através de uma tecnologia mais acessível. Conclui-se apresentando possíveis benefícios do uso de uma abordagem de ensino alternativa que exponha os jovens aprendizes ao conteúdo linguístico em inglês baseado em corpora.

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Biografia do Autor

Ana Lúcia Marques, UFMG - Belo Horizonte

Possui graduação em Curso de Letras pela Universidade Federal de Minas Gerais e Mestrado em Linguística Aplicada na área de Ensino e Aprendizagem de Língua Estrangeira. Possui a certificação DELTA, especialização em ensino e aprendizagem em inglês da Universidade de Cambridge. Atualmente é aluna do doutorado na Faculdade de Letras, com pesquisa em ensino com dados de corpora. É professora e formadora de professores - Cultura Inglesa - Belo Horizonte, sendo Main Tutor do curso e certificação CELTA da Universidade de Cambridge. Tem experiência e especialização na área de Ensino e Aprendizagem de Inglês, com ênfase em Fundamentos da Educação, atuando principalmente nos seguintes temas: atenção e aquisição de língua estrangeira, línguística de corpora e sua aplicação no ensino e aprendizagem através da DDL - ensino de língua estrangeira movido por dados.

Referências

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Publicado

2023-11-24

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Marques, A. L. (2023). Iniciando o letramento digital usando corpora nas aulas de inglês de alunos das séries iniciais. The Especialist, 44(2), 121–144. https://doi.org/10.23925/2318-7115.2023v44i2e61842

Edição

v. 44 n. 2 (2023): Volume Atemático

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Artigos

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Copyright (c) 2023 The Especialist

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