Ferramentas digitais para o ensino remoto de línguas adicionais em tempos de pandemia

Gilmara Oliveira Maquiné,Sandra Bastos Figueiredo,Iandra Maria Weirich Da Silva Coelho

doi:10.31417/educitec.v6.1570eng

Abstract

This article presents a discussion on the importance of digital tools that can be used in the process of teaching and learning additional languages at a time of emergency education. It is a bibliographic study with a qualitative approach, carried out with a search in different databases with criteria to select texts for analysis. Among the tools used, we highlight an analysis related to Duolingo, from a perspective of the CALL (Computer-Assisted Language Learning) approach, based on technical, theoretical, and social criteria. The results point to the potential of this tool due to the gratuity, multiplatform access, gamified interface, and activity management by the teacher through Duolingo Schools, in addition to the possibility of certifying the level of proficiency in the English language. The discussion also shows some limitations and social issues that highlight the precariousness of online education before and during the context of a global pandemic

Highlights

As a result of the pandemic state decreed by the World Health Organization (WHO), educational institutions have sought ways to provide continuity of education
We highlight the importance of Information and Communication Technologies (ICT) that have been used in different spheres of society, including in the school environment, to support the teaching and learning process (AUDINO; SILVA NASCIMENTO, 2010), especially in the language area, in which teachers need to be increasingly “proficient in computer-mediated language learning” (SOUZA, 2015, p.2), as a result of making classes more interactive and participatory for students, who often, are as knowledgeable about these technologies as teachers (SOUZA, 2015; RODRIGUES, MUENCHOW, RIBAS, 2017; FRANCO, 2018)
To carry out a survey and discuss the problem of which tools can be used in this pandemic period for this educational context, we present bibliographic and exploratory research, with an analysis of one of the tools found in this survey: Duolingo

Summary

Introduction

As a result of the pandemic state decreed by the World Health Organization (WHO), educational institutions have sought ways to provide continuity of education. We highlight the importance of Information and Communication Technologies (ICT) that have been used in different spheres of society, including in the school environment, to support the teaching and learning process (AUDINO; SILVA NASCIMENTO, 2010), especially in the language area, in which teachers need to be increasingly “proficient in computer-mediated language learning” (SOUZA, 2015, p.2), as a result of making classes more interactive and participatory for students, who often, are as knowledgeable about these technologies as teachers (SOUZA, 2015; RODRIGUES, MUENCHOW, RIBAS, 2017; FRANCO, 2018) In this sense, many platforms and tools have the potential to be used, especially those that already exist in institutions, such as learning management systems and course management systems, such as Moodle, among others. The highlight is the APPs (Application software) for these mobile platforms, which, in addition to providing quick and easy access to existing platforms, present us with their own learning spaces, such as applications for the study of languages, such as Duolingo, Busuu and many others. ”

Methodological procedures

Results and discussions

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