Em relação ao ensino de cultura, Kramasch escreve:

   In foreign language education, the teaching of culture remains a hotly debated issue. What is culture? What is its relation to language? Which and whose culture should be taught? What role should the learners’ culture play in the acquisition of knowledge of the target culture? How can we avoid essentializing cultures and teaching stereotypes? And how can we develop in the learners an intercultural competence that would shortchange neither their own culture nor the target culture, but would make them into cultural mediators in a globalized world?

(KRAMASCH, Claire. 2024. Adaptado)

   Implied in any consideration of the role of styles and strategies in learning a second language are three linked concepts: autonomy, awareness, and action. These three “As” of learner development have taken on significance in recent years, especially with increasing pedagogical emphasis on learner-centered language teaching (Wenden,2002). A review of the history of language teaching will reveal some interesting “changing winds and shifting sands”. One way of looking at this history is to consider the extent to which methodological trends have emphasized the respective roles of the teacher and the learner. Until some of the “designer” methods appeared in the 1970s, most of language teaching methodology was teacher centered. Students entered a classroom, sat down dutifully in their desks, and waited for the teacher to tell them what to do. Those directives might have been to translate a passage, to memorize a rule, or to repeat a dialogue. Then, the profession seemed to discover the value of learner autonomy in the form of allowing learners to do things like initiate oral production, solve problems in small groups, practice language forms in pairs, and practice using the language outside of the classroom.

   The literature on the topic raises some caution flags, though. Schmenk (2005) appropriately described the nonuniversality of the concept of autonomy, and Pennycook (1994) warned us about the potential cultural imperialism involved in assuming every culture equally values and promotes autonomy, especially in educational institutions. For language teaching in sub-Saharan Africa, Sonaiya (2002, p. 106) questioned “the global validity of the so-called autonomous method of language learning ... which has obvious origins in European and North American traditions of individualism.” However, some recent studies are more encouraging, underscoring the need for teachers to be sensitive to the cultural background of students.

(HARMER, Jeremy. 1998. How to teach English. Adaptado)

   Implied in any consideration of the role of styles and strategies in learning a second language are three linked concepts: autonomy, awareness, and action. These three “As” of learner development have taken on significance in recent years, especially with increasing pedagogical emphasis on learner-centered language teaching (Wenden,2002). A review of the history of language teaching will reveal some interesting “changing winds and shifting sands”. One way of looking at this history is to consider the extent to which methodological trends have emphasized the respective roles of the teacher and the learner. Until some of the “designer” methods appeared in the 1970s, most of language teaching methodology was teacher centered. Students entered a classroom, sat down dutifully in their desks, and waited for the teacher to tell them what to do. Those directives might have been to translate a passage, to memorize a rule, or to repeat a dialogue. Then, the profession seemed to discover the value of learner autonomy in the form of allowing learners to do things like initiate oral production, solve problems in small groups, practice language forms in pairs, and practice using the language outside of the classroom.

   The literature on the topic raises some caution flags, though. Schmenk (2005) appropriately described the nonuniversality of the concept of autonomy, and Pennycook (1994) warned us about the potential cultural imperialism involved in assuming every culture equally values and promotes autonomy, especially in educational institutions. For language teaching in sub-Saharan Africa, Sonaiya (2002, p. 106) questioned “the global validity of the so-called autonomous method of language learning ... which has obvious origins in European and North American traditions of individualism.” However, some recent studies are more encouraging, underscoring the need for teachers to be sensitive to the cultural background of students.

(HARMER, Jeremy. 1998. How to teach English. Adaptado)

   Implied in any consideration of the role of styles and strategies in learning a second language are three linked concepts: autonomy, awareness, and action. These three “As” of learner development have taken on significance in recent years, especially with increasing pedagogical emphasis on learner-centered language teaching (Wenden,2002). A review of the history of language teaching will reveal some interesting “changing winds and shifting sands”. One way of looking at this history is to consider the extent to which methodological trends have emphasized the respective roles of the teacher and the learner. Until some of the “designer” methods appeared in the 1970s, most of language teaching methodology was teacher centered. Students entered a classroom, sat down dutifully in their desks, and waited for the teacher to tell them what to do. Those directives might have been to translate a passage, to memorize a rule, or to repeat a dialogue. Then, the profession seemed to discover the value of learner autonomy in the form of allowing learners to do things like initiate oral production, solve problems in small groups, practice language forms in pairs, and practice using the language outside of the classroom.

   The literature on the topic raises some caution flags, though. Schmenk (2005) appropriately described the nonuniversality of the concept of autonomy, and Pennycook (1994) warned us about the potential cultural imperialism involved in assuming every culture equally values and promotes autonomy, especially in educational institutions. For language teaching in sub-Saharan Africa, Sonaiya (2002, p. 106) questioned “the global validity of the so-called autonomous method of language learning ... which has obvious origins in European and North American traditions of individualism.” However, some recent studies are more encouraging, underscoring the need for teachers to be sensitive to the cultural background of students.

(HARMER, Jeremy. 1998. How to teach English. Adaptado)

   Technology has always been at the forefront of human education. From the days of carving figures on rock walls to today, when most students are equipped with several portable technological devices at any given time, technology continues to push educational capabilities to new levels. In looking at where educational methods and tools have come from to where they are going in the future, technology’s importance in the classroom is evident now more than ever.

   In the Colonial years, wooden paddles with printed lessons, called Horn-Books, were used to assist students in learning verses. Over 200 years later, in 1870, technology advanced to include the Magic Lantern, a primitive version of a slide projector that projected images printed on glass plates. By the time World War I ended, around 8000 lantern slides were circulating through the Chicago public school system. By the time the Chalkboard came around in 1890, followed by the pencil in 1900, it was clear that students were hungry for more advanced educational tools.

   Examples of these are: in the 1920s, radio sparked an entirely new wave of learning; on-air classes began popping up for any student within listening range. Next came the overhead projector in 1930, followed by the ballpoint pen in 1940 and headphones in 1950. Videotapes arrived on the scene in 1951, creating a new and exciting method of instruction.

   The pre-computer years were formative in the choices made for computers in the years following. Immediate response-type systems (video, calculator, Scantron) had become necessary, and quick production of teaching materials, using the photocopier, had become a standard. Teachers needed new methods of instruction and testing, and students were looking for new ways to communicate, study, and learn.

   Although the first computers were developed in the ‘30s, everyday use computers were introduced in the ‘80s. When IBM introduced its first personal computer in 1981, the educational world knew that it was on the verge of greatness. The foundation of immediate learning capabilities had been laid. Time magazine declared, “it is the end result of a technological revolution that has been in the making for four decades and is now, quite literally, hitting home.”

(https://education.purdue.edu/. Adaptado)

   Technology has always been at the forefront of human education. From the days of carving figures on rock walls to today, when most students are equipped with several portable technological devices at any given time, technology continues to push educational capabilities to new levels. In looking at where educational methods and tools have come from to where they are going in the future, technology’s importance in the classroom is evident now more than ever.

   In the Colonial years, wooden paddles with printed lessons, called Horn-Books, were used to assist students in learning verses. Over 200 years later, in 1870, technology advanced to include the Magic Lantern, a primitive version of a slide projector that projected images printed on glass plates. By the time World War I ended, around 8000 lantern slides were circulating through the Chicago public school system. By the time the Chalkboard came around in 1890, followed by the pencil in 1900, it was clear that students were hungry for more advanced educational tools.

   Examples of these are: in the 1920s, radio sparked an entirely new wave of learning; on-air classes began popping up for any student within listening range. Next came the overhead projector in 1930, followed by the ballpoint pen in 1940 and headphones in 1950. Videotapes arrived on the scene in 1951, creating a new and exciting method of instruction.

   The pre-computer years were formative in the choices made for computers in the years following. Immediate response-type systems (video, calculator, Scantron) had become necessary, and quick production of teaching materials, using the photocopier, had become a standard. Teachers needed new methods of instruction and testing, and students were looking for new ways to communicate, study, and learn.

   Although the first computers were developed in the ‘30s, everyday use computers were introduced in the ‘80s. When IBM introduced its first personal computer in 1981, the educational world knew that it was on the verge of greatness. The foundation of immediate learning capabilities had been laid. Time magazine declared, “it is the end result of a technological revolution that has been in the making for four decades and is now, quite literally, hitting home.”

(https://education.purdue.edu/. Adaptado)

   Technology has always been at the forefront of human education. From the days of carving figures on rock walls to today, when most students are equipped with several portable technological devices at any given time, technology continues to push educational capabilities to new levels. In looking at where educational methods and tools have come from to where they are going in the future, technology’s importance in the classroom is evident now more than ever.

   In the Colonial years, wooden paddles with printed lessons, called Horn-Books, were used to assist students in learning verses. Over 200 years later, in 1870, technology advanced to include the Magic Lantern, a primitive version of a slide projector that projected images printed on glass plates. By the time World War I ended, around 8000 lantern slides were circulating through the Chicago public school system. By the time the Chalkboard came around in 1890, followed by the pencil in 1900, it was clear that students were hungry for more advanced educational tools.

   Examples of these are: in the 1920s, radio sparked an entirely new wave of learning; on-air classes began popping up for any student within listening range. Next came the overhead projector in 1930, followed by the ballpoint pen in 1940 and headphones in 1950. Videotapes arrived on the scene in 1951, creating a new and exciting method of instruction.

   The pre-computer years were formative in the choices made for computers in the years following. Immediate response-type systems (video, calculator, Scantron) had become necessary, and quick production of teaching materials, using the photocopier, had become a standard. Teachers needed new methods of instruction and testing, and students were looking for new ways to communicate, study, and learn.

   Although the first computers were developed in the ‘30s, everyday use computers were introduced in the ‘80s. When IBM introduced its first personal computer in 1981, the educational world knew that it was on the verge of greatness. The foundation of immediate learning capabilities had been laid. Time magazine declared, “it is the end result of a technological revolution that has been in the making for four decades and is now, quite literally, hitting home.”

(https://education.purdue.edu/. Adaptado)

   Technology has always been at the forefront of human education. From the days of carving figures on rock walls to today, when most students are equipped with several portable technological devices at any given time, technology continues to push educational capabilities to new levels. In looking at where educational methods and tools have come from to where they are going in the future, technology’s importance in the classroom is evident now more than ever.

   In the Colonial years, wooden paddles with printed lessons, called Horn-Books, were used to assist students in learning verses. Over 200 years later, in 1870, technology advanced to include the Magic Lantern, a primitive version of a slide projector that projected images printed on glass plates. By the time World War I ended, around 8000 lantern slides were circulating through the Chicago public school system. By the time the Chalkboard came around in 1890, followed by the pencil in 1900, it was clear that students were hungry for more advanced educational tools.

   Examples of these are: in the 1920s, radio sparked an entirely new wave of learning; on-air classes began popping up for any student within listening range. Next came the overhead projector in 1930, followed by the ballpoint pen in 1940 and headphones in 1950. Videotapes arrived on the scene in 1951, creating a new and exciting method of instruction.

   The pre-computer years were formative in the choices made for computers in the years following. Immediate response-type systems (video, calculator, Scantron) had become necessary, and quick production of teaching materials, using the photocopier, had become a standard. Teachers needed new methods of instruction and testing, and students were looking for new ways to communicate, study, and learn.

   Although the first computers were developed in the ‘30s, everyday use computers were introduced in the ‘80s. When IBM introduced its first personal computer in 1981, the educational world knew that it was on the verge of greatness. The foundation of immediate learning capabilities had been laid. Time magazine declared, “it is the end result of a technological revolution that has been in the making for four decades and is now, quite literally, hitting home.”

(https://education.purdue.edu/. Adaptado)