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ABS303 - The role of children's play in teaching-learning of English language - Board 4

1.2 Children’s development and childhood
Part of:
11:00 AM, Wednesday 30 Aug 2017 (1 hour)
The present work aims at critically discussing the elaboration and implementation of didactic units for an English language course curriculum based on Social Activities, as well as their role in the reorganization of teaching-learning and the strengthening of bonds between school and life. Over the years, English language teachers have witnessed changes that generated more “impositions and restrictions” (Liberali, 2009) than transformations. Changes fall back on mechanical techniques that produce ahistorical teaching practices which do not take praxis into consideration. Prescriptive school curriculum favors the reproduction of models, and does not provide experiences for students who belong to a world that is changing very quickly, and thus, need to be prepared to act in different social contexts. Therefore, the present work focuses on the possibility of transcending borders. That is, how to create opportunities to take students beyond the school walls by bringing experiences to the classroom that may help them envision new horizons, and act consciously and critically in the modern world. The theoretical framework is based on the Socio-Cultural-Historical Activity Theory - TASCH (Vygotsky, 1934; Leontiev, 1977; Engeström, 1999; Liberali, 2009), on play based curriculum (Oers 2013), and on multiliteracies as proposed by the New Group London. Methodologically, it is anchored in the Collaborative Critical Research (PCCol) - (Magalhães, 2011). The project was carried out with a group of eight 10-year-old students from a language school whose proficiency level is basic. The analysis of preliminary results reveals the creation of new spaces for teaching-learning.
Pontifícia Universidade Católica de São Paulo - PUC-SP
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