Literatura académica sobre el tema "English – Brazil"
Crea una cita precisa en los estilos APA, MLA, Chicago, Harvard y otros
Consulte las listas temáticas de artículos, libros, tesis, actas de conferencias y otras fuentes académicas sobre el tema "English – Brazil".
Junto a cada fuente en la lista de referencias hay un botón "Agregar a la bibliografía". Pulsa este botón, y generaremos automáticamente la referencia bibliográfica para la obra elegida en el estilo de cita que necesites: APA, MLA, Harvard, Vancouver, Chicago, etc.
También puede descargar el texto completo de la publicación académica en formato pdf y leer en línea su resumen siempre que esté disponible en los metadatos.
Artículos de revistas sobre el tema "English – Brazil"
Mompean, Annick Rivens. "Pronouncing English in Brazil". English Today 13, n.º 1 (enero de 1997): 28–35. http://dx.doi.org/10.1017/s0266078400009433.
Texto completoFriedrich, Patricia. "English in advertising in Brazil". World Englishes 38, n.º 3 (28 de agosto de 2019): 552–60. http://dx.doi.org/10.1111/weng.12421.
Texto completoDE FIGUEIREDO, EDUARDO H. DINIZ. "English identity and Manguebeat in Brazil". World Englishes 34, n.º 3 (6 de julio de 2015): 456–70. http://dx.doi.org/10.1111/weng.12152.
Texto completoFriedrich, Patricia. "English in Brazil: functions and attitudes". World Englishes 19, n.º 2 (julio de 2000): 215–23. http://dx.doi.org/10.1111/1467-971x.00170.
Texto completoSantos, Gildenir Carolino. "Editorial English". ETD - Educação Temática Digital 11, n.º 1 (6 de marzo de 2012): 8. http://dx.doi.org/10.20396/etd.v11i1.912.
Texto completoFinardi, Kyria. "The Slaughter of Kachru’s Five Sacred Cows in Brazil: Affordances of the Use of English as an International Language". Studies in English Language Teaching 2, n.º 4 (31 de diciembre de 2014): 401. http://dx.doi.org/10.22158/selt.v2n4p401.
Texto completoSantos, Gildenir Carolino. "Editorial English". ETD - Educação Temática Digital 12, n.º 2 (19 de diciembre de 2011): 2. http://dx.doi.org/10.20396/etd.v12i2.1183.
Texto completoFinardi, Kyria, Roberta Leao y Livia Melina Pinheiro. "English in Brazil: Insights from the Analysis of Language Policies, Internationalization Programs and the CLIL Approach". Education and Linguistics Research 2, n.º 1 (7 de marzo de 2016): 54. http://dx.doi.org/10.5296/elr.v2i1.9150.
Texto completoThonus, Terese. "Anderson, Maicon, and Thyago: "English" Names in Brazil". American Speech 67, n.º 2 (1992): 175. http://dx.doi.org/10.2307/455453.
Texto completoXavier, Margaret. "E-portfolios and English teacher education in Brazil". Revista Leitura 1, n.º 53 (2014): 155–80. http://dx.doi.org/10.28998/2317-9945.2014v1n53p155-180.
Texto completoTesis sobre el tema "English – Brazil"
Silva, João Fábio Sanches. "The construction of english teacher identity in Brazil". reponame:Repositório Institucional da UFSC, 2013. https://repositorio.ufsc.br/xmlui/handle/123456789/122768.
Texto completoMade available in DSpace on 2014-08-06T17:21:07Z (GMT). No. of bitstreams: 1 323598.pdf: 1460261 bytes, checksum: d8e97993004e3f2ed3c6957851d8ad27 (MD5) Previous issue date: 2013
O interesse por questões relativas à construção identitária surge na literatura internacional como uma crescente área de investigação, com um número cada vez maior de estudos adotando a abordagem pós-estruturalista ao formular o conceito de identidade no contexto de ensino e aprendizagem de línguas estrangeiras. Pós-estruturalistas alegam que a identidade é uma área de conflito, onde a subjetividade é produzida em uma diversidade de espaços sociais, todos estes estruturados por relações de poder que podem levar um indivíduo a assumir diferentes posições subjetivas, muitas vezes contraditórias (Norton Peirce, 1995; Norton, 2000). Nesta perspectiva, o presente texto traz os resultados de um estudo qualitativo que toma por base os conceitos de identidade, investimento, comunidades imaginadas e resistência (Anderson, 1991; Norton, 2000; Weedon, 1997; Wenger, 1998) para compreender como futuros professores de línguas têm discursivamente construído sua identidade ao longo das suas experiências de aprendizagem e uso de inglês. Os dados foram gerados a partir de um grupo de seis alunos-professores no último ano de um curso de Letras Português/Inglês em uma universidade pública no centro-oeste brasileiro durante o ano acadêmico de 2011, por meio de uma ficha bibliográfica, um questionário aberto, narrativas escritas e entrevistas semi-estruturadas. A análise dos dados foi conduzida de forma qualitativa. Os resultados sugerem que a identidade dos participantes como graduandos, aprendizes/usuários de uma língua estrangeira, e ainda, futuros professores, era uma área de conflito, com posições subjetivas em constante mudança, e por vezes, contraditórias, e que certos contextos sociais e práticas limitaram outras oportunidades de identificação subjetiva. Por outro lado, os resultados apontam que os investimentos realizados nas práticas da língua inglesa reforçaram um profundo senso identitário, permitindo que exercitassem sua agência por oportunidades de prática na língua. Os participantes também demonstraram suas relações com comunidades de prática, fossem estas reais ou imaginadas, envolvendo tanto participação e não-participação, e que suas identidades em construção deveriam ser entendidas na junção do conflito de interesses entre o desejado e o real. Por fim, os resultados sugerem que as identidades são discursivamente construídas e inseridas em práticas e contextos sociais diversificados.
Abstract : The interest for issues related to the construction of identity arises in the international literature as an emerging area of investigation. An increasing number of studies adopt the poststructuralist approach to formulate the concept of identity in foreign language teaching and learning. Poststructuralists claim that identity is a site of struggle in a way that subjectivity is produced in a variety of social sites, all of them structured by relations of power which may lead an individual to assume different subject positions, at times contradictory (Norton Peirce, 1995; Norton, 2000). The present text reports on the findings of a qualitative study which draws on the notions of identity, investment, imagined communities, and resistance (Anderson, 1991; Norton, 2000; Weedon, 1997; Wenger, 1998) to understand how future language teachers have discursively constructed their identity along their experiences of learning/using English. Data were generated with a group of six senior student-teachers of a language teacher education undergraduate program at a public university in the middle-west of Brazil during the academic year of 2011, by means of a profile form, an open-ended questionnaire, written narratives and semi-structured interviews. The analysis was carried out in a qualitative way. The findings suggest that the identity of the participants of undergraduate students, learners/users of a foreign language, and at times language teachers were sites of struggle, together with their changing and sometimes contradictory subject positions. Additionally, certain contexts and practices apparently limited opportunities for the participants to identify with particular subject positions. The findings also point out that the investments of the participants in the English practices highlighted a profound sense of self as they exercised their agency in seeking to find opportunities to practice the language. The participants showed that their relation to communities of practice, whether be they real or imagined, involved both participation and non-participation, and that their identities in construction should be understood in the combination of the conflict of interest between the desired and the real. Finally, the findings suggest that identities discursively constructed are embedded within diverse social practices and contexts.
Villanueva, Mariza de Almeida. "A potential English syllabus design for elementary schools in Brazil". reponame:Repositório Institucional da UFPR, 2010. http://hdl.handle.net/1884/24361.
Texto completoSilva, Karina T. F. da. "Do scripted textbook dialogues reflect native speaker discourse an analysis of English textbooks for adult students in Brazil /". Ohio : Ohio University, 2002. http://www.ohiolink.edu/etd/view.cgi?ohiou1040048746.
Texto completoJorge, Beatriz Silva Pinto. "Acquisition of Sociocultural Awareness by Teachers of English as a Foreign Language in Brazil". Ohio University / OhioLINK, 2004. http://www.ohiolink.edu/etd/view.cgi?ohiou1087843642.
Texto completoBarnes, Katie, Melo Andrea de, Kathleen Schweitzer, A. Lynn Williams, Ken Bleile, Marcia Keske-Soares, Bruna Tozzetti Alves et al. "Prevalence of SSD in Brazil & English-Speaking Countries: Narrative Review". Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/2060.
Texto completoSklar, Fabiana. "English as a Foreign language in Brazil and Sweden : A comparative study". Thesis, Karlstad University, Faculty of Arts and Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-6353.
Texto completoIn Brazil, English is studied from first grade of elementary school. For some reason after eleven years of study, students in general have problems communicating orally and in writing. Swedish students, on the other hand, seem to be able to communicate quite proficiently in English, even though it is also considered to be foreign language learning. The purpose of this comparative study is to discover what differs in the Brazilian and Swedish learning and teaching that makes the Swedish results superior. The purpose was to compare English learning as a foreign language in Sweden and in Brazil, and questionnaires were distributed to teacher and students. Of the many possibilities raised as hypotheses for the effective English learning in Sweden, teacher’s educational background, working hours per week, number of students per teacher, were found to be more problematic in Brazil, according to the teachers’ questionnaire. When it comes to students, it appears that Brazilian students show a lack of commitment to their learning tasks and awareness of the importance of learning English. In addition, several social aspects have to be taken into account when judging the educational situation of a country, but the importance of a good education can never be overlooked.
Barros, Abbud Silvia Maria de. "The issue of culture in EFL lessons in Brazil : an ethnographic investigation". Thesis, University College London (University of London), 1995. http://discovery.ucl.ac.uk/10020249/.
Texto completoKirsch, William. "Teacher development in a community of practice in southern Brazil". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/172932.
Texto completoGimenez, Telma Nunes. "Learners becoming teachers : an exploratory study of beliefs held by prospective and practising EFL teachers in Brazil". Thesis, Lancaster University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239060.
Texto completoFrahm, Gertrud Friedrich. "Change/innovation in formal education : building a knowledge-base for EFL research in Parana State, Brazil". Thesis, Lancaster University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322089.
Texto completoLibros sobre el tema "English – Brazil"
Taliani, Alberto y Eli V. Coslovsky. Brasil: Brazil : português-inglês ; portuguese-english. Bela Vista: Editora Manole, 2000.
Buscar texto completoG, Williams Frederick, ed. Poets of Brazil: A bilingual selection. New York: Luso-Brazilian Books, 2004.
Buscar texto completoJovan, Janićijević y Jugoslovensko udruženje latinoamerikanista, eds. Brazil, pet vekova postojanja, 1500-2000. Beograd: IDEA, 2002.
Buscar texto completoCampos, Maria de Fatima. B is for Brazil. New York: Silver Press, 1999.
Buscar texto completoCampos, Maria de Fatima. B is for Brazil. London: Frances Lincoln, 1999.
Buscar texto completoGilberto, Freyre. The English in Brazil: Aspects of British influence on the life, landscape and culture of Brazil. Oxford: Boulevard, 2011.
Buscar texto completoAlexis, Levitin, ed. Brazil: A traveler's literary companion. Berkeley, Calif: Whereabouts Press, 2009.
Buscar texto completoAlexis, Levitin, ed. Brazil: A traveler's literary companion. Berkeley, Calif: Whereabouts Press, 2009.
Buscar texto completoBritish Council. English Language Promotion Unit., ed. A Survey of English language teaching and learning in Brazil. Manchester: British Council, 1992.
Buscar texto completoFonseca, Claudia. Raízes do Brasil: Roots of Brazil / texts, Cláudia Fonseca ; English translations, Jennifer Sarah Cooper, José Frota. Santos, Brazil]: Editora Brasileira de Arte e Cultura, 2013.
Buscar texto completoCapítulos de libros sobre el tema "English – Brazil"
Brown, Adam. "BRAzil, braZIL?" En Activities and Exercises for Teaching English Pronunciation, 93–96. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003092247-21.
Texto completoVentura, Alexandre y Candido Alberto Gomes. "English Private Tutoring: The Case of Brazil". En International Perspectives on English Private Tutoring, 139–57. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-26817-5_8.
Texto completoAlmeida, Danielle Barbosa Lins de y Veralúcia Guimarães de Souza. "11. Toward a Multimodal Critical Approach to the Teaching of EFL in Brazil". En English Language Teaching in South America, editado por Lía D. Kamhi-Stein, Gabriel Díaz Maggioli y Luciana C. de Oliveira, 206–18. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783097982-014.
Texto completoRajagopalan, Kanavillil. "On the Challenge of Teaching English in Latin America with Special Emphasis on Brazil". En Resistance to the Known, 121–43. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137345196_6.
Texto completoFigueiredo, Eduardo H. Diniz de y Aline M. Sanfelici. "10. Addressing Culture from an EIL Perspective in a Teacher Education Course in Brazil". En Preparing Teachers to Teach English as an International Language, editado por Aya Matsuda, 147–56. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783097036-012.
Texto completoBlair, Andrea. "Becoming Culturally Responsive: Reflections from an Autoethnographic Exploration of Teaching and Learning English in Brazil". En Culturally Responsive Pedagogy, 99–119. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-46328-5_5.
Texto completoPaiva, Vera Lúcia Menezes de Oliveira e. y Junia de Carvalho Fidelis Braga. "English Language Teaching in Brazil: An Overview of Educational Policies and Innovative Computer-Assisted Language Learning (CALL)-Related Projects". En Second Handbook of English Language Teaching, 173–91. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02899-2_12.
Texto completoPaiva, Vera Lúcia Menezes de Oliveira e. y Junia de Carvalho Fidelis Braga. "English Language Teaching in Brazil: An Overview of Educational Policies and Innovative Computer-Assisted Language Learning (CALL)-Related Projects". En Second Handbook of English Language Teaching, 1–20. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-58542-0_12-1.
Texto completoLenoir, Lisa D. "What Would Kachru Wear? A Discourse Analysis of Global Englishes in Fashion Weblogs from Expanding Circle Countries". En Fashion Communication in the Digital Age, 144–49. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-38541-4_14.
Texto completoMarques Ribeiro, Andrea da Silva y Jessica F. Cruz. "Learning English as an Additional Language from Children's Points of View in a Public School in Brazil". En Paulo Freire and Multilingual Education, 110–26. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003175728-9.
Texto completoActas de conferencias sobre el tema "English – Brazil"
""TECHNOLOGY IN THE PERCEPTION OF ENGLISH TEACHERS IN SOUTHERN BRAZIL SCHOOLS"". En International Conferences on E-Society 2023 and Mobile Learning 2023. IADIS Press, 2023. http://dx.doi.org/10.33965/es_ml2023_202301l033.
Texto completo""TECHNOLOGY IN THE PERCEPTION OF ENGLISH TEACHERS IN SOUTHERN BRAZIL SCHOOLS"". En International Conferences on E-Society 2023 and Mobile Learning 2023. IADIS Press, 2023. http://dx.doi.org/10.33965/es_ml2023_202302l033.
Texto completoVon Sperling, Otto y Marcelo Ladeira. "Mining Twitter Data for Signs of Depression in Brazil". En VII Symposium on Knowledge Discovery, Mining and Learning. Sociedade Brasileira de Computação - SBC, 2019. http://dx.doi.org/10.5753/kdmile.2019.8785.
Texto completoSilva, Lucas A. "Gamification and Clil: Development Communication Skills in L2 with the Aid of Digital Tools in the Bilingual Context". En Anais Estendidos do Simpósio Brasileiro de Jogos e Entretenimento Digital. Sociedade Brasileira de Computação, 2022. http://dx.doi.org/10.5753/sbgames_estendido.2022.224647.
Texto completoHildeblando Júnior, Carlos Alberto. "Virtual Exchange as a Third Space to Decolonise ELT (VETSDELT) project: report on its first action-research cycle". En Collaborative Online International Learning Virtual Exchange. Coventry University, 2023. http://dx.doi.org/10.18552/glea/2023/0006.
Texto completoMartinez, Juliana Zeggio. "Teacher Education and Miseducation: An experience from a community of English teacher educators in Brazil". En 2013 IEEE 63rd Annual Conference International Council for Educational Media (ICEM). IEEE, 2013. http://dx.doi.org/10.1109/cicem.2013.6820192.
Texto completoERTHAL, Luísa Canto, Guilherme Felipe Dutra SILVA y Aline Trovão QUEIROZ. "CHILD DEPRESSION IN BRAZIL - A LITERATURE REVIEW". En SOUTHERN BRAZILIAN JOURNAL OF CHEMISTRY 2021 INTERNATIONAL VIRTUAL CONFERENCE. DR. D. SCIENTIFIC CONSULTING, 2022. http://dx.doi.org/10.48141/sbjchem.21scon.44_abstract_erthal.pdf.
Texto completoAlmeida, Adriana Barretta. "English as an international language and Google's pronunciation tool". En V Seven International Multidisciplinary Congress. Seven Congress, 2024. http://dx.doi.org/10.56238/sevenvmulti2024-188.
Texto completoMartins, Márcia Jacobina Andrade y Claudia Bauzer Medeiros. "Linking Heterogeneous Health Data Sources in Brazil Centered on Drug Leaflet Processing". En Simpósio Brasileiro de Banco de Dados. Sociedade Brasileira de Computação - SBC, 2023. http://dx.doi.org/10.5753/sbbd.2023.233356.
Texto completoMartins, V. S. y C. D. Silva. "Text Classification in Law Area: a Systematic Review". En Symposium on Knowledge Discovery, Mining and Learning. Sociedade Brasileira de Computação - SBC, 2021. http://dx.doi.org/10.5753/kdmile.2021.17458.
Texto completoInformes sobre el tema "English – Brazil"
McNaught, Tim. A Problem-Driven Approach to Education Reform: The Story of Sobral in Brazil. Research on Improving Systems of Education (RISE), marzo de 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/039.
Texto completoAngel, Félix y Cristina Rossi. Latin American Artists of Italian Descent. Inter-American Development Bank, agosto de 2011. http://dx.doi.org/10.18235/0006441.
Texto completoShujaa, Asaad Suliman y Qasem Almulihi. Is Hypertonic Saline an Effective Alternative to Mannitol in the Treatment of TBI in Adult and Pediatric Patients? A Systematic Review and Meta-Analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, noviembre de 2022. http://dx.doi.org/10.37766/inplasy2022.11.0010.
Texto completoLI, Na, Xia AI, Xinrong Guo, Juan Liu, Rongchao Zhang y Ruihui Wang. Effect of acupuncture treatment on cognitive impairment after traumatic brain injury in adults: A systematic review protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, noviembre de 2021. http://dx.doi.org/10.37766/inplasy2021.11.0113.
Texto completoZeng, Yongjian, Zhiyi Guo, Kejia Yang, Jing Lei, Zhidong Guo y Xianjuan Sun. Deep brain stimulation in the treatment of Tourette's syndrome: a Meta analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, septiembre de 2022. http://dx.doi.org/10.37766/inplasy2022.9.0065.
Texto completoNunes, Isadora, Katia Sá, Mônica Rios, Yossi Zana y Abrahão Baptista. Non-invasive Brain Stimulation in the Management of COVID-19: Protocol for a Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, diciembre de 2022. http://dx.doi.org/10.37766/inplasy2022.12.0033.
Texto completoCheng, Fangqun, Biyun Ye, Ying Tang, Zhuo Xiao, Dan Liu, Ke Wang, Peiyu Cheng y Jingping Zhang. Risk factors for deep vein thrombosis in patients with cerebral hemorrhage: a systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, marzo de 2022. http://dx.doi.org/10.37766/inplasy2022.3.0068.
Texto completoScheffler, Bettina, Alexander Bremer y Christian Kopkow. Evidence-based guideline recommendations for physiotherapy in Parkinson's disease: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, octubre de 2022. http://dx.doi.org/10.37766/inplasy2022.10.0042.
Texto completoWu, Xin. The efficacy and safety of anti-CD20 antibody treatments in relapsing multiple sclerosis: a systematic review and network meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, junio de 2022. http://dx.doi.org/10.37766/inplasy2022.6.0075.
Texto completoPenman, Olivia, Andrew Sheridan, Nic Badcock, Georgia Horsburgh y Carmela Pestell. Could local sleep explain the occurrence of attentional lapses in primary school-aged children? A scoping review protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, diciembre de 2022. http://dx.doi.org/10.37766/inplasy2022.12.0074.
Texto completo