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Articles de revues sur le sujet « English – Brazil »

Auteur : Grafiati

Publié le 26 juillet 2024

Mis à jour le 31 juillet 2025

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1

Mompean, Annick Rivens. "Pronouncing English in Brazil." English Today 13, no. 1 (1997): 28–35. http://dx.doi.org/10.1017/s0266078400009433.

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Friedrich, Patricia. "English in advertising in Brazil." World Englishes 38, no. 3 (2019): 552–60. http://dx.doi.org/10.1111/weng.12421.

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DE FIGUEIREDO, EDUARDO H. DINIZ. "English identity and Manguebeat in Brazil." World Englishes 34, no. 3 (2015): 456–70. http://dx.doi.org/10.1111/weng.12152.

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Friedrich, Patricia. "English in Brazil: functions and attitudes." World Englishes 19, no. 2 (2000): 215–23. http://dx.doi.org/10.1111/1467-971x.00170.

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Santos, Gildenir Carolino. "Editorial English." ETD - Educação Temática Digital 11, no. 1 (2012): 8. http://dx.doi.org/10.20396/etd.v11i1.912.

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It is with great pleasure that we continue the celebration of ETD’s 10th anniversary - one of the first electronic journals to be indexed in Brazil in the 90's. To commemorate these ten years, we are presenting a new design, and also, grouping together works of several researchers from different geographical parts of Brazil. Throughout 2010 we will be releasing commemorative editions organized and / or composed by works of great academic importance. The effort to obtain the Qualis A evaluation, in recent years, counted with the collaboration of renowned Brazilian and foreign researchers, to wh

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Finardi, 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, no. 4 (2014): 401. http://dx.doi.org/10.22158/selt.v2n4p401.

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<em>This paper reflects about a change in paradigm regarding the role of English in Brazil relating it to Kachru’s notion of the slaughter of the five sacred cows of English. So as to foreground this reflection the study reviews the role of English materialized in language policies in Brazil suggesting that there is a gap between people’s views of and language policies regarding the role of English in that country. The analysis of language policies in Brazil also suggests that English is seen as a foreign language on the one hand, in public schools, and as an international language on th

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Atkinson, Rebecca. "L2 translation in Brazil: Results of a survey." Journal of Specialised Translation, no. 40 (July 25, 2023): 164–87. https://doi.org/10.26034/cm.jostrans.2023.529.

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This study reports on an online survey conducted in Brazil with the aim of identifying the prevalence of L2 translation in the country and some of the characteristics and practices of the professionals engaged in it, focusing on translation into English. 522 valid responses were received from professionals living in Brazil (95%) and abroad (5%). 78% of the respondents whose L1 was Portuguese reported translating into other languages: 53% only into English and 11% into English and another language. 60% of the 326 respondents who translated into English did so 50% or more of the time. L2 transla

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Santos, Gildenir Carolino. "Editorial English." ETD - Educação Temática Digital 12, no. 2 (2011): 2. http://dx.doi.org/10.20396/etd.v12i2.1183.

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We are pleased to be releasing another issue of ETD - Digital Thematic Education, which brings works resulting from the scientific exchange between Brazil and Germany, under the theme: "North-south connection in qualitative research: the multi-sight to the Brazilian and German text and image". In this issue we have 05 contributions to ARTICLES Section, 06 works in the SEARCH section, ending up with 02 contributions to the EXPERIENCE REPORT section.

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Finardi, Kyria, Roberta Leao, and Livia Melina Pinheiro. "English in Brazil: Insights from the Analysis of Language Policies, Internationalization Programs and the CLIL Approach." Education and Linguistics Research 2, no. 1 (2016): 54. http://dx.doi.org/10.5296/elr.v2i1.9150.

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<p class="Normal1">The paper proposes a reflection on the role of English in the globalized world and its teaching/learning in Brazil. With that aim, the study reviews language policies and internationalization programs in Brazil regarding the role of foreign languages in general and of English in particular. The theoretical framework includes a review of an English language teaching (ELT) approach used mainly in Europe, as a result of globalization and internationalization, the Content and Language Integrated Approach (CLIL). In order to support this reflection, a case study was carried

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Fradkin, Chris. "The Internationalization of Psychology Journals in Brazil: A Bibliometric Examination Based on Four Indices." Paidéia (Ribeirão Preto) 27, no. 66 (2017): 7–15. http://dx.doi.org/10.1590/1982-43272766201702.

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Abstract: There is considerable variability among psychology journals in Brazil, in terms of presence on the international stage. However, research as to why is very scarce. This study empirically examined the relationship between several indices of internationalization and real-world internationalization, among these journals. 661 articles from the top-17 psychology journals in Brazil were coded for: English-language text, editorial board makeup, lead author institution, and article type. Analyses revealed that successful internationalization was associated with: (i) lead author institution f

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Pallares-Burke, Maria Lúcia G. "Globalizing the Enlightenment in Brazil." Cultural History 9, no. 2 (2020): 195–216. http://dx.doi.org/10.3366/cult.2020.0221.

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Recent studies of the Enlightenment have begun to emphasize its global dimension, arguing that the leading ideas of the movement did not simply ‘spread’ from Europe, but were consciously adapted to local circumstances and problems. This article offers a case-study of nineteenth-century Brazil, focusing on two examples. The first is that of the priest Lopes Gama and his journal O Carapuceiro, inspired by the English Spectator but aimed at reforming the morals of Brazilian readers. The second example is that of the early feminist Nisia Floresta, who was long thought to have been the translator i

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Thonus, Terese. "Anderson, Maicon, and Thyago: "English" Names in Brazil." American Speech 67, no. 2 (1992): 175. http://dx.doi.org/10.2307/455453.

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Xavier, Margaret. "E-portfolios and English teacher education in Brazil." Revista Leitura 1, no. 53 (2014): 155–80. http://dx.doi.org/10.28998/2317-9945.2014v1n53p155-180.

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Barbosa de Paula, Rebeca. "ENGLISH LANGUAGE TEACHING IN BRAZIL AT PUBLIC SCHOOLS." Revista Gênero e Interdisciplinaridade 4, no. 01 (2023): 202–6. http://dx.doi.org/10.51249/gei.v4i01.1220.

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The present work aims to investigate in some ways why don´t the Brazilian students at public schools get fluent in the English language, besides studying it for many years, and give some possible solutions for that situation. The goal is promoting some strategies that can be used by the teachers to help the students and propitiate the “communicative approach” as the BNCC terms explain by improving the English Language teaching and learning in Brazil at public schools.

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Xavier, Margaret Malia Spofford. "E-portfolios and English teacher education in Brazil." Revista Leitura, no. 53 (January 16, 2019): 155–80. http://dx.doi.org/10.28998/2317-9945.201453.155-180.

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This article discusses the theory andimplementation of a network of e-portfoliosin the English as a Foreign Language (EFL)teaching practicum at a Brazilian public university.E-portfolios effectively motivate Brazilian studentteachers to value the work produced during theteaching practicum, while contributing to thedevelopment of digital literacy and professionalidentity in a globalized world, in which Englishplays a key role. The use of the e-portfolioas a complement to traditional final reportsconstitutes a shift in episteme from isolated reportto interconnected site, thus impacting studentte

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Ferreira, Aparecida De Jesus. "SOCIAL IDENTITIES OF BLACK FEMALES IN ENGLISH LANGUAGE TEXTBOOKS USED IN BRAZIL AND CAMEROON: INTERSECTIONALITIES OF RACE, GENDER, SOCIAL CLASS AND CRITICAL RACIAL LITERACY." Revista X 14, no. 4 (2019): 20. http://dx.doi.org/10.5380/rvx.v14i4.66191.

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This article analyzes how the social identities of black females are represented in English-language textbooks used in Brazil and Cameroon; the intention is to generate reflections on how these social identities are portrayed. This research is linked to my participation in an international research project involving universities in Brazil and Cameroon. In the article I analyze a textbook I collected in Cameroon (Bamenda) and another textbook that is used in Brazil. I address the following: 1) What are the results of studies regarding English-language textbooks, the social identities of black f

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Batista, Bianca, and Luiz Montez. "O Brasil nas Obras de Pero Gândavo e Richard Hakluyt." Revista de Estudos Anglo-Portugueses/Journal of Anglo-Portuguese Studies, no. 27 (December 1, 2018): 99–127. http://dx.doi.org/10.34134/reap.1991.208.272.

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This study’s aim is to analyze the discursive construction of Brazil in the chronicle of Pero Gândavo, História da Província Santa Cruz que Vulgarmente Chamamos Brasil (1576) and in the travel collection of Richard Hakluyt, The Principal Navigations, Voyages and Trafqques of the English Nation (1589-1600). Printed books played a crucial role during the sixteenth century once the editors built a history of the new-found lands in accordance with their reigns’ economic and ideological interests. For Gândavo, the chronicle assured the Portuguese possession over Brazil whereas for Richard Hakluyt,

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Hitotuzi, Nilton. "CHALLENGES FOR NON-AMERICAN-ENGLISH-SPEAKING TEACHERS IN ENGLISH LANGUAGE CLASSROOMS IN BRAZIL." Revista Contexto & Educação 34, no. 107 (2019): 249–64. http://dx.doi.org/10.21527/2179-1309.2019.107.249-264.

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In this reflection paper, it is discussed the issue of prestige varieties of English mostly in terms of accent preference and, based on the literature, American and British English are pointed out as the varieties dominating English language teaching textbooks around the world. At the same time, it is suggested that the American variety is predominantly favoured worldwide, especially in Brazil. Furthermore, it is maintained that, because of the American linguistic hegemony in this country, non-American-English-speaking teachers of English can be faced with some institutional and pedagogical ch

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Santos, Gildenir Carolino. "Editorial English." ETD - Educação Temática Digital 11 (March 6, 2012): 6. http://dx.doi.org/10.20396/etd.v11iesp..894.

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With great satisfaction, we are opening 2010 year with this special issue, "Psychoanalysis and Philosophy: possible dialog?” with 15 studies: five articles, nine dossier texts and one experience report. Here we are addressing the representativity of two areas of the knowledge field: psychoanalysis and philosophy. In the dialogues outlined in this special issue, several authors have brought their contributions from different places and countries: Uruguay, Brazil and England. With this, we could devise an opening cover for the journal representing psychoanalysts and philosophers of the involved

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Tavares Milhem Ygnatios, Nair, Cesar de Oliveira, Juliana Vaz de Melo Mambrini, Fabíola Bof de Andrade, Maria Fernanda Lima-Costa, and Juliana Lustosa Torres. "Differences in disability and nutritional status among older Brazilian and English adults: the Brazilian Longitudinal Study of Aging (ELSI-Brazil) and English Longitudinal Study of Aging (ELSA) cohorts." American Journal of Clinical Nutrition 114, no. 2 (2021): 422–28. http://dx.doi.org/10.1093/ajcn/nqab060.

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ABSTRACT Background Brazil and England are 2 countries at different stages in their demographic, epidemiological, and nutritional transitions and with distinct socioeconomic and politic contexts, but with similar universal health systems. We aimed to examine disability and its association with objective anthropometric indicators of nutritional status, including BMI, waist circumference, and waist-to-height ratio, comparing older Brazilian and English adults. Methods We used cross-sectional data from 2 nationally representative aging studies. For Brazil, we included 9412 participants who partic

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Klaus Junior, Claudio Antonio, and Levi Hülse. "English Immersion U.S.A. Program (EIP) - An educational and sociocultural experience." Research, Society and Development 9, no. 8 (2020): e670986051. http://dx.doi.org/10.33448/rsd-v9i8.6051.

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The present paper shares an account of the experience of the English Immersion U.S.A Program (EIP), promoted by the U.S. Mission to Brazil as a positive response to the need to outreach to minority and disadvantaged public school students in Brazil after the selection of the Youth Ambassadors program. The account conveys the experience of the selection process, the program itself, and highlights the possibility of the program to (1) foster international cooperation to reach the goals of the U.S. Mission to Brazil through both education and social inclusion; (2) allowed the participants to have

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Peretti, Luiz Alberto Salton. "Caso Jirau: Decisões na Inglaterra e no Brasil Ressaltam Métodos e Reações Distintas na Determinação da Lei Aplicável à Convenção de Arbitragem." Revista Brasileira de Arbitragem 10, Issue 37 (2013): 29–49. http://dx.doi.org/10.54648/rba0130002.

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ABSTRACT: In 2012, Brazilian and English courts examined the validity of an arbitration agreement executed in Brazil. The decisions rendered demonstrate different approaches as to the law that governs the arbitration agreement. In Brazil, this law was associated with the law governing the main contract, which was Brazilian law. In England, the decisions were based on the doctrine of the separability of the arbitration agreement differentiating it from the underlying contract and determined that the law most closely connected to the arbitration agreement was that of the arbitration seat, which

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Cogo, Alessia, Telma Gimenez, Luciana Cabrini Calvo, and Michele El Kadri. "“English is the natural language of science”: discourses and ideologies concerning EMI in two Brazilian universities." Journal of English as a Lingua Franca 13, no. 1 (2024): 51–72. http://dx.doi.org/10.1515/jelf-2024-2007.

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Abstract With the introduction of English medium instruction (EMI) as one strategy for the internationalization of universities, more and more lecturers in Brazil choose the option of running their courses in EMI, while higher education courses are normally taught in Portuguese, the official language. In this study, we aim to explore the discourses and ideologies underlying the introduction and choice of EMI in two Brazilian higher education institutions. We conducted interviews with lecturers and focus group discussions with lecturers and students at two state universities in Paraná, Brazil.

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Finardi, Kyria Rebeca, Gabriel Brito Amorim, and Cláudia J. Kawachi-Furlan. "Internationalization and Language Assessment in Brazil: Exploring the Interface between Language Proficiency and Rankings at UFES." Studies in English Language Teaching 6, no. 2 (2018): 139. http://dx.doi.org/10.22158/selt.v6n2p139.

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<p><em>The study is based on the assumption that knowledge of English is an important factor in the internationalization of higher education and that the English without Borders program has positively affected the overall level of proficiency in English as well as internationalization levels in Brazil. So as to verify this hypothesis, the study analyzed the interface between English proficiency levels measured with the TOEFL ITP test and internationalization scores measured in terms of rankings in a federal university in Brazil. Results of the study suggest that during the period a

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Souza, Manuela Xavier Ribeiro de, and Diógenes José Gusmão Coutinho. "ENGLISH LANGUAGE TEACHING (ESL): A PERSPECTIVE OF THE COMMON BASE OF THE BRAZILIAN CURRICULUM." Revista Ibero-Americana de Humanidades, Ciências e Educação 10, no. 6 (2024): 1771–85. http://dx.doi.org/10.51891/rease.v10i6.14483.

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This article investigates the alignment of ESL teaching within the scope of the Brazilian Common Curricular Base (BNCC). With English proficiency becoming increasingly vital for academic, professional, and global communication purposes, BNCC emphasizes the importance of English language teaching in Brazil. Through a comprehensive examination of challenges, pedagogical strategies, and implications for policy and practice, this study aims to contribute to the discourse on improving English language teaching in Brazil. Drawing on literature, empirical research, and practical insights, the article

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Monteiro, George. "George C. White in Brazil:." Eugene O'Neill Review 36, no. 1 (2015): 61–72. http://dx.doi.org/10.5325/eugeoneirevi.36.1.61.

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Abstract In 1988, under the auspices of the United States Information Services, George C. White toured major cities in Brazil to talk about the Eugene O'Neill Memorial Theater Center. In São Paulo he was interviewed by Leo Gilson Ribeiro for the Jornal da Tarde. This newspaper interview appeared on October 1, 1988. It is reprinted here, for the first time in an English translation.

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Nascimento, Gabriel. "Racism in English Language Teaching? Autobiographical Narratives of Black English Language Teachers in Brazil." Revista Brasileira de Linguística Aplicada 19, no. 4 (2019): 959–84. http://dx.doi.org/10.1590/1984-6398201914813.

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ABSTRACT A hundred thirty years after the abolition of slavery and post-slave trade in Brazil, Black people remain the minority amongst teachers in English courses of private and public schools. This situation is tagged in their professional situation insofar as an aftermath of racism and coloniality are concerned, as I shall argue here. In this study, I seek to examine the ways race can be negatively or positively expanded in the performance of the identities of Black English language teachers, framing themselves as either resistant identities in/through language (using the language as a stra

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Pallares-Burke, Maria Lúcia G. "The English in Brazil: A Study in Cultural Encounters." Portuguese Studies 27, no. 1 (2011): 20–32. http://dx.doi.org/10.1353/port.2011.0015.

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Thonus, Terese. "The Influence of English on Female Names in Brazil." Names 39, no. 1 (1991): 27–38. http://dx.doi.org/10.1179/nam.1991.39.1.27.

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Bohn, Hilario I. "The educational role and status of English in Brazil." World Englishes 22, no. 2 (2003): 159–72. http://dx.doi.org/10.1111/1467-971x.00285.

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Hashiguti, Simone Tiemi. "CAN WE SPEAK ENGLISH? REFLECTIONS ON THE UNSPOKEN EFL IN BRAZIL." Trabalhos em Linguística Aplicada 56, no. 1 (2017): 213–33. http://dx.doi.org/10.1590/010318135150200431.

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ABSTRACT This essay explores the issue of oral production in English as a foreign language in Brazil. It reports the difficulty some students find to speak the language to matters of authority and legitimacy constituted in a particular history of language policies. Interest in the theme emerged because many Brazilian students who know English state they cannot speak the language and avoid pronouncing it and engaging in conversations. A discursive methodological framework forms the basis for the analysis of postings collected from discussion forums on different websites. First, I can´t speak En

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Ash-Irisarri, Kate, Daisy Black, Sarah Brazil, et al. "III Middle English." Year's Work in English Studies 98, no. 1 (2019): 201–66. http://dx.doi.org/10.1093/ywes/maz013.

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AbstractDue to the resignation of its former editor, and a turnover of contributors, this chapter has fewer contributors than previously. It is hoped to catch up subsequently with missing areas and to include them retrospectively. The chapter has nine sections: 1. Theory; 2. Manuscript and Textual Studies; 3. Religious Prose; 4. Piers Plowman; 5. Romance: Metrical, Alliterative, Prose; 6. Gower; 7. Hoccleve and Lydgate; 8. Older Scots; 9. Drama. Section 1 is by R.D. Perry; section 2 is by Daniel Sawyer; section 3 is by Niamh Pattwell; section 4 is by Joel Grossman; section 5 is by Anna Dow; se

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Windle, Joel Austin. "Social identity and language ideology: challenging hegemonic visions of English in Brazil." Gragoatá 22, no. 42 (2017): 370–92. http://dx.doi.org/10.22409/gragoata.v22i42.33477.

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This paper seeks to investigate the social identities connected to English in Brazil by connecting these to linguistic ideologies, and reflecting on how they may be challenged. It is based on first-person narration of “critical moments” from the perspective of an English language “native speaker” migrant to Brazil. The reflections identify how race is intimately connected to the “native speaker” category, theorised through the notions of “racial acceptability” and “racial capital”, drawing on a Bourdieusian theoretical framework. The article concludes with examples of challenges to the “native

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Friedrich, Patricia. "English in advertising and brand naming: sociolinguistic considerations and the case of Brazil." English Today 18, no. 3 (2002): 21–28. http://dx.doi.org/10.1017/s0266078402003048.

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A study of commercial names that extends ET's on-going discussion of ‘shop-sign English’ and similar phenomena from Europe and Asia into Latin America.A large body of literature describes the use of English loanwords all over the world. When it comes to developing nations, one of the most common explanations for such a phenomenon is the superiority attributed to what is foreign, especially when business and advertising are involved. This article discusses the phenomenon of English loanwords and advertising using the case of Brazil as a scenario. It exemplifies the many motivations that lead to

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Gutierres, Athany, Ivana Loraine Lindemann, and Cláudia Menoncini. "Esp teaching in contemporary medical education in Brazil." Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies 73, no. 1 (2020): 205–16. http://dx.doi.org/10.5007/2175-8026.2020v73n1p205.

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The early 2000s have witnessed significant changes in medical education in Brazil, especially because of the creation of the More Doctors (Mais Médicos) program in 2013 and the publication of the resolution that establishes the National Curricular Guidelines for Medicine undergraduate courses in 2014. The latter focuses on a human, critical and socially responsible education, which comprehends the development of the proficiency in a foreign language, preferably a lingua franca. The objective of this paper is to map the inclusion of foreign languages, particularly English, in Political Pedagogi

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Oliveira do Espírito Santo, Diogo, and Robson Ribeiro da Silva. "REPENSANDO O ENSINO DE LÍNGUA INGLESA NO BRASIL: POR UMA PERSPECTIVA TRANSLÍNGUE | RETHINKING ENGLISH LANGUAGE TEACHING IN BRAZIL: TOWARDS A TRANSLINGUAL PERSPECTIVE." Estudos Linguísticos e Literários, no. 57 (March 19, 2017): 59. http://dx.doi.org/10.9771/ell.v0i57.24738.

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<p>Este artigo discute pressupostos e implicações dos termos translingualimo ou práticas translíngues (CANAGARAJAH, 2011, 2013; GARCÍA, 2009, 2014) e ensino bilíngue (GARCÍA, 2014; WEI, 2013) em contextos de ensino de língua inglesa no Brasil. Na primeira parte, serão discutidas algumas nomenclaturas conferidas ao <em>status</em> do inglês ao redor do mundo, como World Englishes (WE), Inglês como Língua Internacional (ILI) e Inglês como Língua Franca (ILF). Em seguida, serão tecidas considerações sobre as definições de sujeitos bilíngues que mais se adéquam aos objetivos dest

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Ariane, M. Kluczkovski, and M. Scussel Vildes. "Brazil nut allergy: A review." African Journal of Pharmacy and Pharmacology 9, no. 26 (2015): 633–44. http://dx.doi.org/10.5897/ajpp2014.4206.

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Franco, Claudio de Paiva. "Teaching English as a Lingua Franca in Brazil: Insights into Materials Writing." International Journal of English Linguistics 11, no. 3 (2021): 62. http://dx.doi.org/10.5539/ijel.v11n3p62.

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In this paper, I intend to examine the main English as a lingua franca (ELF) issues discussed in the National Common Curricular Base (Brasil, 2018) and compare them to the views put forward by mainstream scholars in the field (Baker, 2016, 2018; Dewey, 2007; Jenkins, 2006, 2012, 2015; Pennycook, 2006, 2009; Widdowson, 1994). In addition, as a researcher and creator of teaching materials, I intend to share some insights into materials writing by presenting the main strategies adopted in writing a series of English textbooks for pre-teens, evaluated and approved for distribution by the Brazilian

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Milton, John. "Translated Poetry in Brazil 1965-2004." Revista Brasileira de Linguística Aplicada 4, no. 1 (2004): 173–93. http://dx.doi.org/10.1590/s1984-63982004000100010.

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Through a quantitative survey, this paper will examine the translation of poetry in Brazil in the last forty years, comparing poetry translated from English with poetry translated from other languages, showing the considerable growth in this area, and demonstrating that translated poetry can be considered a new genre in Brazilian literature. In order to do this, I attempted to discover translations of poetry published between 1965 and 2004, including reeditions of previously published works.

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Taquini, Reninni, and Kyria Rebeca Finardi. "English as a Medium of Instruction in Brazil: Evidence from UFES." Studies in English Language Teaching 9, no. 1 (2021): p34. http://dx.doi.org/10.22158/selt.v9n1p34.

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The study reflects on the role of additional languages (L2) in the process of internationalization of higher education by analyzing the role of L2 in general and English in particular in the process of internationalization of a federal university in Brazil (UFES). More specifically, the study seeks evidence of the role of L2 and English in the process of internationalization at UFES by analyzing its offer of courses reported in the Guide EMI 2018-2019 in contrast with data from the self-declared L2 proficiency of professors linked to postgraduate programs (PPGs) in that institution. The litera

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Colligan, Colette, Diana Cooper-Richet, and Isabelle Richet. "English Reading Rooms and Periodicals in France, Italy and Brazil." Cultural History 10, no. 2 (2021): 155–64. http://dx.doi.org/10.3366/cult.2021.0239.

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Salves, Déborah, Paolla Wanglon, and Ubiratã Kickhöfel Alves. "The role of L1 English speakers’ familiarity with Brazilian-accented English (L2) in the intelligibility of Brazilian learners of English (L2): a discussion on intelligibility from a Complex Dynamic Systems perspective." Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies 73, no. 1 (2020): 339–62. http://dx.doi.org/10.5007/2175-8026.2020v73n1p339.

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The aim of this study is to investigate the effect of familiarity with Brazilian-accented English (L2) in the intelligibility of speech samples when judged by native English listeners. Speech samples were collected from five native Brazilian Portuguese individuals from Southern Brazil, with a pre-intermediate level of proficiency in English. Following a Complex Dynamic Systems account (De Bot et al., 2007), this is a longitudinal study in which a group of four British listeners participated in weekly intelligibility transcription tasks, applied over the course of five weeks. This group was com

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McManus, Concepta, Abilio Afonso Baeta Neves, Cyntia Oliveira, and Henrique De Oliveira Castro. "Postgraduate Internationalisation in Brazil." International Journal of Scientific Research and Management 9, no. 07 (2021): 1791–805. http://dx.doi.org/10.18535/ijsrm/v9i07.el02.

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Understanding the current state of the Internationalisation of postgraduate courses in Brazil was essential to serve as a basis for constructing effective policies in funding agencies. It also helps to understand the capacity of the higher education institution to carry out more effective strategic planning and internationalisation plans. This study looks at replies to a Brazilian national funding agency (CAPES) questionnaire on Internationalisation within Higher Education Institutes in Brazil, based on the postgraduate experience. Results showed that Internationalisation is based on mobility

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De Mira, Fabiana. "Issues and challenges faced by Brazilian adults to learn English." Revista Liberato 24, no. 42 (2023): 111–19. http://dx.doi.org/10.31514/rliberato.2023v24n42.p111.

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In Brazil, all students in regular schools have English classes at some point in their lives, most of them usually start in 6th grade. However, when teachers and job interviewers ask about their knowledge, the answers show that they cannot speak, read, or write the language well. The Brazilian Educational Law of Guidelines and Bases requires a “foreign language” which may be Spanish, for example. When they become adults, it is essential to speak a second language to get better job opportunities. This study has investigated some aspects of English teaching/learning in Brazil, which may encourag

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Oliveira, Camila Ferreira Pureza de. "Estratégias Político-Diplomáticas e o Reconhecimento por Portugal da Soberania Brasileira, 1824-1825." História: Revista da Faculdade de Letras da Universidade do Porto 12, no. 2 (2022): 50–70. http://dx.doi.org/10.21747/0871164x/hist12_2a3.

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Two years after Brazil's independence,and in the period following the war that broke out in the context of Brazilian political emancipation, diplomats from the Empire of Brazil and the Kingdom of Portugal, supported by the mediation of the Austrians and the English, began conversations, in 1824, which aimed to carry outan act of reconciliation between Brazil and Portugal regardingthe recognition by Portugal of Brazilian sovereignty. In this article, bibliography and various documentation, namely official, are used to clarify thecontext of Brazil’s independence, as well as to analyze itsobject

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Franco, Claudio de Paiva. "Understanding digital natives' learning experiences." Revista Brasileira de Linguística Aplicada 13, no. 2 (2013): 643–58. http://dx.doi.org/10.1590/s1984-63982013005000001.

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This paper aims to provide a better understanding of digital natives' perspectives on English learning. The present case study analyzes data from a group of Brazilian learners of English who study at a federal, public high school in Rio de Janeiro, Brazil. Data collection includes: (a) a questionnaire to examine the profile of the participants and (b) learner narratives. This study privileges an interpretive approach based on Complexity Theory in an attempt to understand participants' learning experiences from a more holistic, whole-systems approach. Results indicate that the complex adaptive

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de Souza Hall, Silvia Cristina Barros. "“I speak English but i am still me” – English language practices in Alter do Chão, Brazil." International Journal of the Sociology of Language 2018, no. 254 (2018): 29–47. http://dx.doi.org/10.1515/ijsl-2018-0032.

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Abstract This article addresses how English language practices were performed, conducted and interpreted by six inhabitants of Alter do Chão village, a popular tourist destination for locals and with increasing numbers of tourists, located in the Amazon region, in the north of Brazil. Developed through an ethnographic perspective and based on the data analysis resulted from interviews and fieldwork, this article advocates, mainly, that people are creative in their linguistic encounters and that languages find their places in social practice. The article also sheds light on the spread of the En

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Scheyerl, Denise, and Flavius Almeida Dos Anjos. "The Need of language politics for the teaching of English in higher education in Brazil." Letras & Letras 35, especial (2019): 183–99. http://dx.doi.org/10.14393/ll63-v35nesp2019-9.

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This paper is about the need to rethink the English language teaching in higher education. The objective is to show how the difficulty to learn this language may be diagnosed through educational research. Under the light of Applied Linguistics and Critical Pedagogy, it develops reasoning to understand that the offer of the English language per se, with the mere presumption of inclusion, may not bring the desired results. To offer the English language it is necessary to plan it, taking into account the logistic factors. When they are disregarded, learners react with negative attitudes, which ma

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Assis, Claudete Santana de, and Antonio Henrique Coutelo de Moraes. ""Am I American, Too?"." Revista Linguagem em Foco 14, no. 1 (2022): 12–32. http://dx.doi.org/10.46230/2674-8266-14-8293.

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The current work is aimed at analyzing the speech of nine Brazilian teachers who teach English as a Foreign Language (EFL) for three renowned institutions of English language teaching in the city of Recife, Pernambuco, so as to verify if the mental models built justify polarization of the groups denominated as groups of US and THEM (VAN DIJK, 2015a). Such polarization has occurred in a reverse way, since Brazilian EFL teachers look up to the American culture in detriment of their own. This polarization reversal was caused in Brazil, not only by the exposure to American products, but also by th

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Lima, Eider da Silva, Jamil Natour, Emilia Moreira, and Anamaria Jones. "Translation, cultural adaptation and reproducibility of the Oxford Shoulder Score questionnaire for Brazil, among patients with rheumatoid arthritis." Sao Paulo Medical Journal 134, no. 1 (2015): 40–46. http://dx.doi.org/10.1590/1516-3180.2015.00800108.

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ABSTRACT CONTEXT AND OBJECTIVE Although shoulder questionnaires validated for Brazil do exist, none of them are aimed at populations with rheumatic disease. We believe that the Oxford Shoulder Score (OSS) may be useful in this population. The objective of this study was to translate the OSS, adapt it to Brazilian culture and test its reproducibility. DESIGN AND SETTING Validation study conducted in university outpatient clinics. METHODS The OSS was translated into Portuguese by two English teachers and was then retranslated into English by two native English teachers. These translations were r

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