Articoli di riviste: "English – Brazil"

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Mompean, Annick Rivens. "Pronouncing English in Brazil". English Today 13, n. 1 (gennaio 1997): 28–35. http://dx.doi.org/10.1017/s0266078400009433.

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Friedrich, Patricia. "English in advertising in Brazil". World Englishes 38, n. 3 (28 agosto 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, n. 3 (6 luglio 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, n. 2 (luglio 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, n. 1 (6 marzo 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 whom we will always be grateful. The confidence they demonstrated in ETD had allowed us to jump from Qualis C evaluation in Education to Qualis A in 2007. This effort, properly orchestrated, brought good results.

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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, n. 4 (31 dicembre 2014): 401. http://dx.doi.org/10.22158/selt.v2n4p401.

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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 the other hand, in private language institutes. Based on the analysis of language policies in Brazil the study suggests that these two divergent views of English create a social divide between those who can afford to learn English and those who cannot. The study concludes that one possible way to slaughter Kachru’s five sacred cows of English in Brazil so as to enable the change of paradigm regarding the role of English in that country is to adopt a view of English as an international language.

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Santos, Gildenir Carolino. "Editorial English". ETD - Educação Temática Digital 12, n. 2 (19 dicembre 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 e 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. 1 (7 marzo 2016): 54. http://dx.doi.org/10.5296/elr.v2i1.9150.

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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 out to examine pre-service English teachers’ beliefs on the use of CLIL in Brazil. The results of study show that pre-service English teachers understand the importance of the CLIL approach though they are aware of the various obstacles to its implementation in that context. The study suggests a review of language policies in Brazil so as to ensure a convergence between them and internationalization policies and approaches, at all levels of education. Regarding the ELT approach analyzed, the study concludes that despite the difficulties associated with the implementation of CLIL in Brazil, it represents a relevant alternative in that context.

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Thonus, Terese. "Anderson, Maicon, and Thyago: "English" Names in Brazil". American Speech 67, n. 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, n. 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, n. 01 (7 marzo 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, n. 53 (16 gennaio 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 studentteachers’ image of themselves and of EFLteaching. DOI: 10.28998/2317-9945.2014v1n53p155-180

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Pallares-Burke, Maria Lúcia G. "Globalizing the Enlightenment in Brazil". Cultural History 9, n. 2 (ottobre 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 into Portuguese of Mary Wollstonecraft's Vindication of the Rights of Women, although the text that she translated under that name was actually a more radical English pamphlet by ‘Sophia, a Person of Quality’.

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Fradkin, Chris. "The Internationalization of Psychology Journals in Brazil: A Bibliometric Examination Based on Four Indices". Paidéia (Ribeirão Preto) 27, n. 66 (aprile 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 from a native English-speaking country; (ii) empirical articles; and (iii) editorial board members from a native English-speaking country. Use of English-language text was not associated with successful internationalization. These findings suggest that the path to internationalization for psychology journals in Brazil may depend on increased publishing of findings from English-speaking countries; or at the very least: increased collaboration between Brazilian and native English-speaking scholars.

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Hitotuzi, Nilton. "CHALLENGES FOR NON-AMERICAN-ENGLISH-SPEAKING TEACHERS IN ENGLISH LANGUAGE CLASSROOMS IN BRAZIL". Revista Contexto & Educação 34, n. 107 (28 marzo 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 challenges. Finally, some suggestions on how to cope with “Americanised” classrooms are offered.

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Santos, Gildenir Carolino. "Editorial English". ETD - Educação Temática Digital 11 (6 marzo 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 areas, discussed in several papers in this number: Jacques Lacan, Sigmund Freud, Michel Foucault, Gilles Deleuze and Friedrich Niestche, as a link among these authors in this puzzle.

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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, n. 4 (16 settembre 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 females, and intersectionality with the issues of race, gender and social class in Brazil? 2) What do English-language textbooks used in Brazil and Cameroon reveal about black females and intersectionalities with social class? The reference framework that supports this discussion includes the issues of intersectionality, race, gender and social class (CRENSHAW, 1991), as well as critical racial literacy (SKERRETT, 2011; MOSLEY, 2010, FERREIRA, 2015b). The article concludes that black females are less represented than males in textbooks used in both Brazil and Cameroon. In the case of Brazil, black females are less represented than black and white males, and white females.

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Batista, Bianca, e Luiz Montez. "O Brasil nas Obras de Pero Gândavo e Richard Hakluyt". Revista de Estudos Anglo-Portugueses/Journal of Anglo-Portuguese Studies, n. 27 (1 dicembre 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, the travel collection denied Iberians’ kings sovereignty over the New World and extolled the English maritime enterprise in the Americas, especially in the lands not effectively colonized by the Iberians. We suggest that the printed book was a stage in which the European countries struggled for the riches of Americas.

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Tavares Milhem Ygnatios, Nair, Cesar de Oliveira, Juliana Vaz de Melo Mambrini, Fabíola Bof de Andrade, Maria Fernanda Lima-Costa e 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, n. 2 (8 aprile 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 participated in the baseline (2015–2016) of the Brazilian Longitudinal Study of Aging (ELSI-Brazil). The English data were from 8024 participants of the wave 6 (2012–2013) of the English Longitudinal Study of Aging (ELSA). Disability was defined as difficulty to perform at least 1 activity of daily living. We used logistic regression models to examine the association between anthropometric indicators and disability, adjusted for sociodemographic and health-related characteristics, considering the interaction term between each anthropometric indicator and country. Results All health-related characteristics were worse in Brazil than England, although the prevalence of disability was similar among Brazilian (17.85%) and English (16.27%) older adults. Fully adjusted models showed statistically significant interaction terms between country and anthropometric indicators. The strength of the associations in Brazil was weaker compared with England. All anthropometric indicators were positively associated with disability: elevated BMI, in Brazil (OR: 1.27; 95% CI: 1.06, 1.51) and in England (OR: 1.80; 95% CI: 1.51, 2.14); elevated waist circumference, in Brazil (OR: 1.21; 95% CI: 1.02, 1.44) and in England (OR: 1.90; 95% CI: 1.51, 2.37); and elevated waist-to-height ratio, in Brazil (OR: 1.20; 95% CI: 0.96, 1.52) and in England (OR: 1.83; 95% CI: 1.37, 2.44). Conclusions Elevated BMI and waist circumference increased the odds of disability in both populations. However, these associations were stronger in England than in Brazil.

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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, n. 4 (dicembre 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 strategy to resist) or resistant identities to language (negating themselves as capable speakers or teachers).

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Pallares-Burke, Maria Lúcia G. "The English in Brazil: A Study in Cultural Encounters". Portuguese Studies 27, n. 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, n. 1 (marzo 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, n. 2 (maggio 2003): 159–72. http://dx.doi.org/10.1111/1467-971x.00285.

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Klaus Junior, Claudio Antonio, e Levi Hülse. "English Immersion U.S.A. Program (EIP) - An educational and sociocultural experience". Research, Society and Development 9, n. 8 (24 luglio 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 an immersive experience in the U.S. culture and allowed them to practice and sharpen their English language skills; (3) allowed the participants to get to know Brazil itself better as they interacted with fellow Brazilians from different parts of the country; (4) make an educational environment to allow transformative learning, and (5) achieve Sustainable development goal number 17.

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Monteiro, George. "George C. White in Brazil:". Eugene O'Neill Review 36, n. 1 (1 marzo 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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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 (1 marzo 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 was English law. Injunctions were sought in both jurisdictions in view of the lawsuits filed before the Brazilian and English courts. While Brazilian courts ordered the discontinuation of the arbitration in London, English courts enjoined the parties to abstain from pursuing court litigation in Brazil, reminding the difficulties that such orders create to the conduct of international arbitration, both from the standpoint of the arbitrators' prerrogatives and as regards to international law.

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Finardi, Kyria Rebeca, Gabriel Brito Amorim e 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, n. 2 (24 maggio 2018): 139. http://dx.doi.org/10.22158/selt.v6n2p139.

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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 analyzed these two variables remained stable, thus confirming the hypothesis raised.

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Souza, Manuela Xavier Ribeiro de, e 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, n. 6 (11 giugno 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 provides practical recommendations for optimizing ESL teaching and learning in the Brazilian educational setting. By addressing the multifaceted dimensions of ESL teaching, the study offers guidance to stakeholders invested in improving English language proficiency among Brazilian students.

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Ash-Irisarri, Kate, Daisy Black, Sarah Brazil, Anna Dow, Joel Grossman, Yoshiko Kobayashi, Niamh Pattwell, R. D. Perry, Daniel Sawyer e Xiaoling Wu. "III Middle English". Year's Work in English Studies 98, n. 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; section 6 is by Yoshiko Kobayashi; section 7 is by Xiaoling Wu; section 8 is by Kate Ash-Irisarri; section 9 is by Daisy Black and Sarah Brazil.

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Hashiguti, Simone Tiemi. "CAN WE SPEAK ENGLISH? REFLECTIONS ON THE UNSPOKEN EFL IN BRAZIL". Trabalhos em Linguística Aplicada 56, n. 1 (aprile 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 English works as the reference statement that makes it possible to verify a discursive regularity in operation in Brazil. Second, a postcolonial theoretical framework supports the discussion on the conditions of possibility to speak English as a foreign language in a former Portuguese colony. The author argues that the ghost of the native, idealized speaker prevents students from recognizing the English they know as legitimate, and to speak it, and points out that dignity is a possible discourse to help deconstruct the colonial, silenced positioning that exists regarding the oral production in this foreign language.

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Gutierres, Athany, Ivana Loraine Lindemann e 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, n. 1 (31 gennaio 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 Pedagogical Projects (PPPs) from public medical schools between the years 2013-2019. Online bibliographical research was carried out and data were collected from the e-MEC system and the PPPs. Descriptive statistics have shown that 65.1% of Medicine undergraduate courses (n=28) include the proficiency of a foreign language in their PPPs, being that language English in 35.7% and any other language in 64.3%; 34.9% of the institutions do not incorporate any foreign language at all. Although the majority of medical schools seem to be conforming with the National Curricular Guidelines, there might be still a gap between targeted English language practices and their association to health education and the promotion of healthcare actions.

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Friedrich, Patricia. "English in advertising and brand naming: sociolinguistic considerations and the case of Brazil". English Today 18, n. 3 (17 giugno 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 the incorporation of English into the world of business and advertising, and argues for a comprehensive view of this phenomenon, balancing external and internal forces contributing to the use of English.

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Ariane, M. Kluczkovski, e M. Scussel Vildes. "Brazil nut allergy: A review". African Journal of Pharmacy and Pharmacology 9, n. 26 (29 luglio 2015): 633–44. http://dx.doi.org/10.5897/ajpp2014.4206.

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Windle, Joel Austin. "Social identity and language ideology: challenging hegemonic visions of English in Brazil". Gragoatá 22, n. 42 (13 luglio 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 speaker” model in the hybrid linguistic practices of Brazilian youth.--- DOI: http://dx.doi.org/10.22409/gragoata.2017n42a894---Original in English.

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Oliveira do Espírito Santo, Diogo, e 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, n. 57 (19 marzo 2017): 59. http://dx.doi.org/10.9771/ell.v0i57.24738.

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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 status 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 deste artigo. A discussão será finalizada com o debate sobre os desdobramentos da perspectiva translíngue no ensino, como forma de problematizar as relações linguístico-culturais que os sujeitos aprendizes de língua inglesa desenvolvem em cenários cada vez mais multilíngues. Abstract: This article discusses the premises and implications of translingualism (translingual practices) (CANAGARAJAH, 2011, 2013; GARCÍA, 2009, 2014) and bilingual education (GARCÍA, 2014; WEI, 2013) concepts in English Language Teaching (ELT) contexts in Brazil. In the first section, we will review some of the labels that have been attributed to the current status of the English language worldwide, such as World Englishes (WE), English as an International Language (EIL) and English as a Lingua Franca (ELF). Moreover, we will approach different definitions of bilingual subjects. Finally, we will consider the debate about the unfolding of the translingual perspective in order to reflect on the linguistic and cultural relations that English language learners develop in ever more multilingual settings. <pre> </pre>Keywords: English; Translanguaging; Bilingual Education. Palavras-Chave: Língua inglesa; Translingualismo; Práticas translíngues; Ensino bilíngue.

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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, n. 3 (8 maggio 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 Textbook Program, that I have written with Tavares (Franco & Tavares, 2018). Therefore, I hope this article may help shed light on developing and implementing materials that adopt an ELF-oriented approach in a scenario created by the legislation and the selection of textbooks that seems to be promising for the establishment of the ELF paradigm in Brazil.

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Colligan, Colette, Diana Cooper-Richet e Isabelle Richet. "English Reading Rooms and Periodicals in France, Italy and Brazil". Cultural History 10, n. 2 (ottobre 2021): 155–64. http://dx.doi.org/10.3366/cult.2021.0239.

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Milton, John. "Translated Poetry in Brazil 1965-2004". Revista Brasileira de Linguística Aplicada 4, n. 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, e Kyria Rebeca Finardi. "English as a Medium of Instruction in Brazil: Evidence from UFES". Studies in English Language Teaching 9, n. 1 (22 gennaio 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 literature review includes studies on the role of L2 in the process of internationalization in Brazil and at UFES. The methodology is mixed, triangulating quantitative and qualitative data of the offer of L2 courses at UFES with the reported proficiency levels of professors. The analysis of the data suggests that English has a hegemonic role in the internationalization process in general and at UFES in particular. Since other L2 possibilities have been found in that institution, the study suggests alternative language policies to stimulate the use of other L2 apart from English to foster a more multilingual internationalization process in that context.

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McManus, Concepta, Abilio Afonso Baeta Neves, Cyntia Oliveira e Henrique De Oliveira Castro. "Postgraduate Internationalisation in Brazil". International Journal of Scientific Research and Management 9, n. 07 (17 luglio 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 with little comprehensive thinking on its role towards academic achievement within the Postgraduate Programs realities, beyond the mobile individual. English language skills need to be improved. While most institutions have offices that treat this theme, they lack an active engagement with the postgraduate programs and strategic planning, seen as vital for almost all institutions. Resources are necessary to build infrastructure and capacitate lecturers and staff to this end.

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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, n. 254 (25 ottobre 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 English language and the encounters among languages and cultures that the technology and the recent mobility of people have facilitated. The results show that English language practices performed by the six participants in Alter do Chão village, often highlighted through hybrid language practices, are constituted by locally situated attitudes, related to their creative performances.

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Salves, Déborah, Paolla Wanglon e 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, n. 1 (31 gennaio 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 comprised of individuals who had recently arrived in Brazil. Results suggest that familiarity with a speaker’s L1 and accented-L2 has an effect on the intelligibility of what is heard. From the perspective of Complex Dynamic Systems, we argue that there is an alteration of a listener’s perception of his/her own language system due to exposure to it as an L2.

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Ariane, Mendonca KLUCZKOVSKI, MARTINS Maristela, Miranda MUNDIM Silmara, Hanan SIMOES Renata, Silveira NASCIMENTO Karine, Albuquerque MARINHO Helyde e KLUCZKOVSKI JUNIOR Augusto. "Properties of Brazil nuts: A review". African Journal of Biotechnology 14, n. 8 (25 febbraio 2015): 642–48. http://dx.doi.org/10.5897/ajb2014.14184.

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Scheyerl, Denise, e Flavius Almeida Dos Anjos. "The Need of language politics for the teaching of English in higher education in Brazil". Letras & Letras 35, especial (23 ottobre 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 may hinder learning. This, somehow, signals the need of language politics which redirect the English teaching/learning logistic. This paper aims at making a reflection in this sense, presenting outcomes of an ethnographic research, developed with some undergraduate students, in Brazil, whose data showed negative attitudes toward some logistic factors, in the English language classroom. Thus, this text is aligned with the tenets of language politics, taking into account the logistic factors to reach better results in the English language classroom.

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De Mira, Fabiana. "Issues and challenges faced by Brazilian adults to learn English". Revista Liberato 24, n. 42 (13 dicembre 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 encourage many people to come to the U.S. to learn. Nowadays, there is a big wave of Brazilians coming to study English as an additional language. The study has mainly focused on adult Brazilian English learners living in the U.S. and it has identified the profile of these adult students, their motivation, their challenges, as well as issues about age, affection, and beliefs related to this topic. Palavras-chave: english learners; adults; USA.

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Rampazzo, Laura, e Jéssica Nunes Caldeira Cunha. "Telecollaborative practice in Brazil". BELT - Brazilian English Language Teaching Journal 12, n. 1 (16 giugno 2021): e40023. http://dx.doi.org/10.15448/2178-3640.2021.1.40023.

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Telecollaboration refers to connecting geographically distant learners in intercultural contact via (a)synchronous communication tools. “Teletandem Brasil: Foreign Languages for All” (Telles, 2006) is a telecollaborative, pedagogical, and research project that has been the object of investigation of studies published under the formats of research articles, master’s theses, Ph.D. dissertations, books, and book chapters. This paper aims to present a descriptive map of peer-reviewed research articles on teletandem practice in Brazil. We selected articles that reported on empirical research from the Web of Science platform and the teletandembrasil.org website and, based on the EPPI reviewing system, analyzed 67 articles. We identified the following aspects of the articles: period of publication, language, research focus, and data analyzed. Our results indicate that (i) there has been a growing interest in the topic reflected in more published papers on teletandem; (ii) most articles are published in Portuguese and English; (iii) research on teletandem has focused on 11 different topics, the most popular ones being language learning and intercultural issues; and (iv) there is a diversity of data analyzed in the publications.

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Passoni, Taisa, Luciana Cabrini Simões Calvo, Michele Salles El Kadri e Christopher Stillwell. "University professors’ representations on an online EMI course in Paraná - Brazil". ESPecialist 45, n. 3 (20 maggio 2024): 66–87. http://dx.doi.org/10.23925/2318-7115.2024v45i3e63673.

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In Brazilian higher education institutions, English as a Medium of Instruction (EMI) courses and workshops play a key role in helping professors to rethink their methodology and their concepts of language, especially regarding English conceived as a lingua franca. In an attempt to bring a local perspective for EMI, this paper examines university professors’ representations on an online EMI course for professors from nine public universities in Paraná. It is grounded on the concept of representation from critical discourse analysis. The results reveal the beliefs and motivations of the participants concerning EMI in Brazil.

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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, n. 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 of study: the Protocol of Conferences and the Treaty of Peace and Alliance between Brazil and Portugal, a legal instrument through which Portugal recognized the Independence of Brazil. Therefore, the content transcribed in the aforementioned documents, inserted in the time frame between the years 1824and 1825, is analyzed. A certain neutrality of the Austrian delegation during the negotiationswas revealed, in contrast to the commitment ofthe English delegation to an agreement between Brazil and Portugal. It was established that,despite the dispute over the authority of D. Pedro I and his title of Emperor of Brazil, and the high degree of disagreement between the negotiators of Brazil andPortugal, the negotiations were finally crowned with success in 1825, with the Treaty of Peace and Alliance and the Recognition by Portugal of Brazilian sovereignty.

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Batista, Fernanda C. A. "English Language Teaching in Brazil: A Gap in Policy, Problems in Practice". English Language Teaching 13, n. 8 (17 luglio 2020): 135. http://dx.doi.org/10.5539/elt.v13n8p135.

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Only three percent of Brazilians are estimated to speak English despite the status of this language as a mandatory subject in grades 10 to 12 of basic education and preferred foreign language in grades 5 to 9. This paper will analyse possible reasons for this fact. The widespread concept in the Brazilian society that speaking English is beneficial to individuals because it provides access to the globalised world does not seem to be enough to promote the actual learning of the language by the majority of the population, and it is argued here that this fact has to do with a gap in the foreign language teaching policy documents: the 2015 National Education Guidelines and Framework Law (LDB 2015), the Brazilian National Curriculum Parameters for Primary Education (PCN-EF), and the Brazilian National Curriculum Parameters for Secondary Education (PCN-EM). These documents do not prescribe the necessary conditions for English Language Teaching (ELT) to take place effectively, but, instead, provide suggestions for teachers on how to adapt to the status quo, which means focusing on reading to the detriment of the other aspects of the English language due to a number of factors ranging from a lack of resources to a large number of students per class.  

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Franco, Claudio de Paiva. "Understanding digital natives' learning experiences". Revista Brasileira de Linguística Aplicada 13, n. 2 (24 gennaio 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 learning system of digital natives is self-organizing and chaotic. Moreover, the final remarks stress a pressing concern regarding English teaching in Brazil and suggest that the current pedagogical practices no longer serve the needs of the digital generation.

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