Blended learning no ensino de inglês como língua estrangeira:um estudo de caso com professoras em formação

Abstract

The object of reflection of this work is the implementation process of rotation station Blended Learning in an English extension course offered to the community, taught by student teachers at a Federal University in the south of Rio Grande do Sul. This work is among those which are interested in a sustainable innovation of the Foreign Language classroom from the use of Active Methodologies for teaching and learning, in this case, Rotation Station Blended Learning. Our goal was to evaluate how this experience can contribute to teaching and learning of Foreign Languages and to teacher formation, as well as to describe its limitations and challenges. For this purpose, we started with the justification that the dissatisfaction with foreign language classes can come from both students and teachers: students complain about little dynamic everyday classes; teachers complain about the frustration caused by little participation, lack of interest and devaluation from the students regarding the classes and the strategies created to call their attention (DIESEL et al., 2017). Even using new technological resources during classes, such scenario of collective dissatisfaction has not been changed, because technology alone does not guarantee the restatement of pedagogical paradigms. For this reason, we briefly approach pedagogical and epistemological models (BECKER, 2012) that support the traditional teaching model and, from this, we will discuss a new proposal for teaching, based on active methodologies (MORÁN, 2015) to innovate pedagogical practices using Blended Learning (HORN e STACKER, 2013). Therefore, we used resources for the reflection based on the ones provided by Blended Learning Universe, semi-structured interviews with the participant teachers and some students and journal of class observations. Research has presented positive results regarding the expected in the development of active methodologies, such as bigger emphasis, autonomy and changing in the student's role, changing in the teacher's role, innovation, and team work.