Aula invertida (flipped classroom): Fazê-la funcionar com alunos de línguas estrangeiras

Autores

  • Laura V. Fielden
  • Mercedes Rico
  • María José Naranjo

DOI:

https://doi.org/10.21814/diacritica.286

Palavras-chave:

Aula invertida, Ensino de línguas estrangeiras, Ensino comunicativo

Resumo

As aulas invertidas estão em voga como uma metodologia de aprendizado ativa, pois combinam importantes pilares da educação moderna, como a aprendizagem e a tecnologia centradas no aluno. Este modelo foi aplicado a diferentes áreas e níveis educacionais, embora pareça mais proeminente no nível superior. No entanto, não está claro se é apropriado para todas as áreas, como o ensino de idiomas. Este artigo explorará esta questão tratando dois objetivos principais: revisar conceitos e pesquisas empíricas sobre aulas de idiomas invertidas para verificar sua eficácia e, em segundo lugar, propor uma série de diretrizes para instrutores de idiomas que considerem inverter suas salas de aula com base nos resultados dos resultados desde o primeiro objetivo. Os resultados descobrem que as aula invertidas podem ser particularmente interessantes para as salas de aula de linguagem comunicativa e também para o aprimoramento das habilidades de escrita.

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Publicado

07-04-2020

Como Citar

Fielden, L. V., Rico, M., & Naranjo, M. J. (2020). Aula invertida (flipped classroom): Fazê-la funcionar com alunos de línguas estrangeiras. Diacrítica, 34(1), 336–354. https://doi.org/10.21814/diacritica.286