Papers by Nadia K Ruhmke-Ramos
Este trabalho mostra de uma maneira sucinta o desenvolvimento de uma pesquisa do Programa de Inic... more Este trabalho mostra de uma maneira sucinta o desenvolvimento de uma pesquisa do Programa de Iniciacao Cientifica no Ensino Medio (PIBIC-EM) cujo objetivo principal e identificar se jovens que querem aprender linguas estrangeiras de forma autonoma confiam no material disponivel na rede, como ocorre a selecao do que e confiavel e se eles conseguem entender as expressoes em lingua inglesa que circulam na rede. A mesma foi realizada a partir da aplicacao de um questionario em duas instituicoes publicas de ensino nos 3o anos do Ensino Medio do Colegio de Aplicacao – UFSC e do Colegio Policial Militar Feliciano Nunes Pires. Apos analise dos dados, pudemos perceber que, mesmo reconhecendo a Internet como principal fonte de pesquisa e ferramenta essencial no aprendizado de linguas estrangeiras, muitos alunos nao conseguiram traduzir ou explicar expressoes que disseram utilizar no seu dia-a-dia. Essas expressoes sao aprendidas principalmente em sites como o Facebook, Twitter, blogs de humor...
Este trabalho mostra de uma maneira sucinta o desenvolvimento de uma pesquisa do Programa de Inic... more Este trabalho mostra de uma maneira sucinta o desenvolvimento de uma pesquisa do Programa de Iniciacao Cientifica no Ensino Medio (PIBIC-EM) cujo objetivo principal e identificar se jovens que querem aprender linguas estrangeiras de forma autonoma confiam no material disponivel na rede, como ocorre a selecao do que e confiavel e se eles conseguem entender as expressoes em lingua inglesa que circulam na rede. A mesma foi realizada a partir da aplicacao de um questionario em duas instituicoes publicas de ensino nos 3o anos do Ensino Medio do Colegio de Aplicacao – UFSC e do Colegio Policial Militar Feliciano Nunes Pires. Apos analise dos dados, pudemos perceber que, mesmo reconhecendo a Internet como principal fonte de pesquisa e ferramenta essencial no aprendizado de linguas estrangeiras, muitos alunos nao conseguiram traduzir ou explicar expressoes que disseram utilizar no seu dia-a-dia. Essas expressoes sao aprendidas principalmente em sites como o Facebook, Twitter, blogs de humor...
Neste relato de experiência trazemos reflexões sobre nossas identidades enquanto professoras de l... more Neste relato de experiência trazemos reflexões sobre nossas identidades enquanto professoras de língua adicional da Educação Básica e professoras formadoras na transição do ensino presencial para as Atividades Pedagógicas Não-Presenciais (APNPs). Para isso, fazemos considerações sobre uma comunidade de prática que se formou neste contexto entre es professores de línguas adicionais da escola, e falamos também de desafios que enfrentamos nas nossas salas de aulas virtuais ao retomarmos o trabalho com es estudantes. Em seguida, nos debruçamos sobre conflitos surgidos na busca pelo desenvolvimento do trabalho colaborativo com alunas-professoras que iniciaram seus estágios curriculares neste contexto de APNPs. Por fim, refletimos sobre como nossas atitudes durante os feedbacks síncronos e assíncronos estão intimamente ligadas ao nosso constante desenvolvimento profissional.
The Effects of Training and Instruction on the Perception of the English Interdental Fricatives by Brazilian Efl Learners
... Nadia Karina Ruhmke-Ramos1, Fernanda Delatorre2 ... Once the A' scores were calculated, ... more ... Nadia Karina Ruhmke-Ramos1, Fernanda Delatorre2 ... Once the A' scores were calculated, descriptive statistics were done and non-parametric tests (Kruskal-Wallis and Mann-Whitney) were run on the 4664 responses from the pre and post tests by using the Statistical Package ...
Cadernos do Aplicação, 2020
Neste trabalho, analisamos dados de duas pesquisas qualitativas na área de formação inicial de pr... more Neste trabalho, analisamos dados de duas pesquisas qualitativas na área de formação inicial de professores de inglês (AUTORE, 2017; AUTORE, 2018) realizadas no mesmo contexto, com o objetivo de identificar os pontos comuns entre os estudos. Os dados indicaram que esta etapa da formação é marcada por conflitos surgidos a partir da desestabilização tanto de conceitos (Vygotsky, 1987) sobre ensino-aprendizagem de inglês quanto de identidades profissionais em (re)construção (Wenger, 1998). Tais conflitos se deram principalmente em relação ao gerenciamento de sala de aula e a análise indicou que a mediação dos conflitos pareceu oportunizar transformações na prática pedagógica e na identidade das alunas-professoras ao longo do processo. Além disso, observamos a importância do diálogo entre pesquisas com perspectivas diferentes para uma compreensão mais ampla dos contextos investigados.
Polyphonía/Solta a voz, 2013
O objetivo deste artigo é apresentar algumas considerações acerca do uso de diferentes instrument... more O objetivo deste artigo é apresentar algumas considerações acerca do uso de diferentes instrumentos e critérios de avaliação da aprendizagem na sala de aula de línguas. Nosso estudo está situado na Linguística Aplicada e, com base nos preceitos teóricos da área, procuramos considerar os desafios educacionais, na sala de aula de línguas do século XXI, discutindo nossas experiências desenvolvidas na realidade da Educação Básica em uma escola do sistema regular de ensino. Para tanto, apresentamos uma breve discussão teórica acerca das questões que envolvem a avaliação em línguas estrangeiras/adicionais (LE/LA); em seguida, apresentamos exemplos de atividades avaliativas desenvolvidas nas aulas de Alemão, Espanhol e Inglês, contextualizando-as no espaço de aula em que ocorreram. Por fim, argumentamos a favor da diversidade de instrumentos, destacando a necessidade de repensar a avaliação na sala de aula de LE/LA, de modo que tal prática constitua-se cada vez mais como uma ação inclusiva, e não o contrário. Palavras-chave: avaliação da aprendizagem, línguas estrangeiras/adicionais, instrumentos de avaliação
Cadernos do Aplicação, 2020
Neste trabalho, analisamos dados de duas pesquisas qualitativas na área de formação inicial de pr... more Neste trabalho, analisamos dados de duas pesquisas qualitativas na área de formação inicial de professores de inglês (Luis, 2017; Ruhmke-Ramos, 2018) realizadas no mesmo contexto, com o objetivo de identificar os pontos comuns entre os estudos. Os dados indicaram que esta etapa da formação é marcada por conflitos surgidos a partir da desestabilização tanto de conceitos (Vygotsky, 1987) sobre ensino-aprendizagem de inglês quanto de identidades profissionais em (re)construção (Wenger, 1998). Tais conflitos se deram principalmente em relação ao gerenciamento de sala de aula e a análise indicou que a mediação dos conflitos pareceu oportunizar transformações na prática pedagógica e na identidade das alunas-professoras ao longo do processo. Além disso, observamos a importância do diálogo entre pesquisas com perspectivas diferentes para uma compreensão mais ampla dos contextos investigados.
The objective of this study was to investigate the effects of perceptual training and instruction... more The objective of this study was to investigate the effects of perceptual training and instruction on the development of the English interdental fricative phonemes by Brazilian EFL learners. The 18 participants in the Experimental Group received training and instruction in 7 sessions of 30 minutes each whereas the 14 participants in the Control Group did not receive any explicit instruction or training on the target sounds under investigation. All the participants answered a questionnaire and took a Categorial Discrimination Test before and after the treatment. The results suggest that the treatment affected the participants' perception, but only the voiceless interdental fricative and the voiceless alveolar fricative yielded statistical significant results (z=-2.023, p=0.43). The results also suggest that training and instruction seem to be useful tools to be used in the classroom in order to improve pronunciation. However, it is predicted that better results are expected to be reached in longitudinal studies with long-term goals.
The present study investigated the effect of treatment – training and training/instruction – on t... more The present study investigated the effect of treatment – training and training/instruction – on the perception of the English interdental fricatives in word-initial position by Brazilian EFL learners. A twofold reason was the driving force behind this study: (a) there are few studies in the area (Reis, 2006, 2010; Ruhmke-Ramos & Delatorre, 2009 and Trevisol, 2010), and (b) it is a sound Brazilians have a lot of difficulty to deal with (Baptista, 2001). The 53 participants were organized in three groups: the CG, the TG and the ITG. The results indicate that there was not a statistical significant difference from pretest to posttest despite the improvement in the performance after treatment. These results suggest that pronunciation teaching should be encourage in the classroom.
O objetivo deste artigo e apresentar algumas consideracoes acerca do uso de diferentes instrument... more O objetivo deste artigo e apresentar algumas consideracoes acerca do uso de diferentes instrumentos e criterios de avaliacao da aprendizagem na sala de aula de linguas. Nosso estudo esta situado na Linguistica Aplicada e, com base nos preceitos teoricos da area, procuramos considerar os desafios educacionais, na sala de aula de linguas do seculo XXI, discutindo nossas experiencias desenvolvidas na realidade da Educacao Basica em uma escola do sistema regular de ensino. Para tanto, apresentamos uma breve discussao teorica acerca das questoes que envolvem a avaliacao em linguas estrangeiras/adicionais (LE/LA); em seguida, apresentamos exemplos de atividades avaliativas desenvolvidas nas aulas de Alemao, Espanhol e Ingles, contextualizando-as no espaco de aula em que ocorreram. Por fim, argumentamos a favor da diversidade de instrumentos, destacando a necessidade de repensar a avaliacao na sala de aula de LE/LA, de modo que tal pratica constitua-se cada vez mais como uma acao inclusiva, e nao o contrario.
Este trabalho mostra de uma maneira sucinta o desenvolvimento de uma pesquisa do Programa de Inic... more Este trabalho mostra de uma maneira sucinta o desenvolvimento de uma pesquisa do Programa de Iniciação Científica no Ensino Médio (PIBIC-EM) cujo objetivo principal é identificar se jovens que querem aprender línguas estrangeiras de forma autônoma confiam no material disponível na rede, como ocorre a seleção do que é confiável e se eles conseguem entender as expressões em língua inglesa que circulam na rede. A mesma foi realizada a partir da aplicação de um questionário em duas instituições públicas de ensino nos 3º anos do Ensino Médio do Colégio de Aplicação-UFSC e do Colégio Policial Militar Feliciano Nunes Pires. Após análise dos dados, pudemos perceber que, mesmo reconhecendo a Internet como principal fonte de pesquisa e ferramenta essencial no aprendizado de línguas estrangeiras, muitos alunos não conseguiram traduzir ou explicar expressões que disseram utilizar no seu dia-a-dia. Essas expressões são aprendidas principalmente em sites como o Facebook, Twitter, blogs de humor, inúmeros jogos e seus respectivos fóruns, que podem ser encontrados escritos em inglês, com a opção de tradução. Os resultados apontam que a Internet é uma forte aliada da autoaprendizagem, mas que por ser tão democrática e de fácil acesso está aberta a todo tipo de informação, inclusive informações equivocadas. Todos os alunos afirmaram utilizar a Internet como apoio na hora dos estudos, disseram ter problemas na seleção de conteúdos e preferem a segurança transmitida pelo professor.
Formação de Educadores na Cultura Digital: a construção coletiva de uma proposta, Edition: 1, Cha... more Formação de Educadores na Cultura Digital: a construção coletiva de uma proposta, Edition: 1, Chapter: Professor Reflexivo em ação: a experiência das TDIC na prática do ensino de Línguas Estrangeiras, Publisher: UFSC - CED - NUP, Editors: Roseli Zen Cerny, Edla Maria Faust Ramos, Elizandro Mauricio Brick, Alexandre dos Santos Oliveira, Mônica Rennenberg da Silva, pp.303 - 321
Thesis Chapters by Nadia K Ruhmke-Ramos
The present research aims at investigating the extent to which the
practice teaching may be a too... more The present research aims at investigating the extent to which the
practice teaching may be a tool to promote concept development.
Research evidence indicates that concept development may be triggered
by a conflict between one’s everyday concepts (informed by practice
and empirical knowledge) and the scientific concepts (informed by
theory) to be presented in formal educational contexts. In the case of this
context of investigation, examples of concepts in conflicts concerns the
future-teachers’ verbalizations and pedagogical practices of Language
as social practice and English language teaching during their practice
teaching. In this sense, three future-teachers, from the Letras – English
undergraduate program, are accompanied along one-academic year by
the university supervising professors and a school teacher – and also
researcher – during their practice teaching at a federal public school in
South of Brazil. During the process, they engage in activities designed
to trace their initial conceptions of Language as social practice and
English language teaching (by means of a memoir and a questionnaire).
Then, I observe how their conceptualizations are verbalized in their
language use throughout the period of data collection (classroom
observation reports, group meetings, one-teaching class, an intervention
meeting, individual meetings and a final group meeting). Finally, the
extent to which their reconceptualizations change in their performance
(lesson plans, teaching, critical teaching reports, recall sessions and final
report) are also analyzed. The findings demonstrate that their first
conceptualizations may be interpreted as pseudoconcept of Language as
social practice as they externalize the importance of presenting socially
relevant topics in broad terms, highlight the importance of doing things
with the language, but misidentify it as the same as Critical pedagogy.
English language teaching is somehow aligned with the sociocultural
perspective despite their inability to explain the jargons used. Their
initial conceptions also present strong evidence of influence from their
apprenticeship of observation – which is learning resulted from their
experiences as learners. Then, during the verbalizations of their
conceptualizations along the year, the differences in the future-teachers’
cognitive development become evident. Content analysis of the
interactions among the parties involved in the study indicate that the
participants are able to reflect about the concepts albeit not being close
to reaching a conceptual thinking level yet. At this point, it is possible to
identify the influence from not only their apprenticeship of observation
but also from their agency in the process as they actively engage or resist to the situations presented. Also, individual differences in their
cognitive development yielded different results concerning the conflicts
between their verbalizations and practices. Finally, the analysis also
indicates that the future-teachers are able to develop projects that stem
from a language as social practice perspective, but have difficulty in
promoting discussions that foster the use of the target language, or
develop linguistic aspects pertinent to the topics being studied. In what
concerns English language teaching, their apprenticeship of observation
and agency seem to still have exerted some influence on participants’
planning and practice. In general lines, the results suggest participants’
cognitive development. For this reason, this piece of research claims
that robust teacher education tailored programs and joint practices
between the teacher educators (university supervisors and school
teachers) may shed some lights on cognitive and professional
development practices. Therefore, there might be more opportunities to
move the future-teachers beyond their experiential knowledge towards
conceptual thinking.
The present study investigated the effect of training and instruction on the perception of Englis... more The present study investigated the effect of training and instruction on the perception of English interdental fricatives by Brazilian EFL learners. The main objectives of the present study were to investigate (a) the extent to which training and instruction and training would enhance participants’ perception of the interdental fricatives in wordinitial position, and (b) the procedure which would to be more effective in promoting change on the perception of the target sounds. The 53 participants enrolled at level three of English extracurricular course at UFSC were organized in Training Group (TG), Instruction-Training Group (ITG), and Control Group (CG). The researcher was in charge of the experimental groups, and the treatment was organized in seven sessions of 30 minutes each throughout the first semester of 2008 when the data were collected. The TG received only perceptual training whereas the ITG received perceptual training and explicit instruction on the perception of the English interdental fricatives. All participants answered a profile questionnaire and took a Categorical Discrimination Test before and after the treatment period. The findings can only suggest that the procedures affected participants’ perception since a statistically significant result was found only for the contrast ZS\,Zr\ in the ITG. These results suggest that training and instruction and training seem to be affective tools to improve learners’ perception of these sounds in pronunciation classes. Long term goals are necessary in order to investigate the effects of treatment. Thus, longitudinal studies should be carried out in order to investigate the effectives of pronunciation training and instruction.
Drafts by Nadia K Ruhmke-Ramos
Unpublished paper written for the Language and Law course taught at the English Graduate Program ... more Unpublished paper written for the Language and Law course taught at the English Graduate Program - UFSC
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Papers by Nadia K Ruhmke-Ramos
Thesis Chapters by Nadia K Ruhmke-Ramos
practice teaching may be a tool to promote concept development.
Research evidence indicates that concept development may be triggered
by a conflict between one’s everyday concepts (informed by practice
and empirical knowledge) and the scientific concepts (informed by
theory) to be presented in formal educational contexts. In the case of this
context of investigation, examples of concepts in conflicts concerns the
future-teachers’ verbalizations and pedagogical practices of Language
as social practice and English language teaching during their practice
teaching. In this sense, three future-teachers, from the Letras – English
undergraduate program, are accompanied along one-academic year by
the university supervising professors and a school teacher – and also
researcher – during their practice teaching at a federal public school in
South of Brazil. During the process, they engage in activities designed
to trace their initial conceptions of Language as social practice and
English language teaching (by means of a memoir and a questionnaire).
Then, I observe how their conceptualizations are verbalized in their
language use throughout the period of data collection (classroom
observation reports, group meetings, one-teaching class, an intervention
meeting, individual meetings and a final group meeting). Finally, the
extent to which their reconceptualizations change in their performance
(lesson plans, teaching, critical teaching reports, recall sessions and final
report) are also analyzed. The findings demonstrate that their first
conceptualizations may be interpreted as pseudoconcept of Language as
social practice as they externalize the importance of presenting socially
relevant topics in broad terms, highlight the importance of doing things
with the language, but misidentify it as the same as Critical pedagogy.
English language teaching is somehow aligned with the sociocultural
perspective despite their inability to explain the jargons used. Their
initial conceptions also present strong evidence of influence from their
apprenticeship of observation – which is learning resulted from their
experiences as learners. Then, during the verbalizations of their
conceptualizations along the year, the differences in the future-teachers’
cognitive development become evident. Content analysis of the
interactions among the parties involved in the study indicate that the
participants are able to reflect about the concepts albeit not being close
to reaching a conceptual thinking level yet. At this point, it is possible to
identify the influence from not only their apprenticeship of observation
but also from their agency in the process as they actively engage or resist to the situations presented. Also, individual differences in their
cognitive development yielded different results concerning the conflicts
between their verbalizations and practices. Finally, the analysis also
indicates that the future-teachers are able to develop projects that stem
from a language as social practice perspective, but have difficulty in
promoting discussions that foster the use of the target language, or
develop linguistic aspects pertinent to the topics being studied. In what
concerns English language teaching, their apprenticeship of observation
and agency seem to still have exerted some influence on participants’
planning and practice. In general lines, the results suggest participants’
cognitive development. For this reason, this piece of research claims
that robust teacher education tailored programs and joint practices
between the teacher educators (university supervisors and school
teachers) may shed some lights on cognitive and professional
development practices. Therefore, there might be more opportunities to
move the future-teachers beyond their experiential knowledge towards
conceptual thinking.
Drafts by Nadia K Ruhmke-Ramos
practice teaching may be a tool to promote concept development.
Research evidence indicates that concept development may be triggered
by a conflict between one’s everyday concepts (informed by practice
and empirical knowledge) and the scientific concepts (informed by
theory) to be presented in formal educational contexts. In the case of this
context of investigation, examples of concepts in conflicts concerns the
future-teachers’ verbalizations and pedagogical practices of Language
as social practice and English language teaching during their practice
teaching. In this sense, three future-teachers, from the Letras – English
undergraduate program, are accompanied along one-academic year by
the university supervising professors and a school teacher – and also
researcher – during their practice teaching at a federal public school in
South of Brazil. During the process, they engage in activities designed
to trace their initial conceptions of Language as social practice and
English language teaching (by means of a memoir and a questionnaire).
Then, I observe how their conceptualizations are verbalized in their
language use throughout the period of data collection (classroom
observation reports, group meetings, one-teaching class, an intervention
meeting, individual meetings and a final group meeting). Finally, the
extent to which their reconceptualizations change in their performance
(lesson plans, teaching, critical teaching reports, recall sessions and final
report) are also analyzed. The findings demonstrate that their first
conceptualizations may be interpreted as pseudoconcept of Language as
social practice as they externalize the importance of presenting socially
relevant topics in broad terms, highlight the importance of doing things
with the language, but misidentify it as the same as Critical pedagogy.
English language teaching is somehow aligned with the sociocultural
perspective despite their inability to explain the jargons used. Their
initial conceptions also present strong evidence of influence from their
apprenticeship of observation – which is learning resulted from their
experiences as learners. Then, during the verbalizations of their
conceptualizations along the year, the differences in the future-teachers’
cognitive development become evident. Content analysis of the
interactions among the parties involved in the study indicate that the
participants are able to reflect about the concepts albeit not being close
to reaching a conceptual thinking level yet. At this point, it is possible to
identify the influence from not only their apprenticeship of observation
but also from their agency in the process as they actively engage or resist to the situations presented. Also, individual differences in their
cognitive development yielded different results concerning the conflicts
between their verbalizations and practices. Finally, the analysis also
indicates that the future-teachers are able to develop projects that stem
from a language as social practice perspective, but have difficulty in
promoting discussions that foster the use of the target language, or
develop linguistic aspects pertinent to the topics being studied. In what
concerns English language teaching, their apprenticeship of observation
and agency seem to still have exerted some influence on participants’
planning and practice. In general lines, the results suggest participants’
cognitive development. For this reason, this piece of research claims
that robust teacher education tailored programs and joint practices
between the teacher educators (university supervisors and school
teachers) may shed some lights on cognitive and professional
development practices. Therefore, there might be more opportunities to
move the future-teachers beyond their experiential knowledge towards
conceptual thinking.