Ana Raquel Simões - Academia.edu (original) (raw)

Papers by Ana Raquel Simões

Numa orientação CTS do currículo de Ciências almeja-se o desenvolvimento da literacia científica ... more Numa orientação CTS do currículo de Ciências almeja-se o desenvolvimento da literacia científica dos alunos, que os torne sujeitos participantes envolvidos na discussão responsável de questões socio-científicas. Para participar, é fundamental saber comunicar sobre as Ciências e através delas, e usar outras línguas para a discussão ao nível global. Este trabalho – alicerçado numa perspetiva socio-construtivista da aprendizagem das Línguas estrangeiras e das Ciências – visa compreender, no âmbito de um projeto escolar no 3.º Ciclo do Ensino Básico, o cruzamento entre a construção de conceitos e contextos das Ciências com a(s) sua(s) "língua(s)" e a prática do Inglês na mesma sala de aula, através de uma abordagem que confere mais importância à Língua (CLIL), em geral e das Ciências. Trata-se de um estudo de caso descritivo-interpretativo que envolve quatro turmas, duas professoras de Ciências Naturais e uma de Inglês. Os dados foram recolhidos através de inquérito por entrev...

Research on the integration of Science education and English learning as well as on the Language ... more Research on the integration of Science education and English learning as well as on the Language focus of Science education is highly relevant, for scientific literacy and language proficiency. Because of the additional language, CLIL represents a possible educational approach for researchers to "weigh" the importance of a language-aware teaching (Wolff, 2012), here, of Science. The main purpose of our study is to understand what "orientations" for teacher practices in integrating Science with English emerge from participants in a CLIL-type experience, in order to improve the learning of both Science and English (Grandinetti, Langellotti, & Ting, 2013). The present work shows the relationship of students with the "integration project" approach, as well as advantages/disadvantages they identify in learning a subject with/in a foreign language. Context, participants and methods Case study on "English Plus" (EP) project-a CLIL-type and bottom-up teacher initiative-implemented in one state Portuguese middle school, integrating the use/learning of English with History (Simões et al., 2013) and Science (Piacentini, Simões, & Vieira, 2016). Participant students had, weekly, 45' of theoretical specific subject with English (co-teaching), 45' of "normally run" subject (single-teaching) and 45' of English on socio-cultural subject-related topics:

Paradigma: fenomenológico-interpretativo Desenho: estudo de caso no 3º Ciclo do Ensino Básico de ... more Paradigma: fenomenológico-interpretativo Desenho: estudo de caso no 3º Ciclo do Ensino Básico de uma escola pública portuguesa Contexto: Ciências Naturais (CN) ensinadas-aprendidas em Português e Inglês através do projeto "English Plus" (EP), baseado no CLIL, e horas de projeto de Inglês sobre CN Participantes: 2 professoras de CN, 1 de Inglês e 4 turmas (2 no 7º-12 anos e 2 no 8º-13 anos) Recolha de dados: inquérito por questionário (de caraterização) aos estudantes (semi-estr., 96 respondentes) e entrevista às professoras (não utilizadas para este fim); observação (participante e não, fonte secundária) Análise dos dados: respostas fechadas, estatística descritiva; respostas abertas, análise de conteúdo (categorias indutivas)

Global education demands being directed to scientific literacy and language proficiency, research... more Global education demands being directed to scientific literacy and language proficiency, research on the school integration of Science and English and on the language focus for Science education is highly relevant. One educational approach is CLIL, aiming both at learners’ Content and Language acquisition. The main objective of our work – framed in the socio-constructivism and designed as a case study – is to understand what teaching strategies and classroom interactions have been developed and can be promoted in the “English Plus” project in one Portuguese school to support students, when Science education is integrated with English use. Context characterization shows the importance of developing a language-aware teaching approach to improve the subject education and student learning. To foster that, an instrument has been constructed and is presented here.

Eurasia Journal of Mathematics, Science and Technology Education

Content and Language Integrated Learning (CLIL) is an approach used in different countries for le... more Content and Language Integrated Learning (CLIL) is an approach used in different countries for learning foreign languages (FL) during non-language classes. Studies suggest that teaching methodologies aware of (verbal) language-such as CLIL-and other science modes (operational, symbolic, visual, etc.) can be beneficial for learning science. Within this PhD research, we aimed to understand science education practices and the influence of English (as a FL) on CLIL science teaching/learning. We designed a qualitative case study in a Portuguese school and gathered information through different methods. We found that, because English is present, a science teacher may become more open to the students' (language) learning difficulties and to changing strategies/resources. Besides promoting FL proficiency, CLIL could represent a language-aware approach for enhancing science teaching/learning. This contributes to studies on CLIL and science education with a language focus and opens a reflection on teacher practices/education for the learning of science.

O presente artigo pretende divulgar algumas das conclusões de um estudo realizado no âmbito da Un... more O presente artigo pretende divulgar algumas das conclusões de um estudo realizado no âmbito da Unidade Curricular de Seminário de Investigação Educacional B2, do Mestrado em Ensino do 1.º e 2.º Ciclos do Ensino Básico e levado a cabo numa escola pública do Ensino Básico de um Agrupamento de Escolas do distrito de Aveiro, no ano letivo de 2013/2014. Com base numa metodologia de Investigação-Ação/Estudo de Caso, pretendeu-se demonstrar a importância e influência que a área da Língua Portuguesa poderá ter na compreensão e domínio da Matemática. Tendo em consideração o exposto anteriormente, apresentam-se os principais objetivos deste estudo: 1) Diagnosticar as principais dificuldades dos alunos na resolução de problemas matemáticos; 2) Implementar instrumentos que permitam desenvolver algumas capacidades mobilizadas na resolução de problemas matemáticos (diagnosticadas previamente); 3) Avaliar a evolução/desenvolvimento de algumas capacidades na resolução de problemas. Congregando todo...

Os programas de formação de professores têm que enfrentar "a world of supercomplexity" ... more Os programas de formação de professores têm que enfrentar "a world of supercomplexity" (Ling, 2017) em que vivemos e preparar futuros professores para desenvolver as competências dos alunos em/para um mundo globalizado. A educação para a cidadania global é uma das formas possíveis de enfrentar esse desafio, pois pretende desenvolver os conhecimentos, valores, atitudes e capacidades dos alunos para terem sucesso numa sociedade cada vez mais globalizada, com o objetivo de criar um mundo mais justo, pacífico e democrático. Este artigo apresenta um estudo, centrado num programa de formação de seis futuras educadoras/professoras, desenvolvido no terceiro e último ano da Licenciatura em Educação Básica de uma Instituição de Ensino Superior Português. As estudantes desenvolveram dois projetos com o objetivo de ampliar o seu conhecimento sobre a educação para a cidadania global, bem como apoiar o seu desenvolvimento profissional e pessoal, enquanto planificavam e implementavam, em...

Bilhete de identidade Com o apoio do Programa Aprendizagem ao Longo da Vida da União Europeia.

Viagens em Intercompreensão… quelques repères pour une "Galasaga". In M. H. Araújo e Sá & S. Melo... more Viagens em Intercompreensão… quelques repères pour une "Galasaga". In M. H. Araújo e Sá & S. Melo-Pfeifer (Orgs.), Formação de formadores para a intercompreensão. Princípios, práticas e reptos (pp. 17-40). http://www.galapro.eu/wpintercompreensao-principios-L'enseignement secondaire y a un place quelque peu privilégiée articulière, étant donné la configuration des équipes impliquées dans ce cible prioritaire de , nous assumons les dynamiques de travail plurilingue de de la connaissance didactique a été analysée et démontrée dans le cadre de projets antérieurs à l'exception de cette Introduction, s les langues de travail Le travail d'un réseau de recherche plurilingue à distance en. Aveiro: Universidade de Aveiro.

Imagens das línguas, dos povos e da relação intercultural: o "jogo" de imagens no desenvolvimento... more Imagens das línguas, dos povos e da relação intercultural: o "jogo" de imagens no desenvolvimento da competência intercultural na educação em línguas (e culturas) estrangeiras ..

Explorar a diversidade linguística nas práticas curriculares assume-se como um caminho a percorre... more Explorar a diversidade linguística nas práticas curriculares assume-se como um caminho a percorrer por dois motivos fundamentais: por um lado, a crescente mobilidade humana; por outro, a necessidade de preparação para uma comunicação global, preocupação inscrita nas recomendações do Conselho da Europa (2001), traduzidas no Quadro Europeu Comum de Referência para as Línguas. Neste sentido, importa apostar na promoção do plurilinguismo como valor e como competência (Beacco & Byram, 2003). Assim, valorizar o plurilinguismo passa sobretudo pela integração da diversidade linguística no currículo, integração que não pode fazer-se através de uma simplificação ou de uma limitação do seu valor e riqueza. A valorização da diversidade linguística presente na escola não deverá, pois, ser esgotada em festas ocasionais celebrando e divulgando línguas e culturas diferentes da portuguesa, ou apenas através da oferta de mais línguas estrangeiras numa perspectiva aditiva de currículo. Por conseguinte, a tarefa do Educador em Línguas passa por promover, de forma integrada e sistemática, espaços de contacto plurilingue e intercultural onde o aluno possa

Education Sciences, 2019

This study diagnoses how the plurilingual repertoires of mature students (MS) in higher education... more This study diagnoses how the plurilingual repertoires of mature students (MS) in higher education (HE) are constructed throughout their lives. It addresses the main characteristics of MS; the contexts in which they move throughout their lives, and the situations they contact with languages. Data were collected by means of a questionnaire, mostly comprising open-ended questions. The questionnaire was emailed to 485 MS and was filled in by 195 (40.2%). The results highlight the intrinsic relationship between the MS’ life histories and the construction of their plurilingual repertoires. The findings reinforce the relevance of considering the MS’ plurilingual repertoires and life histories in the development of educational linguistic policies in HE.

Problems of Education in the 21st Century, 2019

The development of meaningful environments at school for the learning of Science as well as of fo... more The development of meaningful environments at school for the learning of Science as well as of foreign languages is an educational concern. CLIL (Content and Language Integrated Learning), aimed at the students’ acquisition of both the foreign Language and specific subject Content, is an approach that may promote the learning of English in use during subject classes and could result in the improvement of conditions and practices of Science education. Research, actually, reveals that teaching methodologies aware of language – such as CLIL – and other semiotic modes implied in Science are beneficial for the learning of Science. Studying a CLIL programme (“English Plus” project, EP), in which Science is taught/learnt with/in English, is thus relevant. A case study on the EP project and its participants (English and Science teachers, students involved in different school years) in one lower secondary state school in Portugal was carried out. In the present research, qualitative data col...

e-TEALS, 2018

CLIL (Content and Language Integrated Learning) is an approach thought to provide, mainly during ... more CLIL (Content and Language Integrated Learning) is an approach thought to provide, mainly during Content (non-language, subject) classes, a meaningful environment at school for the use and learning of a foreign language (FL), and may also improve conditions and practices of the specific subject. Moreover, CLIL can represent a research context to gauge the importance of language-aware teaching as is the case with the Portuguese “English Plus” project (EP), in which History and Science are taught/ learnt with/in English at lower secondary school. Our doctoral research is designed as a descriptive-explanatory case study on the EP project and its participants (English and Science teachers, former and current students). More specifically, this work focuses on students and shows their relationship with the EP approach and (dis)advantages in learning a subject with a FL. Data were collected through a semi-structured questionnaire and interview, with subsequent content analysis. The importa...

Intercultural Education, 2016

This paper examines how the addition of intercultural interventions carried out throughout Europe... more This paper examines how the addition of intercultural interventions carried out throughout European credit-bearing exchange programmes can enhance sojourners' development of intercultural competencies, and it explores how both formal and non-formal pedagogical interventions may be designed and implemented. Such interventions were conducted at a Portuguese university with 31 sojourners throughout one academic year, and their impact was assessed using a mixed methods research design. Sojourners included incoming students of the exchange programmes Campus Europae and Erasmus, as well as highly skilled immigrants. Findings confirm the positive impact of interventions on the development of intercultural competencies and, in turn, their contribution to internationalisation efforts. Implications for further research suggest a need to increase interventions and to develop a systematic approach for fostering intercultural competencies throughout the study abroad cycle.

Revista Lusofona De Educacao, Jul 18, 2013

In a society marked by linguistic and cultural diversity, there is a need to prepare students for... more In a society marked by linguistic and cultural diversity, there is a need to prepare students for the construction of European citizenship, namely by developing their linguistic culture, the main concept of a project developed with 9th grade students. In this article we will present the questionnaire applied to 1.926 students from the 9th grade of the district of Aveiro (25% of the universe), selected according to a stratified and proportional sample, and having been answered by 1.836 of them. The main aims of the questionnaire were: to characterize the linguistic profile and projects of the students and to identify their representations concerning languages and peoples. The results, obtained from the analysis with SPSS programme, point out to a very limited linguistic vision (in the students' curricular projects and in the contact they establish with languages), despite their awareness of the importance of learning languages. Students' representations of languages and of different peoples also seem to condition their linguistic projects, since they want to contact with or learn the languages they consider closer and with a more positive image.

Language and Intercultural Communication, 2016

This study intends to highlight the role that Foreign Language Education (FLE), particularly in t... more This study intends to highlight the role that Foreign Language Education (FLE), particularly in the Higher Education context, can play so as to contribute to the rapprochement of two distant and still mutually unknown countries such as Portugal and Turkey. In this sense, it ultimately aims at supporting the training of intercultural speakers, capable of promoting an effective Intercultural Dialogue between the two countries. A diagnosis is presented of the reciprocal images of Portuguese and Turkish students learning each other's language and culture. Conclusions are drawn on how their self-and hetero-images may pertain on the construction of their identities, on their awareness about and attitudes towards each other, on their motivation to learn each other's language, and on intercultural communication itself. Allying the study of Images of Languages and Cultures and the concept of Intercultural Competence in the study of students' representations within the FLE research tradition, a content analysis was carried out of the responses given to an inquiry by questionnaire. Conative implications of the students' images as revealed in the results were pointed out. Some important distinctions are highlighted in the reciprocal images of both groups. On this basis, recommendations for FLE are made focusing on the positive reconstruction of students' reciprocal images.