Letramento crítico e ensino comunicativo: lacunas e interseções

Mattos, Andréa Machado de Almeida; Valério, Kátia Modesto

doi:10.1590/S1984-63982010000100008

Resumos

O presente artigo pretende suscitar reflexões acerca dos pontos de contato e de distanciamento entre o ensino comunicativo, abordagem amplamente difundida para o ensino de língua inglesa no Brasil, e o letramento crítico, proposta recentemente feita pelas novas Orientações Curriculares para o Ensino Médio (OCEM). Primeiramente, faremos um levantamento das tradições teóricas que dão origem às duas concepções de ensino, abordando seus principais conceitos. Depois, discutiremos questões que aproximam as duas abordagens, assim como aquelas que tendem a distanciá-las. Ressaltamos que as duas concepções de ensino, embora distintas em várias de suas propostas, não são incompatíveis, mas, sim, complementares. Ofereceremos, por fim, um exemplo de uma atividade integrada que tem por objetivo conciliar os anseios dessas duas concepções.

abordagem comunicativa; letramento crítico; integração

The objective of this paper is to foster reflections on the similarities and differences between the Communicative Approach, a well-known method for English language teaching in Brazil, and Critical Literacy, the latest suggestion made by the new Orientações Curriculares para o Ensino Médio (OCEM). First, we will address the theoretical traditions that give origin to the two teaching approaches, explaining their main concepts. Then, we will discuss the similarities between the two approaches, as well as their main differences. We claim that the two teaching approaches, however different in their proposals, are not incompatible, but complementary. Finally, we suggest an example of an integrated activity that aims to reconcile the objectives of the two approaches.

Communicative Approach; Critical Literacy; integration

ARTIGOS

Letramento crítico e ensino comunicativo: lacunas e interseções

Critical Literacy and Communicative Teaching: gaps and intersections

Andréa Machado de Almeida Mattos^I; Kátia Modesto Valério^II

^IUFMG, E-mail: andreamattosufmg@gmail.com

^IIUFF, E-mail: katia_valerio@yahoo.com.br

RESUMO

O presente artigo pretende suscitar reflexões acerca dos pontos de contato e de distanciamento entre o ensino comunicativo, abordagem amplamente difundida para o ensino de língua inglesa no Brasil, e o letramento crítico, proposta recentemente feita pelas novas Orientações Curriculares para o Ensino Médio (OCEM). Primeiramente, faremos um levantamento das tradições teóricas que dão origem às duas concepções de ensino, abordando seus principais conceitos. Depois, discutiremos questões que aproximam as duas abordagens, assim como aquelas que tendem a distanciá-las. Ressaltamos que as duas concepções de ensino, embora distintas em várias de suas propostas, não são incompatíveis, mas, sim, complementares. Ofereceremos, por fim, um exemplo de uma atividade integrada que tem por objetivo conciliar os anseios dessas duas concepções.

Palavras-chave: abordagem comunicativa, letramento crítico, integração.

ABSTRACT

The objective of this paper is to foster reflections on the similarities and differences between the Communicative Approach, a well-known method for English language teaching in Brazil, and Critical Literacy, the latest suggestion made by the new Orientações Curriculares para o Ensino Médio (OCEM). First, we will address the theoretical traditions that give origin to the two teaching approaches, explaining their main concepts. Then, we will discuss the similarities between the two approaches, as well as their main differences. We claim that the two teaching approaches, however different in their proposals, are not incompatible, but complementary. Finally, we suggest an example of an integrated activity that aims to reconcile the objectives of the two approaches.

Keywords: Communicative Approach, Critical Literacy, integration.

Texto completo do artigo disponível apenas em PDF.

Article full text available only in PDF format.

Referências

ALFORD, J. Learning language and critical literacy: adolescent ESL students. Journal of Adolescent & Adult Literacy, v. 45, n. 3, p. 238-242, 2001.

ALMEIDA FILHO, J. C. P. O ensino de línguas no Brasil de 1978. E agora? Revista Brasileira de Linguística Aplicada, v. 1, n. 1, p. 15-29. 2001.

ANDREOTTI, V. O. A postcolonial reading of contemporary discourses related to the global dimension in education in England. 2006. 229 f. Tese (Doutorado) - University of Nottingham, Inglaterra, 2006.

AUSTIN, J. L. How to do things with words. Oxford: Oxford University Press, 1962 (1975).

BAX, S. The role of genre in language syllabus design: the case of Bahrain. International Journal of Educational Development, v. 26, p. 315-328, 2006.

BHATIA, V. K. Analysing Genre. Londres: Longman,1993.

BIBLER, V. S. M. M. Bakhtin, or the Poetics of Culture. Moscow: Politizdat Press, 1991. Apud SAVIGNON, S. J. Beyond communicative language teaching: what's ahead? Journal of Pragmatics, v. 39, p. 207-220, 2007.

BOURDIEU, P. Razões práticas: sobre a teoria da ação. Campinas, SP: Papirus, 1996.

BOXER, D. Applying sociolinguistics: domains and face-to-face interaction. Amsterdam: John Benjamins, 2002.0

CELCE-MURCIA, M.; OLSHTAIN, E. Discourse and language teaching: a guide for language teachers. Cambridge: Cambridge University Press, 2000.

CERVETTI, G.; PARDALES, M. J.; DAMICO, J. S. A tale of differences: comparing the traditions, perspectives and educational goals of critical reading and critical literacy. Reading Online, v. 4, n. 9, 2001. Disponível em: <http://www.readingonline.org/articles/art_index.asp?HREF=articles/cervetti /index.html>. Acesso em: 30 mar. 2007.

COPE, B; KALANTZIS, M. Multiliteracies: literacy learning and the design of social futures. Londres: Routledge, 2000.

CRAWFORD, J. The role of materials in the language classroom: finding the balance. In: RICHARDS, J. J.; RENANDYA, W. A. (Ed.). Methodology in language teaching. Cambridge: Cambridge University Press, 2002. p. 80-90.

CRAWSHAW, R. Intercultural awareness as a component of HE Modern Language courses in the UK, 2005. Disponível em: <http://www.llas.ac.uk/resources/goodpractice.aspx?resourceid=2303>. Acesso em: 18 out. 2006.

ELLIS, R. Instructed second language acquisition: A literature review. Wellington: The Research Division of the New Zealand Ministry of Education, 2005. Disponível em: <www.minedu.govt.nz>. Acesso em: 20 ago. 2007.

FREIRE, P. Pedagogia do oprimido. Rio de Janeiro: Paz e Terra, 1970.

HALLIDAY, M. A. K. Language as social semiotic: the social interpretation of language and meaning. London: Edward Arnold, 1978.

HAMMOND, J.; DEREWIANKA, B. Genre. In: CARTER, R.; NUNAN, D. (Ed.). Teaching English to speakers of other languages. Cambridge: Cambridge University Press, 2001. p. 186-193.

HAWKINS, E. W. Foreign language study and language awareness. Language Awareness, v. 8.3, n. 4, 1999. p. 124-142.

HYMES, D. Models of the interaction of language and social life. In: GUMPERZ, J. J.; HYMES, D. (Ed.). Directions in sociolinguistics: the ethnography of communication. New York: Holt, Rinehart & Winston, 1972. p. 35-71.

JAMES, C.; GARRETT, P. (Ed.). Language awareness in the classroom. London: Longman, 1991.

JOHNS, A. M. et. al. Crossing the boundaries of genre studies: commentaries by experts. Journal of Second Language Writing, v. 15, p. 234-249, 2006.

JORDÃO, C. M. Uma breve história da leitura no século xx, ou de como se podem calar as nativas. Revista de Letras, v. 5, 2002. Disponível em: <http://www.dacex.ct.utfpr.edu.br/clarisse5.htm>. Acesso em: 20 ago. 2007.

JUNG, J. Issues in Acquisitional pragmatics. Working papers in TESOL & Applied Linguistics. 2001. Disponível em: <http://www.tc.columbia.edu/academic/tesol/webjournal>. Acesso em ago. 2002.

LANKSHEAR, C.; KNOBEL, M. New literacies: changing knowledge and classroom learning. Buckingham: Open University Press, 2003.

McDONOUGH, J.; SHAW, C. Materials and methods in ELT: a teacher's guide. Oxford: Blackwell, 2003.

McLAUGHLIN, M.; DeVOOGD, G. L. Critical literacy: Enhancing students' comprehension of text. New York: Scholastic, 2004.

MENEZES DE SOUZA, L. M. T.; MONTE-MÓR, W. M. Orientações curriculares para o ensino médio: linguagens, códigos e suas tecnologias _ conhecimentos de línguas estrangeiras. Brasília: Ministério da Educação / Secretaria de Educação Básica, 2006. Disponível em: <http://portal.mec.gov.br/seb/arquivos/pdf/book_volume_01_internet.pdf>. Acesso em: 6 fev. 2008.

MORIN, E. A cabeça bem-feita: repensar a reforma _ reformar o pensamento. Rio de Janeiro: Bertrand Brasil, 2000.

NORTON, B. Critical literacy and international development. Critical Literacy: Theories and Practices, v. 1, n. 1, p. 6-15, 2007. Disponível em: <http://www.criticalliteracy.org.uk/images/journal/v1issue1/norton.pdf>. Acesso em: 22 maio 2008.

NUNAN, D. Second language teaching and learning. Boston, MA: Heinle & Heinle, 1999.

PALTRIDGE, B. Genre and the language learning classroom. Ann Arbor: the University of Michigan Press, 2001.

RICHARDS, J. C.; RODGERS, T. S. Approaches and methods in language teaching. New York: Cambridge University Press, 1986.

SAVIGNON, S. J. Communicative language teaching for the twenty-first century. In: CELCE-MURCIA, M. (Ed.). Teaching English as a second or foreign language. Boston, MA: Heinle & Heinle, 2001. p. 13-28.

SAVIGNON, S. J. Beyond communicative language teaching: what's ahead? Journal of Pragmatics, v. 39, p. 207-220, 2007.

SEARLE, J. R. Speech act: an essay in the philosophy of language. Cambridge: Cambridge University Press, 1969.

SEARLE, J. R. What is a speech act? In: SEARLE, J. R. (Ed.). The philosophy of language. London: Oxford University Press, 1971. p. 39-53.

SILVER, D. Multimedia, multilinearity, and multivocality in the hypermedia classroom. Computers & Texts, v. 14, 1997. Disponível em: <http://users.ox.ac.uk/~ctitext2/publish/comtxt/ct14/silver.html> Acesso em: 4 jun. 2008.

SOKOLIK, M. Computers in language teaching, In: CELCE-MURCIA, M. (Ed.). Teaching English as a second or foreign language. Boston, MA: Heinle & Heinle, 2001. p. 477-488.

SVALBERG, A. M-L. Language awareness and language learning. Language Teaching, v. 40, p. 287-308, 2007.

SWALES, J. Genre Analysis: English in Academic and Research Settings. Cambridge: Cambridge University Press, 1990.

TOCALLI-BELLER, A.; SWAIN, M. Reformulation: The cognitive conflict and L2 learning it generates. International Journal of Applied Linguistics, v. 15, n. 1, p. 5-28, 2005.

WIDDOWSON, H. The roles of teacher and learner. ELT Journal, v. 41, n. 2, p. 83-88, 1987.

Recebido em 08/05/09.

Aprovado em 06/08/09.

ALFORD, J. Learning language and critical literacy: adolescent ESL students. Journal of Adolescent & Adult Literacy, v. 45, n. 3, p. 238-242, 2001.
ALMEIDA FILHO, J. C. P. O ensino de línguas no Brasil de 1978. E agora? Revista Brasileira de Linguística Aplicada, v. 1, n. 1, p. 15-29. 2001.
ANDREOTTI, V. O. A postcolonial reading of contemporary discourses related to the global dimension in education in England 2006. 229 f. Tese (Doutorado) - University of Nottingham, Inglaterra, 2006.
AUSTIN, J. L. How to do things with words. Oxford: Oxford University Press, 1962 (1975).
BAX, S. The role of genre in language syllabus design: the case of Bahrain. International Journal of Educational Development, v. 26, p. 315-328, 2006.
BHATIA, V. K. Analysing Genre Londres: Longman,1993.
BIBLER, V. S. M. M. Bakhtin, or the Poetics of Culture Moscow: Politizdat Press, 1991.
Apud SAVIGNON, S. J. Beyond communicative language teaching: what's ahead? Journal of Pragmatics, v. 39, p. 207-220, 2007.
BOURDIEU, P. Razões práticas: sobre a teoria da ação. Campinas, SP: Papirus, 1996.
BOXER, D. Applying sociolinguistics: domains and face-to-face interaction. Amsterdam: John Benjamins, 2002.0
CELCE-MURCIA, M.; OLSHTAIN, E. Discourse and language teaching: a guide for language teachers. Cambridge: Cambridge University Press, 2000.
CERVETTI, G.; PARDALES, M. J.; DAMICO, J. S. A tale of differences: comparing the traditions, perspectives and educational goals of critical reading and critical literacy. Reading Online, v. 4, n. 9, 2001. Disponível em: <http://www.readingonline.org/articles/art_index.asp?HREF=articles/cervetti /index.html>. Acesso em: 30 mar. 2007.
COPE, B; KALANTZIS, M. Multiliteracies: literacy learning and the design of social futures. Londres: Routledge, 2000.
CRAWFORD, J. The role of materials in the language classroom: finding the balance. In: RICHARDS, J. J.; RENANDYA, W. A. (Ed.). Methodology in language teaching Cambridge: Cambridge University Press, 2002. p. 80-90.
CRAWSHAW, R. Intercultural awareness as a component of HE Modern Language courses in the UK, 2005. Disponível em: <http://www.llas.ac.uk/resources/goodpractice.aspx?resourceid=2303>. Acesso em: 18 out. 2006.
ELLIS, R. Instructed second language acquisition: A literature review. Wellington: The Research Division of the New Zealand Ministry of Education, 2005. Disponível em: <www.minedu.govt.nz>. Acesso em: 20 ago. 2007.
FREIRE, P. Pedagogia do oprimido Rio de Janeiro: Paz e Terra, 1970.
HALLIDAY, M. A. K. Language as social semiotic: the social interpretation of language and meaning. London: Edward Arnold, 1978.
HAMMOND, J.; DEREWIANKA, B. Genre. In: CARTER, R.; NUNAN, D. (Ed.). Teaching English to speakers of other languages Cambridge: Cambridge University Press, 2001. p. 186-193.
HAWKINS, E. W. Foreign language study and language awareness. Language Awareness, v. 8.3, n. 4, 1999. p. 124-142.
HYMES, D. Models of the interaction of language and social life. In: GUMPERZ, J. J.; HYMES, D. (Ed.). Directions in sociolinguistics: the ethnography of communication. New York: Holt, Rinehart & Winston, 1972. p. 35-71.
JAMES, C.; GARRETT, P. (Ed.). Language awareness in the classroom London: Longman, 1991.
JOHNS, A. M. et. al. Crossing the boundaries of genre studies: commentaries by experts. Journal of Second Language Writing, v. 15, p. 234-249, 2006.
JORDÃO, C. M. Uma breve história da leitura no século xx, ou de como se podem calar as nativas. Revista de Letras, v. 5, 2002. Disponível em: <http://www.dacex.ct.utfpr.edu.br/clarisse5.htm>. Acesso em: 20 ago. 2007.
JUNG, J. Issues in Acquisitional pragmatics. Working papers in TESOL & Applied Linguistics 2001. Disponível em: <http://www.tc.columbia.edu/academic/tesol/webjournal>. Acesso em ago. 2002.
LANKSHEAR, C.; KNOBEL, M. New literacies: changing knowledge and classroom learning. Buckingham: Open University Press, 2003.
McDONOUGH, J.; SHAW, C. Materials and methods in ELT: a teacher's guide. Oxford: Blackwell, 2003.
McLAUGHLIN, M.; DeVOOGD, G. L. Critical literacy: Enhancing students' comprehension of text. New York: Scholastic, 2004.
MENEZES DE SOUZA, L. M. T.; MONTE-MÓR, W. M. Orientações curriculares para o ensino médio: linguagens, códigos e suas tecnologias _ conhecimentos de línguas estrangeiras. Brasília: Ministério da Educação / Secretaria de Educação Básica, 2006. Disponível em: <http://portal.mec.gov.br/seb/arquivos/pdf/book_volume_01_internet.pdf>. Acesso em: 6 fev. 2008.
MORIN, E. A cabeça bem-feita: repensar a reforma _ reformar o pensamento. Rio de Janeiro: Bertrand Brasil, 2000.
NORTON, B. Critical literacy and international development. Critical Literacy: Theories and Practices, v. 1, n. 1, p. 6-15, 2007. Disponível em: <http://www.criticalliteracy.org.uk/images/journal/v1issue1/norton.pdf>. Acesso em: 22 maio 2008.
NUNAN, D. Second language teaching and learning Boston, MA: Heinle & Heinle, 1999.
PALTRIDGE, B. Genre and the language learning classroom Ann Arbor: the University of Michigan Press, 2001.
RICHARDS, J. C.; RODGERS, T. S. Approaches and methods in language teaching. New York: Cambridge University Press, 1986.
SAVIGNON, S. J. Communicative language teaching for the twenty-first century. In: CELCE-MURCIA, M. (Ed.). Teaching English as a second or foreign language Boston, MA: Heinle & Heinle, 2001. p. 13-28.
SAVIGNON, S. J. Beyond communicative language teaching: what's ahead? Journal of Pragmatics, v. 39, p. 207-220, 2007.
SEARLE, J. R. Speech act: an essay in the philosophy of language. Cambridge: Cambridge University Press, 1969.
SEARLE, J. R. What is a speech act? In: SEARLE, J. R. (Ed.). The philosophy of language London: Oxford University Press, 1971. p. 39-53.
SILVER, D. Multimedia, multilinearity, and multivocality in the hypermedia classroom. Computers & Texts, v. 14, 1997. Disponível em: <http://users.ox.ac.uk/~ctitext2/publish/comtxt/ct14/silver.html> Acesso em: 4 jun. 2008.
SOKOLIK, M. Computers in language teaching, In: CELCE-MURCIA, M. (Ed.). Teaching English as a second or foreign language Boston, MA: Heinle & Heinle, 2001. p. 477-488.
SVALBERG, A. M-L. Language awareness and language learning. Language Teaching, v. 40, p. 287-308, 2007.
SWALES, J. Genre Analysis: English in Academic and Research Settings. Cambridge: Cambridge University Press, 1990.
TOCALLI-BELLER, A.; SWAIN, M. Reformulation: The cognitive conflict and L2 learning it generates. International Journal of Applied Linguistics, v. 15, n. 1, p. 5-28, 2005.
WIDDOWSON, H. The roles of teacher and learner. ELT Journal, v. 41, n. 2, p. 83-88, 1987.

Datas de Publicação

Publicação nesta coleção
11 Mar 2013
Data do Fascículo
2010

Histórico

Recebido
08 Maio 2009
Aceito
06 Ago 2009

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

[1] ALFORD, J. Learning language and critical literacy: adolescent ESL students. Journal of Adolescent & Adult Literacy, v. 45, n. 3, p. 238-242, 2001.

[2] ALMEIDA FILHO, J. C. P. O ensino de línguas no Brasil de 1978. E agora? Revista Brasileira de Linguística Aplicada, v. 1, n. 1, p. 15-29. 2001.

[3] ANDREOTTI, V. O. A postcolonial reading of contemporary discourses related to the global dimension in education in England 2006. 229 f. Tese (Doutorado) - University of Nottingham, Inglaterra, 2006.

[4] AUSTIN, J. L. How to do things with words. Oxford: Oxford University Press, 1962 (1975).

[5] BAX, S. The role of genre in language syllabus design: the case of Bahrain. International Journal of Educational Development, v. 26, p. 315-328, 2006.

[6] BHATIA, V. K. Analysing Genre Londres: Longman,1993.

[7] BIBLER, V. S. M. M. Bakhtin, or the Poetics of Culture Moscow: Politizdat Press, 1991.

[8] Apud SAVIGNON, S. J. Beyond communicative language teaching: what's ahead? Journal of Pragmatics, v. 39, p. 207-220, 2007.

[9] BOURDIEU, P. Razões práticas: sobre a teoria da ação. Campinas, SP: Papirus, 1996.

[10] BOXER, D. Applying sociolinguistics: domains and face-to-face interaction. Amsterdam: John Benjamins, 2002.0

[11] CELCE-MURCIA, M.; OLSHTAIN, E. Discourse and language teaching: a guide for language teachers. Cambridge: Cambridge University Press, 2000.

[12] CERVETTI, G.; PARDALES, M. J.; DAMICO, J. S. A tale of differences: comparing the traditions, perspectives and educational goals of critical reading and critical literacy. Reading Online, v. 4, n. 9, 2001. Disponível em: <http://www.readingonline.org/articles/art_index.asp?HREF=articles/cervetti /index.html>. Acesso em: 30 mar. 2007.

[13] COPE, B; KALANTZIS, M. Multiliteracies: literacy learning and the design of social futures. Londres: Routledge, 2000.

[14] CRAWFORD, J. The role of materials in the language classroom: finding the balance. In: RICHARDS, J. J.; RENANDYA, W. A. (Ed.). Methodology in language teaching Cambridge: Cambridge University Press, 2002. p. 80-90.

[15] CRAWSHAW, R. Intercultural awareness as a component of HE Modern Language courses in the UK, 2005. Disponível em: <http://www.llas.ac.uk/resources/goodpractice.aspx?resourceid=2303>. Acesso em: 18 out. 2006.

[16] ELLIS, R. Instructed second language acquisition: A literature review. Wellington: The Research Division of the New Zealand Ministry of Education, 2005. Disponível em: <www.minedu.govt.nz>. Acesso em: 20 ago. 2007.

[17] FREIRE, P. Pedagogia do oprimido Rio de Janeiro: Paz e Terra, 1970.

[18] HALLIDAY, M. A. K. Language as social semiotic: the social interpretation of language and meaning. London: Edward Arnold, 1978.

[19] HAMMOND, J.; DEREWIANKA, B. Genre. In: CARTER, R.; NUNAN, D. (Ed.). Teaching English to speakers of other languages Cambridge: Cambridge University Press, 2001. p. 186-193.

[20] HAWKINS, E. W. Foreign language study and language awareness. Language Awareness, v. 8.3, n. 4, 1999. p. 124-142.

[21] HYMES, D. Models of the interaction of language and social life. In: GUMPERZ, J. J.; HYMES, D. (Ed.). Directions in sociolinguistics: the ethnography of communication. New York: Holt, Rinehart & Winston, 1972. p. 35-71.

[22] JAMES, C.; GARRETT, P. (Ed.). Language awareness in the classroom London: Longman, 1991.

[23] JOHNS, A. M. et. al. Crossing the boundaries of genre studies: commentaries by experts. Journal of Second Language Writing, v. 15, p. 234-249, 2006.

[24] JORDÃO, C. M. Uma breve história da leitura no século xx, ou de como se podem calar as nativas. Revista de Letras, v. 5, 2002. Disponível em: <http://www.dacex.ct.utfpr.edu.br/clarisse5.htm>. Acesso em: 20 ago. 2007.

[25] JUNG, J. Issues in Acquisitional pragmatics. Working papers in TESOL & Applied Linguistics 2001. Disponível em: <http://www.tc.columbia.edu/academic/tesol/webjournal>. Acesso em ago. 2002.

[26] LANKSHEAR, C.; KNOBEL, M. New literacies: changing knowledge and classroom learning. Buckingham: Open University Press, 2003.

[27] McDONOUGH, J.; SHAW, C. Materials and methods in ELT: a teacher's guide. Oxford: Blackwell, 2003.

[28] McLAUGHLIN, M.; DeVOOGD, G. L. Critical literacy: Enhancing students' comprehension of text. New York: Scholastic, 2004.

[29] MENEZES DE SOUZA, L. M. T.; MONTE-MÓR, W. M. Orientações curriculares para o ensino médio: linguagens, códigos e suas tecnologias _ conhecimentos de línguas estrangeiras. Brasília: Ministério da Educação / Secretaria de Educação Básica, 2006. Disponível em: <http://portal.mec.gov.br/seb/arquivos/pdf/book_volume_01_internet.pdf>. Acesso em: 6 fev. 2008.

[30] MORIN, E. A cabeça bem-feita: repensar a reforma _ reformar o pensamento. Rio de Janeiro: Bertrand Brasil, 2000.

[31] NORTON, B. Critical literacy and international development. Critical Literacy: Theories and Practices, v. 1, n. 1, p. 6-15, 2007. Disponível em: <http://www.criticalliteracy.org.uk/images/journal/v1issue1/norton.pdf>. Acesso em: 22 maio 2008.

[32] NUNAN, D. Second language teaching and learning Boston, MA: Heinle & Heinle, 1999.

[33] PALTRIDGE, B. Genre and the language learning classroom Ann Arbor: the University of Michigan Press, 2001.

[34] RICHARDS, J. C.; RODGERS, T. S. Approaches and methods in language teaching. New York: Cambridge University Press, 1986.

[35] SAVIGNON, S. J. Communicative language teaching for the twenty-first century. In: CELCE-MURCIA, M. (Ed.). Teaching English as a second or foreign language Boston, MA: Heinle & Heinle, 2001. p. 13-28.

[36] SAVIGNON, S. J. Beyond communicative language teaching: what's ahead? Journal of Pragmatics, v. 39, p. 207-220, 2007.

[37] SEARLE, J. R. Speech act: an essay in the philosophy of language. Cambridge: Cambridge University Press, 1969.

[38] SEARLE, J. R. What is a speech act? In: SEARLE, J. R. (Ed.). The philosophy of language London: Oxford University Press, 1971. p. 39-53.

[39] SILVER, D. Multimedia, multilinearity, and multivocality in the hypermedia classroom. Computers & Texts, v. 14, 1997. Disponível em: <http://users.ox.ac.uk/~ctitext2/publish/comtxt/ct14/silver.html> Acesso em: 4 jun. 2008.

[40] SOKOLIK, M. Computers in language teaching, In: CELCE-MURCIA, M. (Ed.). Teaching English as a second or foreign language Boston, MA: Heinle & Heinle, 2001. p. 477-488.

[41] SVALBERG, A. M-L. Language awareness and language learning. Language Teaching, v. 40, p. 287-308, 2007.

[42] SWALES, J. Genre Analysis: English in Academic and Research Settings. Cambridge: Cambridge University Press, 1990.

[43] TOCALLI-BELLER, A.; SWAIN, M. Reformulation: The cognitive conflict and L2 learning it generates. International Journal of Applied Linguistics, v. 15, n. 1, p. 5-28, 2005.

[44] WIDDOWSON, H. The roles of teacher and learner. ELT Journal, v. 41, n. 2, p. 83-88, 1987.