Abstract
The results brought in the article are part of a research, in which data was generated based in a narrative drawn from an interview with a language teacher, here called CINTIA. The objective of the interview was to find out how she promoted the development of reading in English in a junior high school in the private sector in the Emergency remote teaching mode since it was done during the pandemic due to the COVID-19 virus, and, thus, students were not having face-to-face classes. The analysis intended to reflect over the following aspects: 1) How mediation tools (SWAIN; KINNEAR; STEINMAN, 2015SWAIN, Merrill; KINNEAR, Penny; STEINMAN, Linda. Sociocultural theory in second language education: an introduction through narratives. Bristol: Multilingual Matters, 2015. (MM Textbooks).) could promote English reading development in remote teaching contexts? 2) How can interaction (ELLIS, 2020ELLIS, Rod. A short history of SLA: Where have we come from and where are we going? Language Teaching, v. 54, n. 2, p. 190-205, 2020. DOI: 10.1017/S0261444820000038. Disponível em: <Disponível em: https://www.cambridge.org/core/product/identifier/S0261444820000038/type/journal_article >. Acesso em: 13 set. 2021.
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; FIGUEIREDO, 2019FIGUEIREDO, Francisco José Quaresma de. Vygotsky: a interação no ensino/aprendizagem de línguas. 1ª ed. São Paulo: Parábola, 2019.) be developed in reading English classes of a junior high school in an emergency remote teaching and 3) In which aspects is it possible to perceive a Junior high learner’s investment (DARVIN; NORTON, 2016DARVIN, Ron; NORTON, Bonny. Investment and Language Learning in the 21st Century. Langage et société, v. 157, n. 3, p. 19, 2016. DOI: 10.3917/ls.157.0019. Disponível em: <Disponível em: http://www.cairn.info/revue-langage-et-societe-2016-3-page-19.htm >. Acesso em: 13 set. 2021.
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; NORTON, 2013NORTON, Bonny. Identity and language learning: extending the conversation. Second Edition. Bristol: Multilingual Matters, 2013.) while developing his reading in English in the teaching remote mode? For this study, a semi-structured interview was carried out with an English teacher from junior high school of the private sector in Porto Alegre, Rio Grande do Sul. CINTIA’s narrative seems to show that the investment employed in this group of students seem to be related to physical tools (computer, internet, online dictionary), as well as symbolic ones (second and mother language) of mediation used by the teacher and her learners in interactional spaces done totally in the virtual mode.
Keywords:
Additional language reading; Emergency remote teaching; Mediation; Interaction; Investment