Vol. 19 No. 2 (2020)

Artigos

• Assessment literacy for foreign language teachers of children: theoretical and practical guidelines

  Isadora Teixeira Moraes, Estogildo Gledson Batista

  15-42

  • PDF (Português (Brasil))

• The effect of critical suggestions for the redesign of pre-service teachers’ didactic materials

  Philipe Pereira Borba de Araújo, Marco Antônio Margarido Costa

  43-68

  • PDF (Português (Brasil))

• Action-based approach assessment and skills integration in foreign language

  Luzia Alessandra Pinheiro, Gladys Quevedo-Camargo

  69-90

  • PDF (Português (Brasil))

• Teachers’ conceptions of the term “communicative task”

  Rita de Cássia Barbirato, Marina Pereira Carandina

  91-117

  • PDF (Português (Brasil))

• Concepts of Ethics in Applied Linguistics Research

  Alex Alves Egido

  118-136

  • PDF

• Reading as a social practice based on the enunciation of life narratives: a case study with a pedagogue teacher

  Francisco Rogiellyson da Silva Andrade, Priscila Sandra Ramos de Lima, Dannytza Serra Gomes

  137-155

  • PDF (Português (Brasil))

• The teaching of syntax in basic education: a state of the art in the Brazilian settings

  Mário Martins, Marielly Pereira

  156-174

  • PDF (Português (Brasil))

• I get very anxious: anxiety, beliefs, and actions of a Brazilian student about learning English as a foreign language

  Karolina Morais, Yûki Mukai

  175-202

  • PDF (Português (Brasil))

• Trainees’ representations of teacher's actions in supervised internship reports: what do teachers in training say about their planned work?

  Rosivaldo Gomes

  203-229

  • PDF (Português (Brasil))

• The dialogues between preceptor and resident in the context of pedagogical residence: reflections in favor of a construction of teacher identity

  Edvaldo Santos de Lira, Betânia Passos Medrado, Walison Paulino de Araújo Costa

  231-254

  • PDF (Português (Brasil))

• Analysis of the Differentiated Monitoring Project for Students with Learning Disabilities in reading and writing in public schools in Minas Gerais

  Andréia Maria Rodrigues Silva , Laura Silveira Botelho

  255-279

  • PDF (Português (Brasil))

• Psychotypological relations from the standpoint of multilingual speakers of Portuguese (L1), English (L2) and German (L3)

  Aline Behling Duarte, Isabella Ferreira Mozzillo, Bernardo Kolling Limberger

  280-305

  • PDF (Português (Brasil))