Vol. 21 No. 1 (2022): Fluxo contínuo

DOI: https://doi.org/10.26512/rhla.v21i1

Published: 2022-02-07

Artigos

An exploratory study about remote English language teaching in potiguar public school in time of Covid-19 pandemic (2020-2021)

João Walison de Oliveira Costa, Samuel de Carvalho Lima

AG10
- PDF (Português (Brasil))
(Re)contextualizations of literacy practices in the context of remote teaching: experiences of a professor

Roberto Barbosa Costa Filho, Elizabeth Maria da Silva

AG9
- PDF (Português (Brasil))
Games, digital technologies and inclusion in the English language curriculum: a teacher’s stories

Valeska Virgínia Soares Souza

AG8
- PDF (Português (Brasil))
The training of beginning French teachers based on Activity Ergonomics and Activity Clinic

Marcelo de Oliveira Bahia, Aline Leontina Gonçalves Farias, Walkyria Magno e Silva

AG7
- PDF (Português (Brasil))
Needs analysis: the mapping of genres for an English for Professional Purposes course in Systems Development

Luciana Moraes Silva Octaviano, Solange Aranha

AG6
- PDF (Português (Brasil))
Spanish speakers’ representations of their written production in Portuguese

Rafaela Silva de Souza, Rosa Yokota

AG5
- PDF (Português (Brasil))
Diversities in an English language textbook: visual representations and/in intersectionality

Victor Gomes Milani

AG4
- PDF (Português (Brasil))
Online education in Spanish-language courses: from ERT to possibilities for the post-pandemic period

Sara de Paula Lima, Tatiana Lourenço de Carvalho

AG3
- PDF (Português (Brasil))
The effects of implicit and explicit techniques on the development of sensitivity to linguistic variation in Italian/FL learners

Graziele Altino Frangiotti

AG2
- PDF (Português (Brasil))
Didactic assessment sequence for foreign language teaching in a hybrid learning environment: debates and possibilities

Estogildo Gledson Batista, Leila Miyuki Saito, Isadora Teixeira Moraes, Gabriela Rossatto Franco, Giovanna Mollero Fernandes

AG1
- PDF (Português (Brasil))