Banca de DEFESA: Mahulikplimi Obed Brice Agossa

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : Mahulikplimi Obed Brice Agossa
DATE: 11/08/2023
TIME: 14:00
LOCAL: CEFET MG CAMPUS I - SALA 330
TITLE:

THE WASHBACK EFFECT OF THE CELPE-BRAS EXAM ON THE TEACHING PRACTISES OF TEACHERS OF PORTUGUÊS AS FOREING LANGUAGE: A study in four contexts

KEY WORDS:

Washback effect; Celpe-Bras; Proficiency test; Language teaching; Portuguese as a foreign language.

PAGES: 182
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUMMARY:

In this study, we addressed the washback effect of the test hat grants the Certificate of Proficiency in Portuguese for Foreigners (Celpe-Bras). Washback effect refers to the influence that an examination tool can exert on teaching and learning practices, leading those involved to take actions they might not necessarily have taken if not for the sake of a given test. In official documents (BRASIL, 2020), the public institution responsible for the Celpe-Bras examination stated that it was developed not only to assess the proficiency level in Portuguese of non-native speakers but also to help reorient the teaching and learning of the language based on the theoretical and methodological foundations of the said test. The examination, considered communicative in nature, has key concepts for its implementation: a proficiency view not referenced to the "native" speaker; the use of texts considered authentic; a language-culture concept that considers interculturality; and language performance through the completion of communicative tasks (BRASIL, 2020). The study was conducted with four teachers of Portuguese as a Foreign Language (PLE) working in different institutions, two in Brazil and two in two other Latin American countries, considering one institution that administers the examination and one that does not in the Brazilian and international context. The analysis was based on data collected from a completed questionnaire, 50 hours of observed classes, and documents used during those classes. The description of these classes was carried out based on the Communicative Orientation of Language Teaching, COLT (ALLEN et al., 1984; SPADA; FRÖHLICH, 1995), adapted for the purposes of this research. The results showed that all the participant teachers declared having a good knowledge of Celpe-Bras, even those who have never been examiners, suggesting that the examination plays an important role in the initial and continuing education of PLE teachers. However, not all of them recognize the influence of the examination on their practices. After analyzing the observed classes, it was possible to notice that some practices, especially in intermediate to advanced levels, approached the ideals of Celpe-Bras regarding the use of authentic or adapted materials from various discourse genres, increased learner protagonism, and the integration of skills they used. It was also concluded that the examination alone is not sufficient as a policy for a profound improvement of teaching practices. A policy that reinforces teacher training and the creation of a reference framework for teaching Portuguese as a foreign language is necessary.

COMMITTEE MEMBERS:
Externo à Instituição - HENRIQUE RODRIGUES LEROY
Externa à Instituição - IDALENA OLIVEIRA CHAVES
Interno - JERONIMO COURA SOBRINHO - CEFET-MG
Externa ao Programa - NATALIA MOREIRA TOSATTI
Presidente - RENATO CAIXETA DA SILVA