PEDAGOGICAL PRACTICES EXPERIENCED BY AN UNDERGRADUATE ENGLISH TEACHER WITHIN LÍNGUAS NO CAMPUS OUTREACH PROJECT

Resumen

The objective of this research is to explore the pedagogical practices experienced by an undergraduate English teacher working as a monitor in the project Línguas no Campus (LinC), which promotes English teacher education and offers linguistic education to the academic community and Santa Maria community. As theoretical framework, we used the concepts of Critical Genre Analysis (CGA) discussed by Motta-Roth (2008), Motta-Roth; Heberle (2015) and Bhatia (2015); as well the framework proposed by the Pedagogy of Multiliteracies (Rojo, 2012; The New London, 1996 and Barton; Hamilton, 1998). The corpus of this investigation is constituted by recorded synchronous classes held with undergraduate students from the Federal University of Santa Maria (UFSM), enrolled in the LinC course called “Four Skills I”. In the analysis, we identified five pedagogical practices developed by the monitor, which are: Interacting on pair work with students; Assisting tutor on language use explanation; Assisting students with extra classes explanations; Checking/correcting homework and giving feedback to students; Assuming tutor position in class. The results indicate that the pedagogical practices experienced by the monitor offered her the opportunity to experience three functions: assistant monitor, apprentice monitor and tutor-monitor. Finally, we conclude that the pedagogical practices experienced in the teaching practices offered by LinC promote professional development to pre-service teachers, as they provide critical reflection towards the processes of teaching and learning.