Motivation implemented in bilingual programs

One of the advantages of the program to be discussed is the possibility of a time and space barrier break. In São Paulo, the Virtual School has become an important tool for the future, the use of resources of their own self-learning process allows students the use of technology and media resources that constitute motivators to learn a new language. Such interfaces are increasingly used in formal education and training processes. It is in such a context that this research is justified; since the digital age gives us tools for any imaginable activity, how about we should actually incorporate these tools in education and human development. In Brazil, this idea exists only on the papers of endless educational proposals based on different educational theories, but in practice, none of this actually happens.

Language Education. Motivation Table of Contents ABSTRACT 2 Table of Figures 6 Chapter 1: Introduction 7 1. 1 Background 7 1. 2 Education Benefits based on Projects in Teaching other Languages 8 PART I: MOTIVATION AND LANGUAGE LEARNING IN THEORY 10 Chapter Two: Literature Review 10 2. 1 Literacy and Biliteracy 10 2. 10 The Socio-cultural model by Gardner 30 2. 11 Reflective Thinking 31 PART II: MOTIVATION AND LANGUAGE LEARNING IN PRACTICE 35 Chapter Three: English Project 35 3. 1 Introduction and Overview 35 3. 1Project Background 39 Chapter 4 Research Design Principles 43 4. 1 Necessity of Study 43 4. 1 Introduction 54 6. 2 Results 54 PART III: FINAL CONSIDERATIONS 57 Chapter Seven: Discussion, Recommendations and Conclusion 57 7. 1 Discussions 57 7. 2 Recommendations 58 7. 3 Limitations of the Study 59 7. 38 Figure 6(LaFemina. 2013, 2013 Figure 7Figure 3. 4: (LaFemina, 2013, 39 Figure 8 The mini-test, present in all modules, allows students to evaluate their performance. (LaFemina, 2013). 39 Figure 9 The game "The Missing Star', is ten hours long and ends the course. 53 Chapter 1: Introduction 1.

1 Background Across the world, there exist thousands of languages that make communication among a group of people better. Languages seldom correspond to people’s cultures and ways of life. To many, language is a vital tool of communication, that in its absence, interaction among people will be useless. Language enables people to correspond to communication accordingly based on their understanding. Bilingual programs in Brazil exist for different reasons. For many, they are seen as important agencies of learning other languages. To others, they represent a chance for participants to change their social and income status. These programs, nevertheless, motivate people to achieve different things in their lives. Cognitive abilities and motivation in students in bilingual programs are often dependent on the environment they are in (Haddock et al.

In recent decades, Information and Communication Technologies (ICT) have been widely used in education. These technologies now form an integral part of most English teaching settings. Information and communication technologies can also be used for the implementation of project work. In some educational institutions today, it is already accepted that the implementation of the project in the foreign language classroom can be facilitated by the use of Information and Communication Technologies (ICT). Information and communication technologies can be used in teaching in all phases of a project, from planning to presentation. The literate child understands the alphabet code and is able to use it mechanically, reading and writing. Literacy is the understanding that reading and writing play social functions, present in different environments.

The child begins to realize that newspapers and books read by parents or older siblings have a code, which is different from the drawings. Literacy is the understanding that reading and writing are present in various areas of everyday life and are important social tools that perform various functions. The word literacy, according to Soares: It arose in order to supply the need to distinguish processes in which there is only the learning of the Writing System of those in which the learner is able to use his reading and writing to perform social practices (58). The reader must be critical when reading a literary text and feel the need for literary reading, reading for pleasure and not only out of obligation.

Biliteracy is associated with the development of skills related to the social function of two languages ​​and the enrichment provided with the expansion of the cultural, social and Academic répertoire. The child understands, therefore, as each language is used in the communities where they are present, the specific characteristics of each and how they are used and interpreted. Thus, the function of a school and the bilingual teacher is to provide, in addition to literacy – the knowledge of the alphabetic system, also the exploration of how the two languages ​​are used and their functions and social practices. Furthermore, a child is not always literate or Biliterate. That is my personal experience of 99 percent of language learners who really want to learn a foreign language (who are really motivated) will be able to master it reasonable working on the knowledge, regardless of their language aptitude (Dörnyei 2).

The term 'motivation' is used by teachers when they want to describe a good or bad student. Dörnyei believes that this reflects our conviction, in his opinion, firstly, that throughout the long process of teaching/learning a foreign/second language the enthusiasm, commitment and persistence of the learner determine his or her success or failure (4). "With sufficient motivation learners can achieve a reasonable level of proficiency regardless of their language or cognitive skills" (Dörnyei 5). Without enough motivation, the most intelligent students will not be able to persist long enough to reach a language level that can be useful. An example of this is Brazilian families who move to the United States looking for better living conditions, without even knowing the English language, the main language of the country.

Because of the need to survive, however, communicate and get a job in this new country, they end up learning the new language. While in popular bilingualism the acquisition of new language is by necessity, elitist bilingualism is by personal or family option, so that the child can, for example, achieve greater social prestige and better opportunities. Some parents still have resorted to bilingualism because they believe that bilingual children become smarter than monolingual ones. According to Baker and Prys Jones (156), the relationship between bilingualism and intelligence has passed through different periods. It happens that, in recent years, Brazil, like most countries in the world, began to unlock locks and unlock doors. Barriers and plunged borders, travel and exchanges were common, communication between people has become more popular and cheaper and the Internet arrived with 70% of its content in English.

In this new context, the English language in Brazil (1). It is the same as if a student of The American School of Rio de Janeiro were to study at a college in New York. They are schools in other countries, subject to the rules and educational source of law, but operating on Brazilian soil. Brazil has 40 million students in public schools, and that the public will not have a school offering bilingual education for long. The only part of them will form a huge market. Finally, there will always be demand for courses for adults and professionals. 5 Pre-Bilingual Concept Bilingualism is the quality, condition, characteristic, act, practice, or effect of consciousness, by a man or woman, to use two languages ​​or dialects in multidimensional everyday life.

Living bilingualism is the first signal transcendence of the mother tongue, leaving behind monoglotism to steadily move towards the functional polineurolexic. 1 Bilingualism and increasingly technology in the lives of our youth. Photo courtesy institutional video EVESP. With regard to the learning of foreign languages, Liu states that: In terms of foreign language education, English had gradually gained supremacy in foreign language education China opened up and integrated into the global economy. English dominance Seemed to co-occur with the high-speed economic development, but it was Also Accompanied by and exacerbated the ever-deepening social inequality (73). On the other hand, the rapid promotion of English contributed to accentuating the existing gap between regions, social classes and ethnic groups (Feng 87), with regard to education in general and in particular to the teaching of foreign languages.

In the research carried out, it appears that there are many arguments favorable to exposing a child to bilingual education as soon as possible. Added to this there is also a growing number of children developing a bilingual context. 6 Acquisition and expansion of vocabulary in a second language Speaking about language acquisition, it must first be clarified in the concept of input, as the speech that a child is exposed to. Linguistic input, according to Borges and Solomon (2003), corresponds to all linguistic experience gained by the use of language in social interactions, especially those in direct communication with the subject itself. Second language acquisition, according to Ellis (156), is not a uniform phenomenon, due to the combinations of various factors associated with the learners and the different contexts in which learning takes place.

According to Figueiredo (39), for the individual with positive attitudes towards a second language, it will be easier to acquire their lower effective filter. The theory of Universal Language, which postulates the existence of linguistic aspects common to all languages, genetic and inborn in humans, which is activated by environmental input and is responsible for developing L1 and L2. Although Krashen’s ideas have evolved, some authors criticize him for stating that this theory did not go beyond the acquisition of grammatical structures, and consider language acquisition a linear perspective. Due to criticism of Krashen’s theories based on a cognitive perspective and development, the hypothesis of interaction was designed. Interactionist theories not only consider the input to explain second language acquisition, but also that there must be interaction for the input to occur.

Reading should be made during a climate of involvement and charm, developed with pauses and breaks so that the child's imagination is respected. 7 Psychogenesis Language Writing The traditional model of literacy puts the student in a passive position in the process of writing acquisition, where his or her only function is to assimilate the knowledge that is passed by a teacher, by memorizing sounds, copying words and deciphering syllables. This method does not allow the student to participate in the construction of their own knowledge process. It was through this model that the Argentine psycholinguist Emilia Ferreiro together with others developed his research on the process of the child's learning, arguing that, contrary to what was thought, the reading and writing system should be built gradually, with the student in a continuous learning process.

As mentioned earlier, literacy begins long before school. Thus, the guiding concepts of the research providing a theoretical framework adequate to explain the attitudes towards other regional varieties, as well as before their speakers. The phonetic basis of theories considers the phonetic-segmental and prosodic features characteristic of these varieties. According to Garret the study of sociolinguistic communities´ language attitudes can prove "interactional dynamics and relational forces work inside. This includes bias in favor or against other social or regional varieties, feelings about the speech of the other group or the group itself and speech style stereotypes" (Garrett 626). Other authors, like sociolinguists Agueyisi and Fishbein (155), mention the importance of studies on attitudes in the field of sociolinguistics to know matters such as choosing a language in multilingual societies, language planning or language teaching.

On the other hand, it is worth noting that in the literature on the acquisition of second languages, the construct attitudes appear associated and often confused with the motivation. In this sense, according to Ellis: there is a large number of individual variables apprentice who have been identified as influencing learning outcomes. However, these constructs were vaguely defined, making it difficult to synthesize the results of different studies and come up with a coherent and complete picture. So often attitude, belief or state appear as undifferentiated, are also unclear interrelations between attitudes and other constructs such as beliefs, motivation and/or perception (199). According to Ajzen and Fishbein "attitude is an evaluation of a psychological object captured through the dimensions of attributes such as good/bad, pleasant/unpleasant (28).

e, influence each other in the direction of a state of harmony. Therefore, any change in one of these three components is able to modify others. In this sense, one can say that there is a consistency between the three so that favorable cognitions tend to be associated with positive emotions, and adverse cognitions with negative effects. Ajzen and Fishbein (135) state that human behavior is guided by social attitudes, so attitude is the key to understanding human behavior. However, the view that attitudes offer an insight into how people behave has been challenged by other researchers as Ajzen and Fishbein themselves acknowledge (135). Consider the concepts of identity and "self" as they are dealt with in two major theoretical models of motivation, namely the Socio-Educational Model of Gardner (23a) and the L2 Motivational Self System mentioned by Dörnyei and Zoltan (279).

In this way, we intend to discern which areas of convergence and divergence will allow us to have a better understanding of the role of the "self" in the motivation to learn a language (Carver & Michael 56). An important aspect in the model of self-motivational system L2 is the approach of motivation in favor of a framework of dynamic systems. Dynamic system approaches refer to the behavior of complex systems containing multiple interconnected components, “wherein the development is characterized by a non-linear growth as the systems are restructured, they adapt and evolve organically” (Dörnyei & Ushioda 3). As Dörnyei and Ushioda (24) argue that the prospects of complex systems began to influence thinking across the broader field of SLA, and it seems likely that an approach of dynamical systems involves a much closer integration with other SLA dimensions than presented so far.

As the "cognitive components" and the "hopes and fears, goals and threats" (954), providing ideas of what "is possible for us to be’ (Markus 960; Markus & Kitayama 224). In this way, it would lead the student to reflect on his or her possible selves, and thus to identify and label the person he could become, as explained by Ushioda and Dörnyei (3). About the “Ideal L2 self”: if the person would like to speak the L2 (for instance, the person who would like to be associated with travel or to do business internationally), the "ideal L2 self" is a strong motivator in learning language, as far as he/she wants to reduce the gap between the present and the future "self". The “Ought-to L2 self” relates to the attributes related to L2 that each of us should have in order to avoid possible negative results and that have little or nothing to do with one's own desires or expectations.

The "Motivational Self System" model (self-motivational system) also includes a third component that reflects the main conclusions derived from the investigation into motivation, conducted in the 90s, which highlighted the motivational importance of the immediate context of learning and experience. The 80s brought a cognitive “revolution” resulting in new theories of motivation and the new paradigm that found particularly fertile ground within educational psychology. The study of student motivation has become a topical issue, and virtually all major psychologists have begun to take an active interest in the matter. 11 Reflective Thinking According to Dewey, reflective thinking is the active and persistent examination of all faiths or alleged forms of knowledge in the light of the foundations that sustain it and the conclusions to tend.

In Dewey's definition it is clear that reflective thinking is aimed at the achievement of a goal. For a professional to reach this goal and thus reach a conclusion, he or she must go through certain stages of reflective thought. To Wallace (178), the teaching of English is considered a profession, as it presents the following essential qualities required by society: a scientific knowledge base on a rigorous study period that is evaluated formally, a sense of public service, high standards professional conduct and ability to perform useful and specific tasks competently. Furthermore, according to Wallace (178), professionalism can be developed in three models of vocational education: the craft, the applied science, and the reflective model. The learner is passing professional competence through education (demonstration) made by professional experiences and practicing (training).

Professional training courses that follow this model seem to suggest that there are fixed patterns of behavior to be learned, like an assembly line and, since these behaviors become routine, the learner reaches the required professional competence. This professional education model was widely used during the era of the method, which had its origins in linguistics structuralism, behaviorism, and psychology. In the model craft, as mentioned above, professionalism is achieved by imitation. In the model of applied science, professionalism is arrived at by applying discoveries made by researchers who do not work in the classroom most of the time. The model of reflection, in turn, tries to meet the failure that these two models feature, i. e. to make the teacher reflect on their practice, no longer passively accept the results of research, and to ensure that the teacher becomes a researcher without, however, distancing him or herself from the classroom.

The third paradigm analyzed by Zeichner (23), the traditional craft paradigm assumes that teaching is a craft. According to this paradigm, the teacher is seen as a passive recipient of knowledge that is passed on by a specialist. Reflection is not emphasized in this paradigm. The last paradigm-oriented research considers the teacher responsible for their preparation for teaching. In this category, the technical skills are seen as a means by which the objectives are achieved. Data sheet courtesy EVESP, which got the data of interest in this type of course for public school students. The research was collected by the Boards of São Paulo State Education, between the months of October and November 2011. Material collect. The target audience was defined, and the selected students were those who were enrolled in a high school of the state's public school system.

Each of these students was offered a place in the program, it was up to each learner to decide if he or she wished to participate in the course. (Figure 7). The modules consist of videos, evaluation activities, at the end of which a mini-test is presented, through which the student tests the knowledge acquired in the module. Figure 6(LaFemina. 2013, 2013 Figure 7Figure 3. 4: (LaFemina, 2013, Furthermore, it was intended by the teachers to deepen students` knowledge of the English language through exposure to videos and activities specially designed to portray everyday situations so that students could experience situations such as being at an airport, and at major international events like the World Cup. Established by Decree No. 57011 of 23 May 2011, the EVESP aims to offer regular educational programs, in situations that require meeting the needs of specific groups of the population.

It should develop programs and distance learning courses, subject to the national curriculum guidelines, and expand decisions. The courses are designed for students enrolled in public schools. Distance education collaborates with the modernization of teaching resources and continuing education and creates new learning models since that access should be getting wider. Although it is important to rely on some of the findings of the English project, several factors indicate that there is a need to conduct another study on the same issue. Firstly, the environment, from the English project, was designed to be similar to all the participants in the study. Students who were under study shared the resources that were availed for the project. Similar technology was applied across all the participants.

The study aimed to find out the obstacles faced by students learning English when exposed to the same resources. Even though some of the findings of the project are still valuable to date, some have become outdated or have outlived their impact on the bilingual learning process. In the last few years, different changes in the learning process have occurred rendering some of the previous processes ineffective. In today’s era, people learn second languages through technologies that were introduced recently. In other terms, people flow with the innovations of the day. Technology, for instance, has changed significantly since 2011. The study did not put much focus on the feedback from those who were learning the English language. Despite receiving the required training, the human-touch between the test subjects and the researchers was lost when the teachers were used as intermediaries.

Students who were under study could depict behavior and characteristics that could only be seen by the teachers while other attributes could still remain hidden. As a result of this, as stated above, the results of the English project cannot be substantive in learning about motivation and obstacles experienced in learning English or any other dialect as a second language. In this study, more focus is given to the participants to ensure that no information is distorted after observations are made. This results in insufficient and incorrect data being collected. As this is a case study, its results are better viewed as outcomes of casual recipes and not relationships between interactional terms and variables. To achieve accuracy, application of methods that account for contingency plus antecedent conditions that are complex is necessary.

Techniques that are designed to estimate, for instance, linear-additive models are unreasonable in assessing multiple procedures or recipes. 2 Multiple Routes not a Single Model fits all. 2 Research Philosophy Research philosophy is a belief on the manner in which information about a concept or phenomenon should be gathered, analyzed and applied. Different research philosophies apply epistemology and doxology in arriving at conclusions. Epistemology is the concept of knowing what is true while doxology is what is believed to be true (Henry & Pene 235). This study will, therefore, adopt a doxa to episteme approach of collecting and analyzing data. A positivist research philosophy has been adopted in this study. A case study involves an attempt to provide a description of relationships that exist in reality, seldom in a sample or population.

Use of a case study has ensured that reality is captured in greater detail by an observer-researcher. More variables can be analyzed through case studies as opposed to adopting surveys and experimental research. However, this case study, as most case studies are, focusses on a select group of respondents. It is therefore difficult to find similar data that can be analyzed in statistically meaningful ways to generalize findings. These methods helped establish construct validity of the collected information. The methods used in this study resemble those discussed by Yin and include the following: a) Direct observation of phenomena, activities and the environment in terms of bilingual learning b) Indirect observation of processes related phenomena c) Review of existing documentation on matters to do with bilingual learning and motivation (78) This research employs a qualitative approach to data collection, to understand and interpret certain behaviors, opinions, and expectations (Agheyis & Joshua 139 ).

It is exploratory, therefore, not intended to get numbers as results, but rather insights that can point the way to correct decision-making on a problematic issue. The observations of classes aim to better understand the relationship between teacher and students, motivation in bilingual learning, as well as the need to have contact with the practice to determine the analysis of the interviews. 4 Sample and Population The population of this study is the people who are capable of speaking at least two languages in Brazil. Additionally, teachers engaged in the old-fashioned way of bilingual teaching by stating words in English and directing the students to repeat them. From this, observations could be made by the researchers to identify the motivating factors encouraging students to engage in bilingual learning.

The project was divided into thematic modules that had videos in the English language to ensure that students or respondents acquired the listening skills throughout the learning process. Figure 13 below shows a screenshot of one of the videos used to instill bilingualism in the participants. Figure 13 Photo courtesy institutional video EVESP. The use of technological devices like computers increased the urge to learn among the participants. Games and interactive activities in the English language were well accepted by the participants. In the course of the project, students learned to play games in different languages and as time passed, their interest in getting higher scores increased with each game played. The students, in playing the computer games, were required to get higher scores in order to proceed to the next levels.

Being a class of 20 people, the games were used as a competitive tool to identify who grasped the instructions of the game. One of the student participants stated that ‘it seemed like the voice of the characters echoed in my memory. ’ Participating students also showed signs of increased intellectualism based on the behavior they depicted. Some claimed that learning other subjects in schools became easier as the only difficult thing they faced was acquiring knowledge in the English language. The learning process exposed the student participants to the English culture. Some of the words and phrases used were those used to describe specific cultural events like holidays, festivals, and sports. Participating students, in this case, opted to study English in order to match their friends’ abilities in the language.

Learning English was also described by some of the students as ‘an important career-boosting activity. ’ Many argued that people who knew more than one language in Brazil were eligible to work for multinational companies in the country. Furthermore, the students expected the salaries for people who knew other languages like English to be higher than those conversant in Portuguese only. PART III: FINAL CONSIDERATIONS Chapter Seven: Discussion, Recommendations and Conclusion 7. Long-term exposure to a foreign language increases a person’s interpretation of phenomena. Kovelman et al. (159) further argue that intellectualism in foreign languages depends on the stage of exposure to a language. Those exposed to second languages from childhood are more likely to depict intellectualism than those who acquire it in later stages of their lives.

The results of the observation exercises showed that students were more eager to engage in interactive activities like repeating the words spoken by the teacher, listening to the instructions provided on computers, or engaging in games in the English language remembered and understood the language better. b) Schools should encourage students to take up foreign classes in order to boost communication and intellectualism. As the study has shown, learning a foreign language fosters a person’s intellectual capability. People who also value their social status in the society, as a result of using a foreign second language, can enroll for classes. c) Schools should introduce interactive learning methods to their students to boost understanding. This calls for including technological tools and devices as they have been proven to attract the attention of younger learners.

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