Ensino-aprendizagem de PLE a alunos bolivianos nas escolas estaduais: uma proposta de ensino colaborativo com alunos do Centro de Línguas
Bibliographic record
Abstract
This work investigates how collaborative practice in language teaching-learning can favor interaction between Bolivian students from a state school and Brazilian students who study Spanish in a Language Center.The purpose of this paper is based on an activity in which students, after reading personal narratives and discussing the culture of different peoples, exchange audio recordings, in which they address cultural themes of their countries and/or regions.After exchanging the productions, the students proposed suggestions and corrections among themselves, using alternately Portuguese and Spanish in communication.The objective, besides establishing effective communication between the apprentices, is to stimulate the oral practice of the language, thus favoring its learning, as assumed by the studies of Castilho (2019) and Antunes (2009).Also, the studies of Figueiredo ( 2006) on collaborative practice in language teaching and Durão ( 2004) on error analysis grounded the work.The application of the activity demonstrated how such interaction among the learners facilitates learning of language, promotes reflection on language, provide cultural exchange between the two groups and favor the recovery of Bolivian identity, as well as the appreciation of the Spanish language.The productions made it possible to identify the most recurrent mistakes and to analyze how the Bolivian students' Interlanguage is constituted in order to help the teachers' work, offering them pedagogical support that allows them to better understand the teaching-learning process of a new language.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.009 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.015 | 0.005 |
| Scholarly communication | 0.010 | 0.005 |
| Open science | 0.002 | 0.009 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.011 | 0.002 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".