English language teaching knowledge processes and learning by design in remote classes
DOI:
https://doi.org/10.46230/2674-8266-13-4519Keywords:
English language teaching, Flipped classroom, Knowledge processes, Emergency Remote Teaching.Abstract
Emergency Remote Teaching-ERE, a teaching model used by innumerous educational institutions during the pandemic context caused by COVID-19, redefined the role of teachers and students and consequently brought new demands on education professionals. This model has also been adopted by us in a language school in the interior of the state of Paraíba, in which the two activities to be presented in this article were carried out, which aims to identify knowledge processes produced by students in two beginners classes, using tools in remote classes and the teacher’s role in the context discussed in this paper. The discussions are based on the contributions of the Pedagogy of the Multiliteracies conceived by the New London Group (1996), on the knowledge construction processes of Kalantzis and Cope (2005, 2008) as well as on the flipped classroom conception originated with Bergmann and Sams (2016), among others. The results show that the knowledge processes were manifested in different ways in the two activities performed which enabled the identification of traits of students' protagonism. We also found that knowledge can be built and shared anywhere and by different agents.
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