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Num mundo em constante mudança, no qual o conhecimento escolar/universitário já
não é suficiente, a aprendizagem de línguas estrangeiras assume-se cada vez mais como um
fator de distinção.
Por isso, é necessário repensar o ensino das línguas e adaptá-lo às novas funções
exercidas quer pelo professor, quer pelo aluno: agentes que já não possuem um papel
meramente passivo, no caso do primeiro, e de facilitador da aprendizagem, no caso do
segundo.
O aluno passa a ter um papel preponderante no seu processo de aprendizagem, uma
vez que este não alcança simplesmente um determinado nível de proficiência, mas que sim
uma autonomia na língua estrangeira.
A autoavaliação no ensino sempre foi encarada com determinada leveza e
insignificância pelos intervenientes em geral. No entanto, no ensino de uma língua estrangeira
como em outras áreas da vida, este processo assume um caráter cabal para o desenvolvimento
do docente enquanto profissional e do aluno, enquanto aprendiz de uma nova língua,
permitindo assim que ambas as partes usufruam das aprendizagens com agradabilidade e
sucesso.
Neste sentido, a coavaliação no ensino de Espanhol Língua Estrangeira permite a
autorregulação da aprendizagem, a autonomia referida e o seu consequente sucesso.
In a world in constant change, in which school / university knowledge is no longer sufficient, learning foreign languages is increasingly becoming a distinguishing factor. Therefore, it is necessary to rethink the teaching of languages and adapt it to the new functions exercised by both the teacher and the student: agents who no longer have a merely passive role, in the case of the first, and a facilitator of learning, in the case of the second. The student starts to have a preponderant role in his learning process, since he does not reach simply a certain level of proficiency, but an autonomy in the foreign language. Self-assessment in teaching has always been viewed with a certain lightness and insignificance by stakeholders in general. However, in the teaching of a foreign language as in other areas of life, this process assumes a full character for the development of the teacher as a professional. However, in the teaching of a foreign language as in other areas of life, this process assumes a full character for the development of the teacher as a professional and of the student, while learning a new language, thus allowing both parties to enjoy learning with pleasantness and success. In this sense, the co-evaluation in the teaching of Spanish as a Foreign Language allows self-regulation of learning, the referred autonomy and its consequent success.
In a world in constant change, in which school / university knowledge is no longer sufficient, learning foreign languages is increasingly becoming a distinguishing factor. Therefore, it is necessary to rethink the teaching of languages and adapt it to the new functions exercised by both the teacher and the student: agents who no longer have a merely passive role, in the case of the first, and a facilitator of learning, in the case of the second. The student starts to have a preponderant role in his learning process, since he does not reach simply a certain level of proficiency, but an autonomy in the foreign language. Self-assessment in teaching has always been viewed with a certain lightness and insignificance by stakeholders in general. However, in the teaching of a foreign language as in other areas of life, this process assumes a full character for the development of the teacher as a professional. However, in the teaching of a foreign language as in other areas of life, this process assumes a full character for the development of the teacher as a professional and of the student, while learning a new language, thus allowing both parties to enjoy learning with pleasantness and success. In this sense, the co-evaluation in the teaching of Spanish as a Foreign Language allows self-regulation of learning, the referred autonomy and its consequent success.
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Palavras-chave
Autoavaliação Coavaliação Língua Autonomia Ensino Self-assessment Co-assessment Language Autonomy Teaching