v.1, n.1, jan./jun. (2015)

View v.1, n.1, jan./jun. (2015)

DOI: https://doi.org/10.29051/el.v1i1

Published: 28/09/2015

Full Issue

PDF (Portuguese (Brazil))

Apresentação/Prefácio

Apresentação

Editoria Executiva

7-10
- PDF (Portuguese (Brazil))

Artigos

A model of teacher knowledge for nonnative english-speaking teachers

Luciana C. de Oliveira

11-24
- PDF
Some reflections on communicative approach postmethod and teaching practice

Maria Helena Vieira Abrahão

25-42
- PDF (Portuguese (Brazil))
Emerging in language and the resignification of experiences: considerations about PIBID in the reflective training of spanish teachers in Brazil

Ivani Cristina Silva Fernandes

43-66
- PDF (Portuguese (Brazil))
Teaching grammar: a safe place?

Fernanda Landucci Ortale, Roberta Ferroni

67-84
- PDF (Portuguese (Brazil))
Autonomy and external parameters: incompatible? Replacing the question within the Moodle workshop, in the company of Wittgenstein

Paulo Oliveira

85-110
- PDF (Portuguese (Brazil))
The notion of intercultural and teaching-learning process of foreign languages in Brazil: representations and realities of FFL

Joice Armani Galli

111-130
- PDF (Portuguese (Brazil))
An approach to "The Milk of Sorrow" as a hispanic intercultural narrative film

Italo Oscar Riccardi León

131-146
- PDF (Portuguese (Brazil))
Reading, interpretation and transcreation: conceptions of translation among german philosophy students

Maria Claudia Bontempi Pizzi, Cibele Cecilio de Faria Rozenfeld

147-172
- PDF (Portuguese (Brazil))