English language at school from the point of view of students and teachers
Implications on teaching and learning
DOI:
https://doi.org/10.15448/2178-3640.2021.1.39782Keywords:
english language, teaching and learning, view of students and teachersAbstract
Considering English as a language that has assumed an increasingly important role in the globalized world where we live, it is necessary to assess how this language has been seen and, consequently, taught in schools. Thus, this article analyzes the views of students and teachers about the English language, as well as the didactic-methodological implications of language teaching in the classroom, based on semi-structured non-directed interviews. The interviews were carried out with English teachers and students of the third year of high school at two state public schools in Vale do Taquari, in Rio Grande do Sul, Brazil. The results show that the English language has been seen as a global lingua franca, which can be used in different communicative contexts as an additional language, bringing many benefits to speakers and, therefore, increasing interest in its learning. However, it was found that the methodology adopted in schools does not provide the necessary development of skills for this language to be put on use, which is a major factor for the demotivation of students, that see no reason to study grammar rules in a decontextualized and repetitive way. Therefore, it is indicated that the teaching of English at school needs to be focused on the development of projects based on tasks that seek to provide students with real language use situations, through which it is possible to develop linguistic competence focused on the principle of intelligibility.
Downloads
References
Anjos, F. A. (2016). O inglês como língua franca global da contemporaneidade: em defesa de uma pedagogia pela sua desestrangeirização e descolonização. Revista Letra Capital, 1(2), 95-117. https://docgo.net/view-doc.html?utm_source=o-ingles-como-lingua-franca-global-da-contemporaneidade-em-defesa-de-uma-pedagogia-pela-sua-desestrangeirizacao-e-descolonizacao
Berto, P. L. (2009). English as a lingua franca: a study of brazilian english teachers’ attitudes and opinions towards it [Dissertação de mestrado em Estudos ingleses e americanos, Universidade de Lisboa]. https://repositorio.ul.pt/bitstream/10451/1711/1/21665_ulfl071889_tm.pdf.
Birello, M. (2012) Teacher Cognition and Language Teacher Education: beliefs and practice. A conversation with Simon Borg. Bellaterra Journal of Teaching & Learning Language & Literature, 5(2), 88-94. https://www.raco.cat/index.php/Bellaterra/article/view/253372/340138.
Brasil. (2017). Lei nº 13.415, de 16 de fevereiro de 2017. Altera as Leis nº 9.394, de 20 de dezembro de 1996, que estabelece as diretrizes e bases da educação nacional, e 11.494, de 20 de junho 2007. http://www.planalto.gov.br/ccivil_03/_Ato2015-2018/2017/Lei/L13415.htm
Brasil. (2018). Ministério da Educação. Secretaria da Educação Básica. Base Nacional Comum Curricular. http://basenacionalcomum.mec.gov.br/images/BNCC_EI_EF_110518_versaofinal_site.pdf
Brasil. (2000). Parâmetros Curriculares Nacionais Ensino Médio: Linguagens, Códigos e suas Tecnologias. MEC http://portal.mec.gov.br/seb/arquivos/pdf/14_24.pdf
Brasil. (1998). Secretaria de Educação Fundamental. Parâmetros Curriculares Nacionais: terceiro e quarto ciclos do ensino fundamental: língua estrangeira / Secretaria de Educação Fundamental. MEC/SEF. http://portal.mec.gov.br/seb/arquivos/pdf/pcn_estrangeira.pdf
British Council. (2014). Demandas de Aprendizagem de Inglês no Brasil. Elaborado com exclusividade para o British Council pelo Instituto de Pesquisas Data Popular. Teaching English. British Council Teaching English. https://www.britishcouncil.org.br/sites/default/files/demandas_de_aprendizagempesquisaco mpleta.pdf
British Council. (2015). O Ensino de Inglês na Educação Pública Brasileira. Elaborado com exclusividade para o British Council pelo Instituto de Pesquisas Plano CDE. Teaching English. British Council. https://www.britishcouncil.org.br/sites/default/files/estudo_oensinodoinglesnaeducacaopublicabrasileira.pdf
Coelho, H. S. H. (2005). “É possível aprender inglês na escola?” Crenças de professores e alunos sobre o ensino de inglês em escolas públicas [Faculdade de Letras da UFMG].
Crystal, D. (2003). English as a global language (2. ed.). Cambridge University Press. http://culturaldiplomacy.org/academy/pdf/research/books/nation_branding/English_As_A_Global_Language_-_David_Crystal.pdf
Jenkins, J. (2009). English as a lingua franca: interpretations and attitudes. World Englishes, 28(2), 200-207. https://www.researchgate.net/publication/227663650_English_as_a_Lingua_Franca_interpretations_and_attitudes
Leffa, V. J. (2012). Ensino de línguas: passado, presente e futuro. Rev. Est. Ling., 20(2), 389-411. http://periodicos.letras.ufmg.br/index.php/relin/article/view/2755/2710
Leffa, V. J., & Irala, V. B. (2014). O ensino de outra(s) língua(s) na contemporaneidade: questões conceituais e metodológicas. In Leffa V. J., & Irala V. B. (Orgs.), Uma espiadinha na sala de aula: ensinando línguas adicionais no Brasil (v. 1, pp. 21-48). Educat. http://www.leffa.pro.br/textos/trabalhos/03_Leffa_Valesca.pdf
Marzari, G. Q., & Badke, M. R. (2013). Ensino e aprendizagem de língua inglesa em escolas públicas de Santa Maria/RS. PUCRS. https://www.maxwell.vrac.pucrio.br/21827/21827.pdfxxvmi=qp7pfcf0api2a2jmhea2c0zdochgcqcsgjjwv0w7qp91ssnaixdkzcznph4rihu0bfwxf5fgvohoi6o142m4ewruewwxoszp8vxnce5xtnnmtnnzqa3v7v1m3xlsqki0rhntvt3qhqdbf2b6dfclldipb4iso2shjrlglphdhvpwx2dbhfw4tgtukczker2zkoggezkvuatsc75unczhssne6m0lf2lar2hv1cswnwq15vvsz6lszzhgmhsckedc
Rio Grande do Sul. (2009). Secretaria de Estado da Educação. Departamento Pedagógico (Org.). Referenciais Curriculares do Estado do Rio Grande do Sul: Linguagens, Códigos e suas Tecnologias. SE/DP. https://servicos.educacao.rs.gov.br/dados/refer_curric_vol1.pdf
Rosa, P. A. (2016). O inglês como língua franca na visão dos professores em exercício da educação básica. Fólio – Revista de Letras Vitória da Conquista, 8(1), 383-412. https://www.academia.edu/28988346/o_ingl%c3%8as_como_l%c3%8dngua_franca_na_vis%c3%83o_dos_professores_em_exerc%c3%8dcio_da_educa%c3%87%c3%83o_b%c3%81sica
Schlatter, M., & Garcez, P.de M. (2012). Línguas adicionais na escola: aprendizagens colaborativas em inglês. Edelbra.
Selhorst, L. A., & Carvalho, R. de C. M. de. (2017). O inglês na visão dos alunos: um estudo de caso em uma escola pública. BELT, 8(1), 91- 101.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 BELT - Brazilian English Language Teaching Journal
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright
The submission of originals to BELT - Brazilian English Language Teaching Journal implies the transfer by the authors of the right for publication. Authors retain copyright and grant the journal right of first publication. If the authors wish to include the same data into another publication, they must cite BELT - Brazilian English Language Teaching Journal as the site of original publication.
Creative Commons License
Except where otherwise specified, material published in this journal is licensed under a Creative Commons Attribution 4.0 International license, which allows unrestricted use, distribution and reproduction in any medium, provided the original publication is correctly cited.
