Who can learn and where is english taught? the challenges of teaching the communicative competence in teacher education
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Data de Publicação: | 2011 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Signum: Estudos da Linguagem |
Texto Completo: | https://ojs.uel.br/revistas/uel/index.php/signum/article/view/8522 |
Resumo: | Teaching and learning English as a foreign language (FL) in the course of Letters has been a major challenge across the country. It is known that students come to college without the basic level of competence expected for the education process to be conducted with emphasis on linguistic and pedagogical issues. This article aims at examining this situation critically, based on data from research with both public school teachers of English and Letters undergraduates. Considering that access to foreign language education is a right and that the teaching of English in public schools, based on several studies in the area, is inadequate to ensure that students leave high school with a satisfactory level of competence, the discussion in this paper shows that the English language classroom places learners in a paradoxical condition. They need to participate in practices that promote interaction in order to learn English, but to engage in such practices they are required to have, a priori, a good command of that language. The data, therefore, show the English classroom as a space for identity production, based on unequal power relations. |
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Who can learn and where is english taught? the challenges of teaching the communicative competence in teacher educationQuem aprende e onde se ensina inglês? Desafios do ensino da competência linguístico-comunicativa na formação docenteEnglish communicative competenceIdentityTeacher educationCompetência comunicativa em inglêsIdentidadeFormação docenteTeaching and learning English as a foreign language (FL) in the course of Letters has been a major challenge across the country. It is known that students come to college without the basic level of competence expected for the education process to be conducted with emphasis on linguistic and pedagogical issues. This article aims at examining this situation critically, based on data from research with both public school teachers of English and Letters undergraduates. Considering that access to foreign language education is a right and that the teaching of English in public schools, based on several studies in the area, is inadequate to ensure that students leave high school with a satisfactory level of competence, the discussion in this paper shows that the English language classroom places learners in a paradoxical condition. They need to participate in practices that promote interaction in order to learn English, but to engage in such practices they are required to have, a priori, a good command of that language. The data, therefore, show the English classroom as a space for identity production, based on unequal power relations.Ensinar e aprender inglês como língua estrangeira (LE) no curso de Letras tem sido um grande desafio em todo o país. Sabe-se, há muito, que os alunos chegam à universidade sem o nível de conhecimento básico esperado para que o curso de formação possa ser conduzido com a devida ênfase nos aspectos linguísticos e pedagógicos. Assim, este artigo busca analisar criticamente essa situação, a partir de uma pesquisa com professoras de inglês de escolas públicas e também alunas graduandas em Letras/Inglês. Considerando que o acesso ao ensino de línguas estrangeiras é um direito e que o ensino de inglês nas escolas públicas, com base em várias pesquisas na área, é insuficiente para que os alunos deixem o ensino médio com um nível satisfatório de competência na língua, a discussão neste trabalho revela que a sala de aula de inglês no curso de formação pode apresentar um paradoxo imobilizador à aprendizagem. Se para aprender inglês é preciso se engajar em práticas interativas, para participar de tais práticas é exigido que já se tenha domínio daquela língua. Os dados mostram que a aula de inglês é espaço de produção de identidades a partir de relações desiguais de poder.UEL2011-06-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresPesquisa com histórias de aprendizagemapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/signum/article/view/852210.5433/2237-4876.2011v14n1p345Signum: Estudos da Linguagem; Vol. 14 No. 1 (2011): Formação de Professores de Línguas; 345-362Signum: Estudos da Linguagem; v. 14 n. 1 (2011): Formação de Professores de Línguas; 345-3622237-4876reponame:Signum: Estudos da Linguageminstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/signum/article/view/8522/pdfMastrella-de-Andrade, Mariana Rosainfo:eu-repo/semantics/openAccess2022-11-16T18:21:48Zoai:ojs.pkp.sfu.ca:article/8522Revistahttps://www.uel.br/revistas/uel/index.php/signumPUBhttps://www.uel.br/revistas/uel/index.php/signum/oai||signum@uel.br2237-48761516-3083opendoar:2022-11-16T18:21:48Signum: Estudos da Linguagem - Universidade Estadual de Londrina (UEL)false |
dc.title.none.fl_str_mv |
Who can learn and where is english taught? the challenges of teaching the communicative competence in teacher education Quem aprende e onde se ensina inglês? Desafios do ensino da competência linguístico-comunicativa na formação docente |
title |
Who can learn and where is english taught? the challenges of teaching the communicative competence in teacher education |
spellingShingle |
Who can learn and where is english taught? the challenges of teaching the communicative competence in teacher education Mastrella-de-Andrade, Mariana Rosa English communicative competence Identity Teacher education Competência comunicativa em inglês Identidade Formação docente |
title_short |
Who can learn and where is english taught? the challenges of teaching the communicative competence in teacher education |
title_full |
Who can learn and where is english taught? the challenges of teaching the communicative competence in teacher education |
title_fullStr |
Who can learn and where is english taught? the challenges of teaching the communicative competence in teacher education |
title_full_unstemmed |
Who can learn and where is english taught? the challenges of teaching the communicative competence in teacher education |
title_sort |
Who can learn and where is english taught? the challenges of teaching the communicative competence in teacher education |
author |
Mastrella-de-Andrade, Mariana Rosa |
author_facet |
Mastrella-de-Andrade, Mariana Rosa |
author_role |
author |
dc.contributor.author.fl_str_mv |
Mastrella-de-Andrade, Mariana Rosa |
dc.subject.por.fl_str_mv |
English communicative competence Identity Teacher education Competência comunicativa em inglês Identidade Formação docente |
topic |
English communicative competence Identity Teacher education Competência comunicativa em inglês Identidade Formação docente |
description |
Teaching and learning English as a foreign language (FL) in the course of Letters has been a major challenge across the country. It is known that students come to college without the basic level of competence expected for the education process to be conducted with emphasis on linguistic and pedagogical issues. This article aims at examining this situation critically, based on data from research with both public school teachers of English and Letters undergraduates. Considering that access to foreign language education is a right and that the teaching of English in public schools, based on several studies in the area, is inadequate to ensure that students leave high school with a satisfactory level of competence, the discussion in this paper shows that the English language classroom places learners in a paradoxical condition. They need to participate in practices that promote interaction in order to learn English, but to engage in such practices they are required to have, a priori, a good command of that language. The data, therefore, show the English classroom as a space for identity production, based on unequal power relations. |
publishDate |
2011 |
dc.date.none.fl_str_mv |
2011-06-15 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Avaliado pelos pares Pesquisa com histórias de aprendizagem |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://ojs.uel.br/revistas/uel/index.php/signum/article/view/8522 10.5433/2237-4876.2011v14n1p345 |
url |
https://ojs.uel.br/revistas/uel/index.php/signum/article/view/8522 |
identifier_str_mv |
10.5433/2237-4876.2011v14n1p345 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://ojs.uel.br/revistas/uel/index.php/signum/article/view/8522/pdf |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
UEL |
publisher.none.fl_str_mv |
UEL |
dc.source.none.fl_str_mv |
Signum: Estudos da Linguagem; Vol. 14 No. 1 (2011): Formação de Professores de Línguas; 345-362 Signum: Estudos da Linguagem; v. 14 n. 1 (2011): Formação de Professores de Línguas; 345-362 2237-4876 reponame:Signum: Estudos da Linguagem instname:Universidade Estadual de Londrina (UEL) instacron:UEL |
instname_str |
Universidade Estadual de Londrina (UEL) |
instacron_str |
UEL |
institution |
UEL |
reponame_str |
Signum: Estudos da Linguagem |
collection |
Signum: Estudos da Linguagem |
repository.name.fl_str_mv |
Signum: Estudos da Linguagem - Universidade Estadual de Londrina (UEL) |
repository.mail.fl_str_mv |
||signum@uel.br |
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