English as a lingua franca: subject programs of a teacher education course

Detalhes bibliográficos
Autor(a) principal: El Kadri, Michele Salles
Data de Publicação: 2011
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Entretextos
Texto Completo: https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/7966
Resumo: The spread of English in the world has positioned this language as a global lingua franca. This status brings some questions and changes to the teaching of English which has been conceived as a foreign language with an emphasis on the native speaker model. Research studies that deal with this issue alert to the teaching implications of decentering the native speaker model and therefore, widening the bilingual teacher knowledge base. Thus, this research aims to verify whether a teacher Education course of a well-known university is following and incorporating this discussion in its curriculum. Therefore, we analyzed the subject programs of this course through documental analysis based on Content Analysis by Bardin (1977). The results show that isolated attempts have tried to insert this issue. However, it seems that there is no general positioning of the course related to this perspective.
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spelling English as a lingua franca: subject programs of a teacher education courseInglês como língua franca: um olhar sobre programas disciplinares de um curso de formação inicial de professores de inglêsEnglish-Lingua francaTeacher educationCurriculumInglês-Língua francaFormação de ProfessoresCurrículoThe spread of English in the world has positioned this language as a global lingua franca. This status brings some questions and changes to the teaching of English which has been conceived as a foreign language with an emphasis on the native speaker model. Research studies that deal with this issue alert to the teaching implications of decentering the native speaker model and therefore, widening the bilingual teacher knowledge base. Thus, this research aims to verify whether a teacher Education course of a well-known university is following and incorporating this discussion in its curriculum. Therefore, we analyzed the subject programs of this course through documental analysis based on Content Analysis by Bardin (1977). The results show that isolated attempts have tried to insert this issue. However, it seems that there is no general positioning of the course related to this perspective.A expansão da língua inglesa no mundo a tem posicionado como língua franca global. Este estatuto traz questionamentos e mudanças para o ensino de inglês, que tem sido tradicionalmente encarado como língua estrangeira e com ênfase no modelo do falante nativo. Pesquisas que tratam a respeito do estatuto do inglês como língua franca tem ressaltado que as implicações deste estatuto para o ensino e a descentralização do modelo do falante nativo, e, portanto, para a ampliação da base de conhecimento do professor bilíngue. Desse modo, esta pesquisa tem por objetivo verificar se um curso conceituado de formação de professores de língua inglesa no Brasil tem acompanhado e/ou incorporado estas discussões no seu currículo. Analisam-se, portanto, os programas das disciplinas obrigatórias e optativas do referido curso por meio da análise documental com base nos pressupostos da análise de conteúdo de Bardin (1977). Os resultados apontam que tentativas isoladas têm procurado privilegiar a questão, mas que parece não existir um posicionamento geral do curso em relação a esta perspectiva.Universidade Estadual de Londrina2011-02-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/796610.5433/1519-5392.2010v10n2p64Entretextos; v. 10 n. 2 (2010); 64-912764-08091519-5392reponame:Revista Entretextosinstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/7966/6950Copyright (c) 2010 Entretextosinfo:eu-repo/semantics/openAccessEl Kadri, Michele Salles2021-05-19T17:13:27Zoai:ojs.pkp.sfu.ca:article/7966Revistahttps://www.uel.br/revistas/uel/index.php/entretextosPUBhttps://www.uel.br/revistas/uel/index.php/entretextos/oai||entretextos.uel@gmail.com|| ppgel@uel.br|| laudi@uel.br1519-53922764-0809opendoar:2021-05-19T17:13:27Revista Entretextos - Universidade Estadual de Londrina (UEL)false
dc.title.none.fl_str_mv English as a lingua franca: subject programs of a teacher education course
Inglês como língua franca: um olhar sobre programas disciplinares de um curso de formação inicial de professores de inglês
title English as a lingua franca: subject programs of a teacher education course
spellingShingle English as a lingua franca: subject programs of a teacher education course
El Kadri, Michele Salles
English-Lingua franca
Teacher education
Curriculum
Inglês-Língua franca
Formação de Professores
Currículo
title_short English as a lingua franca: subject programs of a teacher education course
title_full English as a lingua franca: subject programs of a teacher education course
title_fullStr English as a lingua franca: subject programs of a teacher education course
title_full_unstemmed English as a lingua franca: subject programs of a teacher education course
title_sort English as a lingua franca: subject programs of a teacher education course
author El Kadri, Michele Salles
author_facet El Kadri, Michele Salles
author_role author
dc.contributor.author.fl_str_mv El Kadri, Michele Salles
dc.subject.por.fl_str_mv English-Lingua franca
Teacher education
Curriculum
Inglês-Língua franca
Formação de Professores
Currículo
topic English-Lingua franca
Teacher education
Curriculum
Inglês-Língua franca
Formação de Professores
Currículo
description The spread of English in the world has positioned this language as a global lingua franca. This status brings some questions and changes to the teaching of English which has been conceived as a foreign language with an emphasis on the native speaker model. Research studies that deal with this issue alert to the teaching implications of decentering the native speaker model and therefore, widening the bilingual teacher knowledge base. Thus, this research aims to verify whether a teacher Education course of a well-known university is following and incorporating this discussion in its curriculum. Therefore, we analyzed the subject programs of this course through documental analysis based on Content Analysis by Bardin (1977). The results show that isolated attempts have tried to insert this issue. However, it seems that there is no general positioning of the course related to this perspective.
publishDate 2011
dc.date.none.fl_str_mv 2011-02-10
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/7966
10.5433/1519-5392.2010v10n2p64
url https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/7966
identifier_str_mv 10.5433/1519-5392.2010v10n2p64
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/7966/6950
dc.rights.driver.fl_str_mv Copyright (c) 2010 Entretextos
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2010 Entretextos
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Londrina
publisher.none.fl_str_mv Universidade Estadual de Londrina
dc.source.none.fl_str_mv Entretextos; v. 10 n. 2 (2010); 64-91
2764-0809
1519-5392
reponame:Revista Entretextos
instname:Universidade Estadual de Londrina (UEL)
instacron:UEL
instname_str Universidade Estadual de Londrina (UEL)
instacron_str UEL
institution UEL
reponame_str Revista Entretextos
collection Revista Entretextos
repository.name.fl_str_mv Revista Entretextos - Universidade Estadual de Londrina (UEL)
repository.mail.fl_str_mv ||entretextos.uel@gmail.com|| ppgel@uel.br|| laudi@uel.br
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