English as a lingua franca: subject programs of a teacher education course
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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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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 |
_version_ |
1799315387675836416 |