Investigando ideologias linguísticas em um material didático de Inglês produzido no CLAC/UFRJ

• Autor(a) principal: Silva, Julianna Ferreira da
• Data de Publicação: 2022
• Outros Autores: Tilio, Rogério Casanovas
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Entretextos
• Texto Completo: https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/46658
• topic: Ideologias Linguísticas; Linguística Aplicada; Lingua Franca; Ensino de línguas; Pós-colonialismo; Ideologias Linguísticas; Linguística Aplicada; Lingua Franca; Ensino de línguas; Pós-colonialismo

It is true to say the English language has the status of lingua franca (CANAGARAJAH, 2006), since there is a greater number of non-native English speakers than native English speakers (CRYSTAL, 2003; GRADDOL, 2006; KACHRU, 1985). On the other hand, the language is still strongly associated with native speakers from the United States and the United Kingdom, in a period of new colonialism (SOUSA SANTOS, 2020). Thinking the area of ​​Applied Linguistics as indisciplinary (MOITA LOPES, 2006) and transgressive (PENNYCOOK, 2006), we align with problematizing practices (PENNYCOOK, 2004) to question linguistic ideologies (ERRINGTON, 2001; WOOLARD, 1998; KROSKRITY, 2004) about native English speakers through the analysis of a didactic material developed in CLAC-English at UFRJ. This research analyzes the first task of the PTMC (SAMPAIO; MARTINS, 2021; xxx, 2021) Decolonizing English, developed at the last level of the regular course (English 8) in the first semester of 2022. In this article, through an interpretative qualitative analysis, we investigate this teaching material as enhancer of discussions and questions about linguistic ideologies, bringing students closer to marginalized literary productions and promoting an anti-hegemonic agenda (MOITA LOPES, 2006) of English language as non-homogeneous and plural, contributing to empowering their learners.