Perceptions of english teaching in private and public schools in Brazil

Detalhes bibliográficos
Autor(a) principal: Honório, Arthur Paiva Pereira
Data de Publicação: 2019
Tipo de documento: Trabalho de conclusão de curso
Idioma: por
Título da fonte: Repositório Institucional da Universidade Federal do Ceará (UFC)
Texto Completo: http://www.repositorio.ufc.br/handle/riufc/58981
Resumo: This research aims to investigate the perception middle and high school English teachers have about their own practice in regards of their capacity to apply what they have learned in their training programs into their classrooms. Previous linguistics studies done by theorists such as Swain (1980), Long (1983) and Krashen (1982) say that, in order to promote an effective learning environment in a classroom, teachers must be able to use the knowledge they acquired in their training, that is, the theory gathered throughout their undergraduate programs and certification, into their classrooms. The scenario of English teaching in schools in Brazil has carried increasing discredit and presented poor results in what students’ language acquisition is concerned by the end of their school life. According to a research conducted by EF education first, an international language training company, only 5% of brazilian adults declare to be proficient in a second language and out of those, only about 3% in English. This scenario is disappointing, given the importance English has reached in almost every aspect of culture and work life in the globalized world we live in. The research consisted of a 10-question questionnaire, that was sent to public and private school teachers, gathering responses from 22 participants. For the analysis, the 22 responses were coded to verify what they think about their own practice as well as whether or not they believe theory is sucessfully applied in English teaching in schools. At this stage it was found that teachers are well aware of their own practice and the techniques they apply to reach success in their teaching. The pedagogical implication suggests that teachers are not to blame for the unsuccessful scenario of English teaching in schools. Therefore, with the help of the data collected, it is necessary to search for answers inside the frame in which English is taught to start paving our way towards a betterment of English teaching in schools.
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spelling Perceptions of english teaching in private and public schools in BrazilFluência em InglêsEnsino de inglêsProfessor de inglêsThis research aims to investigate the perception middle and high school English teachers have about their own practice in regards of their capacity to apply what they have learned in their training programs into their classrooms. Previous linguistics studies done by theorists such as Swain (1980), Long (1983) and Krashen (1982) say that, in order to promote an effective learning environment in a classroom, teachers must be able to use the knowledge they acquired in their training, that is, the theory gathered throughout their undergraduate programs and certification, into their classrooms. The scenario of English teaching in schools in Brazil has carried increasing discredit and presented poor results in what students’ language acquisition is concerned by the end of their school life. According to a research conducted by EF education first, an international language training company, only 5% of brazilian adults declare to be proficient in a second language and out of those, only about 3% in English. This scenario is disappointing, given the importance English has reached in almost every aspect of culture and work life in the globalized world we live in. The research consisted of a 10-question questionnaire, that was sent to public and private school teachers, gathering responses from 22 participants. For the analysis, the 22 responses were coded to verify what they think about their own practice as well as whether or not they believe theory is sucessfully applied in English teaching in schools. At this stage it was found that teachers are well aware of their own practice and the techniques they apply to reach success in their teaching. The pedagogical implication suggests that teachers are not to blame for the unsuccessful scenario of English teaching in schools. Therefore, with the help of the data collected, it is necessary to search for answers inside the frame in which English is taught to start paving our way towards a betterment of English teaching in schools.Esta pesquisa intenciona investigar a percepção que professores de inglês do ensino fundamental e médio tem acerca de sua própria prática no que concerne sua capacidade de aplicar o que eles aprenderam em seus programas de treinamento, nas salas de aula. Estudos linguísticos prévios conduzidos por teóricos tais como, Swain ( 1980 ) . Long ( 1983 ) e Krashen ( 1982 ) dizem que para promover um ambiente de ensino de inglês eficiente em sala de aula, os professores precisam usar o conhecimento que foi adquirido em seus treinamentos, isso é, a teoria aprendida ao longo de seus cursos de graduação e certificação, em suas salas de aula. O cenário do ensino de inglês nas escolas no Brasil tem alcançado crescente descredito e apresentado pobres resultados no que concerne a aquisição da língua por parte dos estudantes até o fim de suas vidas escolares. De acordo com uma pesquisa conduzida pela EF education first, uma empresa internacional de treinamento de línguas, apenas 5% de adultos brasileiros declaram que são fluentes em uma segunda língua, e desses, apenas 3% em inglês. Este cenário é decepcionante, dada a importância que essa língua alcançou em quase todo aspecto cultural e laboral no mundo globalizado no qual vivemos. A pesquisa consistiu em um questionário de 10 perguntas, que foi enviado para professores de escolas públicas e particulares, conseguindo respostas de 22 participantes. Para a análise, as 22 respostas foram codificadas para verificar o que eles pensam de sua própria prática e também, se eles acreditam que teoria é inserida com sucesso na prática de sala de aula. Neste estágio, fica claro que os professores estão bem cientes de sua própria prática e das técnicas que eles utilizam para alcançar o sucesso no seu ensino. A implicação pedagógica sugere que os professores não são os culpados por esse cenário de insucesso do ensino de inglês nas escolas. Portanto, com a ajuda dos dados coletados, se faz necessário buscar respostas dentro da estrutura na qual o inglês é ensinado, para iniciar um caminho para o melhoramento do ensino de inglês nas escolas.Cardoso, Lídia Amélia de BarrosHonório, Arthur Paiva Pereira2021-06-15T01:33:10Z2021-06-15T01:33:10Z2019info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/bachelorThesisapplication/pdfHONÓRIO, Arthur Paiva Pereira. Perceptions of english teaching in private and public schools in Brazil. Orientadora: Lídia Amélia de Barros Cardoso. 2019. 28 f. TCC (Monografia) - Curso de Graduação em Letras Inglês, Centro de Humanidades, Universidade Federal do Ceará, Fortaleza, 2019.http://www.repositorio.ufc.br/handle/riufc/58981porreponame:Repositório Institucional da Universidade Federal do Ceará (UFC)instname:Universidade Federal do Ceará (UFC)instacron:UFCinfo:eu-repo/semantics/openAccess2021-06-15T01:46:43Zoai:repositorio.ufc.br:riufc/58981Repositório InstitucionalPUBhttp://www.repositorio.ufc.br/ri-oai/requestbu@ufc.br || repositorio@ufc.bropendoar:2024-09-11T18:18:08.413185Repositório Institucional da Universidade Federal do Ceará (UFC) - Universidade Federal do Ceará (UFC)false
dc.title.none.fl_str_mv Perceptions of english teaching in private and public schools in Brazil
title Perceptions of english teaching in private and public schools in Brazil
spellingShingle Perceptions of english teaching in private and public schools in Brazil
Honório, Arthur Paiva Pereira
Fluência em Inglês
Ensino de inglês
Professor de inglês
title_short Perceptions of english teaching in private and public schools in Brazil
title_full Perceptions of english teaching in private and public schools in Brazil
title_fullStr Perceptions of english teaching in private and public schools in Brazil
title_full_unstemmed Perceptions of english teaching in private and public schools in Brazil
title_sort Perceptions of english teaching in private and public schools in Brazil
author Honório, Arthur Paiva Pereira
author_facet Honório, Arthur Paiva Pereira
author_role author
dc.contributor.none.fl_str_mv Cardoso, Lídia Amélia de Barros
dc.contributor.author.fl_str_mv Honório, Arthur Paiva Pereira
dc.subject.por.fl_str_mv Fluência em Inglês
Ensino de inglês
Professor de inglês
topic Fluência em Inglês
Ensino de inglês
Professor de inglês
description This research aims to investigate the perception middle and high school English teachers have about their own practice in regards of their capacity to apply what they have learned in their training programs into their classrooms. Previous linguistics studies done by theorists such as Swain (1980), Long (1983) and Krashen (1982) say that, in order to promote an effective learning environment in a classroom, teachers must be able to use the knowledge they acquired in their training, that is, the theory gathered throughout their undergraduate programs and certification, into their classrooms. The scenario of English teaching in schools in Brazil has carried increasing discredit and presented poor results in what students’ language acquisition is concerned by the end of their school life. According to a research conducted by EF education first, an international language training company, only 5% of brazilian adults declare to be proficient in a second language and out of those, only about 3% in English. This scenario is disappointing, given the importance English has reached in almost every aspect of culture and work life in the globalized world we live in. The research consisted of a 10-question questionnaire, that was sent to public and private school teachers, gathering responses from 22 participants. For the analysis, the 22 responses were coded to verify what they think about their own practice as well as whether or not they believe theory is sucessfully applied in English teaching in schools. At this stage it was found that teachers are well aware of their own practice and the techniques they apply to reach success in their teaching. The pedagogical implication suggests that teachers are not to blame for the unsuccessful scenario of English teaching in schools. Therefore, with the help of the data collected, it is necessary to search for answers inside the frame in which English is taught to start paving our way towards a betterment of English teaching in schools.
publishDate 2019
dc.date.none.fl_str_mv 2019
2021-06-15T01:33:10Z
2021-06-15T01:33:10Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/bachelorThesis
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dc.identifier.uri.fl_str_mv HONÓRIO, Arthur Paiva Pereira. Perceptions of english teaching in private and public schools in Brazil. Orientadora: Lídia Amélia de Barros Cardoso. 2019. 28 f. TCC (Monografia) - Curso de Graduação em Letras Inglês, Centro de Humanidades, Universidade Federal do Ceará, Fortaleza, 2019.
http://www.repositorio.ufc.br/handle/riufc/58981
identifier_str_mv HONÓRIO, Arthur Paiva Pereira. Perceptions of english teaching in private and public schools in Brazil. Orientadora: Lídia Amélia de Barros Cardoso. 2019. 28 f. TCC (Monografia) - Curso de Graduação em Letras Inglês, Centro de Humanidades, Universidade Federal do Ceará, Fortaleza, 2019.
url http://www.repositorio.ufc.br/handle/riufc/58981
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instname_str Universidade Federal do Ceará (UFC)
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reponame_str Repositório Institucional da Universidade Federal do Ceará (UFC)
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