TEACHING OF ENGLISH AS LINGUA FRANCA AND NATIONAL IDENTITY: REFLECTING ON THE TRAINING OF TEACHERS

• Autor(a) principal: kalva, Julia margarida
• Data de Publicação: 2011
• Outros Autores: Ferreira, Aparecida de Jesus
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Travessias (Cascavel. Online)
• Texto Completo: https://e-revista.unioeste.br/index.php/travessias/article/view/4567
• topic: LÍNGUA FRANCA; IDENTIDADE NACIONAL; FORMAÇÃO DE PROFESSORES DE INGLÊS

English is undoubtly the most used language for communication by the people from different language/identities. However, there are many questions regarding the threat that this language/identity may appear to local language/identities, because the English language carries with it the imperialism history related to countries as United States and England. The duality between learning the language to be part of this new world with no boundaries and the will to preserve the local language/identity raises the necessity to think over the English language and its teaching. This way, we aim in this paper think about how the English as a Lingua Franca and the identity are presented in the teaching training. The theorical base used in this work are: for national identity Baunam (2005), Hall (1999,2005), Woodward (2005), Anderson (2008), Pollak (1992); teacher training and English as Lingua Franca Canagarajah (1999; 2006; 2007), House (2003), Crystal (1997), Block (2004), Seidlhofer (2004), Gimenez (2008), Pakir (2009),  Phillipon (1992), Pennycook(1994), Rajagopalan (2003,2006), Moita Lopes ( 2008,2006 ), Ferreira ( 2000), Gimenez (2006). Thus, we concluded that the English teaching could not be seen as based on the native speaker as the ideal speaker, but also as the local identity been checked during the learning/teaching process.