Interculturalidade e o inglês como língua franca: considerações sobre o livro didático de língua inglesa
Different studies have conceptualized interculturality as a possibility of dialogue between cultures and, also, as a way of motivating reflection and building mutual respect between individuals. Regarding the school context, initiatives that articulate with other intercultu...
| Autor principal: | Todeschini, Isabella |
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| Formato: | Dissertação |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2021
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/24389 |
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| Resumo: |
Different studies have conceptualized interculturality as a possibility of dialogue between cultures and, also, as a way of motivating reflection and building mutual respect between individuals. Regarding the school context, initiatives that articulate with other intercultural knowledge in the classroom are designed to allow education to recognize the 'other', promoting dialogue between cultures and different social groups (CANDAU, 2008).Discussions of such size prove to be relevant when the object of teaching and learning process are the languages, especially English, which because of its global spread, has been established asa lingua franca.In this sense, English becomes the language of communication used by different speakers around the world, extrapolating conceptions that link the language to the countries in which it is the mother tongue, a perspective adopted by the Brazilian educational system after the publication of the Common Core National Curriculum. With regard to the English language course, these guidelines in Common Core National Curriculumhave implications about the varieties and language records to be exploited by teaching materials, which impacts directly on the main theme of intercultural dimension, as indicated in the document, and this arises from the understanding that cultures are in a continuous process of development of interactions and (re) construction(BRASIL, 2018). Whereas the textbook is the main contribution available to the teacher in the process of teaching and learning, this work, conceived as a documentary analysis, inserted into the qualitative paradigm, has as main objective to analyze in what ways the English as a lingua franca (ELF) and its relations with interculturality are addressed in the 6th year book of the Way to English for Brazilian Learnerscollection adopted in Basic Education, in Elementary School phase II, in the year 2020 by Paraná state schools. Consequently, as specific objectives, the research aims to present a review about the concept of ELF, as well as the concept of interculturality, which subsidize the creation of an instrument for the analysis of didactic material, in view of other studies of this nature.It is possible to recognize that, in the first place, interculturality and its intertwining with ELF teaching, pointed out through the skills of the Intercultural Dimension Axis at Common Core National Curriculum, are contemplated in the book as part of the main content of the unit. In addition, there is the presence of globalized themes, however the pronunciation varieties contemplated in the activities with audio resources, are the responsibility of the Inner Circle only (KACHRU, 1985).Furthermore, the images presented help to build the linguistic landscape of LI, helping to understand and reflect on interculturality and its relationship with the ILF.On the other hand, there is no interest in making the apprenticeship culture share.In this sense, it is up to the teacher to use materials that complement the approach to the student's culture in the classroom, but for this to happen, the language teacher training needs to address in its process, reflections on planning, selection and production of teaching materials. As the last evidence contemplated by the analysis, it was possible to perceive that there is concern about the authenticity of the texts presented by the book, but adapted for use in teaching and learning languages. |
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