%0 Journal Article
%T Teachers¡¯ education and the concept of ELF: a contribution to the reflection of pre service teachers
%A Lucielen Porfirio
%J -
%D 2018
%R http://dx.doi.org/10.13138/2037-7037/1940
%X English has acquired a status for communication in a global context for political, economic and social reasons (Crystal 2003) and acquired a status of English as a Lingua Franca (ELF) (Jenkins 2012). The concept of ELF has been recognized as a way to deconstruct some concepts of English teaching education such as: the model of native speakers, communication in a foreign language, intelligibility, variation (Seidlhofer, 2011; Widdowson 2012; Jenkins 2011). The main goal of this paper is to present initial results of a project with pre service teachers in a Brazilian university which aims to promote discussions of these students based on readings about ELF, as well as constructing reflections about teaching reality. As a research method, volunteers pre service teachers (around 12 graduation students of the course of English teaching) from Alagoinhas, Bahia, Brazil get engaged in two kinds of activities: Reading and discussing texts about ELF and answering questions to build reflection over their own actions in classrooms. The analysis of the interactions and discussions performed during the project meetings are presented here focusing on: a) how pre service teachers connect the idea of ELF to their reality (Sifakis 2014); b) how the concept of ELF can contribute to their practice as future English teachers or researchers (Jenkins 2011; Widdowson, 2012); c) how the idea of promoting critical discussions over English teaching in the modern context can influence the participants education (Sifakis 2014; Baker 2012; Widdowson 2012; Siqueira 2011). A l¨ªngua inglesa tem alcan£¿ado o status te l¨ªngua de comunica£¿£¿o para um contexto global focando em motivos econ£¿micos, sociais e pol¨ªticos (Crystal 2003) e ainda alcan£¿ou o status de L¨ªngua Franca (ILF) (Jenkins 2012). O conceito de ILF tem sido reconhecido como uma forma de des construir alguns paradigmas no ensino de l¨ªngua inglesa, tais como: o modelo do falante nativo, a comunica£¿£¿o em l¨ªngua estrangeira, inteligibilidade e varia£¿£¿o (Seidlhofer 2011; Widdowson 2012; Jenkins 2011). O principal objetivo desse trabalho ¨¦ apresentar resultados iniciais de um projeto com professores em forma£¿£¿o em uma Universidade Brasileira o qual prev¨º promover discuss£¿es entre os estudantes de Letras ¨C Ingl¨ºs, com base em leituras sobre ILF e construir reflex£¿es sobre a sua realidade de ensino. Como metodologia para a pesquisa, cerca de 12 professores-estudantes volunt¨¢rios do curso de gradua£¿£¿o em l¨ªngua inglesa de Alagoinhas, Bahia, Brasil se engajam em dois tipos de atividades: i) ler e discutir textos sobre ILF e ii)
%U http://riviste.unimc.it/index.php/heteroglossia/article/view/1940