Inglês como língua franca na formação inicial de professores: de implicações a aplicações

Abstract

The significance of English as a Lingua Franca (ELF) in today’s sociolinguistic landscape brings forth several pedagogical implications that have not yet achieved the desired impact in the English Language Teaching (ELT) agenda. Recognizing that pre-service teacher education offers a timely opportunity for prospective English teachers to reassess their beliefs and convictions regarding the use, teaching, and learning of English, this thesis aims to investigate, through an interventionist approach, how an ELF-aware pre-service teacher education transformative model impacts the perception and pedagogical actions of student-teachers enrolled in the English Language and Literature program at UNEB/DCH-VI in Supervised Practicum courses. To bridge the gap between academic research findings and practical classroom applications, the study at hand is methodologically grounded in action research and was conducted with the cooperative participation of 15 pre-service teachers throughout their enrollment in Supervised Practicum I and Supervised Practicum II courses. Data were generated through various research instruments and qualitatively analyzed under multiple nuances to capture the widest possible scope within the space/time constraints of the investigation. This work, aligned with the theorizations of ELF feito no Brasil (Duboc, 2019; Duboc; Siqueira, 2020), draws on both international and national authors affiliated with the field of ELF studies, including Jenkins (2015), Sifakis (2007, 2009, 2017), Bayyurt and Dewey (2020), Cavalheiro; Guerra and Pereira (2021); Siqueira (2020a, 2020b); and Gimenez; El Kadri and Calvo (2018). Additionally, literature related to decolonial studies and perspectives was also considered, enabling the investigation of the origins of dominant processes that cause oppression and marginalization in the teaching of English as a Foreign Language (EFL). This included contributions from authors such as Sousa Santos (2007), Castro-Gómez and Grosfoguel (2007), Mignolo (2008, 2011); Walsh; Oliveira and Candau (2018), Kumaravadivelu (2016), Menezes de Souza and Duboc (2021), Mota-Pereira (2022a, 2022b), among others of similar relevance. The results revealed that through immersion in a process of raising ELF-awareness, student-teachers gradually developed a broader and deeper understanding of the significance of this phenomenon and its idiosyncrasies, as well as how to apply it in local teaching contexts, along with the advantages and challenges associated with its integration in the classroom. Furthermore, participants showed signs of critical reorientation of their identities as future non-native English teachers and demonstrated motivation and willingness to foster an ELF-EFL dialogue in their future teaching practices.