Investigando ideologias linguísticas em um material didático de Inglês produzido no CLAC/UFRJ
It is true to say the English language has the status of lingua franca (CANAGARAJAH, 2006), since there is a greater number of non-native English speakers than native English speakers (CRYSTAL, 2003; GRADDOL, 2006; KACHRU, 1985). On the other hand, the language is still strongly associated with nati...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Universidade Estadual de Londrina (UEL) |
| Repositorio: | Revista Entretextos |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/46658 |
| Acceso en línea: | https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/46658 |
| Access Level: | acceso abierto |
| Palabra clave: | Ideologias Linguísticas Linguística Aplicada Lingua Franca Ensino de línguas Pós-colonialismo |
| Sumario: | It is true to say the English language has the status of lingua franca (CANAGARAJAH, 2006), since there is a greater number of non-native English speakers than native English speakers (CRYSTAL, 2003; GRADDOL, 2006; KACHRU, 1985). On the other hand, the language is still strongly associated with native speakers from the United States and the United Kingdom, in a period of new colonialism (SOUSA SANTOS, 2020). Thinking the area of Applied Linguistics as indisciplinary (MOITA LOPES, 2006) and transgressive (PENNYCOOK, 2006), we align with problematizing practices (PENNYCOOK, 2004) to question linguistic ideologies (ERRINGTON, 2001; WOOLARD, 1998; KROSKRITY, 2004) about native English speakers through the analysis of a didactic material developed in CLAC-English at UFRJ. This research analyzes the first task of the PTMC (SAMPAIO; MARTINS, 2021; xxx, 2021) Decolonizing English, developed at the last level of the regular course (English 8) in the first semester of 2022. In this article, through an interpretative qualitative analysis, we investigate this teaching material as enhancer of discussions and questions about linguistic ideologies, bringing students closer to marginalized literary productions and promoting an anti-hegemonic agenda (MOITA LOPES, 2006) of English language as non-homogeneous and plural, contributing to empowering their learners. |
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