Made available in DSpace on 2016-03-15T19:45:54Z (GMT). No. of bitstreams: 1 Thais Marchezoni da Silva.pdf: 3119851 bytes, checksum: 07b6547aaff57d6da20ea0ee7cc9e7c1 (MD5) Previous issue date: 2013-06-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work aims at questioning the graduation of professionals in Curso de Letras, São Paulo - Brazil, who teach English as a foreign language (EFL) to children from 6 to 10 years old. To begin with, we considered legal texts and studies from well-known researchers which sustain our judgment about the existence of peculiarities towards the processes of teaching that age group, therefore the importance of that course provides didactic-pedagogical disciplines about child development. In order to understand and analyze the experience of teachers of English, who teach children, we applied a questionnaire which included questions about: their graduation, teaching materials, the classes, the child as a learner, among others. Based on information we obtained, we present considerations which will hopefully make agencies in charge of the country's education and teachers of English aware of some implications at teaching that language to children due to shortcomings in these professionals' graduation. / O presente trabalho visa à análise da formação do profissional de Letras atuante como professor(a) de inglês para crianças entre 6 e 10 anos de idade. Num primeiro momento da pesquisa, examinamos textos legais, estudos de teóricos e pesquisadores que sustentaram nosso julgamento de que há peculiaridades em relação ao processo de ensino-aprendizagem da faixa etária em questão, por isso a importância de o Curso de Letras oferecer disciplinas didático-pedagógicas específicas sobre o desenvolvimento infantil. A fim de conhecer e analisar a experiência docente de professores de inglês, que lecionam para crianças, aplicamos um questionário que consta de perguntas relacionadas: à formação, ao material didático, às aulas, à criança como aprendiz, dentre outras. Com base nas informações obtidas apresentamos algumas considerações que, esperamos, contribuam para conscientizar os órgãos responsáveis e professores de inglês a respeito de possíveis implicações no ensino do idioma para crianças devido às carências na formação deste profissional.

L’engagement du Conseil de l’Europe en faveur d’une éducation plurilingue intégrant altérité et diversité culturelle est fortement lié au souci de promouvoir la communication entre citoyens de langue et culture différentes, indispensable à la mobilité et à la compréhension réciproque. Dans ce nouveau référentiel s’inscrit la tendance à enseigner les disciplines non linguistiques, directement dans la L2. Cette méthode d’enseignement d’une matière par intégration d’une langue étrangère, appelée EMILE a vocation d’accélérer le processus d’apprentissage. Or, il s’est avéré, lors d’une recherche-action portant sur l’anglais juridique, qu’une méthode d’immersion complète telle qu’EMILE pouvait présenter certaines failles pour apprendre cette langue de spécialité très pointue. Pour combler ces failles, nous proposons la méthode LADMI (Linguistique appliquée à une autre discipline par méthode intégrative), qui est une modification du concept d’EMILE extrapolant à partir d’une certaine structure logique, suite à des observations particulières, afin de préserver à la fois la langue et le contenu de la DNL, le droit. / The European Council’s policy of promoting linguistic and cultural diversity in the field of acquisition-teaching of foreign languages, has led to a profoundly modified situation in language learning. With the aim of encouraging mobility among students and teachers in the European education system, pluralinguistic methods, such as TIE-CLIL (Translanguage in Europe – Content and Language Integrated Learning) are used in an attempt to accelerate immersion programmes. However, in an action research undertaken in Legal English at the University of Nice, the conclusion was drawn that language immersion is not always feasible in Law. Therefore an integrated approach, Adjunct CLIL, based on logical observations, a modification of the concept CLIL : ALDIM (Applied Linguistics to another Discipline by Integrated Method), is suggested, to preserve both the quality of the language as well as content of the non-linguistic discipline, Law.

A percepção de que alunos do Ensino Fundamental não se interessavam pela Língua Inglesa (LI) constituiu o problema de pesquisa, que foi norteada pela seguinte pergunta: Quais representações da LI são construídas por alunos do 6 ano (antiga 5 série) de escolas públicas? O pressuposto foi de que, conforme as representações da LI, os alunos poderão se interessar mais, ou menos, pela matéria. O objetivo foi identificar quais eram as representações de LI e, por meio delas, propor atividades e materiais didáticos que pudessem deslocar e ampliar tais representações, a partir de seus interesses culturais e de suas posições sociais. A base teórica da pesquisa foi a Análise de Discurso de linha francesa, campo teórico que considera que toda produção de linguagem apresenta lastros com o social, histórico e ideológico de quem a produz, considerando, assim, que há uma relação intrínseca entre o sujeito, tudo o que o constitui, e sua enunciação. A hipótese da pesquisa é de que o desinteresse dos alunos se deve por tomarem o ensino de LI como disciplina escolar. O corpus da pesquisa foi constituído pelas respostas a um questionário social, a partir do qual se procurou detectar o nível social e cultural dos alunos, bem como se já haviam tido algum contato de maneira sistemática e regular com a LI; e pelas respostas a duas questões dissertativas, uma constante da avaliação do 1 bimestre e a outra, de uma atividade didática que realizaram após trabalhar com um material elaborado a partir de placas de trânsito e de um centro comercial da cidade. Participaram da pesquisa, aproximadamente 90 alunos de três classes de 6 ano, de duas escolas públicas e periféricas de São José dos Campos, SP. Com a análise dos registros do corpus, foi possível detectar quais as representações de LI por eles construídas e verificar que as condições de produção dos discursos dos alunos sustentam tais representações. Após esse levantamento inicial, foi elaborado material didático específico, que foi trabalhado com os alunos. Posteriormente, foi possível detectar pequenos deslocamentos dos alunos em relação às representações de LI. / The perception that elementary school students were not interested in English language (LI) was the research problem, which was guided by the following question: What representations of LI are built by students of the 6th year (old grade 5) public school? The assumption was that, as representations of LI, students may be more interested or less by the matter. The goal was to identify which were the representations of LI and, through them, propose activities and materials that could pan and zoom such representations from their cultural interests and their social positions. The theoretical basis of the research was the analysis of French Discourse, theoretical framework that considers all language production presents ballasts with the social, historical and ideological who produces it, considering, well, there is an intrinsic relationship between the subject, all that is, and his enunciation. The research hypothesis is that the students disinterest is due to take teaching as LI school discipline. The research corpus was constituted by social responses to a questionnaire, from which we tried to detect the social and cultural level of the students, as well as whether they had had contact in a systematic and regular manner with LI; and the responses to two essay questions, a constant review of the 1st quarter and the other, a didactic activity performed after working with a material made from road signs and a shopping center. Participated in the survey, approximately 90 students from three classes of 6th grade, two public schools and outlying São José dos Campos, SP. With the analysis of the corpus records, it was possible to detect which representations of LI built by them and check the conditions of discourse production students support such representations. After this initial survey was devised specific didactic material, which was working with the students. Later, it was possible to detect small shifts of students in relation to representations of LI.

The thesis focuses on the topic of language and content integration in ELT in a broad sense, i.e. it discusses not only CLIL but also other models of content-based teaching, viz. ESP (English for Specific Purposes), EAP (English for Academic Purposes), and EMI (English-medium Instruction). In the theoretical part of the thesis, these models are described as regards their history, typical features, teachers, learners, as well as benefits and negatives. The empirical part of the thesis explores the current practice of language and content integration at Czech general secondary schools ("grammar schools"). The research is based on case studies of five teachers who teach various courses belonging to this category. The preliminary research investigated what courses are currently being offered at grammar schools in Prague; they are mostly elective courses. Our research findings suggest that language and content integration in the form of elective courses is a rather common practice, although often unconscious. Teachers tend to act on the basis of their intuition rather than their knowledge of theory and practice of language and content integration. Generally, it seems that more emphasis is put on content than language in these lessons. Content-based English lessons may be beneficial for learners for...