Identidade docente - Língua Inglesa

​Identidade docente e ensino de inglês no Brasil hoje 

Prof. Ricardo Cabral Penteado - UNICENTRO

Identidade Docente

“Teachers’ professional identities are not fixed; they are constantly being reshaped by personal experiences, institutional contexts, and social expectations.”

(Norton, 2013, Identity and Language Learning)

Multiple Select

What are the main challenges English teachers face in Brazil?

• Falta de recursos nas escolas públicas.

• Pressão social para ensinar um “inglês perfeito”.

• Baixa valorização da profissão.

• Turmas heterogêneas em nível de proficiência.

• Outro

Open Ended

In your opinion, what does it mean to be an English teacher in Brazil today?

Open Ended

Em quais momentos você se sente confiável e seguro no seu papel como docente?

Questões Sociais, Culturais e Educacionais

“Language teaching is never neutral. It always reflects and reproduces particular social, cultural, and political ideologies.”

(Pennycook, 2017, The Cultural Politics of English as an International Language)

Open Ended

O inglês pode ser considerado “neutro” ou sempre carrega valores culturais e ideológicos?

Inglês como Língua Franca (ELF) e Globalização

“English no longer belongs to any one nation; it is a resource for international communication, shaped by the diverse identities of its speakers.”

(Jenkins, 2015, Repositioning English and Multilingualism)

English as a Lingua Franca (ELF)

“English as a Lingua Franca refers to the use of English as a contact language among speakers who do not share the same first language, focusing on communication and mutual understanding rather than native-speaker norms.”

(Seidlhofer, 2011, Understanding English as a Lingua Franca)

Open Ended

How does English as a Lingua Franca change the way we should teach English?

Formação Docente e Professor Não Nativo

“The distinction between native and non-native teachers is ideological rather than linguistic; what matters is the teacher’s ability to mediate learning effectively.”

(Medgyes, 1992, Native or Non-native Teachers?)

Open Ended

Do you think non-native teachers have advantages or disadvantages? Explain.

Open Ended

Como lidar com a pressão social por “falar como nativo” no ensino de inglês?

Responsabilidades Éticas e Pedagógicas

“Critical language teaching involves more than grammar and vocabulary; it requires a commitment to ethical action and social responsibility.”

(Freire, 1996, Pedagogy of Freedom)

Open Ended

How can English teaching help reduce or reinforce social inequalities in Brazil?

Open Ended

Como as tecnologias digitais têm alterado a maneira como ensinamos e aprendemos inglês?

A práxis pedagógica no ensino-aprendizagem de Língua Inglesa

UNICENTRO

Conceito de práxis pedagógica

“Praxis is the reflection and action directed at the structures to be transformed.” (Freire, 1970)

Práxis = teoria + ação + reflexão crítica.

No ensino de inglês: escolhas pedagógicas não neutras, influenciadas por cultura, política e ideologia.

A method is an overall plan for systematic presentation of language based upon the selected approach, it is a procedural manner of how we teach something. In other words, a method is an umbrella term for the specification and interrelation of theory (that gives rise to an approach) and practice, or better yet, it is a link between thoughts and actions. Any method must be derived from an approach. A method consists of two parts: one is planning (specification of objectives, syllabuses and textbooks); the other is task (techniques, procedures and activities).

Method

An approach is a set of assumptions dealing with the nature of language, learning and teaching. In other words, it is a set of beliefs regarding to what language is, how people learn and how we should teach. It is the broadest of the three because an approach is what is going to guide the method and therefore the techniques. (ANTHONY, 1963)

Approach

A technique is the specific activities manifested in the classroom that are consistent with a method and therefore in harmony with an approach as well. It is particularly used to accomplish an immediate objective.

Technique

Poll

Seu aprendizado de inglês seguiu mais um método ou uma abordagem?

• método

• abordagem

O papel crítico do professor

“Teachers are transformative intellectuals who challenge inequalities and help students develop critical awareness.” (Giroux, 1988)

Professor como mediador cultural.

Ensino que vai além da língua: ética, inclusão e cidadania.

Contexts for Language Learning

Contexts for language learning

(1) a young child learning a first language;
(2) a child learning a second language in day care or on the playground;
(3) adolescents taking a foreign language class in their own country;
(4) an adult immigrant with limited or disrupted education working in a second language environment and having no opportunity to go to language classes.

Multiple Choice

What is one key difference between a child learning their first language and a learner acquiring a second language?

• Both have the same environment and conditions.

• First language learning usually happens naturally at home, while second language learning often occurs in more structured or varied contexts.

• Second language learning always happens earlier than first language learning.

• There is no difference between first and second language learning.

Multiple Choice

Which of the following learners is most likely to already know one language fluently?

• A young child learning their first language.

• A young child learning a second language in day care.

• An adolescent learning a foreign language in the classroom.

• None of the above.

Multiple Choice

Cognitive maturity refers to the learner's ability to engage in problem solving, deduction, and complex memory tasks.
Who is most likely to demonstrate high cognitive maturity?

• A young child learning their first language.

• An adolescent or adult second language learner.

• A child learning a second language on the playground.

• All learners equally.

Open Ended

Explain what metalinguistic awareness is and give an example of how it helps in second language learning.

Multiple Choice

Who is most likely to have higher general world knowledge that helps them make guesses about the meaning of a new language?

• Young child learning first language.

• Young child learning second language.

• Adult immigrant in a second language environment.

• All have the same level of knowledge.

Multiple Choice

Which group is more likely to feel anxious about making mistakes or sounding silly?

• Young children.

• Adolescents and adults.

• Both equally.

• Neither group.

Multiple Choice

Does the learning environment allow a silent period at the early stages of language learning?

• Young children often have this opportunity.

• Adolescents in classroom settings always have this freedom.

• Adults always experience a silent period.

• None of the learners experience a silent period.

Multiple Choice

Who usually has ample time and exposure to proficient speakers of the language?

• Young child learning their first language.

• Adolescents in classroom settings.

• Adults learning in the workplace.

• None of the above.

Multiple Choice

Which type of corrective feedback is more common for adolescents in the classroom?

• Feedback on meaning and politeness.

• Feedback on grammar and pronunciation.

• No feedback is provided.

• Feedback only when they use the wrong word.

Multiple Choice

What does modified input mean?

• Teachers or interlocutors adapt their speech to make it easier for learners to understand, e.g., slower speech or simpler vocabulary.

• Students modify their grammar to sound correct.

• Feedback on incorrect words.

• Learning language rules explicitly.

Open Ended

Compare a young child learning a first language and an adult immigrant learning a second language at work.
What are the main differences in their learning conditions and emotional challenges?

Learner Characteristics in First and Second Language Acquisition

• Previous language knowledge

  • All second language learners (L2) have already acquired at least one language.

  • Advantage: understanding how languages work.

  • Disadvantage: incorrect guesses → errors not made by first language learners (L1).

• Cognitive maturity & metalinguistic awareness

  • Young L1 learners: no cognitive maturity or metalinguistic awareness.

  • Older L2 learners:

    • Can solve problems & discuss language rules.

    • Some researchers suggest these skills may interfere with natural language acquisition (Critical Period Hypothesis).

Learner Characteristics in First and Second Language Acquisition

• Attitudinal & cultural factors

  • Children: more willing to experiment with language, even with limited proficiency.

  • Adolescents & adults: often anxious about making mistakes.

  • Even among children, willingness varies:

    • Some speak freely.

    • Others prefer to listen silently first.

Learning Conditions in Second Language Acquisition

• Silent Period

  • Young learners (informal environments):

    • Allowed to remain silent until ready to speak.

    • Practice language naturally through songs and games.

  • Older learners:

    • Often forced to speak immediately (classroom, work, daily tasks).

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• Exposure to the Language

  • Young children:

    • Many hours per day, broad range of language uses.

  • Classroom learners:

    • Limited exposure, often to formal language only.

    • Teachers sometimes switch to L1 → fewer opportunities for real communication.

---

Learning Conditions in Second Language Acquisition

• Corrective Feedback

  • Outside the classroom:

    • Errors ignored if meaning is clear.

    • Corrections only when misunderstanding occurs or when language seems impolite.

  • Inside the classroom:

    • Frequent, systematic corrective feedback (grammar, pronunciation, vocabulary).

    • Still inconsistent in many contexts.

---

• Modified Input

  • Interlocutors adapt speech to help learners understand:

    • Slower pace, simpler vocabulary, clearer pronunciation.

  • Called child-directed speech, foreigner talk, or teacher talk.

Temas para os seminários temáticos

• Behaviourism – Second Language Applications: Mimicry and Memorization.

• The Innatist Perspective: Universal Grammar – Krashen’s Monitor Model.

• Current Psychological Theories: Cognitivist/Developmental Perspective – Information Processing; Connectionism; The Competition Model; Interacting, Noticing, and Processing.

• The Sociocultural Perspective – Learning by Talking.

• Active Methodologies: TBLT (Rod Ellis).

• World Englishes vs. English as a Lingua Franca (ELF).

• The Global Spread of English – Consequences for Teaching and Teacher Education.

REFERENCES

BATES, Elizabeth; MACWHINNEY, Brian. Functionalist approaches to grammar. In: WANNER, Eric; GLEITMAN, Lila (org.). Language Acquisition: The State of the Art. Cambridge: Cambridge University Press, 1982. p. 173-218.

BROWN, H. Douglas. Principles of Language Learning and Teaching. 5. ed. London: Pearson Education, 2007.

CHOMSKY, Noam. Aspects of the Theory of Syntax. Cambridge: MIT Press, 1965.

CRYSTAL, David. English as a Global Language. 2. ed. Cambridge: Cambridge University Press, 2003.

ELLIS, Nick C. The dynamics of second language emergence: Cycles of language use, language change, and language acquisition. The Modern Language Journal, v. 92, n. 2, p. 232-249, 2008.

ELLIS, Rod. Task-Based Language Learning and Teaching. Oxford: Oxford University Press, 2003.

ELLIS, Rod. Task-Based Language Teaching: A Comprehensive Review. Cambridge: Cambridge University Press, 2017.

FIGUEIREDO, Eduardo Henrique Diniz de; SIQUEIRA, Silvia. How can we teach English as a língua franca locally? In: SILVEIRA, Rosane; GONÇALVES, Andréa (org.). Applied Linguistics Questions and Answers: Essential Readings for Teacher Educators. Florianópolis: UFSC, 2021. Disponível em: https://drive.google.com/file/d/1UD_73zM65ScVcQHm8XFHyahxLvCg-h7j/view

. Acesso em: 10 set. 2025.

FREIRE, Paulo. Pedagogy of the Oppressed. New York: Continuum, 1970.
FREIRE, Paulo. Pedagogy of Freedom: Ethics, Democracy, and Civic Courage. Lanham: Rowman & Littlefield, 1996.

GIROUX, Henry A. Teachers as Intellectuals: Toward a Critical Pedagogy of Learning. Granby: Bergin & Garvey, 1988.

JENKINS, Jennifer. Repositioning English and multilingualism within English as a Língua Franca. Englishes in Practice, v. 2, n. 3, p. 49-85, 2015.
KACHRU, Braj B. Standards, codification and sociolinguistic realism: The English language in the Outer Circle. In: QUIRK, Randolph; WIDDOWSON, Henry G. (org.). English in the World: Teaching and Learning the Language and Literatures. Cambridge: Cambridge University Press, 1985. p. 11-30.

REFERENCES

KLEIMAN, Ângela B.; VIANNA, Cyntia A. D.; DE GRANDE, Paula B. A Linguística Aplicada na contemporaneidade: uma narrativa de continuidades na transformação. Calidoscópio, v. 17, n. 4, p. 724-742, 2019. Disponível em: http://revistas.unisinos.br/index.php/calidoscopio/article/view/cld

. Acesso em: 10 set. 2025.

KLEIMAN, Ângela B. Agenda de pesquisa e ação em linguística aplicada: problematizações. In: MOITA-LOPES, Luiz Paulo (org.). Linguística Aplicada na Modernidade Recente: Festschrift para Antonieta Celani. São Paulo: Parábola, 2013. p. 15-30.

KRASHEN, Stephen D. Principles and Practice in Second Language Acquisition. Oxford: Pergamon Press, 1982. Disponível em: http://www.sdkrashen.com/content/books/principles_and_practice.pdf

. Acesso em: 10 set. 2025.

LANTOLF, James P.; THORNE, Steven L. Sociocultural Theory and the Genesis of Second Language Development. Oxford: Oxford University Press, 2006.

LIGHTBOWN, Patsy M.; SPADA, Nina. How Languages Are Learned. 2. ed. Oxford: Oxford University Press, 1999.

LIGHTBOWN, Patsy M.; SPADA, Nina. How Languages Are Learned. 4. ed. Oxford: Oxford University Press, 2013.

MEDGYES, Péter. Native or non-native teachers? ELT Journal, v. 46, n. 4, p. 340-349, 1992.

MENEZES, Vera; SILVA, Maria M.; GOMES, Ivanice F. Sessenta anos de linguística aplicada: de onde viemos e para onde vamos. In: PEREIRA, R. C.; ROCA, P. (org.). Linguística Aplicada: Um Caminho com Diferentes Acessos. São Paulo: Contexto, 2009. p. 25-50.

MOITA-LOPES, Luiz Paulo. Da aplicação de linguística à linguística aplicada indisciplinar. In: PEREIRA, R. C.; ROCA, P. (org.). Linguística Aplicada: Um Caminho com Diferentes Acessos. São Paulo: Contexto, 2009. p. 11-24.

REFERENCES

MOTTA-ROTH, Désirée; SELBACH, Valquíria H.; FLORÊNCIO, João A. Conversações interdisciplinares na Linguística Aplicada Brasileira entre 2005-2015. In: JORDÃO, Clarissa M. (org.). A Linguística Aplicada no Brasil: Rumos e Passagens. Campinas: Pontes Editores, 2016. p. 95-120.

NORTON, Bonny. Identity and Language Learning: Extending the Conversation. 2. ed. Bristol: Multilingual Matters, 2013.

PENNYCOOK, Alastair. The Cultural Politics of English as an International Language. London: Routledge, 2017.

SCHMIDT, Richard. The role of consciousness in second language learning. Applied Linguistics, v. 11, n. 2, p. 129-158, 1990.

SCHMITT, Norbert; RODGERS, Michael P. H. An Introduction to Applied Linguistics. 3. ed. New York: Routledge, 2019.

SEIDLHOFER, Barbara. Understanding English as a Lingua Franca. Oxford: Oxford University Press, 2011.

SWAIN, Merrill; LAPKIN, Sharon. Interaction and second language learning: Two adolescent French immersion students working together. The Modern Language Journal, v. 82, n. 3, p. 320-337, 1998.

VYGOTSKY, Lev S. Mind in Society: The Development of Higher Psychological Processes. Cambridge: Harvard University Press, 1978.

WILLIS, Jane; WILLIS, Dave. Doing Task-Based Teaching. Oxford: Oxford University Press, 2007.

MUITO
OBRIGADO!

Prof. Ricardo Cabral Penteado