What is this English that We Teach at School? Reflections for the preparation of a teaching proposal for linguistic education in childhood
This article aims to promote reflections on the role of the children stories (CS) genre (TONELLI, 2005) and a forwarding proposal concerning the teaching-learning process and the linguistic education in childhood with a view to plurilingualism (PERREGAUX et al, 2003). We return to the concept of...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Universidade Estadual de Londrina
2020-12-01
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| Series: | Signum: Estudos da Linguagem |
| Subjects: | |
| Online Access: | https://www.uel.br/revistas/uel/index.php/signum/article/view/40831/29814 |
| Summary: | This article aims to promote reflections on the role of the children stories (CS) genre
(TONELLI, 2005) and a forwarding proposal concerning the teaching-learning process and
the linguistic education in childhood with a view to plurilingualism (PERREGAUX et al,
2003). We return to the concept of children’s literature of an emancipatory and authoritarian
nature (ZILBERMAN, 2003; ZILBERMAN; MAGALHÃES, 1982) to understand how CS
can contribute to this formation. We seek in the British Language Awareness movement
(HAWKINS, 1999; JAMES; GARRET, 1993) a theoretical and methodological tool for
working with HI in the classroom, to discuss the language taught and linguistic diversity, as
well as to promote plurilingualism and openness/awareness of languages (TONELLI;
CORDEIRO, 2014). We consider that the CS genre can contribute to child linguistic
education regarding the perceptions of the other and of different cultures, raising the level
of understanding about oneself and about discursive practices. In this case, the CS and the
choice of the literary work has an important place in the organization of teaching, especially
with regard to the emancipation of the learner. |
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| ISSN: | 1516-3083 2237-4876 |