ELF AND THE BRAZILIAN NATIONAL CORE CURRICULUM
THE CRUCIAL ROLE OF TEACHER EDUCATION IN THE CONSTRUCTION AND IMPLEMENTATION OF THIS DIALOGUE
Resumo
The current Brazilian National Core Curriculum (BNCC) (Brasil, 2018) adopts English as a Lingua Franca (ELF) as a guiding concept for English Language Teaching (ELT) across the country’s basic education system. While the measure has sparked debate and controversy, ELF’s inclusion in the document is generally seen as an innovative step. However, its implementation has brought significant challenges, especially for teachers who often lack a clear understanding of the concept or how to incorporate ELF-aware practices into their classrooms. These challenges underscore the pivotal role of teacher education in effectively integrating ELF into ELT in local contexts. Drawing on preliminary data from the research study BNCC, ELF, and Teacher Education from a Critical and Decolonial Perspective (CNPq), this paper examines how two groups of teachers, pre- service and in-service, respond to the challenges posed by the ELF-BNCC interplay. It explores their views on how this dialogue might evolve over time, emphasizing the importance of adopting a critical and decolonial lens in their daily practice. Initial findings suggest that younger, pre-service teachers are more at ease with ELF and its practical applications, while more experienced, in-service teachers, despite facing challenges rooted in traditional ELT paradigms, are beginning to reconsider their beliefs and classroom practices. As they work to understand ELF’s pedagogical implications, many come to see it as a powerful tool for decolonizing ELT in Brazil. By positioning teacher education as a crucial link between policy and classroom practice, this paper advocates the need to equip educators not only with an understanding of ELF, but also with the critical tools to engage with it in meaningful, context-sensitive ways.
KEYWORDS: ELF. Brazilian National Common Core. ELT. Teacher Education.
Downloads
Referências
ANJUM, S.; SHAH, W. A. Negotiating local linguistic and epistemic realities through critical language pedagogy (CLP) in Pakistan. Pedagogy, Culture & Society, p. 1-21, 2024. https://doi.org/10.1080/14681366.2024.2367625
BRASIL. Base Nacional Comum Curricular (Brazilian National Common Curriculum). Brasília: Ministério da Educação/Secretaria da Educação Básica, 2018.
DUBOC, A. P. M. Atitude curricular: letramentos críticos nas brechas da sala de aula de línguas estrangeiras. Jundiaí, SP: Paco Editorial, 2015.
DUBOC, A. P. M. Parecer de Leitura crítica componente curricular: Língua Estrangeira Moderna–Nova Versão. Brasília: MEC/SEB, 2017, p. 1 25.
DUBOC, A. P. M. Falando francamente: uma leitura bakhtiniana do conceito de “inglês como língua franca” no componente curricular Língua Inglesa na BNCC. Revista da ANPOLL, v. 1, n. 48, p. 10-22, 2019.
DUBOC, A. P. M. Thinking ELT otherwise: Lessons from decoloniality. In: TAVARES, V. (Ed.). Social justice, decoloniality, and Southern epistemologies within language education – Theories, knowledges, and practices on TESOL from Brazil. London/New York: Routledge, 2023, p. 129-144.
DUBOC, A. P. M; SIQUEIRA, S. “ELF feito no Brasil”: expanding theoretical notions, reframing educational policies. Status Quaestonis, v. 19, p. 297-331, 2020.
KICZKOWIAK, M; LOWE, R. J. Teaching English as a lingua franca – The journey from EFL to ELF. Surrey, UK: Delta Publishing, 2018.
KORDIA, S. ELF-aware teaching in practice: A teacher’s perspective. In SIFAKIS, N. C.; TSANTILA, N. (Ed.). English as a lingua franca for EFL contexts. Bristol, UK: Multilingual Matters, 2019, p. 53-71.
MENEZES DE SOUZA, L. M. T. M.; DUBOC, A. P. M. Deuniversalizing the decolonial. Gragoatá, v. 26, n. 56, 2021, p. 876-911.
MOHANTY, A. K. Multilingual Education: A bridge too far? In SKUTNABB-KANGAS, T.; PHILLPSON, R.; MOHANTY, P. A. K.; PANDA, M. (Ed.). Social justice through multilingual education. Bristol, UK: Multilingual Matters, p. 3-15, 2009.
MORÁN PANERO, S. (2024). Metalanguaging ELF: The transformational power of students’ critical dialogic talk. In: MORÁN PANERO, S.; MARTÍNEZ-SÁNCHEZ, M. M.; RONZÓN-MONTIEL, G. J. (Ed.). English as a lingua franca in Latin American Education: Critical Perspectives. Berlin: De Gruyter Mouton, 2024, p. 91-124.
MORGAN, B. Fostering conceptual roles for change: identity and agency in ESEA teacher preparation. Kritika Kultura, Manila, v. 15, n. 15, p. 34-55, 2010.
PENNYCOOK, A. English and the discourse of colonialism. London/New York: Routledge, 1998.
RAJAGOPALAN, K. The concept of ‘World English’ and its implications for ELT. ELT Journal, v. 58, n. 2, p. 111-117, 2004.
ROSA, G. da C. Inglês como língua franca sob um olhar crítico e decolonial. Dissertação (Mestrado em Educação, Linguagem e Psicologia) – Faculdade de Educação. Universidade de São Paulo. São Paulo. 2021.
ROSA, G. da C.; DUBOC, A. P. M. Analyzing the concept and field of inquiry of English as a Lingua Franca from a decolonial perspective. Íkala, Revista de Lenguaje y Cultura, v. 27, n. 3, p. 840-857, 2022.
ROSA, G. da C.; DUBOC, A. P. M.; SIQUEIRA, S.. Inglês como Língua Franca (ILF) em campo: reflexos e refrações na BNCC. Revista Perspectiva (UFSC), v.. 41, n.. 1, p. 1-25, 2023.
SANTANA, J. S.; KUPSKE, F. F. De língua estrangeira à língua franca e os paradoxos in- between: (tensionando) o ensino de língua inglesa à luz da BNCC. Revista X, v. 15, n. 5, p. 146-171, 2020.
SEIDLHOFER, B. Understanding English as a Lingua Franca. Oxford: Oxford University Press, 2011.
SIFAKIS, N. C. ELF awareness as an opportunity for change: a transformative perspective for ESOL teacher education. Journal of English as a Lingua Franca, v. 3, n. 2, p. 317-335, 2014.
SIFAKIS, N. C.; BAYYURT, Y. ELF-aware teaching, learning and teacher development. In JENKINS, J.; BAKER, W.; DEWEY, M. (Ed.). The Routledge Handbook of English as lingua franca. London/New York: Routledge, 2018, p. 456-467.
SIQUEIRA, S. Por que oferecer o tapete vermelho ao inglês é um atalho para a marginalização de outras línguas e uma ameaça à educação multilíngue no Brasil. In: NETO, M. J. S.; COUTO, A. (Org.). Língua, Linguagem e Vida: homenagem a Maria Luísa Ortiz Alvarez. Campinas, SP: Pontes Editores, 2022, p. 103-140.
SOUSA SANTOS, B. de. O fim do império cognitivo: a afirmação das epistemologias do Sul. Belo Horizonte/São Paulo: Autêntica, 2019.
WALSH, C. On decolonial dangers, decolonial cracks, and decolonial pedagogies rising. In:
MIGNOLO, W. D.; WALSH, C. (Ed.). On decoloniality: Concepts, analytics, praxis. Durham, NC: Duke University Press, 2018, p. 83-9.
SIFAKIS, Nicos C. The education of teachers of English as a lingua franca: a transformative perspective. International journal of Applied Linguistics, v. 17, n. 3, p. 355-375, 2007.
SIFAKIS, Nicos C. Teacher education in the Post-Modern Era: introducing a transformative dimension in the teaching of English as a lingua franca. Selected papers from the 18th ISTAL, p. 345-353, 2009.
SIFAKIS, Nicos C. ELF Awareness in English Language Teaching: Principles and Processes. Applied Linguistics, v. 40, n. 2, p. 288-306, 2017.
SIFAKIS, Nicos C. (Org.). JELF Colloquium ELF-awareness in ELT: bringing together theory and practice. Journal of English as a Lingua Franca, v. 7, n. 1, 2018.
SIFAKIS, Nicos C.; KORDIA, Stefania. The ENRICH Project. In: CAVALHEIRO, Lili; GUERRA, Luís; PEREIRA, Ricardo (Org.). The handbook to English as a lingua franca practices for inclusive multilingual classrooms. V.N. Famalicão: Húmus,
p. 15-28.
SIFAKIS, Nicos C.; BAYYURT, Yasemin. ELF-aware teacher education and development. In: JENKINS, Jennifer; BAKER, Will; DEWEY, Martin (Org.). The Routledge Handbook of English as a Lingua Franca. New York: Routledge, 2018. p. 456-467.
SIQUEIRA, Sávio. ELF with EFL: what is still needed for this integration to happen? ELT Journal, v. 74, n. 4, p. 377-386, 2020a.
SIQUEIRA, Sávio. ELT materials for basic education in Brazil: is there room for an ELF-aware practice? Estudos Linguísticos e Literários, n. 65, p. 118-146, 2020b.
SPERTI, Silvia. Using communication strategies in English as a Lingua Franca interactions. In: CAVALHEIRO, Lili; GUERRA, Luís; PEREIRA, Ricardo (Org.). The handbook to English as a lingua franca practices for inclusive multilingual classrooms. V.N. Famalicão: Húmus, 2021. p. 94-99.
VETTOREL, Paola. Communication Strategies, ELF and ELT materials. A Cor das Letras, v. 18, n. especial, p. 74-98, 2017.
WIDDOWSON, H. G. The Ownership of English. TESOL Quarterly, v. 28, n. 2, p. 377- 389, 1994.
