O uso da atividade metalinguística nas aulas de língua inglesa em EaD

Abstract

This work aims to verify how pedagogical translation as a metalinguistic activity, carried out by modern foreign language (English) teachers, can contribute during language teaching, as we understand that the student makes approximations to their mother tongue to attribute meaning to a target language, providing the opportunity to increase their linguistic awareness, as they reflect on the language. Therefore, we understand that high school students have had longer contact with the language than those in the 6th year of primary school and, consequently, the linguistic strategies — which are vital for human communication and reflection on language — used in online classes, through pedagogical translation, could start from working with the simplest to the most complex structures of the language. To this end, based on the hypothesis, raised in this dissertation, pedagogical translation as a metalinguistic activity is a recurring resource used by teachers when their target audience has little or no knowledge of the target language, to develop greater linguistic awareness of their mother language. The objective is to analyze English video lessons made available online by the website Aula Paraná for high school and elementary school students, to point out when teachers use these activities and whether they help develop students’ linguistic awareness. Thus, as a secondary objective, it is possible to determine whether the lessons are generally in line with the National Common Core Curriculum (BNCC) regarding the activities and competencies envisaged for teaching this language, to students in both grades, and whether the document mentions metalinguistic activity. From this perspective, for elementary school students, the document states that English language teaching aims to enable students to understand languages and language practices, as well as to use different languages to defend a complementary point of view. In secondary school, the aim is to develop students’ awareness of the scope of this language globally, reflecting on the functions of language in society, emphasizing the participation of young people in different social practices, based on the use of languages, providing the use and reflection on them, including the grammatical awareness of the speaker of the language. Therefore, the aim is to propose a reflection on the use of pedagogical translation as a metalinguistic strategy in modern foreign language teaching (English) during the teaching-learning process, based on during the teaching-learning process, based mainly on the theory of Franchi (2001) when defends the use of metalanguage in education. For Franchi, grammatical language work should be done in conjunction with the production and interpretation of texts, linking grammar and reflection to creativity, as there is a need to create a productive context that provides conditions for creative behavior. Concerning pedagogical translation, the objectives of its use in the context of teaching a second language will be pointed out, based above all on Simon Cole (1998), Jane Willis (1981), and Elsa Auerbach (1993).