Abordagens e métodos de ensino de inglês para crianças no Brasil

Abstract

Considering the growing demand and consequent offer of teaching English to children, this work aimed to carry out a survey of studies from the last five years (2017-2021) that presented approaches and methods for teaching English to children in Brazil. The methodological procedures refer to the bibliographic research carried out from the search for terms on the Google Scholar platform. The selection of materials was based on the choice of the main publications available on the first page of results. After the survey, it was possible to identify the language perspectives adopted and conceptualize the approaches and methods identified, relating them to the proposed activities chosen for their practical implementation. When analyzing the publications, it was possible to verify the predominance of the language view linked to the concepts of English as a Foreign Language, a curious fact, given that the language perspective defended by guiding documents such as the BNCC is English as a Lingua Franca. In addition, it was found that, considering that we are in the so-called Post-Method Era, there is a diversity of approaches and methods, and there is no consensus on the use of a single perspective that is suitable for all contexts of teaching English to children. It can also be observed that the focus of a significant part of the studies is on the role of the teacher, limiting the success of learning to a single agent and disregarding other relevant aspects. In view of the results, it is possible to understand that in the definition of approaches, methods and activities for teaching English to children, whether carried out by the teacher or by the school, the learning objective, the context and specificities of each educational institution, class and students must be considered.