Considerações sobre a formação do professor de inglês em um mundo globalizado

Abstract

Considering the constant changes in ways of learning and teaching, we argue that the Arts and Literature undergraduate program’s subjects of Teaching Practice and Supervised Internship should be attentive to the new demands of classrooms / subjects. Thus, the promotion of the dialogue between theory and contemporary practices that challenge traditional methods of teaching foreign languages is necessary. In this article, we point out, from our experience as teacher trainers, the distance between the interactive conception of language and the practice of language teaching. Such practice is still presented and internalized as a mere instrument by teachers in training. We verified the need to develop linguistic and pedagogical skills throughout teacher training. Based on the assumptions of applied linguistics (LEFFA, 2016; PAIVA, 2011), we present the first version of two lesson plans, in order to point out: i) presence / absence of these two competences ii) the conception(s) of language which is privileged in these plans. The results suggest that the restricted teaching of the ‘form’ of the language is still a trend that may, among other reasons, be linked to the lack of linguistic competence; the mastery of these two competences expands the scope of teaching/learning beyond the language classroom. In a connected world, the digital practices allied to the competences proposed in this article can strengthen undergraduate courses and, consequently, make the English discipline protagonist in school. Among the authors that base this study are Gimenez (2013), Miccoli (2013), Monte Mor (2015), Moita Lopes (2013) and Pennycook (2017).