Consciência ILF em um curso de Fonética e Fonologia: exploração das ideologias sobre a língua inglesa na formação docente
DOI:
https://doi.org/10.35588/ayr.v7i1.7302Palavras-chave:
Inglês como língua franca , consciência sobre o ILF, formação de profesores de línguas, professores em formação, ideologias linguísticasResumo
As ideologias linguísticas estão omnipresentes no ensino da língua inglesa e na formação de professores. Elas refletem crenças e práticas sociais relacionadas ao uso, à aprendizagem e ao ensino da língua, bem como ao poder das variedades de inglês do Inner Circle e dos falantes nativos. No entanto, essas ideologias não correspondem à realidade atual do inglês e perpetuam práticas discriminatórias contra falantes não nativos. O inglês como língua franca (ILF) desafia esses discursos, promovendo enquadramentos linguísticos e educacionais mais pluricêntricos e diversos. Este artigo apresenta um estudo de caso realizado em um curso de fonética e fonologia do inglês, dentro de um programa de licenciatura na Colômbia. Os dados coletados incluíram observações participantes de aulas virtuais, gravações em vídeo e entrevistas. Os resultados revelaram que a conscientização sobre o ILF ajudou a transformar e a confirmar algumas das crenças dos futuros professores em relação à língua inglesa, à sua pluricentricidade e propriedade, aos objetivos de aprendizagem e à proficiência oral. Os participantes desafiaram ideias preconcebidas sobre o inglês padrão e passaram a questionar suas próprias escolhas pedagógicas. O estudo evidencia a importância de incorporar a sensibilização ao ILF na formação de professores, como forma de promover a reflexão crítica e fomentar práticas mais inclusivas no ensino da língua inglesa.
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Direitos de Autor (c) 2025 Anderson Stiven Pulgarín Pérez, Adriana González Moncada
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