What is this English that We Teach at School? Reflections for the preparation of a teaching proposal for linguistic education in childhood

Abstract

This article aims to promote reflections on the role of the children stories (CS) genre (TONELLI, 2005) and a forwarding proposal concerning the teaching-learning process and the linguistic education in childhood with a view to plurilingualism (PERREGAUX et al, 2003). We return to the concept of children’s literature of an emancipatory and authoritarian nature (ZILBERMAN, 2003; ZILBERMAN; MAGALHÃES, 1982) to understand how CS can contribute to this formation. We seek in the British Language Awareness movement (HAWKINS, 1999; JAMES; GARRET, 1993) a theoretical and methodological tool for working with HI in the classroom, to discuss the language taught and linguistic diversity, as well as to promote plurilingualism and openness/awareness of languages (TONELLI; CORDEIRO, 2014). We consider that the CS genre can contribute to child linguistic education regarding the perceptions of the other and of different cultures, raising the level of understanding about oneself and about discursive practices. In this case, the CS and the choice of the literary work has an important place in the organization of teaching, especially with regard to the emancipation of the learner.

Keywords

• foreign language for children
• children stories
• plurilinguism