AFFECTIVE-CULTURAL BONDING WITH THE ENGLISH LANGUAGE – THE GREAT CHALLENGE

Abstract

The present work looks into the area of English teaching nowadays, considering the post-modern globalization scenario (STIGLITZ, 2004) and the demand to speak such a language, especially for adults. We start by approaching historical and methodological issues, including the post-method (KUMARAVADIVELU, 2003, 2008; LEFFA, 2003, 2008) and the current translingual approach (CANAGARAJAH, 2013), and we also touch on the high rate of failure when one tries to learn English in Brazil, particularly oral production, according to certain research, such as the one periodically conducted by EF (Education First). Then, we hypothesize that a possible cause for a negative result might be related to affective factors (REVUZ, 1998), reflecting upon the possibility of creating affective bonds and relating to the target language in a scenario of encounter and conflict of differences (ROCHA, 2012). Finally, we propose a reflection to the classroom, from a point of view in which language is discourse, (JORDÃO, 2006, 2007, 2013; KRAMSCH, 1998, 2008a, 2008b, 2012, 2013) in order to make students aware of their own and other people’s cultural issues and have a ressignified perspective. As a result, they should feel more comfortable when studying and speaking English towards a better understanding of other cultures.

Keywords

• Culture
• Affectivity
• Teacher education