Reflexões críticas sobre o ensino-aprendizagem de inglês como fator de inclusão ou exclusão social

• Main Author: Pereira, Paula Graciano
• Format: Article
• Language: English
• Published: Editora da Pontifícia Universidade Católica do Rio Grande do Sul (EDIPUCRS) 2015-01-01
• Series: Brazilian English Language Teaching Journal
• Subjects: linguística; inglês - ensino - estudantes estrangeiros; inclusão social; exclusão social
• Online Access: http://revistaseletronicas.pucrs.br/ojs/index.php/belt/article/view/20197/13592

This article discusses how the English language can operate as a factor of social inclusion or exclusion of individuals and groups. This work followed three main theoretical guidelines: the post-modern critical reflections; the notions of discourse appropriation and social change through discourse, and; the discussions about critical teaching. The mythical construction of English as a lingua franca and its implications are addressed in this article, along with the notion of language as a commodity, its relation to capitalism and how established teaching methods may reinforce socioeconomical disparities. It is defended that the English language, as a political-ideological instrument, can work as a means of installing and maintaining material and cultural domination. However, on the other hand, it can serve as a toll to enhance awareness and social change. Therefore, critical English teaching is defended as a way to raise awareness and empower people to understand and act in the world