| dc.description.abstract | The teaching of additional languages in early childhood, especially the English,
in regular schools, has been developing exponentially. Data from the Brazilian
Association of Bilingual Education (ABEBI) suggest that, in the recent decades, it is
estimated a growth of 6 to 10% of bilingual institutions in the country, in addition, 1,200
institutions that are not bilingual are already starting to offer bilingual programs. That
way, it is necessary to emphasize the look at this new audience that is gradually taking
up space as additional language learners in regular schools. As well as for the training
of professionals who will work with this new audience. This research aims to
understand, from oral narratives, as an instrument of analysis, what the English
language teaching scenario is like for very young learners, according to the narratives
of teachers working in the area. Therefore, we seek to highlight what the narratives of
the participants reveals about the teaching of additional languages for very young
learners in regular schools of the region, considering the gaps of learning of the
graduation course, and to analyze possible similarities and differences between the
narratives of the participants, that allow us, partially, to know and understand this
teaching scenario. The methodology of this research is qualitative, having as analytical
theory the narrative approach of Labov (1972), (1997), Bastos (2008), Bamberg and
Georgakopoulou (2008), Bamberg (2012), De Fina and Georgakopoulou (2015) and
the analysis slides by Biar, Orton and Bastos (2021). The data for this study were
generated from unstructured narrative interviews with voluntary participants,
conducted by the researcher. The narrative interviews were conducted remotely,
recorded in audio and transcribed based on the principles of textual-interactive
oriented conversation analysis, according to the transcription conventions proposed by
Marcuschi (1986) and Mira (2016). The data were analyzed according to the narrative
approach of Labov (1972), among others, and the analysis slides of Biar, Barton and
Orton (2021). This research is justified by the gaps of learning how to teach additional
languages for very young learners in regular schools, present in the Letters and
Pedagogy courses of the region, in addition to the scarcity of academic productions to
support this teaching. The results of the study indicate that the teaching of English
language to children requires an experiential and academic knowledge of the teacher
that goes beyond that promoted by graduation. In addition, similar experiences
regarding the entry into teaching of very young learners reveal a need to emphasize the look at this training issue, in order to prepare a new professional for this new
audience. | en |
