Questões de Concurso

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(Available at: https://www.glasbergen.com/gallery-search/?tag=learning. Accessed on October 26 , 2019)

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ENEM and the Language Policy forEnglish in the Brazilian Context

Andrea Barros Carvalho de Oliveira

1.INTRODUCTION

In the present article, I report the results of a doctoral research that focused on the language policy for English in Brazil, considering specifically the role of Exame Nacional do Ensino Médio (hereinafter ENEM) in this policy. Thus, taking into account the sociopolitical aspects of the teaching processes, learning, and use of English as a foreign language, we sought to identify the possible impact of ENEM on the status of English language as a school subject.

ENEM was initially conceived as a final exam to evaluate students at the end of basic education. However, it has been modified over the last few years to work as an entrance examination for public and private universities. In addition, the use of this exam in several governmental programs aimed at higher education access was preponderant to make it a high stakes exam in the educational scenario.

 According to the literature on language examination exams, especially those considered to be high stakes, are seen as an intrinsically political activity (ALDERSON; BANERJEE, 2001). These exams can be used as educational policy tools as well as to promote a specific language related to local language policy objectives.

The theoretical conception of Language Policy (hereinafter LP) adopted in this investigation refers to Shohamy (2006). This author postulates that, although there is an official LP established in legislation and official documents, it is also necessary to consider the existence of a “real” LP, or “de facto” LP, which is put into practice through mechanisms, resources such as traffic signs, rules and laws related to official bodies, language exams, among others. Besides mechanisms, the beliefs or representations about the language that are shared in the community ought to be considered as well. The importance of mechanisms is that they reveal the true aims of LPas established by the government for a specific language, which are not always explicit in Brazilian law.

The research, the results of which are presented in this article, covered the three components of Shohamy’s theoretical model, namely: legislation, mechanisms (in this case, an exam, ENEM), and representations or beliefs about language. To obtain a sample of representations about English language, interviews were conducted with the students from an ENEM preparatory course for university entrance, with two teachers of English and two coordinators from public schools.

 In the present article, I begin with a review of the expanded conception of LPelaborated by Shohamy, as it is the theoretical basis of this research. Second, I analyze some documents and laws regarding English teaching in Brazil. In addition to these documents, the English questions of ENEM (2016) were taken in consideration. Finally, I present an overview of the representations about English language that emerged from the interviews which constituted the empirical data of my doctoral thesis.

ALDERSON, J. C; BANERJEE, J. Language Testing and Assessment. Language Testing, [S.l.], n. 34, 2001, p. 213-236.

SHOHAMY, E. Language Policy: Hidden Agendas and New Approaches. London; New York: Routledge, 2006. (Adapted from: OLIVEIRA, A.B.C. ENEM and the Language Policy for English in the Brazilian Context. In.: Revista Brasileira de Linguística Aplicada. vol.19 no.2 th Belo Horizonte Apr./June 2019 Available at: http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1984-63982019000200361 Accessed on October 20 , 2019)

English in Brazil: Insights from the Analysis of Language Policies, Internationalization Programs and the CLIL Approach

Abstract: The paper proposes a reflection on the role of English in the globalized world and its teaching/learning in Brazil. With that aim, the study reviews language policies and internationalization programs in Brazil regarding the role of foreign languages in general and of English in particular. The theoretical framework includes a review of an English language teaching (ELT) approach used mainly in Europe, as a result of globalization and internationalization, the Content and Language Integrated Approach (CLIL). In order to support this reflection, a case study was carried out to examine pre-service English teachers’ beliefs on the use of CLIL in Brazil. The results of study show that pre-service English teachers understand the importance of the CLIL approach though they are aware of the various obstacles to its implementation in that context. The study suggests a review of language policies in Brazil so as to ensure a convergence between them and internationalization policies and approaches, at all levels of education. Regarding the ELT approach analyzed, the study concludes that despite the difficulties associated with the implementation of CLIL in Brazil, it represents a relevant alternative in that context.

Keywords: English language teaching (ELT), Content and Language Integrated Learning (CLIL), Language policies, Internationalization, Brazil

Source:

FINARDI, Kyria; LEÃO, Roberta; PINHEIRO, Livia Melina. English in Brazil: Insights from the Analysis of Language Policies, Internationalization Programs and the CLILApproach. In: Education and Linguistics Research, 2016, Vol. 2, No. 1. Available at:

https://www.researchgate.net/profile/Kyria_Finardi/publication/297653683_English_in_Brazil_Insights_from_the_Analysis_of_Language_Policies_Internationaliz ation_Programs_and_the_CLIL_Approach/links/5814871508aeffbed6bdf5ba/English-in-Brazil-Insights-from-the-Analysis-of-Language-Policiesth Internationalization-Programs-and-the-CLIL-Approach.pdf . Accessed on September 29th , 2020.