Questões Militares

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    Bilingual and multilingual education, along with other language education fields, has been strongly influenced by theories from the field of second language acquisition (SLA). A number of authors have challenged longstanding cognitivist orientations of SLA that focus on language as an individual process with the goal of linear progress in acquiring a grammatical system and language proficiency equivalent to that of a “native speaker.” 

    Two important shifts that have resulted from the “social turn” in SLA research: changing perspectives on language, and changing theoretical positions in SLA. These socially oriented shifts move away from unrealistic deficit-oriented expectations for students such as “native-like proficiency,” error-free production, or becoming balanced bilinguals (i.e., two fully proficient monolinguals in one). Instead, the authors argue for a sociocultural view of SLA as a process “leading to repertoires or linguistic resources termed multi-competence or plurilingualism.” This in turn has the “potential of informing and enriching the design of classroom environments where students would be able to experience multiple ways of using both their home language and English for a variety of academic purposes in both their written and oral forms.”

(WRIGHT, W. E.; BOUN, S.; GARCÍA, O.(eds) The Handbook of bilingual and multilingual education. Oxford: WileyBlackwell. 2017. p. 4. Adaptado)

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    A number of writers in our field have criticized the concept of language teaching methods. Some say that methods are prescriptions for classroom behavior (Pennycook 1989); others that teachers do not think about methods when planning their lessons (Long 1991), and that methodological labels tell us little about what really occurs in classrooms (Katz 1996).

    A particular method can be imposed on teachers by others. However, we also know that teaching is more than following a recipe. Any method is going to be shaped by a teacher’s own understanding, beliefs, style, and level of experience. After all, teachers are professionals who can, in the best of all worlds, make their own decisions. They are informed by their own experience, the findings from research, and the wisdom of practice accumulated by the profession (see, for example, Kumaravadivelu 1994).

    Furthermore, a method is decontextualized. How a method is implemented in the classroom is going to be affected not only by who the teacher is, but also by who the students are, the institutional constraints and demands, and factors connected to the wider sociocultural context where the instruction takes place. In addition, decisions that teachers make are often affected by exigencies in the classroom rather than by methodological considerations. Saying that a particular method is practiced certainly does not give us the whole picture of what is happening in the classroom. Then, too, since a method is more abstract than a teaching activity, it is not surprising that teachers think in terms of activities rather than methodological choices when they plan their lessons.

    [...] Some language teaching methods share the view that language can best be learned when it is taught through communication, rather than for it; and second, that language acquisition can be enhanced by working not only on language, but also on the process of learning (learnng strategies, cooperative learning and multiple intelligences).

(LARSEN FREEMAN, D. Techniques and principles in language teaching. 2th ed. Oxford: Oxford University Press, 2000. pp. xi-xii. Adaptado)