From the formation to teaching English for children in bilingual schools: teacher's perceptions

Abstract

Since the last decade, bilingual education in Brazil has grown (ABEBI), so that studies in this area are increasingly necessary to understand this scenario. Thus, we intend to develop the present research, on a qualitative basis, with teachers from bilingual schools (Fundamental I) in the inland cities of the State of São Paulo, seeking to investigate how the participating teachers consider that their formation contributes (or not) to their teaching classroom in a bilingual context. We also aim to investigate how the participants deal with the specificities and possible challenges of teaching English in that context. The theoretical foundation is divided into three pillars, namely: Teacher training for language teaching to children (ALARCÃO, 1996; LIMA, 2019; ALMEIDA FILHO, 2009); Teaching English to children (TONELLI, 2005; VYGOTSKY, 2007; ROCHA, 2007); Bilingual education in the children's context (MEGALE, 2018; GIMENEZ, 2010; HOEXTER, 2017). For data collection, we will have three participating teachers who work in a bilingual school for children. For the generation of data collection, we will use a questionnaire to survey the profile, interview, and observation of three classes of each of the participants with the realization of field notes of each of the classes observed. The data will be categorized, triangulated, and compared with the theory that underlies the study. We hope that the results of this research can contribute with referrals for other studies and with a deeper understanding of teaching English to children in a bilingual context for teachers who work in the classroom, for teachers in initial training, and for researchers in the area.(AU)