An overview of in-class hours dedicated to English instruction in undergraduate language teacher education programs in Brazil: to be or not to be proficient? That is the question!

Autores/as

DOI:

https://doi.org/10.5380/rvx.v19i2.93994

Palabras clave:

English proficiency, teacher education programs, Brazilian universities

Resumen

The low proficiency in English among the Brazilian population is a concern addressed by various researchers (Rodrigues, 2022; De Souza Silva; Oliveira, 2022; David, 2016; British Council, 2014, 2015; Paiva, 2003; Brasil, 1998). Despite discussions about the quality of English education at the elementary and secondary levels, there is a gap in understanding the preparation of future English teachers in Brazilian higher education institutions. This study provides an overview of undergraduate programs in Portuguese/English and English in Brazil, emphasizing the hour load dedicated to formal language instruction. Based on the Common European Framework of Reference for Languages (CEFR, 2001) and studies on language proficiency of English teachers in different countries (Cinganotto, 2016; Roux, 2012; Uri; Aziz, 2018; Nagai; O'Dwyer, 2011), a quantitative study was conducted. Data were collected on the e-MEC platform and a descriptive statistical analysis was carried out. The study reveals that many undergraduate programs in Brazil lack adequate English language instruction. The low number of hours dedicated to English instruction in most programs prevents future teachers from becoming proficient enough to teach the language, potentially resulting in negative consequences for English language learning in the country.

Biografía del autor/a

Ana Valeria Bisetto Bork Godke, UTFPR (aposentada)

Ana Valéria Bisetto Bork Gödke é formada em Letras (Português/Inglês) pela Universidade Estadual de Ponta Grossa (1988). Tem mestrado em Estudos Linguísticos pela Universidade Federal do Paraná (2005) e é doutora em Estudos da Linguagem pela Universidade Estadual de Londrina (2016). É professora titular aposentada de língua inglesa do Departamento Acadêmico de Línguas Estrangeiras Modernas (DALEM) da Universidade Tecnológica Federal do Paraná (UTFPR) – Campus Curitiba. Seus interesses de investigação englobam o ensino e aprendizagem de língua inglesa, estudo de gêneros, formação inicial de professores, escrita acadêmica.

Miriam Sester Retorta, Universidade Tecnológica Federal do Paraná (aposentada)

Miriam Sester Retorta holds a Bachelor's and a Teaching degree in English Language and Literature from the Pontifical Catholic University of São Paulo (PUCSP), a Master's degree in Linguistics from the Federal University of Paraná (UFPR), and a PhD in Applied Linguistics from the State University of Campinas (UNICAMP). She also completed a postdoctoral internship at the State University of Londrina (UEL). A retired professor, Miriam has previously led the research group “Teaching English for Visually Impaired Students” and the extension project “Basic English 1, 2, and 3 for the Visually Impaired” from 2014 to 2017, as well as the research group “Technologies, Teacher Training, and Literacies'' from 2017 to 2021. Her research interests include teacher education, assessment literacy, assessment for inclusion, digital literacy, mobile literacies, academic-scientific literacy, and multiliteracies.
Edição temática - Avaliação e formação de professores de línguas: contextos, necessidades, desafios e avanços

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Publicado

2024-08-02

Cómo citar

Godke, A. V. B. B., & Retorta, M. S. (2024). An overview of in-class hours dedicated to English instruction in undergraduate language teacher education programs in Brazil: to be or not to be proficient? That is the question!. Revista X, 19(2), 242–274. https://doi.org/10.5380/rvx.v19i2.93994

Número

Vol. 19 Núm. 2 (2024): Dossiê Temático - Avaliação e formação de professores de línguas: contextos, necessidades, desafios e avanços

Sección

Dossiê Temático - Avaliação e formação de professores de línguas - vol.19, nº1 - 2024

Licencia

Los autores conservan el copyright de todos los trabajos publicados por la Revista X.

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