Novas práticas do ensino de língua inglesa na era Pós-Método

Abstract

Over the years, we have witnessed the unrestrained increase in the number of foreign language teaching methods, each promising to be the perfect tool. However, after criticism and disappointment, linguists around the world came to the conclusion that traditional teaching methods were dead, giving way to the so-called 'post-method era' and the opportunity to work more autonomously in the classroom, as well as the freedom to 2 put other modern practices, such as CLIL – Content and Language Integrated Learning, into the context of the classroom. This research, which was of a qualitative type, aimed to show how the use of CLIL practice can be useful for English language teaching in the post-method era in language schools, in the reality of children between 7 and 10 years of age. With this study, it was possible to conclude that the post-method era opens a range of opportunities for teaching and learning in the classroom, as it gives the teacher the freedom to decide the best way forward, considering the needs of their learners. It was also concluded that practices such as CLIL are important and necessary tools for the moment in which we live today, as well as being very useful, since they have autonomy and freedom as their prerogative, which are essential elements in post-method pedagogy