Quando o inglês (en) canta : um estudo sobre ensino e variação da língua através da música.

Abstract

This study takes as its object the use of song lyrics in the teaching of English from the perspective of linguistic variation. It is grounded in the understanding that English teaching, often centered on the standard norm and structuralist approaches, needs to recognize language as a social, dynamic, and heterogeneous phenomenon. It is therefore justified by the need to propose pedagogical practices that value the linguistic and cultural diversity of English, bringing students closer to real uses of the language and expanding their critical awareness.The general objective is to analyze the pedagogical potential of song lyrics in the teaching of English, considering them as a tool for addressing sociolinguistic variation in the classroom. Theoretically, this study is mainly supported by Rajagopalan (2003), regarding language as social practice; Rocha (2021), concerning the conception of linguistic variation; Magalhães (2020) and Silva et al. (2020), on music as a teaching resource; Murphey (1992), about the benefits of music in language teaching; and bell hooks (2010), on critical pedagogy, imagination, and dialogue.This is a qualitative study of a bibliographic and analytical nature, articulating theoretical review with the analysis of selected song lyrics, considering linguistic, variationist, pragmatic, and cultural aspects, as well as the proposal of pedagogical activities. Finally, the findings indicate that the use of songs fosters the development of linguistic skills, broadens students’ cultural repertoire, and contributes to the construction of a more critical, inclusive, and sensitive view of the plurality of the English language in its different contexts of use.