O ensino e a aprendizagem de língua inglesa na escola rural: uma abordagem sociolinguística

Abstract

This paper, situated in the field of the Applied Linguistics, has as its object of study the play in the teaching and learning of foreign language, particularly the English language, in Rural School. The fundamental hipothesis is that the lack of motivation causes the selflessness for the English language classes and emphasize the low results of learning. We intend to reflect as the teaching of English language occurs in the rural context and the consequences of the play approach for the learning, watching as the relation between the native language and the foreign language contributes for the developing of the communicative competence. The theoretical support of this research centers in the Interactional Sociolinguistics (Gumperz & Cook-Gumperz, Bortoni-Ricardo) in Paulo Freire s dialogic pedagogy and others. In order to obtain the trustful results, the data were collected from questionnaire answers from students of the 6th grade and the principal of a rural school that is located in Cajazeiras-PB, besides narratives that were produced by the students and researcher-teacher. The analysis of the data is based in an interpretative methodology which aims to demonstrate the importance of the play activities and their reflexes for the learning. The results confirmed that the teaching of EL, in rural school, might be meaningful when the teacher use play procedures like a motivated way in order to become the student aware of the cultural diversity.