SANTOS, T. J. P.; http://lattes.cnpq.br/6005629619507129; SANTOS, Thaíse Jordania Porto dos.
Résumé:
The technology advances and the digital world have brought a greater interconnection between people. This situation leads us to reflect about different ways of working with the teaching of English as a foreign language (ILE). The present research intends to discuss the importance of thinking about the African continent as a plurilingual space, constituting, therefore, as a stimulus to the learning of the English language from the intercomprehension of Romance languages (ILR). This research is justified by working with ILR in english language teaching, as well as inserting the African theme in the classroom, as proposed by the Law 10.639, thus contributing to the training of English teachers in initial formation, expanding their knowledge about the linguistic and cultural diversity in the postmodern society. Thus, we have as general objective: to investigate how the intercomprehension of Romance languages can contribute for the teaching of english as a foreign language (ILE), focusing on the use of songs in three languages, as a tool to be adopted by the teacher in the classroom. In a detailed way, we intend to analyse how the intercomprehension and the plurilingual proposal contribute to the socio-cultural development of the english teacher in initial formation; to analyze how interculturality and all the African plurality constitute important biases for the teaching and learning of english language in the exoling context and search the song as an alternative for the insertion of the African understanding and culture in english teaching. For the analysis, we base ourselves on the reflections of Degache (2003), Alas-Martins (2014) and Capucho (2004), treating the intercomprehension such as a strategic path to be covered in language teaching. In addition, we support the contributions of Carola and Costa (2014), Doyé (2005), Melo-Pfeifer (2014), Bezerra (2016), who also discuss the importance of working with intercomprehension in the language classroom. Futhermore, we bring the discussions of some scholars who deal with the cultural role in teaching and learning a foreign language, such as Serrani (2005), Coracini (2003) and Calvet (2013). We also discuss the reflections of Hall (2014), dealing with the cultural identity of the postmodernity. About the methodology, this is a qualitative research, regarding the approach; from the point of view of the objectives, it is an explanatory research, because we explain the contributions from the identified results; finally, it is also an action research, since we did the intervention in the classroom. These interventions were carried out in an extension course, with students of the sixth period of the English-Language course of the Federal University of Campina Grande. We can say that this course has contributed to increasing the students' cultural and linguistic knowledge about the African continent, as well as to promote a reflection about the insertion of intercomprehension and plurilingualism in the classroom of english language teaching.
