Language Teacher Training for Children: a Look at Teaching Approaches
DOI:
https://doi.org/10.11606/issn.2238-8281.i42p06-22Keywords:
Teacher training, Teaching approaches, Foreign languagesAbstract
The present study aims to reflect on the training of teachers of foreign languages for children, a subject that is still little explored. The data presented here are
responses of the course-participants, language teachers in initial and continuing education, to the activities of the mini-course created by the Program Licenciar at the Federal
University of Paraná entitled “Approaches to foreign language teaching for children”, which dealt with three teaching approaches: the Structuralist Approach, the Intercultural Approach and the Task-based Approach, the last two being those that guide the actions of the project. The objective of this article is to evaluate the familiarity of course participants
with the teaching approaches through a quantitative and qualitative analysis of the data obtained. The results point to the prevalence of a structuralist view of learning, language and teaching among the subjects of the sample, in addition to suggesting that new teaching practices would need to be established in order to enable (foreign language) teachers’ practical and reflective education (ROLDÃO, 2017).
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