O ensino de ortografia nas aulas de inglês no ensino médio: concepção e prática docente

Abstract

The teaching-learning process of English as a foreign language has been subject of studies for years. The English language presents a complex spelling system due to its composition process. In English spelling teaching, it is important to master the norms as well as use didactic activities based on interdisciplinarity, complexity and explicit instruction. Thus, this work aims to examine the conceptions and teaching practices concerning spelling instructions in English classes. We assume orthography is a specific subject which can be taught in a systematic and reflexive manner, rather than limited to memorization, since studies suggest reflexive learning (AKAMATSU, 2002; MORAIS, 2003; SILVA; MORAIS; GUIMARÃES; ROAZZI, 2005; STIRLING, 2011). We followed the qualitative research parameters, which provides contextualized data analysis. We based our analysis on interdisciplinarity, complexity, explicit instruction and literacy studies. The data were collected through questionnaire and classes observation. The English teachers from the third grade of High School at Federal Institute of Maranhao, Imperatriz Campus participated in this study. We conclude that these teachers know the English written system, however, the way this subject is being taught is limited, in most situations, to a mere display of the correct form of the words, practice which does not foster a reflexive learning. On the other hand, teaching practices subsidized by interdisciplinarity, complexity and explicit instruction contribute to a conscious and independent learning. Therefore, we, English teacher, should use this knowledge in English spelling teaching because it enables effective learning of the subject, as well as literacy promotion in this language.