Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.475231
Title: Teachers' and pupils' attitudes towards the teaching of English in Brazil : a case study in Parana
Author: Tilio, M. I. do C.
ISNI:       0000 0001 3533 4498
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 1979
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Abstract:
This research investigates different facets of E.L.T. in Brazil as seen through the eyes of learners of English (pupils and student-teachers) and their teachers in the State of Parani. Terms of reference have been defined so as to concentrate this study on the analysis of the attitudes of teachers and pupils and their possible correlation with a complex of potentially influential factors - such as official policies, professional, pedagogic, social, economic and cultural factors, etc. - in an attempt to throw light on the reasons for the poor standards of E.L.T. in that country. The findings of this investigation indicate that the major reasons for this state of affairs are, according to the teachers themselves: their lack of proper training; the small number of English lessons per week; the 1971 Educational Reform itself; lack of a relevant and integrated syllabus, and of appropriate teaching resources; pupils' lack of exposure to English; and, above all, the teachers' excessive workload, which prevents adequate lesson-preparation or attention to individual pupils. Other findings related to teacher-training, and specifically to shortcomings in the training of L.F.L. teachers - many of whom are revealed as lacking a good command of the target language and even of the rudimentary skills of E.L.T. - and the major reasons for this. The three populations of this study showed themselves quite open towards English culture and civilisation, and strong evidence is presented to suggest that pupils, influenced by the importance English has achieved in the modern world, by its wide popularity with the young, and by consideration for their own careers, recognise a need for English. The interrelations of these attitudes with a wide range of factors from the pupils' backgrounds were also explored. Evidence was also forthcoming that despite such positive attitudes, pupils found their English lessons boring. Investigation linked this with the unsuitability of the materials used and, above all, with the stark discontinuities between the pupils' goals and interests, which centre around communicative skills, and those of their teachers, concentrating on grammar and reading. Some suggestions are offered towards defining a policy for E.L.T. in Brazil, the writing of a syllabus which will capitalise on the attitudes and forms of motivation identified by this study, and on strategies for the training and re-training of teachers.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.475231  DOI: Not available
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