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O poder de uma história: Encontros e desencontros culturais
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O presente estudo teve como objetivo avaliar o contributo da inclusão do texto literário multicultural no processo de ensino e aprendizagem de inglês como língua estrangeira. Por conseguinte, o enquadramento teórico apresenta uma reflexão em torno dos seguintes conceitos centrais: multiculturalismo; língua inglesa; texto literário e competência comunicativa intercultural. Discorre-se, pois, acerca do fenómeno da globalização que nos tornou mais conscientes da diversidade cultural existente em todas as sociedades, dos possíveis conflitos que do desconhecimento podem advir e das descontinuidades que se podem gerar entre o ambiente familiar do aprendente e o ambiente escolar. De igual modo, reflete-se acerca da profunda conexão entre língua e cultura e de como o texto literário multicultural pode contribuir não só como fator de motivação para a aprendizagem de inglês, mas também como meio para a desconstrução de estereótipos, incentivando ao estabelecimento de uma relação com o Outro que privilegie o que nos une e não o que nos separa e culminando, idealmente, com a formação de falantes interculturais. No estudo de caso que apresentamos foram aplicados excertos do romance Americanah, da autoria de Chimamanda Ngozi Adichie, nas sessões de formação do módulo de língua estrangeira – inglês, ministradas a um grupo de formandos a frequentar um curso de educação e formação de adultos num Serviço de Formação Profissional da zona centro de Portugal. Estas sessões foram lecionadas de modo a proporcionar aos formandos não só atividades que lhes permitissem desenvolver as competências de receção (leitura e audição) e de produção (expressão escrita e oral), mas igualmente a competência comunicativa intercultural. Assim, optámos por uma metodologia de investigação qualitativa baseada na observação participante efetuada de forma sistemática e culminando com uma entrevista semiestruturada em grupo focal. Todos os dados recolhidos foram posteriormente submetidos à técnica de análise de conteúdo e devidamente categorizados. As conclusões que daí advieram permitiram-nos inferir a importância de uma prática pedagógica que privilegie a inserção de literatura multicultural no processo de ensino e aprendizagem de língua inglesa.
This study’s aim was to evaluate the contribution of the inclusion of the multicultural literary text in the teaching and learning process of English as a foreign language. Therefore, the theoretical framework presents a reflection on the following core concepts: multiculturalism; English language; literary text and intercultural communicative competence. We discuss how the phenomenon of globalization has made us more conscious of the cultural diversity in all societies, of the possible conflicts generated by ignorance and of the cultural discontinuities that may arise between the learner’s family environment and the school environment. Similarly, we also discuss the deep connection between language and culture and how the multicultural literary text can contribute not only as a motivation factor for the learning of English, but also as a means to deconstruct stereotypes, leading to the construction of a relationship with the Other that favours what unites us rather than what keeps us apart and, ideally, culminating with the development of intercultural speakers. In the case study we developed, excerpts from the novel Americanah by Chimamanda Nogozi Adichie were applied in the training sessions of the module English as a foreign language to a group of trainees attending an adult education and training course in a Professional Training Service in the centre of Portugal. These sessions were taught to provide the trainees not only with activities that allowed them to develop the receptive (reading and listening) and productive (writing and speaking) skills, but also the intercultural communicative competence. Hence, we chose a qualitative research methodology based on participant observation carried out systematically and ending with a semi-structured interview in focus group. All the data gathered were then subjected to the content analysis technique and properly categorised. The conclusions to which we came allowed us to infer the importance of a pedagogical practice that favours the insertion of multicultural literature in the teaching and learning process of the English language.
This study’s aim was to evaluate the contribution of the inclusion of the multicultural literary text in the teaching and learning process of English as a foreign language. Therefore, the theoretical framework presents a reflection on the following core concepts: multiculturalism; English language; literary text and intercultural communicative competence. We discuss how the phenomenon of globalization has made us more conscious of the cultural diversity in all societies, of the possible conflicts generated by ignorance and of the cultural discontinuities that may arise between the learner’s family environment and the school environment. Similarly, we also discuss the deep connection between language and culture and how the multicultural literary text can contribute not only as a motivation factor for the learning of English, but also as a means to deconstruct stereotypes, leading to the construction of a relationship with the Other that favours what unites us rather than what keeps us apart and, ideally, culminating with the development of intercultural speakers. In the case study we developed, excerpts from the novel Americanah by Chimamanda Nogozi Adichie were applied in the training sessions of the module English as a foreign language to a group of trainees attending an adult education and training course in a Professional Training Service in the centre of Portugal. These sessions were taught to provide the trainees not only with activities that allowed them to develop the receptive (reading and listening) and productive (writing and speaking) skills, but also the intercultural communicative competence. Hence, we chose a qualitative research methodology based on participant observation carried out systematically and ending with a semi-structured interview in focus group. All the data gathered were then subjected to the content analysis technique and properly categorised. The conclusions to which we came allowed us to infer the importance of a pedagogical practice that favours the insertion of multicultural literature in the teaching and learning process of the English language.
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Multiculturalismo competência comunicativa intercultural língua inglesa texto literário Multiculturalism intercultural communicative competence English language literary text