As relações identitárias dos professores de L2 (inglês) em institutos de ensino de línguas

Abstract

And the other languages inhabiting other languages, the language of others, the other of the language, the other in the language? [] Regine Robins point (1993) seems to be a proper way to start this abstract once it represents a concern about the many languages that inhabit us and the aim of this study, which is to examine the imaginary formations, the representations about the English Language of teachers of English as an L2 (Second Language) or FL (Foreign Language) working in renowned language schools in the city of Belo Horizonte interpreted in the light of the elements provided by Discourse Analysis. The French perspective to DA is the theoretical and methodological framework adopted by this research. The conception of the conditions of discourse production and of the fragmented, split subject are the essential tools of the approach for working with the aspects focused in this viewpoint. The teaching of the English Language as a Foreign or Second Language is the reference of the pedagogical practice examined. This study tries to investigate the teachers identification processes, their deep, own relationship with the language itself, their modus operandi at work, the reference these professionals make of their labor market, the relationship they keep with their peers and with the institutions they work for. Concerning the formation of my corpus a questionnaire was specially compiled for this specific purpose and questions were made during an interview with the collaborators (teachers and coordinators and/or pedagogical staff) to this research. All the interviews were taped (audio Sony minicassetes) and some of the teachers allowed me to have their classes filmed for further consultation (SuperVHS). In the analysis, interpretation gestures of what the English Language might be as a labor tool itself, the way an L2 teacher might teach the idiom and his relationship with the labor market, were constituted by the resonance of comparative and deontic enunciating modes concurring to two main discursive formations which I denominated Absence DF and Completeness DF.