Ideologias linguísticas: perspectivas de professores e alunos sobre a relação língua-cultura na aula de língua estrangeira

Abstract

Language and its uses are essentially ideological. Similarly, every social practice is constituted by cultural and discursive dimensions (HALL, 1997). Therefore, foreign language teaching (FLT) - being a social practice itself - cannot be neutral. Such process, for it deals with languages, is surrounded by language ideologies - beliefs or feelings about languages (KROSKRITY, 2004). That being said, this work aims at verifying the language ideologies expressed by teachers and learners when expressing their points of view about the relationship of language and culture and its implications for FLT. In order to do so, teachers and students of different languages (and with different experiences) answered questionnaires, in which they described their background information, expressed their beliefs and shared experiences related to approaching cultural aspects in FLT. Ideologemes (discourse assumptions, upon which language ideologies are built) were identified from their answers. It was possible to spot various similarities between teachers’ and learners’ ideologemes, however, significant differences were also observed. This work intends to instigate deeper discussions when it comes to approaching cultural aspects in FLT.