Os fatores que motivam o ensino da língua inglesa na pré-escola e como este ensino acontece na educação infantil

Abstract

The English language teaching has been introduced very early in schools and in the daily lives of Brazilian children. In a competitive society, full of anxieties about the future and, mainly, about the future of their children. This happens because parents seek to prepare them for a well-structured adult path in a wrong way. The main objective of this research was to seek to understand the reasons for an early English language learning in preschool and how this teaching takes place in early childhood education (3 to 5 years). The main theorists who supported this work were Linguevis (2007), Forte (2010), Oliveira (2014) e Silva (2014). This is an explanatory research with a qualitative approach. Due to the subjective nature of the qualitative research, its results were presented through reports that show the main findings from two master ́ dissertations which had the purpose of analyzing how the English language teaching happens in early childhood education (3 to 5 years old) in two schools in São Paulo – a regular school and an English language school. The comparative method was used in order to verify and explain affinities and differences between the two schools, with the purpose of better understanding the children’s behavior during the English language learning process in preschool. It can be seen, at the end of the investigation, that studying English in early childhood education can be advantageous because it allows children not only to learn the new language, but it also stimulates their cognitive functions.