A influência do aconselhamento em aprendizagem de línguas na prática de professores de inglês da educação básica

Abstract

This thesis analyzes the influence of advising in language learning (ALL) on the practice of English teachers who work in elementary education, specifically in public schools. The study is characterized as a case study with four English language teachers as participants who, at some point in their training, have already worked as language learning advisors. Data were collected through a questionnaire, classroom observation, a semi-structured interview, and a focus group session. The discussion was developed based on the works of Carson and Mynard (2012), Kato and Mynard (2016), Magno and Silva (2016), Mozzon-Mcpherson and Tassinari (2020), among others. The results showed that, despite difficulties such as the large number of students and the lack of adequate resources, advising in language learning influenced the teacher's classroom practices, including negotiation, fostering autonomy, and attention to affective factors. These findings highlight that, despite the challenges, advising in language learning practices can provide valuable support to enhance the learning experience in public schools.