TRAINING ENGLISH TEACHERS FOR CHILDREN IN THE EARLY YEARS: THEORETICAL AND PRACTICAL REFLECTIONS

Abstract

Although the National Common Curricular Base (BNCC) recognizes the importance of English as a lingua franca starting from the 6th grade of elementary education, renowned linguists advocate that foreign language learning should begin as early as two years of age. However, it is observed that most undergraduate programs in English Language and Literature do not adequately prepare teachers to work in early childhood education. At the State University of Alagoas (UNEAL), for example, the English Language and Literature program does not offer, within its curriculum, courses aimed at training for early childhood teaching. Given this scenario, this study investigates the training of English language teachers for the early years of elementary education at UNEAL, highlighting the challenges faced in the educational context and the lack of clear guidelines in the BNCC (2017). To guide the research, we formulated the following central question: in light of this reality, how can teachers develop effective and contextualized pedagogical practices that address these gaps?  The motivation for this study emerged from discussions and seminars held in the Applied Linguistics course, taught by Professor Dr. Joyce Rodrigues da Silva Magalhães, which raised relevant questions about the social and educational implications of this interdisciplinary dialogue. This literature review includes critical reflections on the relationship between law and education and is grounded in the BNCC (2017) and the theoretical frameworks of Almeida Filho (2003), Chomsky (1965), Grolla and Silva (2020), Genesee (2001), and Vygotsky (1998). This is a qualitative study based on bibliographic research that addresses the theme of teacher education for English language instruction in early childhood. It is believed that learning a second language in early childhood significantly contributes to cognitive development and fosters more effective learning. Therefore, it is urgent to invest in the training of English teachers specifically for this stage of education.