Ensino de inglês no Brasil e nos Estados Unidos: diferenças metodológicas

Abstract

This research aimed to observe, analyze and compare the teaching methodologies used by four teachers of English as an additional language, two in Brazil and two in the United States. Our theoretical framework included a brief historical background of additional language teaching methodologies as well as the teaching of EFL, based on Brown (2007), Richards and Rodgers (2001) and Leffa (1988). Our research methodology consisted in a bibliographical review in the field of applied linguistics to know more about additional language teaching methodologies, followed by a field research which included class observations in the city of Bagé/RS (Brazil) and in San Diego/CA, using observation sheets as a recording instrument, and interviews with teachers and students. As the main result, the research showed that the Brazilian school followed the Direct Method, while the classes observed in the United States followed principles of the Communicative Approach. In both contexts, however, the methodology was considered adequate by teachers and students.