ABSTRACT
This work aims to present an analysis of an English language textbook to verify the predominance of the paradigms of English as a Foreign Language (EFL) and English as a Lingua Franca (ELF) in the activities of oral comprehension in English of a textbook approved by the PNLD in 2018, used in public schools in the municipality of Ilhéus - BA. We rely on the concepts of ILE and ILF discussed by Jenkins (2000JENKINS, J. (2000). The phonology of English as an international language. United Kingdom: Oxford University Press.; 2002JENKINS, J. (2002). A sociolinguistically based, empirically researched pronunciation syllabus for English as an international language. Applied Linguistics. v. 23, n. 1, p. 83-103.; 2006JENKINS, J. (2006). Points of view and blind spots: ELF and SLA. International Journal of Applied Linguistics. v. 16, n. 2, p. 137-162.; 2009) and Jenkins, Cogo & Dewey (2011)JENKINS, J.; COGO, A.; DEWEY, M. (2011). Review of developments in research into English as a lingua franca. Language Teaching. v. 44, n. 3, p. 281-315., and also on the principles of Freire›s Critical Pedagogy (1987), of Critical Applied Linguistics, presented by Pennycook (2001) apud Urzêda-Freitas & Rocha (2012) and of the Postmethod Pedagogy, proposed by Kumaravadivelu (2003)KUMARAVADIVELU, B. (2003). Understanding Postmethod Pedagogy. In: Beyond Methods: macrostrategies for language teaching. New Haven: Yale University Press, p. 23-43.. The methodology was qualitative, using exploratory and descriptive research, as well as the Content Analysis technique proposed by Bardin (1977)BARDIN, L. Análise de conteúdo. Lisboa: Persona, 1977., for data systematization. The analysys results demonstrate an understanding that the EFL was the most recurrent model throughout the listening comprehension sections, which evidences the perpetuation of coloniality values in the elaboration of English language textbooks.
Keywords:
listening comprehension; textbook; English as Lingua Franca; English as Foreign Language