Acesso do alunos
In the last two decades, we have witnessed in our country an ideological change that recognizes and encourages Brazilian multilingualism and that legitimized bilingual education in different contexts: for the deaf, for indigenous people and for communities in frontiers. In addition, we have witnessed the great growth in the number of bilingual schools of prestige Portuguese-English, one of the forms of bilingual education in expansion in Brazil and which does not yet have national legislation that regulates it.
Annually, several bilingual schools of this type are opened in the big capitals and several regular monolingual schools started to adopt bilingual curricula in order to be named bilingual schools and, with this, reach a larger portion of the Brazilian high-income population. Traditionally, Brazilian parents chose schools for their children based on the general teaching proposal of the institution: the learning of a foreign language was delegated to the language institutes, although the curricula of the schools in which their children were enrolled included the teaching of an additional language. Over time, regular schools began to outsource the teaching of foreign languages in order to improve the teaching of these languages which was considered inefficient for several reasons, such as lack of teacher fluency, insufficient number of classes and many students in the classroom. However, outsourcing also proved to be inefficient, since it presupposes the entrance of an institution – language institutes – with its own principles and guidelines, within a regular school that works and understands the teaching-learning processes of often different from those observed by these institutes. It is at that moment, then, that the Brazilian Bilingual Schools appear. These schools had great support from Brazilian families, who began to perceive them as a comfortable opportunity to achieve two so important and necessary functions in the education of their children: quality education and the teaching of a language.
Despite the significant growth of bilingual education schools, there is no national law that supports this type of education. This lack of regulation on the part of the MEC makes the very definition of what a bilingual school is a very controversial topic and full of misunderstandings. The term “bilingual education” is used comprehensively to characterize different forms of teaching in which students receive instruction, or part of it, in a language other than that they use at home. The models and types of bilingual education are varied and differ in terms of objectives, characteristics of participating students, the distribution of instruction time in the languages involved, pedagogical approaches and practices, among other aspects of the use of languages and the context in question.
In general, bilingual education is related to instruction that takes place in school in at least two languages. Bilingual schools focus on providing students with high levels of proficiency in the two languages used in the school, through an approach based on content learning. In bilingual Portuguese-English schools, for example, instead of just English classes, in which the sole purpose is to learn the target language, English classes are also taught, which have a dual purpose: the teaching of the language and the teaching content.
In the face of such expressive growth, the demand for legal parameters that regulate and guide bilingual schools is becoming increasingly urgent in view of the increase in the number of these schools and, therefore, the need for specific training of teachers to work in these institutions .