Perspectivas de professores e alunos de língua inglesa no Programa “Paraná Fala Inglês” sobre o uso do inglês como língua franca

Abstract

Facing with the spread of the English language (LI) worldwide, this language became a protagonist in the medium of communication between several speakers (both na-tive and / or non-native), configuring itself as a global language. In this sense, studies focused on English as a lingua franca (ILF) have been emphasized within applied linguistics (LA)study, advocating a use of the language in which each speaker feels represented. The objective of this research is to answer the following questions: 1) What is the purpose of the students of Paraná Speaks English regarding the use of the English language?; 2) What is the perspective of the Paraná Speaks English Program regarding the use of the English language? 3) What is the perception of the teachers of Paraná speaks English in relation to the ELF? 4) What is the perception of the students of Paraná speaks English regarding the ELF? The theoretical frame-work is based on: Jenkins (2006, 2009, 2011, 2014), Seidlhofer (2011, 2017), Ra-jagopalan (2003, 2009, 2011, 2012),, Siqueira (2008, 2011, 2013, 2015), El Kadri (2010, 2013, 2017), Finardi (2013, 2016, 2017), among others. The nature of the methodology is qualitative, ethnographic and case type. The instruments used for data generation were: interviews, questionnaires, observations and field diary. The results show that the classes offered by PFI through an online platform are being sat-isfactory to students. It was also possible to realize that teachers conceive ILF as a universal language and consider it important, however this mention was not found in teaching practice. Only students from Letters course understand the use of ILF, while other students from other areas have never heard this term. We conclude that the PFI program is contributing to the internationalization process, with highly positive approval from students. Teachers understand ILF as a global use of LI. We consider that reflections on the use of LI can be considered in future pedagogical meetings enabling the awareness of LI in a global context. The program has no concerns about the ILF, but we believe in the possibility of future discussions in the next stages of the program. We suggest more research about the PFI, promoting improvements in the LI teaching-learning process, as well as research strengthening the ILF in which all subjects feel represented.