The historical development of english as a foreign language teaching in brazilian schools: methods and legal documents

Abstract

This bibliographical article delves into the historical trajectory that culminate in the contemporary challenges of English as a Foreign Language (EFL) instruction in Brazilian schools. It elucidates the evolution of language teaching methods, from traditional approaches to modern pedagogies, such as the Communicative Language Teaching (CLT) approach and postmethod pedagogy. Moreover, it traces the development of legal frameworks guiding EFL education in Brazilian schools, from colonial times to the present day, highlighting significant policy shifts and implementation challenges. Despite recent efforts for English as a foreign language education in Brazil, practical barriers persist, including low literacy rates, inadequate infrastructure, and limited teacher training programs. The article emphasizes the importance of acknowledging the social contexts and historical developments that shape EFL instruction in Brazil and advocates for tailored teacher development activities to address the unique needs of Brazilian EFL educators. By contextualizing the challenges and complexities of EFL teaching in Brazil, this article may offer insights for enhancing language education practices and policies in the country, with an emphasis on teacher education.