O Preconceito Linguístico no ensino de Língua adicional

Abstract

The present paper discusses the issue of linguistic prejudice in the context of language teaching, focusing on English as an additional language. It looks at how linguistic prejudice affects both students and teachers, particularly in private schools, where the valorization of certain linguistic varieties over others can lead to the exclusion of students who speak different dialects or have different accents. The study proposes that overcoming linguistic prejudice requires a change of perspective on the part of educators and institutions, promoting an inclusive environment that recognizes linguistic diversity as cultural wealth. The research is based on a bibliographical review of theoretical sources, and includes the history of language teaching in Brazil (Vidotti - 2012; Monteiro - 2001; Neto e Maciel - 2008, among others), as well as reflections on valuing varieties of English and the impact of prejudice on language learning (Bagno - 1999; Thompson - 1990, among others). The work also suggests lesson plans to combat linguistic prejudice in schools, promoting awareness and appreciation of linguistic diversity. These plans are still in the planning stage, but if they are implemented, they will bring mutual benefits to society in general.