Teaching-learning English to the Elderly: welcoming subjectivities

Carla Nunes Vieira TAVARES UFU-MG Bethnia Martins MARIANO UFU-MG

Theoretical Assumptions

Factors from the order of subjectivity are at play when someone meets/confronts another language; The mother tongue is responsible for the construction of a discursivity in which and whereby the subject constitutes himself; The foreign language can represent an object of knowledge whereby the discursive base of a subject can be destabilized;

Theoretical Assumptions

The encounter-confrontation with a foreign language can set up a possibility for the subject of occupying another discursive position to narrate oneself; Consequences to the identity constitution of the ones involved in teaching and learning;

Theoretical Assumptions

Identity is understood as a fragmented and flexible discursive construct, that results from a multiple building, which is given by moments of identification, such as something in constant motion (Coracini, 2007); The notion of subject of language and the notion of discourse, which include a dimension beyond what is said.

Course

It was instigated by PIPE 5 The teaching of English to the elderly; Favorable group to the studies of the specificities of foreign language teaching; The different ways of approaching the study object affects in the process of identification with it; It has 11 students aged between 55 and 82 years;

Course

Classes happen in an NOG around UFU, twice a week, with the duration of 1h20; Significant themes for Elderly; Allows the subjects possible moments of identification with the language; No specific didatic material.

Research

Objectives: contribute to the studies about foreign language teaching-learning and its consequences in the identity constitution of Elderly learners; Qualitative interpretive methodology.

Research

The process of saying oneself implies in the attempt of the subject in establishing his uniqueness and the places he occupies: Teacher, how can I say I am an elder in English?

Discursive Clippings

My relation to English, the language Im learning is great because I've always wanted to learn English. When I saw that I had this possibility I said its my turn. Im learning a lot. I familiarize myself very well with the words and its like this, I want to learn more. A long time ago it was very difficult, and this method is very easy.

Discursive Clippings

The importance of motivation and willingness to be involved in learning a language; "The elderly represent a segment of society still ignored by educational institutions in the country." (PIZZOLATTO, 1995, p.155)

Discursive Clippings

Not only the method of teaching is important to think about foreign languages teachinglearning, but also the subjectivity involved in this process;

Discursive Clippings

I had English several years in school, French too, but I could never grasp, it is ... well, internalize, it is ... to relate to anything, anything. I learned nothing, especially English.

Discursive Clippings

The importance of a meaningful content of the course to the learners; Students perform very well in activities that they have to stand (linguistically) before the class; It is in the exact moment when the subject inserts himself in discourse, search words (which are always his and other's) to define himself, that he singles out. (CORACINI, 2007, p.24).

Discursive Clippings

I dont fell myself, like, a person, like, so old. Because what I do, what Im doing, I think it must be an example. Theres that word, To be or not to be, then we have to be, and I want to be, so Im here to learn.

Discursive Clippings

Unlike many other elders, who could be doing anything else during classes time, this student chose to be there and try, and break with the discourse that the elderly can not learn. She is, she wants to be more, and she is willing to pay the price that "being" can cost to her.

Final Considerations

From these discursive clippings, we affirm that the (in)voluntary choice on the part of these students to be involved in this learning process causes impacts in their identity constitution.

References
CORACINI, M. J. R. F. Sujeito, identidade e arquivo entre a impossibilidade e a necessidade de dizer(se). In: A Celebrao do Outro: Arquivo, Memria e Identidade: lnguas (materna e estrangeira), plurilinguismo e traduo. Campinas, SP: Mercado de Letras, 2007. ELIA, L. O conceito de sujeito. 2. ed. Rio de Janeiro: Jorge Zahar Ed., 2007. PIZZOLATTO, C. E. Caractersticas da construo do processo de ensino e aprendizagem de lngua estrangeira (ingls) com adultos da terceira idade. Campinas, SP., 1995.