Questão 66777

A teacher in a teacher education program is leading a discussion on linguistic prejudice in the context of teaching English in Brazil. She observes that many of her student-teachers hold prescriptive views, believing that their future role is to 'correct' students' English and lead them to a single 'standard,' usually American English. To challenge this, she introduces the topic of variation and change by focusing on a globally recognized, systematic, and often stigmatized variety of English: African American Vernacular English (AAVE). She plays a clip from an interview with a famous Black American artist who uses features of AAVE, such as copula deletion ('he a doctor') and habitual 'be' ('she be working'). One student-teacher comments, 'But that's just bad English. It's grammatically wrong.' This comment provides the pedagogical opening the professor was seeking. She wants to guide her student-teachers to understand that AAVE is not 'broken' English, but a rule-governed linguistic system with a distinct history and phonology. Her goal is to connect this understanding to the local context, asking them to reflect on how they would treat Brazilian students whose English is influenced by their L1. The underlying principle is from sociolinguistics: 'All linguistic varieties are equal in linguistic terms; they all have a systematic grammar and phonology. Social valuation of a variety is a political and historical fact, not a linguistic one. To label a variety as 'bad' or 'wrong' is an act of linguistic prejudice.'

Which pedagogical strategy would be most effective in challenging the student-teacher's prejudice and deepening their sociolinguistic awareness?