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@article{ Carreão2017,
 title = {Língua-franca ou "inglês-brasileiro"? Reflexões sobre oensinoe a aprendizagem de língua inglesa no Brasil},
 author = {Carreão, Victor},
 journal = {Revista Desafios},
 number = {3},
 pages = {31-42},
 volume = {4},
 year = {2017},
 issn = {2359-3652},
 doi = {https://doi.org/10.20873/uft.2359-3652.2017v4n3p31},
 abstract = {This article aims on reflecting on the teaching process of the English language in Brazil starting from a perspective that  contemplates  the  sociocultural  factors  and  also  the  linguistic  factors  that  might  influence  the  learning  of  a foreign language. Weinreich, Labov and Herzog (2006 [1968]) see any linguistic changes as the result of a process of  linguistic  fit  between  variables  internal  to  the  linguistic  system  and  those  external  to  it  (i.e.  socioeconomic factors).  Issues  such  as  the  Brazilian  basic  education  system,  proficiency  evaluation,  use  of  English  with  other speakers, and literacy issues can be considered as extralinguistic factors (external to the language, but which exert influence  in  it)  that  along  with  linguistic  system  factors,  such  as  Interlanguage,  can  lead  Brazilian  speakers  to develop a "Brazilian English" (in comparison toterms known as "British English" or "American English"), or to use this language as "lingua franca", to ensure that the purpose of any message is passed on.},
}