A HISTORY OF FOREIGN LANGUAGE TEACHING COMPARED TO FIRST LANGUAGE TEACHING

Abstract

This chapter addresses the historical evolution of foreign language teaching from the earliest civilizations to the present day, highlighting the main historical periods, methods, and teaching approaches. Initially, it presents the development of language teaching from Mesopotamia, through Latin, classical languages, and modern languages, to the scientific approaches of the 20th century. Then, the text discusses theories of first language acquisition, emphasizing three main approaches: behaviorist, nativist, and functionalist. The behaviorist approach understands language as a result of stimuli and reinforced responses; the nativist approach defends the existence of an innate capacity for language acquisition; and the functionalist approach relates language to the cognitive, social, and communicative development of the individual. It also presents the main methods of foreign language teaching, such as the grammar-translation method, the direct method, the reading method, the audiolingual method, the audiovisual method, and the communicative approach. Each method is described with its characteristics, objectives, advantages, and limitations, highlighting the evolution of pedagogical practices in language teaching. Another relevant point is the discussion of Howard Gardner's theory of multiple intelligences applied to English language teaching. The text highlights that students have different learning styles and that teachers should use diverse methodologies to encompass multiple intelligences in the classroom. Furthermore, the chapter addresses the National Curriculum Parameters (PCNs) for foreign language teaching, emphasizing reading, critical thinking, social interaction, and the development of citizenship. The PCNs advocate a socio-interactional perspective of language, considering the cultural, social, and communicative aspects of learning. Finally, it presents a lesson plan model for English language teaching, with objectives, justification, and methodology focused on the development of the four language skills: reading, writing, listening, and speaking. It concludes by highlighting the importance of teacher training, the use of updated methodologies, and the need for better conditions for English language teaching in Brazilian schools.