ESCRITA FEMININA:

MARGARET WALKER E A SUA CONTRIBUIÇÃO PARA O ENSINO DE LÍNGUA INGLESA

Abstract

The following work is born from the desire to research on English language teaching and learning through literature. Therefore, this investigation has the purpose of exposing and examining ways to insert English language poetry as an instrument of motivation for language teaching and learning. Because it is believed that, it can provide a teaching that supplies critical reflection for the student, without discarding the cultural aspects of the language under study. Following this, the investigation will be supported by the assumptions of Collie & Slater (2002) Holden (2009), Harmer (1994) and others researching around the use of literature in language leaching. The work is divided into three parts. In the first, we will expose three teaching and learning theories of second languages, with some reflections for the English language teaching and learning. In the second, we will emphasize the historical importance of using literary texts in English language classes, and the importance of poetry in the classroom, praising poetry produced by Afro-American writers. In the third, we will develop a text exposing theory versus practice. The poetry to be used is by the writer Margaret Walker, an African American writer. This way, some pertinent approaches to the context of classroom teaching will be exposed, which value the real function of the language in the context of use, which mobilizes different types of knowledge. The research is relevant because it motivate in teachers the desire of diversifying its educational practice, as well as to awaken in students new possibilities of studying the English language.