Idealizing solutions for English teaching in troublesome circumstances: An experience in an initial teacher education course

Abstract

The teaching of English under troublesome
circumstances and the need to introduce technological literacy to prospective teachers were the main reasons for the development of a
short term course on a virtual platform as part of the initial education of English language teachers. This paper brings an analysis of one specific activity proposed by the course, entitled “Teaching English under troublesome circumstances”, which was offered as part of a university undergraduate degree. The task under analysis was one in which images about the public school, its students and teachers were elicited through the construction of a film synopsis. Those images revealed stereotypical views of public schools, with teachers and students either as heroes or victims due to their individual traits. We conclude that this kind of proposal needs to be supported by careful planning that allows feedback of the activities in a way that encourages critical reflection on the students’ production, especially when these activities involve pictured worlds that still carry strong links with a negative scenario in which no way out is envisaged.

Key words: English language teaching, Public schools, critical reflection.