Building An EFL Curriculum For Young Learners-A Brazilian Experience

International Journal of English Language & Translation Studies
ISSN: 2308-5460
International Journal of English Language and Translation Studies
IJ-ELTS
e-ISSN: 2308-5460
Volume:1, Issue: 3
[October-December, 2013]
Editor-in-Chief
Mustafa Mubarak Pathan
Department of English Language & Translation Studies
The Faculty of Arts, the University of Sebha
Sebha, Libya
editor@eltsjournal.org
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Dr Nicos C. Sifakis, Hellenic Open University, Greece
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Dr. Abdurahman Ahmad Hamza, The University of Sebha, Libya
Dr. Firdevs KARAHAN, Sakarya University, Turkey
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Mirza Sultan Beig, S. R. T. M. University, India
B. Somnath, VNGIASS, Nagpur, India
Dr. Hassen ZRIBA, University of Gafsa, Tunisia
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Mariam Mansoor, The University of Sebha, Libya
Safia Ahmed Mujtaba, The University of Sebha, Libya
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ISSN: 2308-5460
Building an EFL Curriculum for Young Learners: A Brazilian

experience1
[PP: 88-97]
1)Telma Gimenez
Universidade Estadual de Londrina
Campus Universitrio
Londrina, PR
Brazil
2) Juliana Reichert Assuno Tonelli

Universidade Estadual de Londrina
Campus Universitrio
Londrina, PR
Brazil
Abstract
EFL curriculum construction is a process usually carried out by educat ional authorit ies. In
this paper, attempt has been done to describe the experience of building a local curriculu m
for early English language learning in public schools in Brazil, wit h the participat ion o f
school teachers, universit y pro fessors and educational authorit ies. Both, the result ing
curriculum guide and the process that led to its final format are discussed, along wit h
consideration on its implementation in a context that lacks clear educat ional po licies
toward the teaching o f a foreign language to young learners. A sociocultural approach to
learning was adopted as the theoretical framework, translated into several principles that
guided the suggested syllabus: playful and meaningful learning, interdisciplinary
knowledge construction, interactive tasks, intercultural awareness, spiral syllabus, who le
person and who le language perspect ives. The document, jo int ly constructed, was validated
by the co mmunit y o f practit ioners, thus present ing ideas that resonate with their pract ical
experience. This grassroots approach to curriculum design addresses the emerging need
to introduce English at early stages o f schooling, due to the global pressure for access to
the world that funct ions through that language.
Keywords: Brazilian Experience, EFL Curriculum, Young Learners, Local curriculum
Sociocultural Approach
Suggested Citation:
Gimenez, T., & Tonelli, J. R. (2013). Building an EFL Curriculum for Young Learners: a
Brazilian experience. International Journal of English Language & Translation Studies
Vol-1, Issue-3 , 88-97. Retrived fro m http://www.eltsjournal.org
1
The Project Construindo o currculo de lngua inglesa para escolas pblicas de Londrina (Building the
ELT curriculum for schools in Londrina) that is reported here had the collaboration of 14 participants, who,
for two years and a half, reflected on the issues addressed in this paper.
Vol-1, Issue-3 October-December, 2013
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1. Introduction
There has been a worldwide trend to introduce English in the early stages of educat ion
as a result of the econo mic pressure for higher levels of proficiency in that language
(Graddol 2006). In a glo balized world, where techno logy facilitates oral and written
interact ion and the jo b market requires a co mpetent command of this language, local
communit ies feel pressured to develop this co mpetence by starting teaching it in the early
school years (Enever 2011; Garton, Copland, Burns 2011).
In Brazil, where co mpulsory educat ion in a foreign language starts in grade 5 (i.e.
when children are around 10 years o ld), this demand was quickly answered by t he private
sector through the inclusio n of English in the curricula as a way o f attracting anxious
parents who want their children to be competit ive in the future job market. However, this
inclusio n took place much earlier than it is required by law, when children are enro lled at
educao infant il (4-5 years of age).
The public sector, however, has been slower in reacting to this kind o f pressure,
although, more recently, the local governments have developed several act ivit ies to meet
this demand. This is the case of Londrina, a cit y in Southern Brazil, where, in 2008, so me
county schools started to offer one 50-minute class per week to children enrolled in grade
4, via a project called Londrina Global. Since, legally, the teaching o f English is not
compulsory at this level and different jurisdict ional guidelines apply to cit y and state
education, this situat ion created the need for better interaction between these two
educational management bodies. In the absence of such formal spaces, a communit y-based
project was designed to bring together the main stakeholders in order to build a coherent
curriculum that could promote better integration wit h the subsequent years of schooling.
It is important to note that although there are state guidelines for the teaching o f foreign
languages fro m grade 5 onwards (which is not the case o f earlier stages), teachers are not
required to fo llow them strict ly, and there is some autonomy in syllabus definit io n and
implementation.
In order to open the dialogue between these two educational management levels, the
researchers proposed a communit y-based project. This curriculum pro ject, which began in
2011, brought together universit y pro fessors, foreign language pedagogical coordinators at
the local and state levels, universit y students in the beginning o f their teacher educat ion
process and teachers o f English to young learners, totaling 10 part icipants. During regular
meet ings, the group drafted a guide that was validated in 2013 by school teachers in a
meet ing with 80 participants.
In this paper, the emergence o f the government project that created the need for a jo int
syllabus for English in elementary schools has been first contextualized, and, secondly, the
experience o f building the curriculum within a communit y of pract it ioners has been
presented.
2. Londrina Global Project
The project Londrina Global, init iated by the local government in response to the
pressure for compet it ion in a glo bal market (Gimenez, Tanaca, Peres, and Oliveira
forthcoming) was proposed with the overall goal of introducing the English language in
the curriculum o f municipal public schools. At that time, scho lars were requested to
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cooperate with the Secretariat of Educat ion team in developing specific object ives for
learning as well as to provide guidance for school teachers who would be in charge o f the
pedagogical act ivit ies. It is important to note that the init iat ive was not supported by a
careful act ion plan and a few similar experiences. Most of the init ial steps were possible
due to the enthusiasm and commit ment of the team o f educators who asked for externa l
help fro m the universit y and co mmissio ned teaching materials to be locally produced
(Ramos, Tonelli 2008) according to the fo llowing object ives:
To help children develop a taste for the English language;
To provide an inno vat ive co mmunication experience;
To minimize students difficult ies in learning English in the transit io nal period
between the 4th and the 5th grades.
Due to budgetary restrictions and the lack of qualified teachers to work at this level,
the offer of English was implemented in the great majorit y of schools (85 per cent of the
total, reaching about 5,500 children). Teacher education became an important strategy to
guarantee that the children would be exposed to the language and develop according to the
goals ment ioned above.
One of the concerns during the part ial implementation phase was related to the
consequence generated by this unequal situation, in which so me children would be in
contact with the foreign language and others would not. In such situat ion, quest ion was
obivious-what would exacerbate the heterogeneit y in 5th grade classrooms. Addit io nally,
project managers had to deal with the lack of curriculum guidelines. Considering that, in
Brazil, o fficial documents that regulate/guide the teaching and the development of English
teachers to young learners are non-existent (Tonelli, Cristovo 2010). The documents that
could eventually provide guidelines for these educational pract ices for the first years of
schooling in Brazil are the nat ional curriculum parameters for children education, lit eracy
teaching guidelines for 6 -year- old children and the guidelines for the 9-year curriculum.
Since none o f them makes any reference to a foreign language, it was necessary to design
a syllabus and Curriculum Guide fro m scratch, which was done through a collaborative
project of a communit y o f practit ioners, formed in 2011.
3. Collaborative Curriculum Design
3.1 Members and strategies
The co mmunit y o f pract itioners (Wenger 1998) gathered around the object ive of
writing up the curriculum guide included members with different degrees of expertise in
the field. So me were universit y researchers wit h theoretical and practical knowledge o f
teaching English to young learners (TEYL), others were educat ional authorit ies in charge
of organizing this level o f teaching but without experience in TEYL, and others were
direct ly invo lved in schools, teaching children as young as 5. Discussio ns invo lved
learning and sharing o f experiences. Tasks were divided amo ng the members, and
different parts of the guide were drafted by those who felt more co mfortable wit h the topic
under construction. Their suggest ions were then brought to the meet ing and the text was
validated by t he part icipants. During each meet ing, the contributions were shared wit h the
team, which helped to improve and clarify the remaining doubts and make the text more
readable. This dynamics provided, besides the act ive part icipat ion of those invo lved in the
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Guide writ ing process, mo ments of reflection from different standpoints, bringing to the
group representative developments on the concepts inherent to the process of TEYL, and
on the importance of drawing a document that could guide this pedagogical act ivit y.
A calendar of meet ings was established, and, during the meetings, both theoretical and
practical issues were discussed, especially the contents that should be included in each
phase of the early educat ion years and how they could be organized.
One of the groups decisio ns was related to the nature of the document which had to
provide some guidance while leaving some room for flexible adaptations, depending on
the different educational contexts. We opted for a reader-friendly document, written in
Portuguese, with 45 pages. A versio n of the guide is available at www.uel. br/eventos/epic.
The groups understanding of the curriculum was that an organizing document could be
helpful in indicating the syllabus sequence for each year of study, avo iding un-justified
repetit ion, and thus preventing students who had already studied English in the init ia l
years of schooling fro m being bored. However, the pro ject participants were also aware
that the suggested syllabus would have to be re-contextualized in specific schools, since
there was great diversit y in t he curricula across the school system. More importantly, it
would have to make sense to the school teachers.
3.2 The Curriculum Guide
The Curriculum Guide is organized into 7 sections. The introduction gives an
overview of the reasons for creating the document and the process invo lved in its
development.
The second section, entit led The learning of a foreign language by children, makes
reference to the main o fficial documents for the teaching of foreign languages in Brazil,
fro m grade 5 onwards, with the object ive o f contextualizing the proposal wit hin the
exist ing guidelines for teaching children at the referred school levels.
The document was written taking into consideration that English language teaching
must be based on theoretical-methodological guidelines which define objectives,
pedagogic procedures and the desired learning outcomes. Vygotskys (1987) sociocultural
approach was adopted as the guiding theoretical framework, fo llowing the understanding
that human development occurs through an interaction between the individual and the
environment, the physical and social world in addit ion to cultural and interpersonal
dimensio ns. Therefore, it was reco mmended that TEYL should invo lve the learner in a
context rich in experiences in the foreign language, in which the teacher tries to create lots
of opportunit ies for the use o f language in the schools everyday act ivit ies, respect ing the
learners individual differences and offering a fun environment. This visio n is connected
to sociocultural theories of human development and ant icipates that learning mediat ion
must make use of several cultural products that carry the target language, including
maps, games, songs, rhymes, drawings, electronic games, among others, making possible
the continuous appropriat ion o f the language contained in these tools. Such activit ies
invo lve the interrelat ion between transmissio n, negotiat ion and transformat ion, during
which the teacher acts as mediator and students start increasing their responsibilit y and
autonomy gradually. From this perspective, learning can be evidenced by the part icipat ion
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of learners in the act ivit ies and not necessarily in their capacit y to reproduce contents
immediately.
In the third and fourth sections, the main goals for the teaching of English to children,
especially in the kindergarten and in the early years of schooling are presented. It was
decided to make explicit the principles that guided our select ion of contents and approach,
detailing each of them wit h examples.
Principle 1: Playful learning
Fun act ivit ies such as playing wit h other children, playing games, singing songs,
listening to stories, drawing, for instance, are commo n in the childrens universe and they
foster childrens part icipat ion in the English teaching and learning process and their
development as foreign language speakers.
Principle 2: Meaningful learning
Significant learning refers to the way new info rmat ion integrates with what the learner
already knows and makes sense to their realit y. For example, the contents to be explored
in the English classes could be adapted taking into account the students previous
knowledge. In this way, the child would learn by do ing. The child can, for instance,
produce a birthday card and give it to a friend or prepare a shopping list with items he or
she will use to prepare a meal.
As it is understood that every single mo ment is a unique opportunit y to make the
learning process closer to the childs realit y. In that sense, the teacher can use daily
situations to teach the language: if the pupil co mes and asks the teacher to tie his/her shoes
using the mother tongue, the teacher can, while t ying the childs shoes, repeat the sentence
in English. The same example applies to when the child asks for water or to go to the
toilet.
Principle 3: Spiral syllabi
A spiral curriculum organizat ion allows the retaking and expansio n of contents in
different learning stages. The content explored in one class can beco me a pathway to
deeper knowledge. The teacher can use the classroom routine to teach new contents and
expand them in a progressive manner. A good example of such principle would be
exploring the weather wit h the pupils: in every single class, this theme can be selected and
new elements can be introduced. The teacher can, in one class, show the children how to
say the weather is sunny, the next class the teacher asks the same quest ion What is the
weather like today? but show them a picture of a cloudy day. By giving them different
examples of weather the children master different ways of describing the it what can help
them to review and apply the content in a non-linear way.
Principle 4: Whole language experience
To develop as a foreign language user, the student must interact with the language in
its totalit y and not only with iso lated words and grammar structures. This principle
promotes the usage o f chunks o f language without being explicit ly taught. The object ive is
to place the children in situat ions in which they can be in contact with the language wit hin
real contexts and, as a consequence, they will beco me familiar not only wit h iso lated
words but with expressio ns and sentences.
Principle 5: Intercultural awareness
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Foreign language learning contributes to the development of the awareness that

language is a cultural practice and promotes a contrast between the learners culture with
other cultures associated to the language being learned. One possible way to explore such
principle would be using stories or fables to have the children reflect upon their own
culture: a plot which brings concepts of good and evil can be used in order to show them
how such ideas differ depending on each culture. It is also important to show the foreign
language learners that different nat ional celebrations are related to a certain culture so the
children can have a way to compare and contrast.
Principle 6: Whole person learning
The learning of a foreign language is part of the childrens integral development and
includes their affective, cognit ive and social development. Instead of seeing the child as
just a language learner, the idea is to create opportunit ies for children to live good
experiences with the foreign language, thus promoting a positive attitude. The tasks should
invo lve emotions, reasoning and social skills.
Principle 7: Interaction
The child develops as an individual by having opportunities to interact in a
foreign/addit io nal language. Language learning is a social experience and the children
have to be requested to engage wit h other classmates (pair work, group work, whole class
activit ies). Tasks like treasure hunt and playground games can foster this kind of
interact ion.
Principle 8: Interdisciplinarity
Normally, the English language teacher works separately fro m the class teacher. It is
important to promote the integration o f the language learning with other school subjects
and the contents can be planned according to themes or projects. The children can, for
instance, learn the numbers and make calculat ions in conjunct ion wit h the math tasks
assigned by the class teacher. Or learn the vocabulary related to the environment, such as
river, forest, woods, park in tandem wit h the notions of geography. It is important to
highlight the fact that teaching a foreign language in an interdisciplinary perspect ive
means thinking about the students' realit y, meeting their needs considering their life
contexts and experiences. It also demands a constant quest ioning by the teacher
concerning what contents should be taught and why. It is also desirable to consider what
are the relat ionships and the contributions o f the contents being taught in different
disciplines that can to be addressed in an integrated way. By using since a story-based
class the teacher can bring the personal context of the students to a more ease, interesting
and meaningful learning.
Section 5 o f the Guide presents so me methodological procedures and the sixt h sect ion
deals with the importance of the learning process evaluat ion. It is suggested that feedback
to the families can be given by using a portfo lio. In the last sect ion of the curriculu m
guide, a syllabus according to the following expected learning outcomes has been
suggested:
Table 1: Expected learning outcomes
STUDENTS EXPECTED OUTCOMES FOR EACH LEARNING PHASE

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35
years o f age
6- 7
years o f age
8- 9
years o f age
9- 10
years o f age
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React to simple co mmands, both physically and orally; respond to

Yes/No questions;
use vocabulary and expressions in English in
classroom situations; understand and
re-tell short stories and songs
with the help of images, sounds and phys ical mo vements.
Use structures of the English language in classroom situat ions;
be able to use chunks of language; start to recognize written graphic
forms to develop written comprehensio n, in a non-evaluat ive and
mandatory form; be able to discriminate language phonemes/sounds such
as green X gray; hat X head; red X head etc.
Use the English language for oral production and, in a smaller scale, for
written production; abstract the general meaning of exercise instructions,
songs, classroom language and short texts; be able to work
autonomously.
Practice oral skills wit h greater degree of complexity/difficult y; read and
write short texts with themes related to daily act ivit ies.
4. The Guide and its validation

One of the essent ial characterist ics of the Guide construction process was the
collaborative effort in which participants could contribute wit h their area o f expert ise and
professio nal experience. According to Mainardes (2011), when left out of the discussion
process, teachers and professio nals invo lved in Teaching Practice may consider documents
such as curriculum guides irrelevant, especially if they disagree wit h the theoretica l
principles underlying the curriculum proposals or do not feel confident in implementing
them. For this reason, it was decided to submit a preliminary versio n o f the Guide during
the 1st. Meet ing o f Teachers of English to Young Learners, with the participat ion o f
teachers and professio nals fro m Londrina and other regions of the states of Paran and
Mato Grosso.
The main object ive of the meeting was to promote a discussion about the Guide. To
do so, each participant received, in advance, a version of the document via email. During
the meet ing, participants were allocated in groups with a moderator and a rapporteur who
brought the co mments to a plenary. Based on a quest ionnaire also prepared by t he
communit y o f practit ioners who proposed the Guide, the participants opinio ns about that
document were collected. The guiding quest ions were:
1. Does the guide provide support to the teacher in reorganizing his/her work?
2. Does the guide help wit h the implementation of English teaching in his/her realit y?
3. Does the guide lead teachers to reflect on their classroom work?
4. Does the guide allow for the establishment of relat ionships with practice?
5. Is there coherence between the theoretical and methodological principles?
6. Would the contents table help with the organizatio n of the teachers work?
7. Is the organizat ion by year in accordance with the childrens age level?
8. In your opinio n, are contents significant and adequate to the indicated age level?
9. In your opinio n, does the document fail to address anything important?
10. Would you exclude anyt hing fro m any section of the document?
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11. Is the language in the document clear?

12. Do you think you would need special training to be able to work with the line
proposed by the document?
Overall, pro fessors and other participants of the meet ing reported that the Guide
would contribute a lot to TEYL. The main po int raised by them was that the Guide would
be helpful especially to teachers with little or no experience. In addit io n, they emphasized
that the Guide would improve and strengthen the work of teachers in the context of
implement ing English teaching to children and that such a document could provide
support to their pedagogical pract ice.
As for the proposed syllabus, part icipants said that it could lead to a more harmo nious
work among teachers, guaranteeing that all students would go through the same teaching
process. On the other hand, they also pointed out that it would be important to allow
flexibilit y in its implementation, giving the diversit y o f the English language o ffer in t he
region. In relat ion to the need to prepare teachers to work with the proposed document,
participants highlighted the importance o f o ffering in-service training to help them
develop a deeper understanding of the theoretical assumptions presented in the Guide.
They also suggested the desirabilit y o f having a network of teachers working in this field
in order to share experience, methodologies and teaching materials.
Another area the teachers felt lacking in their expert ise was the improvement of
language skills. Therefore, they suggested the Guide included informat ion about the ideal
professio nal profile needed, i.e., which linguist ic skills, theoretical, methodological and
cultural knowledge would be required in order to have successful TEYL.
5. Conclusion
The relat ionship between local and glo bal in TEFL can be exemplified by the
experience reported in this paper about the collective construction of a curriculum guide
for TEYL. Fo llowing the international trend towards increasing inclusion of English at
early stages o f schooling, the researchers experience in Brazil has shown that this kind of
pressure has been forcing teachers to make decisio ns about the curriculum. The pro ject
reported in this paper exemplifies the attempt to create a bottom-up process, by allowing
school teachers to have a say in the writ ing up of a document together with the educat ional
authorities.
The final curriculum guide incorporates practit ioners vo ices and subscribes to a
sociocultural view of learning. The purpose of TEYL in the researchers context is to
provide learners wit h meaningful language practices, thus allo wing them to develop as
who le human beings. Rather than just conforming to the job market requirements for
language proficiency, the aim o f this study is to inst il posit ive attitudes towards English
and help make the transit ion fro m primary to secondary school levels.
About the Authors:
1) Telma Gimenez is an Associate Professor at the State Universit y o f Londrina, Brazil.
She ho lds a PhD from Lancaster Universit y and develops research in the fields o f
communit ies o f pract ice, English as a lingua franca and teacher educat ion. She is also
invo lved in supervis ing undergraduate students in their teaching practicum and carries
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out projects with state schools. She is currently t he Head o f the Foreign Languages
Department.
2) Juliana Reichert Assuno Tonelli is a Professor at the State Universit y o f Londrina,
in Brazil and has been researching about teaching English as a foreign language to
young learners for almost 15 years. She has published widely in the areas of language
teacher education, teaching English to children and teaching English to children wit h
special educat ional needs.
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Works Cited:
Enever, J. (ed.). 2011.ELLIE - Early Language Learning in Europe. London: The Brit ish
Council.
Garton, S.; Copland, F.; Burns, A. (eds.). 2011. Investigating global practices in teaching
English to Young learners. ELT Research Papers, 11-1. London: The Brit ish
Council, 2011.
Gimenez, T.; Tanaca, J.; Peres, R.; Oliveira, A.V. Forthcoming. The introduction of
English language learning at the early stages of schooling: the experience of
Londrina Global.
Graddol, D. 2006. English Next. London: The Brit ish Council.
Mainardes, J. 2011. A organizao da escolaridade em ciclos e as polticas de currculo.
Available at http://www.scielo. br/pdf/es/v27n94/a03v27n94.pdf (accessed 11
August 2013).
Ramos, S. M. and Tonelli, J.R.A. (eds.). 2008. Londrina Global. Londrina: Secretaria
Municipal de Educao. Mimeo.
Tonelli, J. R. A. and Cristovo, V.L.L. 2010. O papel dos cursos de Letras na formao
de professores de ingls para crianas. Available at
http://revistas.unisinos. br/index.php/calidoscopio/article/view/159/15 (accessed
20 August 2013).
Vygotsky, L. S. 1998. A Formao Social da Mente. So Paulo: Martins Fontes.
Wenger, E. 1998. Communities of practice learning, meaning, and identity. Cambridge:
Cambridge Universit y Press.
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Table of Contents
Sr.
No
Paper Title / Author(s) / Country
Pages
1
2
Editorial
A Crit ical Study of Iranian EFL Environment
-Arezoo Molavi Vardanjani, Iran
Adaptable Analyt ical Vistas Illumine a Touchstone: Langston Hughes
as Minor Author/Poet
-Mzenga A. Wanyama, USA
An Explorat ion of English Language Teaching Pedagogy in
Secondary Yemeni Educat ion: A Case Study
-Yehia Ahmed Y. Al-Sohbani, Yemen
Applied ELT: A Paradigm Just ifying Co mplex Adaptive System of
Language Teaching?
-Masoud Mahmoodzadeh, Iran
Brit ishness and Co mmunit y Cohesio n in Muslim News Online
-Hassen ZRIBA, Tunisia
Building an EFL Curriculum for Young Learners: A Brazilian
experience
-Telma Gimenez & Juliana Reichert Assuno Tonelli, Brazil
Communicat ion Strategies between Chinese Employers and their
Basotho Emplo yees
-Ko lobe Mabo leba, Lesotho
Cross-cultural Co mparison of Non-native Speakers' Refusal Strategies
in English
-Mehmet ASMALI, Turkey
Cross-Linguist ic Influence in Third Language Acquisit io n:
Acquis it ion of syntactic structures by students Bilingual in PersianAzerbaijani, Persian-Armenia, and Persian-Gilaki
-Farzaneh Khodabandeh, Iran
Invest igat ing the Difficult ies and Problems Faced by the English
Language Students of Al Quds Open Universit y in Legal Translation
Process
-Ahmed Maher Mahmoud Al-Nakhalah, Palestine
Teaching English Accept ing Mult iple Intelligence Types through Arts
Ivana CIMERMANOV, Slovakia
The Poet as Translator: The Poetic Vision of John Betjeman
-Wisam Khalid Abdul Jabbar, Canada
The Socio linguist ic Status of Islamic English: A Register Approach
-Zaidan Ali Jassem, Kingdom of Saudi Arabia
Tragic Richness in the Major Novels of Tho mas Hardy
-V. Sudhakar Naidu, Libya
03
04- 19
6
7
10
11
12
13
14
15
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20- 39
40- 55
56- 71
72- 87
88- 97
98- 105
106- 128
129- 156
157- 175
176- 183
184- 194
195- 205
206- 216

Building An EFL Curriculum For Young Learners-A Brazilian Experience

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Building An EFL Curriculum For Young Learners-A Brazilian Experience

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International Journal of English Language & Translation Studies

International Journal of English Language and Translation Studies

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International Journal of English Language & Translation Studies