WHY DON'T BRAZILIAN PEOPLE SPEAK ENGLISH?
Brazil is a huge country, a cultural reference if we talk about miscegenation, different accents, linguistic expressions and mixture with other languages depending on the region. It has a strong historical influence and, with that, the linguistic variations of Portuguese followed it.
However, we can unfortunately say that this is not an aspect that remains when we speak of the English language. Brazil has, in statistics, only 5% of its total population able to communicate in English, either fluently or for simple conversation. The country with the largest economy in Latin America has one of the lowest levels of communication in English in the world. In the Latin region, the same loses to Uruguay, Chile, Ecuador, Dominican Republic, Cuba, Mexico and Argentina.
Even though a large part of current education is geared towards the digital model and 25% of internet communication is in English, this fact has not helped in language learning, especially when we refer to teenagers and young people.
Foreign language teaching in public and private schools is not seen as an intensive work of training and encouragement, the subject is followed by a vague curriculum on writing and translation, where dialogue is not proposed. Consequently, education becomes of an extremely questionable quality, since its students are not able to have the basic knowledge of the Brazilian teaching plan, which makes up the traditional Portuguese language and mathematics. It is estimated that only 4% of high school students, for example, finish their periods at school with satisfactory report cards.
Foreign language teaching in public and private schools is not seen as an intensive work of training and encouragement, the subject is followed by a vague curriculum on writing and translation, where dialogue is not proposed. Consequently, education becomes of an extremely questionable quality, since its students are not able to have the basic knowledge of the Brazilian teaching plan, which makes up the traditional Portuguese language and mathematics. It is estimated that only 4% of high school students, for example, finish their periods at school with satisfactory report cards.
Another indispensable point is the large contingent of Brazilians with some degree of functional illiteracy or total illiteracy, around 11 million illiterates in the country and 20% of the Brazilian population aged 14 to 29 years with some degree of functional illiteracy, a percentage equivalent to 50 million of Brazilians.
All these estimates result directly from the lack of productivity within the classroom and as we can see the seriousness of the problem, students are not concerned with their own individual understanding of knowledge, as their concerns are entirely focused on the numbers that will emerge in their report cards, they don't have the interest that the act of learning a language requires. This lack of adaptation can also be easily linked to the lack of encouragement for communication present in the education system, everything is geared towards the use of grammar and there is no active method to support conversation.
Unlike what we thought, this system extends to university education, the preparation of a language professional is done in half, it will not improve communication, which in itself would be essential to consider yourself a teacher. As a result, they will not know how to emanate their content in an assertive, explanatory or practical way, this blockage can generate frustration not only in those who are teaching but also in their students, since no one dominates a subject with the exclusion of communication. This complexity generates unqualified professionals, which generates disinterested students and a stuck and unsuccessful planning.
