CLIL, BNCC, AND MOTIVATION: PERSPECTIVES FOR ENGLISH LANGUAGE TEACHING IN HIGH SCHOOL

Abstract

This article aims to analyze the current situation of additional language teaching in Brazilian public high schools, with an emphasis on the English language. The study examines current educational policies in Brazil, particularly the National Common Curriculum Base (BNCC) and the Curriculum Guidelines for High School Education (OCEMs), and their implications for language teaching. Based on this analysis, the article discusses the CLIL approach (Content and Language Integrated Learning) as an effective methodology for increasing students’ motivation by integrating the teaching of disciplinary content with the learning of a foreign language. The effectiveness of CLIL was investigated through an experience carried out at the Federal Institute of Espírito Santo (IFES), Montanha campusFederal Institute of Espírito Santo (IFES), Montanha campus, where students participated in geography and cultural studies classes taught in English. The research conducted in this context will be discussed on the basis of the data collected. The theoretical foundations that support this study include Leffa’s (2011) analyses of beliefs in additional language teaching in public schools, as well as Garcia’s (2009) contributions on Bilingual Education, Dörnyei’s (2001) work on motivation in language teaching, and Moita Lopes’s (1996) sociocultural perspectives on language teaching, among others. These discussions reveal the positive impact of CLIL on students’ motivation, aligning with the principles of the BNCC and the OCEMs.