THE PROFILE OF THE BILINGUAL LITERACY TEACHER: DIFFICULTIES AND STRATEGIES OF LITERACY INSIDE A BILINGUAL SCHOOL IN DF
Bilingual schools. Formation process. Alphabetizing. Literacy. Biliteracy.
Based on concepts of literacy, literacy and biliteracy, the purpose of this paper is to outline the profile of this teacher who works in bilingual schools, specifically in the literacy grades, regarding to their training, adopted strategies, knowledge about literacy methods used in English language schools and other aspects that may prove relevant. The methodological approach is qualitative in the narrative analysis modality, which seeks to give voice to this teacher who has his profile researched, in an attempt to, at the end, identify what were the academic training processes of bilingual English literacy teachers from bilingual schools in the Federal District., map the specific national and international literature in the area and raise the latest theoretical and practical discussions related to the definitions of literacy, bilingualism and biliteracy, with focus on the English language and the training of bilingual English language literacy teachers; and to identify the training processes covered by the bilingual literacy teachers of LI who work in the classroom through their narratives, present with him, the challenges they faced and still face within their training and within their practice. In addition to perhaps fostering some debate about this same training, about the paths taken, curricula studied and improvements that may be necessary.