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This paper focuses on the development of an empirical study over the Comfort Zone (2004; 2006; 2018), shedding light on the role played by emotions in empowering learners to confidently interact in English classes at a public university in Rio de Janeiro, in Brazil. The theoretical framework was based on the concept of the Comfort Zone (2004; 2006; 2018); and that of emotions (ARAGÃO, 2004; 2011; BARCELOS, 2018; MATURANA, 2002; ZEMBYLAS 2004; 2018). This qualitative and interpretive study (DENZIN; LINCOLN, 2006; LINCOLN; GUBA, 2006) used an individual questionnaire, field observations, individual participants' reports of observation of classes and peers' performance, individual exploratory conversations and an ethnographic group interview (ERICKSON, 1986) for debriefing, and a final individual diary of participants as tools for data collection. Results display a range of emotions impacting learners' performance in interaction. [ABSTRACT FROM AUTHOR]

this paper discusses some of the assumptions behind the use of the terms international, global, foreign, additional language and língua franca when referring to English. Such terminology is approached from the angle of the pedagogical praxis surrounding teaching-learning English in Brazilian public schools (GIMENEZ, CALVO & EL KADRI, 2011), based on Derrida's and Foucault's thoughts on text and discourse, taken here as our focal point when analyzing such terminology for English language teaching. The connotations attributed to English are analyzed in their occurrence in language policy documents, international academic journals and abstracts of papers presented at a Brazilian teacher's education conference; the uses of the terms are contrasted with English as a foreign language (EFL), as has been traditionally used in Brazil. [ABSTRACT FROM AUTHOR]