The teaching-learning process of English as a foreign language has been subject of
studies for years. The English language presents a complex spelling system due to its
composition process. In English spelling teaching, it is important to master the norms as
well as use didactic activities based on interdisciplinarity, complexity and explicit
instruction. Thus, this work aims to examine the conceptions and teaching practices
concerning spelling instructions in English classes. We assume orthography is a specific
subject which can be taught in a systematic and reflexive manner, rather than limited to
memorization, since studies suggest reflexive learning (AKAMATSU, 2002; MORAIS,
2003; SILVA; MORAIS; GUIMARÃES; ROAZZI, 2005; STIRLING, 2011). We followed
the qualitative research parameters, which provides contextualized data analysis. We
based our analysis on interdisciplinarity, complexity, explicit instruction and literacy
studies. The data were collected through questionnaire and classes observation. The
English teachers from the third grade of High School at Federal Institute of Maranhao,
Imperatriz Campus participated in this study. We conclude that these teachers know the
English written system, however, the way this subject is being taught is limited, in most
situations, to a mere display of the correct form of the words, practice which does not
foster a reflexive learning. On the other hand, teaching practices subsidized by
interdisciplinarity, complexity and explicit instruction contribute to a conscious and
independent learning. Therefore, we, English teacher, should use this knowledge in
English spelling teaching because it enables effective learning of the subject, as well as
literacy promotion in this language.
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