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The agility of progress in the globalized world, in communications, in technology and in organizational activities demands more and more that people have formal knowledge of other languages. In this context, control of at least secondary level knowledge and other languages, such as the English language, predominant in practically all areas of knowledge and activities, is presented almost as survival need in people’s lives. Although this reality is practically national conscience, official teaching, particularly in Brazil, doesn’t seem to lead a way to suppress that need in a short term. The Law of Basis and Guidelines of National Education (LDBEN) N° 9394, of December 20th, 1996 (BRAZIL, 1996), in Article 24, deals with basic education, in elementary and secondary levels. Topic IV of this article mentions that: [...] classes can be organized, with students of distinct grades, with equivalent levels of knowledge in the subject, for the teaching of foreign languages [...]. As far as is known, however, this still doesn’t seem to be a reality, at least in official establishments, where education is offered by Brazilian state. It is understood that only what is settled on § 5o, of article 26 is followed, in which mentions that: [...] in the diverse part of the curriculum, will be included, necessarily, as of fifth grade, the teaching of at least one modern foreign language, which will be chosen by the scholar community, within the institution’s possibilities. Despite not making explicit which “modern foreign language”, English and French usually prevail in most regions of the country. This prevalence is a sharp expression of the recognition of the importance of the English language. It is convenient to register, however, according to Rossetti et al. (2009), that in regions with strong influence of immigrants (Germans, Italians, Japanese, etc), such as the South and the Southeast, this prevalence is less accentuated.

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