Conceptions of future teachers about language teaching in childhood

In this article our we aim is to analyze the conceptions of future teachers about teaching foreign languages to children. In order to achieve the goal, we conducted a qualitative field research. Data collection occurred by means of an online questionnaire, which was answered by 31 students in their last year of the undergraduate Language course (Portuguese/English) from a public university in the north of the State of Parana. The analyses indicate that, overall, the participants believe that the language teaching differs according to the student's age and emphasized that younger children learn faster. Furthermore, the undergraduate students argue that the language teaching should start in childhood because in their view it is better for learning and advantageous for the young learners' future. Therefore, we realized that myths about language teaching to children are still present in their conceptions, showing the importance of revisiting them and building other meanings concerning such teaching activity throughout the undergraduate courses, as well as it is necessary to provide more reflections on language education in childhood.