The contextualization cues processing by Haitian students in the context of Brazilian Portuguese teaching as host language

Detalhes bibliográficos
Autor(a) principal: Albuquerque, Rodrigo
Data de Publicação: 2018
Outros Autores: Silva, Ana Quésia de Sousa
Tipo de documento: Artigo
Idioma: por
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: https://doi.org/10.21814/diacritica.65
Resumo: Intercultural contact offers great probability for interactional misalignments, affecting the mutual understanding of the interlocutors, due to the different sociocultural contexts in which the subjects are inserted. Because of this scenario, our study aims to investigate which contextualization cues are processed by Haitian learners of Brazilian Portuguese as host language in contact with the native teacher. Therefore, our study, in the context of interactional sociolinguistics, brings together a discussion about contextualization cues (as Gumperz 1982a; Albuquerque 2009, 2017) focused on a new socio-educational context claimed by the host language agenda (as Cabete 2010; Grosso 2010). As methodological procedures, we performed field notes, under ethnographic recommendations, registering the interaction between Patrícia (Brazilian teacher) and her Haitian students (João and Natália). Interactive excerpts revealed in general that Natália did not process adequately non-linguisticcues that referred to the term Brasil, but, like João, she processed the linguistic and non-linguistic signs concerning the understanding of the expressionTiradentes. Finally, we emphasize that the classroom becomes a space for the host according as offers to social actors the possibility of co-construction of meanings.
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spelling The contextualization cues processing by Haitian students in the context of Brazilian Portuguese teaching as host languageO processamento de pistas de contextualização por estudantes haitianos no contexto de ensino do português brasileiro como língua de acolhimentocontextualization cuesconversational inferenceteaching of Brazilian Portuguese as a host languageintercultural contactpistas de contextualizaçãoinferência conversacionalensino de português brasileiro como língua de acolhimentocontato interculturalIntercultural contact offers great probability for interactional misalignments, affecting the mutual understanding of the interlocutors, due to the different sociocultural contexts in which the subjects are inserted. Because of this scenario, our study aims to investigate which contextualization cues are processed by Haitian learners of Brazilian Portuguese as host language in contact with the native teacher. Therefore, our study, in the context of interactional sociolinguistics, brings together a discussion about contextualization cues (as Gumperz 1982a; Albuquerque 2009, 2017) focused on a new socio-educational context claimed by the host language agenda (as Cabete 2010; Grosso 2010). As methodological procedures, we performed field notes, under ethnographic recommendations, registering the interaction between Patrícia (Brazilian teacher) and her Haitian students (João and Natália). Interactive excerpts revealed in general that Natália did not process adequately non-linguisticcues that referred to the term Brasil, but, like João, she processed the linguistic and non-linguistic signs concerning the understanding of the expressionTiradentes. Finally, we emphasize that the classroom becomes a space for the host according as offers to social actors the possibility of co-construction of meanings.O contato intercultural oferece grande probabilidade para desalinhamentos interacionais, afetando o mútuo entendimento dos interlocutores, em razão dos distintos enquadres socioculturais nos quais os sujeitos se inserem. Em virtude desse cenário,nosso estudo visa a investigar que pistas de contextualização são processadas por aprendizes haitianos de português brasileiro como língua de acolhimento em contato com a professora nativa. Para tanto, enquadramo-nos na sociolinguística interacional, por congregar uma discussão em torno das pistas de contextualização (cf. Gumperz 1982a; Albuquerque 2009, 2017) voltada para um novo contexto socioeducativo reivindicado pela agenda da língua deacolhimento (cf. Grosso 2010; Cabete 2010). Como procedimentos metodológicos, realizamos notas de campo, sob recomendações etnográficas, registrando a interação entre Patrícia (professora brasileira) e seus estudantes haitianos (João e Natália). Os excertos interacionais revelaram, demodo geral, que Natália não processou adequadamente as pistas de ordem não linguística que faziam referência ao termo Brasil, porém, assim como João, processouos sinais linguísticos e não linguísticos concernentes ao entendimento da expressão Tiradentes. Salientamos, por fim, que a sala de aula se torna plenamente um espaço de acolhimento, na medida em que oferece aos atores sociais a possibilidade deconstrução conjunta de sentidos.CEHUM2018-11-28info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.21814/diacritica.65https://doi.org/10.21814/diacritica.65Diacrítica; Vol. 32 N.º 1 (2018): Argumentação e Discursos; 133-158Diacrítica; Vol. 32 No. 1 (2018): Argumentation and Discourse; 133-1582183-91740870-896710.21814/diacritica.32.1reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://revistas.uminho.pt/index.php/diacritica/article/view/5023https://revistas.uminho.pt/index.php/diacritica/article/view/5023/5499Direitos de Autor (c) 2023 Rodrigo Albuquerque, Ana Quésia de Sousa Silvainfo:eu-repo/semantics/openAccessAlbuquerque, RodrigoSilva, Ana Quésia de Sousa2023-07-28T07:47:50Zoai:journals.uminho.pt:article/5023Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T18:34:39.530392Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv The contextualization cues processing by Haitian students in the context of Brazilian Portuguese teaching as host language
O processamento de pistas de contextualização por estudantes haitianos no contexto de ensino do português brasileiro como língua de acolhimento
title The contextualization cues processing by Haitian students in the context of Brazilian Portuguese teaching as host language
spellingShingle The contextualization cues processing by Haitian students in the context of Brazilian Portuguese teaching as host language
Albuquerque, Rodrigo
contextualization cues
conversational inference
teaching of Brazilian Portuguese as a host language
intercultural contact
pistas de contextualização
inferência conversacional
ensino de português brasileiro como língua de acolhimento
contato intercultural
title_short The contextualization cues processing by Haitian students in the context of Brazilian Portuguese teaching as host language
title_full The contextualization cues processing by Haitian students in the context of Brazilian Portuguese teaching as host language
title_fullStr The contextualization cues processing by Haitian students in the context of Brazilian Portuguese teaching as host language
title_full_unstemmed The contextualization cues processing by Haitian students in the context of Brazilian Portuguese teaching as host language
title_sort The contextualization cues processing by Haitian students in the context of Brazilian Portuguese teaching as host language
author Albuquerque, Rodrigo
author_facet Albuquerque, Rodrigo
Silva, Ana Quésia de Sousa
author_role author
author2 Silva, Ana Quésia de Sousa
author2_role author
dc.contributor.author.fl_str_mv Albuquerque, Rodrigo
Silva, Ana Quésia de Sousa
dc.subject.por.fl_str_mv contextualization cues
conversational inference
teaching of Brazilian Portuguese as a host language
intercultural contact
pistas de contextualização
inferência conversacional
ensino de português brasileiro como língua de acolhimento
contato intercultural
topic contextualization cues
conversational inference
teaching of Brazilian Portuguese as a host language
intercultural contact
pistas de contextualização
inferência conversacional
ensino de português brasileiro como língua de acolhimento
contato intercultural
description Intercultural contact offers great probability for interactional misalignments, affecting the mutual understanding of the interlocutors, due to the different sociocultural contexts in which the subjects are inserted. Because of this scenario, our study aims to investigate which contextualization cues are processed by Haitian learners of Brazilian Portuguese as host language in contact with the native teacher. Therefore, our study, in the context of interactional sociolinguistics, brings together a discussion about contextualization cues (as Gumperz 1982a; Albuquerque 2009, 2017) focused on a new socio-educational context claimed by the host language agenda (as Cabete 2010; Grosso 2010). As methodological procedures, we performed field notes, under ethnographic recommendations, registering the interaction between Patrícia (Brazilian teacher) and her Haitian students (João and Natália). Interactive excerpts revealed in general that Natália did not process adequately non-linguisticcues that referred to the term Brasil, but, like João, she processed the linguistic and non-linguistic signs concerning the understanding of the expressionTiradentes. Finally, we emphasize that the classroom becomes a space for the host according as offers to social actors the possibility of co-construction of meanings.
publishDate 2018
dc.date.none.fl_str_mv 2018-11-28
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://doi.org/10.21814/diacritica.65
https://doi.org/10.21814/diacritica.65
url https://doi.org/10.21814/diacritica.65
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uminho.pt/index.php/diacritica/article/view/5023
https://revistas.uminho.pt/index.php/diacritica/article/view/5023/5499
dc.rights.driver.fl_str_mv Direitos de Autor (c) 2023 Rodrigo Albuquerque, Ana Quésia de Sousa Silva
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos de Autor (c) 2023 Rodrigo Albuquerque, Ana Quésia de Sousa Silva
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv CEHUM
publisher.none.fl_str_mv CEHUM
dc.source.none.fl_str_mv Diacrítica; Vol. 32 N.º 1 (2018): Argumentação e Discursos; 133-158
Diacrítica; Vol. 32 No. 1 (2018): Argumentation and Discourse; 133-158
2183-9174
0870-8967
10.21814/diacritica.32.1
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instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron_str RCAAP
institution RCAAP
reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
collection Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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