The academic discourse of English teachers from a dialogical perspective

Detalhes bibliográficos
Autor(a) principal: Lima, Samuel de Carvalho
Data de Publicação: 2022
Tipo de documento: preprint
Idioma: por
Título da fonte: SciELO Preprints
Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/4659
Resumo: The aim of this paper is to discuss the constitution of the academic discourse of the English teacher in successful experiences in language teaching. To that end I adopt the dialogical perspective of language to explore 12 abstracts of oral presentations published in the program of the III International Seminar of the Brazilian Association of English Language Teachers in the Federal Network of Basic, Technical and Technological Education (ABRALITEC) in 2020. The abstracts are seen as utterances imbued with the official discourse on English teaching in Brazil and with the theoretical discourse mobilized to carry out research. Results show that in theoretical discourse double-voicing is realized through the nomenclature of concepts and the citation of authors to support pedagogical, methodological, and language theories. In official discourse double-voicing takes place when a specific lexicon is used, or language education policies are mentioned with the purpose of complementing or transgressing them.
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spelling The academic discourse of English teachers from a dialogical perspectiveO discurso acadêmico do professor de inglês em perspectiva dialógicadiscurso acadêmicoensino de língua inglesaexperiências exitosasanálise dialógica do discursoacademic discourseEnglish teachingsuccessful experiencesdialogical discourse analysisThe aim of this paper is to discuss the constitution of the academic discourse of the English teacher in successful experiences in language teaching. To that end I adopt the dialogical perspective of language to explore 12 abstracts of oral presentations published in the program of the III International Seminar of the Brazilian Association of English Language Teachers in the Federal Network of Basic, Technical and Technological Education (ABRALITEC) in 2020. The abstracts are seen as utterances imbued with the official discourse on English teaching in Brazil and with the theoretical discourse mobilized to carry out research. Results show that in theoretical discourse double-voicing is realized through the nomenclature of concepts and the citation of authors to support pedagogical, methodological, and language theories. In official discourse double-voicing takes place when a specific lexicon is used, or language education policies are mentioned with the purpose of complementing or transgressing them.O objetivo deste artigo é discutir a constituição do discurso acadêmico do professor de inglês sobre experiências exitosas no ensino da língua. Para isso, filio-me à Linguística Aplicada e adoto a perspectiva dialógica da linguagem para explorar 12 resumos de comunicações publicados no caderno de resumos do III Seminário Internacional da Associação Brasileira de Professores de Língua Inglesa na Rede Federal de Ensino Básico, Técnico e Tecnológico (ABRALITEC) em 2020. Os resumos são tomados como enunciados imbuídos do discurso oficial sobre o ensino de inglês no Brasil e do discurso teórico mobilizado para a realização da investigação no campo da atividade científica. A análise dialógica do corpus elucidou que o discurso acadêmico do professor de inglês se bivocaliza com o discurso teórico por meio da nomenclatura de conceitos e da citação a autores para fundamentar teorias pedagógica, metodológica e de linguagem, ao passo que se bivocaliza com o discurso oficial por meio da inserção de léxico específico ou da menção à política de educação linguística para complementá-la ou transgredi-la.SciELO PreprintsSciELO PreprintsSciELO Preprints2022-08-25info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/465910.1590/1678-460x202255200porhttps://preprints.scielo.org/index.php/scielo/article/view/4659/8968Copyright (c) 2022 Samuel de Carvalho Limahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessLima, Samuel de Carvalhoreponame:SciELO Preprintsinstname:SciELOinstacron:SCI2022-08-24T23:43:25Zoai:ops.preprints.scielo.org:preprint/4659Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2022-08-24T23:43:25SciELO Preprints - SciELOfalse
dc.title.none.fl_str_mv The academic discourse of English teachers from a dialogical perspective
O discurso acadêmico do professor de inglês em perspectiva dialógica
title The academic discourse of English teachers from a dialogical perspective
spellingShingle The academic discourse of English teachers from a dialogical perspective
Lima, Samuel de Carvalho
discurso acadêmico
ensino de língua inglesa
experiências exitosas
análise dialógica do discurso
academic discourse
English teaching
successful experiences
dialogical discourse analysis
title_short The academic discourse of English teachers from a dialogical perspective
title_full The academic discourse of English teachers from a dialogical perspective
title_fullStr The academic discourse of English teachers from a dialogical perspective
title_full_unstemmed The academic discourse of English teachers from a dialogical perspective
title_sort The academic discourse of English teachers from a dialogical perspective
author Lima, Samuel de Carvalho
author_facet Lima, Samuel de Carvalho
author_role author
dc.contributor.author.fl_str_mv Lima, Samuel de Carvalho
dc.subject.por.fl_str_mv discurso acadêmico
ensino de língua inglesa
experiências exitosas
análise dialógica do discurso
academic discourse
English teaching
successful experiences
dialogical discourse analysis
topic discurso acadêmico
ensino de língua inglesa
experiências exitosas
análise dialógica do discurso
academic discourse
English teaching
successful experiences
dialogical discourse analysis
description The aim of this paper is to discuss the constitution of the academic discourse of the English teacher in successful experiences in language teaching. To that end I adopt the dialogical perspective of language to explore 12 abstracts of oral presentations published in the program of the III International Seminar of the Brazilian Association of English Language Teachers in the Federal Network of Basic, Technical and Technological Education (ABRALITEC) in 2020. The abstracts are seen as utterances imbued with the official discourse on English teaching in Brazil and with the theoretical discourse mobilized to carry out research. Results show that in theoretical discourse double-voicing is realized through the nomenclature of concepts and the citation of authors to support pedagogical, methodological, and language theories. In official discourse double-voicing takes place when a specific lexicon is used, or language education policies are mentioned with the purpose of complementing or transgressing them.
publishDate 2022
dc.date.none.fl_str_mv 2022-08-25
dc.type.driver.fl_str_mv info:eu-repo/semantics/preprint
info:eu-repo/semantics/publishedVersion
format preprint
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://preprints.scielo.org/index.php/scielo/preprint/view/4659
10.1590/1678-460x202255200
url https://preprints.scielo.org/index.php/scielo/preprint/view/4659
identifier_str_mv 10.1590/1678-460x202255200
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://preprints.scielo.org/index.php/scielo/article/view/4659/8968
dc.rights.driver.fl_str_mv Copyright (c) 2022 Samuel de Carvalho Lima
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Samuel de Carvalho Lima
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
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repository.mail.fl_str_mv scielo.submission@scielo.org
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