The academic discourse of English teachers from a dialogical perspective
Autor(a) principal: | |
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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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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 |
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application/pdf |
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SciELO Preprints SciELO Preprints SciELO Preprints |
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SciELO Preprints SciELO Preprints SciELO Preprints |
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SciELO Preprints |
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SciELO Preprints |
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SciELO Preprints - SciELO |
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scielo.submission@scielo.org |
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1797047829831614464 |