Teaching languages via genres: possible theoretical and methodological approaches

• Autor(a) principal: Piconi, Larissa Bassi
• Data de Publicação: 2013
• Outros Autores: Valk, Claudia Christian Silva, Registro, Eliane Segati Rios
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Entretextos
• Texto Completo: https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/11167
• topic: Language Teaching; Teaching Genre; Sociodiscursive Interactionism; Critical Discourse Analysis; Ensino de Gêneros; Interacionismo Sócio-Discursivo; Análise Crítica do Discurso; Ensino de Línguas

Currently, working with genres has been shown as a great tool for the development of language in its relation to the discursive practices socially, culturally and historically situated. Thus, the appropriation of genres means to teach language taking into account the context in which it is inserted. This paper aims to present the Socio-Discursive Interactionism (ISD) and Critical Discourse Analysis (CDA) as two possible approaches for teaching by means of genres, tracing their similarities and differences. Theoretical work developed by Bronckart (2009, 2010), Schneuwly (2004), Machado (2005), Christopher et al (2010) and Lousada (2012) is evoked in order to treat the genre through the prism of the ISD. From the perspective of ACD, this work calls for the theoretical literature as Fairclough (1992), Meurer (2005) and Motta-Roth (2008a, 2008b). In light of these, this work elucidates history, the theoretical and methodological proposal of the approaches discussed, and finally raise their relevance for the language teaching area.