The dialogical perspective in language teaching

• Autor(a) principal: Santos, Andre Cordeiro dos
• Data de Publicação: 2022
• Outros Autores: Zozzoli, Rita Maria Diniz
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Entretextos
• Texto Completo: https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/46744
• topic: : Dialogic theory; Teaching and learning of language; Theory-practice articulation.; Teoria dialógica; Ensino e aprendizagem de línguas; Articulação teoria-prática

This paper aims to discuss contributions of dialogical theory of language to the understanding of theoretical and practical issues of teaching and learning of languages. Therefore, some of the main concepts of Volchinov (2017) and Bakhtin (1997, 1998, 2010, 2011, 2013, 2016) are examined: dialogue, language, utterance, active responsive understanding, genre, and style. Allied to that, we took a practical experience of teaching English in the context of basic, technical and technological education in order to highlight how these questions are brought to the classroom, passing through the process of construction of sense for utterance in the English language. From that we verified that the theory-practice articulation, broadly contemplated by the quoted theory and defended by Applied Linguistics, is viable to be considered in the general formation, both of students and of teachers. Even in the case of an Other/foreign language, English is evident as a possibility of contributing to the formation of an understanding and an active production for the student from the initial levels and in contexts of public educational institutions.