INSTRUCTION TO THE DOUBLE IN FOREIGN LANGUAGE TEACHER INITIAL EDUCATION: PATHWAYS AND ALTERNATIVES

Detalhes bibliográficos
Autor(a) principal: Freudenberger Martiny, Francieli
Data de Publicação: 2020
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista (Con)Textos Linguísticos (Online)
Texto Completo: https://periodicos.ufes.br/contextoslinguisticos/article/view/31914
Resumo: This text has as its main goal to describe the modifications that take place in the interaction promoted by Instruction to the Double when it is deployed in the context of Foreign Languages teacher initial education. For this purpose, the procedure is presented as it was first designed in the 1970s, followed by a discussion about its (re)interpretations and adjustments promoted by Clinic of Activity. Data was generated by the implementation of a sequence of Instruction to the Double sessions with two teachers in initial education – one of them teaching English and the other one teaching French. The texts generated during the interaction between the researcher/teacher educator and the doubles/teachers in initial education were analyzed following the procedures set by Socio-discursive Interactionism. The context of research about teacher initial education influenced not only the way in which the procedure was managed but also the language activity built by the interlocutors. It seems that the representations about the social roles played by the participants during face to face interaction constitute the main factor leading to modifications.
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spelling INSTRUCTION TO THE DOUBLE IN FOREIGN LANGUAGE TEACHER INITIAL EDUCATION: PATHWAYS AND ALTERNATIVESINSTRUÇÃO AO SÓSIA EM CONTEXTO DE FORMAÇÃO INICIAL DE PROFESSORES DE LÍNGUAS ESTRANGEIRAS: ABERTURA DE CAMINHOS E ALTERNATIVASFormação inicial de professoresLíngua estrangeiraInstrução ao SósiaTeacher initial educationForeign LanguageInstruction to the DoubleThis text has as its main goal to describe the modifications that take place in the interaction promoted by Instruction to the Double when it is deployed in the context of Foreign Languages teacher initial education. For this purpose, the procedure is presented as it was first designed in the 1970s, followed by a discussion about its (re)interpretations and adjustments promoted by Clinic of Activity. Data was generated by the implementation of a sequence of Instruction to the Double sessions with two teachers in initial education – one of them teaching English and the other one teaching French. The texts generated during the interaction between the researcher/teacher educator and the doubles/teachers in initial education were analyzed following the procedures set by Socio-discursive Interactionism. The context of research about teacher initial education influenced not only the way in which the procedure was managed but also the language activity built by the interlocutors. It seems that the representations about the social roles played by the participants during face to face interaction constitute the main factor leading to modifications.O presente artigo tem como principal objetivo descrever as modificações que ocorrem na interação promovida pela Instrução ao Sósia quando utilizada em contexto de formação inicial de professores de línguas estrangeiras. Para tanto, é feita uma apresentação do procedimento, tal como inicialmente proposto, ainda na década de 1970, seguida por uma discussão a respeito de suas (re)interpretações e adaptações promovidas pela Clínica da Atividade. Os dados discutidos neste texto foram gerados a partir da realização de uma sequência de sessões de Instrução ao Sósia com dois professores em formação inicial – a primeira de Língua Inglesa e o segundo de Língua Francesa. A análise dos textos gerados durante a interação entre a pesquisadora/professora formadora e sósias/professores em formação inicial seguiu os procedimentos previstos pelo Interacionismo Sociodiscursivo. O contexto de pesquisa a respeito da formação inicial influenciou não apenas a maneira como o procedimento foi conduzido como também a própria atividade linguageira construída pelos interlocutores. O principal aspecto parece ter sido as representações sobre os papéis sociais assumidos pelos participantes durante a interação face a face.Programa de Pós-Graduação em Linguística da Universidade Federal do Espírito Santo2020-12-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionArtigo avaliado pelos Paresapplication/pdfhttps://periodicos.ufes.br/contextoslinguisticos/article/view/3191410.47456/cl.v14i29.31914Revista (Con)Textos Linguísticos; v. 14 n. 29 (2020): Revista (Con)Textos Linguísticos; 524-542Revista (Con)Textos Linguísticos; Vol. 14 No. 29 (2020): Revista (Con)Textos Linguísticos; 524-5421982-291X2317-347510.47456/cl.v14i29reponame:Revista (Con)Textos Linguísticos (Online)instname:Universidade Federal do Espírito Santo (UFES)instacron:UFESporhttps://periodicos.ufes.br/contextoslinguisticos/article/view/31914/22550Copyright (c) 2020 Revista (Con)Textos Linguísticoshttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessFreudenberger Martiny, Francieli2020-12-30T15:38:24Zoai:periodicos.ufes.br:article/31914Revistahttps://periodicos.ufes.br/contextoslinguisticos/PUBhttps://periodicos.ufes.br/contextoslinguisticos/oai||meirelesalex@gmail.com2317-34751982-291Xopendoar:2020-12-30T15:38:24Revista (Con)Textos Linguísticos (Online) - Universidade Federal do Espírito Santo (UFES)false
dc.title.none.fl_str_mv INSTRUCTION TO THE DOUBLE IN FOREIGN LANGUAGE TEACHER INITIAL EDUCATION: PATHWAYS AND ALTERNATIVES
INSTRUÇÃO AO SÓSIA EM CONTEXTO DE FORMAÇÃO INICIAL DE PROFESSORES DE LÍNGUAS ESTRANGEIRAS: ABERTURA DE CAMINHOS E ALTERNATIVAS
title INSTRUCTION TO THE DOUBLE IN FOREIGN LANGUAGE TEACHER INITIAL EDUCATION: PATHWAYS AND ALTERNATIVES
spellingShingle INSTRUCTION TO THE DOUBLE IN FOREIGN LANGUAGE TEACHER INITIAL EDUCATION: PATHWAYS AND ALTERNATIVES
Freudenberger Martiny, Francieli
Formação inicial de professores
Língua estrangeira
Instrução ao Sósia
Teacher initial education
Foreign Language
Instruction to the Double
title_short INSTRUCTION TO THE DOUBLE IN FOREIGN LANGUAGE TEACHER INITIAL EDUCATION: PATHWAYS AND ALTERNATIVES
title_full INSTRUCTION TO THE DOUBLE IN FOREIGN LANGUAGE TEACHER INITIAL EDUCATION: PATHWAYS AND ALTERNATIVES
title_fullStr INSTRUCTION TO THE DOUBLE IN FOREIGN LANGUAGE TEACHER INITIAL EDUCATION: PATHWAYS AND ALTERNATIVES
title_full_unstemmed INSTRUCTION TO THE DOUBLE IN FOREIGN LANGUAGE TEACHER INITIAL EDUCATION: PATHWAYS AND ALTERNATIVES
title_sort INSTRUCTION TO THE DOUBLE IN FOREIGN LANGUAGE TEACHER INITIAL EDUCATION: PATHWAYS AND ALTERNATIVES
author Freudenberger Martiny, Francieli
author_facet Freudenberger Martiny, Francieli
author_role author
dc.contributor.author.fl_str_mv Freudenberger Martiny, Francieli
dc.subject.por.fl_str_mv Formação inicial de professores
Língua estrangeira
Instrução ao Sósia
Teacher initial education
Foreign Language
Instruction to the Double
topic Formação inicial de professores
Língua estrangeira
Instrução ao Sósia
Teacher initial education
Foreign Language
Instruction to the Double
description This text has as its main goal to describe the modifications that take place in the interaction promoted by Instruction to the Double when it is deployed in the context of Foreign Languages teacher initial education. For this purpose, the procedure is presented as it was first designed in the 1970s, followed by a discussion about its (re)interpretations and adjustments promoted by Clinic of Activity. Data was generated by the implementation of a sequence of Instruction to the Double sessions with two teachers in initial education – one of them teaching English and the other one teaching French. The texts generated during the interaction between the researcher/teacher educator and the doubles/teachers in initial education were analyzed following the procedures set by Socio-discursive Interactionism. The context of research about teacher initial education influenced not only the way in which the procedure was managed but also the language activity built by the interlocutors. It seems that the representations about the social roles played by the participants during face to face interaction constitute the main factor leading to modifications.
publishDate 2020
dc.date.none.fl_str_mv 2020-12-30
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Artigo avaliado pelos Pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufes.br/contextoslinguisticos/article/view/31914
10.47456/cl.v14i29.31914
url https://periodicos.ufes.br/contextoslinguisticos/article/view/31914
identifier_str_mv 10.47456/cl.v14i29.31914
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufes.br/contextoslinguisticos/article/view/31914/22550
dc.rights.driver.fl_str_mv Copyright (c) 2020 Revista (Con)Textos Linguísticos
http://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Revista (Con)Textos Linguísticos
http://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Programa de Pós-Graduação em Linguística da Universidade Federal do Espírito Santo
publisher.none.fl_str_mv Programa de Pós-Graduação em Linguística da Universidade Federal do Espírito Santo
dc.source.none.fl_str_mv Revista (Con)Textos Linguísticos; v. 14 n. 29 (2020): Revista (Con)Textos Linguísticos; 524-542
Revista (Con)Textos Linguísticos; Vol. 14 No. 29 (2020): Revista (Con)Textos Linguísticos; 524-542
1982-291X
2317-3475
10.47456/cl.v14i29
reponame:Revista (Con)Textos Linguísticos (Online)
instname:Universidade Federal do Espírito Santo (UFES)
instacron:UFES
instname_str Universidade Federal do Espírito Santo (UFES)
instacron_str UFES
institution UFES
reponame_str Revista (Con)Textos Linguísticos (Online)
collection Revista (Con)Textos Linguísticos (Online)
repository.name.fl_str_mv Revista (Con)Textos Linguísticos (Online) - Universidade Federal do Espírito Santo (UFES)
repository.mail.fl_str_mv ||meirelesalex@gmail.com
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