Foreign language teachers: divided between wandering through a strange language and making use of someone else’s language

• Autor(a) principal: Tavares, Carla Nunes Vieira
• Data de Publicação: 2011
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Zetetiké (Online)
• Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646672
• topic: Identity; Teacher education; Teaching a foreign language; Identidade; Formação de professores; Ensino-aprendizagem de língua estrangeira

This paper aims at questioning the teacher-foreign language rapportin the educational scenario. We intend to discuss foreign language constructionas an object of knowledge, and how this construction may influence teachers’representations of the language they teach, as well as the process of teachingand learning this language. The presupposition is that the mother tongue, aswell as the foreign language, constitute, primarily, the means by which someonecan be inscribed in the symbolic universe as a subject of language(BENVENISTE, 1966, 1974; LACAN, 1998). Occupying a teacher’s positionimplies that a rapport with the object of knowledge has been at least minimallyestablished, so that someone can assume the role of a mediator between thosewho demand the knowledge and the object of this knowledge itself. It is atroublesome relationship, since the imaginary ideas about the foreign languagetaught by the teachers (and which often haven’t been grasped yet) clashes withthe contingence of the educational scene and with the rapport the teachersthemselves have toward that language. Therefore, we propose to discuss to whatextent the subject-language rapport influences the image teachers have ofthemselves and if/how they see themselves invested in this position.