One doll, multiple learnings: the appraisal system on the teaching of English as an additional language
Learning a foreign language with the title of lingua franca, such as English, implies studying it analytically to create intelligibility about the ideologies conveyed in discourses in general. Because we consider the text as an instance of meaning (Halliday, 1994) and as the central unit of pedagogi...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Universidade Estadual de Londrina (UEL) |
| Repositorio: | Revista Entretextos |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/50167 |
| Acceso en línea: | https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/50167 |
| Access Level: | acceso abierto |
| Palabra clave: | Systemic-Functional Linguistics Appraisal System Teaching of English Lingüística Sistémico-Funcional Sistema de Valoración Enseñanza del Inglés Linguística Sistêmico-Funcional Sistema de Avaliatividade Ensino de língua inglesa |
| Sumario: | Learning a foreign language with the title of lingua franca, such as English, implies studying it analytically to create intelligibility about the ideologies conveyed in discourses in general. Because we consider the text as an instance of meaning (Halliday, 1994) and as the central unit of pedagogical work (Brasil, 2018), in this article, we present a proposal for developing English teaching material for high school, by analyzing an emblematic excerpt from the Barbie film, released in 2023, that leads us to reflect on social issues important to the formation of critical citizens. For this undertaking, we took as basis the contributions of Systemic-Functional Linguistics (Halliday; Matthiessen, 2004), with a focus on the Appraisal System (Martin; Rose, 2003; Martin; White, 2005), and aligned ourselves with Critical Applied Linguistics (Grande, 2021) and with ethical-reflexive teacher education (Miller, 2013), under a qualitative-interpretivist research approach (Denzin; Lincoln, 2006). In this study, we propose a pedagogical practice that exceeds the linguistic level, with functional and questioning potential, given the contexts of situation and culture in which we find ourselves, whether we are teachers and/or students. |
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