English teaching in public schools from an INdisciplinary and dialogical perspective
This paper aims to investigate how the academic discourse of the English teacher-researcher takes part in the ideological discussion about English teaching in public schools. In the light of INdisciplinary Applied Linguistics (AL), I ground the discussion with conceptions of critical teaching of Eng...
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2021 |
| País: | Brasil |
| Recursos: | Associação Nacional de Pós-Graduação e Pesquisa em Letras e Lingüística (ANPOLL) |
| Repositório: | Revista da ANPOLL (Online) |
| Idioma: | português |
| OAI Identifier: | oai:ojs.revistadaanpoll.emnuvens.com.br:article/1556 |
| Acesso em linha: | https://revistadaanpoll.emnuvens.com.br/revista/article/view/1556 |
| Access Level: | Acceso aberto |
| Palavra-chave: | English teaching Public school Applied Linguistics Dialogical analysis Ensino de inglês Escola pública Linguística Aplicada Análise dialógica |
| Resumo: | This paper aims to investigate how the academic discourse of the English teacher-researcher takes part in the ideological discussion about English teaching in public schools. In the light of INdisciplinary Applied Linguistics (AL), I ground the discussion with conceptions of critical teaching of English in Brazil. Subsequently, in an interface with the dialogical perspective of language, I present my dialogical approach to data analysis to explore the composition of two master's dissertation abstracts on English teaching published in 2017 and 2020. Corpus analysis shows that the academic discourse is bivocalized with the theoretical discourse, through naming theories and indirect citation to other studies, to criticize the tradition of teaching reading and writing in the English language and to complement the official discourse on English teaching. Thus, the analysis elucidates the heterogeneity of the composition of the academic discourse of the English teacher-researcher and reveals the absence of initial interest in social problems, but which end up being pointed out in the analyzed corpus. |
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