Inglês como segunda língua-cultura: por uma pedagogia crítica e dialógica da apropriação
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2013
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Resumo
In this study, we aim at reflecting about the pedagogical practice of a teacher of English as well as observing possible signs of English appropriation by his Brazilian students. In order to do so, we based our research on what Kramsch (2001) states about the relationship between language and culture and their appropriation; as well as, on the discussions held by Kramsch and Sulllivan (1996), Pennycook (1997) and Canagarajah (1999) about a critical pedagogy regarding language teaching; and on Bakhtin’s dialogical principle (1997, 2004). As a qualitative investigation, its findings point out to a quite critical teaching practice, which is supported by dialogical discursive practices that considerably contribute to the appropriation process of English as a second language-culture by some learners.
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Inglês, Língua-cultura, Apropriação, Dialogicidade, Pedagogia crítica, English, Language-culture, Dialogicity, Critical pedagogy, Appropriation
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FIGUEREDO, Carla Janaina. Inglês como segunda língua-cultura: por uma pedagogia crítica e dialógica da apropriação. Veredas Atemática, Juiz de Fora, v. 17, n. 2, p. 302-320, 2013.