Disinventing and reconstituting the concept of communication in language education
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2020
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In this article we draw on the praxiological framework of disinvention and reconstitution of
language(s) to problematize the concept of communication in language education. Considering
the fact that the concept of language as an instrument of communication was a metadiscursive
regime used to (re)invent language as an isolated and unproblematic element, we argue for an idea
of communication that embraces the complexity of language practices, communicative
interactions, and the world at large. The critical (re)views shared throughout the text point to a
complex perspective of communicative language classes, which requires an understanding of
language and communication as complex social practices and as spaces with great potential to
promote epistemic decoloniality.
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URZÊDA-FREITAS, Marco Túlio de; PESSOA, Rosane Rocha. Disinventing and reconstituting the concept of communication in language education. L2 Journal, Berkeley, v. 12, n. 3, p. 61-76, 2020. DOI: 10.5070/L20048205. Disponível em: https://escholarship.org/uc/item/5h03586r. Acesso em: 5 maio 2023.