Preprint has been submitted for publication in journal
Preprint / Version 1

The academic discourse of English teachers from a dialogical perspective

##article.authors##

DOI:

https://doi.org/10.1590/1678-460x202255200

Keywords:

academic discourse, English teaching, successful experiences, dialogical discourse analysis

Abstract

The aim of this paper is to discuss the constitution of the academic discourse of the English teacher in successful experiences in language teaching. To that end I adopt the dialogical perspective of language to explore 12 abstracts of oral presentations published in the program of the III International Seminar of the Brazilian Association of English Language Teachers in the Federal Network of Basic, Technical and Technological Education (ABRALITEC) in 2020. The abstracts are seen as utterances imbued with the official discourse on English teaching in Brazil and with the theoretical discourse mobilized to carry out research. Results show that in theoretical discourse double-voicing is realized through the nomenclature of concepts and the citation of authors to support pedagogical, methodological, and language theories. In official discourse double-voicing takes place when a specific lexicon is used, or language education policies are mentioned with the purpose of complementing or transgressing them.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Posted

08/25/2022

How to Cite

Lima, S. de C. (2022). The academic discourse of English teachers from a dialogical perspective. In SciELO Preprints. https://doi.org/10.1590/1678-460x202255200

Section

Linguistic, literature and arts

Plaudit