Classroom discourse and interaction in portuguese as additional language : seeking contributions from the reflective practice

• Ano de defesa: 2019
• Autor(a) principal: Ferreira, Rafael Padilha
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: eng
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul; Escola de Humanidades; Brasil; PUCRS; Programa de Pós-Graduação em Letras
• Palavras-chave em Português: Languages Teaching; Portuguese as Additional Language; Reflective Practice; Classroom Discourse and Interaction; LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: http://tede2.pucrs.br/tede2/handle/tede/8836

The teaching of Portuguese as Additional Language (PAL) has been occupying more and more significant spaces within the studies of Applied Linguistics. In this context, this research looks for ways of investigating the characteristics of Classroom Discourse and Interaction (CDI) in a PLA class for graduate students of the Pontifical Catholic University of Rio Grande do Sul (PUCRS). In order to increase the awareness of the professor about how the use of language interferes with the interactions that occur in the classroom, creating, or not, learning opportunities, one finds in the Reflective Practice (RP) framework, a Continuous Professional Development (CPD) tool for teachers, the basis for the promotion of collaborative reflection, which establishes a community of practice and promotes the use of real data from the classroom context of the professionals involved. This approach is combined with CDI studies, which commonly use Conversation Analysis concepts to collect, organize and present data. Therefore, in this research, classroom interactions were recorded, from which sections were used to illustrate discussions between the professor of the course and the researcher. These Discussion Meetings (DMs) were also recorded in audio and transcribed using the Computerized Language Analysis (CLAN) software, composing the research corpus. The analysis presented in this study seeks to show how the RP process contributes to the elucidation of issues related to CDI, thus increasing the awareness of professionals involved in the process about these concepts. The results observed from the data analysis demonstrate that RP has the potential to offer language professional the chance to observe phenomena occurring in their classroom from different perspectives, learning new concepts or reformulating their understandings about concepts already widely discussed in teacher education programs. It is believed that these results prove that the combination of RP with the theoretical contributions from the CDI studies, strongly based on the methodology offered by the Conversation Analysis applied to studies on Second Language Acquisition (CA-for-SLA), offers, at least in the context of this research, a solid opportunity for an ongoing, contextualized teacher education that promotes collaborative reflection among professionals with different experiences.