Bringing discourse analysis into the language classroom

The aim of this article is to argue in favour of adopting the point of view of discourse analysis in order to describe and explain how language is actually used. After pointing out that discourse should not be considered as one more level in the description of language but rather as a change of perspective, the author proposes three premises which must be assumed in order to bring discourse analysis into the classroom. In the central part of the article the author suggests and exemplifies a series of concepts from discourse analysis which can be easily introduced in order to enable learners to reflect upon discourse and communication. The last section in the article includes specific guidelines for designing a language syllabus based on a discourse approach to language use

Bringing discourse analysis into the language classroom

The aim of this article is to argue in favour of adopting the point of view of discourse analysis in order to describe and explain how language is actually used. After pointing out that discourse should not be considered as one more level in the description of language but rather as a change of perspective, the author proposes three premises which must be assumed in order to bring discourse analysis into the classroom. In the central part of the article the author suggests and exemplifies a series of concepts from discourse analysis which can be easily introduced in order to enable learners to reflect upon discourse and communication. The last section in the article includes specific guidelines for designing a language syllabus based on a discourse approach to language use

Inmigración e interacción en la enseñanza/adquisición de lenguas: la construcción conversacional del alumnado de origen inmigrante

Además de presentar la interacción en el aula desde la perspectiva del trabajo en parejas alumno autóctono/no autóctono, nuestro objetivo en el presente apartado de este volumen es analizar los procesos interactivos que llevan a que una misma tarea escolar se resuelva de manera más o menos eficiente. Al mismo tiempo, contemplamos y comparamos en nuestro análisis la interacción que tiene lugar entre dos parejas de alumnos (alumna inmigrante/alumno autóctono) en la resolución de tareas escolares en lengua inglesa, prestando especial atención a cómo y en qué medida los interlocutores se orientan interactivamente hacia la identidad del alumno inmigrante.Besides presenting classroom interaction from the perspective of native/non-native pairwork, our aim in the present section of this special issue is to analyse those interactional processes which influence the extent to which a task is more or less efficently resolved. At the same time, in our analysis we take into consideration and compare the interaction taking place between two pairs (immigrant girl/native boy) in carrying out school tasks in English, paying special attention to how and to what extent the interlocutors address themselves interactively towards the immigrant student