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Chapter 15. Language policy and language teaching

Conditions of adaptability
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Abstract

This study focuses on the teaching of English in Brazil and how language policy is handled by public school teachers; it also offers some reflections on adaptability (Mey 2009). Given the current status of English as a lingua franca, the study seeks to understand its influence in the classroom, both in relation to the official regulation of such practice and to the individual choices made by teachers. The project contained a proposal for action research with a group of teachers in the state school system in Ponta Grossa, Paraná, Brazil. The research was developed through meetings in the Text Studies Laboratory at the State University of Ponta Grossa every fortnight. The teaching material was analyzed in discussions with the teachers, and by using their diaries, based on the lessons taught. The results identified the participants’ difficulties to see language as a social practice and their struggle to translate the documents into their daily practice. Additionally, teacher-centered practices focusing on the structural aspects of the language, with the concomitant difficulties of joining practice to theory, were observed. The emphasis on adaptability in the process of teaching language through the medium of diverse social practices seems to be a challenge still to be worked out in the context of teaching English as a foreign language in Brazil.

Abstract

This study focuses on the teaching of English in Brazil and how language policy is handled by public school teachers; it also offers some reflections on adaptability (Mey 2009). Given the current status of English as a lingua franca, the study seeks to understand its influence in the classroom, both in relation to the official regulation of such practice and to the individual choices made by teachers. The project contained a proposal for action research with a group of teachers in the state school system in Ponta Grossa, Paraná, Brazil. The research was developed through meetings in the Text Studies Laboratory at the State University of Ponta Grossa every fortnight. The teaching material was analyzed in discussions with the teachers, and by using their diaries, based on the lessons taught. The results identified the participants’ difficulties to see language as a social practice and their struggle to translate the documents into their daily practice. Additionally, teacher-centered practices focusing on the structural aspects of the language, with the concomitant difficulties of joining practice to theory, were observed. The emphasis on adaptability in the process of teaching language through the medium of diverse social practices seems to be a challenge still to be worked out in the context of teaching English as a foreign language in Brazil.

Kapitel in diesem Buch

  1. Prelim pages i
  2. Table of contents v
  3. Introduction 1
  4. Section I. Adapting truth, speech acts, and ideologies
  5. Chapter 1. Adaptability and truth 27
  6. Chapter 2. How do we adapt ourselves in performing an illocutionary act? 37
  7. Chapter 3. Adapting to changing concepts of time 55
  8. Chapter 4. The reality of technological worldviews 75
  9. Section II. Adapting text and textuality
  10. Chapter 5. Ad-appting children’s stories 101
  11. Chapter 6. Self-containment and contamination 117
  12. Chapter 7. Quotation, meta-data and transparency of sources in mediated political discourse 143
  13. Chapter 8. The adaptability of becoming 171
  14. Section III. Adaptive communities of practice
  15. Chapter 9. Face, conflict, and adaptability in mediated intercultural invitations 191
  16. Chapter 10. Discussing breast cancer in cyber spaces 213
  17. Chapter 11. Expressing opinions and emotions while travelling on-line 235
  18. Chapter 12. How LINE users struggle to come to terms with the adaptability-adaptivity dilemma 259
  19. Section IV. Adapting learning and teaching
  20. Chapter 13. Apprenticeship in microbiology 285
  21. Chapter 14. Technological context 299
  22. Chapter 15. Language policy and language teaching 325
  23. Index 343
The Pragmatics of Adaptability
Ein Kapitel aus dem Buch The Pragmatics of Adaptability
https://doi.org/10.1075/pbns.319.15car

Kapitel in diesem Buch

  1. Prelim pages i
  2. Table of contents v
  3. Introduction 1
  4. Section I. Adapting truth, speech acts, and ideologies
  5. Chapter 1. Adaptability and truth 27
  6. Chapter 2. How do we adapt ourselves in performing an illocutionary act? 37
  7. Chapter 3. Adapting to changing concepts of time 55
  8. Chapter 4. The reality of technological worldviews 75
  9. Section II. Adapting text and textuality
  10. Chapter 5. Ad-appting children’s stories 101
  11. Chapter 6. Self-containment and contamination 117
  12. Chapter 7. Quotation, meta-data and transparency of sources in mediated political discourse 143
  13. Chapter 8. The adaptability of becoming 171
  14. Section III. Adaptive communities of practice
  15. Chapter 9. Face, conflict, and adaptability in mediated intercultural invitations 191
  16. Chapter 10. Discussing breast cancer in cyber spaces 213
  17. Chapter 11. Expressing opinions and emotions while travelling on-line 235
  18. Chapter 12. How LINE users struggle to come to terms with the adaptability-adaptivity dilemma 259
  19. Section IV. Adapting learning and teaching
  20. Chapter 13. Apprenticeship in microbiology 285
  21. Chapter 14. Technological context 299
  22. Chapter 15. Language policy and language teaching 325
  23. Index 343
Heruntergeladen am 17.4.2026 von https://www.degruyterbrill.com/document/doi/10.1075/pbns.319.15car/html
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