UNIVERSIDADE FEDERAL DO RIO GRANDE DO SUL
INSTITUTO DE LETRAS
Programa de Pós-Graduação em Letras
Estudos da Linguagem
Lingüística Aplicada
LIN-00048-A – Seminários de Linguagem no Contexto Social – 2009/1
PROGRAMA PRELIMINAR 01/2009
Ementa:
Tópicos específicos de relações e intersecções entre fenômenos lingüísticos e
fenômenos ou categorias sociais, estrutura e organização lingüística e estrutura e
organização social; teoria lingüística e teoria social.
Tópico:
Fala-em-interação de sala de aula
Professores: Pedro M. Garcez, PhD
Carga:
4 créditos – Encontros semanais às quartas-feiras, das 13:30 às 17:10
Objetivos:
Pela leitura e discussão de descrições da organização da fala-em-interação social
humana em cenários institucionais escolares e exame de estudos contemporâneos
sobre participação e construção conjunta de conhecimentos, compor um panorama de
conhecimentos sobre a fala-em-interação de sala de aula contemporânea.
Requisitos:
•
•
•
Leitura cuidadosa dos textos recomendados (que exigem leitura fluente em língua
inglesa), participação ativa nas discussões e contribuição para o bom andamento dos
trabalhos do curso;
Indicação e relato de leitura de publicação recente no âmbito do tópico da disciplina;
Monografia final, preferencialmente resultante de trabalho empírico baseado em
análise de dados interacionais.
Textos de leitura pressuposta:
Drew, P., & Heritage, J. (1992). Analyzing talk at work: An introduction. In P. Drew & J. Heritage (Orgs.), Talk at
work: Interaction in institutional settings, (pp. 3-65). Cambridge: Cambridge University Press.
Loder, L. L., & Jung, N. M. (2008). Fala-em-interação social: introdução à Análise da Conversa
Etnometodológica. Campinas, SP: Mercado de Letras.
Sacks, H., Schegloff, E. A., & Jefferson, G. (1974). A simplest systematic for the organization of turn-taking for
conversation. Language, 50, 696-735.
Schegloff, E. A., Jefferson, G., & Sacks, H. (1977). The preference for self-correction in the organization of
repair in conversation. Language, 53(2), 361-383.
Cronograma para leitura e discussão:
1. IRA e revozeamento (Mehan, 1985; Garcez, 2006; O’Connor & Michaels, 1996, Conceição & Garcez,
2005)
2. Retrospectiva sociolingüística interacional (Mehan, 1998; Cazden, 2001; Macbeth, 2003; Garcez, 2008a)
3. Tomada de turnos e reparo (Lerner, 1995; McHoul, 1978, 1990; Koshik, 2002; Macbeth, 2004)
4. Tomada de turnos e reparo (Lerner, 1995; McHoul, 1978, 1990; Koshik, 2002; Macbeth, 2004)
5. Participação (Jones & Thornborrow, 2004; Candela, 1999, 2005; Shultz, 2007; Garcez & Mello, 2007)
6. Fala-em-interação de sala de aula de língua estrangeira (Markee, 2000; Schlatter, Garcez & Scaramucci,
2004)
7. Fala-em-interação de sala de aula de língua estrangeira (Hall, 1998; Ohta, 2000; Mori, 2002; Nassaji &
Wells, 2000; Donato, 2004; Markee & Kasper, 2004; Mondada & Doehler, 2004; Ohta & Foster, 2005)
8. Fala-em-interação de sala de aula de língua estrangeira (Hall, 1998; Ohta, 2000; Mori, 2002; Nassaji &
Wells, 2000; Donato, 2004; Markee & Kasper, 2004; Mondada & Doehler, 2004; Ohta & Foster, 2005)
9. Fala-em-interação de sala de aula de língua estrangeira (Seedhouse, 2004; Hall, 2007a, Seedhouse 2007;
Hall, 2007b)
10. Participação e aprendizagem na fala-em-interação de sala de aula de língua estrangeira (Freitas, 2006;
Abeledo, 2008; Salimen, no prelo)
11. Participação e aprendizagem na fala-em-interação de sala de aula de língua estrangeira (Freitas, 2006;
Abeledo, 2008; Salimen, no prelo; Hellerman, 2008)
12. Fala-em-interação de sala de aula contemporânea: indicações de uma nova ordem comunicativa
(Rampton, 2006; Garcez, 2008b)
13. Fala-em-interação de sala de aula contemporânea: indicações de uma nova ordem comunicativa
(Rampton, 2006; Garcez, 2008b)
14. Relatos dos projetos de monografia da disciplina/trabalhos de conclusão
15. Apresentação e discussão das monografias, avaliação final e encerramento
Textos obrigatórios:
Candela, A. (1999). Students’ power in classroom discourse. Linguistics and Education 10(2),139-163.
Candela, A. (2005). Students’ participation as co-authoring of school institutional practices. Culture &
Psychology, 11(3), 321-337.
Cazden, C. B. (2001). Classroom discourse: The language of teaching and learning (2a. ed.). Portsmouth, NH:
Heinemann.
Conceição, L. E., & Garcez, P. M. (2005). O revozeamento no discurso da escola pública cidadã. Intercâmbio,
XIV (PUC-SP).
Donato, R. (2004). Aspects of collaboration in pedagogical discourse. Annual Review of Applied Linguistics, 24,
284-302.
Garcez, P. M. (2006). A organização da fala-em-interação na sala de aula: controle social, reprodução de
conhecimento, construção conjunta de conhecimento. Calidoscópio (Unisinos), 4(1), 66-80. (disponível em
http://www.unisinos.br/publicacoes_cientificas/images/stories/Publicacoes/Calid_v4n1/art07_garcez.pdf
Garcez, P. M. (2008a). Microethnography in the classroom [Microetnografia na sala de aula]. In K. King & N. H.
Hornberger (Orgs.), The encyclopedia of language and education, vol. 10, Research methods in language
and education (pp. 257-272). Berlim: Springer.
Garcez, P. M. (2008b). Resenha de Language in late modernity: Interaction in an urban school [A linguagem na
modernidade tardia: interação em um escola urbana]. Language and Education, 22(3), 257-260.
Garcez, P. M., & Melo, P. S. (2007). Construindo o melhor momento para tomar o turno na fala-em-interação
de sala de aula na escola pública cidadã de Porto Alegre. Polifonia (UFMT), 13, 1-21.
Hall, J. K. & Walsh M. (2002). Teacher-student interaction and language learning. Annual Review of Applied
Linguistics, 22, 186-203.
Hall, J. K. (1998). Differential teacher attention to student utterances: The construction of different opportunities
for learning in the IRF. Linguistics and Education, 9(3), 287-311.
Hall, J. K. (2007a). Redressing the roles of correction and repair in research on second and foreign language
learning. Modern Language Journal, 91(4), 511-526.
Hall, J. K. (2007b). The devil’s in the details: A response to Hall. Modern Language Journal, 91(4), 534-536.
Hellermann, J. (2008). Social actions for classroom language learning. : Multilingual Matters.
Jones, R. & Thornborrow J. (2004). Floors, talk and the organization of classroom activities. Language in
Society, 33, 399–423.
Koshik, I. Designedly incomplete utterances: A pedagogical practice for eliciting knowledge displays in error
correction sequences. Research on Language and Social Interaction, 35(3), 277-309.
Lerner, G. (1995). Turn design and the organization of participation in instructional activities. Discourse
Processes, 19, 111-31.
Macbeth, D. H. (2003). Hugh Mehan's Learning lessons reconsidered: On the differences between the
naturalistic and critical analysis of classroom discourse. American Educational Research Journal, 40(1),
239-280.
Macbeth, D. H. (2004). The relevance of repair for classroom correction. Language in Society, 33, 703–736.
Markee, N. (2000). Conversation analysis. Mahwah, NJ: Lawrence Erlbaum.
Markee, N., & Kasper, G. (2004). Classroom talks: An introduction. The Modern Language Journal, 88(4), 491500.
McHoul, A. (1978). The organization of turns at formal talk in the classroom. Language in Society, 7, 183-213.
McHoul, A. (1990). The organization of repair in classroom talk. Language in Society, 19, 349-77.
Mehan, H. (1985). The structure of classroom discourse. In T. van Dijk (Org.), Handbook of Discourse Analysis
(Vol. 3, pp. 119-131). Londres: Academic Press.
Mehan, H. (1998). The study of social interaction in educational settings: Accomplishments and unresolved
issues. Human Development, 41(4), 245-269.
Mondada, L., & Doehler, S. P. (2004). Second language acquisition as situated practice: Task accomplishment
in the French second language classroom. Modern Language Journal, 88(4): 501-518.
Mori, J. (2002). Task design, plan, and development of talk-in-interaction: An analysis of a small group activity
in a Japanese language classroom. Applied Linguistics, 23(3), 323-347.
Nassaji, H. & Wells, G. (2000). What’s the use of ‘triadic dialogue’?: An investigation of teacher-student
interaction. Applied Linguistics, 21(3), 376-406.
Ohta, A. S. (2000). Rethinking interaction in SLA: developmentally appropriate assistance in the zone of
proximal development and the acquisition of L2 grammar. In: JP. Lantolf (Org.). Sociocultural theory and
second language learning (pp. 51-78). Oxford: Oxford University Press.
Ohta, A. S., & Foster, P. (2005). Negotiation for meaning and peer assistance in second language classrooms.
Applied Linguistics, 26(3), 402-430.
Rampton, B. (2006). Language in late modernity: Interaction in an urban school. Cambridge: Cambridge
University Press.
Schlatter, M., Garcez, P. M., & Scaramucci, M. V. R. (2004). O papel da interação na pesquisa sobre aquisição
e uso de língua estrangeira: implicações para o ensino e para a avaliação. Letras de Hoje (PUCRS),
139(3), 345-378.
Schulz, L. (2007). A construção da participação na fala-em-interação de sala de aula: um estudo
microetnográfico sobre a participação em uma escola municipal de Porto Alegre. Dissertação de mestrado.
Porto Alegre: Programa de Pós-Graduação em Letras, UFRGS.
Seedhouse, P. (2007). On ethmethodological CA and “linguistic CA”: A reply to Hall. Modern Language
Journal, 91(4), 527-533.
Textos suplementares recomendados:
Bonu, B. (1997). Remarques sur le traitement de l'erreur dans la classe. In A. Marcarino (Org.), Analisi della
conversatione e prospettive di recerca in etnometodologia (pp. 179-186). Urbino: Editioni QuattroVenti.
Chaudron, G. (2001). Progress in language classroom research: Evidence from The Modern Language Journal
1916-2000. The Modern Language Jounal, 85(1), 57-76.
Consolo, D. A. (2001). On student engagement in whole-class oral interaction: from classroom discourse and
sociocultural aspects to implications for language learning. Ilha do Desterro, 41, 41-60.
Green, J., & Dixon, C. (2002). Exploring differences in perspectives on microanalysis of classroom discourse:
Contributions and concerns. Applied Linguistics, 23(3), 393-406.
Hall, J. K. & Walsh M. (2002). Teacher-student interaction and language learning. Annual Review of Applied
Linguistics, 22, 186-203.
Hall, J. K. (1995). (Re)creating our worlds with words: A sociohistorical perspective of face-to-face interaction.
Applied Linguistics, 16(2), 206-232.
Hall. J. K. (2001). Classroom interaction and language learning. Ilha do Desterro, 41, 17-39.
Hellerman, J. (2005). Syntactic and prosodic practices for cohesion in series of three-part sequences in
classroom talk. Research on Language and Social Interaction, 38(1), 105-130.
Hellermann, J., Cole, K. M., & Zuengler, J. (2001). Developing thinking communities through talk: Two case
studies from science classes. CELA Research Report Studies 14001. Albany, NY: National Research
Center on English Learning and Achievement (CELA).
Kinginger, C. (2002). Defining the zone of proximal development in US foreign language education. Applied
Linguistics, 23(2), 240-261.
Leander, K. M. (2002). Silencing in classroom interaction: producing and relating social spaces. Discourse
Processes, 34(2), 193-235.
Liebscher G. & Dailey-O’Cain J. (2003). Conversation repair as a role-defining mechanism in classroom
interaction. The Modern Language Journal, 87(3), 375-390.
Macbeth, D. H. (1990). Classroom order as practical action: The making and unmaking of a quiet repproach.
British Journal of Sociology of Education, 11(2), 189-214.
Macbeth, D. H. (1991). Teacher authority as practical action. Linguistics and Education, 3, 281-313.
Mehan, H. (1979). Learning lessons: Social organization in the classroom. Cambridge: Harvard University
Press.
Moguel, D. (2004). What does it mean to participate in class?: Integrity and inconsistency in classroom
interaction. Journal of Classroom Interaction, 39(1), 19-29.
Norton, B. & Toohey, K. (2004). Critical pedagogies and language learning. Cambridge: Cambridge University
Press.
Ohta, Amy Snyder (2005). Confirmation checks: A discourse analytic reanalysis. Japanese Language &
Literature, 39, 383-412.
Olsher, D. (1996). Some issues in analyzing classroom interaction: An interview with Deborah Poole. Issues in
Applied Linguistics, 7(2): 297-307.
Paoletti, I., & Fele, G. (2004). Order and disorder in the classroom. Pragmatics, 14, 69-85.
Psathas, G. (1995). Conversation analysis: The study of talk-in-interaction. Thousand Oaks, CA: Sage.
Rampton, B., Roberts, C., Leung, C., & Harris, R. (2002). Methodology in the analysis of classroom discourse.
Applied Linguistics, 23(3), 373-392.
Seedhouse, P. (1994). Linking pedagogical purposes to linguistic patterns of interaction: The analysis of
communication in the language classroom. International Review of Applied Linguistics in Language
Teaching (IRAL), 32(4), 303-20.
Seedhouse, P. (1999). The relationship between context and the organisation of repair in the L2 classroom.
International Review of Applied Linguistics (IRAL), 37, 59-80.
Seedhouse, P. (2004). The interactional architecture of the language classroom: A conversation analysis
perspective. Malden, MA: Blackwell.
ten Have, P. (1999). Doing conversation analysis: A practical guide. Londres: Sage.
Verplaetse, L. S. (2000). Mr. Wonder-ful: Portrait of a dialogic teacher. In J. K. Hall & L. S. Verplaetse (Orgs.),
Second and foreign language learning through classroom interaction (pp. 221-240). Mahwah, NJ: Lawrence
Erlbaum.
Wells, G. (1999). Dialogic inquiry: Towards a sociocultural practice and theory of education. New York:
Cambridge University Press.
Zuengler, J., Ford, C., & Fassnacht, C. (1998). Analyst eyes and camera eyes: Theoretical and technological
considerations in "seeing" the details of classroom interaction. CELA Research Report 2040. Albany, NY:
National Research Center on English Learning and Achievement (CELA).